Lesson Plan – Drama Games on TV

Whose line

 

Television: this magical light box that has so many times kept me company during those lonely only-child afternoons. We have been buddies for a long time now.

Numerous hours have I spent zapping channels in search of something fun and entertaining to watch.

And it was during those adolescent times that I discovered that those games I used to play at theatre class also existed in the magic box!

Shows like ‘Whose line is it anyway’ were part of my weekly schedule, never ever missing an episode.

Little did I know that not long after, all those goofy games would become part of my very own weaponry in the classroom.

Nowadays drama games are largely used on TV shows for pure entertainment. However, they come directly from very serious theatrical techniques and can surely be applied for educational purposes as well.

Below are some examples of classic and more recent shows displaying very famous drama games. I tried to adapt them into content-oriented lesson plans that can be applied in language learning.

I hope you can be inspired to adapt more games you see on your day-to-day lives for ELT.

As usual, enjoy it and have fun with the games!

 


 

Drama Game: Word Sneak – Vocabulary practice

 

 

Type:  Vocabulary Practice

Age: from teens up

Language level: all

Aim: Controlled practice of specific vocabulary

Interaction Pattern: pair work

Material: Sentences / words written on paper slips

Timing: 5-7 min


Procedure:

Tell your students that they will play a game to practice what they have just learned.

 

Tip:

Since the main goal here is for this game to be played as controlled practice, it would be a good idea to propose it right after vocabulary analysis.

 

Rearrange students in pairs and give each pair a stack of slips of paper with the language you want them to practice.

 

Tip:

Some ideas are:

Linkers (First, Then, Consequently, As a result, Nevertheless, ect…)

Expressions for agreeing and disagreeing (I see eye to eye with you, I see it differently, etc…)

Expressions for giving opinion (I think, I believe, I suppose, To my mind, etc…)

Vocabulary elevation (wealthy instead of rich, etc…) Words taken from a specifically difficult text students have just read

 

Tell students these words/sentences have to be used secretly in the middle of the conversation they will have with their partner.

As soon as they use one word/sentence, they have to discard the paper and get another one from the stack. The student that uses the last paper ‘wins’.

Write on the board a topic for the whole class to start their conversation.

 

lousa10

 

Don’t forget to link this topic to the activities done before in class and also to the language you want them to practice.

 

Tip:

Remember that on the show, Jimmy Fallon is a comedian and his objective is to be as absurd as possible.

Your objective is different: it’s to get students using those words in semi-spontaneous spoken discourse. The game may result in laughs in the classroom, but that’s not the goal. Depending on the topic and the language you provide your students, the outcome can be very serious meaningful exchange of ideas.

 

Walk around the class as take notes as students perform the activity. Provide help if necessary, but in general let them do most of the talking.

Since this is controlled practice, take a few minutes in the end to promote correction with the whole class based on your notes in order to move on to your next activity more smoothly.


 

Drama Game: Heads up – Relative Clauses

 

 

Type:  Grammar Practice

Age: all

Language level: all

Aim: Controlled practice of relative clauses

Interaction Pattern: pair work or group work

Material: Flashcards with faces and names of famous people

Timing: 5-7 min


Procedure:

Tell your students that they will play a game to practice what they have just learned.

 

Tip:

Since the main goal here is for this game to be played as controlled practice, it would be a good idea to propose it right after grammar analysis.

 

Rearrange students in pairs or in 2 large groups and hand them over some flashcards with names and faces of famous people.

Place all flashcards face down so no one sees who are on them.

 

Tip:

If you choose pairwork, students will have more chance to practice individually, but it’s harder for you to monitor their production.If you choose 2 large groups against each other, students will have less individual talking time, however you can supervise more thoroughly.

Choose either one or the other depending on what is better for them at that moment: a bit freer practice (if they have already gotten the hang of relative clauses) or more controlled practice (if they are still struggling with using the structure properly).

 

Tell students one member of each group will have to get a flashcard without looking and placing it over their head.

Heads Up

 

Then, their partner/people from the other group should describe who that person is using relative clauses. (e.g. This is someone who….. He was in a movie which…. He came from a place where…. etc.)

 

 

Tip:

If you feel your students are not yet ready to produce such complex sentences by themselves, you can provide them with some models on the board.

lousa11

 

 

Walk around the class as take notes as students perform the activity. Provide help if necessary, but in general let them do most of the talking.

 

Since this is controlled practice, take a few minutes in the end to promote correction with the whole class based on your notes in order to move on to your next activity more smoothly.


Drama Game: Scenes from a hat – Functions practice

 

 

Type:  Functions Practice

Age: all

Language level: all

Aim: Freer practice of specific functions

Interaction Pattern: group work

Material: Slips of paper with situations

Timing: 5-7 min


Procedure:

Tell your students that they will play a game to practice the topic they have just learned.

