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Role play activities motivate learners while them practice their language skills.

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Tips on successful classroom role-play

Introduction
Incorporating role-play into the classroom adds variety, a change of pace and opportunities for a lot of language production and also a lot of fun! It can be an integral part of the class and not a 'one-off' event. If the teacher believes that the activity will work and the necessary support is provided, it can be very successful. However, if the teacher isn't convinced about the validity of using role-play the activity "will fall flat on its face just as you expected it to" (Gillian Porter Ladousse 1987). Therefore, if you think positive and have a go, you may be pleasantly surprised!

What is role-play?
Role-play is any speaking activity when you either put yourself into somebody else's shoes, or when you stay in your own shoes but put yourself into an imaginary situation!

Imaginary people - The joy of role-play is that students can 'become' anyone they like for a short time! The President, the Queen, a millionaire, a pop star ........ the choice is endless! Students can also take on the opinions of someone else. 'For and Against' debates can be used and the class can be split into those who are expressing views in favour and those who are against the theme.

Imaginary situations - Functional language for a multitude of scenarios can be activated and practised through role-play. 'At the restaurant', 'Checking in at the airport', 'Looking for lost property' are all possible role-plays.

Why use role-play?
It is widely agreed that learning takes place when activities are engaging and memorable. Jeremy Harmer advocates the use of role-play for the following reasons:

Quieter students get the chance to express themselves in a more forthright way

The world of the classroom is broadened to include the outside world - thus offering a much wider range of language opportunities

In addition to these reasons, students who will at some point travel to an English-speaking country are given a chance to rehearse their English in a safe environment. Real situations can be created and students can benefit from the practice. Mistakes can be made with no drastic consequences.

Tips on successful classroom role-play
Prepare for success
Role-play is possible at elementary levels providing the students have been thoroughly prepared. Try to think through the language the students will need and make sure this language has been presented. Students may need the extra support of having the language on the board. I recently did a 'lost property office' role-play with elementary adults and we spent time beforehand drilling the structures the students would need to use. When the role-play began the students felt 'armed' with the appropriate language. At higher levels the students will not need so much support with the language but they will need time to 'get into' the role.

The role of the teacher
Some of the possible teacher roles are:

Facilitator - students may need new language to be 'fed' in by the teacher. If rehearsal time is appropriate the feeding in of new language should take place at this stage.

Spectator - The teacher watches the role-play and offers comments and advice at the end.

Participant - It is sometimes appropriate to get involved and take part in the role-play yourself.

Bring situations to life
Realia and props can really bring a role-play to life. A group of my young learners recently played the roles of pizza chef and customer. A simple cone of white card with CHEF written on it took a minute to make and I believe it made the whole process more fun and memorable for the class. As soon as it was placed on their heads they 'became' the pizza chef and acted accordingly.

Rearranging the furniture can also help. If you are imagining you are at the tourist information office or at the doctor's surgery try to make it as real as you can. Students can even leave the room and make an entrance by knocking on the door.

Keep it real and relevant
Try to keep the roles you ask students to play as real to life as possible. It may be hard for students who have little opportunity to travel to imagine they are in 'Ye Olde Tea Shop' in the heart of the English countryside. However, it may be within their schema to imagine they have been asked to help an English speaker who is visiting their own country. This may involve using some L1 to explain about the local culture or to translate local menus into English for the guest to their country.

Students working in the business world may find it easy to role-play a business meeting with colleagues visiting from abroad. If you are working with young children, try to exploit their natural ability to 'play'. They are used to acting out a visit to the shops or preparing food, as that is how they play with their friends.

Feed-in language
As students practise the role-play they might find that they are stuck for words and phrases. In the practice stage the teacher has a chance to 'feed-in' the appropriate language. This may need the teacher to act as a sort of 'walking dictionary', monitoring the class and offering assistance as and when necessary. If you are not happy doing this and you feel that the process of finding the new language should offer more student autonomy, you could have 'time-out' after the practice stage for students to use dictionaries to look up what they need.

As mentioned in the role of the teacher section, feeding-in the language students need is fundamental. By doing so, they will learn new vocabulary and structure in a natural and memorable environment. It is a chance to use real and natural language.

Error Correction
There are many ways to correct mistakes when using role-play. It is rarely appropriate for the teacher to jump in and correct every mistake. This could be incredibly demotivating! Some students do like to be corrected straight after a role-play activity, while the language is still fresh in their minds. Sentences with errors can be written on the board for the group to correct together.

