fun plays for children learning english - · pdf filefun plays for children learning english...

Fun Plays for Children

Learning EnglishFor Small Groups and One on One

By Shelley Ann Vernon

www.teachingenglishgames.com

Fun ESL Plays for Children

Printing and CopyrightThis book is designed to be easy to use onscreen via the links from the table of contents and the detailed index.

Should you choose to print it, it is written in an ecological font with tiny holes in it to save ink.

PRINTING TIPS

To use much less ink and print everything quicker print in colour but always selecting draft or economy ink setting.

To find that option:

1. Open the document you want to print2. Select FILE then PRINT and your printer menu will open.3. Look for SETTINGS or PREFERENCES and select draft or economy.

The wording may vary depending on your printer, but this option will be there.

SPECIAL FONT

This is an optional step to save more ink every time you print any document.

The books are created with an ink-saving font with tiny holes. You save 20% more ink in addition to saving ink using the draft printer setting.

To benefit from this font you need to install it in your fonts folder. If you are a total beginner with computers you might prefer to skip this step.

When you yourself create documents you may use this font and save ink each time you print.

Here is an information page on how to download that font, which is free of charge.

http://www.teachingenglishgames.com/font.htm

It's best to print in sections, such as ten pages at a time, that way if your printer chews up a page you won't be in a total mess!

COPYRIGHT

Copyright @ 2009 by Shelley Ann Vernonwww.teachingenglishgames.com

All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronically or mechanically, including photocopying, recording, computer bulletin board (BBS), Internet, or by any information storage retrieval system, without written permission of the author.

I earn my living from my books so I appreciate your integrity on this point. Thank you!

Published by: Shelley Vernon

Copyright @ 2009 by Shelley Vernon, Teaching English Games 2

http://www.teachingenglishgames.com/


Table of Contentss

Introduction

Drama and Children: a Winning Combination p. 5Axing the Arguments against using Plays p. 6Drama and Language p. 6Motivation p. 7

How to use the plays

Warm ups p.10Using songs p.11Adapting the plays to your class p.11Pre-teaching Key Vocabulary and Phrases p.13Performance p.14References p.15

Language Summary Go to Summary p.16

1. Girls and Boys p.212. The Robot p.253. The Best Restaurant p.293b. The Best Restaurant Adaptation p.344. Cars p.415. Zoo Talk p.446. Growing Things p.477. Let's go for a Walk p.498. In the Library p.549. Mixed up Magician p.5710. Story Time p.6011. Cold Weather p.6312. Shopping p.6512b. Shopping 2 p.6713. Dirt is Fun p.7014. Tea Time p.7415. Bake a Cake p.7516. Birthday Party p.7617. My Party p.7918. Red Yellow Green p.8119. Ready Steady Go! p.8320. Trading Game p.8621. Soccer Practice p.8822. Quiet Time p.9023. Seasons p.9224. What Day Is It? p.9425. Lost and Found p.97



26. Only Shirts p.9927. Doctor Doctor p.101

28. The Rock Band p.104

29. The Meeting p. 108

30. Places p. 110

Other Resources Go to Other Resources p.114

About the Author p.118



Introduction"Tell me and I will forget.

Show me and I will remember.

Involve me and I will understand." (Chinese Proverb)

This introduction looks at how role-plays and drama can be excellent teaching tools. After a brief look at the theory we get down to practical tips for teachers in the form of activities and advice, ranging from the first introduction of drama techniques into your classroom to the actual performance of a play. The bulk of the book is of course the scripts themselves.

Most language teachers would agree that one of the most effective ways to teach children English is to provide them with opportunities to learn in the context of everyday situations with the emphasis on communicational skills. Drama is the ideal technique to use to achieve this. Children have a natural proclivity for make believe and they find it highly motivating and yet many teachers are nevertheless hesitant to use this method of teaching.

Drama and Children: a Winning Combination

Anyone who has worked with young children knows that they learn well by exploring their world using their imagination and engaging in pretend play. The link between imaginative, or pretend play, and language is particularly strong. Communicational and conversational skills develop as children make up scenarios ("this is our house, and this is the baby, she is just born and she has to sleep now"); assign roles and direct the action ("I'll be the Mummy and I'm going shopping. You're the daddy; you have to go to work!") and slip in and out of multiple roles ("now it's my turn to be the teacher").

This imaginary play apparently gives the child an understanding of the power of language and, by including others in his games, he learns that words make it possible for him to tell a story or organize a game. Acknowledging the importance of this aspect of a child's development, many preschool and kindergarten classrooms include a dramatic play area where children can act out their fantasies.

The combination of imagination and learning, however, need not be confined to pre-school children. For older children drama provides practical experience in communicating, both written and oral, gives them



the opportunity to learn to work together, to develop tolerance and empathy as they begin to see the world from different perspectives, andpromotes active learning, enriching and reinforcing their more traditional school experiences.

In addition most children are excited by the prospect of performing in front of others as a chance to be the centre of attention. So, when it comes to teaching English as a second language, no matter the age of the student, drama and children are still a winning combination.

Axing the arguments against

Despite its obvious advantages many teachers are wary of trying to introduce drama in the classroom. This is particularly so among the more traditional teachers who feel that teaching cannot take place without a textbook in hand. These teachers, and many parents, see drama as "play" and feel it would be more appropriate if the children were "working". Yet one of the findings of a three-year study Teaching Literacy through Art showed that including arts education increases fundamental literacy skills in elementary school students. Students involved in these programmes also 'scored higher on expression, risk-taking, creativity, imagination and cooperative learning.' Using creative drama therefore made the students more skilled in other areas and more rounded individuals.

Another common fear, particularly among younger and less experienced teachers is that of losing control of the class and many confuse the busy buzz of involved children with rowdiness.

