DIRECTED BY Nahuel Adhami

MUSIC Marcelo Andino

WORKPACK Silvia Montimurro, Eugenia Dell’Osa, Ana Laura
Zanfranceschi

OBRA REGISTRADA
LEVEL
Pearson Tests Trinity
Age Level CEFR Cambridge International Examinations Trinity - ISE
of English (PTE) College Exams
Schools General and Higher Education PTE General
Teens Intermediate Upper Preliminary Preliminary Nivel 3 Grades: 7/8/9 ISE II
B2 (Waystage)
and Intermediate to First First Grades 10/11 ISE III
C1 / C2 PTE General
Adults Advanced Advanced Advanced Grade 12 ISE IV
Proficiency Proficiency Nivel 4

Our dear fellow teacher,

In the workpack you are about to start using, you will find a series of activities to be used with
your students both before and after watching the BAP play of your choice.
You will find that the activities have been graded for intermediate to upper-intermediate and
advanced students and labelled from lower to higher level with 1, 2 and 3. In the Index section,
you will find a Teacher’s Corner for some of the activities, with suggested procedures, answer
keys where appropriate and follow ups. All these are simply suggestions. You are the one who
knows your students, so please feel free to play around with this workpack as much as you want
and let yourself flow with your imagination and inspiration.
Have a magical BAP experience, and do let us know what worked best for you and your students!

All our love,

The Teachers Team

LEVEL 1 LEVEL 2 LEVEL 3

2
 Reginald, an adolescent, wants to share with the audience the moments that marked a
difference in his life. Thus, we will see flashbacks of some past situations that will help
us understand why some of his classmates bully him at school, of his shyness when he
has to face a girl and of his need to write music alone in his room without telling Flora,
his overprotective mother. She wants Reginald to become a lawyer and thinks he might
be the President of the country some time in the future. She decides on the sport he
should practice, the friends he should have and the career he should choose. Bob, his
father, prefers watching TV to taking part in Flora’s decisions about their son. Tommy,
his best friend since kindergarten, feels real sympathy for Reginald and advises him to
struggle for his freedom. Reginald is in love with Carol, another classmate, but she is
dating Tommy, so Reginald tries to conceal his love for her. Reginald realizes that his
real passion in life is music and, tired of his mother’s pressure to do everything she wants
him to do, he decides to cut the cord. At first he does not know what to do or where to
start. As he is in anguish he sees a psychiatrist who, in spite of her apparent indifference,
feels the real need of this adolescent to follow a treatment. Since his mother would not
approve of this, he has to find some other means to pay for the treatment. Finally the
graduation day comes and Carol asks Reginald to sing one of his songs with her at the
prom dance. Will he dare tell Carol he loves her? Will Tommy get angry with him because
of this? Will he be able to tell his mother that he won’t become a lawyer? Will he dare
tell his parents that he has enrolled in the National Music School and therefore won’t go
to Harvard ? Come and see for yourself, my friend. You’ll love this musical play full of
humour, tenderness, friendship and more.

Where there’s a will there’s a way.

3
 This list of vocabulary will help you enjoy the play more fully.

labour • ward • forceps • diapers • wheelchair • prescription • weed • jerk

hotty/hottie • (umbilical) cord • scores(musical text) • buddy • shrink
prank • ups and downs • paradox

to puff • to blow • to limp • to ground • to spoil

to date • to mock • to register • to disturb • to enrol • to praise

to take somebody (to like somebody) • look after • to take care of

cut something out • freak out • to cast away • pass by • run away

brute • crippled • linient • wet • redundant • dedicated • tough • presentable

to take care of sb • fight hand -in- hand together • to be good at

to be out of tune • a pain in the neck • shame on you! • to have a crush on somebody
to do drugs • run to somebody’s arms • to do the talking • to get out of the bubble
give someone a break • here and there • to slave oneself to death
to see through someone’s eyes • to get up on your feet • to be in labour

4
 his overprotective Reginald’s indifferent
mother shy adolescent father

his best friend his classmate and the another friend

girl of his dreams

the obstetrician the French music

teacher

Reginald’s the kindergarten

neighbour teacher

5
6
 MEETING YOUR GOALS
You are about to finish school and need to make up your mind on what you will do in the future.
Look at the chart and discuss the options. Which one would you take?

