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In pairs, students have 60 seconds to invent a simple three-move handshake. They must then teach it to another pair using English instructions ("First, tap elbows..."). The physical greeting and cooperative teaching create immediate social bonds.

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Assign an action to specific parts of speech. When you call out a word (e.g., "Run"), students must jump if it's a verb or clap if it's a noun. This combines physical exertion with fast-paced lexical categorisation.

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Have students stand and march in place, but they must touch their opposite hand to their opposite knee (left hand to right knee, right hand to left knee). This forces communication across the corpus callosum

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Ask sts to mime jumping rope for 30 seconds. It’s low-impact enough for a classroom but high-energy enough to spike the pulse.

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Instruct the sts to take five quick, "sniffing" inhalations through the nose followed by one long, forceful exhale through the mouth.

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A classic for a reason. Inhale for 4 seconds, hold for 4, exhale for 4, and hold empty for 4.

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Two quick inhales through the nose (the second one to fully reinflate the alveoli) followed by a long, slow sigh out through the mouth. This is the fastest biological way to lower heart rate.

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Have sts rub their hands together until they feel heat, then cup them over their closed eyes. The darkness combined with the warmth triggers a relaxation response.

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Show an image of a common object (like a whiteboard marker or a paperclip) and give them 60 seconds to shout out or write down as many uses for it as possible other than its intended one

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Ask a basic question (e.g., "What is a chair used for?"). Students must provide the most creative, incorrect English answer they can imagine (e.g., "It is a hat for a giant"). This lowers the affective filter by celebrating "errors" as creativity.

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Challenge sts to summarize the last 10 minutes of your lesson in exactly six words. This forces the brain to synthesise information in a non-linear way.

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Ask them to find a connection between two completely unrelated words (e.g., "Grammar" and "Marshmallows"). There is no wrong answer, which lowers the barrier to creative risk.

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Ask a series of lighthearted questions about your lesson/class (e.g., "Who here has ever forgotten a classmate's name mid-sentence?"). Those who relate must stand up or wave. This creates an immediate visual sense of shared experience.

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Have sts turn to a neighbour and share one thing they’ve enjoyed about the lesson so far, or give a "shout-out" to another st in the room.

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Write a word on the board very slowly, one letter at a time. Students must trace the letters in the air with their fingers while breathing deeply, not speaking until the word is complete. The slow, rhythmic movement settles the nervous system.

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Students write their name at the top of a piece of paper. They pass it to the right, and the neighbor writes one positive English adjective to describe that person. Passing the paper and receiving praise creates a "herd safety" feeling that is essential for language production.