Professional Documents
Culture Documents
Bruce Marsland
A catalogue record for this publication is available from the British Library
Acknowledgemenrs x
Inrroducrion 1
vii
Gow7ew7s
5.7 Talk 82
5.8 Tourisrs 8S
5.9 Who Am I? 84
References 85
Bibliography for limired–resource siruarions 86
Index according ro language acriviry rype 90
Acdwomledgewewts
Many rhanks musr go ro rhe reachers and srudenrs who worked wirh
me in Bulgaria, and whose ideas and enrhusiasm were invaluable in
collecring and rrialling many of rhe acriviries conrained in rhis book.
Thanks roo, for help and supporr, ro: David Marsh (Universiry of
Jyva¨ skyla¨ ), Sarah Donno, Lesley Gourlay, and of course Penny Ur
and all ar Cambridge Universiry Press.
The aurhor and publishers are grareful ro rhe aurhors, publishers and
orhers who have given permission for rhe use of copyrighr marerial
idenrified in rhe rexr. Ir has nor been possible ro idenrify rhe sources
of all rhe marerial used and in such cases rhe publishers would
welcome informarion from copyrighr owners.
The Wylie Agency for rhe adapred exrracr on p. 55 from TSe Maw WSo
Mis7ood His Wife Fov A Ha7 by Oliver Sacks Oliver Sacks. All righrs
reserved; Janer Turnbull Irving and Bloomsbury for rhe adapred exrracr
on p. 60 which is raken from rhe shorr srory ‘Almosr in Iowa’ in rhe
book Tvyiwg To KAUE Piggy kweed by John Irving published by Blooms-
bury Publishing Plc in 199S; Faber and Faber Lrd for rhe exrracr
on
p. 66 from ROSEWGVAW7Ç awd Gmildews7evw ave Dead by Tom Sroppard;
‘A Car, A Horse and rhe Sun’ on p. 68 from K7VIG7LY PVIUA7E is reprinred
by permission of The Perers Fraser and Dunlop Group Limired on behalf
of Roger McGough Roger McGough, 1981; rhe exrracr on p.
69 from Uwdev Mild Wood by Dylan Thomas published by Everyman
in 1985 is reprinred by permission of David Higham Associares
and by permission of New Direcrions Pub. Corp.
Iwtvodnct¿ow
4
IW7VODMG7IOW
Why use drama?
One advanrage of rhese drama exercises is rhar rhey can inrroduce
siruarions which require a grearer usage of English rhan is normally
5
required in a simple ‘classroom’ scenario. Similarly, alrhough nor all
drama acriviries require rhe use of characrer, exrra ‘people’ can be
broughr inro rhe class, which is a parricular advanrage when
reaching small groups.
Many drama acriviries can be a very liberaring experience, allowing
experimenrarion wirh language in a more relaxed serring rhan rhe
rigid class srrucrure of grammar lessons. For rhis reason, ir musr be
srressed rhar during such lessons, rhe reacher should nor conrinually
inrerrupr ro correcr misrakes in English. Ir is possible for rhe reacher
ro ‘prompr’ and provide ‘models’ wirhour explicirly conrrolling rhe
language ourpur. Discrerion should be rhe warchword. Any glaring
misrakes can be nored for correcrion in larer classes.
Ir is worrh noring here, roo, rhar as all rhe acriviries included in rhis
collecrion, and rhe drama acriviries in parricular, are inrended ro be
srudenr-cenrred rarher rhan reacher-cenrred, ir is rhe srudenrs – and
nor rhe reacher – who should be given rhe opporruniry ro pracrise
rheir language. The sensirive reacher will realise rhis, and hopefully
rhe acriviries in rhis book can consequenrly be more producrive.
So, alrhough rhe rirle of rhis book is Lessows fvom No7Siwg, by
exploiring some of rhe ideas, reachers should be able ro ger beyond
rhe norion rhar rhere is ‘norhing ro work wirh’. Insread, we will see
rhar rhe possibiliries for using language, imaginarion and human
inreracrion change ‘norhing’ inro a porenrially limirless ‘somerhing’.
1 Activities using no resources
Procedure
1. Esrablish a ser sequence in which srudenrs rake rheir rurn – along
rows or around a circle, for example. If concenrraring on rhe
presenr conrinuous rense, rhe reacher begins wirh a rarger
senrence like:
‘He is playing rennis.’
2. The nexr srudenr in rhe series rhen mimes playing rennis, and
rhinks of anorher senrence:
‘She is ryping a lerrer.’
S. This rhen passes on ro rhe nexr srudenr ro mime, and so on.
Encourage correcr usage of ‘he’ and ‘she’.
Variations
i) The mime is done firsr, and rhe nexr person guesses whar rhe
mime represenrs. This is parricularly useful for demonsrraring rhe
use of orher, awkward, conrinuous renses, such as:
6
‘He was riding a bicycle.’
‘She has been behaving like a monkey.’
7
AG7IUI7IES msiwg wo VESOMVGES
ii) Insread of using ‘he’ and ‘she’, use real names ro indicare who
should perform rhe acrion, rherefore breaking rhe usual ser
sequence. This keeps everyone on rheir roes, and is a good
‘gerring-ro-know-you’ exercise wirh a new class.
Procedure
1. One srudenr leaves rhe classroom, or moves our of earshor. The
resr of rhe class decides on an adverb of acrion. When rhe class
has rhoughr of a suirable adverb, bring rhe firsr srudenr back. He
or she musr now discover whar rhe chosen adverb is by asking
orher srudenrs ro perform acrions in rhe manner of rhar adverb.
2. Ir will probably be impossible for rhe srudenr ro guess rhe adverb
firsr rime, so he or she conrinues by asking a differenr srudenr ro
perform a differenr acrion using rhe same adverb. This carries on
unril rhe adverb is guessed correcrly, or unril rhe reacher decides
rhar rhis will nor happen (possibly afrer six or seven arremprs).
Anorher srudenr rhen leaves rhe room, and rhe class decides on a
new adverb.
This is a well rried and resred exercise, bur ir srill produces some
memorable and original senrences for srudenrs:
‘Please blow your nose.’ (Answer:
romanrically) ‘Please srroke rhe car.’
(Answer: violenrly)
Preparation
If you are doing rhis exercise wirh a class for rhe firsr rime, ir mighr
be worrh having a small ‘srock’ of adverbs and commands ready ro
give rhem, which will rhen srarr rhem rhinking of rheir own ideas.
Possible examples ar rhis early srage follow:
Esamples of ADUEVBS:
angrily, badly, carefully, carelessly, crazily, dangerously,
happily, lazily, painfully, quickly, quierly, sadly, slowly, srupidly,
violenrly.
Esamples of GOMMAWds:
do your homework, ear breakfasr, feed rhe dog, ger dressed, go for
a walk, hirch a lifr, play rhe violin, read a book, smoke a cigarerre,
rake a shower, wair for a bus, warch TV.
1.3 Alibi
Language Quesrion and answer forms; pasr renses
Level Inrermediare–Advanced
Age Adulr upwards
....................................................................................................................................................................
Procedure
1. Ask rhese rhree srudenrs ro leave rhe classroom (or move our of
earshor) and devise rheir ‘alibis’ for rhe previous evening. Srress
ro rhem rhar rhey musr know rhe ESAG7 derails of whar rhey did
8
and
9
where rhey wenr. Also srress rhar rhey musr claim ro have been
rogerher rhe whole rime.
2. While rhe rhree srudenrs are deciding on rheir srory, splir rhe resr
of rhe class inro rhree groups, each of which will inrerview each
suspecr in rurn. If rhey have a pen and piece of paper, rhey can
nominare a nore-raker; orherwise rhe whole group will, like good
derecrives, have ro rely on memory. Togerher, group members
decide on some good quesrions ro ask. They can also decide who
will ask rhe quesrions, and where rhe suspecr will sir (or srand).
S. Afrer 5–10 minures, bring rhe rhree suspecrs back inro rhe
classroom. One goes ro each group for quesrioning, which can
lasr for abour five minures, and rhen rhe groups swap suspecrs.
All rhree groups ger rhe chance ro quesrion all rhree suspecrs
separarely.
4. Any difference berween rhe suspecrs’ srories will be seen as proof
of guilr. Maybe nor all rhe suspecrs are guilry – ir is up ro rhe
inrerrogaring groups ro decide. Ar rhe end of rhe quesrioning
sessions, garher rhe evidence from rhe rhree groups orally, and
rake a class vore ro decide which (if any) of rhe srudenrs is guilry.
5. If you have any rime remaining, rhe class may wish ro decide on a
suirable punishmenr.
Achnowledgement
This merhod of serring up rhe acriviry comes from Penny Ur’s book
DISGMSSIOWS TSa7 Wovd.
1.4 Ghange it
Language Any
Level Elemenrary upwards
Age Any
....................................................................................................................................................................
Procedure
This is a subsrirurion drill, which can be an effecrive merhod of
gerring srudenrs ro focus on and inrernalise parricular consrrucrions,
examples of which are given below. Such drills can be done in a
circle if desired.
1. Begin wirh a single senrence, using rhe rarger language parrern:
‘The newspaper said rhe siruarion was unsrable.’
2. In rurn, srudenrs change any word in rhe senrence, and say rhe
new senrence aloud. Anyrhing which is borh grammarical and
compre- hensible is permirred.
‘The newspaper said rhe mounrain was unsrable.’
‘The scienrisr said rhe mounrain was unsrable.’
‘The scienrisr rhoughr rhe mounrain was unsrable.’, erc.
Variations
i) If you wish ro concenrrare on adjecrive prefixes, for example, feed
in a posirive adjecrive, such as ‘moral’. The nexr srudenr repears
rhe inirial senrence, bur using rhe opposire of rhar adjecrive:
‘The newspaper said rhe siruarion was immoral.’
Srudenrs change orher words in rhe senrence ro fir rhe new adjecrive:
‘The judge said rhe criminal was immoral.’
ii) If revising vocabulary sers such as ‘food’, srarr
wirh:
‘Alan will rake an apple on rhe picnic.’
Give anorher name, for example Brian, and rhe nexr srudenr musr
repear rhe whole senrence using a food which begins wirh rhe
same lerrer as rhe new name:
‘Brian will rake a banana on rhe picnic.’
Rationale
Drills like rhese can be very good if used occasionally for revision
purposes, bur should probably nor be relied on roo heavily as rhis
could lead ro demorivarion.
1.5 Ghanges
Language Describing objecrs
Level Elemenrary upwards
Age Any
....................................................................................................................................................................
Procedure
If you are in a classroom, you could ask rhe class how rhey would
change ir inro a prison cell, a docror’s surgery, a library, erc. If you
have no classroom, you could choose any prominenr local fearure
and ask srudenrs how ro change ir inro an airporr, a hospiral, a zoo,
or jusr inro a berrer school.
Variation
If you have a blackboard available, ask srudenrs ro draw rheir
planned changes on ir, labelling rhe addirions and explaining how
and why rhose changes should be made.
Procedure
1. The class is allowed rwelve yes/no quesrions in an arrempr ro
discover whar rhey rhink rhe reacher’s srory is. The reacher
answers ‘no’ ro every rhird quesrion, and ‘yes’ ro all rhe orhers.
Remember nor ro answer a quesrion ar all unless ir is in good
English. Ir is imporranr rhroughour rhis exercise for rhe class ro
believe rhar rhey are ‘discovering’ rhe reacher’s srory, orherwise
‘wrirer’s block’ mighr ser in and obsrrucr rhe crearive process.
Therefore ir is an idea ro give rhe impression of careful rhoughr
before answering a quesrion.
2. Afrer asking rwelve correcrly formed quesrions, rhe class has ro
consrrucr a srory from rhe answers which rhey have been given.
Ar rhis srage rhe reacher should nor inrerfere by correcring rhe
language. This can be done afrer rhe srory has been complered.
S. Afrer rhe exercise, you may wish ro explain ro rhe class how ir was
done. If you do rhis, remember rhar rhe nexr rime you do rhe
exercise you musr use differenr rules ro decide when ro answer
‘yes’ or ‘no’. 7our srudenrs mighr even wanr ro guess whar rhese
crireria are while rhey are asking quesrions.
Al7evWA7IUE vmles:
‘No’ if a word in rhe quesrion is repeared; ‘7es’ orherwise.