Going directly Go to college

to work or University

When leaving High

School you have many
choices to make

Join any of the Military

To take a branches like: Air Force,
gap year Army, Coast Guard,
Marine Corps, Navy

Follow-up questions:
Do you already know what to do once you finish school?
Do you talk to your parents about this?
Do you look for help if you don’t feel supported by your parents? If yes, who?
Have you taken any vocational tests? Or plan to take it?
Do you agree with the idea that if you were born, eg, in a “doctors family” you must
follow the same career?
See Teacher’s Corner
Follow-up Activity

7
 MEETING
WORD FORMATION
YOUR GOALS
You are
Order the
about
following
to finish
words
school
according
and need
to their
to make
part up
of speech.
your mind on what you will do in the future.

brute labour hotty scores puff blow diapers

weed jerk limp forceps ground lenient

Follow up activity
Write a paragraph of 100/120 words using as many words as you can from the chart. Then share your
writing with the class. After having watched the play, compare and contrast your work with the original plot.

See Teacher’s Corner

Follow-up Activity

8
 MEETING YOUR GOALS
Unscrumble the words and match them to the definitions.
You are about to finish school and need to make up your mind on what you will do in the future.
As in the example:
1. F

A piece of toweling or other

1 absorbent material wrapped
round a baby’s bottom and A
between its legs.

An instruction written by a B
2 medical practitioner.

C
3 A sexually attractive person.

A savagely violent person or D

4 animal.

5 A psychiatrist (informal)
E

A short slogan, verse, or F

6 tune designed to be easily
remembered, especially as used
in advertising. G
7 A herb to be smoked
H
8 A stupid person

See Teacher’s Corner

Follow-up Activity

9
 MEETING BETWEEN
READING YOUR GOALS
THE LINES
You are
Read theabout
sentences
to finish
andschool
matchand
them
need
to the
to make
wordsupinyour
the box
mindbelow.
on what you will do in the future.

Eg, Its duty is not that bad. The first few months go well. (diaper)

1. Cinderella tried to dress up her ragged dress with bows and ribbons,
but still didn’t look as she expected for the ball.

2. Hello darkness, my old friend

I’ve come to talk with you again
Because a vision softly creeping
Left its seeds while I was sleeping
And the vision that was planted in my brain
Still remains
Within the sound of silence

3. You say the pain is back behind your face between your ears?

4. A kitten went a-walking

One morning in July,
And idly fell a-talking
With a great big butterfly.

5. ...Life is with halves replete,

No one real thing complete,
As things gladly deplete
And these sadly repeat:....

6. Today, support for its legalization has become mainstream among Democratic
politicians, and some Republicans also back the idea. State legislatures are
grappling with iT and how to legalize its.

See Teacher’s Corner

Follow-up Activity

10
MEETING
Here are someYOUR GOALS
governing ideas about the play you are going to watch soon, GIMME A BREAK.
Read them
You are andtodiscuss
about in pairsand
finish school or small groups
need to makeand thenmind
up your give your overview
on what to the
you will whole
do in class.
the future.
This play is about…

• Adolescence, a time of significant growth and development inside the teenage

brain.

• how to become aware that everything we learn is learnt at kindergarten.

• how to manage to perform common stereotypes through the power of humor

and loving relationships.

• how to present more serious subject matters addressed, even indirectly,

without causing offense.

• how to find the best career fit.

• how to detach from overbearing parents.

• how to deal with bullying as a serious concern in many public middle schools.

• how to attempt to persuade pregnant women that educational preparation for

labor and birth is an essential component of the transition to motherhood.

