Use it or Lose it! Games for the Creative 21st Century Learner
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This document provides information about a presentation by Susan Hillyard on using creative games in the language classroom. The presentation will explore teacher beliefs about creativity, challenge myths that creativity is difficult and only for the gifted, and provide strategies for getting students to develop speaking skills through using language creatively. The emphasis will be on competence in speaking through practicing new structures, vocabulary, pronunciation, and communication in a relaxed way. Cooperation among students will also be stressed as important for the 21st century learner. The workshop portion of the presentation will have teachers practicing sample creative activities.
Use it or Lose it! Games for the Creative 21st Century Learner
- 1. Susan Hillyard – Use it or Lose it! Use it or Lose it! Games for the Creative 21st Century Learner Speaker: Susan Hillyard B.Ed.(Hons) Tel: 4541-3010 e-mail: ssnhillyard@gmail.com Abstract These presentations, on using creative games in the language classroom, will explore teacher beliefs about the nature of creativity, break down myths about creativity being difficult and only for the gifted few and will suggest strategies for getting students started on the process of creative speaking. There will be lots of strategies modelled for teachers to find their creative selves and to tap into the creative nature of all students. The emphasis will be on developing more competence in the speaking skills through USING the language and developing new structures, enriching their vocabulary, practising pronunciation with register and learning to COMMUNICATE in a relaxed atmosphere. Cooperation will be stressed as a vital element in the sustainable education for the creative 21st century learner. The plenary will offer teachers food for thought for changing their classroom practice while the workshop will be experiential where teachers will practice the activities through patterns of interaction. Biodata Susan Hillyard, B.Ed.Warwick University (U.K.) Worked in fifteen countries. Prof. Language IV at two major ITT colleges in Buenos Aires. Former Educational Advisor for The Performers Theatre Now a NILE Associate Trainer, training European teachers on intensive courses on methodology. Co- authored a Resource Book for Teachers “Global Issues” for OUP, and teaches on-line courses on Creativity, TKT and on English in the World, MA TESOL, New School Uni, New York. Member of writing team for on-line Module for Inglés, Inglês, English: ESP for South American Teachers for the British Council. Designed the Hong Kong, British Council Summer School Courses for Teens and co-authored the TDI-TKT on- line course for Pearson, New York. Executive Editor for Development for the LACLIL on-line journal. Coordinator, English in Action, Ministry of Education, City of Buenos Aires, Argentina.
- 2. Susan Hillyard – Use it or Lose it! Handouts Creativity and innovation have been a key focus of attention across the globe in recent years. This is partly due to the need to further develop human capital. Human capital includes those competences such as innovation and possessing knowledge which contribute to economic performance and social cohesion. Innovation and knowledge have been recognised as the driving forces for sustainable growth in the framework of the Lisbon strategy for the future of Europe. Creativity is central to innovation. www. europublic.com (EC 2009) Imagine a spectrum of language competency and be patient. The students are working on many levels with this kind of interactive work and it is unlikely they will "PERFORM" to your liking immediately. Use lots of games, for short periods of time, as ice-breakers, warm-ups, disguised drills, camouflaged recapitulation and community spirit development. Always write your games on cards or in a special notebook under the following headings: title of game, objective, instructions to students, resources required, variations. This way you won't get stagnant and you'll raise your own awareness to keep topping it up as the years go by. Below are some of the games we will cover today: Songs: My Mummy is a Baker There were 10 in the Bed Whose Pigs are These? I Went to School ………. The Big Ship Sails… In and Out those Pretty… Hokey Pokey There was a Princess Dipping chants: Dip, Dip, Dip, Eaney, meaney, miney, mo Bubble Gum, Bubble Gum…… Clapping Games: Name to name. Word association Ten Things that I must ….. Oo Ee Oo Ah Ah My mother said….