A further argument which I have frequently encountered is lack of time. "The curriculum is too full, there is not enough time to fit everything in, I couldn't possibly add drama as well." This argument is easily overcome when teachers realize that drama is not an addition, but a method of teaching. Finally there are those retiring souls who exclaim, "I couldn't possibly use drama, I can't act!" Colleagues, it is the children who are going to act, and they are experts! Also our main purpose here is to use English in a meaningful way that the children enjoy. If the acting is good that is a bonus, but bad acting is also fine - as long as the children are learning and enjoying it! Back to Table of Contents

Drama and language

Instead of lingering over the "why-not" of drama, let's look at the "why" and, in particular, why we should use drama for teaching English. First of all, it's authentic. Using drama enables children to use English appropriately in real conversations, expressing emotions and ideas and listening to the feelings and ideas of their peers. In other words, English is taught in the context in which it will be used, which makes students aware



of the language first and foremost as a means of communication and which is far removed from lists of vocabulary, work-sheets and textbooks.

Back to Table of ContentsThis conversational use of language promotes fluency. While learning a play, children are encouraged to listen to and repeat their lines over a period of time. By repeating the words and phrases they become familiar with them and are able to say them with increasing fluency.

Using drama to teach English also helps to improve the understanding and retention of a word. By the time a child has read, rehearsed and acted out

a scene focusing on the phrase "I've forgotten my...", for example, there is little likelihood of ever forgetting how to use it in context. The same would not hold true if the verb "forget, forgotten, forgot" had been memorised by rote for a vocabulary test.

Obviously the active participation required in a drama lesson involves not only the intellect but also children's imagination and emotions. By encouraging self-expression, drama motivates children to use language confidently and creatively. In addition, drama also teaches them to enunciate their words properly and to project their voices when they speak, helping them to become clear and confident speakers.

Finally drama is an appropriate method for teaching children with different learning styles and at different levels of understanding. No one learns in exactly the same way, we all have different methods of processing information. By actively involving him in his own learning process, dramatisation allows each child to absorb the language in his own way. Similarly, children whose language skills are still very limited can be given fewer lines and in addition are given the opportunity to communicate using non-verbal cues such as body movements and facial expressions.

Motivation

As teachers we all know that trying to teach an unmotivated child is like hitting one's head against a brick wall. With very young children we seldom come across this problem as most kindergarten and preschool children are motivated by curiosity and love to explore new ideas. Sadly, as a child grows older, learning is often seen as a chore. Let's look at some of the reasons children become de-motivated and see whether the use of drama could be a factor in overcoming them.

The child's experience of success or failure has a significant effect on his motivation to learn. If children repeatedly fail, even when they have put a great deal of effort into their learning, they are inclined to approach future tasks with a negative attitude. Using drama as a teaching method and with the appropriate choice of play and roles, there is no reason why all children cannot experience success. The secret here is to make the task



challenging, but achievable for each child. Plays are ideal for this purpose of handling mixed abilities, as you can give bigger parts to better students, thus keeping them motivated and challenged while making it significantly easier for the slower students by giving them fewer lines. In the meantime all students will be benefiting from being present and hearing the English spoken over and over again.

The teacher's own enthusiasm also goes a long way towards motivating a child. Anyone who has taught a classroom of children knows how quickly they pick up and reflect your moods. If you think your English grammar lesson is boring, so will they! By using drama as a teaching method and allowing children to experience language in the simulated reality of a play they will derive far more fun from the lesson and fun is always motivating. In addition, chances are they will be considerably more motivated to use the language in similar situations in real life. Obviously then, drama techniques motivate children to learn by breaking the monotony of the English class and lifting the tempo as children discuss and act out their roles, learn what they are going to say and decide how they are going to say it.

This leads to the third major factor concerning a lack of motivation, which is the child's need to belong. Watch an apathetic child in the classroom come alive on the playing fields and play his heart out for his team. That is where he feels he fits in, his talents are respected and he is part of the team. Lumsden, in Student Motivation To Learn, points out that 'if students experience the classroom as a caring, supportive place where there is a sense of belonging and everyone is valued and respected, they will tend to participate more fully in the process of learning'. In a drama lesson all children are equally and actively involved, each role is essential for the successful performance of the play. A sense of belonging can be achieved here that is difficult to attain in the more traditional classroom setting. In a way, drama lessons are the playing fields of the classroom.

Another important motivational factor, related to success, is self-confidence. As children become familiar with their lines in a play, they become more confident in their use of language. Even timid children, who generally withdraw from group activities and are shy about talking English in front of their friends, will often come out of their shells when given a role which they are capable of handling. To illustrate this, one teacher told me how the shepherd's role in the annual nativity play became synonymous with the shyest children at her school. Here they could hide behind robes, headdress and crooks. But the shepherds knew how important they were and, without fail, year after year, proudly led their sheep onto the stage.

Role-playing comes naturally to children, especially the younger ones and when playing a role they easily shed their shyness and inhibitions. As they discover that they can be anything, just by pretending, children grow in



self-esteem. In fact the power of the persona is such that children who might otherwise be hesitant about speaking in public are often able to do so unselfconsciously when playing a part.

Finally it's also very motivating for children to be working on a specific project with a finish date in mind rather than being lost in the vast sea of English. A real sense of satisfaction comes from the achievement of putting on a play together and actually hearing the applause at the end!

Back to Table of Contents



How To Use The PlaysWarm Up Ideas

Let's look at where to start. If you have not yet introduced your class to drama there are many circle games to initiate dramatic play. Violin Spolin's Improvisational Theatre Games are ideal for teachers wanting to delve into aspects of teaching drama. Although many of these do not use words they do help students relax, encourage them to use their imagination and help them become more confident. However it's possible to not pay any attention to acting as the plays still achieve their purpose from a language-learning point of view without spending valuable lesson time on dramatic arts, so it really depends on your teaching circumstances, talents and inclinations as to how much of this you can do.

In one of Spolin's games the group stands in a circle. The first child turns to the right and makes a simple movement, the child on the right repeats the movement, then gives a new movement to the child on his right and so on until everyone has had a turn. This game can be played with sounds as well - start off by making them non-verbal. As the children become more proficient at this game the movements and sounds can be accumulated, with each additional sound and movement eventually building the entire sequence into a form of dance. Just making sounds rather than saying words is helpful for bringing out very shy or silent students. Sounds are a stepping stone to build confidence.