Note: comment on our IG @buenosairesplayers #gimmeabreak

See Teacher’s Corner

Follow-up Activity

11
 Read the Synopsis and complete the gaps with the correct option.

Reginald,1 , wants to share with the audience the moments that marked a difference
in his life. Thus, we will see 2 of some past situations that will help us understand why
some of his classmates 3 him at school, of his shyness when he has to face a girl
and of his need to write music alone in his room without telling 4 , his overprotective
mother. She wants Reginald to become a lawyer and thinks he might be the President of the
country some time in the future. She decides on the sport he should practice, the friends he
should have and the career he should choose. Bob, his father, prefers watching TV to taking
5 in Flora’s decisions about their son. Tommy, his best friend since 6 , feels
real sympathy for Reginald and advises him to struggle for his freedom. Reginald is in love with
Carol, another classmate, but she is dating Tommy, so Reginald tries to conceal his love for her.
Reginald realizes that his real passion in life is 7 and, tired of his mother’s pressure to
do everything she wants him to do, he decides to cut the 8 . At first he does not know
what to do or where to start. As he is in 9 he sees a psychiatrist who, in spite of her
apparent indifference, feels the 10 need of this adolescent to follow a treatment. Since
his mother would not approve 11 this, he has to find some other means to pay for the
treatment. Finally the graduation day comes and Carol asks Reginald to sing one of his songs
with her at the 12 dance. Will he dare tell Carol he loves her? Will Tommy get angry
with him because of this? Will he be able to tell his mother that he won’t become a lawyer? Will
he dare tell his parents that he has enrolled in the National Music School and therefore won’t go
to Harvard ? Come and see for yourself, my friend. You’ll love this musical play full of humour,
tenderness, friendship and more.

1. A. a adolescent B. an adolescent girl C. an adolescent D. and adolescent

2. A. flashbacks B. memories C. pictures D. captions
3. A. greets B. mocks C. bully D. hits
4. A. Carol B. Bob C. Tommy D. Flora
5. A. on B. part C. of D. apart
6. A. primary B. kindergarten C. high school D. college
7. A. music B. art C. design D. history
8. A. umbilical B. line C. vein D. cord
9. A. nerves B. excitement C. anguish D. despair
10. A. perfect B. real C. strange D. weird
11. A. of B. on C. in D. up
12. A. party B. ball C. prom D. pool

See Teacher’s Corner

Follow-up Activity

12
 Read the Synopsis and complete the gaps with the correct word. You can only use one word in each
gap. There are three extra spaces which should be left empty.

Reginald,1 , wants to share with the audience the moments that marked a
difference in his life. Thus, we will see 2 of some past situations that will help us
understand why some of his classmates 3 him at school, of his shyness when
he has to face a girl and of his need to write music alone in his room without telling 4
, his overprotective mother. She wants Reginald to become a lawyer and thinks
he might be the President of the country some time in the future. She decides on the
sport he should practice, the friends he should have and the career he should choose.
Bob, his father, prefers watching TV to taking 5 part in Flora’s decisions about
their son. Tommy, his best friend since 6 kindergarten, feels real sympathy for
Reginald and advises him to struggle for his freedom. Reginald is in love with Carol,
another classmate, but she is dating Tommy, so Reginald tries to conceal his love for
her. Reginald realizes that his real passion in life is 7 and, tired of his mother’s
pressure to do everything she wants him to do, he decides to cut the 8 cord.
At first he does not know what to do or where to start. As he is in 9 he sees
a psychiatrist who, in spite of her apparent indifference, feels the 10 need of
this adolescent to follow a treatment. Since his mother would not approve 11
this, he has to find some other means to pay for the treatment. Finally the graduation
day comes and Carol asks Reginald to sing one of his songs with her at the 12
prom dance. Will he dare tell Carol he loves her? Will Tommy get angry with him because
of this? Will he be able to tell his mother that he won’t become a lawyer? Will he dare
tell his parents that he has enrolled in the National Music School and therefore won’t go
to Harvard ? Come and see for yourself, my friend. You’ll love this musical play full of
humour, tenderness, friendship and more.

See Teacher’s Corner

Follow-up Activity

13
 Fill in the sentences with the correct word. Guess who says what.

Miss Rosy, look the

prisoner.

Come on, Peter. Cut it .

You are drunk.

She would freak .

Besides, she wants me to be.

If they know I’m coming here

they will cast me .

I think she was doing it

because it was her excuse to
run from her routine.

Don’t let it pass .