- 3. Susan Hillyard – Use it or Lose it! Ball games: Numbers Alphabet Months Opposites Tenses Beginning /ending letters Categories Everything that's…… Verbal Machines: Themes Emotions Group Sculptures: One word An emotion An event Headlines Proverbs Titles A photo Pronunciation Exercises: Treasure Hunt Reading L1 in L2 accent Foreign Newscasts Transcripts with mistakes Mmmmm........ Vote for it ! Sounds fun Hangman in PS Favourite star in PS Voiced and unvoiced Lists Magic e Moods Pot Pourri: "Invisible" letters 1,2,3 stare….. 20 questions Acronyms Sketch Add-ons Back-to-back changes Balloon debate Blind games Blocking plans Body letters Cartoons Changing hats Crazy stories Crowd Scenes Excuse me, madam Find Someone Who….. Find your match! Finish the Phrase Fire to a … Following games Freeze games Give us a Clue Good and Evil Conscience Guess the Leader Hairdressers Height order I touch my nose….. Interviews Introduce your pic self Jumping left and right Keep talking Make friends/argue Mantle of the Expert Ministry of Silly Walks Mirrors Moods: say it like this Mum-in-law's name order Numbers/Pose of their own Ping-pong talk Right for Right….. Rituals Robots Running commentary Statue Measures Statues
- 4. Susan Hillyard – Use it or Lose it! Stepping out Talk to Yourself! Telephone conversations The 3 faces of…… The gloves with a life This is not a……… Tongue twisters Two as one Voice and Arms Demo Watcha Know, Joe? Where am I? Whispers Why? Yes/No Interlude Zoo story Instructions for Teachers A. Songs: 1. My Mummy is a Baker (Students stand in two lines facing each other, do the actions to go with the words and can shoot each other on the last line and fall down. Then pair up the students and ask them to make up new verses and teach the rest of the class.) My mummy is a baker Yummy yummy X2 My daddy is a dentist Ah-ah-ah X2 My sister is a show off Honky ponky x2 My brother is a cowboy Turn around Touch the ground And BANG!!!! 2. Whose Dogs are These? ( This song works on animal names, sounds, names of those sounds and rhyming names of people. You can make a chart on the board with the headings here and fill in the blanks before you teach the song. After you have used the animals listed below you can ask Sts to work in pairs and make up some new verses to teach the rest of the class.) Whose dogs are these? Wuff, wuff. (make the sound of a bark) Whose dogs are these? Wuff, wuff. (make the sound of a bark) They are Mr. Larks I can tell them, by their barks And they’ve trampled All over my garden cats - Pughs - mews chicks - Heeps - cheeps frogs - Roaks - croaks pigs - Brunts - grunts elephants - Crumpets – trumpets
- 5. Susan Hillyard – Use it or Lose it! 3. There was a Princess Long Ago (Have Sts stand in a closed circle and appoint a Princess to stand in the centre, a fairy to enter and wave her wand, a prince on a horse with a sword to ride around the circle and enter at the correct moment. The rest of the students mime the actions while they sing the song) There was a princess long ago, Long ago, long ago, There was a princess long ago, Long, long ago. And she lived in a big high tower, etc. One day a fairy waved her wand, etc. The princess slept for a hundred years, etc. A great big forest grew around, etc. A gallant prince came riding by, etc. He cut the trees down with his sword, etc. He took her hand to wake her up, etc. So every body’s happy now, etc. 4. The Grand Old Duke of York (Teach the song with the actions in a closed circle and then play it out in marching lines as though the Duke is leading his soldiers up the hill) Oh, the Grand old Duke of York, He had ten thousand men. He marched them up to the top of the hill And he marched them down again. Chorus: And when they were up they were up, And when they were down they were down; And when they only half-way up They were neither up nor down. Oh, the Grand old Duke of York, He had ten thousand men. They beat their drums to the top of the hill And they beat them down again. Repeat Chorus B. Dipping Chants 1.Dip, Dip, Dip Dip, dip, dip, My blue ship, Sailing on the water, Like a cup and saucer, O….U……T spells OUT, You’re IN 2. Eaney, meaney, miney, mo
