Abbababa Category:

A voice warm-up activity.

Procedure:
This simple vocal warm-up activity aims to improve students’ diction
through repetition. Starting with the letter ‘A’, students are to repeat the
following alphabet groupings: ‘Ab abbababa’ (at least five times); then ‘Ac
accacaca’; ‘Ad addadada’, and so on.
Remarks:
With a little practice, students will soon master this vocal activity,
increasing both their speed and accuracy of consonant and vowel
articulation.
Extension:
Integrate movements with the activity: i.e., running, hopping or arm
waving.
Action Words Category:
A language-movement activity focusing on ‘action’ words.
Procedure:
List out the following movement words on a board:
Twisting, falling, pushing, stopping, springing, swaying, ducking, crawling,
limping, balancing, spinning, gliding, flying, freezing, stomping, punching,
kicking, dodging, rolling, leaping, walking, running.
1. The teacher calls out different movement words from the list and students
are to act out the corresponding action each time;
2. Divide students into groups of 4-5. Ask each group to select 3 to 4 of the
listed words and arrange them in a sequence to tell a brief story, i.e., a
‘fight’ may involve strutting, stopping, pushing, punching and falling.
Remarks:
Many of the action words may be new to students, so the teacher should
take advantage of group activity (1) to reinforce student comprehension of
these words.
Extension:
Ask students to express an emotion with their action words; e.g., the
emotion ‘happiness’ may include crawling, running, spinning, shaking and
jumping.
Actions Category:
An acting activity to explore the relationship between emotions and actions.
Procedure:
 As individuals or pairs, students are given a simple action to perform, e.g.,
cleaning a room, searching for an object, setting a table, or preparing a
meal. Ask students to perform their action 3 times but in a different way
with each performance.
Remarks:
1. The teacher may give students time to prepare or ask them to execute the
tasks spontaneously.
2. After each round, both the performers and the audience should be asked
how and why they thought the tasks were (or could be) performed
differently to further stimulate their creativity.
Extension:
Give individual students the following situations to perform:
Mother/father preparing a meal for a sick child.
Mother/father preparing a meal for horrible relative.
Mother/father preparing a meal for their pet puppy.
Mother/father preparing a meal for their boss.
Alien-Tiger-Cow Category:
A warm-up activity requiring concentration and teamwork.
Procedure:
The whole group stands in a circle and duplicates physical representations
of one of the following:
1. An Alien: makes an ugly face while pointing a crooked right index finger
up in the air, and says ‘ET go home’.
2. A Tiger: curls both hands into claws and roar!
3. A Cow: sits on an imaginary stool while miming the action of milking a
cow, and says ‘moo’.
The teacher counts to three and on ‘three’, every student are to instantly
become an ‘alien’, ‘tiger’ or ‘cow’. The objective is for all students to
duplicate identical representations collectively without the benefit of prior
discussion.
Remarks:
Students should jump into their positions on the third count.
Extension:
Students can create their own animals/things with sounds/vocabulary.
Alliteration Category:
An improvisation activity focusing on the use of consonants.
Procedure:
 In groups of 3/4, each student is given a different consonant and
situation/text to perform, e.g., you are in a cinema and someone is making
too much noise.
Each student performs their situation but must replace the first letter of
every word in their lines with the consonant they have been given. If a
student has the letter ‘p’ for example, then instead of saying, ‘Be quiet! I’m
trying to watch the film!’ they would say, ‘Pe puiet! P’m prying po patch
phe plim!’
Remarks:
* Teachers may encourage students to suggest their own scenes.
* Keep the situations simple; the success of this activity will depend on the
English level of your students. Low-level students may need time to plan
and rehearse while advanced students should be more spontaneous.
Are You Category:
Listening? An acting activity focusing on listening skills.
Procedure:
As a group, students sit on the floor to form a large circle while two
volunteer students are blindfolded and stands in the middle. Place a folded
newspaper somewhere within the circle and spin the volunteers around. The
two students must then drop to the floor in search of the newspaper. The
first student who finds the newspaper should then call out ‘I am the Hunter’
and should then proceed to ‘hunt’ the other student -- the ‘hunted’. The hunt
ends when the ‘hunter’ finds and hits the ‘hunted’ with the folded
newspaper. During the game, students forming the circle should remain
silent, only speaking when one of the blindfolded students approach the
circle edge; at which time, the nearest ‘circle student’ may provide a
warning by saying ‘wall’ in a light whisper.
Remarks:
* Give a few pairs of students a turn within the circle as time allows.
* Although this is a game it is important to emphasize its objective, i.e., the
importance of listening and reacting (acting) to what’s happening on stage.
Art Gallery Category:
A warm-up activity focusing on who, when and where.
Procedure:
Divide the class into two groups. Each group should create a selected
number of ‘artworks’ for their art gallery using only their bodies. One
student from each group will play the role of tour guide during their
 presentation to the other group, giving a brief introduction of each ‘picture’,
e.g., when and by whom it was painted, its estimate value, the style, etc. As
the touring group is guided down the gallery, a new ‘picture’ should be
ready for viewing (students may be in a number of pictures).
Remarks:
* To stimulate students’ imagination and creativity, provide copies of
famous gallery pictures -- Victorian portraits, religious images, scenic
paintings, etc.
* The tour guide must give a detailed description of each picture.
Extension:
The pictures come to life.
Ballzup Category:
A fun warm-up activity focusing on coordination and teamwork.
Procedure:
The whole group stands in a circle and attempt to keep a medium-sized ball
in the air.
Rules:
- students may only hit the ball with the palm of their hand;
- one student cannot hit the ball twice in a row;
- the student that hits the ball should confirm how many times the ball has
been hit by shouting the number of accumulative hits. The goal is to achieve
twenty hits or more.
Remarks:
Students should be reminded not to hit the ball too hard and must try to
keep it within the circle.
Extension:
* Students to count backwards from 20.
* Action verbs can be called out instead of numbers.
Become Category:
A movement activity requiring imagination and creativity.
Procedure:
Divide the class into pairs or small groups. The teacher calls out a series of
objects/emotions, and each group transform into the named object/emotion
by representing it with their bodies. Allow a short time limit for student
preparation of each presentation and keep them under pressure: ‘don’t just
think with your head, think with your body!’
Remarks:
 An excellent way to encourage students to express complex themes through
movement.
Extension:
* Give students a series of emotions to present in an on-going sequence,
which can be further extended to form a narrative.
* Suggest challenging representations, e.g., a giant shoe, a dog’s stomach,
authority, or prejudice. Also, include abstract ideas like ‘something you
fear’.