See Teacher’s Corner

Follow-up Activity

14
 PARAPHRASE
Paraphrase. Once you’ve completed the gaps, can you guess who will say these lines in the play?

1. My parents had quite an argument when choosing my name.

My parents when choosing my name. (PUT)

2. He needs diapers forever and ever.

He needs diapers . (GOOD)

3. You say that because you love music and you are good at singing.
You say that because you__________music and you are good at singing.(CRAZY)

4. We all agree Mrs Colette is a pain in the neck so she deserves a little prank.
We all agree Mrs Colette is so she deserves a little prank. (ANNOY)

5. I’m ready for the worst news.

I’m ready for news. (DREAD)

6. My parents grounded me for several days.

I for several days by my parents. (CORRECT)

7. Our son is too intelligent to waste his time on any sport.

Our son to waste his time on any sport. (ENOUGH)

8. If they know I’m coming here, they will cast me away.

If they know I’m coming here, they will . (OUT)

See Teacher’s Corner

Follow-up Activity

15
 Read the text and find words that do not belong to the story.

Reginald, an adolescent, who wants to share with the audience the moments
that marked a difference in his life. Thus, we will see flashbacks of some past
situations that will help to us understand why some of his classmates bully him
at school, of his shyness when he has in to face a girl and of his need to write
music alone in his room without telling Flora, his overprotective mother. She
wants Reginald to become a lawyer and thinks in he might be the President of
the general country some time in the future. She decides on the sport he should
always practice, the friends he should have and the career he should choose.
Bob, his father, prefers watching TV in to taking part in Flora’s decisions about
their son. Tommy, his best friend since was kindergarten, feels real sympathy for
Reginald and advises him to struggle for his freedom. Reginald is in love with
Carol, another classmate, but she is been dating Tommy, so Reginald tries to
conceal his love for her. Reginald realizes that his real passion in life is music and
or, tired of his mother’s pressure to do everything she wants him to do, he decides
to cut the all cord. At first he does not know what to do or where to start. As he is
in anguish about he sees a psychiatrist who, in spite of her apparent indifference,
feels the real need of this adolescent to follow on a treatment. Since his mother
would not approve of this, he has to find some other means to pay for the
treatment. Finally the graduation day comes and Carol asks Reginald to sing one
of his songs with her at the prom with dance. Will he dare tell Carol he loves her?
Will Tommy get angry with him because of this? Will he be able to tell his mother
that he won’t become a lawyer? Will he dare tell his parents that he has enrolled
in the National Music School and therefore won’t go to Harvard ? Come and see
for yourself, my friend. You’ll love this musical play full of humour, tenderness,
friendship and more.

See Teacher’s Corner

Follow-up
AnswerActivity
Key

16
 Drama Games and Activities

ROLE-CARDS
Life Coach

I went on with my music but

Why are names so in secret. If my parents know
important? that I’m writing music, they
would freak out.

My grandmother told me I
You are too intelligent to
was called “baby” for a long
waste your time on any
time until my parents came
sport.
to an agreement.

If my parents know I’m

The other kids laugh at me
visiting a shrink, they cast
and that is not good.
me away.

Your parents don’t like your

You spend too much time in
girlfriend. They say she
your room with your music
comes from a divorced
and that’s not healthy.
family

See Teacher’s Corner

Follow-up Activity

17
Let’s sing along.

Now you know

Life is full of ups and downs
If you feel a sour taste
Inside your soul
Trust yourself and the stars
And only then you'll try
A real taste of life

Life can be a very strange paradise

Star dust shines like silver
It's falling on you
Just open your hands
And keep it in your heart
And only then you'll try
A real taste of life

If love comes just feel it

Don't miss the chance to taste it
Don't let it pass you by
Don't miss the chance to learn
So get up on your feet
It's the real thing
This is where it all begins
Open your hands
And keep it in your heart
And only then you'll try
The real taste of life

See Teacher’s Corner

Follow-up Activity

18
Pre-listening activities

• Read the title of the song. Can you predict words and phrases that you expect you will
listen to?

• Which word? Read the words and tick and guess the ones you think you will listen to in
the song.

disregard/pass by

ups and downs/ebb and flow

paradise/oddity

crystal/stardust

test of value/taste of life

gold/silver

soul/feeling

• Odd word out. Take note of the words your teacher will dictate to you. Then, listen
to the song once and tick all the words you can hear. There are two words that do not
belong to the song. Have you detected them?