- 6. Susan Hillyard – Use it or Lose it! Eaney,meaney, miney, mo, Catch a spider by his toe. If he squeals, Let him go. Eaney, meaney, miney, mo. 3.Bubble Gum, Bubble Gum…… Bubble Gum, bubble gum, In the dish. How many wishes do you wish? (Ask that person to state a number between 1 and 9. Count on to that number pointing at each person as you do and that person is IT) C. Clapping Games: A. Slap, Clap, Snap ( or Hitch Hike) Rules: Open your mouth, smile, speak slowly and clearly, try to modulate. Sit in a circle with no pens or books. (nobody outside) Teach rhythm to everybody in the Circle. Two slaps on the knees with both hands, two claps in the air with both hands, Snap the fingers on each hand separately (so two in total) OR you can do the hitch hike sign with thumbs up on each hand separately. Teach everybody the sign for START: e.g. Lights, sound, ACTION/Ready, steady GO!/One, two, three four/ One, two, three GO!/ Mouse, cat, dog/ Sofa, chair, table/ Red, blue, green (you could discuss the code with your class and let them choose depending on the theme of the unit) Discuss a forfeit for spoiling the rhythm, speaking on the wrong action getting a wrong answer, dropping the ball, speaking out of turn etc.) Once they all have the rhythm practice: slap, clap, SPEAK, SPEAK so they get the hang of speaking only on the snaps or Hitch Hikes. Now introduce as many one word games as you can think of: 1. Lists: Say the days of the week/months of the year/numbers/ clothing/ furniture/ animals/ going round the circle with each person repeating the previous word. e.g. T: Monday Tuesday St 1. Tuesday, Wednesday St 2 Wednesday, Thursday 2. Word Association: Say any word and next St has to add a word e.g. T: Black white St 1: white, snow St 2: snow, cold St 3: cold, weather After a few rounds try to remember the connections by going round again but saying “ She/he/ said.......”
- 7. Susan Hillyard – Use it or Lose it! 3. Name Game: T: Susan to Carmen C: Carmen to Vanessa V: Vanessa to Nijin If someone says wrong name or gets out of rhythm they swap places with the person. The chair keeps the name......so Nijin could become Vanessa and has to use her name, while Vanessa becomes Nijin. 4 Living Spidergrams: Ask for “hard” vocabulary from a chapter in the novel, from a unit, from a project T: Hallowe’en St 1: Witches St 2: Pumpkin St 3: Cauldron 5.Ten Things……..Clapping game: (Use the same rhythm but cut it to one slap, one clap and hitch hike. Choose one person to be IT and the rest of the class counts from one to ten on the SLAP. Giving the person time to think of the next item) Ten boys’ names/things/ideas that I must know Wish me luck and away I go 1. 10 ways to stay awake in a boring meeting 2. 10 items of clothing to put your girlfriend off 3. 10 foods NOT to eat when on a diet 4. 10 things men do at home which gets on Mum’s nerves. D.Ball games: (These games can be teacher lead or Sts can work without the teacher in the centre, throwing the ball to each other. Make it clear. Rules: Open your mouth, smile, speak slowly and clearly, try to modulate. No repeats.Stand in a closed circle (nobody outside) Lay the ground rules for throwing the ball: Be accurate, gentle, ready to catch with your hands in front of your body. Discuss a forfeit for throwing badly, getting a wrong answer, dropping the ball, speaking out of turn etc.) 1. Lexical sets: T stands in middle and throws ball to Sts saying a category e.g. colours and Sts throw ball back to T each time saying a colour. T pronounces the word clearly each time, before throwing the ball to the next St.