A verbal version of the game could combine the vocabulary you plan on using in a play with the movements. For example when learning professions for the first play use this circle game to pass around a sentence; “I'm a dancer”. The children each say the sentence and mime the action. A more advanced version would be for the first child to say “I'm a dancer”, and dance. The second child says “she's a dancer, (first child dances) and I'm a doctor” (mimes it). And so on around the circle. An additional challenge to the above circle game would be to memorise all the professions in order. The first child mimes dancing each time it is mentioned. The second child mimes being a doctor each time and so on. This keeps those children in the game even though they have had their turn at speaking, which is MOST important to avoid boredome and consequently misbehaviour. Other ideas for this game are miming animals for the Zoo Talk play, body parts for Robot or Doctor Doctor. The idea will work with any vocabulary that can be mimed.

Another game from Spolin is a mirror game in which the children face each other in pairs. Child A makes a movement (slowly!) which child B then imitates as if she were a mirror. In other words if child A moves her right hand, child B will move her left. Ideally the movements will follow each



other so closely that it will be difficult to tell who initiated the movement and who is copying. This creates tremendous rapport between pupils.

Freeze tag is another improvisation game that is used to help the children learn the concept of building scenes. Used initially without words two children at a time move about randomly in a cleared area. When the teacher calls "Freeze!" the children use the poses they find themselves in to suggest a scene and begin to carry it out. This allows the children to enjoy acting without the added pressure of having to find English words. Younger children love the game (the more contorted they find themselves in the "freeze position" the better), but would probably not be able to carry it through. Asking them what they think they might be doing in that pose often helps.


Using Songs

Although these games are invaluable in preparing the children for play-acting, we should not lose sight of our main goal, which is teaching English. A good way to begin the transition from non-verbal acting to verbal games is using songs. Teaching the children to sing rounds, such as Row, row, row your boat and Frère Jacques, (Brother John), while miming appropriate actions, and then dividing them into groups to sing counterpoint helps them to lose their inhibitions as they each try to out-sing the other groups. With younger children it helps to have an adult in each group because they easily get lost. This exercise also promotes concentration and teamwork. Encourage raucous participation!

I have always found singing to be an excellent way to learn new vocabulary. Once the children know a song and enjoy singing it, put the new words to the tune. Almost anything is possible. Frere Jacques, Frere Jacques, becomes Eggs and bacon for my breakfast without any trouble and is sung just as lustily! Put familiar tunes to some of the phrases found in the play before you even introduce the script so that by the time you do introduce it the children know the key vocabulary and phrases already.

Adapting the Plays to your Class

Once the children have begun to experience their ESL classroom as a fun and safe environment and (optionally) are beginning to understand the basics of performing, it is time to introduce them to the real thing.

Choosing the right play is important. It should not only be age appropriate but also adapted to the language level of your students. It is also useful, though not essential, to choose a play script that is in keeping with vocabulary or grammar you are teaching at the time, or wish to revise. The plays here are written especially for ESL classrooms. They are short , repetitive and designed to involve the whole group, no matter how big or



small. They combine fun, movement and language usage carefully planned to provide optimal speaking practice in real life contexts. Roles should be assigned according to your students' language ability levels. Children who are more capable and more confident can be given more lines, while shyer children or those with a more limited vocabulary have fewer lines to say, repeat lines said by other children or speak as part of a group.

It goes without saying that the play can be adapted for your own situation. Keep the script simple, but develop it further or modify it if your students' proficiency or lack of proficiency in English requires it. Some of the lines in the play may be optional. Edit these freely to suit your needs, based on the main idea. The plays are written for beginners so if you have intermediate students you will either be able to learn the plays faster or you have the option to add in extra lines.

Two examples of adaptations are included to give you ideas and also show you how easily it can be done. The Best Restaurant play comes in two versions, my simple version, and then one from a teacher who made my basic dialogue much more varied and complex to suit her pupils, and she very kindly sent it to me to include in the book. The Shopping play is also given in two versions, my original, and a second version from a teacher who adapted the original script to include vocabulary from my Hetty and the Lion story from the preschool series of stories and songs.

It is recommended not to give out scripts. Reading scripts dispenses students from memorising language and in performance inhibits creativity and fluency. However reading scripts is useful for spelling, grammar and can be essential if your class is working in groups independently from the teacher.

Every play can be used for any number of children. The beauty of this is that if a child does not show up to rehearsal or even to the final performance it does not bring the whole show to a halt. I once had a little five year old panic at the last minute right before the performance and go home to take off her princess dress. Another pupil in the group was able to take her role right there and then (and it was the lead role in the play too) and the play was performed flawlessly. (What had made the little girl panic was not the idea of performing the play but the fact that she had come to the class in her princess dress and saw that the others were wearing normal clothes so she felt embarrassed (sadly) and wanted to go home and change. Take note of that and make sure you talk about what the children will wear so everybody knows.)

In a one to one situation the teacher takes one role and the pupil takes the other lines and this is explained for each play in the notes.




An option if you have large classes

Regarding class sizes my preference has always been to use plays in small groups. However you may be lucky enough to have a highly motivated class where the children stay on task when left to work in groups. This is the case for Tenzin Pelmo in Tibet who uses these plays and says:'For a class of 30 or more students, I use four or five different playscripts, and according to the number of characters in each play, I dividethe class. So that way, all the students are occupied and there is noboredom at all. I circulate around the classroom to help them read withexpression and proper pronunciation.

After a couple of days or even after a week, the students gain fluency dueto the repeated reading of the same dialogue and on the performance day,they are excited to show off their good reading to the rest of the classand they do great and ask for another play script. They love it!Thook-jay-chay! This is "Thank You" in Tibetan.'


Pre-teaching Key Vocabulary and Phrases

Once you have decided on the play it is time to get down to the nitty-gritty of rehearsals. While older and more capable students can be given copies of the play to read this is generally not advisable for younger and less capable children. For all students, no matter what level they may be on, the emphasis should be on speaking, acting and movement, not on reading lines. It's a matter of personal choice but my own recommendation is not to give out written lines at all. Pre-teach the key words and phrases so that when you come to the play itself you have already broken the camel's back and you just have to focus on putting the pieces of the puzzle together.