Big Ideas Category:

A movement activity requiring thought and teamwork.
Procedure:
In groups of 6/7, students must work together to convey one of the
following ideas through a series of movements:
Power
Independence
Loneliness
Discrimination
Remarks:
* Students should be encouraged to adopt movements learnt from the
‘Action Words’ activity above.
* For some students, the vocabulary used in this activity can be challenging
and some class/group discussion may be required.
Blind Lead Category:
A trust-building activity focusing on students’ sense of hearing.
Procedure:
Story: An airplane is lost in fog. The air traffic controller(s) have to direct
the pilot out of the fog without the plane crashing.
1. Create a simple maze in the available space using chairs, bags etc. The
maze should have a beginning and an end.
2. In groups of 2-3, one student is blindfolded for playing the role of
‘airplane’, while the other student(s) in the group play air traffic controllers
whose objective is to direct the ‘airplane’ through the maze. The airplane
may hit the pre-arranged obstacles twice but a third hit will result in a crash.
Upon crashing or landing successfully (reaching the end of the maze), a
new group is selected to attempt the course.
Remarks:
 1. The airplane can move in any direction except backwards and it can fly
(step) over obstacles.
2. Teachers may want to ensure that students are familiar with the language
used for directions before beginning the activity, e.g., forward, left-turn,
right-turn, step-over, x-paces forward, etc.
3. There can be more than one ‘air traffic controller’.
Cat and Mouse Category:
A vigorous warm-up activity.
Procedure:
Divide the group into pairs. The teacher selects one pair with one student
playing the ‘cat’ and the other playing the ‘mouse’. All other student pairs
should spread around the room with their arms hooked to their partner. The
activity begins with the pre-selected cat chasing and attempting to tag the
mouse. The mouse can escape the tag by hooking their arm onto a student in
the room, at which point, the student at the other end of the pair (the one
that hasn’t been ‘hooked’) becomes the new mouse. If the mouse is caught
then the roles reverse -- the mouse becomes the cat and vice versa to begin a
new chase..
Remarks:
This game can be difficult to explain and the teacher could better
demonstrate the rules by playing the mouse first.
Character Category:
Charades A competitive teamwork activity focusing on character.
Procedure:
Divide the class into a few teams. One player from each team is shown a
‘character card’ which they must act out (without speaking) before their
fellow team members. The teams have one minute to correctly guess who
the character is, and the team that does so the fastest receives one point.
Character cards include: A Kung Fu master, An old man/woman, A dentist,
A doctor, A super model, A king/queen, A monster, A horrible leader,
Cinderella, A pop star, A 5 year-old child. An 80 year-old person. A very
naughty 9 year-old. A police officer. A supermodel, A huge fat man/woman,
An army soldier. A crazy person. A person who sleeps on the street, A
person who has drank too much beer/wine, A computer-game character, A
robber/pick pocket.
Remarks:
Encourage students to continue acting out their character until either the
Characters Category:
Family Photo Ateam
movement
guessesactivity using
correctly or abstract
until the themes.
time is up.
Procedure:
In groups of 5/6, each student assumes the role of a family member posing for
a ‘happy family’ photo. On instruction by the teacher, the groups exchange
their happy-family pose for the pose of a family that hates each other. The
pose changes again, but adopting a more abstract form or even a sculpture,
i.e., The Statue of Liberty or a Picasso cubist painting.
Remarks:
* When changing poses, students should use as little movement as possible
while adhering to the criteria of the new photo.
* Students must ensure that the audience knows who they are playing in the
photo, e.g., dad, mum, etc.
* Allow students 5 minutes to prepare.

Clap Your Hands Category:

A teamwork building activity.
Procedure:
The whole group standing in a circle, students randomly and unexpectedly
jump up in the air and clap their hands. If two students jump at the same
time they will both be removed from the circle for a 5-second penalty before
returning.
Remarks:
Encourage players to jump as high as possible.
Clumps Category:
A movement activity encouraging teamwork and trust.
Procedure:
Students walk quickly around the room and when the teacher calls out a
number, the students are to get into groups of that number.
Remarks:
* Students must work with the people nearest to them, not their friends!
* A good activity for creating groups for other activities.
Extension:
See ‘Criteria Clumps’.
Confidence Chair Category:
A trust building group activity.
Procedure:
Set one chair each at opposite ends of the room and explain to students that
one chair represents ‘confidence’ while the other chair represents ‘fear and
uncertainty’. Select a student to stand mid-way between the two chairs for
each round. The teacher asks the student different questions and depending
 on how confident or at ease the question is answered, the teacher will
determine which chair the student can step towards. Questions may include:
Students answering as themselves:
How do you feel about your performance?
Was your group easy to work with?
Do you always do your homework?
Students answering as a masked character, e.g., vampire:
What’s your favourite food?
What did you do last night?
Remarks:
* Once students understand the activity, the teacher may invite other
students to ask the questions.
* The teacher should base the ruling of each answer on a student’s
confidence level, and not on how well the student speaks English. For
example, if a student pauses, looks down, or shuffles their feet, the teacher
may ask the student to step towards the ‘fear and uncertainty’ chair even if
the student’s English level is at or above par. Students should feel free to
make mistakes as long as they do so with confidence, i.e., a self-assured
posture and voice.
Count to 20 Category:
A teamwork building activity.
Procedure:
The whole group stands in a tight circle, each student with their heads down
towards the ground and their eyes closed. One student begins the activity by
counting off the number ‘one’, followed by another student counting off
‘two’, and so on. Since no one knows who will be counting off the next
number, two or more students may speak out at the same time. When this
happens, the group must start again at ‘one’. Teachers should set the goal
count to ‘twenty’, which is often achievable with a little practice.
Remarks:
* This activity requires group unity and concentration.
* Usually there is such rejoicing when the count reaches ‘twenty’ that the
warm-up will naturally end.
Criteria Clumps Category:
A movement activity encouraging teamwork and trust.
Procedure:
Students walk quickly around the room and when the teacher calls out the
 criteria for a group, e.g., ‘Get into groups of your favourite colour’ or ‘…
where you live’, students will have to find others who share their criteria.
Remarks:
Students can make a group on their own if no one shares the same criteria.
Don’t make me Category:
laugh! A fun warm-up activity requiring concentration and focus.
Procedure:
In groups of 2/3, one student plays a serious character who has decided
nothing will make him/her laugh or smile again. The other player(s) have to
change this state of affairs by making the ‘serious’ student laugh or smile
again. Ask students to alternative roles once the objective has been achieved.
Remarks:
No physical contact allowed, especially tickling!
Elephant Whale Category:
Cow Bumpety A physical activity requiring quick reactions and teamwork.
Bump Bump Procedure:
The whole group stands in a circle with the teacher in the centre. The teacher
points to any student and says, ‘Elephant (Whale or Cow) Bumpety Bump
Bump’. That student will then have to become the middle part of the
elephant (whale or cow) while the students on the immediate left and right
will become the left and right sides of the animal. The goal is for students to
correctly form the animal before the teacher finishes the phrase ‘Bumpety
Bump Bump’.
Suggested animal actions:
1. Elephant: the middle student is the trunk with the other two as its ears.
2. Whale: the middle student is the whale’s jet of water/air with the other
two as the whale’s side fins.
3. Cow: the middle student is the cow’s udder with the other two as
milkmaids milking the cow.
Remarks:
Students who react too ‘slow’ are eliminated until only three students remain
as the winners.
Extension:
In groups of three students can create their own animals/objects.
Emotional Category:
Shoutdown A vocal activity combining emotion with voice projection.
Procedure:
 The whole group stands at one end of the room with their backs to the wall.
The teacher calls out an emotion, e.g., scared; students should then recall a
time when they felt scared and express this in a simple pre-determined line,
e.g., ‘I feel scared. I feel really, really scared!” Teachers should also inform
which of the following vocal context is required:
- Television: students say the line at normal volume.
- Radio: students say the line in a slightly louder volume.
- Theatre: students must project the line as if they were in a large theatre.
- Let it go!: students ‘let themselves go’ and scream out the line with nothing
other than the emotion they were given.
Remarks:
* Before the exercise teachers may want to explain that emotions are an
important part of acting and for actors to be believable they often try to
‘feel’ the emotion they wish to convey. That ‘feeling’ is then more likely to
be reflected in their voice.
* Students do not have to stick to the assigned text but can improvise their
feelings.
Emotions Category:
A physical warm-up activity using emotions as stimulus.
Procedure:
With masks, divide the students into two groups. One group sits as the
audience while the other group walks around the room until the teacher calls
out an emotion, e.g., excited. Students are to immediately portray the
selected emotion through body and facial expressions. After a few rounds,
the two groups alternate. Suggested words for the activity: Excited,
surprised, depressed, calm, nervous.
Remarks:
Students can begin by freezing into the selected emotion in the initial
rounds. As they gain confidence, teachers should encourage students to walk
as the selected emotion.
Extension:
Include dialogue with each emotion, e.g., ‘I’m so sad. I wish I could go out!’
Eyeballing Category:
An acting skills activity focusing on the eyes.
Procedure:
Divide the students into pairs and give them the script below which
highlights use of the eyes as an acting tool.
 Raven is to murder Ashley:
Raven stands at the entrance of a beautiful room and sees Ashley who is
sitting down reading a book.