- 8. Susan Hillyard – Use it or Lose it! 2. Changing Numbers: 1. T allocates a number to each St. 2. They say their numbers in order, throwing the number with their voices and their bodies up to the ceiling and bouncing the number on the floor. 3. Go round twice, encouraging them to enunciate and project their numbers with their voices. Insist on repeats if they are not working hard enough. 4. Go round once more and ask Sts to learn at least one other person’s number. 5. Now, take the ball and throw it to another student, saying their number clearly 6. St catches it and throws to another St saying their number clearly. 7. Continue until a good rhythm is established 8. Now ask Sts to change positions but keep their numbers 9. Play again 10. Ask students why they chose the numbers they chose to throw to. This generates real reasoning and real talk. E.Pronunciation games Moods. Say it like this: Create an eight or ten line dialogue, either from the course book or ask Sts to make one up with you and write it on the board. Learn it off by heart. Then discuss the interpretation of the icons below, saying what mood or adjective each one represents. Hold up the cards and ask the Sts to repeat the dialogue in a different way each time. They will naturally use the correct register, modulation, intonation etc.
- 9. Susan Hillyard – Use it or Lose it! Or you could hold up cards with the words: happy, sad, frightened, angry, fast, slow, romantic, surprised etc F. Presentation Games (These games lead Sts from confidence, through fluency to accuracy skills in presentation techniques.) 1.What d’ya know Joe? 1. Select a number of topics from your interests: eg. Sports, music, coin collecting, mystery stories, horses, astrology…….. 2. Write a list on the board 3. Ask for a volunteer or DIP (use a dipping chant) 4. Class calls out “ What d’ya know Joe?” 5.Talk for 30 secs ( 60 secs, 2 mins) without stopping. 6. Continue with next presenter. 2.Tongue Twisters Teach these by repeating them slowly, normal speed then fast, trying each three times. Have Sts stand up and try to produce them on their own.) 1. She sells sea shells on the sea shore. 2. A proper copper coffee pot. 3. Jane and John jump in their jackets. 4. Susan and Sandra sleep in school. 5. Around the rugged rocks the ragged rascal ran. 6. Red lorry, yellow lorry, red lorry, yellow lorry. 7. A big black bug bit a big black bear. 8. Peter Piper picked a peck of pickled peppers. Where’s the peck of pickled peppers Peter Piper picked? 3. Crazy Stories (Take well known fairy stories, tales, legends and rewrite them in a crazy way. They then read out or tell or role play their stories to the rest of the class.)
- 10. Susan Hillyard – Use it or Lose it! Once upon a time there was a girl called Cinderella who lived with her FOUR BROTHERS. They were all BEAUTIFUL. Cinderella worked in the house and her brothers HELPED her all day long. One day an invitation arrived for them to go to the King’s DISCO and the sisters BEGGED Cinders to go with them. Suddenly Cinderella’s fairy GODFATHER appeared and waved his HOCKEY STICK to make a LEATHER JACKET and a MOTORBIKE for Cinders etc etc G. True or False games (These games take the place of written true or false exercises and can be used for any language items or subject/content material.) 1.Is it True for you? Rules: TRUE: Raise right hand FALSE: Raise left hand DON’T KNOW: Cross both hands on chest Teach rhyme and have Sts join in with the actions with you until they are sure of it. Have your list of statements ready, beginning with easy statements and leading on to more “thinking” statements. Right for right, Left for wrong Cross your heart If you just don´t know. Lists Adjectives: I’m tired, I’m hungry, I’m fat, Nouns: I’m wearing a belt/ trainers/ … Tenses: I went out last night/I ate pizza for lunch/I’m going on holiday in….. Likes: I like……/I hate……. Comparisons………..is/are better than ……. Opposites……………..on is the opposite of off Content materials: Pigs can fly/ grass is green/ dogs moo/ birds swim/there are 26 bones in the wrist/ volcanoes sometimes lie dormant/the play “Othello” was written by Marlow etc etc 2. Jump to the Right. Jump to the Left (colours) (This can be done with any vocabulary or structure you are studying) 1. Divide the board into 2 and write the word TRUE/CORRECT on the left side and FALSE/WRONG on the right side. 2. Make two lines of students stretching the length of the room, looking at the board 3. T calls out “This is RED!” while holding up a Blue Flashcard. Sts should jump to the right or left according to whether they think it is true or false. H. Present Continuous games (Revise the present continuous tense and focus on those verbs which lend themselves to mime. Write up a list on the board if you wish.)