Self-correction - If you have the equipment to record the role-plays either on audiocassette or on video, students can be given the opportunity to listen to the dialogue again and reflect on the language used. They may find it easy to spot their own mistakes.

Peer-correction - Fellow students may be able to correct some mistakes made by their peers. Students could be asked to listen out for both great bits of language they'd like to use themselves, and some mistakes they hear. Be careful to keep peer-correction a positive and profitable experience for all involved.

Making a note of common mistakes yourself and dealing with them in future classes ensures that the students don't lose motivation by being corrected on the spot or straight after the role-play. Negotiate with students and ask them how they would like to be corrected.

Use your imagination and have fun Bibliography
The most successful role-play I did last year was with a group of teenagers and was used as a spring board activity after listening to a song. The song was Avril Lavigne´s Skater Boy. The class worked in pairs to act out the scene of Skater Boy finally getting to meet his ex-girlfriend after the concert. The results were humorous and I was surprised that they all really got into the roles they played.

Role-play can be a lot of fun. If you still feel reluctant to use it in the class I suggest you begin to integrate it slowly. Why not extend an appropriate reading or a listening from a course book and turn it into a role-play? You may be pleasantly surprised by the results!

Role Play - Gillian Porte Ladousse (Oxford 1987)
The Practice of English Language Teaching - Jeremy Harmer (Longman 1989)

Joanna Budden, British Council, Spain

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Tips on successful classroom role-play Introduction Incorporating role-play into the classroom adds variety, a change of pace and opportunities for a lot of language production and also a lot of fun! It can be an integral part of the class and not a 'one-off' event.

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To begin, I believe is vital understand that the adolescence is a difficult stage in our lives, all those changes, changes in our body and in our mind, habits, opinions, clothes, music, relationships both parents and teachers. So, teaching teenagers isn’t easy.

In this way, teacher need to try to be flexible and patient with each student, the activities must be dynamic, and with interesting pedagogical content.

Short stories (Sometimes these stories could be acted)

Games (Role play activities.

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Illustrations for The Tell-Tale Heart were drawn by Harry Clarke, from Edgar Allan Poe's collection, Tales of Mystery and Imagination (1919). We feature it in our collection of Halloween Stories, Short Stories for Middle School II and The Unreliable Narrator.
TRUE!-NERVOUS--very, very dreadfully nervous I had been and am! but why will you say that I am mad? The disease had sharpened my senses--not destroyed--not dulled them. Above all was the sense of hearing acute. I heard all things in the heaven and in the earth. I heard many things in hell. How, then, am I mad? Hearken! and observe how healthily--how calmly I can tell you the whole story.

It is impossible to tell how first the idea entered my brain; but once conceived, it haunted me day and night. Object there was none. Passion there was none. I loved the old man. He had never wronged me. He had never given me insult. For his gold I had no desire. I think it was his eye! Yes, it was this! One of his eyes resembled that of a vulture--a pale blue eye, with a film over it. Whenever it fell upon me, my blood ran cold; and so by degrees--very gradually--I made up my mind to take the life of the old man, and thus rid myself of the eye forever.

Now this is the point. You fancy me mad. Madmen know nothing. But you should have seen me. You should have seen how wisely I proceeded--with what caution--with what foresight--with what dissimulation I went to work!

I was never kinder to the old man than during the whole week before I killed him. And every night, about midnight, I turned the latch of his door and opened it--oh, so gently! And then, when I had made an opening sufficient for my head, I put in a dark lantern, all closed, closed, so that no light shone out, and then I thrust in my head. Oh, you would have laughed to see how cunningly I thrust it in! I moved it slowly--very, very slowly, so that I might not disturb the old man's sleep. It took me an hour to place my whole head within the opening so far that I could see him as he lay upon his bed. Ha!--would a madman have been so wise as this? And then, when my head was well in the room, I undid the lantern cautiously--oh, so cautiously--cautiously (for the hinges creaked)--I undid it just so much that a single thin ray fell upon the vulture eye. And this I did for seven long nights--every night just at midnight--but I found the eye always closed; and so it was impossible to do the work; for it was not the old man who vexed me, but his Evil Eye. And every morning, when the day broke, I went boldly into the chamber, and spoke courageously to him, calling him by name in a hearty tone, and inquiring how he had passed the night. So you see he would have been a very profound old man, indeed, to suspect that every night, just at twelve, I looked in upon him while he slept.