Ashley: “Hello Raven.” (eye contact with Raven)

Raven: “Please come in and look around.” (eye contact around the room)
Ashley: (looks around) “Beautiful! I can’t stay long.” (looks back at Raven)
Raven: “Why...?” (looking up from his/her book)
(Ashley takes out a gun. Raven’s eyes fix at the weapon. Ashley’s eyes are
staring intently at Raven.)
Ashley: “Because, I hate you, that’s why.” (Ashley is about to shoot when…)
Raven: (Screams) “BEHIND YOU!”
“Ashley looks behind whilst Raven quickly gets out a knife from nowhere
and throws it at Ashley hitting him/her in the chest. Ashley looks down at the
knife and then back at Raven.)
Ashley: “You…you…” (he/she dies)
Remarks:
* Teachers may also provide a simple scenario for students and ask them to
develop their own script.
* Young or inexperienced students have a tendency of drifting off on stage.
This activity encourages students to stay focused and responsive to the stage
action.
Fantastic Category:
Creature A fun movement activity requiring group coordination.
Procedure:
In groups, students are to create a living monster with a head(s) and other
body parts. The monster has to be able to move easily; run, jump, hop and
stop suddenly. The monster should also be able to show the following
emotions; happy, sad, scared and angry. After the monster has been ‘put
together’, the teacher should test the ‘monsters’ on how moveable and
emotional they can be.
Remarks:
Students should think of creating the monster as a series of body parts, the
number of arms, heads, legs, tails, etc. the monster have
Extension:
The monsters can race each other or be given tasks to perform, i.e., sit on a
chair, walk sideways, run from one end of the room to the other.
Find Your Category:
Answer A vocal activity requiring concentration and good listening skills.
Procedure:
Two sets of game cards are required for this activity. In set 1, the cards have
a question/statement with a corresponding answer/re-joiner on the cards of
set 2. For example:
Card 1: ‘I’ve lost my cell phone.’
Card 2: ‘You left it under the bed you idiot!’, or;
Card 1: ‘Where are you from?’
Card 2: ‘I was born in London.’
Each student is handed one card from either set at random and are not to
show their card to anyone else. Ask the students to remember their lines and
re-collect the cards. Students are then to walk around the room and say their
lines as loud as they can in an attempt to find their partner with the
corresponding line. Students who have found their partners should stay
together until everyone is finished. The teacher should then ask each pair to
say their lines with as much physical and vocal expression as possible.
Remarks:
* Teachers should check that all cards handed to students have a
corresponding card handed out as well.
* Encourage students to walk around the room screaming out their lines in
order to be heard. The more noise, the better!