- 11. Susan Hillyard – Use it or Lose it! 1.Telling lies 1. Have students sitting in a closed circle. 2. Call one to you and whisper an action in her ear e.g. eat a hamburger. Or give the St a written command 3. Student mimes the action while the teacher says “I believe Maria is brushing her hair?” 4. The class has to shout out “No she’s NOT! She’s eating a hamburger” VARIATION: Students can prepare their own in groups of 3 and play them out to the class. 2. Excuse me Madam/Sir 1. Have students sit in a closed circle. 2. Have them repeat and learn off by heart “Excuse me, Madam /Sir, what’re you doing?” Try to make it as natural as possible. 3. T mimes an everyday activity in the centre of the circle (e.g. tying her shoe laces) and indicates one student to enter the circle and ask the question. The T carries on miming the tying of the shoe laces and says” I’m taking a shower” which is a lie. 4. The teacher sits down and the St now mimes the lie. 5. The teacher indicates that a further St should enter and ask the question. 6. The student continues to mime taking a shower but tells a lie e.g. “I’m playing tennis” which the 2nd St must begin to mime. Go right round the circle from left to right each side of the teacher until all the Sts have a had a turn. 3. Running Commentary 1. Have students sit in a closed circle. 2. Ask for a volunteer or DIP. 3. Have the St. mime a series of linked everyday exercises e.g. getting up in the morning, bathing, dressing, eating breakfast, leaving the house etc etc. 4. As St mimes, the T performs a running commentary e.g. Soraya is waking up…..she’s opening her eyes……..she’s switching off the alarm, she’s stretching and complaining etc etc. 5. Ask for other kinds of series of actions and list them on the board. 6. Ask Sts to get into pairs. Label each other A and B. A performs the mime while B does the running commentary then they swap over so each has a try at both tasks. 7. T may ask if a pair wants to present to the group. J. Miming Games 1. "Invisible" letters 1.T prepares a blank letter inside a blank envelope. 2.Teach the song “ Postman Pat” 3.Appoint a postman to run around the inside of the circle while the class sings and he posts the letter in another Sts lap. 4.The St opens the letter and imagines the content. The St “reads” the letter expressing with body, face and voice what the content is. 5.The T asks the class for the contents and Sts suggest e.g. she has just won the lottery. 6. Then T asks more questions probing for details e.g. how much? What will she buy? Etc. 2.Mirrors 1.Arrange Sts in pairs 2. Explain one is the mirror and one is the real live person
- 12. Susan Hillyard – Use it or Lose it! 3. Have the live person do a series of actions of an everyday activity while the other “mirrors” the actions in silence. 4. T asks if they want to present their work to the class. 3.Two as One (Rule: The pair must move and speak in sync so it seems to be just one person……quite tricky) 1. In pairs Sts link arms and imagine they are one person who is walking down the street and meeting a friend (another pair working as ONE). 2. He or she greets the friend and indulges in a few phrases of small talk before moving on to meet another friend. 4.Magic Spells MATERIALS: a magic wand, a witch’s hat (optional) and cards for visual support (optional) PROCEDURE: if the vocabulary items are to be introduced with this activity, teacher will need to work as a model and students will join in. If the activity is used for revision, teacher will work as the “witch” or “wizard”. As time goes by, students may also play the role of witches and wizards. The spell goes: “I touch my nose, I touch my ear, everybody is a TIGER here!” (magic wand helping in the “spell”) the spell may be cast on the whole group or on individuals “I touch my nose, I touch my ear “Marcos” is a LION here” FOLLOW UP: you may use flashcards to check what animals you have performed during the activity and which you have not. You may use this activity as a warm up or follow up activity in any class; students can learn the spell and take on the role of the witch or wizard. 