Pre-teach the vocabulary first. Use it in songs and in games like Spolin's circle game and those in 176 English Language Games for Children, available from here in digital format, and also on Amazon as a real book:

http://www.teachingenglishgames.com/4-12.htm

And on Amazon.com, and the European Amazon sites:http://www.amazon.com/ESL-Games-Language-Children-teaching/dp/1475255586/

A complete set of flashcards for the plays also comes included with the above games book and it's highly recommended if you need classroom games to make your teaching more effective.

Or if you are working with preschoolers then the preschool games book would be more appropriate:


http://www.amazon.com/ESL-Games-Language-Children-teaching/dp/1475255586/

http://www.amazon.com/ESL-Games-Language-Children-teaching/dp/1475255586/




If teaching one on one as a private tutor or a parent then the one to one games book and video will be most useful to you:

http://www.homeenglishteacher.com

See also the section at the end of this book entitled Other Resources.

As part of your preparation use games, practise the lines by chanting the words, stamp out the syllables, act them out individually, particularly when using words describing emotions and actions. Once the children are familiar with the separate words let them start practising complete sentences from the play. These short sentences can also be practised in games. The idea is not to have individual children word-perfect in their own roles but to let the whole group experience using the sentences and vocabulary in context.

Only when all the children know the key words and sentences or questions from the play should you put together all the elements - words, expression and movement. Allow the children to use their own creativity in setting the scene, deciding on props, costumes etc. Remember that, as far as the last two are concerned, these should be kept very simple, using the "less is more" principle, and they only need to be included in the final rehearsals. You will find that if you give the children props too soon they become very absorbed by them and take a lot of time arranging them and so forth instead of getting on with saying their lines! Therefore give out the props when the play runs fluently. The addition of props is then a novel element to keep the children's interest right through to the final performance.


Performance

Once all your efforts have been rewarded and the children are able to run through their lines fluently, confidently and with the appropriate movements and expression, arrange at least one performance, even if it is only for the class next door! This is absolutely vital because it allows the children to feel the satisfaction of showing their work. Usually it is possible to invite parents to arrive earlier to collect children from the last lesson of term if you give sufficient notice, or arrange a special time. One can often perform the play at the school, during assembly, or for a special performance. School heads are generally proud to show off to parents so even if you are a visiting teacher running after-school classes the head of school usually sees this as a plus that the school has to offer to prospective pupils and parents.


http://www.homeenglishteacher.com/



A tip regarding the actual performance: Don't start the show with the play but instead have pupils sing a group song or two with actions, play some vocabulary games in front of the audience by way of a warm up and finish with the play. This helps the children get used to suddenly being in front of an audience and will mean they are much, much less likely to freeze up with nerves when it comes to saying their lines.

Preparation of posters, invitations etc. could form the basis of another English lesson. If the prospective audience has limited English skills perhaps a translation of the play could be made available to them. I was once asked for subtitles by a parent, which surprised me as the language in the play was so basic, but in fact afterwards I realized that it is polite and helpful to acknowledge the audience in this way.

Finally, if at all possible, take a video of the play. Not only will the children love seeing themselves act, it will serve as useful revision whenever the children watch it. It will enable you to give them feedback later and will provide you with a benchmark against which further development can be determined, plus you can use it to market your lessons and find more pupils, with permission from parents. A recording of one of your plays is a testimony to your success as a teacher.

References

Early Childhood Learning Knowledge Centre. (2006). Let the children play: Nature?s answer to early learning. Retrieved 1 April 2008 from www.cclcca.ca/CCL/Reports/LessonsInLearning/LinL20061010

Church, E.B. (n/d) The importance of pretend play. Scholastic. Retrieved 1 April 2008 from http://content.scholastic.com/browse/article.jsp?id=10175

Randy Korn & Associates (2006). Teaching literacy through art. Final report. Solomon R Guggenheim Museum. Retrieved 1 April 2008 from www.informalscience.org/download/case_studies/report_221.PDF

McLachlan, M. (n/d) Drama: The most important subject? Children and Drama. The Creativity Institute. Retrieved 1 April 2008 from www.creativityinstitute.com/index.asp?PageAction=Custom&ID=53

Lumsden, L.S. (1994). Student motivation to learn. EricDigest 92. Retrieved 2 April 2008 from www.kidsource.com/kidsource/content2/Student_Motivation.html Church, E.B. (Ibid)

Spolin, V. (1999). Improvisation for the Theater: a handbook of teaching and directing techniques. Northwestern University Press.




Language SummaryUse in any order. Adapt the language freely to fit your curriculum. Or, if you are not following a textbook, use the plays as your curriculum.

1. Girls Will Be Girls and Boys Will Be Boys (professions)

Professions: Dancer, footballer, fighter pilot, nurse, astronaut, singer, film starI'm a, we areDo you want to be...LookNo way. Yes, great idea!

2. The Robot (body parts)

Greetings: Good morning. How do you feel? I feel great. (Or use "Hello" and "How are you?")Body parts of your choiceLeft/Right (optional - leave out for four and five year olds)Please and Thank you

3. The Best Restaurant (ordering)

Excuse me, sorryWhat would you like? I'd likeMenu, bill, fly, flies, insectI've gotFood: coke, burger, soup - use any food you want here

4. Cars (possessives)

This and that / these and thosemine and yourscarWould you like to play cars? (Revises question form in The Best Restaurant)

5. Zoo Talk (animals & present tense)

Animals: zebra, giraffe, elephant, monkeyBody parts: head, neck, arms, tail, trunkThank you / You're welcomeOptional: we eat meat, grass, bananas




6. Growing Things (I'd like or I want or I'll buy)

We'd like/you'd like/I'd likeseeds: carrot, flower, apple and any that you add inmoney doesn't grow on treesOptional: I want/we want and I'll buy

7. Let's Go For A Walk

Let's go for a walkWhere shall we go?No, not to the ... that's too farPark, football pitch, playground, shops and any other places you want to add in.

8. In The Library

Reading (library, books)Book topics (planes, dogs, horses and any that you add)Would you like a book about? I have a book about?

9. Mixed Up Magician

Animals (dog, cat, duck, rabbit)That's a / That's not a I'll try again / Let us try

10. Story Time

What do you want?You should be sleepingMay we have a storyWe're thirsty, we're cold, we're hungry - change to I'm thirsty, I'm cold, I'm hungry for one child.