Fortunately / Category:
Unfortunately A creative oral activity that requires students to make and follow a story
line.
Procedure:
The whole group sits in a circle to create a story. Each student will add one
sentence to the story but they must begin with either ‘fortunately’ or
‘unfortunately’ depending on the turn. The teacher may choose to begin the
story like this, ‘One day a poor man was begging and someone gave him a
cheque for one million dollars.’ The next student would then continue the
story with ‘unfortunately’, e.g., ‘Unfortunately, there was a gust of wind and
the cheque blew away.’ The next student should then continue the story with
‘Fortunately…’ and so on.
Remarks:
* This activity requires students to listen carefully to how the story has been
 developing up to their turn. Students should try to make the story wild and
interesting rather then repeat what someone has said or block the
character(s) progression.
* New characters can be added to enhance the creative possibilities.
Freeze Block Category:
A warm-up activity focusing on awareness of environment and stage
positioning.
Procedure:
In a whole group, students pretend they’re on stage and walk around their
‘stage area’ randomly. On hearing ‘freeze’ from the teacher, students must
stop in their current positions. On ‘block’, students are to move their bodies
and/or faces into a position where they are not masking each other and allow
the audience (teacher) to see their faces on stage.
Remarks:
* Pre-determine a small section of the room as the ‘audience section’ and
ask students not to cross into that area.
* After students have been ‘blocked’, only re-start another round upon
ensuring every student is positioned correctly.
* Explain to students how important it is that they do not mask each other on
stage.
Goblin, Giant, Category:
Wizard and A physical and competitive tag-game activity.
Witch Procedure:
Ask the whole group to collectively decide on a gesture and/or action for
each of the following characters -- goblin, giant wizard and witch. The class
then splits into two groups with each group lined up at opposite ends of the
room.
Rules:
- The giant tops all the characters but each group can only use it once;
- The witch tops the wizard;
- The wizard tops the goblin;
- The goblin tops the witch.
Students form a tight circle and collectively decide which character they will
be using before each round. When ready, both groups should shout ‘Vi, Fi,
Fo, Thumb’ whilst taking one step towards the other group for each word.
On ‘Thumb’, students are to reveal the character they have chosen to
determine which group has the losing character. The losing group must then
 run back to their side of the room before they are tagged by a member of the
winning group. Students that have been tagged must join the opposing team.
The game ends when all members are on the same team or when students are
suitably warmed up.
Remarks:
* To save time the teacher may arrange the corresponding gestures/actions
for each character beforehand.
* This activity can get rough so encourage students to make a simple tag on
fellow students when making the tag.
Governor’s Ball Category:
An improvisation activity that builds characterisation awareness
Procedure:
Divide students into pairs. They have all been invited to the Governor’s Ball
(party) at the Chinese Embassy. All guests should arrive in pairs with their
partners and are greeted by the Governor (teacher in role). Upon arrival at
the ballroom, students should take the time to introduce themselves to other
guests until everyone has arrived. After a short while, the Governor will
begin passing around four slices of cake to each student in short intervals.
The first slice of cake has a special effect of making guests more relaxed and
slightly silly, drunk almost. The second slice will make guests even more
relaxed and they begin doing things they would normally not do. The third
slice will make guests totally relaxed and they become almost crazy - - most
certainly doing things they would never do. The fourth slice of cake return
all guests back to normal.
Remarks:
* Allow students a little time to get into their various state of ‘relaxation’
before passing out new slices of cake.
* The Governor should wait to ensure all students are in role before passing
around the fourth and final slice of cake. This slice immediately transports
the guests back to their normal state and guests leave the way they came in
as if nothing has happened.
Harlequino’s Category:
Excuse A fun warm-up activity requiring improvisation and concentration.
Procedure:
Divide students into pairs with one student playing the role of ‘Harlequino’
(a trickster) and the other ‘El Capitano’ (gullible). El Capitano is given an
imaginary location where he’s moving around describing his actions as it is
 being improvised, e.g., ‘I’m in a beautiful park. I’m smelling a flower and
now I’m picking up the flower and putting it in my lapel.’ During this entire
time, Harlequino mimics El Capitano’s actions behind his back. When El
Capitano turns around to face Harlequino, Harlequino must freeze and give
an excuse for his position, e.g., ‘I was just reaching down to pick this paper
off the ground.’
Remarks:
* Each student pair should have a turn with performing while other students
watch.
* Suggestions for other locations: A very expensive clothing store, on a
beach, at the theatre.
Have You Ever Category:
…? A drama language activity for listening and speaking skills enhancement.
Procedure:
As a whole group with the exception of one, students sit on chairs arranged
in a circle. The student without a chair stands in the middle and asks a
question beginning with ‘Have you ever…?’ Examples include ‘…had a
shower’, ‘…been to Hong Kong’, or ‘…seen a Harry Potter movie’. If the
answer is yes for any of the students, they have to move out of their seat and
find another empty chair to sit on. The person who asked the question should
also attempt to find an empty chair as the student left without a chair has to
ask the next question.
Remarks:
* This activity requires students to be honest and teachers should emphasize
this beforehand.
* When changing chairs students cannot move to a chair to their immediate
left or right.
Extension:
Additional vocabulary can be added, e.g., ‘Those wearing white socks
change places’, or ‘Those who are under 15 years-old change places’, etc.
Knots Category:
A warm-up activity that promotes teamwork and trust.
Procedure:
The whole group stands in a circle (including the teacher), holding hands
tightly with each other (no one must let go during the entire activity). The
teacher’s aim is to weave in and out of the other students until the group is in
a complete knot. The teacher then calls ‘freeze’ and the group must then
 attempt to untangle the human knot that has been created.
Remarks:
To avoid injuries the teacher should guide students in and out of the ‘human
knot’ slowly.
Extension:
Students keep their eyes closed as they’re guided into knot.
Larger the Better Category:
A clowning activity that encourages big reactions from all students.
Procedure:
Divide the class into two groups. One group should watch while the other
walks around the room until the teacher calls ‘freeze’, at which point
students are to stop and adopt an extremely exaggerated pose. Examples
include: looking at someone who has just sneezed in your face, squeezing a
pimple, smiling at someone you hate, laughing at something very funny,
having an itchy nose, looking at your image in the mirror (you love
yourself), or adjusting your underwear.
Remarks:
* The teacher may call out the poses before saying ‘freeze’.
* Ensure students make use of their whole body for the pose.
Extension:
See ‘Emotions’.
Liar Liar Category:
A mime and language activity requiring a creative imagination.
Procedure:
With the whole group in a circle, one person begins by miming an activity,
e.g., washing a dog, dancing, digging a hole, walking a tightrope, fighting,
or taking a shower, etc. The student on the immediate left should ask, ‘What
are you doing?’ to which the first person is obliged to say something
different from what he/she was actually doing, e.g., ‘I'm playing tennis.’ The
second person must then mime the action of the first person’s answer. When
the next person asks ‘What are you doing?’ he/she would also have to lie,
e.g., ‘I’m skateboarding.’
Remarks:
* To ensure this activity keeps its energy level up, give students an
opportunity to think of a good ‘lie’ before the game begins.
* The teacher may choose to start the round or appoint a student instead.
* Run the activity clockwise around the circle.
 * Encourage students to create detailed mimes.
Machine Category:
A movement activity.
Procedure:
In groups of 5/6, students are to make a large machine using only their
bodies and voices. One student should start the machine with a repetitive
action and accompanying sound, e.g., a piston. The next student then adds to
the machine with another action and/or sound. This process should continue
until all group members have come together to created one complete and
noisy machine. The teacher can change the speed of the machine, or certain
students may be asked to malfunction, forcing the whole machine to respond
accordingly.
Remarks:
A good game to encourage students to work together as a whole. Encourage
student actions to be bold and energetic.
Extension:
In groups of 6/7, students can be asked to create and then perform their own
machine.
Man the Stage Category:
A warm-up activity focusing on stage-related vocabulary.
Procedure:
Before beginning the activity, show students the respective locations of the
following stage areas: upstage, downstage, centre stage, stage right, stage
left. Now, demonstrate the following actions: ‘Bow’ -- students run to
downstage centre and bow to an imaginary audience; ‘Backstage’ -- students
run to upstage, putting their index finger to their lips and say ‘ssshhhhh’;
‘Action’ -- students run to centrestage and pretend they are acting; and
‘Masking’ -- players should do anything to stop the teacher from seeing the
other students’ faces.
Remarks:
Not all stage areas are included in this game. However, the teacher may
choose to teach the names of all different stage areas before the game begins
or do the extension activity below.
Extension:
Divide students into two groups. Place one chair each at the following nine
stage areas: centre stage, upstage centre, downstage centre, downstage
right, downstage left, right centre stage, left centre stage, upstage right,
 upstage left. The teacher calls out a stage area and one player from each
group race to the area called. The student who reaches the chair first wins a
point for their group. Continue until all chairs are full.
Mexican Chair Category:
A vigorous warm-up activity.
Procedure:
As a whole group, students should each be sitting on chairs arranged in a
circle. To begin a round, one student leaves their chair vacant and stands in
the middle. The student’s aim is to reach an available chair and sit on it
while the other students try to stop this from happening by shifting to the
available chair before the student reaches it.
Remarks:
It is nearly impossible for the one student to sit back in a chair, so the
teacher may add another chair to the circle to make it a bit easier.
Mine Field Category:
A trust-building activity that focuses on students’ sense of hearing.
Procedure:
One student is blindfolded and must navigate across a field of ‘mines’
played by the other students spread across the room. The blindfolded student
has to cross the minefield alone without bumping into any ‘mines’. If the
student gets too close to a mine, the class must make a ‘beep’ sound to warn
the lonely navigator (the nearer the student is to a mine, the louder and
quicker the ‘beep’ sounds should be).
Remarks:
This is a trust-building activity and it should be emphasized that the
objective is not to hurt or embarrass the blindfolded student.
Mirror Category:
A movement activity that promotes group creativity through concentration
and teamwork.
Procedure:
With the whole group standing in a circle, the teacher begins by moving
while students attempt to ‘mirror’ his/her movements. After a short while,
the group will inevitably stop following the leader and work as a whole.