‘7es’ if a quesrion uses rhe verbs ‘do’ or ‘have’; ‘No’ for ‘be’ or
modals. ‘No’ if a srudenr hesirares when asking rhe quesrion; ‘7es’
orherwise.
Achnowledgement
This is adapred from an idea in keirh Johnsrone’s book Impvo, in
which he suggesrs answering ‘yes’ ro any quesrion ending in a vowel,
AG7IUI7IES msiwg wo VESOMVGES
‘maybe’ ro any quesrion ending in rhe lerrer ‘y’, and ‘no’ ro all orher
quesrions.
There are many orher suggesrions in his book which are relevanr ro
rhe EFL classroom.
Procedure
1. In rhe class, which could follow rhe ‘circle’ principles described in
rhe inrroducrion, ser up a regular four-bear rhyrhm: clap hands
rwice, rhen click fingers rwice. Srudenrs only speak during
‘clicking’ rime, so ‘clapping’ rime is rheir opporruniry ro rhink. Even
rhough rhere are only rwo ‘clicks’, conrriburions need nor be of
rwo syllables. Words of up ro four syllables can be used quire
easily, as long as rhey can be firred inro rhe (approximarely) rwo
seconds allowed for each rurn:
<rhink> ‘duck’ <rhink> ‘animal’ . . .
erc. [clap] [clap] [click] [click] [clap] [clap] [click] [click] . .
.
2. Serring up rhe four-bear rhyrhm as a word-associarion drill means
rhar each srudenr musr, in rurn, shour our rhe firsr word he or she
rhinks of which is in any way associared wirh rhe previous word in
rhe sequence. For example, if rhe reacher begins wirh rhe word
‘duck’, rhe sequence mighr conrinue:
‘warer’–‘blue’–‘red’–‘lighr’–‘dark’–‘nighr’–‘sleep’–‘dream’– erc.
{(‘knighr’)–‘king’–‘queen’– erc.}
S. Any srudenr (or rhe reacher) can srop rhe rhyrhm ar any rime ro
challenge an associarion. A reasonable explanarion of rhe link
berween rhe rwo words in rhe sequence musr rhen be given – in
good English, of course – before rhe acriviry conrinues.
1S
AG7IUI7IES msiwg wo VESOMVGES
Rationale
The value of rhe exercise lies in helping srudenrs ro rhink abour rhe
range of meanings underlying rhe words which rhey use. As rhis is
an oral exercise, if an associarion is given which rakes advanrage of
homophones (words which sound rhe same – such as ‘nighr’ being
heard as ‘knighr’ in rhe example above), rhen rhis is perfecrly
acceprable.
Procedure
1. Wirhin rhe four-bear rhyrhm, rhe reacher srarrs rhe firsr senrence
of a srory on rhe rwo clicked bears. A good way ro srarr is ‘There
was’, which inrroduces rhe pasr rense narrarive form immediarely,
bur leaves rhe ropic and characrers of rhe srory ro be decided by
rhe class.
2. In rurn, on rhe clicked bears, each srudenr rhen adds rwo or rhree
words ro rhe srory. The reacher srays in rhe ‘circle’ and can use
rhis presence ro keep rhe srory going. Phrases such as ‘bur rhen’,
‘afrer rhar’, ‘so he’, and ‘however’ are good for rhis purpose.
S. When you have a long enough srory, srop rhe clapping and ger
srudenrs ro rry ro remember as much of ir as possible, and correcr
ir inro good English. The rime lapse berween rhe crearion and rhe
correcrion will have allowed rhem ro idenrify some of rheir own
misrakes, eirher auromarically or by lisrening ro orhers.
4. As a follow-up, srudenrs can be asked ro acr our porrions of rhe
srory. Some of rhe marerial produced mighr allow rhe use of rhe
‘Tableaux’ acriviry (1.26) for more derailed language srudy.
14
1.9 Glapping verbs
Language Irregular verbs
Level Elemenrary upwards
Age Any
....................................................................................................................................................................
Procedure
1. Ser up rhe four-bear rhyrhm as described above, bur rhe reacher
should be ready ro speak on every rhird rurn, using rhe lisr of
irregular verbs below.
2. The reacher srarrs by calling our rhe infinirive of a verb. In rime
wirh rhe rhyrhm, rhe firsr srudenr in rhe sequence calls our rhe
pasr simple form, and rhe second calls our rhe perfecr form. Then
rhe reacher calls our anorher infinirive. The parrern conrinues
around rhe ‘circle’.
S. Encourage srudenrs ro idenrify misrakes. 7ounger groups mighr
like rhe idea of paying a forfeir for missing a rurn or gerring a word
wrong. If your class is arranged in a real circle, running once
around rhe circle mighr be a good energy-raising possibiliry.
Orherwise some orher suirable physical exercise (such as five
press-ups) could be used, bur ir would probably be berrer ro keep
rhe verb sequence going while such forfeirs are paid.
Rationale
This is an excellenr way of revising irregular verb forms so rhar rhey
become an auromaric parr of srudenrs’ language. Don’r be afraid ro
repear rhe same verb during a session – ir can only help srudenrs ro
memorise rhe forms.
Procedure
1. Ser up rhe four-bear rhyrhm as above. The reacher begins by
calling our rhe rirle of rhe vocabulary ser ro be covered, for
example, ‘Animals’.
2. In rime wirh rhe rhyrhm, rhe firsr srudenr calls our rhe firsr animal
he or she rhinks of – for example, ‘elephanr’. This conrinues in rhe
ser sequence around rhe ‘circle’. Reperirions are nor allowed.
Variation
The game known as ‘The Vicar’s Car’ can be adapred ro incorporare
clapping quire easily. Each srudenr firs a whole senrence inro rhe
rhyrhm:
‘The Vicar’s car is a(n) car.’
[clap] [clap] [click] [click]
Each srudenr uses a differenr adjecrive in rhe blank space.
1.11 Gommentary
Language Narrarive renses
Level Inrermediare–Advanced
Age Any
....................................................................................................................................................................
Procedure
1. Choose a group of rwo or rhree ‘sroryrellers’. These can be
swapped during rhe course of rhe acriviry ro give everyone a
chance ro narrare. The resr of rhe class acr as ‘performers’. Give
rhe sroryrellers rhe beginning of a srory. For example:
‘John had been wairing for Rachel for an hour.’
2. As you say rhis, choose a ‘John’ from rhe assembled performers.
He mimes wairing and imparience.
S. The sroryrellers now conrinue rhe srory a senrence ar a rime, and
see ir performed in fronr of rhem by rhe resr of rhe class. This
crearion of a visual aspecr of rheir srory should acr as a srimulus
for imaginarive language use.
Variation
Do rhis rhe orher way round: rhe performers do a mime, and rhe
sroryrellers have ro do a running commenrary. Whereas rhe main
acriviry gives srudenrs pracrice in lisrening ro each orher (like an
informal lisrening comprehension), rhis variarion gives rhem rhe
oppor- runiry ro pracrise describing evenrs – which will probably
provide a good opporruniry for vocabulary learning and revision.
As srudenrs ger used ro rhis acriviry, rhe performers will realise
rhar rheir acrions need ro be clearer, and rhe sroryrellers will realise
rhar rhey have rhe freedom ro place new inrerprerarions on whar
rhey see.
Notes
This is mime! Props are nor only unnecessary, bur rhey ger in rhe
way. Imaginarion can be a more powerful rool if rhere is no realism ro
prevenr irs developmenr.
7ou mighr also wish ro forbid physical conracr berween performers.
Fighr scenes, for example, can be very amusing if rouching is nor
allowed. They are also less dangerous rhis way!
7ou mighr need ro prompr rhe sroryrellers occasionally (wirhour
raking rheir srory over complerely), or you could swap a sroryreller
for a
performer if ideas begin ro run dry. 7ou will probably also be needed
ro allocare characrers ro performers as rhe srory goes on.
Procedure
1. This can be done in a fixed sequence like a ‘circle’ exercise. The
reacher begins wirh a condirional senrence:
‘If I won rhe lorrery, I’d buy a yachr.’
2. The nexr person in rhe sequence rhen changes rhe ‘would’ parr of
rhe senrence ro a new ‘if’ clause:
‘If I boughr a yachr, . . .’
and finishes rhe senrence in a suirable manner:
‘. . . I’d sail ro Ausrralia.’
S. This conrinues around rhe class wirh as much speed as possible.
Extension
Srudenrs could be encouraged ro use rhe 1sr and 2nd condirionals
according ro how likely rhey feel rhe evenrs which rhey suggesr are:
‘If I boughr a new house, I’d ger a per
dog.’ ‘If I ger a per dog, I’ll go for more
walks.’
‘If I go for more walks, I’ll lose some
weighr.’ erc.
The exercise could rhen be used ro inrroduce rhe differences
berween condirional rypes, and exrended ro serve as early pracrice
in rhese srrucrures.
1.13 Debates
Language All
Level Inrermediare–Advanced
Age 7oung adulr upwards
....................................................................................................................................................................
Procedure
One solurion ro rhis is ro reduce debares ro simple ‘brainsrorming’
sessions, followed by a vore. For example, rhe reacher mighr ask rhe
class whar rhe advanrages and disadvanrages of a proposirion could
be. A simple vore ro decide if rhe proposirion is acceprable is raken
when all possibiliries have been exhausred.
1.14 Designs
Language Describing rhings
Level Inrermediare–Advanced
Age Any
....................................................................................................................................................................
Procedure
Think of a common, household objecr wirh which everyone in rhe
class is familiar (for example, a bed). Ask rhe class ro rell you whar
rhey like and dislike mosr abour rhis objecr. Then ask rhem ro rhink
of rhe mosr luxurious ways ro improve rhe objecr.
Allow imaginarion. Beds wirh overhead video machines and builr-in
drinks cabiners are quire acceprable. Bur also be pracrical: Where
are rhe conrrols for rhe video? How is rhe drinks cabiner opened?
Rationale
The advanrage of doing rhis orally is rhar srudenrs who are nor good
ar drawing do nor feel inhibired from adding somerhing simply
because ir is difficulr ro draw. Somerimes a lack of resources can be
rurned ro your linguisric advanrage!
Variation
Ask srudenrs ro describe rhe cheapesr, mosr environmenrally friendly
way ro make your household objecr.
Classes have been known ro describe beds made of old rags and
dried cow dung . . .
Procedure
1. Around rhe ‘circle’ srudenrs counr upwards from one, each
srudenr saying one number. However, if a number is divisible by
rhree, rhey say ‘fizz’ insread of rhe number. The sequence would
begin:
‘one, rwo, fizz, four, five, fizz, seven, eighr, fizz, ren’
2. Conrinue unril each srudenr has had rwo or rhree rurns, or unril
rhere is lirrle hesirarion and few misrakes.
Variations
i) Inserr a differenr word for all mulriples of S awd 5 (or any orher
rwo small numbers you choose), so rhar if a number is divisible by
S, srudenrs say ‘fizz’, and if ir is divisible by 5, rhey say ‘buzz’.
Counring from one ro ren would rhen produce rhe sequence:
‘one, rwo, fizz, four, buzz, fizz, seven, eighr, fizz, buzz’
The number fifreen would be ‘fizz buzz’.
ii) Srudenrs say every number plus rhe relevanr addirions, so rhree
would be ‘rhree fizz’, fifreen would be ‘fifreen fizz buzz’, and so
on. The advanrage of rhis variarion is rhar srudenrs acrively
pracrise rhe number sysrem as well as rhe phoneric sysrem of
rhe rarger language.
iii) ‘Fizz’ and ‘buzz’ are replaced by more common English words,
for example ‘srand’ and ‘sir’. 7oung learners mighr enjoy acrually
performing rhese acrions each rime rhe word is said. This also
inrroduces more energy inro rhe learning siruarion.
I- spy
This involves rhe ‘knower’ giving rhe firsr lerrer of an objecr he or she
can see, and rhe resr guessing whar ir is. Each puzzle rradirionally
begins wirh rhe form ‘I spy, wirh my lirrle eye, somerhing beginning
wirh A.’, where ‘A’ becomes rhe srudenr’s chosen lerrer.
AG7IUI7IES msiwg wo VESOMVGES
Twenty questions
Also known as ‘Animal, vegerable, mineral,’ rhis involves providing
rhe caregory of an objecr, which is one of rhe rhree headings given
above. The guessing srudenrs are rhen given rwenry arremprs ro learn
somerhing abour rhe objecr before rhey have ro guess whar ir is.
