Drama Activities

1 Line up!

Aims: To help the Ss to get to know each other.
Preparation: You need to know all the Ss’ names and dates of birth.
Materials: None.
1 Ask the Ss to arrange themselves in a line from the tallest to the shortest.
2 Ask the Ss to arrange themselves in a line with people whose name begins
   at the start of the alphabet at one end etc.
3 Ask the Ss to arrange themselves in a line from the oldest to the
   youngest. Now Ss will have to find out in which month and year their
   peers were born.

2 First-time listening and reading

Aims: To familiarise Ss with the story they are going to perform.
Read the story and decide at which points it would be suitable to stop and ask Ss to speculate on the story.
Materials: The audio cassette/CD and the Pupil’s Books.
1 Introduce the story to the Ss by showing them the Pupil’s Book cover and
   front page. Point to the characters and ask for Ss’ speculations on both
   story and characters.
2 Play the cassette/CD while Ss follow in their books. When you reach the
   first stopping point, ask Ss to close their books and tell you what they
   think is going to happen next. Accept all answers and then continue.
3 After listening to the development of the story, stop again and ask Ss
   which of their suggestions were correct. Then play the story until the
   next stopping point.

3 Chanting

1 To practise in a group before speaking alone.
2 To help Ss learn their lines.
Preparation: Cut out the script pages from the Pupil’s Books.
Materials: A copy of the script for every S.
1 Divide the class into groups so that each group plays a different
   character. Read out the scene you have decided to practise while the Ss
   follow in their copies. Change your own voice as you change character.
2 After every page, stop and allow the Ss to chant the page in their
   character groups.
3 Go through the play, page by page initially.
4 Then read a scene and allow the Ss to chorus the scene.
5 By this stage, the Ss should be able to chorus the play while you

4 Listen for the cue!

Aims: To help Ss learn their lines and identify when to say them.
Preparation: Cut out the script pages in the Pupil’s Books.
Materials: The scripts from the Pupil’s Books.
1 Point out that knowing when to speak is important in a play and that
   in order to do that, they should identify the lines of the characters who
   speak before them (i.e. the cues).
2 Allocate the roles and ask Ss to underline their lines in one colour and
   circle the lines before them. Ss who are not willing to act can work as
3 Ask Ss to read out the play. Prompters can help out those who
   confuse their lines.
4 You can repeat the reading, focusing on intonation, pronunciation,
   clarity etc.

5 Stop – Start – Action!

1 To help Ss to get visual clues from what is happening on stage.
2 To help Ss to work co-operatively.
Read the story and memorise the position and movements of the characters in each scene.
Materials: The audio cassette/CD and the Pupil’s Book.
1 Pick a S to come to the front and start miming a scene.
2 After about 15 seconds shout, “Freeze!”, which tells the actor to hold
   their position. Point to another S and have that S replace the frozen S in
   their exact position and shout, “Go!” This S then continues and extends
   the action that the previous S was in the middle of performing.
3 Continue until all the Ss have had a turn.

6 Who am I?

1 To encourage Ss to work together and practise co-ordination.
2 To revise lines from the play they are about to perform.
Preparation: Practise miming a simple scene from the play.
Materials: The Pupil’s Book.
1 Revise the basic plot of the play with the Ss.
2 Mime the scene you have prepared and ask them to guess who you are.
   After they have guessed, see if they can remember the lines of the
   character in that scene. Allow Ss to check their guesses by finding that
   scene in the book.
3 Divide the class into teams of 3 or 4. Tell them that now they have to do
   the same. Give each group time to prepare a different part of the play.
4 When they are ready, each group performs their scene. The rest of the
   class try to guess who is who and what is said.

7 Mirrors

Aims: To encourage Ss’ powers of observation and concentration.
Preparation: None.
Materials: None.
1 Ask Ss to sit or stand in pairs facing each other. Explain that one of
   them, S A, has to act as if he/she is looking in a mirror, and the other,
   S B, has to mirror their exact movements.
2 Ss start practising in pairs. After a few minutes, ask Ss to change roles
   and S B takes over the lead while S A mirrors the movements. Point out
   that concentration is important and monitor the class, watching each
3 This activity can be turned into a game, where the best pair wins,
   by eliminating pairs if they do not mirror the exact movements of their

8 On my way to school today …

Aims: To encourage Ss to memorise things.
Preparation: None.
Materials: None.
1 Ask Ss to sit in a circle.
2 Select a S to start by saying, “On my way to school today, I saw a … (e.g.
   dog).” In turns, each S in the circle continues by adding an item to the list.