Remarks:
This activity requires concentration. The teacher may start with hand
movements before extending to the lips and face
 Extension:
Two students (A and B) facing each other with one leading and the other
mirroring.
Morphing Category:
An acting activity that encourages student awareness of character
development.
Procedure:
In pairs, students are to select one of the following ‘animal-to-human’
characters: tiger-to-boxer, mouse-to-old lady/man,
eagle-to-president/king/queen, cat-to-supermodel, spider-to-murderer.
1. Students must first become their select animals.
2. Students can then discuss with their partners what physical elements of
their animal form can be carried to their human form.
3. Students are to very slowly transform their animals into humans.
4. Each pair should have a chance to perform for the entire class.
Remarks:
Ensure physical elements of the animal transforms to the human character,
e.g., the boxer should have tiger-like movements when boxing.
Extension:
Students create a superhero that can change into an animal to escape danger.
Oh King, Please Category:
Spare My Life! A quick thinking language activity.
Procedure:
As a whole group, one student is selected to be the King/Queen who sits on
a throne (chair). The other students play the role of peasants who kneels
before the King/Queen and gives a reason for why their life should be
spared, e.g., ‘Oh King, please spare my life and I will make you rich.” The
King answers ‘yes’ or ‘no’, but the decision is not determined by the reason
offered by the peasants, but rather, it should be based on a pre-determined
and unrelated criteria, e.g., saying ‘yes’ to all those with long hair, and ‘no’
to all with short hair. Once the peasants correctly guess the rationale behind
the decision-making process, a new King/Queen is selected for the next
round.
Remarks:
Assist students who have difficulties thinking of a reason for being spared.
Pair Tag Category:
An energetic tag game that requires some space.
 Procedure:
Divide the group into pairs. Each pair must be connected in some way, e.g.,
linking arms, holding hands, back-to-back, head-to-head. The teacher selects
a pair to be ‘it’ to begin a normal game of tag. When the pair tags another
pair, the tagged team becomes ‘it’.
Remarks:
This is a vigorous activity and students should be careful not to hurt each
other.
Extension:
The ‘it’ pair has to tag all the other pairs in the shortest time possible. Pairs
that are tagged must freeze once they’re tagged but they can be ‘unfrozen’
by the other students so long as an ‘active pair’ is willing to crawl between
the legs of the ‘frozen pair’.
Parties Category:
A character development activity focusing on environment awareness.
Procedure:
As a whole group, students are to attend a series of parties in character
(either a character from a play they’re working on or a character of their own
invention). The teacher should explain where the entrances and exits of each
individual ‘party’ are located and also where the refreshments are placed. On
the teacher’s cue, the students are to enter one of the following parties:
Vicar’s tea party, a wedding party, a party in a nightclub (Rave), a party in
a hot air balloon.
Students are to introduce themselves to each other and react to their
environment as in character. After a few minutes the teacher should assign a
different party for each location and students should modify their behaviour
to the new environment accordingly. For example, if a student is at a party in
a nightclub they are likely to be dancing wildly, but once it changes to a
Vicar’s tea party their behavior should become much more formal.
Remarks:
Students should reflect on how their characters would react to the different
parties.
Extension:
See ‘Governor’s Ball’.
Party Quirks Category:
A fun and spontaneous improvisation activity.
Procedure:
 In groups of 4~6, one student plays the role of a ‘party host’ while the other
group members play ‘party guests’. As a group, they must decide what kind
of party they’re having, e.g., Vicar’s tea party, Queen’s garden party,
birthday party, dinner party, etc. The party guests’ role is to adopt strange
habits/quirks during the party and it’s up to the host to guess what they are.
The host should leave the room while the party guests determine what
habits/quirks to adopt with the help of audience members (students in other
groups). The roles can be quite physical, emotional or even bizarre. For
example; you can’t stop crying, if you touch someone you catch on fire, you
are always angry, you hate people touching you, you always have to sit
down if other people are standing, if someone speaks you have to say
‘rubbish’, etc. The improvisation begins when the host answers the door and
the guests arrive one by one.
Remarks:
* Encourage the host and the part guests to pretend they are at a real party,
chatting and reacting to each other accordingly.
* The party is usually chaotic and the host may guess his/her guests’ quirks
quickly, but keep the improvisation going for the pure fun of it.
Presents Category:
A language activity requiring imagination and mime skills.
Procedure:
In pairs, one is ‘A’ and the other ‘B’:
‘A’ mimes an object (present) and gives it to ‘B’.
A: I have a present for you.
B: Thank you it’s a ________.
A: You like it?
B: Yes, I’ve always wanted a __________!
Reverse roles after each round.
Remarks:
* Encourage students to be very imaginative when creating their presents.
* Students can perform their gift-giving scene to the rest of the class after a
little practice on emotion control and display.
Extension:
Give students the following conversation starters to explore:
- A has bad news for B.
- A is a genie who can grant one wish to B.
- A is sad and nothing B says can cheer A up.
Props Category:
A spontaneous improvisation activity.
Procedure:
As individuals or pairs, each group is given a prop prepared by the teacher
before class. Students are to create a way of using the prop other than what it
was originally intended to do. For example, if a group is given a cleaning
cloth, students may use it as a new fashion accessory or as a parachute.
Remarks:
This game requires imagination. The more bizarre the use of each prop, the
better!
Extension:
Give small groups one prop to improvise a scene around that prop.
Race Back to Category:
Space A vigorous warm-up activity.
Procedure:
As a whole group, each student finds and claims a small space (about the
size of their feet) within the room. They must remember where their ‘space’
is. Students are then to mill around the room moving as far away from their
space as possible. They are to return to their space as instructed by the
teacher under different conditions, examples below:
‘Back to your space in 5 seconds.’
‘Back to your space walking backwards.’
‘Back to your space jumping or hopping.’
‘Back to your space but shake hands with five people first.’
‘Back to your space doing the chicken dance.’
Remarks:
Encourage students to suggest other interesting ways to race back to their
‘space’.
Race to the Category:
Board Emotions A competitive team activity using vocabulary for emotions.
Procedure:
Divide the class into two teams -- ‘A’ and ‘B’. The teacher writes the
heading ‘Emotions’ (or Feelings) on the board. The two teams should line
up in two single file lines away from the board. The student at the front of
each line is given a piece of chalk and on the teacher’s command, they are to
run to the board and write an emotion, e.g., embarrassed. Students should
then run back and hand the chalk to the next student in line who will write
 down a different emotion. The first team to finish is the winner.
Remarks:
You can begin this activity with a simpler heading, i.e., ‘action verbs’ or
‘theatre words’
Extension:
Once the board is full of emotions the teacher can point to an emotion and
ask students to make a sentence using the word, e.g., ‘I feel sad when my
mother tells me off.” Students can also be encouraged to relate an emotion to
real-life experiences in a sharing session, e.g., ‘The last time I felt really
embarrassed was when…’
Extension II:
In groups of three pick 3/4 emotions and create a short improvisation or
mime that conveys all of the selected emotions.
Shark Raft Category:
A fun warm-up activity promoting teamwork and trust.
Procedure:
As a whole group, each chair is placed for every student in the middle of the
room to form a raft (boat). Chairs should be placed back-to-back (similar to
musical chairs) forming a straight line. Inform students that the raft is sailing
in shark-infested waters. However, it is hot so students are now swimming
around their raft (clockwise) nonetheless. When students hear the teacher
roar ‘shark’ they are all to get on the raft (standing on the chairs). No one
must be left in the water (ground) so everyone should help other students
onto the raft. On the ‘all clear’ signal, students should return to the water to
continue their swim. While they are swimming, the teacher can take away
1/2 chairs from the raft, making it smaller. The teacher continues to call