Upon the eighth night I was more than usually cautious in opening the door. A watch's minute hand moves more quickly than did mine. Never before that night had I felt the extent of my own powers--of my sagacity. I could scarcely contain my feelings of triumph. To think that there I was, opening the door, little by little, and he not even to dream of my secret deeds or thoughts. I fairly chuckled at the idea; and perhaps he heard me; for he moved on the bed suddenly, as if startled. Now you may think that I drew back--but no. His room was as black as pitch with the thick darkness (for the shutters were close fastened, through fear of robbers), and so I knew that he could not see the opening of the door, and I kept pushing it on steadily, steadily.

I had my head in, and was about to open the lantern, when my thumb slipped upon the tin fastening, and the old man sprang up in bed, crying out: "Who's there?"

I kept quite still and said nothing. For a whole hour I did not move a muscle, and in the meantime I did not hear him lie down. He was still sitting up in the bed listening;--just as I have done, night after night, hearkening to the death watches in the wall.

Presently I heard a slight groan, and I knew it was the groan of mortal terror. It was not a groan of pain or grief--oh no!--it was the low stifled sound that arises from the bottom of the soul when overcharged with awe. I knew the sound well. Many a night, just at midnight, when all the world slept, it has welled up from my own bosom, deepening, with its dreadful echo, the terrors that distracted me. I say I knew it well. I knew what the old man felt, and pitied him, although I chuckled at heart. I knew that he had been lying awake ever since the first slight noise, when he had turned in the bed. His fears had been ever since growing upon him. He had been trying to fancy them causeless, but could not. He had been saying to himself: "It is nothing but the wind in the chimney--it is only a mouse crossing the floor," or "it is merely a cricket which has made a single chirp." Yes, he had been trying to comfort himself with these suppositions; but he had found all in vain. All in vain; because Death, in approaching him. had stalked with his black shadow before him, and enveloped the victim. And it was the mournful influence of the unperceived shadow that caused him to feel--although he neither saw nor heard--to feel the presence of my head within the room.

When I had waited a long time, very patiently, without hearing him lie down, I resolved to open a little--a very, very little crevice in the lantern. So I opened it--you cannot imagine how stealthily, stealthily--until, at length, a single dim ray, like the thread of the spider, shot from out the crevice and full upon the vulture eye.

It was open--wide, wide open--and I grew furious as I gazed upon it. I saw it with perfect distinctness--all a dull blue, with a hideous veil over it that chilled the very marrow in my bones; but I could see nothing else of the old man's face or person: for I had directed the ray, as if by instinct, precisely upon the damned spot.

And now--have I not told you that what you mistake for madness is but over-acuteness of the senses?--now, I say, there came to my ears a low, dull, quick sound, such as a watch makes when enveloped in cotton. I knew that sound well too. It was the beating of the old man's heart. It increased my fury, as the beating of a drum stimulates the soldier into courage.

But even yet I refrained and kept still. I scarcely breathed. I held the lantern motionless. I tried how steadily I could maintain the ray upon the eye. Meantime the hellish tattoo of the heart increased. It grew quicker and quicker and louder and louder every instant. The old man's terror must have been extreme! It grew louder, I say, louder every moment!--do you mark me well? I have told you that I am nervous: so I am. And now at the dead hour of night, amid the dreadful silence of that old house, so strange a noise as this excited me to uncontrollable terror. Yet, for some minutes longer I refrained and stood still. But the beating grew louder, louder! I thought the heart must burst. And now a new anxiety seized me--the sound would be heard by a neighbor! The old man's hour had come! With a loud yell, I threw open the lantern and leaped into the room. He shrieked once--once only. In an instant I dragged him to the floor, and pulled the heavy bed over him. I then smiled gaily, to find the deed so far done. But, for many minutes, the heart beat on with a muffled sound. This, however, did not vex me; it would not be heard through the wall. At length it ceased. The old man was dead. I removed the bed and examined the corpse. Yes, he was stone, stone dead. I placed my hand upon the heart and held it there many minutes. There was no pulsation. He was stone dead. His eye would trouble me no more.

If still you think me mad, you will think so no longer when I describe the wise precautions I took for the concealment of the body. The night waned, and I worked hastily, but in silence. First of all I dismembered the corpse. I cut off the head and the arms and the legs.

I then took up three planks from the flooring of the chamber, and deposited all between the scantlings. I then replaced the boards so cleverly, so cunningly, that no human eye--not even his--could have detected anything wrong. There was nothing to wash out--no stain of any kind--no blood-spot whatever. I had been too wary for that. A tub had caught all--ha! ha!