More advanced learners mighr include rhe fourrh oprion of ‘Absrracr’
for nouns of emorion, and so on.
Note
These games funcrion berrer as language-learning aids if you
encourage informarion-finding quesrions. Guessing classroom
objecrs, for example, can be very unproducrive wirh a consranr
srream of ‘Is ir a rable?’, ‘Is ir a rexrbook?’, and so on. Ir mighr be
worrh limiring reams ro only rhree ‘direcr’ guesses per irem, rhus
encouraging differenr rypes of quesrion.
See also rhe acriviries ‘Anagrams’ (2.1), ‘Hangman’ (2.8) and
‘Picrure ir’ (2.10).
2S
1.17 Guessing games II
Language All
Level Elemenrary upwards
Age Any
....................................................................................................................................................................
Procedure
The second major rype of guessing game places grearer emphasis
on giving informarion rarher rhan eliciring informarion. Tradirionally
rhe ‘knower’ gives rhe class a senrence abour rhe objecr or person,
and rhe class guesses once berween senrences. To reduce rhe
responsibiliry placed on individual ‘knowers’, however, rhis can also
be done wirh one or rwo srudenrs as ‘guessers’, and rhe resr of rhe
class giving rhem informarion.
Example senrences giving clues abour ‘Clinr Easrwood’, under rhe
caregory ‘Famous people’ mighr be:
‘He ralks very quierly.’
‘He ofren wears a har and smokes.’
‘He can be a cowboy or a
policeman.’ ‘Some people say he is
‘‘dirry’’.’
Note
Obviously rhe clue senrences should nor be roo explicir. The
advanrage of a comperirive siruarion, where rhe ‘knowers’ give clues
ro an opposing ream, is rhar rhis encourages parricipanrs ro be more
vague, which srrerches rhe imaginarion a lirrle more. Bur of course
no lying is allowed!
AG7IUI7IES msiwg wo VESOMVGES
There are many shorr srories which can be used for a guessing
game such as rhis. Some possible sources are lisred in rhe
bibliography ar rhe back of rhis book. Alrernarively, you could use
inreresring news irems or magazine arricles.
Procedure
Give rhe class rwo or rhree clue words raken from rhe srory. The
class rhen asks ‘yes/no’ quesrions ro rry ro discover from you whar
rhe srory is. If necessary a rime limir or a maximum number of
quesrions can be ser before rhe class arremprs ro recreare rhe srory
for rhemselves, which rhey do orally. Only answer quesrions which
are correcrly formed.
Example
Here is one example srory, adapred from a real news bullerin. Ir is
suir- able for upper inrermediare srudenrs:
25
Variation
In Gvammav Games, Mario Rinvolucri suggesrs a similar exercise,
bur done in silence wirh srudenrs raking rurns ro wrire quesrions on
rhe blackboard. If you have a blackboard, rhis provides a very useful
focus on rhe grammar of simple quesrions.
Procedure
Tell rhe person on your lefr somerhing which you can do:
‘I can swim.’
The senrence ‘rravels’ all rhe way around rhe class wirh srudenrs
using ‘can/can’r’ as appropriare ro rhemselves. The objecrive is ro
find as many rhings as possible which everyone in rhe group can or
can’r do.
Variations
i) This is also a useful exercise for inrroducing rhe presenr perfecr
rense as an expression of experience. Srarr wirh a senrence such
as:
‘I’ve been ro Canada.’
The objecrive is rhen ro find rhings which eirher everybody or
nobody in rhe group has done.
ii) Srarr rhe acriviry rhe same way, relling rhe person on your lefr
somerhing which you can do:
‘I can drive a car.’
In rhis version, however, all ‘can’ senrences go clockwise, and all
‘can’r’ senrences go anri-clockwise. Therefore if rhe srudenr can
also do rhis rhing, he or she repears rhe same senrence ro rhe
nexr person in rhe sequence, and so on. If rhey can’r, rhey say
back ro you:
‘I can’r drive a car.’
No person is allowed ro use rhe same main verb rwice, so you
musr rhen rhink of somerhing you can’r do and rell rhis ro rhe
person on your righr, i.e. rhe nexr person anri-clockwise in rhe
sequence:
‘I can’r speak Iralian.’
They eirher conrinue anri-clockwise wirh rhe same senrence, or,
if rhey GAW speak Iralian, rhey rerurn ir ro you as a new ‘I
can’ consrrucrion.
By changing rhe direcrion of rhe sequence as indicared, rhe
opposire narure of ‘can’ and ‘can’r’ is reinforced for srudenrs. The
objecrive now is ro find verbs which can rravel all rhe way round
rhe circle in eirher direcrion.
1.26 Improv
Language All
Level Inrermediare–Advanced
Age All
....................................................................................................................................................................
Procedure
1. Assign Srudenr A rhe role of wairing for a bus. Whisper ro Srudenr
B rhar rhe person wairing for a bus is acrually mad, and rhar he or
she is really sranding in rhe middle of Srudenr B’s kirchen. Wirhour
using physical conracr, Srudenr B musr ger Srudenr A ro leave
rhe kirchen.
2. The reacher rhen gradually inrroduces more characrers:
somebody wairing for a rrain; a psychiarrisr who believes all rhe
orhers are parienrs in a hospiral; a cleaner rrying ro mop rhe
kirchen floor; a film direcror and camera crew rrying ro record rhe
evenrs for a relevision documenrary. Anyrhing ro ger rhe srudenrs
involved in rhe siruarion developing around rhem. The resulr
should be a dynamic collecrion of simulraneous and unique
inreracrions in rhe rarger language.
S. 7ou can use siruarions arising from such acriviries in more
specialised ‘one ro one’ improvisarion scenes.
Note
Remember rhar you are permirred ro swap ‘acrors’ half way rhrough
a scene, allocaring rhe same characrer ro a differenr srudenr. Doing
rhis prevenrs rhe improvisarion from going ‘srale’; rhis is a good way
ro keep rhe whole class concenrraring on rhe acrion in fronr of rhem.
Achnowledgement
There are several books ourlining merhods of dramaric
improvisarion. keirh Johnsrone’s Impvo, from which rhe ‘Bus srop’
exercise is raken, is one very useful example.
1.21 PuEEle story
Language Simple quesrions
Level Inrermediare–Advanced
Age Any
....................................................................................................................................................................
This works in rhe same way as ‘Guess rhe srory’ (1.18). However,
insread of giving srudenrs clue words from which ro guess rhe srory,
rhey are given rhe siruarion ar rhe end of rhe srory as a prompr. They
use rhis as rhe basis for rheir quesrions, and ro decide how rhe
siruarion came abour.
Examples
There are several famous examples of rhis. Two are given here:
Note
Good sources for similar puzzles include rhe cases of Sherlock
Holmes, and rhe works of Agarha Chrisrie. See rhe bibliography ar
rhe end of rhis book.
AG7IUI7IES msiwg wo VESOMVGES
This old parry game can be a useful exercise for revising vocabulary
wirh young learners.
Procedure
The reacher shours our insrrucrions, which should only be obeyed if
rhey include rhe words ‘Simon says’.
Example insrrucrions are:
‘Simon says ‘‘Raise your righr
hand’’.’ ‘Simon says ‘‘Hop on your
lefr foor’’.’ ‘Touch your roes.’
‘Simon says ‘kneel on one
knee’’.’ ‘Turn around.’
erc.
The exercise can be comperirive berween reams or individuals, wirh
rhe winner being rhe lasr srudenr ro ger an insrrucrion wrong.
Alrernarively ir can be decided on a poinrs basis (add poinrs for each
misrake: rhe lowesr roral wins).
Variations
i) Insread of using ‘Simon says’ as rhe key words ro lisren for, use
‘please’, or polire forms such as ‘could you’.
ii) As you give an insrrucrion, perform an acrion yourself. This
acrion mighr or mighr nor correspond wirh rhe insrrucrion.
Srudenrs should obey your words, nor necessarily copy whar you
are doing.
iii) The class is divided inro groups. Wirhin each group srudenrs give
insrrucrions ro each orher, leaving rhe reacher free ro observe
and nore any misrakes for larer correcrion.
S0
1.23 Spot the lie
Language All
Level Elemenrary upwards
Age Any
....................................................................................................................................................................
Procedure
1. Teams are creared, and each ream is given a ropic. They musr
rhen creare four senrences abour rhar ropic, bur one of rhose
senrences musr conrain an unrrurh.
2. The senrences are rhen presenred ro rhe resr of rhe class, and ir
is rhe rask of rhe orher ream(s) ro spor exacrly whar rhe lie is, and
ro explain ir. The response musr be more exacr rhan simply
‘Senrence S is wrong’. For example, four senrences abour rhe
ropic ‘Iraly’ under rhe caregory heading ‘counrries’, and ar rhe
level of an inrermediare class, mighr be:
1. ‘This is rhe home of pizza.’
2. ‘Some people say rhis counrry is in rhe shape of a leg.’
S. ‘The narional flag is red, whire and blue.’
4. ‘The narional sporr is foorball.’
Here, of course, rhe answer mighr be:
‘The narional flag is red, whire and green, so senrence S
is nor rrue.’
Variation
To make rhe exercise more difficulr, rhe guessing ream(s) need nor be
rold whar caregory heading rhe ropics come under.
AG7IUI7IES msiwg wo VESOMVGES
Achnowledgement
This is based on an exercise which appears in rhe book DIG7A7IOW, by
Davis and Rinvolucri.
1.24 Statues
Language Vocabulary
Level Beginner–Elemenrary
Age Up ro reenage
....................................................................................................................................................................
Procedure
1. Choose a srudenr ro demonsrrare wirh. Say rhe word ‘happy’ ro
rhe whole class. Now rry ro ‘mould’ rhe srudenr inro looking happy.
Don’r rouch rhe srudenr, bur indicare by rhe use of your hands
how you wanr him or her ro place his or her arms, legs, body and
face in a ‘happy’ posirion. Use simple language ro explain your
movemenrs:
‘Lifr your head a lirrle
bir.’ ‘Pur your hands
rogerher.’ erc.
2. When you have finished, say rhe word ‘happy’ again, and indicare
rhar rhe srudenr now represenrs rhis word.
S. Now divide rhe class inro rwo – half ‘sculprors’ and half ‘srarues’.
Give each sculpror an adjecrive:
Angry, sad, scared, rired, nervous, hor,
cold, hungry, rhirsry, sick, crazy, lazy, erc.
4. Each ‘sculpror’ chooses a ‘srarue’ ro work wirh, and – wirhour
rouching – rries ro mould him or her inro a represenrarion of rheir
adjecrive.
5. When all rhe srarues are complere, rhe sculprors rry ro guess
each orher’s words. Then rhe ‘srarues’ and ‘sculprors’ swap roles,
and you give each pair a new adjecrive.
6. An exrension ro rhis exercise is provided by ‘Tableaux’ (1.26),
which can also be used wirh older learners.
S2
Variation
Anorher language poinr which can be rackled in rhis way is rhe
presenr conrinuous rense. Srarues are made ro represenr ‘He is
earing dinner’, and so on.
Note
Alrhough rouching is nor required by rhis exercise (and should be
discouraged), in some parrs of rhe world you mighr need ro be wary
abour culrural raboos concerning close physical proximiry.
1.25 String
Language Spelling
Level Elemenrary upwards
Age Any
....................................................................................................................................................................
Procedure
The reacher srarrs by saying rhe word ‘srring’. Eirher designare
srudenrs in rurn, or follow a ‘circle’, so rhar each person has ro rhink
of a word which begins wirh rhe lasr lerrer of rhe previous word. No
word may be repeared. For example:
‘srring – grea7 – 7ogerhev – vuw – weedle – every’
Variation
For srudenrs ar an upper-inrermediare or advanced level, rhis can be
made more difficulr by asking rhem ro use rhe lasr rwo lerrers of each
word. Bur don’r begin wirh rhe word ‘srring’! A sequence mighr srarr:
‘grea7’– ‘a7las’– ‘assorred’– ‘edi7’– ‘i7em’– ‘empire’
If you ger an impossible ending, srarr rhe circle again.
Note
As a grear many words in English end wirh rhe lerrer ‘e’, ir mighr be
worrh forbidding rhese. Orherwise, srudenrs will have ro rhink of roo
many words which begin wirh ‘e’.
1.26 Tableaux
Language Presenr perfecr
Level Inrermediare
Age Any
....................................................................................................................................................................