‘shark’ and remove chairs until only one chair is left.
Remarks:
* Unlike ‘musical chairs’, where the objective is to eliminate other
participants by preventing them access to a chair, this is a teamwork activity
so students should help everyone get onto the raft, no matter its size.
* Obviously, as the raft gets smaller, students will be inevitably be eaten by
the shark, but students should attempt to avoid this for as long as possible.
Ship to Shore Category:
An energetic warm-up activity great for introducing new vocabulary.
Procedure:
As a whole group, students are to imagine that the room is a ship. The group
forms one line (single file) down the centre of the room. Whenever the
teacher shouts one of the following action phrases; Man the starboard, Man
the port, Man the centre, Man the stern, Man the bow, students must run to
those areas. Other action phrases include: ‘clean the deck’ - - students drop
to their knees and scrub; ‘climb the rigging’ -- students mime climbing a
ladder; ‘Captain on board’ -- all students salute. The last student to arrive at
an area/finish an action or does so incorrectly is eliminated. Continue this
activity until there is a winner.
Remarks:
Alternative between commands at an increasing pace. It is not necessary to
wait for all the students to reach an area before calling out the next
command.
Extension:
Any extension to this exercise is a matter of changing the location and
creating a list of associated actions. For example, at an airport the areas
could include; aisle, window seat, runway, check-in, while actions could
include; pull down your oxygen mask, put on your seatbelt watch a movie,
take-off, etc.
Silly Walk Category:
A movement activity focusing on funny walks.
Procedure:
As individuals, students must create the most ridiculous (silly) way to walk
possible. Encourage students to experiment with height and speed whilst
they are walking. Set a starting point from where students begin their walk.
Remarks:
Teachers may wish to start this activity with students grouped in pairs as it
can be quite daunting for some students to walk silly by themselves.
Extension:
Students can teach others their unique ‘silly’ walk.
Extension II:
See ‘Where’s the Clown?’
Slideshow Category:
A warm-up activity encouraging students to create inanimate objects.
Procedure:
Divide students into groups of 5/6. Give each group a location/setting(s) on
index card(s). Students are then given a short time to create a corresponding
slide presentation. All elements of the slide needs to be represented, e.g., if
the ‘slide’ is of a fishing boat on a river, then the boat, the fishermen, a fish,
and the water, etc. should all be present in the slide. When the leader yells
‘snap’, all students must freeze in position. When the teacher yells ‘click’,
students may unfreeze and prepare for the next slide to be ‘snapped’.
Remarks:
While a group is ‘frozen’, ask audience members whether they can name
different parts of the slide.
Extension:
On the teacher’s command, the slides can come to life.
Slow Motion Category:
Samurai A fun physical warm-up activity requiring students to move in slow motion.
Procedure:
As a whole group, all students have become Samurai Warriors who moves
and fights in slow motion only. As Samurais, they are to move around the
room with their lower arms and outstretch hands as Samurai swords, which
are lethally poisonous. Each student should fight and kill other Samurais by
swiping them with the ‘hand’ section of their ‘swords’. If a student is struck,
they must scream and die a terrible ‘slow motion death. Players can block
attacks with their forearms only. The activity ends when only one Samurai is
left standing.
Remarks:
* This is a fantasy activity that requires students to lose themselves in the
world of Samurais -- similar to young children playing ‘war games’.
* The teacher may want to emphasize that the art of a Samurai’s fighting
technique consists of ‘fluid motions’, i.e., no jerks or lurches.
Extension:
Divide the class into two groups for team battle.
Sounds and Category:
Movements A physical activity for enhancing movement and sound coordination.
Procedure:
In groups of 3/4, students are to use their body and voice to create a
 machine. Each group member selects from a number of machine sounds as
follows: splatt, clop, klap, wooo, shh, hiss, verr, whirr, rarr, and a raspberry
sound (students may also invent their own sounds). Students are then to
think of a movement that corresponds to their selected sound. Finally,
students ‘connect’ with their group members to create a simple machine.
Remarks:
Encourage student to choreograph their movements and fine-tune their
sounds for a more rhythmic presentation.
Extension:
The whole group comes together to create one huge machine.
Speedball Category:
A warm-up activity requiring a ball and quick eye-hand coordination.
Procedure:
The whole group stands in a circle and students throw the ball to each other.
On every throw, students must catch the ball without it hitting the ground
until everyone has thrown and caught the ball once. Students must now
repeat the activity following the same circuit of throws as the previous
round. The aim is to see if students can duplicate the first circuit as fast as
possible without dropping the ball.
Remarks:
Students should not throw the ball too hard.
Extension:
Develop the game into an alliteration activity. On throwing the ball students
are to call out the first word that comes into his/her head that begins with the
same letter.
Stage Directions Category:
A blocking activity in which students self direct.
Procedure:
In pairs -- ‘A’ and ‘B’, students must read, rehearse and perform the
following stage directions:
Character ‘A’ enters downstage left and character ‘B’ downstage right. They
both must enter backwards and at the same time. They both bump into each
other downstage centre. A run off and exits upstage right. B runs off and
exits upstage left.
A enters downstage right and B enters upstage left. A and B bump into each
again and exit-A downstage right and B downstage left.
A pops his head out of upstage right and B upstage left. They scratch their
 heads. End.
Remarks:
Leader should give the directions on a handout. When players perform the
exercise the leader should ensure they have followed the directions to the
letter.
Extension:
Repeat the exercise but players are to perform it using different characters
(four 80 year olds or four super models).
Status Category:
A relationship awareness activity that introduces the idea of ‘status’.
Procedure:
Begin this activity with a brief discussion of ‘status’ and its role in drama
and life. In pairs -- ‘A’ and ‘B’, the teacher declares that ‘A’ has a high
status while ‘B’ has a low status.. Students are then to use their bodies to
represent their respective ‘status’. Repeat the activity but ask students to
create a number of different positions in their representations.
Remarks:
Vary the status level, e.g., both ‘A’ and ‘B’ are of middle status.
Extension:
This activity can be developed by using different relationship pairs found in
real life, e.g., ‘dentist-patient’, ‘police officer-thief’, ‘teacher-student’, etc.
Further extension may include animal pairs, e.g., ‘elephant-mouse’, ‘lion-
deer’.
Structure Category:
A creative movement and teamwork activity.
Procedure:
In groups of 6/7, students are given 20 seconds to make a ‘structure’, e.g., a
church, ship, lorry, bridge, tower, etc. using only their bodies.
Remarks:
To create a competitive atmosphere, give the groups a score for each of their
designs.
Extension:
Groups create their own original structure.
Stuff Category:
An imaginative mime activity.
Procedure:
The whole group stands in a circle and the teacher beings by miming an
 imaginary object, e.g., a cat, a hammer, or a ball and passes the object to a
student. That player takes the object and plays with it briefly before erasing
it by rubbing their hands together quickly. They are then required to mime a
new object to be passed on to the next player.
Remarks:
Ensure the mimes are of good detail. If students mime a ball, they should
show its size and how it bounces, etc.
Subtitles Category:
A spontaneous improvisation activity.
Procedure:
In groups of four, students create and act out a scene of two characters in
gibberish (nonsense language). The other two students are to stand on either
side of the ‘scene-characters’ to provide a translation of the gibberish into
English after each line.
Remarks:
* Keep the scenes simple, e.g., two lovers having a fight, or a police officer
questioning a criminal, etc.
* This activity requires greater English fluency and some classes may
require preparation time before presenting their scenes.
Swapping Sports Category:
A mime/movement warm-up activity.
Procedure:
Students should stand individually around the room and be prepared to
mime a sporting activity that the teacher calls out, e.g., ping-pong, tennis.
Students are asked to mime the selected sport in slow motion and on
command, make a gradual transition to the new sport.

