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Students must tell a story in gibberish. Start by practicing gibberish with them and lead with an example (nonsense language). It is also a good idea to have students practice their ‘gibberish’ with a partner. Ask them to tell their partner about their favourite movie in gibberish.

Stand the class in a circle. One at a time, students enter the circle and add to the story in gibberish. Students should use movement and facial expression and try to continue the story where it left off.

Story ideas: try a western or horror movie or retell a classic fairy tale.

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In a circle, teach and practice 3 actions/sounds

GIANTS: stamp their feet with their arms in the air and say “fee fi fo fum”

KNIGHTS: draw their swords and say “en guard”

WIZARDS: throw both arms forward as if throwing a spell and say “shazaam”

Split the class into 2 even sized groups. The groups must stand far enough away from each other to secretly decide as a group whether they will become goblins, giants or wizards. Once they have decided (you can give them a short period to decide) the groups stand opposite each other. The teacher counts the groups in 1, 2, 3 and on 3 they must do the action/sound as a group.

Instruct students that:

Goblins beat Giants Giants beat Wizards Wizards beat Goblins

After they have completed the whole action/sound, the losing team must run back to their line before the winning team members catch them. Any losing team member caught by the other team becomes part of the new team. Play until all players are on one team only.

Alternative: Students find pairs and on 3 become either a Giant, Knight or Wizard. The losing pair goes out and the remaining students find a new partner to “Giant, Knight, Wizard” with. Play until there is a winner. If any match results in a draw, students play the same person again until one of them wins.

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Four students take the stage. Two students are allocated the roles of the ‘arms’, one student is the ‘interviewer’ and one student is the ‘expert’.

The interviewer and expert sit on a chair next to each other and put their arms behind their backs. The ‘arms’ kneel behind the chairs and put their arms through the gap between the bodies of the two students in the chairs. The effect is that the arms of the interviewer and expert are played by the other two students.

The interviewer welcomes the audience to the show and introduces an expert guest who is “here to talk about ”. The expert discusses their strange expertise and the

interviewer asks questions. The arms must work with their partners, reacting to the dialogue and making appropriate gestures with their hands.

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Students stand in a circle. The aim of this game is to create exaggerated gestures. The teacher starts the game by doing a simple gesture. The next student in the circle must make the gesture a little more exaggerated. Students continue around the circle, making the gesture more and more exaggerated until it is completely over the top. Students should focus on exaggerating the gesture, not changing it completely!

Extensions - add sounds to your gestures!

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In groups of 5 – 6, students must ‘hide’ one of the group members with their bodies. The teacher and audience try to see pieces of the hidden person (shoes, an ear etc) and call out what they can see as the group adapts to hide the whole person.

Extension: When the group succeeds, remove a person so they have to hide the person with 4, 3, 2 students.

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·         WASHING MACHINE: The student in the middle “spins” as the two students either side create the walls of the washing machine

·         AEROPLANE: The student in the middle becomes the pilot, holding their hands to their eyes in a goggle shape. The two students either side become the plane wings, pointing outwards.

·         TOASTER: The student in the middle becomes the toast and the two students either side become the outside of the toaster. All three must duck down and the toast ‘pops up’ from the middle of the toaster.

·         ROLLERCOASTER: One student kneels in front, the middle student ‘sits’ in the middle and the third student stands behind. The middle student must put their arms up in the air and “scream” while the rollercoaster moves backwards, forwards, sideways.

·         HAWAII: Middle student does the hula and the 2 students either side become palm trees swaying in the wind.

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This is a great activity for younger students to practice word associations. Students stand in a straight line. The teacher calls out various words (ice cream; dinner; Olympics; jungle animals etc...) and the students call out words that they can think of. For every word, students get to take a step. Instruct students not to take huge steps! When they reach one side of the room, they can then walk back (if you want to keep playing).

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In a circle, teach and practice 3 actions/sounds

ALIEN: index fingers on head (like antenna’s) and say “bleep bleep”

TIGER: right hand forward making a clawing action and “roar”

COW: hands on stomach with 2 fingers pointing out (like an udder), leaning forward and saying “moo”

On the teachers cue, each student decides to become 1 of the 3 (either an alien, tiger or cow). The group with the least amount of students is out and must sit in the middle of the circle (e.g. 10 aliens, 7 tigers and 5 cows – the cows would be out).

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In a circle, the leader very dramatically calls out “How do you say THEATRE?” Students call back while swooping one arm up into the air “THEATRE!” (It’s similar to the way football players end their huddle.). Switch the word to practice pronunciation.

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In a circle, students join hands and close their eyes. One person starts by squeezing the hand of the person to his right very gently. That person “passes” the love along until it goes all the way around the circle.

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Divide Players into teams of four. Each team will have a couple of minutes to come up with an occupation that involves a group. Such as: firemen; road workers; basketball players; construction workers; emergency room physicians; etc. Teams have one minute onstage to act out their occupations.

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Have students pair up with someone who they don't know very well. Instruct students to take turns interviewing their partners for just a few minutes. Here are some sample questions (for younger kids, give no more than three):

What is your name?

What is your favorite hobby? What is your least favorite food?

If you could travel anywhere, where would you go?

What is your favorite movie? What are you afraid of?

What is your favorite season and why?

If you were stranded on a desert island, what one thing would you take with you?

If you could only have one food for the rest of your life, what would it be?

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Players start in a circle and one person is chosen to be the ‘zombie.’ The zombie begins walking another player with his hands out in front of him. If he reaches the person and touches him, he is out. Players can stop the zombie by calling out the name of another person in the circle before the zombie touches them. When another person’s name is called out, the zombie must start moving toward that person. Again, the newly named player will have to call out the name of a different player in the circle. If the zombie touches a victim, or if a player calls out the name of a player who is already out, she becomes the new zombie!

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This is classic theatre game used for name memorization! Have students stand in a circle. One at a time, each student states his name and makes an action that reflects his personality. In unison, the rest of the class repeats the student’s name and action. For a more challenging version, have one person say his name and do an accompanying action. The person to his right then repeats it, and says her name and makes her action. The third person repeats the first two and then adds her own. This continues around the circle. The last person will have to remember all of the names and actions of the entire group!

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Designate an area of the room where the group routinely meets in a circle. Create an imaginary fire in the middle of the circle. Dim the lights and invite the kids to sit around the ‘campfire’ with their snacks. You may choose to tell a story, or ask for each child to contribute something such as telling the class about a time when they felt really scared, or something that no one else knows about them. A ‘talking stick’ is a really great item to have on hand for campfire time.

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Turn the lights down and play some instrumental music. Invite the kids to move about the room in time to the music. Ask them to listen closely and imagine what kind of place the music reminds them of. They can “pretend” to be in that place as all of the other students arrive.

When every child is present, gather the students into a circle and let them know that they have already been acting! Then go around the circle and ask each child to say his/her name, and tell the rest of the class which place he/she was imagining. Let the kids know that the essence of theatre is using their imaginations to create different places and people wherever they are!

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Like old enemies Like snobs

Like long lost friends

Like people in a big hurry, but friendly Like rude people in a big hurry

Like business executives Like old people

Like young children
Angrily Sadly, crying

As if on a cold day

As if on a sweltering hot day Like they are drunk

While giggling With accents

Like suspicious spies Like robots

Too much coffee Like Martians Rock stars Cheerleaders

On the edge of a cliff

Someone you know a secret about

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All resources will be uploaded to Google Drive and shared to Padlet in a few days (the materials we created, additional materials and useful links). Please save this Padlet link to be able to access the resources!

padlet.com/milica17/dramainefl