See Teacher’s Corner

Follow-up Activity

19
After Listening Activities

• Listen to the song and delete any extra words which you do not hear.

Now you know

Life is full of many ups and downs
If you feel a sour taste
Inside your soul
Trust in yourself and the stars
and the planets
And only then you’ll try
A real taste of life

Life can be a very strange paradise

Star dust shines off like silver
It’s falling on you
Just open up your hands
And keep it in your heart
And only then you’ll try
A real taste of life

If love comes down just feel it

Don’t miss the chance to taste it
Don’t let it pass you by now
Don’t miss the chance to learn
So get up on your feet
It’s the real thing
This is where it all begins
Open your hands
And keep it in your heart
And only then you’ll try out
The real taste of life

• How many words do you remember? Brainstorm all of the words that you have heard
and then listen again and check to see how many you remembered.

• Try singing in different moods and pitches

See Teacher’s Corner

Follow-up Activity

20
21
 Read first and then do the activity below the article.

HUMAN RIGHTS IN CHILDBIRTH – WHAT YOU NEED TO KNOW

Having a baby is one of the most amazing and
exciting times for a woman and her family.
There is so much to look forward to, and
surprisingly a lot of planning! With the vast
majority of women giving birth in hospitals
around the world, it’s easy to believe there will
be no issues with how your pregnancy and
birth will go. And for many women, they have
a positive and successful birth experience and
never question why.There is a framework of
laws that protects the human rights of women
in childbirth, which works to reduce abuse,
disrespect and unsafe practices in maternity care. Based on these laws, all
women are entitled to access safe and quality care which recognises their right
to make decisions without fear of being discriminated against or disadvantaged
in any way. While this might not seem like something that you need to worry
about, it’s important to have an awareness and knowledge about human rights
in childbirth. That way, you can recognise if you are not being centred in your
care and know how to deal with it.

• In scene 1 FLora has an argument with the doctor while she is giving birth to Reginald.
Think of Flora in that situation and what you have read about Human Rights in Childbirth.
• Discuss. Do you think a pregnant woman has the right to claim for her rights while
giving birth? Why? Why not?

See Teacher’s Corner

Follow-up Activity

22
DID I?

See Teacher’s Corner

Follow-up Activity

23
 Whose line is it?
Act out the scene.

1. The end? This is just the beginning!

2. Well then it is the perfect name for a president. President Reginald Forever
Forefinger!

3. The adaptation period is over, classes started a month ago and by now all kids
feel good here, WITHOUT their mummies.

4. It’s a pity to see good students like you, with such good musical potential, waste
their time with these silly tricks.

5. Yes, I was saying that this is not very serious but for the time being your son
can’t play rugby…

6. Peter, stop. You know we don’t do drugs.

7. Come on, Peter. Cut it out. You are drunk.

8. Harvard? We cannot afford it.

9. I’m not responsible for your mistakes.

10. We can start tomorrow. We don’t have too much time. Where?

See Teacher’s Corner

Follow-up Activity

24
What I’d like to know.

What do you What do you What would you

know? think you know? like to know?

See Teacher’s Corner

Follow-up Activity

25
 Play Analysis.
Complete with the corresponding information. Discuss.

TITLE:

PLAYWRIGHT:

PLOT:

GENRE:

CHARACTERS
» MAIN:

» SECONDARY:

SETTING

» TIME:

» PLACE:

INTRODUCTION:

CONFLICT:

RISING ACTION:

CLIMAX:

See Teacher’s Corner

Follow-up
Follow-upActivity
Activity18

26
The New Queen/King will talk now!

See Teacher’s Corner

Follow-up Activity

27
Language Game-Piggy Goes

You need a set of cards for each player. Each set of cards has three cards.
Therefore if 10 students are playing you need 10 sets, of 3 cards each, 30 cards in all.

Example:

Besides, you
to take took me and
somebody to start that includes
to like my last
somebody name.