are to stand individually around the space. The leader names a number of
sports for players to mime, i.e. ping pong, tennis.
Next, in slow motion, players are to mime a sport and then, on the leader’s
direction, make a gradual transition to another sport, i.e. table tennis could
transform into tennis. (The ping pong ball and bat will grow and when the
ball is hit it will require more force.)
Remarks:
This activity requires concentration and students need to really imagine they
are playing the sport. The more detailed a mime, the more interesting and
believable it will be. Using the ‘ping-pong to tennis’ swap as an example,
 teachers should point out that even though the two sports share similar
movements, there are small differences, e.g., the way a ping-pong ball
paddle and a tennis racquet is held, the degree of body movement, the serve,
etc.
Extension:
See ‘Morphing’.
Tag Team Role- Category:
Play with Props An improvisation activity requiring teamwork and creativity.
Procedure:
As a whole group, begin the activity with two students in character. The
teacher should have a selection of props ready. Ask the audience for
suggestions on what the scene should be and the relationship between the
two initial actors. Once decided, the teacher selects a prop to be incorporated
into the scene by the initial pair in their improvisation. During the scene, the
teacher calls out “Freeze!” The two actors must ‘freeze’ accordingly and a
new actor from the audience group takes over one of the ‘frozen’ actors in
the scene. The teacher should then give the scene a new location/scenario
and the scene continues from its frozen position. After a while, the leader
“Freeze!” again so a new actor can take over the position of the actor who
has been in the scene longer. The activity should continue until every student
has had a chance to participate in the scene.
Remarks:
The teacher should freely decide what props to use, and when it is going to
be thrown in, taken out, or changed into another prop.
Team Become Category:
A movement activity requiring some imagination and creativity.
Procedure:
This is an extension of the ‘Become’ activity that involves bigger groups
who compete against each other for greater originality.
Team Charades Category:
A movement and mime activity.
Procedure:
Whole group split into two teams -- ‘A’ and ‘B’. Both teams write down
names of popular movies, books, famous singers on index cards to be
collected by the teacher. A student from team ‘A’ picks a card written by the
opposing team and has three minutes to act out whatever is written on the
card. If team ‘A’ members guess the right answer before time runs out the
team will receive one point.
Remarks:
The signs/visual cues that accompany different entertainment genre, book,
movie, etc. should be established before the activity begins. Additionally, for
English learners, it may be best to teach certain key questions that students
will need to ask, i.e., ‘Is the movie showing now?’
Extension:
Team Charade 1 (American version):
With students in groups of 4/6, the teacher gives each group an index card
with a word on it, i.e., happy, sad, wickedness, hope, etc. Each group creates
a presentation around the word while other groups have to guess the word.
Remind students of the gestures attached to charades: ‘film’ -- mime filming;
‘theatre’ -- mime opening curtains; ‘book’ -- mime opening a book; ‘T.V.’ --
draw a square.
Team Giant’s Category:
Treasure A teamwork activity promoting teamwork and concentration.
Procedure:
As a whole group, the teacher (Giant) stands at opposite ends of the room
from the students. At the Giant’s feet, place a treasure (a golden-coloured
prop). The students’ aim is to ‘steal’ the treasure and return it to their
starting position without the Giant finding out who has it. The game
begins with the giant’s back to the group. He/she then yells, ‘one, two,
three’. On ‘three’ the Giant turns around and all group members must
freeze. If the Giant spots anyone moving that person must return to the
starting position. When the group is near the ‘treasure’ they must steal it
without the Giant seeing who stole it and/or currently has it. Students
must now move back to their starting position with the treasure in hand.
At this stage the giant can still send students back if they move but if
they guess who has the treasure the whole group has to begin again.
Remarks:
Students soon learn that in order to beat the Giant they need to work as a
team.
Extension:
The Giant can say ‘one, two…’ and an emotion, e.g., ‘scared’ All group
members must then freeze into that emotion.
The Room Is Full Category:
Of … A movement activity.
Procedure:
As a whole group, students should image that they are walking in a room
that is full of any given substance, i.e., water, cotton wool, poo,
chocolate, monsters, ghosts.
Remarks:
The teacher can either change what the room is full of when students are
in the space or make them re-enter the space after each change.
Timed Props See ‘Props’, but impose a time limit.
Tongue Twisters Category:
A voice-training activity.

