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Unlock the power of English
Drama games for YL
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Why drama?
• Storytelling and drama share a number of features which
make it natural to integrate them during lessons. Both build
on children’s innate capacity for fantasy and imaginative
play, and even very young children can differentiate
between the conventions of a story or drama and real life.
Through stories and drama, children develop understanding
of themselves and the world around them. The distance
afforded by characters and events which are not real also
helps children to explore significant issues which are
relevant to their daily lives, in a way that is safe and
enjoyable.• Carol Read/www.onestopenglish.com
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Children love drama games
• Drama games often imitate what children do when they play
anyway.
Kat Stepniak/Primary School Teacher
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Benefits of working with drama
Drama gives children opportunities to explore, discuss and
deal with difficult issues and to express their emotions in a
supportive environment. It enables them to explore their own
cultural values and those of others, past and present. It
encourages them to think and act creatively, thus developing
critical thinking and problem-solving skills that can be applied
in all areas of learning. Through drama, children are
encouraged to take responsible roles and make choices – to
participate in and guide their own learning.
• https://dramaresource.com/
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This session…
The aspects of drama activities we will look at:
– Activities to introduce drama into your classes
– Using drama for better group dynamics
– Drama activities for language development
– Using drama activities to increase creative skills
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Getting started
• Pass the hot potato
In a circle student pass an imaginary object to each
other.
1. Tell the others what it is.
2. Describe the object.
3. Describe what you can feel
when holding the object.
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Getting started
• Group mime
Students walk around the room. Ask them to stop and
tell the students what emotion to show.
Students must move showing the emotion until they
are stopped and a new emotion is shouted out.
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Group dynamics – listening to each other
• Counting carefully
The students need to say the numbers 1 to 15 with no
organisation or conferring. Each student says one
number. If numbers are repeated or two students
speak at the same time, the turn starts again.
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Group dynamics – listening to each other
• Toe the Line
The students need to put their feet on a piece of rope.
The teacher tells them what order to get into (age,
birthday months, …). They cannot ‘fall’ off the rope.
This can be done as a competition.
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Language development: Vocabulary revision
• Imaginarium
Students must come into a freezeframe scene
one by one and form part of a picture. They
need to say what part of the picture they are
e.g. an underwater scene: children are fish,
crabs, rocks, seaweed,…
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Language development: fluency practice
• Group Charades
As before, students become a freezeframe scene.
Other groups have to guess what the scene is and
explain what each person in the
scene is/is doing, e.g. on student is
a table, another is chair,
one student is a teacher,
the last one a student;
(scene is a classroom).
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Creative language development.
• Uses of an object
Students are shown/given some random objects e.g.
a cardboard box, shopping bag, rope,... They are
given a time limit to come up with other uses for the
object, e.g. the shopping bag could be
a swimming pool for mice!
(If given the object, they should
adapt it for its new function)
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Creative language development
• Freezeframe PictureGroups of students are shown a picture. They should each
become a character from the picture. In their groups:
1. They should start by recreating the picture
2. They could describe the feelings of the characters in the
picture
3. They should describe the relationship between the
characters in the picture.
4. They could describe what was happening 15 minutes
before and after the picture was taken.
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The busy street
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What’s my relationship?
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Who am I?
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Question…