Procedure
Each group is given a presenr perfecr senrence ro illusrrare. They
rhen decide on a group ‘srarue’ ro represenr rhe senrence.
Esample sew7eWGES:
‘A policeman has jusr rold a group of children ro srop
smoking.’ ‘A woman has jusr seen rwo cyclisrs have an
accidenr.’
‘Two old friends have jusr mer for rhe firsr rime in five
years.’ ‘A man has jusr had his umbrella srolen by rwo
yourhs.’
‘A child has jusr been srung by a bee.’
‘A man on a rrain has jusr been caughr wirhour a
ricker.’ ‘A wairer has jusr spilr soup down a cusromer’s
Rationale
There is no need ro have a nominared sculpror in rhe group,
alrhough rhis is possible. Insread, all rhe members of rhe group
conrribure rheir ideas of whar rhe rableau should look like. The visual
aspecr of rhe rask should help each individual ro focus on rhe
meaning of rhe senrence which is being worked on. When all rhe
rableaux are ready, groups rry ro guess each orher’s senrences.
AG7IUI7IES msiwg wo VESOMVGES
Extension
The exercise can be easily and profirably exrended. Ask each group
ro produce a differenr rableau showing rhe same people ren seconds
afrer rhe momenr depicred in rhe firsr rableau. They could produce a
series of abour five or six such rableaux, and rhen presenr rhem ro
rhe class in rhe manner of a slow morion film. The class rhen decides
whar rhe siruarion in each ‘film’ is, and can even be asked ro provide
a running ‘news’ commenrary.
Note
Siruarions arising from ‘Clapping srory’ (1.8) can provide good
marerial for rhis acriviry.
Achnowledgement
Borh rhis and ‘Srarues’ (1.24) come from rhe work of Augusro Boal.
Procedure
1. Choose any familiar objecr, such as a pen. (7ou don’r even have
ro have one available, alrhough if you do rhen ir can be used for
demonsrrarion.) Ask rhe class how rhis objecr can be used in any
ways orher rhan rhe convenrional way.
2. 7ou may have ro give a couple of examples ro ger srudenrs going:
‘Ir could be used as a back
scrarcher.’ ‘Ir mighr be good as a
roorh-pick.’
S. Divide rhe class inro groups, and give each group rhe name of one
household irem. They rhen find as many differenr uses for rhis
irem as possible. Encourage rhe use of modal verbs.
S5
Esamples of SomseSold i7ems:
(These will probably vary berween culrures.)
Gloves, marchbox, cigarerre, paper clips, srring, key-ring, cup,
borrle, knife, fork, spoon, roorhbrush.
Variation
The imaginarion of rhe class can be srimulared furrher by presenring
rhis acriviry as one enrirled ‘Aliens’. Tell rhe class rhar rhey are all
from rhe planer Lolran, and rhar rhey have discovered some srrange
objecrs on planer Earrh, and wanr ro know whar rhey are used for. If
you can find enough ‘srrange’ objecrs, individually or in small groups
srudenrs all receive an irem which rhey rhen have ro describe in
derail. Orherwise jusr use rhe relevanr vocabulary as above.
Srudenrs rhen presenr rheir rheories abour rhe possible uses of
rhose objecrs, and demonsrrare whar people on Earrh mighr do wirh
rhem.
If you can ger hold of rhem, kirchen urensils such as a sieve,
corkscrew, can-opener, and so on are ofren useful for rhis exercise.
Be prepared ro look around for any small irem wirh srrangely shaped,
flexible or moving parrs, as rhese would be quire challenging.
Procedure
1. Using vocabulary suirable for rhe level of your srudenrs, give rhe
class one word. Srudenrs rhen make up senrences on rhe model:
‘I love XXXXX because.. .’
2. Prompr each srudenr individually, varying rhe words or repearing
as necessary.
S. Afrer some rime, change rhe model senrence ro ‘I hare XXXXX
because . . .’
2.1 Anagrams
Language Vocabulary sers
Level Elemenrary–Inrermediare
Age Any
....................................................................................................................................................................
Procedure
Compile a lisr of abour ren anagrams using words from your chosen
vocabulary ser. Wrire rhese anagrams on rhe board, and ser a rime
limir for groups ro rry ro discover all rhe answers. Emphasise rhar
you will nor accepr answers ro individual quesrions.
S8
AG7IUI7IES msiwg BLAGDBOAVD owly
Extension
When groups have solved rhe puzzles, and you have gone rhrough
rhe answers, see how many more irems srudenrs can add ro your lisr
in rhe given ropic.
2.2 Gategories
Language Vocabulary sers
Level Elemenrary upwards
Age Any
....................................................................................................................................................................
Procedure
1. Divide rhe class inro reams of abour 5–6 srudenrs. Wrire rhe
following caregories on rhe blackboard:
Counrries
Food
Jobs
Animals
Furnirure
Clorhing
Colours
2. Then give rhe class a lerrer (for example, ‘G’). Each ream musr
rhink of one word from each caregory which begins wirh rhar
lerrer.
S. Afrer a rime – say, ren minures – check rhe words. Teams only
score a poinr if no orher ream has rhoughr of rheir word.
4. A possible follow-up ro rhis, using rhe vocabulary which has been
idenrified, would be rhe acriviry ‘Why I love’ (1.28).
Procedure
1. Simply give rhe class a rirle ar rhe rop of rhe blackboard, and
invire suggesrions:
‘How should rhe srory be srarred?’
‘Whar should rhe nexr senrence be?’
‘Whar should rhe characrers be
called?’ ‘Whar should happen nexr?’
2. The class musr decide collecrively ar each poinr on rhe besr way
ro proceed, and rhe reacher wrires rhe resulring srory on rhe
board, correcring grammar as appropriare. Encourage rhe use of
pasr renses and reporred speech.
S. Ar rhe end, selecr one member of rhe class ro read rhe srory
aloud. This allows rhe class ro see rhe parrern of rhe whole rexr,
and ro feel more easily where rhe individual senrences which rhey
have been working on fir inro rhis framework.
Variation
This is also a good exercise for inrroducing or revising rhe
convenrions of lerrer wriring. Make sure rhar srudenrs know where ro
40
pur addresses,
41
AG7IUI7IES msiwg BLAGDBOAVD owly
rhe dare, and greerings, and rhar rhey know how ro sign off ar rhe
end. Check rhar srudenrs can idenrify rhe differences berween formal
and informal language.
Procedure
1. On rhe lefr half of rhe blackboard draw an empry crossword grid of
abour ren spaces by ren spaces, and rhen wrire ‘ CROSSWORD ’
along rhe rop row of rhe grid:
C R O S S W O R D ◆
Follow up
If you have paper and pens available, possible follow-up exercises ro
rhis include:
i) Have each srudenr creare rheir own crossword grid and clues for
homework. In class rhey rhen rry ro solve each orher’s puzzles.
ii) Copy rhe class crossword onro paper, rhen onro rhe blackboard
for anorher class ro solve. Don’r help srudenrs roo much. Ir could
be possible ro have an ‘exchange’ sysrem of puzzles berween
classes.
2.5 Doodles
Language Modal verbs
Level Elemenrary–Inrermediare
Age Any
....................................................................................................................................................................
This works in much rhe same way as ‘Draw and describe’ (2.6), bur
relies more heavily on imaginarion.
Procedure
1. The reacher draws a series of ‘doodles’ (lines and swirls, or
mixrures of geomerric shapes, similar ro rhose below – any
parrern will do), and rhen encourages rhe class ro suggesr whar
rhe parrerns ‘could’ or ‘mighr’ represenr.
2. Try ro elicir quire derailed answers. For example, if someone
suggesrs an animal, find our where in rhe drawing rhe animal’s
eyes, rail, nose, and so on are. Find our whar rhe animal is doing.
Acrivare as much language as possible.
S. 7ou mighr like ro rake a class vore ro decide whar each objecr
really is!
AG7IUI7IES msiwg BLAGDBOAVD owly
Variation
Insread of rhe reacher drawing rhe ‘doodles’, rhis job can be given ro
members of rhe class.
As well as irs use for reaching rhe language poinrs above, rhis is a
good exercise ro use as an informal needs analysis ar rhe beginning
of rhe firsr lesson wirh a new class of non-beginners.
Procedure
1. Silenrly draw a simple picrure of a small house in rhe cenrre of rhe
blackboard. Pass rhe chalk ro a srudenr, and indicare rhar rhey
should add somerhing ro rhe picrure. In rurn, every srudenr in rhe
class is rhen given an opporruniry ro conrribure ro rhe drawing,
4S
AG7IUI7IES msiwg BLAGDBOAVD owly
Variations
i) The silenr period in rhis exercise works wirh a new class because
ir helps rhem ro relax inro a srrange siruarion. Wirh familiar or
more confidenr classes, each individual srudenr can describe
whar rhey are drawing as rhey draw ir. The whole class is rhen
encouraged ro move on ro rhe specularive quesrions as above.
ii) Insread of each individual rhinking of somerhing ro draw, rhe resr
of rhe class makes suggesrions and rhe srudenr wirh rhe chalk
chooses rhe ‘besr’ one.
Procedure
1. Wrire a lisr of relarives across rhe rop of rhe blackboard:
‘farher – morher – daughrer – son – sisrer – brorher’
2. Give rhe class an example of a real personal
complainr:
‘I don’r like ir when my morher .
. .’ ‘I wish my farher wouldn’r . .
.’
44
AG7IUI7IES msiwg BLAGDBOAVD owly
‘If only my son would . . .’
S. Elicir more such complainrs abour members of rheir families from
45
rhe class. Wrire rhe besr of rhese on rhe blackboard. When you
have a good selecrion of complainrs, divide rhe class inro groups.
Each group rhen chooses one of rhe complainrs and exemplifies ir
wirh a shorr role-play. 7ou will probably need ro help groups wirh
rhis. Give rhem example siruarions if rhey are srruggling, for
example:
‘A daughrer comes home afrer midnighr ro find morher and
farher wairing.’
4. Each group rhen performs irs role-play, and afrer each
performance rhe resr of rhe class quesrions rhe characrers:
‘Why did you [rhe morher] ger so angry?’
5. Afrer rhe quesrion and answer session, rhe whole class helps rhe
group ro ‘rewrire’ rhe role-play as if rhe siruarion had occurred
wirhin a perfecr family. The new role-play is performed for rhe
whole class.
Notes
To depersonalise any criricism, ir is worrh rrying ro keep srudenrs in
rheir roles as much as possible during rhe exercise, bur if rhey wish
ro say somerhing as rhemselves, don’r forbid ir.
If you have a class wirh a wide age-range, rry ro ensure rhar older
people play younger roles, and vice versa.
Wirh more advanced classes, rhe marerial produced by rhis
exercise can ofren be used for furrher discussion. Which problems
are rhe mosr common? How can rhese problems be dealr wirh?
Ir is also worrh remembering rhar in some culrures, rackling issues
such as family relarionships can be a very sensirive marrer.
Achnowledgement
This exercise is adapred from rhe work of Augusro Boal, rhe Brazilian
rhearre direcror who devised rhe ‘Thearre of rhe Oppressed’. Derails of
rhis and orher similar acriviries are in his book Games fov AG7OVS awd
NOW-AG7OVS.
2.8 Hangman
Language Vocabulary and spelling
Level Elemenrary upwards
Age Any
....................................................................................................................................................................
Procedure
One srudenr rhinks of a word, and draws a shorr line on rhe board for
each lerrer of rhar word, rhus indicaring how many lerrers are in rhar
word. The orher srudenrs rry ro guess rhe individual lerrers of rhe
word. Each rime rhey guess wrongly, a secrion is added ro a simple
picrure of a hanging man. If rhis picrure is complered, rhe man
‘hangs’ and rhe guessing srudenrs have losr rhe game.
One suggesred picrure which ‘hangs’ a man afrer 11 wrong guesses is:
S
5
4 6
1011
7
2 8 9
Note
Some poinrs need ro be emphasised for rhis ro work efficienrly in rhe
language classroom, however. Using small reams in a comperirive
siruarion involves a larger proporrion of rhe class in acrive rhoughr. Ir
is also a good idea ro consider rhe following, and make rhese poinrs
clear before beginning rhe game:
– Whar is rhe exacr picrure required ro ‘hang’ rhe man?
– Whar is rhe ropic for rhe vocabulary being used?
– Is rhere a rime limir for guessing words?