5.This is not ……it’s a………… 1.Have a ball or a scarf or a hockey stick or any everyday object. 2. Sit in a closed circle 3. Start a simple mime with the ball, saying this is not a ball it’s a ……….and mime a baby in your arms with the ball as the baby and the class must call out the new object. 4. Pass on the “baby” to the next St who mimes the ball as a baby and says ” This is not a baby it’s a………and mimes a new object which the class should call out. 5. Continue all around the circle until everybody has had a turn with no repeats. 6. Now ask the class to tell you as you point to each St or say their name, “He/she said it was not a ……..He/she said it was a ………..” 6. Clay Figures 1. Have the students imagine a ball of clay the size of a tennis ball on the desk. 2. Ask them to pull and stretch and knead it to soften it. 3. Ask them to form it bit by bit into a person. They should visualize the person deciding if it is a man, woman, girl, boy, baby, old person, profession etc etc Decide on colour of eyes, hair, clothes etc etc and work for some minutes with the clay. Don’t rush this part. 4. Now get Sts in pairs and ask them to show and tell everything about their figure. 5. Now, each student rolls the clay back into a ball and they give instructions to each other to make a new figure.
- 13. Susan Hillyard – Use it or Lose it! K. Concentration Games 1.1,2,3 stare… 1.Have the Sts stand in a closed circle. 2. Teach and have them repeat the phrase ”1,2,3 Stare ……..” On the word STARE they look around the circle and STARE at some one else 3.If they coincide then they go into the centre of the circle and greet each other as you have taught them to do and ask a few personal questions before they return to their places. 4.Repeat as long as the interest remains. 2. Mum-in-law's name order 1. Have Sts think of the initial letter of their Mum or Mum in Law’s (or any family name) 2. Have them mingle and tell others this letter without speaking or mouthing the letter. 3. They can draw the letter in the air, draw it on each other’s backs or hands or make the letter with their bodies but they must NOT speak. 4.Still without speaking they must get themselves into alphabetical order according to the letter they have chosen. Check order is correct by asking each St to tell name they have chosen. 3. Guess the Leader 1. Have the Sts sit in a closed circle in silence 2. Ask them to follow carefully and in silence your movements with your hands. 3. Lay your hands on your knees and begin to do a series of movements, usually abstract movements, like raising your hands above your knees, closing your fists, opening them slowly, moving your hands up towards the ceiling and pointing with one finger etc etc Ask the Sts to follow you in unison. Explain there should be complete silence and everybody concentrating and working at exactly the same speed. 4. Repeat the exercise twice with T as leader, then ask for one of the Sts to lead the exercise. 5. Ask for a volunteer (or dip) to go outside the door and to cov er their ears while the class chooses a secret leader to lead the next round. 6. Start the next round and when concentration is good, walk out of the classroom to fetch in the volunteer. 7. The volunteer may stand outside or inside the circlr to discern who is the leader. It is the responsibility of the class to try to bluff and to stop her finding out. 8. Allow 2 mins and ask for the leader’s name. If wrong give a second chance. 9. Repeat the rounds as many times as you wish. 3. Robots 1. Have the Sts sit in a closed circle. 2. Ask for a volunteer or DIP. 3. Explain this is your robot and you are the programmer. Mime some “programmimng” movements and “teach“ the robot a simple code for simple movements,e.g. Forward= take one step forward and stop Backward=take one step backward and stop Left= turn one quarter turn to the left and stop Right= turn one quarter turn to the right and stop