11. Cold Weather

Where are you going?I'm going to play outsidePut on your shoes, jacket, gloves and any other clothing vocabulary you would like to add.I don't need shoes, a jacket, gloves.You'll catch a cold / You've caught a coldYou need some medicine / No I don't.




12. Shopping

Where are you going? I'm going shoppingI'll come with you.What are you going to buy?A packet of peas, a slice of cheese, a pound of meat and something sweet.Are you sure? Sure, we're sure!.Do you want...

13. Dirt Is Fun

Look how dirty you are.I / We like dirt. Dirt is fun.But now you need to get clean. / Now it's time for your bath.We made mud pies / We dug a hole / We built a fort. Modify these to your purposes.

14. Tea Time

Do you like / I don't likeBeverages (coffee, tea, milk)I don't know.

15. Bake A Cake

Who wants to make a cake? I / We do.Cooking terms (mix, bake, oven)Food (eggs, milk, flour, water)

16. Birthday Party

What's happening?It's Penny's birthdayDo we have a ... for her?Hurry, get a gift, cake, balloons and other items that you add.

17. My Party

Will there be ?/ Yes, there will beParty items (cake, games, dancing, presents)I love




18. Red, Yellow, Green

SorryWhat is wrong?Red means stop, green means go, yellow in the middle means slow downI forgot / he forgot what the colours mean

19. Ready Steady Go

Are you ready?Wait, I forgot my bag, jacket, sunglasses, hat, keys.We're ready, let's go.Are you sure you're ready? Yes we're sure.

20. Trading Game

Play items (car, doll, ball, cards, bubbles)I will tradeMy and your

21. Soccer Practice

Sports (team, player, ball)First, then, nextStretch, run, pass, kick, score

22. Quiet Time

May I or may we play?Please do it quietlyYou are so noisyBut we didn't say anythingActivities: play, play games, sing, draw

23. Seasons

Seasons (Winter, Spring, Summer, Fall)We like / In the .. / We play / We drinkActivities (ski, surf, run, fish) Use activities relevant to your class.

24. What Day Is It?

Get up, it's time for school. Get dressed, clean your teeth, brush your hair and have your breakfast.It's Monday. No it's not, it's Tuesday(Continued...)




Days of the weekYou're all wrongThere's no school today

25. Lost and Found

Are you ready? Let's go! (revision from Ready Steady Go)I can't go, I've lost my purse.Where could it be?I don't know. (Optional: I know I put it somewhere safe.)Maybe it's ...Prepositions: on top of, under, inNouns: cupboard, bed, drawersDid you find it?

26. Only Shirts

Clothing: pants (US) replace with trousers (GB) if required, shirtOnlyStore (US) replace with shop (GB) if desiredI would like (revision from the Best Restaurant)We don't sell.../We only sell shirts.

27. Doctor Doctor

Body partsDoctor Doctor my arm really hurts!Which arm, this arm?Ouch! That hurts!Oh sorry, well take these M&Ms and you'll get better.Mmm, yummy, thank you doctor, I feel better already.

28. The Rock Band

Instruments (For example guitar, drums, piano.)Musicians (guitarist, pianist, drummer)I play the …

29. The Meeting

Stay & leaveI want to talk about …

Office items (computers, desks, chairs, lamps, pens, telephones).




Girls will be girls and boys will be boys

Language

Professions: dancer, footballer, fighter pilot, nurse, astronaut, singer, film starI'm a, we areDo you want to be...LookNo way. Yes, great idea!

Cast

Any number of boys and girls.

One to One Version

In a one to one situation the teacher can be whichever sex is missing. So if you are teaching a boy, you can be the girl, and vice versa. This could be quite funny for the children too if you have to dress up as a member of the opposite sex. Naturally in some cultures this would be shocking so only do this if it is acceptable and if you feel like it. Otherwise just play with two girls or two boys and use any professions that you like.

Suggested Props

Costumes and props: None are necessary but if the girls want to wear their party clothes that would suit being dancers, singers and film stars and the boys can wear army gear. Certainly camouflage trousers or shorts seem to be de rigueur in my nephews' wardrobes!

When the girls pretend to be singers let them hold a microphone. This can be a real one, a fake one, or any object that could be a microphone such as a small plastic bottle, a perfume bottle, even a stapler! It's just so much easier to pretend to be a singer when you have a fake microphone. The donning of oversized sunglasses transforms a child into a film star.

Notes

• You may not like the stereo typing of what girls and boys like - in that case change the title and use any professions you choose.

• If you are teaching single sex then use any professions your children choose and use the script as is, taking out the use of 'boys' and 'girls'. The children can ask “hey Simon, or hey guys, do you want to be pilots?” and the reply is “no way, we want to be film stars”.



• Use short actions for the demonstrating. 5 seconds is long enough per child. Help the children find simple actions that can be performed quickly to convey each profession. Playing miming games beforehand while learning the vocabulary will help.

• Use your best pupils as the last boy and the last girl or swap the order around so that a different pupil has the extra line each time. With younger or less capable children it's best to stick to the same order each time so that the children have one less thing to think about.

• If some children do not want to demonstrate don't force it. Put them in a pair with another girl or boy who does like the acting part. The shy one can just say the script or perform the action if too shy to speak.

• Replace the professions in the play with any that you prefer. Shorten or lengthen the play at will by taking out or adding in more professions. With more than 10 pupils have the boys and girls acting out the professions in pairs so that the play does not become dull to participate in and to watch.

SCRIPT

Girls: We are dancers. We are dancers.(Girls come in and demonstrate some twirls, optional background music)

Boys: We are footballers. We are footballers.(Boys come in pretending to play football, or use real balls)

Girls: Hello boys. Do you want to be dancers?

Boys: No way!

Boy 1: I'm a footballer. Look!(Demonstrates with the ball)

Boy 2: And I'm a footballer. Look!(Demonstrates)

Repeat for as many boys as you have, demonstrations may be in groups.

Last Boy: And I'm a footballer. Look!(Demonstrates)

Hey girls, do you want to be footballers?

Girls: No way!

Girl 1: I'm a dancer. Look!(Demonstrates a twirl or dance step)



Girl 2: And I'm a dancer. Look!(Demonstrates)

Repeat for as many girls as you have.