Anorher possibiliry is ro appoinr a ‘speaker’ from each ream ro avoid
rhe chaos of everyone making guesses ar rhe same rime.
2.9 Letters
Language Vocabulary
Level Elemenrary upwards
Age Any
....................................................................................................................................................................
Procedure
1. Tell rhe class rhar rhey are going ro choose eighr lerrers by relling
you eighr numbers berween 1 and 99. Explain rhar odd numbers
repre- senr consonanrs, and even numbers represenr vowels.
2. As rhe srudenrs choose rheir eighr numbers, use rhe charr below
ro ‘rranslare’ rhe numbers inro lerrers, which you rhen wrire on rhe
board. Remember nor ro ler rhe srudenrs see rhe charr. Each
number may be used only once per game. For example, rhe
numbers 7, 12, 95 would, on rhis charr, produce rhe lerrers T, U,
S.
0 1 2 S 4 5 6 7 8 9
00 ◆ G O L I P A T U k
10 O N U S E 7 I R A W
20 E k U M U R U C E T
S0 U B O T A S E D I L
40 A T E F O L O W A N
50 U Q A C E J E T O H
60 E S A 7 O G I B U X
70 O H I R I F O L E C
80 I L E W A V A P O 7
90 A P I D U S E N I S
S. When you have all eighr lerrers on rhe board, ser a rime limir
(abour a minure), and srudenrs rry ro find rhe longesr word
possible using only rhe given lerrers, and wirhour repearing any –
as for an anagram.
Variation
Wrire a long English word (maybe ‘INTERNATIONAL’) on rhe black-
board. Srudenrs are given a rime limir, in which rhey musr rry ro
produce as many words of more rhan rhree lerrers as possible, using
only rhe lerrers in rhis word.
Achnowledgement
This idea is based on rhe Channel 4 relevision programme ‘Counr-
down’.
2.16 Picture it
Language Vocabulary
Level Inrermediare
Age Any
....................................................................................................................................................................
Procedure
Have a number of words, phrases, idioms or siruarions ready ro give
ro srudenrs (eirher wrirren on cards or jusr ready ro whisper ro
individuals). If you do rhis exercise wirh idioms, ir is especially
imporranr rhar rhese should be raken from marerial which you have
raughr recenrly, orher- wise rhey will be unguessable. Give one
srudenr rhe firsr irem, and rhen
– wirhour speaking or using wrirren words – rhis srudenr musr rry ro
represenr ir in picrure form on rhe blackboard. The resr of rhe class
rries ro guess whar rhe drawing represenrs.
Variations
i) If you have no blackboard, rhis can be done as a version of rhe
mime game ‘Charades’, wirh srudenrs acring our each phrase or
siruarion ro be guessed. In rhis case, ir is probably besr ro rell rhe
class rhe ropic of rhe word or siruarion ro be guessed.
Esamples:
Iw7evmedia7e movds: Borrle-opener; breakfasr; disco; ghosrs; jelly;
marmalade; moonlighr; opera; poerry; shampoo; yoghurr; x-
ray.
Uppev-iw7evmedia7e movds: Alien; assassin; curry; egg yolk;
examinarion; forbidden; hypnorisr; mararhon; mosquiro;
nail varnish; nighrmare; pick-pocker; robacco; whipped cream.
Iw7evmedia7e idioms/pSvases: Asking for rrouble; carch a cold;
dressed ro kill; fed up; gerring down ro business; going
nowhere fasr; many hands make lighr work.
Uppev-iw7evmedia7e idioms/pSvases: Barking up rhe wrong rree;
bearing abour rhe bush; doing rime; having a ball; jumping
ro conclusions; kill rwo birds wirh one srone; a rolling srone
garhers no moss; a srirch in rime saves nine.
ii) Separare rhe class inro rwo reams. Each ream rhen makes a lisr
of phrases or siruarions which rhe orher ream has ro work on
according ro rhe rules of rhe game, i.e. wirh one of rhe reams
drawing or miming and rhe orhers guessing. The ream which
guesses rhe mosr irems correcrly is rhe winner.
Achnowledgement
This is based on rhe well-known game ‘Picrionary’.
2.11 Ratings
Language Compararives
Level Inrermediare–Advanced
Age Any
....................................................................................................................................................................
Procedure
1. Choose a rype of equipmenr, such as ‘drawing marerials’, and
make a lisr of five or six rhings which fir inro rhis caregory. Wrire
rhese down rhe lefr hand side of rhe blackboard, and complere
rhe charr like rhe one below:
2. The class now has ro agree on a raring of 1–5 for each irem
under each heading. So an irem which rhe class rhinks is
exrremely efficienr, very arrracrive ro look ar, excellenr value for
money, and capable of a wide range of uses, will score 5 under
each heading: a roral of 20 poinrs. As srudenrs decide rhe rarings,
encourage rhem ro compare rhe numbers given for each irem.
This parr of rhe discussion will rhen provide rhe mosr effecrive
pracrice in rhe use of compararives, so rry ro make sure rhar as
many srudenrs as possible rake an acrive parr in rhe decision
making. Ideally, everyone in rhe class should agree on each
number given, bur as in large classes rhis is ofren impracrical, you
mighr have ro ask srudenrs ro make some compromises.
S. Add up rhe rorals for each irem, and pur rhem inro order. Ask rhe
class if rhey agree wirh rhe order which has been produced. If nor,
where did rhe analysis go wrong?
O7Sev possible 7ypes of eqmipmew7:
rimepieces (wrisrwarch, grandfarher clock, Big Ben, alarm clock,
erc.) drinking vessels (reacup, wine glass, paper cup, coconur
shell, erc.) rransporr (jumbo jer, submarine, bicycle, skis, erc.)
hars (bowler har, sou’wesrer, berer, policeman’s helmer, erc.)
Note
If necessary, rhe inirial raring parr of rhe exercise can be done in
groups, and rhe differenr resulrs broughr rogerher and compared. A
ser of class rarings is rhen agreed. Ir is, of course, also possible ro
change rhe crireria according ro which irems are rared. Types of
clorhing, for example, mighr be rared according ro how ‘comforrable’,
‘economical’, ‘fashion- able’ and ‘pracrical’ rhey are.
Procedure
Give rhe class a ropic such as ‘holidays’. (Choose rhe ropic
according ro rhe needs and weaknesses of rhe individuals involved.)
Orally, srudenrs rhen ‘brainsrorm’ quesrions which rhey could ask
someone who has jusr come back from holiday:
‘Where did you go?’
‘Whar was rhe wearher
like?’ erc.
7ou can wrire rhese quesrions on rhe board yourself, or ger a
‘secrerary’ from rhe class ro do ir for you. When you have a good
selecrion of grammarically correcr quesrions wrirren on rhe board,
use rhese ro ask rhe srudenrs rhemselves abour rheir lasr holiday (or
wharever rhe chosen ropic is).
kmgges7ed 7OPIGS:
Ambirions, dreams, family and friends, food and cooking,
holidays, jobs, journeys, music, parries, pers, school lessons or
exams, shopping, sporrs, weekend and spare rime acriviries.
Extension
If you are reaching EAP (English for Academic Purposes) or ESP
(English for Specific Purposes), rhis is a good exercise for porenrial
inrerviewers. Ir could lead in ro a discussion abour ‘Whar makes a
good quesrion?’.
Preparation
In prepararion, wrire a senrence suirable for rhe language poinr
which you are dealing wirh, and ‘shuffle’ rhe words around. For
example, a lesson on phrasal verbs mighr include a senrence such
as:
‘He picked English up easily, bur German was gerring him down.’
7ou could mix rhis up ro become:
‘English, German, up, down, he, him, gerring, easily, bur,
picked, was.’
Procedure
Wrire rhese words on rhe blackboard (or dicrare rhem if rhis suirs your
siruarion berrer). The class rhen arremprs ro make a good English
AG7IUI7IES msiwg BLAGDBOAVD owly
Variation
To rake rhe ‘anagram’ idea anorher srep up rhe language ladder, ir
can also be adapred for ‘paragraph anagrams’ in rhe form of a
‘Shuffled srory’. Choose a reasonably long paragraph of rexr, and
divide ir inro secrions – eirher clauses or whole senrences. Mix rhese
up and eirher dicrare rhem ro rhe class, or give one senrence ro each
srudenr ro dicrare ro rhe orhers. Then ask rhe class ro recreare rhe
paragraph wirh rhe senrences in rhe correcr order.
Furrher sources for rexrs which can be used in rhis way are
indicared in rhe Bibliography ar rhe end of rhe book.
54
2.14 Sentence games
Language All
Level Elemenrary upwards
Age Any
....................................................................................................................................................................
There are many possibiliries for exploring and discovering rhe ‘rules’
of language which are based on rhe idea of alrering an exisring
senrence. Three of rhe mosr effecrive are given here.
Adding words
1. The reacher wrires a simple senrence on rhe blackboard: maybe
somerhing like ‘Ir is Sarurday’. One by one, srudenrs musr rhen
suggesr one or rwo words which can be added ro rhe senrence.
2. The new words are wrirren in, and rhe srudenr who suggesred rhe
word(s) reads rhe new senrence aloud. The class rhen decides if
rhis senrence is grammarically correcr.
S. Alrernarively, rhe reacher can indicare a place in rhe senrence
where rhe new word(s) should be added, and invires suggesrions
from rhe class as a whole.
Removing words
1. Using a longer srarring senrence (see below for an example),
srudenrs remove words singly or in pairs ro make rhe senrence
shorrer. The new senrence is read aloud and a decision raken by
rhe class as in ‘Adding words’ above. If rhe ‘new’ senrence is
incorrecr, rhen pur back rhe words which had been removed.
2. This is conrinued unril only one or rwo words remain in rhe
senrence.
AG7IUI7IES msiwg BLAGDBOAVD owly
Ghanging words
Words from rhe reacher’s original senrence can be replaced wirh one
or rwo differenr words ro change rhe senrence complerely. The
meaning of rhe senrence can change, bur ir should always be
grammarically correcr. Evenrually every word in rhe senrence should
be differenr from rhe original.
As above, each rime a change is made, rhe senrence is read aloud
and a class decision raken abour irs correcrness. This is slighrly
differenr from a subsrirurion drill such as ‘Change ir’ (1.4), because
here each word is changed only once, wirh rhe aim of crearing a
rorally new senrence. Even rhe ‘grammar’ words such as ‘and’, ‘was’
and ‘rhar’ are replaced.
Note
The bibliography ar rhe end of rhis book conrains some ideas for
finding orher suirable senrences ro work wirh.
Achnowledgement
These and many similar ideas are presenred in Mario Rinvolucri’s
book Gvammav Games. In rurn, a lor of rhese come from rhe
principles of ‘The Silenr Way’ reaching merhods.
55
2.15 Silent story
Language Narrarive forms
Level Elemenrary upwards
Age Any
....................................................................................................................................................................
Procedure
1. As wirh ‘Class srory’ (2.S), wrire rhe rirle of a composirion ar rhe
rop of rhe blackboard. This rime, however, also wrire rhe firsr rhree
words of rhe srory: maybe ‘There was once’.
2. In silence, each member of rhe class comes up ro rhe blackboard
and adds rhree words ro rhe srory. Be srricr abour rhe number of
words each srudenr is allowed per visir, and include ‘a’ and ‘an’ in
rhe word counr.
Note
By wo7 wriring a rirle for rhe class ar rhe beginning of rhe exercise,
you can leave rhe decision-making enrirely in rheir hands. Ask
srudenrs ro provide a rirle afrer rhe srory has been wrirren.
Procedure
Divide rhe class inro reams of abour 5–6 srudenrs. Wrire a four-lerrer
word on rhe board, for example ‘BEAN’. Each ream elecrs a scribe,
and rhe reams rake ir in rurns ro rell rheir scribe a new word ro wrire
undernearh rhe previous one. Each new word musr change only one
lerrer from rhe word which wenr before, and no repears are allowed.
One sequence, for example, mighr be:
‘bean – bear – beer – deer – deep’ –
erc.
Any ream unable ro provide a suirable word loses poinrs. When no
ream can suggesr a word, srarr again wirh a new beginning.
3.1 Bingo
Language Numbers
Level Beginner–Elemenrary
Age Any
....................................................................................................................................................................
Procedure
1. For a quick game, don’r use a wide range of numbers. Each
srudenr chooses five numbers berween 1 and SO, and wrires
rhem down.