Tongue Twisters:
1. A skunk sat on a stump and thunk the stump stunk,
but the stump thunk the skunk stunk.

2. Betty better butter Brad's bread.

3. A big black bug bit a big black bear,

made the big black bear bleed blood.

4. Nine nice night nurses nursing nicely.

5. Ruby Rugby's brother bought and brought her

back some rubber baby-buggy bumpers.

6. Peter Piper picked a peck of pickled peppers.

Did Peter Piper pick a peck of pickled peppers?
If Peter Piper picked a peck of pickled peppers,
where's the peck of pickled peppers Peter Piper picked?

7. Sixish.

8. A flea and a fly flew up in a flue.

Said the flea, "Let us fly!"
Said the fly, "Let us flee!"
So they flew through a flaw in the flue.

9. My dame hath a lame tame crane,

My dame hath a crane that is lame.

10. If one doctor doctors another doctor, does the doctor

who doctors the doctor doctor the doctor the way the
doctor he is doctoring doctors? Or does he doctor
the doctor the way the doctor who doctors doctors?

Wagon Tails Category:

A vigorous warm-up activity.
Procedure:
Divide students into pairs -- ‘A’ and ‘B’. Student ‘A’ should insert a
small rag/cloth that suggests a tail into the waistband of their
trousers/skirts. ‘A’ should then stand behind ‘B’ and hold onto their waist
or belt-tightly. On the teacher’s command each pair should try to pull off
as many ‘tails’ from the other ‘wagons’ as possible. The game ends when
every team is tailless.
Remarks:
This activity can be rough and students should be careful not to hurt each
other.
Walk an Adverb Category:
An English language movement activity focusing on ‘action’ words.
Procedure:
As a whole group, players are to walk around the room. On the teacher’s
command students are to change their walk in correspondance to various
adverbs, i.e., aggressively, drunkenly, sadly, happily, impatiently,
sleepily.
Remarks:
This can also be used as a character development activity.
Extension:
Students imitates the walk of their father/mother or one of their friends.
Walking Category:
Through Space A movement activity.
Procedure:
The teacher asks students to walk through the space slowly (clockwise).
After a short time the teacher calls out additional directions that studens
must follow, e.g., freeze, change directions, faster, slower, tall, short,
wide, round, square, neutral walk.
Remarks:
Be careful not to get carried away with the directions. Try to give
students time to create their walks before changing the directions again.
War Dance! Category:
A movement activity focusing on rhythm.
Procedure:
In groups of 4/5, students create a rhythmic war dance with sounds
(similar to that of an African tribal dance). Each member of the group
must contribute a rhythmic movement, with sounds, e.g., ohh, barr,
oompth, charr that others are to learn. At the end of this process each
group should have five rhythmic movements. Players should then get in
a line and perform all the moves and sounds together.
Remarks:
* The dance movements should be a short series of steps and body
rhythmic movements.
* Students should perform their dance in a line while moving across the
room.
Extension:
Students can use instruments and perform a group ‘tribal’dance.
What Do You Category:
Want?! An acting activity that focuses on motivation.
Procedure:
Divide students into pairs -- ‘A’ and ‘B’. The teacher should explain the
importance of ‘objectives’ in relation to acting, e.g., when someone
verbally or physically does something to get what they want. Give ‘A’
an object, something simple like a pen or newspaper, and an index card
with the following instructions ‘Get your partner to accept the object
without saying or making a sound.’ Give B an index card with this
instruction,‘Whatever you do, don’t touch the object.’ On the teacher’s
command, students are to try and achieve their opposing objectives. Let
the game continue for a short while then let students swap ‘objectives’,
but this time they can use only two words ‘rhubarb’ and ‘custard’.
Remarks:
This activity should become quite physical as students have no option
but to force the object onto their partner.
Extension:
Students may use persuasive dialogue to coax their partners, ‘If you take
this pen I will be your friend forever!’
What Happens Category:
Next? A performance activity where students become directors.
Procedure:
As a whole group, begin with two volunteer students who play ‘actors’
on stage while the other students are ‘directors’. The teacher asks the
‘directors’ to create a simple scene, e.g., ‘Two old friends go for a trip in
a hot air balloon.’ After a short time the teacher will ‘freeze’ the scene
and ask the directors ‘What happens next?’ The ‘actors’ must then do
what the ‘directors’ suggests.
Remarks:
The teacher can freeze the scene a number of times and/or add/drop
characters.
Where’s the Category:
Clown? A mime activity focusing on ‘where’.
Procedure:
In groups of 4/5, each group is given an index card with the description
of a setting. The groups take turns lined up in space and mime the walk
through their given setting. Students in other groups should try to guess
 what environment the ‘miming group’ is pretending to walk through.
Possible settings may include; walking through…
a tall under brush
a dark, dangerous alley
a windy, rainy street
a swamp
a room of full of bouncy springs
a river full of crocodiles
a burning desert, looking for water
a field full of land mines
a garden covered in poo.
Remarks:
* Students should be given time to prepare the walk through each
environment beforehand.
* Dialogue may also be added.
You Category:
A fun introductory game that can be extended to a
language activity.
Procedure:
With the whole group standing in a circle, the teacher
points to someone in the circle and yells ‘You!’ and then
walks towards that student. The selected student must
point to another person and yell ‘You!’ before the teacher
reaches them. The game is fast and students must point and
say ‘You!’ before walking.
Remarks:
* Emphasize the importance of eye contact.
* Students should not ‘You!’ a person to their immediate
left or right.
Extension:
Students begin with ‘You…’ but follow it with a
compliment, e.g., ‘…are clever, ‘… make me laugh’, etc.
60 Seconds to Die! Category:
A spontaneous improvisation activity.
Procedure:
In groups of 2~4, create a one-minute scene in which one
of the student must die. The audience should clearly
 understand how the ‘death’ occurred, e.g., ‘You are in
MacDonald’s celebrating a birthday. Suddenly the
birthday cake explodes!’
Remarks:
* Encourage students to react to the death as imaginatively
as possible.
* Students may be given time to prepare the scene but the
60-second time limit should be enforced.

Some activities require some form of penalty or reward. Here are some suggestions:

 If the class is enthusiastic and positive the penalties can be a silly dance, swapping
roles or reciting a given line of English text;
 If the class is more apathetic the penalties should be more physical such as running a
lap or two around the circle, do push-ups or a teacher-led dance.
 If the class needs practice difficult phrases then it could be a good opportunity to do
some English drills, such as tongue twisters.
 If the class is competitive in a good-natured way then feel free to use elimination as a
penalty. If students try to get eliminated, then reverse the rule and make the
elimination a reward.
 Keep group/individual tallies, giving mock points for things like speaking loudly and
clearly, speaking with confidence, taking risks, helping others, creative and original
ideas, etc. The points accuminate into some kind of reward at the end of each month
or term.
 Give winning students the option of choosing the warm-down game, or picking the
next student to take on a role in the next game.