 

Tip:

Since the main goal here is for this game to be played as freer practice, it would be a good idea to propose it at the very end of the class. This is a good way to wrap up all the content of the class in one single activity.

 

Rearrange students in 2 large groups to compete against each other and have them stand up.

Tell them you have a few cards with situations on them. All the situations have to do with what they learned and they are expected to use the language seen this class.

Groups take turns acting out the situations given. Students can decide spontaneously if they will act that situation by themselves or with in unison.

Present a situation in which the function you want them to practice is needed and ask students to respond to it.

Each group has the chance to act the situation once.

After each group has presented their scene using the functions, you ask collectively which scene they think used better language.

Repeat the procedure as many times as you have cards and time to do so.

Help students notice that they were able to use the language learned in a ‘more real’ way.

Workshop review – Learner-tainment

Last Saturday the 21st of February I had the privilege of attending the workshop ‘Learner-tainment’ in Geneva, Switzerland that was organized by E-Tas (English Teachers Association of Switzerland).

The workshop was brilliantly conducted by Mary Patricia Schnueriger – an ESL/EFL teacher and ELT consultant at Pearson Switzerland – who was kind enough to give me her blessing to report here at ESL Drama Queen the content of what was discussed.

Here is an overview of the event and my personal take on it.


Workshop

Learner-tainment

21.02.15 – Bell School Geneve – E-TAS

Speaker

Mary Patricia Schnueriger – Pearson Switzerland

Subject and scope

Suggest and facilitate the elaboration of games to be used in ELT

Intended audience

EFL/ESL Teachers with students of all ages and levels


Schnueriger was throughout the workshop the very definition of a facilitator for a hands-on workshop: she proposed many activities and promoted several discussions to attendees and kept the focus on the subjects discussed rather than her personal views on the ideas. The overall feel of the event was that the participants themselves were active in the delivery of the talk – which I personally think is great.

She started with a quote that set the tone for the whole afternoon: “There is no right or wrong, only ideas’. Since it was a very heterogeneous group of people from different parts of the world with diverse views on what the ELT classroom should be like and also with eclectic goals, this first moment was quite important to make sure everyone felt welcome and all ideas would be heard and respected. As one might say, everything is try and error – many activities may work for one group and not for another, and vice versa.

During what I can surely refer to as a very pleasant afternoon, many games and activities for the ESL/EFL classroom were mentioned by both Schnueriger and the participants.

Although no one mentioned the word Drama during the workshop, there were lots of ideas that emerged and were clearly connected to the idea of Drama Games. That makes me both happy and worried: happy because there are lots of teachers out there willing to use this amazing technique to teach their students a foreign language; and worried because I guess this approach is still fairly unexplored academically and very poorly advertised.

Next is a brief description of the ones I personally felt more inclined to trying out due to its proximity to Drama Games. For full lesson plans of the games below, stay tuned for the next posts.

 

Game

Paper Balls

Overview

Students write questions on a piece of paper

Make a paper ball with it

Throw it at someone (teacher or other colleague)

Whoever has the paper ball reads it and answers the question

Game

Elfti with Art

Overview

Present students with a painting (connect the theme of the painting to the topic you are covering in class)

Elicit from students single words that the painting evokes from them Show students the structure of an Elfti: an 11-word poem

 

Elfti

Ask students to come up with an Elfti based on their feelings towards the painting and the topic of the class

Game

Candy Topics

Overview

Offer colourfully-wrapped candy to your students

Each student can get as much candy as they like

Show them the colour code

Candy topics

 

Arrange students in groups

Each student should talk about the topics they have (depending on the colour candy they picked)

Game

‘TABU’ variations

Overview

  1. Writing the description without using the tabu words instead of speaking (can be used in unison with Paper Balls)
  2. Vocabulary Box: at the end of every class students come up with a word they learned that day and 3 tabu words; they write it down and place it in the vocabulary box; the next class starts with a TABU game with the vocabulary they came up with.
  3. Tabu poster: teacher writes a few words per class on a poster and students are not allowed to say them (can be used for advanced classes to use more elevated vocabulary instead of simple words)
Game

Word sneak

Overview

Arrange students in groups or pairs

Give each students a set of words or phrases

Students should engage in natural conversation, trying to sneak in the words or phrases without the other students noticing

(Jimmy Fallon, an American comedian, plays this game on his TV show. For the Youtube video, click here)

 

I hope this post could be as helpful and enlightening to you all as the workshop was to me and I’ll just leave you with a last quote from Mary Patricia Schnueriger: “Any games you see can be adapted into language learning”.

As usual, see you next time and have fun with the games!