Card 1 Card 3
Phrase Example
Card 2
Definition

See Teacher’s Corner

Follow-up Activity

28
Letter writing
This is part of a letter you receive from a friend.

ive rsi ty
My mo the r wa nts me to go to Har var d Un
and
to stu dy law but I’d pre fer to stu dy mu sic
sin gin g. Wh at do you thi nk I sho uld do?

Now write a letter giving your friend some advice.

See Teacher’s Corner

Follow-up Activity

29
Essay Writing.

Choose one of the topics and write an essay (140-190 words)

In Gimme a Break…
A. Reginald’s mother wants him to study law in Harvard. Her dream is to see him President of
the Country.
B. When Reginald attended kindergarten, his classmates used to bully him due to his mother’s
overprotective attitude.

See Teacher’s Corner

Follow-up Activity

30
Unusual things could have happened.

Think of unusual/unexpected things that could have happened during the play… but let one
of your partners guess!
Follow your teacher’s guidelines.

What would you have done if this had happened?

If this had happened, my mother would have let me play sports freely

See Teacher’s Corner

Follow-up Activity

31
Hot Seating
Hot Seating is a strategy in which a character, played by a student, is interviewed by the rest of the
group. This activity invites students to invent anything they do not know, trying to make sense with
the character’s personality and traits. You can use the questions generated in activity 16.

32
Performing the characters.
Write the names of the Gimme a Break characters on slips of paper and put them in a hat/contai-
ner. Ask students to work solo or in pairs. Each person or pair picks a character from the hat. After
1 minute preparation the solo student or the pair will perform a selected scene from the play.

33
Bodies in Action!
Work in groups of five or so. Think of a scene you liked from the play. Decide within your group how
to perform this scene with clear body language. No words can be used. Once you have made the
decision, make a frozen scene and take a picture to share with the rest of the class. Discuss which
scene you liked the most/the least. Why? Why not?

34
ACTIVITY LEVEL/TYPE TEACHER’S CORNER KEY PAGE
BEFORE WATCHING ACTIVITIES
Background MEETING YOUR GOALS Answers may vary as it depends on what they interpret from the
1 LEVEL 1-2, 3 chart. 7
Words, words, words! WORD FORMATION You may choose to make the activity more NOUNS: labour, hotty, scores, diapers, weed, jerk, forceps, shrink,
LEVEL1-2-3 complex by giving them the words unscrambled. buddy, prescription, cord
2 Follow up Activity
Then share your writing with the class. After having watched the
ADJECTIVES: brute, lenient, crippled, wet
VERBS: puff, blow, limp, ground, spoil
8
play, compare and contrast your work with the original plot.

Words, Words, Words Unscrumbled words key:

3 LEVEL 2 Match key: 1.F/2.E/3.A/4.H/5.G/6.D/7.B/8.C 9
Words, Words, Words READING BETWEEN THE LINES Find the links to read the whole topics. 1-presentable / 2-disturb / 3-prescription / 4-jingle / 5-shrink
https://www.poemhunter.com/poem/prescription-2/
Level 3 https://mocomi.com/the-jingle-book-volume1/ / 6-weed
https://www.poetrysoup.com/poems/shrink
4 https://www.usnews.com/news/best-states/articles/where-is-marijuana-
legal-a-guide-to-marijuana-legalization 10
https://www.google.com/search?q=disturbed+the+sound+of
+silence+lyrics&sxsrf
https://www.poemhunter.com/poem/prescription-2/
https://wordsinasentence.com/presentable-in-a-sentence/

MeetingnThe Story Answers may vary as it depends on what they interpret from the
5 Level 1-2-3
Class Discussion
governing ideas. 11
Meeting The Story Answer Key:
6 LEVEL 2 1-C 2-A 3-C 4-D 5-B 6-B 7-A 8-D 9-C 10-B 11-A 12-C 12
MULTIPLE CHOICE

Meeting the Story Answer Key:

7 2-3
GAP FILLING
1-an adolescent / 2-flashback / 3-bully / 4-Flora / 5-part
6-____ / 7- music / 8-____ / 9- anguish / 10-real / 11-of / 12-____
13
Grammar and 1-Take this activity to continue with Activity 16 and confirm the Answer Key
Structures+Characters answers. 1-after (Reginald) / 2-out (Tommy) / 3- out (Reginald)
LEVEL 2 Phrasal Verbs 2- Once they’ve completed the sentences, you may ask students 4- away (Reginald) / 5-away (Reginald) / 6-by (Carol and Reginald)
8 to guess which character could say these phrases and perhaps to 14
whom. They may take this activity to the theatre for them to tick
the phrases they hear and confirm their guesses.