When I had made an end of these labors, it was four o'clock--still dark as midnight. As the bell sounded the hour, there came a knocking at the street door. I went down to open it with a light heart--for what had I now to fear? There entered three men, who introduced themselves, with perfect suavity, as officers of the police. A shriek had been heard by a neighbor during the night: suspicion of foul play had been aroused; information had been lodged at the police office, and they (the officers) had been deputed to search the premises.

I smiled--for what had I to fear? I bade the gentlemen welcome. The shriek, I said, was my own in a dream. The old man, I mentioned, was absent in the country. I took my visitors all over the house. I bade them search--search well. I led them, at length, to his chamber. I showed them his treasures, secure, undisturbed. In the enthusiasm of my confidence, I brought chairs into the room, and desired them here to rest from their fatigues, while I myself, in the wild audacity of my perfect triumph, placed my own seat upon the very spot beneath which reposed the corpse of the victim.

The officers were satisfied. My manner had convinced them. I was singularly at ease. They sat, and while I answered cheerily, they chatted familiar things. But, ere long, I felt myself getting pale and wished them gone. My head ached, and I fancied a ringing in my ears: but still they sat and still chatted. The ringing became more distinct:--it continued and became more distinct: I talked more freely to get rid of the feeling: but it continued and gained definiteness--until, at length, I found that the noise was not within my ears.

No doubt I now grew very pale,--but I talked more fluently, and with a heightened voice. Yet the sound increased--and what could I do? It was a low, dull, quick sound--much such a sound as a watch makes when enveloped in cotton. I gasped for breath--and yet the officers heard it not. I talked more quickly--more vehemently; but the noise steadily increased. Why would they not be gone? I paced the floor to and fro with heavy strides, as if excited to fury by the observation of the men--but the noise steadily increased. Oh, God; what could I do? I foamed--I raved--I swore! I swung the chair upon which I had been sitting, and grated it upon the boards, but the noise arose over all and continually increased. It grew louder--louder --louder! And still the men chatted pleasantly, and smiled. Was it possible they heard not? Almighty God!--no, no! They heard!--they suspected--they knew!--they were making a mockery of my horror!--this I thought, and this I think. But anything was better than this agony! Anything was more tolerable than this derision! I could bear those hypocritical smiles no longer! I felt that I must scream or die!--and now--again!--hark! louder! louder! louder!

"Villains!" I shrieked, "dissemble no more! I admit the deed!--tear up the planks!--here, here!--it is the beating of his hideous heart!"

Create a library and add your favorite stories. Get started by clicking the "Add" button.

Add The Tell-Tale Heart to your own personal library.

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Illustrations for The Tell-Tale Heart were drawn by Harry Clarke, from Edgar Allan Poe's collection, Tales of Mystery and Imagination (1919). We feature it in our collection of Halloween Stories, Short Stories for Middle School II and The Unreliable Narrator. TRUE!-NERVOUS--very, very dreadfully nervous I had been and am!

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Sometimes these stories could be acted
Stories can help them to share and work in groups, also teenagers are discovering a different relationship with others and group work allows individual to interact with different classmates through a collaborative atmosphere, it could be interesting for them, they could enjoy and learn in class at the same time.

Moreover, this can encourage them to improve their abilities, and offers a chance to use their individual talent to do something personally meaningful and motivating with the language they are learning.

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THERE were once five-and-twenty tin soldiers, who were all brothers, for they had been made out of the same old tin spoon. They shouldered arms and looked straight before them, and wore a splendid uniform, red and blue. The first thing in the world they ever heard were the words, "Tin soldiers!" uttered by a little boy, who clapped his hands with delight when the lid of the box, in which they lay, was taken off. They were given him for a birthday present, and he stood at the table to set them up. The soldiers were all exactly alike, excepting one, who had only one leg; he had been left to the last, and then there was not enough of the melted tin to finish him, so they made him to stand firmly on one leg, and this caused him to be very remarkable.