Last girl: And I'm a dancer. Look!(Demonstrates. Thinks, and then asks...)

Hey boys, do you want to be nurses?Boys: No way!

Boy 1: I'm a fighter pilot. Look!(Demonstrates with optional sound effects)

Boy 2: And I'm a fighter pilot. Look!(Demonstrates)

And so on as before

Last Boy: And I'm a fighter pilot. Look!(Demonstrates)

Hey girls, do you want to be fighter pilots?

Girls: No way!

Girl 1: I'm a nurse. Look!(Demonstrates by taking a pulse)

Girl 2: And I'm a nurse. Look!(Demonstrates by putting her hand on someone's forehead)

And so on

Last girl: And I'm a nurse. Look!(Demonstrates by pretending to put on a stethoscope and listening to someone's heart. Thinks and then asks...)

Hey boys, do you want to be singers?

Boys: No way!

Boy 1: I'm an astronaut. Look!(Demonstrates walking on the moon)

Boy 2: And I'm an astronaut. Look!(Demonstrates taking off in a rocket)



And so onLast Boy: And I'm an astronaut. Look!(Demonstrates)

Hey girls, do you want to be astronauts?

Girls: No way!

Girl 1: I'm a singer. Look!(Demonstrates with a microphone)

Girl 2: And I'm a singer. Look!(Demonstrates) And so on

Last girl: And I'm a singer. Look!(Demonstrates. Optional background song to mime to. Thinks and asks...)

Hey boys, do you want to be film stars?

Boys: Yes! Great idea.Last Boy: Girls, do you want to be film stars?Girls: Yes! Great idea.

Everyone waves at the audience as if they were film stars and then all take a bow.




The Robot

Making Robots in Macedonia

Language

Greetings: Good morning. How do you feel? I feel great. (Replace with Hello and How are you? if you prefer)Body partsLeft/Right (optional - leave out for four and five year olds)Please and Thank you

Cast

Professor, Robot (talks like a computer) and any number of students. Give the best student the role of professor.

One to One Version

In a one to one situation play with professor and robot. Let the professor ask the robot to do many things, always forgetting to use please, and then



eventually remembering to use please, at which point the robot does the action.

Suggested Props

A cardboard box with no top or bottom, covered in tin foil and with two holes in the sides that the robot can wear. The professor could wear a grey curly wig or huge spectacles and a long coat.

Cute Macedonian Robots! Thanks to Dragica for the photo.

Notes

If your pupils are too young to have fully grasped the concepts of right and left then leave this out. Modify the script so that instead of the professor asking the robot to raise his right arm, he just asks for the robot to raise one arm and the robot raises two arms instead, or a leg.

SCRIPT

The ROBOT is standing still, PROFESSOR is behind ROBOT pushing buttons.



Professor: Good morning, Robot.

Robot: Good morning Professor.

Professor: How do your feel today Robot.

Robot: I feel great!

Professor: Good! Robot, raise your right arm.(Robot raises right leg)

Professor: No, Robot, your right arm. Arm, not leg.(Robot raises right arm and right leg.)

Professor: Oh dear, oh dear, oh dear, oh dear...(Students come in)

Professor: Oh Good morning!

Students: Good morning.

Professor: How do you feel today?

Students: I/We feel great!

Professor: My robot does not feel great!(This can be done as an aside to the audience)

Robot: I feel great!

Professor: Hmmmmmmmmm.(Professor looks at the robot with skepticism and pushes some buttons on the robot)

Professor: Robot, raise your right arm.(Robot raises right leg)

Professor: No, Robot, your right arm. Arm, not leg.(Robot raises right arm and right leg.)

Professor: Oh dear, oh dear, oh dear, oh dear...

Student/s: Robot, please raise your right arm.(Robot raises right arm)

Very good, Robot. Thank you.



Robot: You are welcome.

Professor: Oh!(Professor looks amazed because the robot did as asked)

Professor: He does feel great!(As an aside to the audience, then to the Robot)

Robot, shake your head.(Robot shakes hands with the professor)

Professor: No, Robot, shake your head, not your hand.(Robot shakes his body.)

Professor: Oh dear oh dear oh dear oh dear...(Professor looks skeptical again)

Student/s: Robot, PLEASE shake your head.(Robot shakes his head)

Very good robot, thank you.

Robot: You are welcome.

Professor: Oh!(Professor looks amazed again because the robot did as asked)

Students: Robot, please raise your left leg.(Robot raises left leg)

Please raise your arms.(Robot raises both arms)

Please shake your left foot.(Robot shakes left foot)

(The professor gets it and starts joining in with the commands saying please)

Students and professor ask the robot to move more body parts - either repeats or new ones if your students are good enough.

Robot: OK, I feel great! Let's dance!!(Everyone dances, preferably to music, and then bows)




The Best Restaurant(Original version)

Language in the basic version

Excuse me, sorryWhat would you like? I'd likeMenu, billI've gotFly, flies, insectFood: coke, burger, soup - use any food you want here

Cast

One waiter and one or more customers. The teacher may take the role of waiter initially and swap in a good student as the play starts coming together in the same or a subsequent lesson. With a bigger group some of the customers can order together, or customers can call out their orders simultaneously so the waiter gets really confused. A student can act the waiter with a group.



One to One Version

In a one to one situation the teacher can be the waiter. Let the student order a whole list of food and drink, which the waiter constantly gets wrong, so the customer has to keep ordering over and over.

Suggested Props

Fly swatters for customers which they keep hidden until the food arrives.Tea tray and towel or cloth for waiter. Menus - see if you can borrow some real ones from a restaurant. If not make some, have the children make them or just use pieces of card. If you are short of time don't let this be an issue. Simply use a magazine you have lying around, the children will be perfectly happy pretending that it is a menu. (If you have the Primary games book you'll have a complete set of flashcards including a menu)

Mia van der Walt, teaching in Taiwan, takes things to a whole new level, making all her own props as described below, and shown in her photograph. Thanks to Mia for this contribution:

“I made all the props myself. For the top buns of the burgers I used a plastic bowl that I painted. For the fries I cut up a foam mat in long strips and used red plastic to make the box. The pizza was the easiest with just a few loose pieces on top of a triangle cut from a foam mat.