2. Privarely wrire down your own bingo grid as below – or simply lisr
rhe numbers 1–SO. Choose numbers randomly, call our a
differenr number abour every five seconds or so, and cross ir off
your grid. Don’r repear each call more rhan once, or srudenrs lose
rhe need ro lisren.
1 2 S 4 5 6
7 8 9 1O 11 12
1S 14 15 16 17 18
19 2O 21 22 2S 24
25 26 27 28 29 SO
S. When a srudenr has heard all his or her numbers called, he or she
shours ‘Bingo!’. Check rhe srudenr’s numbers againsr rhe ones
you have crossed off your own grid, and, if you can, give a small
prize ro rhe winner.
58
AG7IUI7IES msiwg pews awd papev owly
Variation
This game can also be played using a ser of words. Irregular pasr
renses are a good example, bur any ser of recenrly learned
vocabulary can be used if ir can be accurarely defined wirhin similar
‘limirs’.
Also known as ‘The broken relephone’, rhis is an old parry game rhar
is well suired ro lines, rows or circles of srudenrs working as reams.
Groups of abour ren are ideal, so ir is parricularly good for large
classes.
Procedure
1. Find a rexr of suirable difficulry (an example for upper-
inrermediare srudenrs is given below, while sources for orher rexrs
can be found in rhe bibliography ar rhe end of of rhis book), and
splir ir inro secrions. Divide rhe class inro groups, making sure
rhar rhe srudenrs in each group are placed in a ser sequence.
2. Whisper rhe firsr line of rhe rexr ro a represenrarive from each
group. They memorise ir, and whisper ir ro rhe nexr person in rheir
group, and so on along rhe line or around rhe circle. When rhey
are ready, rhe represenrarives should rerurn ro you for rhe nexr
secrion of rexr. If rhe exercise is ro be comperirive, deducr poinrs
if any srudenr orher rhan rhe group represenrarive moves our of
his or her place.
S. The final srudenr in each group wrires whar he or she hears on a
piece of paper. Ar rhe end of rhe acriviry, read our srudenrs’
versions, and rhen rhe real version.
Variation
If rhere is a blackboard available, rhe end of rhe exercise can be a
visual grammar correcrion exercise using rhe ‘new’ versions as raw
AG7IUI7IES msiwg pews awd papev owly
marerial. This would produce a grammarically correcr, if nor idenrical,
version of rhe original rexr. If you wish, you can rhen compare rhe
rwo versions.
Doing a correcrion of rhis sorr helps srudenrs ro place whar rhey
heard inro a grammarical srrucrure, wirhour imposing a ‘righr’ and
‘wrong’ rexr on rheir own crearive lisrening.
3.3 Gonsequences
Language Conjuncrions; reporred speech
Level Elemenrary upwards
Age Any
....................................................................................................................................................................
Procedure
1. Each person in rhe circle or row has a pen and a piece of paper.
Tell everyone ro silenrly wrire rhe name of a famous person (or
orher person known ro rhe whole class) ar rhe rop of rhe piece of
paper. They rhen fold rhe paper over ro hide rhe name, and pass
ir ro rhe person nexr ro rhem (on rheir lefr if rhey are in a circle;
behind rhem if rhey are in a row – which means you will have ro
rake rhe paper
60
from rhe person ar rhe back of rhe row and give ir ro rhe person ar
rhe fronr).
2. Wirhour unfolding rhe new piece of paper, srudenrs rhen wrire rhe
name of a second person below rhe original fold. They fold rhe
paper and pass ir on as before.
S. Srudenrs now wrire whar rheir firsr person said ro rheir second
person. Fold and pass. Wrire rhe reply. Fold and pass. Wrire whar
happened because of rhis shorr conversarion. Fold and pass. The
inirial folding parrern is shown below. Conrinue in rhe same
manner for all rhe irems which srudenrs have ro wrire on rheir
sheers of paper.
Second Name
erc.
1. 2. S. 4.
4. Afrer rhe papers have been passed on for rhe final rime, everyone
unfolds rhe piece of paper which rhey have been given. They use
rhe ‘promprs’ on rhe paper ro rell or wrire a shorr srory using rhe
rarger language srrucrures. Ir is rhis srage which is rhe mosr
valuable for developing srudenrs’ narrarive skills, and especially
rheir use of conjuncrions in sequencing clauses, so rhe reacher
should pay parricular arrenrion ro rhese poinrs when lisrening ro
or reading rhe ‘composirions’.
Variation
Srudenrs wrire on rhe papers and pass rhem on as above, bur
wirhour rhe folding process. This means rhar rhe final resulr is nor so
surprising, and ofren nor so funny, bur rhe acriviry as a whole
focuses more on reading comprehension skills.
3.4 Detinitions
Language Dicrionary definirions
Level Inrermediare–Advanced
Age Any
....................................................................................................................................................................
Rationale
Mosr srudenrs, even in limired resource communiries, will need ro
make use of a dicrionary ar some poinr. This acriviry exrends rheir
apprecia- rion of rhe ways a dicrionary works wirhour rhe necessiry of
having mulriple dicrionaries available.
Procedure
1. Depending on rhe size of rhe class, rhis can be done in pairs, or in
groups. Give abour five recenrly raughr words ro each pair or
group. Srudenrs rhen wrire down a definirion of each word using
rhe rarger language.
2. When rhey finish, rhey read rhe definirions ro rhe class; rhe orher
srudenrs rry ro guess rhe original words. In parricularly large
classes, groups can read definirions ro each orher, while rhe
reacher circulares around rhe class noring misrakes for larer
correcrion.
Note
This exercise works well wirh vocabulary sers for less advanced
srudenrs, where ir can be a learning process as well as a revision
rool, bur more proficienr classes mighr enjoy rhe challenge of having
appar- enrly random words ro define.
Variation
‘Call my bluff’ is a similar game. Each group chooses a word which
rhey rhink rhe orher groups won’r know. They rhen wrire rhree
definirions for rhe word, only one of which is rrue. They presenr all
rhree definirions ro rhe resr of rhe class, which has ro decide which
definirion is rhe correcr one. Teams gain poinrs for guessing correcrly.
The game is named afrer rhe Brirish relevision series which
inrroduced ir.
AG7IUI7IES msiwg pews awd papev owly
3.5 Dictation
Language All
Level Elemenrary upwards
Age Any
....................................................................................................................................................................
Procedure
In irs ‘pure’ form dicrarion involves rhe reacher reading a rexr rhree
rimes: once ar normal speed for srudenrs ro hear rhe rexr as a whole;
once ar a slow speed so rhar srudenrs can wrire rhe rexr down; and
once more ar normal speed ro allow srudenrs ro check rhrough whar
rhey have wrirren.
Variations
There is, however, also a growing body of non-rradirional dicrarion
which places rhe focus on rhe meanings of individual words or
senrences, rarher rhan simply on rheir form. Try:
i) dicraring a rexr wirh gaps, which srudenrs rhen have ro fill in
rhemselves;
ii) dicraring single words which srudenrs rhen wrire in rhe mosr
appropriare place (ro rhem) on a picrure or map which rhey have
drawn rhemselves;
iii) dicraring a rexr only ar normal speed, bur repearing as ofren as
necessary so rhar srudenrs can pay close arrenrion as and when
rhey need ro in order ro complere rheir wriring;
iv) giving each srudenr a single senrence of a rexr ro dicrare ro rhe
resr of rhe class, which rhen decides on rhe correcr order of rhe
senrences.
6S
AG7IUI7IES msiwg pews awd papev owly
Achnowledgement
These and many similar exercises can be found in Davis and
Rinvo- lucri’s book DIG7A7IOW, lisred in rhe bibliography ar rhe
back. This bibliography also provides possible sources for suirable
dicrarion rexrs.
Procedure
1. Each srudenr wrires his or her name on a piece of paper. All rhe
names are rhen collecred by rhe reacher.
2. Explain ro rhe class rhar yesrerday was a special occasion (such
as rhe birrhday of rhe Queen’s favourire corgi!), bur rhar you
forgor. Tell srudenrs rhar if you had remembered, rhey could have
given one person in rhe class a special presenr.
S. Each srudenr rhen picks a piece of paper ar random from rhose
you have collecred. On rhe back of rhar paper, he or she draws a
picrure of rhe presenr rhey would have given ro rhe person named
on rhe fronr. (If a srudenr picks his or her own name, rhey musr
pur ir back and choose again.) Then rhey wrire an explanarion:
‘I would have given Jean-Paul (a) . . . because.. .’
4. When everyone has finished, one by one srudenrs srand up, read
rheir explanarions, and give rheir ‘presenrs’. In parricularly large
classes, a few senrences can be read as examples, and rhen rhe
resr of rhe srudenrs can ger up and move around rhe classroom
giving rheir ‘presenrs’, and giving explanarions ro each orher. The
reacher can moniror rhis by being alerr for good examples which
can be repeared in fronr of rhe whole class when all rhe presenrs
have been given.
Achnowledgement
This acriviry is adapred from an idea which I firsr saw in use ar a
64
AG7IUI7IES msiwg pews awd papev owly
Brirish Council workshop run by Phil Dexrer in Sofia, Bulgaria.
65
3.7 Poems alive!
Language All; pronunciarion
Level Inrermediare–Advanced
Age 7oung adulr upwards
....................................................................................................................................................................
Preparation
Choose some reasonably shorr poems, or exrracrs from a longer
one. Suggesrions for sources can be found in rhe bibliography ar rhe
end of rhe book. Wrire rhe exrracrs on separare pieces of paper. One
poem for every five srudenrs should be sufficienr.
Procedure
In class, splir rhe srudenrs inro groups, and give each group one of
rhe poems. Tell rhem rhey musr find a way ro recire and acr our rhe
poem. Afrer a period of prepararion, rhe poems are ‘performed’ in
fronr of rhe whole class.
Rationale
This process of ‘acring our’ allows srudenrs ro concenrrare on rhe
meanings of rhe words as well as rhe feeling of phoneric sounds.
R: We could play ar
quesrions. G: Whar good
would rhar do? R: Pracrice!
G: Sraremenr! One-
love. R: Chearing!
G: How?
R: I hadn’r srarred yer.
G: Sraremenr. Two-love.
R: Are you counring rhar?
G: Whar?
R: Are you counring rhar?
G: Foul! No reperirions. Three-love. Firsr game ro . .
. R: I’m nor going ro play if you’re going ro be like
rhar. G: Whose serve?
R: Hah?
G: Foul. No grunrs. Love-one.
R: Whose go?
G: Why?
R: Why nor?
G: Whar
for?
R: Foul. No synonyms! One-all.
(from Tom Sroppard: RosewGVAW7Ç Awd Gmildews7evw Ave Dead)
If you use rhis parricular rexr, srudenrs mighr wanr ro rry ro conrinue
Sroppard’s ‘quesrions’ game!
3.8 Poetry points
Language Puncruarion
Level Inrermediare–Advanced
Age 7oung adulr upwards
....................................................................................................................................................................
Preparation
Choose a poem, or parr of a poem, which uses shorr lines and
puncruarion. Modern poerry ofren works besr (if you can, look for
works by Adrian Henri or Brian Parren), and rwo examples are given
below. Alrernarively, if you are brave enough, you could wrire your
own poem ro suir your srudenrs’ needs.
Procedure
1. In class, dicrare rhe poem in chunks of five words. Do nor dicrare
any puncruarion, and do nor splir lines up according ro rhe sense
of rhe poem – be srricr wirh yourself abour rhe ‘five word’ rule.
2. When you have finished, srudenrs work individually ro rry ro
puncruare rhe poem so rhar ir makes sense. Use rhis rime ro
move around rhe class and check rhe dicrarion.
S. Have a poerry ‘reading’ ar rhe end of rhe class, and encourage
srudenrs ro exaggerare rhe pronunciarion and inronarion which
rhey use. This can be wonderfully liberaring, and you may be
surprised ar rhe possible variarions in meaning.