The table on which the tin soldiers stood, was covered with other playthings, but the most attractive to the eye was a pretty little paper castle. Through the small windows the rooms could be seen. In front of the castle a number of little trees surrounded a piece of looking-glass, which was intended to represent a transparent lake. Swans, made of wax, swam on the lake, and were reflected in it. All this was very pretty, but the prettiest of all was a tiny little lady, who stood at the open door of the castle; she, also, was made of paper, and she wore a dress of clear muslin, with a narrow blue ribbon over her shoulders just like a scarf. In front of these was fixed a glittering tinsel rose, as large as her whole face. The little lady was a dancer, and she stretched out both her arms, and raised one of her legs so high, that the tin soldier could not see it at all, and he thought that she, like himself, had only one leg. "That is the wife for me," he thought; "but she is too grand, and lives in a castle, while I have only a box to live in, five-and-twenty of us altogether, that is no place for her. Still I must try and make her acquaintance." Then he laid himself at full length on the table behind a snuff-box that stood upon it, so that he could peep at the little delicate lady, who continued to stand on one leg without losing her balance. When evening came, the other tin soldiers were all placed in the box, and the people of the house went to bed. Then the playthings began to have their own games together, to pay visits, to have sham fights, and to give balls. The tin soldiers rattled in their box; they wanted to get out and join the amusements, but they could not open the lid. The nut-crackers played at leap-frog, and the pencil jumped about the table. There was such a noise that the canary woke up and began to talk, and in poetry too. Only the tin soldier and the dancer remained in their places. She stood on tiptoe, with her legs stretched out, as firmly as he did on his one leg. He never took his eyes from her for even a moment. The clock struck twelve, and, with a bounce, up sprang the lid of the snuff-box; but, instead of snuff, there jumped up a little black goblin; for the snuff-box was a toy puzzle.

"Tin soldier," said the goblin, "don't wish for what does not belong to you.

But the tin soldier pretended not to hear.

"Very well; wait till to-morrow, then," said the goblin.

When the children came in the next morning, they placed the tin soldier in the window. Now, whether it was the goblin who did it, or the draught, is not known, but the window flew open, and out fell the tin soldier, heels over head, from the third story, into the street beneath. It was a terrible fall; for he came head downwards, his helmet and his bayonet stuck in between the flagstones, and his one leg up in the air. The servant maid and the little boy went down stairs directly to look for him; but he was nowhere to be seen, although once they nearly trod upon him. If he had called out, "Here I am," it would have been all right, but he was too proud to cry out for help while he wore a uniform.

Presently it began to rain, and the drops fell faster and faster, till there was a heavy shower. When it was over, two boys happened to pass by, and one of them said, "Look, there is a tin soldier. He ought to have a boat to sail in."

So they made a boat out of a newspaper, and placed the tin soldier in it, and sent him sailing down the gutter, while the two boys ran by the side of it, and clapped their hands. Good gracious, what large waves arose in that gutter! and how fast the stream rolled on! for the rain had been very heavy. The paper boat rocked up and down, and turned itself round sometimes so quickly that the tin soldier trembled; yet he remained firm; his countenance did not change; he looked straight before him, and shouldered his musket. Suddenly the boat shot under a bridge which formed a part of a drain, and then it was as dark as the tin soldier's box.

"Where am I going now?" thought he. "This is the black goblin's fault, I am sure. Ah, well, if the little lady were only here with me in the boat, I should not care for any darkness."

Suddenly there appeared a great water-rat, who lived in the drain.

"Have you a passport?" asked the rat, "give it to me at once." But the tin soldier remained silent and held his musket tighter than ever. The boat sailed on and the rat followed it. How he did gnash his teeth and cry out to the bits of wood and straw, "Stop him, stop him; he has not paid toll, and has not shown his pass." But the stream rushed on stronger and stronger. The tin soldier could already see daylight shining where the arch ended. Then he heard a roaring sound quite terrible enough to frighten the bravest man. At the end of the tunnel the drain fell into a large canal over a steep place, which made it as dangerous for him as a waterfall would be to us. He was too close to it to stop, so the boat rushed on, and the poor tin soldier could only hold himself as stiffly as possible, without moving an eyelid, to show that he was not afraid. The boat whirled round three or four times, and then filled with water to the very edge; nothing could save it from sinking. He now stood up to his neck in water, while deeper and deeper sank the boat, and the paper became soft and loose with the wet, till at last the water closed over the soldier's head. He thought of the elegant little dancer whom he should never see again, and the words of the song sounded in his ears- -