Grammar and Answer Key

9 Structures
LEVEL 2 Paraphrase
1-put up an argument / 2-for good / 3-are crazy for / 4- annoying
5- the most dreadful / 6-I was corrected / 7-is intelligent enough
15
8- be outcast

Grammar and Find the extra word Answer Key

10 Structures
LEVEL 2-3 Phrasal Verbs
1-who / 2-to / 3-in / 4- in / 5- general / 6- always / 7- in
8-was / 9-been / 10-or / 11-all / 12-about / 13-on
16
Drama Games and Talk to students about life coaches and what they do. Get
activities students in pairs. One of them should pretend to be a life coach.
LEVEL 1-2-3 The other student should pick an advice card and improvise a
11 Life Coach conversation with the life coach. Set a time limit of 1 minute, and
then give a sign for advice seekers to stand up and go and talk to
17
another coach. Once finished, you may want to get students to
report on the best advice obtained.

Let’s Sing Along Word Dictation Which word? pass by-ups and downs-paradise-stardust-taste of
Pre-Listening
While Listening
feet / soul / paradox / real / butter / miss / head / hands / taste
/ stars
life-silver-soul
Odd word out: butter-head
18
12 After Listening Brainstorming Deleted words: many-in-and the planets-off-up-down-now-out 19
Singing along: Answers will vary
Moods: happy / sad / angry / surprised / scared / sleepy / etc. 20
Pitches: high / middle / low

AFTER WATCHING ACTIVITIES

Extension CSE Here the webpage to continue reading. Follow-up Activity
13 Comprehensive Sexual
Education
Source
https://nurturedbirth.com.au/human-rights-in-childbirth/
See part of scene 1. Read the script and perform it in the way
you watched it. The copy of the script is at the end of the index* 22
https://nurturedbirth.com.au/human-rights-in-childbirth/

Characters Stick a character picture on a student’s forehead using masking

14 1-2-3 tape or similar. Get the student to ask “Did I….?” questions in 23
Did I? order to guess the name of the character.

35
ACTIVITY LEVEL/TYPE TEACHER’S CORNER KEY PAGE
Characters Ask students to identify who said each line. Then you can ask ANSWER KEY:
15 1, 2, 3 more advanced students to recreate the part of the story where 1.Reginald / 2.Flora 3.Rosy / 4. Mrs Colette / 5. Doctor, / 6. Carol 24
Whose line is it? that line is used by improvising dialogue. 7. Tommy / 8. Bob, / 9. Reginald / 10. Carol

Characters Get students to think about things they learned about the
LEVEL 1-2-3 characters by watching the play, things they inferred, and things
16 What I’d like to know. they would like to know. 25
Then do activity 23.

Having met The Story Analyse the play with your students and get them to fill in the
17 2, 3 Play analysis categories in the worksheet 26
Having met The Story Follow-up
1-2-3 Students place their chairs in a circle. Give one of the students a plastic
or paper crown. Set a timer to go off after one minute. The student with
the crown has to start talking about the play non stop until the minute
18 has elapsed. Then he/she says “NEW KING/NEW QUEEN” and passes the 27
crown to the student on his right, who’ll have to continue talking.You may
give points to the students that speak for the whole minute or a forfeit/
penalty for those who don’t.

Having met the Story GAME - PIGGY GOES! Make your own game cards with your Use the vocabulary list at the beginning of this workpack to help
19 LEVEL 2-3 students. you decide on the words you want to revise with your students. 28
Language Game

Grammar & Structures Writing a letter Answers may vary.