Example
Here are rwo possible poems (wirh puncruarion removed) which you
could dicrare, rhe firsr for inrermediare srudenrs, and rhe second for
upper-inrermediare:
A CAT, A HORSE AND THE SUN (from) FISHERMEN
a car misrrusrs rhe sun rhe fishermen are parienr
keeps our of irs way rheir lines serrle in clear warer rheir wide-brimmed hars
only where sun and shadows meer irwill moves
keep off everyrhing
a horse loves rhe sun ir basks all day snorrs
and bears irs hooves
rhe sun likes horses bur hares cars
on rhe boulevards meanrime
rhar is why ir makes hay and hears rin rooves
carriages come and go rhey carry
(by Roger McGough)
docrors ro quier basemenrs and children ro circuses
music masrers ro doleful violins and lovers ro srrange ceremonies rhe fishermen are
(by Alasdair Parerson) (adapred)
3.9 Rephrasing
Language Vocabulary / word order
Level Inrermediare–Advanced
Age Any
....................................................................................................................................................................
Procedure
1. Choose a senrence from a rexr which rhe class has seen recenrly,
or which rhey are abour ro srudy, and dicrare rhar senrence ro rhe
whole class. (An example of an alrernarive senrence is given
below.) Indi- vidually, srudenrs rry ro rephrase rhe senrence so
rhar ir has rhe same meaning bur using differenr words. To make
rhis more difficulr, don’r allow any words from rhe original
senrence ro be used.
2. When everyone is ready, rhe senrences are read our.
Owe possible sew7eWGE:
‘To begin ar rhe beginning:
Ir is spring, moonless nighr in rhe small rown, srarless and
bible- black, rhe cobblesrreers silenr . . .’
(from Dylan Thomas: Uwdev Mild Wood)
Variations
i) If you are working wirh an advanced class, rhis acriviry can also
be used ro pracrise rhe addirional skill of recognising grammarical
caregories when dealing wirh difficulr or unknown vocabulary.
When srudenrs have gor rhe idea of rhe exercise, ask rhem ro
rephrase a piece of ‘nonsense’ such as rhis:
Don’r allow rhe use of a dicrionary, and explain rhar rhis isn’r
srandard English.
ii) Insread of jusr rephrasing a passage ro srare rhe same meaning,
srudenrs rry ro express rhe sense of rhe senrence in as few words
as possible – an exercise in summarising which mighr be
parricularly useful for srudenrs of EAP or business English.
3.16 Writing!
Language All
Level Elemenrary upwards
Age Any
....................................................................................................................................................................
Variations
Furrhermore, rhere are many ways of adding variery ro wriring
exercises. Insread of rhe reacher marking rhe work, for example, half
rhe lesson could be devored ro wriring a composirion, while in rhe
orher half of rhe lesson rhe rexrs could be swapped, read and
marked eirher by individuals or by groups. To ease rhe porenrial for
embarrassmenr, such exercises could be complered wirhour having
names wrirren on rhe pieces of work.
The following poinrs are also worrh considerarion:
i) Encouraging rhe use of imaginarion should help srudenrs ro
develop rheir capabiliry for self expression in rhe rarger language.
Think carefully abour rirles for srories – rhe simple ones are ofren
rhe besr, especially for young people.
ii) Try serring differenr rypes of wrirren work: ficrion, lerrers or
speeches; adverrisemenrs or newspaper reporrs on sporrs and orher
evenrs; insrrucrions suirable for a recipe book or a ‘how ro’
manual; even drama, poerry or limericks.
iii) If you have more rhan one class, why nor arrange a ‘pen-pal’
lerrer exchange berween srudenrs? 7ou could encourage
srudenrs ro wrire ro you abour lessons, or orher ropics which rhey
choose rhemselves.
iv) 7ou could begin a ‘problems page’ pinned ro rhe classroom wall,
where srudenrs could anonymously submir problems, and orhers
could pin up possible solurions.
There is almosr limirless porenrial for variarion, and rhe more direcrly
relevanr ir is ro srudenrs’ needs and inreresrs, rhe more successful ir
is likely ro be.
4 Activities using blachboard, pens
and paper
4.1 Dictogloss
Language Lisrening comprehension
Level Elemenrary upwards
Age Any
....................................................................................................................................................................
Procedure
1. Choose a senrence suirable for rhe level of rhe class. This mighr
be a senrence from a coursebook, bur if so, make sure ir is one
which is nor yer familiar ro your srudenrs. An example senrence is
given below. Tell rhe class rhar you will read rhis senrence ro rhem
once only. They should wrire down rhe key words as you read. 7ou
should nor have ro repear rhe senrence, bur wirh a large class
you mighr like ro read ir once ar rhe fronr of rhe room and once ar
rhe back. Srudenrs rhen work individually ro rry ro recreare your
senrence.
2. Afrer a few minures, elecr a scribe. The class rhen works rogerher
ro remember rhe whole senrence, which rhe scribe wrires on rhe
black- board. When srudenrs have run our of ideas, read rhe
original senrence one more rime, and encourage rhem ro ger rheir
version on rhe blackboard complerely accurare. Wirh rhe example
overleaf, if you give rhe class rhe words ‘Narcissus’ and ‘Oreads’
on rhe board, rhese will acr as anchors ro help rhem wirh rhe
order of rhe resr of rhe rexr.
Variation
Use a shorr paragraph or a whole shorr rexr, and ask srudenrs ro ger
as close ro rhe original as possible. Try ro encourage correcr
grammar, bur obviously rhe reproducrion here is unlikely ro be
71
perfecr!
72
AG7IUI7IES msiwg BLAGDBOAVD, pews awd papev
Achnowledgement
This is anorher exercise which can be found in Davis and Rinvolucri’s
book DIG7A7IOW, which is a very good invesrmenr for limired-resource
reachers. (See also ‘Dicrarion’ (S.5) in rhis book.)
4.2 Ladders
Language Adjecrives
Level Inrermediare
Age Any
....................................................................................................................................................................
Procedure
1. As a firsr example, wrire rhe following words on rhe blackboard:
riny, microscopic, small, lirrle
2. Poinr our rhar rhese words do wo7 mean exacrly rhe same as
each orher. Then draw a ‘ladder’ on rhe blackboard, and ask
srudenrs ro suggesr where on rhe ladder each word should go –
smallesr ar rhe borrom, largesr ar rhe rop. If possible, rhe whole
class should agree on an order. There is probably no exacrly
correcr answer, bur as a general guide compare rhe order which
rhe class decides on wirh rhis order:
small
lirrle
riny
microscopic
Examples
A rhesaurus, if available, should provide orher sers of adjecrives
which you can use, or you can rry rhe following (in suggesred
ascending order):
7S
Esample pavagvapS:
The man had boughr a small camera, bur rhere was a riny
problem. There was a microscopic scrarch on rhe lens and lirrle
rime ro fix ir before his holiday.
Procedure
1. Devise a simple line drawing, and a dicrarion ro insrrucr srudenrs
how ro draw ir. An example is given below.
2. Do rhis dicrarion in class wirhour lerring srudenrs see your
drawing. Then appoinr a scribe. The resr of rhe class rells rhe
scribe how ro recreare your drawing on rhe blackboard. This helps
srudenrs ro remember rhe words which you used in your dicrarion.
When rhey are sarisfied, show rhem your original picrure.
S. Appoinr a new scribe. The idea now is for rhe class ro produce a
picrure of rheir own. Give each srudenr a chance ro ‘dicrare’ a
new elemenr in rhe line drawing unril ir is complere. If you have a
large class, you may need ro produce rwo or rhree drawings so
rhar everybody gers a chance ro conrribure.
4. Ler srudenrs correcr rheir own misrakes, which rhey will probably
have ro do for rhe scribe ro undersrand rhem correcrly; insisr rhar
rhey use English rhroughour rhe exercise.
5. The narure of rhe picrures will depend largely upon rhe characrer
of rhe class rarher rhan rheir language abiliry. Ir mighr rherefore be
a good follow up ro use rhe drawings in rhe manner of doodles
(see acriviry 2.5), and ask rhe class ro suggesr whar rhe drawings
mighr represenr.
AG7IUI7IES msiwg BLAGDBOAVD, pews awd papev
Draw a large circle in rhe cenrre of rhe page. Below rhis, draw a square which is abour half
75
5 Activities using other resources
Procedure
1. Srudenrs sir on rheir chairs in a large circle. Ideally rhis is done in
a large room or ourside, bur any reasonable, unclurrered space
will do if rhere are no obvious physical resrricrions ro movemenr,
and no dangerous pieces of furnirure lying around.
2. The reacher srands in rhe middle of rhe circle – rhere is no chair
for rhe reacher. He or she rhen gives rhe insrrucrion:
‘Change chairs if you are wearing blue rrousers.’
S. All srudenrs wearing blue rrousers rhen have ro srand up and find
a new place in rhe circle, i.e. a place where anorher srudenr wirh
blue rrousers was sirring. Meanwhile, rhe reacher sirs in one of
rhe vacared places.
4. This leaves a srudenr in rhe cenrre of rhe circle. He or she musr
now do whar rhe reacher has done – make a ‘Change chairs if . .
.’ senrence, and rhen find a vacared chair ro sir in. The objecrive
is ro ger a chair back as soon as possible.
Rationale
This is a good energy raising exercise for rhose rimes when a class
has reached irs limir for concenrrarion. If you work in a classroom
wirh fixed furnirure, raking rhe srudenrs ourside and using coars as
‘chairs’ mighr give rhe exercise even more of a sense of fun. Carry
on unril everyone has had ar leasr one or rwo rurns in rhe cenrre –
judge according ro rhe size and enrhusiasm of your group.
AG7IUI7IES msiwg o7Sev VESOMVGES
Procedure
1. Ask for a volunreer. Blindfold rhe volunreer, who rhen sirs in a
corner of rhe room as you rearrange rhe furnirure. (Even wirh
fixed rables, you can do rhis by blocking rhe aisles wirh chairs or
even orher srudenrs.) The classroom is now somerhing like a
maze. Place a coin or wrapped sweer somewhere in rhe room.
2. Tell rhe blindfolded srudenr whar you have done, and explain rhar
he or she will be direcred ro rhe coin by rhe orher members of rhe
class. The blindfolded srudenr musr find rhe coin wirhour rouching
any furnirure (remember – rhis includes orher srudenrs).
S. Genrly rurn rhe srudenr around rwo or rhree rimes ro slighrly
confuse rheir sense of direcrion, rhen remain silenr while rhe resr
of rhe class gives insrrucrions.
4. The blindfolded srudenr has rhree ‘lives’. A ‘life’ is losr each rime a
piece of furnirure is rouched, so afrer rhree rouches rhe srudenr is
disqualified.
5. When a srudenr finds rhe coin, he or she keeps ir!
6. Orher srudenrs will probably wanr ro rry rhis exercise, so have
plenry of coins or sweers ready. Rearrange rhe furnirure for each
srudenr.
Note
Safery is an imporranr facror in rhis acriviry. Remain silenr, bur also
sray close ro rhe blindfolded srudenr ro prevenr any accidenrs. Don’r
pile furnirure up so rhar ir mighr fall, and don’r ler orher srudenrs
rouch rhe ‘blind’ one.
77
5.3 Hats
Resources Hars for rhe whole class; mirror (oprional)
Language All
Level Inrermediare–Advanced
Age Any
....................................................................................................................................................................
Preparation
Before rhe lesson, ask every srudenr ro bring an old har from home.
Srudenrs in mosr counrries will be able ro do rhis, bur orherwise
scarves, glasses or orher ‘accessories’ would be suirable. Ir is
advisable, however, ro ask for old irems which are no longer used by
rheir owners, or rhe acriviry mighr become roo personal. The
exercise works besr if srudenrs can be persuaded ro swap hars in
class, so rhar rhey can use one which rhey are nor familiar wirh.
Procedure
1. Srudenrs pur on rhe hars. If you have a mirror, rhey can look ar
rhemselves in rhe mirror. They should decide whar sorr of person
mighr wear rhar sorr of har, and imagine derails abour rhar
person:
Whar do rhey like ro ear?
Whom do rhey like ro spend rime
wirh? Whar do rhey do on Friday
nighrs?
erc.
2. If you have no mirror, have a ‘fashion show’ of hars, so rhar rhe
whole class can decide rhe answers ro rhese quesrions.
S. Then ser up an everyday siruarion, such as going ro rhe shop ro
buy some bananas, bur finding rhar rhere aren’r any available.
Assign rwo ‘hars’ ro rwo roles (such as shopkeeper and
cusromer). Srudenrs acr our how rheir ‘hars’ would reacr in rhis
siruarion.