For the the insects I used Styrofoam balls for the spiders and flies, a Styrofoam heart cut in half for the cockroach. The wings i made from a plastic paper folder. The caterpillar's body is from felt with chenelle stems for legs. All of the stuff is held together by glue from a hot glue gun.”



TopTeacher Contribution

Here is a contribution from a teacher who adapted the Restaurant idea to her French students. This could be used with larger classes and also as part of your language-learning play preparation.

'Yesterday, we talked about Thanksgiving and what the Pilgrims had on their dinner table. To teach the children food vocabulary we did a restaurant role-play. Each table of four clients had a menu and a dedicated waiter. The waiters had the same items on a ticket (with space next to each item to write down the name of the client who ordered it) and a cook who had all the flashcards with the items on a different table.

The instructions were for the waiter: "Hello, can I take your order please",and for the clients " Yes, I would like ... and .... and ...." (but all the plates on the same table had to be different). Once the server had the orders of his 4 clients, he had to go to the cook, and say (in English) what he needed for his clients. He served each client the plates ordered and got paid. (5$ per person, and the (printed) dollar bills were distributed along with the menus).

I let the most turbulent children play the role of waiters, and those who have difficulty in learning vocabulary the role of cook, it was amazing! The servers did a very good job, felt responsible and played the game as they should, and the "cook" knew all the items at the end of the game. The children really loved the game.'

SCRIPT

Customers: Excuse me

(Waiter ignores them)

Customers: Excuse me

(Waiter yawns and scratches himself, looks bored)

Customers: The service is terrible...EXCUSE ME!!!!

Waiter: Yes, yes, yes. What would you like?

(Waiter is quite annoyed at being disturbed)

Customers: I'd like the menu please

Waiter: OK, OK.



(Waiter is hardly charming)

Customers: Terrible service

(Lots of tutting and raising eyes heavenward)

Waiter: Here you are. What would you like?

Customers: I'd like a burger please

I'd like a coke please

(Etc. until all customers have ordered)

Waiter: So that's 7 burgers and a coke?

(Waiter gets the order completely wrong)

Customers: NOOO!I'd like a burgerI'd like a cokeI'd like a soup...and so on

Waiter: OK, OK, OK.

Customers: Really terrible, terrible, terrible serviceYes it is? Shocking

Waiter: Here you are, a burger a coke, here you are.

Customers: URRR GROSS! That's disgusting!

(A couple of them get fly swatters out and start swatting the table.A customer can make a buzzing noise while another one pretends to follow a fly round with a fly swat)

I've got a fly in myburgerI've got a fly in my soupI've got an insect in my cake I've got flies on my chips I've got flies on my pizza

Or put in some simpler script here such as "Urgh! Flies! Urgh! Insects!Urrr, gross!!

(They eat it anyway,but it's really horrible!)

Excuse me...Excuse me!!!



Waiter: Yes, yes, yes, what would you like NOW?

Customers: The bill please

Waiter: Here you are, it's 3000 euros (Waiter walks off)

Customers: 3000 euros? (One of them faints)3000 euros? That's terrible!!Quick, let's go. Go go go!!! Let's go, quick!

(They run out. The waiter comes notices they are gone, picks up the bill and chases after them. Everyone then comes back on to bow.)




The Best Restaurant(more advanced version)

Adaptation of the above script by a teacher for her class.

PROPS: A long table (or two shorter ones, placed together); 7 chairs; menus (scripts); two notepads; two pencils; 7 each: plates, napkins, glasses, knives, forks, spoons.

(Customers enter, chatting among themselves, and each takes a seat at the table. They wait a few minutes, chatting, then begin to look around for the waiter.)

Sara: Where is the waiter?

Alicia C.: Yes, I am hungry. (In conversation this would be shortened to I'm hungry)

(All look around again for the waiter. Two waitresses enter and walk around cleaning tables and attending other customers.)

Customers (One by one.): Excuse me!

(The waitresses yawn and scratch themselves, paying no attention to the customers.)

Angie: (Loudly):EXCUSE ME!!!

All the customers together: EXCUSE ME!!!!!

(The waitresses approach the customers. Each waitress has her notepad, pencil, and menus in her hands.)

Waitress 1. (She appears irritated and disdainful.): Yes, yes, yes. What would you like?

Waitress 2 (She is at the other end of the table. She also appears irritated and disdainful.): Yes, yes, yes. What would you like?

Alicia C.: We would like some menus, please.

Luis: We would like some menus, please.

Waitress 2 (She distributes the menus among the customers at her table.): Here you are. What do you want to eat?



Waitress 1 (She is still at the other end of the table):Here you are. May I take your order?

(Waitresses give a menu, which in reality is the script, to each customer.)

Alicia C.: I´d like a bowl of vegetable soup, a hot dog, and a piece of chocolate cake, please.

(The waitresses take notes on their note pad during each order, and after each order, they say, “Very good, thank you.”)

Waitress 1: And what would you like to drink?

Alicia C.: I´ll have a glass of orange juice, please.

Waitress 2: (She is still at the other end of the table): What would you like to eat?

Sara: I´d like mushrooms in onion sauce, please.

Waitress 2: And what do you want to drink?

Sara: I´d like a glass of water, please.

Waitress 1: What would you like?

Alicia G.: I´d like a paté, and for dessert, ice cream and a piece of chocolate cake, please.

Waitress 1: And to drink?


Note that this teacher is now handing out a script to the pupils. This is certainly one way to do it, especially when you have a complicated script. It allows you to put on a fancy play without going through the agony of memorising everything! The children also practise reading and spelling from repeatedly viewing the script.

On the other hand using a simpler script from memory means the language used is more likely to be retained long term, as it is memorised rather than read out. In addition your children will not be able to sit heads down glued to their scripts, which is an issue without if you give them the script.

However variety is the spice of life, so try both methods! Writing the new script could be a creative writing project for the class.


Alicia G.: I want a glass of water, please.

Iwaitress 2: And for you?

Luis: I´d like eggplant parmesan and a glass of tea.

Waitress 1: What would you like?

Marta S.: I want a salad with lots of onions and tomatoes. Oh, and a side dish of broccoli, please.

Waitress 1: What kind of dressing do you want on your salad?