"Farewell, warrior! ever brave,

Drifting onward to thy grave." -

Then the paper boat fell to pieces, and the soldier sank into the water and immediately afterwards was swallowed up by a great fish. Oh how dark it was inside the fish! A great deal darker than in the tunnel, and narrower too, but the tin soldier continued firm, and lay at full length shouldering his musket. The fish swam to and fro, making the most wonderful movements, but at last he became quite still. After a while, a flash of lightning seemed to pass through him, and then the daylight approached, and a voice cried out, "I declare here is the tin soldier." The fish had been caught, taken to the market and sold to the cook, who took him into the kitchen and cut him open with a large knife. She picked up the soldier and held him by the waist between her finger and thumb, and carried him into the room. They were all anxious to see this wonderful soldier who had travelled about inside a fish; but he was not at all proud. They placed him on the table, and- how many curious things do happen in the world!- there he was in the very same room from the window of which he had fallen, there were the same children, the same playthings, standing on the table, and the pretty castle with the elegant little dancer at the door; she still balanced herself on one leg, and held up the other, so she was as firm as himself. It touched the tin soldier so much to see her that he almost wept tin tears, but he kept them back. He only looked at her and they both remained silent. Presently one of the little boys took up the tin soldier, and threw him into the stove. He had no reason for doing so, therefore it must have been the fault of the black goblin who lived in the snuff-box. The flames lighted up the tin soldier, as he stood, the heat was very terrible, but whether it proceeded from the real fire or from the fire of love he could not tell. Then he could see that the bright colors were faded from his uniform, but whether they had been washed off during his journey or from the effects of his sorrow, no one could say. He looked at the little lady, and she looked at him. He felt himself melting away, but he still remained firm with his gun on his shoulder. Suddenly the door of the room flew open and the draught of air caught up the little dancer, she fluttered like a sylph right into the stove by the side of the tin soldier, and was instantly in flames and was gone. The tin soldier melted down into a lump, and the next morning, when the maid servant took the ashes out of the stove, she found him in the shape of a little tin heart. But of the little dancer nothing remained but the tinsel rose, which was burnt black as a cinder. - -

Create a library and add your favorite stories. Get started by clicking the "Add" button.

Add The Brave Tin Soldier to your own personal library.

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THERE were once five-and-twenty tin soldiers, who were all brothers, for they had been made out of the same old tin spoon. They shouldered arms and looked straight before them, and wore a splendid uniform, red and blue. The first thing in the world they ever heard were the words, "Tin soldiers!"

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Role play activities

Games can provide not only purposeful contexts in which to use language but they also stimulate interaction, are fun, it can allow them to try to express different feelings and emotions.

Going to the Shop

A great one for younger learners as it will teach them the basics of interacting with people. Children generally rely on their parents to buy things for them, therefore this will boost their overall general confidence in buying. It can be as simple or as complex as one wishes, depending on the situation. Key phrases are often important here, such as “I would like…” “How much are…” “Good morning…” and so forth.

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Teaching adults is very interesting because adult students are for the most part highly motivated, since they have come to English class for a specific reason; they attend class for free choice. They have a rich life experiences, they bring different skills, interest, backgrounds, and life experiences of the learning situation, sometimes they could be afraid but they always be disposed to practice, because they need to apply what they are learning, so their tasks must be practical, and directly relate to their everyday lives, since they have a clear purpose.

Adults want to engage in global topics. Adult students have a higher degree of maturity, so your materials should reflect that in your lesson plans. They want to transform their opinions and ideas into grounded, structured English words, sentences and full-blown conversations.

Audios, podcasts and videos.

Daily News Crossword Puzzles.

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These materials are very interesting tolls for teaching practice, these offers different context, situations. They can improve their listening comprehension.

You can engage your students at any level using podcasts, and audios bringing in essential skills such as listening, critical thought, communication, vocabulary, slang, idioms, intonation, word stress and phrasal verbs. For many of the podcasts, you can focus on listening, discussion and debate in your lesson plans.

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The Invisible Man : H.G. Wells : Free Download & Streaming : Internet Archive

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LibriVox's public domain recording of H.G. Well's The Invisible Man. The Invisible Man (1897) is one of the most famous science fiction novels of all time....

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Using crosswords in an ESL classroom is nothing new. In fact, it’s a time-honored teacher tradition to employ a crossword or two during any course. However, most ESL crosswords are easy, less academic in word choice, and either too dubious or too focused.

Daily news crosswords, on the other hand, are a sure way to introduce your students to new vocabulary, engage them in cultural topics, and promote collaboration and conversation by turning them into pair work activities.

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Crosswords | Online and free | The Guardian

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Free crosswords that can be completed online by mobile, tablet and desktop, and are printable. Daily easy, quick and cryptic crosswords puzzles.