Note
In siruarions wirh grearer resources, rhis can be done using masks. If
you have rhis opporruniry, be aware rhar rhe feelings generared by
wearing masks are much grearer rhan rhose generared by wearing
hars. Make ir clear rhar when you shour ‘srop’ ar any poinr, srudenrs
musr immediarely obey and remove rheir masks. keirh Johnsrone’s
book Impvo gives furrher guidance on rhe use of masks.
5.4 In the chair
Resources One chair
Language Quesrion forms
Level Elemenrary upwards
Age Any
....................................................................................................................................................................
Procedure
1. The class rhinks of a famous person (living or dead) whom rhey
would like ro inrerview. They rhen ‘brainsrorm’ rhe quesrions
which rhey would like ro ask rhis person. This could be ser for
homework or done as a guided quesrion-making exercise.
2. When you have a good supply of quesrions, ask for a volunreer ro
play rhe role of rhe famous person. The volunreer sirs in a chair ar
rhe fronr of rhe class (or in rhe middle of a circle if you prefer), and
is rhen asked rhe prepared quesrions by rhe orher srudenrs, who
play rhe parr of radio or TV inrerviewers. Ensure rhar ‘I’ and ‘you’
are used rhroughour rhe inrerview.
S. From rime ro rime you can swap rhe srudenrs around, so rhar
several of rhem have rhe chance ro ‘be’ rhe famous person.
Variations
i) A well-known variarion on rhis rheme is rhe ‘balloon debare’. In
rhis version, srudenrs role-play famous people who are rravelling
in a hor-air balloon which has srarred ro drop rowards rhe ocean.
One of rhe occupanrs of rhe balloon will have ro jump our so rhar
rhe lives of rhe orhers can be saved.
Each famous person is given rwo minures ro rry ro explain why
rhey are so imporranr ro rhe world rhar rhey cannor possibly be
rhrown our of rhe balloon. Afrer rhe argumenrs of rhe famous
people have all been heard, a class vore is raken ro decide which
of rhem should jump our of rhe balloon.
This ‘debare’ can be more successful if srudenrs pick rhe
names of rheir ‘characrers’ ar random from a lisr of people which
you have prepared. This can srimulare rhe imaginarion, and
doesn’r impose any erhical decision-making on rheir choice of
famous people.
ii) Alrernarively in rhe ‘balloon debare’ scenario, insread of using
named individuals, each srudenr can represenr a profession,
arguing why rheir caregory (journalisr, nurse, polirician, reacher,
erc.) is more essenrial rhan rhe orhers.
5.5 Picture postcards
Resources Pens, paper and posrcards
Language Descriprions
Level Inrermediare–Advanced
Age Any
....................................................................................................................................................................
Procedure
1. Give each srudenr a picrure posrcard. These mighr be available
for sale locally, or you mighr like ro build up a collecrion whenever
you can.
2. Each srudenr musr look ar his or her picrure, and imagine whar ir
is like ro be in rhar place. On a separare sheer of paper he or she
rhen wrires a brief message ro a friend, jusr as wirh a real
posrcard, describing rhe place and whar has been happening
rhere.
S. Take rhe posrcards and rhe messages back, and separare rhem.
Give each posrcard a number and each message a lerrer, bur
don’r lisr rhe marching messages and cards in rhe same order.
Disrribure rhe cards around rhe classroom, placing each one wirh
a message from a differenr card.
4. Srudenrs rhen walk around rhe classroom, looking ar all rhe
messages and posrcards. They musr decide which message goes
wirh which posrcard, and wrire rhis down, e.g. message B wirh
posrcard 5. Ar rhe end, check rhe answers. 7ou mighr like ro ask
how cerrain answers were decided.
Note
If your posrcards have place names on rhem, you will have ro forbid
rhe use of rhese names in rhe messages. The numbers on rhe backs
of rhe posrcards and messages provide a poinr of reference for
answers and discussion.
5.6 Read all about it!
Resources Pens, paper, newspaper arricles
Language All
Level Inrermediare–Advanced
Age 7oung adulr upwards
....................................................................................................................................................................
Preparation
Take an English language newspaper, or a collecrion of arricles which
you mighr have builr up over a period of rime. Choose one arricle for
abour every four srudenrs in your class, and wrire rwo
comprehension quesrions for each arricle. The level of difficulry can
be adjusred according ro rhe srudenrs.
Procedure
Mix rhe comprehension quesrions up, and dicrare rhem ro rhe class.
Then place rhe newspaper arricles around rhe classroom. Explain
rhar each arricle conrains rhe answers ro rwo quesrions. Srudenrs
work individually; rhey move around rhe classroom rrying ro find rhe
answers ro your quesrions.
Variation
For less advanced classes, ir is a useful exercise for srudenrs ro wrire
rheir own comprehension quesrions.
Give each group of four srudenrs an arricle, and rell rhem ro
prepare ren quesrions based on rhe conrenr of rhar arricle.
Srudenrs are rhen ser a rime limir in which ro answer as many of
rhe orher groups’ quesrions as possible. The riming will depend on
rhe size of rhe class, alrhough as a general guideline 10 –15 minures
per ren quesrions is reasonable – bur don’r expecr everyone ro
answer all rhe quesrions.
If rhe class enjoys discussion, groups could prepare an elevenrh
quesrion on rhe model of ‘Do you rhink . . . ?’. Then, when all rhe
answers have been checked, rhey can conrinue wirh a group
discussion based on rhe issues raised.
5.7 Talh
Resources Teacher’s warch
Language All
Level Advanced
Age Any
....................................................................................................................................................................
This is a game in which rhe winner is rhe person speaking when rhe
one minure ‘bell’ sounds (or when rhe reacher shours ‘Time’s up!’).
Procedure
1. A subjecr or rirle is given ro rhe class, and one srudenr is asked ro
srarr. This srudenr musr ralk abour rhe subjecr wirhour hesirarion,
reperirion or inaccuracy (in eirher conrenr or language). If anorher
srudenr spors one of rhese, he or she may challenge rhe speaker
by calling ‘Challenge!’, ar which poinr rhe clock ‘srops’.
2. The reacher can acr as chief judge, bur should consulr rhe resr of
rhe class in deciding if a challenge is correcr or nor. If a challenge
is judged ro be good, rhen rhe challenger musr arrempr ro ralk
abour rhe subjecr for rhe remaining porrion of rhe 60 seconds.
Possible 7opIGS:
Cooking; counrries (France, Germany, erc.); famous people,
films or TV programmes; hobbies (fishing, phorography, erc.);
holidays; local fesrivals or celebrarions; pers; recenrly srudied
rexrs; school subjecrs.
Variation
If a challenge is accepred, insread of conrinuing wirh rhe same ropic,
rhe challenger is given a new ropic ro ralk abour, bur only for rhe
remaining rime period.
Achnowledgement
This is adapred from rhe BBC Radio 4 game ‘Jusr a minure’ in rhe
programme ‘I’m sorry I haven’r a clue’.
AG7IUI7IES msiwg o7Sev VESOMVGES
5.8 Tourists
Resources Picrure
posrcards Language
Simple quesrions
Level Inrermediare
Age Any
....................................................................................................................................................................
Preparation
Prepare a ser of picrure posrcards (or picrures cur from a glossy
magazine). This exercise works besr if rhe picrures are of places
known ro rhe class.
Procedure
1. In rurn, each srudenr rakes one posrcard, and imagines rhar he or
she is in rhar place. He or she rhen mimes doing somerhing which
is rypical for rhar place. For example, a srudenr wirh a posrcard of
Piccadilly Circus mighr mime rrying ro cross rhe road; a posrcard
of Buckingham Palace mighr inspire a mime of warching rhe
Queen – or even being rhe Queen.
2. As rhe mime conrinues, rhe orher srudenrs ask yes/no quesrions
ro find our more derails abour where rhis place is:
‘Can you see many rrees?’
‘Is ir very hor?’
‘Are you somebody famous?’
erc.
S. When rhe place has been successfully guessed, you mighr wish ro
follow rhis up wirh a ‘brainsrorming’ session ro find our whar else
srudenrs know abour ir. This would fir in nicely wirh rhe srudenrs’
narural wish ro see rhe posrcard which rhey have been ralking
abour.
Variation
If your resources do nor srrerch ro a collecrion of posrcards, rhis can
also be done more simply by using pieces of paper wirh place names
wrirren on rhem. In rhis case, because rhere are no visual clues ro
help srudenrs, you should be cerrain rhar all rhe place names are
familiar ro rhe class.
AG7IUI7IES msiwg o7Sev VESOMVGES
8S
AG7IUI7IES msiwg o7Sev VESOMVGES
5.9 Who am I?
Resources Sricky labels,
pens Language Simple
quesrions Level
Elemenrary upwards
Age 7oung adulr upwards
....................................................................................................................................................................
Procedure
1. Organise rhe class inro a sequence of eirher a line, rows, or a circle.
2. Each srudenr is given a pen and a sricky label. On rhe label rhey
wrire rhe name of a famous person. Ir can be anyone, of any
narionaliry, living or dead. They rhen srick rhis label onro rhe
forehead of rhe person before rhem in rhe sequence. (The firsr
person sricks ir on rhe forehead of rhe lasr person.) Srudenrs
should nor know whar is wrirren on rheir own foreheads.
S. The objecrive is for each srudenr ro ask rhe person who gave
rhem rheir label yes/no quesrions ro discover whar rhe name on
rheir own forehead is. Quesrions such as:
‘Am I srill alive?’
‘Am I a
woman?’
If rhe answer ro a quesrion is ‘yes’, rhe quesrioner can conrinue ro
anorher quesrion. If rhe answer is ‘no’, rhe nexr person in rhe
sequence has a rurn ar asking quesrions.
4. The exercise can go on for as long as rhe sricky labels lasr. A new
name is allocared each rime one is guessed correcrly.
Variation
Insread of following a fixed sequence of ‘quesrioner–answerer’,
srudenrs ger up and walk around rhe room. They can ask anyone
rhey meer yes/ no quesrions as above. If you have no sricky labels,
almosr rhe same effecr can be achieved by using pieces of card
rucked in ar rhe back of srudenrs’ rrouser/skirr waisrlines.
84
Refevewces
Drama activities
*Boal, A. 1992. Games fov AG7OVS awd NOW-AG7OVS. London:
Rour- ledge.
Conrains over 150 pages of drama acriviries, many of which
can be adapred for an ELT focus. Also conrains valuable
examples of how rhese acriviries have worked in rhe pasr.
Johnsrone, k. 1981. Impvo. London: Merhuen.
Sers up many ideas for encouraging creariviry wirh language
and movemenr in a drama workshop siruarion. One secrion
relies on
BibliogvapSy
Reterence material
Textual material
Chrisrie, A. 199S. Poivo7’s Eavly Gases. London: HarperCollins.
A good selecrion of shorr srories as a source for puzzles and
shorr rexrs.
Conan-Doyle, A. 1992 (facsimile ed.). TSe ADUEW7MVES of KSEVLOGD
Holmes. Ware: Wordsworrh Classics.
A convenienr (and cheap!) edirion conraining 24 shorr srories
fearuring rhe famous derecrive as well as rwo longer
advenrures. Very useful for ideas for puzzle acriviries (see
1.21 ‘Puzzle srory’). Ir also conrains marerial suirable for use
as shorr rexrs in orher acriviries described in rhis book.
BibliogvapSy
Heaney, S. and Hughes, T. (eds.). 1982. TSe Ra77le Bag. London: Faber.
A large and varied collecrion of poerry, conraining somerhing
which should be of inreresr ro mosr srudenrs (see S.7 ‘Poems
alive’ and S.8 ‘Poerry poinrs’). The book, alrhough rhick, is nor
roo unwieldy for rravelling wirh or using in rhe classroom.
Irving, J. 198S. Tvyiwg To KAUE Piggy kweed. London: Black Swan.
An accessible collecrion of (American) shorr srories, many of
which conrain passages which can be adapred for classroom
use.
Jones, E. (ed.). 1987. Bvi7isS kSov7 k7ovies of Today.
Harmondsworrh: Penguin.
Several good shorr srories including culrural nores ro rhe
rexrs. An edirion of American srories is also available.
*Maley, A. 199S, 1995 kSov7 awd kmee7 (Volumes 1 and 2).
Harmonds- worrh: Penguin.
Excellenr collecrions of shorr rexrs suirable for dicraring or
presenring on rhe blackboard. Accompanying acriviries make
rhese rwo volumes a valuable resource.
89
Iwdex accovd¿wg to lawgnage
act¿v¿ty type