- 14. Susan Hillyard – Use it or Lose it! 4.Ask the ROBOT to close their eyes and to practise this series of movements to your commands while moving the robot around the centre of the circle. 5. Explain that the robot, with eyes closed, must move around the centre of the circle with you giving the commands and when the robot reaches a person that person must use a silly voice or a different character voice to say “Good morning, how are you? Can you guess my name?” 6. Tell robot to close her eyes and tell everybody to change places. 7. Play the game and ask the robot to guess who it is. 8. Play with a number of Sts. Extension: 1.Have Sts play the robot and programmer in pairs using only: a) letters of the alphabet b) animal/furniture/colour etc names c) sounds made by the body e.g. stamping, clapping, clicking, shuffling d) Sounds made with the voice e.g. tutting, clucking, sighing, shushing e) Animal sounds e.g. barking, cheeping, trumpeting, mooing 2.They can all work at once and then present their invention to the class in pairs. 3. They can go to stand at the far ends of the room and try to guide their partner through an obstacle course made of desks and upturned chairs. The first to meet up are the winners. 5. Changing Clothes Have the students sit facing each other in pairs. Ask them to observe each other carefully, making a mental note of the other’s appearance. Tell them to turn their backs on each other and, without peeping, each must change three things about their appearance. Tell them to turn to face each other again and then tell each other what items were changed. If you wish you can revise the vocabulary for clothing and accessories beforehand. You may also want to revise the use of useful verbs like to take off, put on, to change, to move, to alter. Bibliography Baldwin, P. (2004) With Drama in Mind: Real learning in imagined worlds – Network Educational Press. Pages: 31-43, 61-70. Boal, Augusto. 1992. Games for actors and non-actors. London: Routledge. Bolton, G. (1998) Acting in classroom drama: a critical analysis – Trentham Books. Pages: 53-64. Burke, A.F. and J.C.O’Sullivan. 2002. Stage By Stage. Portsmouth: Heinemann. Case, Doug and Ken Wilson. 1995. English Sketches: Sketches from the English Teaching Theatre Intermediate. Oxford: Heinemann. Cassady, Marshall. Acting Games: Improvisations and exercises. Meriwether Publishing. ELT & News Views. (1999) KIDS – University of Cambridge. Farmer D. 2007. 101 Drama Games and Activities. Lulu Publishing Fleming, M. (2001) Teaching Drama in Primary and Secondary Schools: An Integrated Approach – David Fulton Publichers. Goldberg, Andy. 1991. Improv Comedy. Hollywood: Samuel French. Heathcote, D. (1984) Collected Writings on Education and Drama – Northwestern University Press.
- 15. Susan Hillyard – Use it or Lose it! Kitson, N. & Spiby, I. (1997) Drama 7-11: developing primary teaching skills – Routledge. Pages: 33-34-35-39. Lots of acting exercises. McRae, John. c1985. Using Drama in the Classroom. Oxford, Eng/NY: Pergamon Institute of English. Muir, Frank and Simon Brett. 1982. The Penguin Book of Comedy Sketches. London: Penguin Books. Winston, J. & Tandy, M. (2001) Beginning Drama 4-11 – David Fulton Publishers. Pages: 36, 43, 44-46, 85 Wooland, B. (1993) The Teaching of Drama in the Primary School – Pearson Education. Pages: 128-130, 138-139. Online resources http://www.dramex.org/http://esldrama.weebly.com/resources--links.html http://improvencyclopedia.org/ http://learnenglishkids.britishcouncil.org/en/language-games http://www.hltmag.co.uk/may01/sart3.htm http://prosites-eslflow.homestead.com/roleplaysdramatheatregames.html http://www.artsonthemove.co.uk/resources/gamesmethods/games.php http://www3.kcn.ne.jp/~msheff/booksdrama.html#games http://groups.yahoo.com/group/EVO_Drama_2011/ http://www.dramaresource.com/games/game-of-the-week http://tesoldrama.wordpress.com/?s=TESOL http://englishthroughdrama.blogspot.com/ http://www.d4lc.org/