20 1, 2, 3 Writing 29
Grammar & Structure Writing an essay Answers may vary.
21 1, 2, 3 Writing 30
Grammar and Unusual Things could have happened! Conditional Type 3 Ask a student
Structures to leave the room. While that person is out of the room you and the rest
of the class decide on something very unusual that could have happened
while watching the play. A good example is two characters get married,
a light explodes, basically whatever the students can suggest. Then, the
person who has left the room comes back in and asks each student in
22 turn only one question and the full question is ‘What would you have done
if this had happened?’ (as this student was out, he does not know what 31
unusual situation you are talking about). And each student in turn answers
in a full sentence for example, ‘If this had happened, I would have bought
some flowers’, etc. Now, they mustn’t mention the names of anyone
involved because at the end the student who is guessing has to work out
what happened to whom and, if they can’t, you can go round again with
new answers. [As this is for speaking practice, the students should use
the contracted form for the conditional grammar - ‘If this’d happened, I

Drama Games and Hot Seating is a strategy in which a character, played by a student, is
Activities interviewed by the rest of the group. This activity invites students to invent
23 1- 2-3 anything they do not know, trying to make sense with the character’s 32
Hot Seating personality and traits. Use the questions generated in activity 16.

Drama Games and Write the names of the Shakexperience characters on slips of paper and Encourage students to use the vocabulary seen in the Words BanK

24 Activities
1-2-3
put them in a hat/container. Ask students to work solo or in pairs. Each
person or pair picks a character from the hat. After 1 minute preparation 33
the solo student or the pair will perform a selected scene from the play.

Performing the Encourage your students to recreate a scene from the play with
characters body language. They might need time to discuss and prepare this
25 Drama Games and
Activities
first.
34
1-2-3
Action! Freeze! Click!

36
From activity 13

FLORA: Doctor, do something!

DOCTOR: Keep calm. Here comes another contraction. Puff and blow. Puff and blow.
FLORA: (she breaths nervously) I ´m not a train you know.
REGINALD: What ´s this?
FLORA: Where is my husband? He should be here. NOW!
REGINALD: Yes, where ´s dad? I agree with mum, he should be here.
DOCTOR: He is coming soon!
FLORA: My husband??
DOCTOR: No, the baby!
REGINALD: Where do I have to go? Where? I don ´t want to go anywhere. I’m comfortable here. Not now, not now. What ´s wrong with
mummy?
FLORA: I will not give birth to my child until my husband arrives!
REGINALD: It seems I will have to wait here.
DOCTOR: (impatiently.) You are in labour, Flora. You cannot stop it! Here comes the baby!
REGINALD: Hey, what ´s going on now? What ´s that light? I like it here. It is dark and warm.
DOCTOR: Come on, Flora. One more push, and the baby is out.
FLORA: No, I will wait for my husband.
DOCTOR: If you stop, I’ll use the forceps.
REGINALD: What is this man talking about? Forceps, did he say? I´ll move backwards. He won ´t catch me!! (He tries but there is no
more room for him. He represents this with his palms, pressing them against his cheeks) Oh, no. This is too small for me now! I ´m
growing fast!
FLORA: Oh doctor, the baby is coming!! I can feel it!! Oh! Oh! Oh!
REGINALD: She´ talking about me. I’ll meet my mum! Coming, mum!
(BLACKOUT)
(FLORA is flung on a chair on the right and REGINALD is on the floor, between her legs, with his head on her lap)
DOCTOR: It’s a boy! (End of music)
FLORA: My baby, my beautiful baby! (Notices something strange in Reginald’s right arm: it’s broken) Doctor, what’s wrong
with my baby and his sweetie little arm?
DOCTOR: (takes REGINALD’S arm and moves it several times. REGINALD grunts with each movement. Then, the doctor drops the arm
abruptly) It’s broken.
FLORA: (caressing her baby’s head) Oh, no!! This is terrible!! (Moving Reginald’s face from one side to the other) Mummy will never
abandon you. Mummy will always take care of you. Mummy will always protect you. We will fight hand-in-hand together. (Using
Reginald’s good arm to hit the doctor) Naughty, naughty doctor who broke your arm!!
DOCTOR: Now, listen Flora, it was you pushing and stopping. I didn’t…
FLORA: Shut up, you brute!! Don’t you dare blame me for this! What a disgrace! This is the end!!
REGINALD: The end? This is just the beginning!

37