Marta S.: I would like oil and vinegar, please.

Waitress 1: What do you want to drink?

Marta S.: I want a coke, please.

Waitress 2: What do you want to eat?

Angie: I want a milkshake, paté, a bowl of soup, a glass of orange juice, a hotdog, a bag of chips, a hamburger, pizza, a glass of water, and for dessert, a piece of chocolate cake and an ice cream cone, please.

Waitress 2: Wow! What an appetite you have.

Angie: I´m hungry.

Waitress 2: And for you?

Jorge: I´d like a pizza and a coke, please.

Waitress 2: What do you want on your pizza?

Jorge: I want four kinds of cheese, pepperoni, and sausage. And please make that five slices of pizza.

Waitress 1.: So, that’s 17 hamburgers, 14 hot dogs, 20 cokes, 10 milkshakes, 6 ice cream cones, 14 glasses of orange juice, and three eggplant parmesan. Do you want anything else?

Waitress 2: So, you ordered 3 patés, 30 bowls of soup, 1 piece of chocolate cake, and 27 chips. Do you want anything else?

Luis: That´s totally incorrect!



Marta S.: That´s not what we ordered!

Jorge: Don´t you understand English?

Alicia G.: You didn't copy down our orders correctly.

Customers: NO!!! NO!!! NO!!! That´s wrong!!!You got it all wrong!

Waitress 1: Well, then, what was it you ordered?

Waitress 2: Could you please repeat your orders?

(The waitresses again take notes during the orders.)

Alicia G.: I asked for paté, with ice cream and chocolate cake for dessert. And I also asked for a glass of water.

Jorge: I wanted five slices of pizza with four kinds of cheese, pepperoni, and sausage. And I ordered a coke to drink.

Marta S.: I ordered a salad with lots of onions and tomatoes, with oil and vinegar for the dressing, a side dish of broccoli, and a coke.

Alicia C.: I asked for a bowl of vegetable soup, a hot dog, a piece of chocolate cake, and a glass of orange juice.

Luis: I wanted eggplant parmesan and a glass of tea.

Angie: I ordered lots of stuff! I asked for a milkshake, paté, a bowl of soup, a glass of orange juice, a hotdog, a bag of chips, a hamburger, pizza, a glass of water, and for dessert, a piece of chocolate cake and an ice cream cone, please.

Sara: And I wanted mushrooms in onion sauce and a glass of water.

Waitress 1: Very good. We will bring your food very soon.

Waitress 2: Thank you for your patience. We will return very soon with your dinners.(The waiters leave the stage.)

Sara: What terrible service!

Luis: Yes, they are a disaster!

Alicia G.: The service is an absolute disgrace!



Jorge: Now where are they? This is taking a long time.

Angie: And I´m SO-O-O hungry!

Marta S.: I´m hungry, too!

Alicia C.: I wish they would hurry, I´m starved!

(The waiters return and distribute the food.)

Waitress 1 (To Alicia C.): Here´s your bowl of vegetable soup, your hot dog, your chocolate cake, and your orange juice.

Waitress 2 (To Sara): Here are your mushrooms in onion sauce and your water.

Waitress 1 (To Alicia G.): Here´s your paté, your ice cream, your chocolate cake, and your water.

Waitress 2 (To Angie): Here´s your eggplant parmesan and your glass of tea.

Waitress 1 (To Marta S.): Here´s your salad with lots of onions and tomatoes, and with oil and vinegar dressing, your side dish of broccoli, and your coke.

Waitress 2 (To Luís): Here´s your milkshake, your paté, your bowl of soup, your orange juice, your hotdog, your bag of chips, your hamburger, your pizza, your glass of water, your chocolate cake and your ice cream cone.

Angie (She immediately starts eating.): THANK YOU VERY MUCH!!!!

Waitress 2 (To Jorge): Here are your five slices of pizza with four kinds of cheese, pepperoni, and sausage, and your coke.

(The waitresses leave the stage.)(The customers stand up and swat the table with their menus.)Customers: AAAGGGHHHRRR!!!!! GROSS!

Sara: This is disgusting!

Luis: Disgusting!! Terrible. Angie: I’ve got a fly in my hamburger!! And bugs in my pizza!!

Alicia C.: I’ve got a fly in my soup!!



Alicia G: There are worms in my paté!!

Sara: There are insects in my onion sauce!!

Luis: I've got bugs in my eggplant, and there are flies in my tea!!

Jorge: Well, I've got both bugs and worms in my pizza!!

Angie: But, I´m so-o-o-o hungry!!

Jorge: Oh well, a little extra protein can´t hurt. (The customers eat the food anyway.) Customers (Looking around for the waitresses):Excuse me. EXCUSE ME!!!

(The waitresses come back onto the stage.) Waitresses 1 and 2: Yes, yes, yes, what do you want? Jorge: We would like the bill please.

Marta S.: Yes, please bring the bill.

All the customers together: The bill, the bill!!! Waitress 1: Here you are, your bill is one thousand euros.

Waitress 2: Here you are, your bill is nine hundred and fifty euros. Customers: (All together.) One thousand euros!!Nine hundred and fifty Euros!!

(Several of the customers faint.) Sara: One thousand euros – that’s terrible!!

Luis: Yes, they are a disaster!

Angie: We want to talk to the manager!!

Marta S.: Yes, let us talk to the manager. We will never come back here.

Alicia C.: No, we won´t. It´s a disgrace! Bring the manager!!

Alicia G.: It was really horrible food! I want to talk to the cook!!!



Jorge: Yes, it was absolutely awful. (He shakes his head.) Totally terrible!

Angie: They are crazy. The cook is crazy. Quick, let´s go!!

Luis: Yes, this is a crazy place. And, the waitresses are crazy. Let´s run!!(Customers stand up.)

Sara: Everyone here is crazy. Let´s get out of here!!

Marta S.: Crazy, crazy. GO GO GO!!!!

Jorge: Let´s go!!! Quickly!!! Let´s get out of this crazy place.

Alicia G.: That meal wasn´t worth so much money!!!

Alicia C.: And it was full of bugs and worms. Yes, run, run, run!!!!(The customers run out, with the waitresses running after them.)

Waitresses 1 and 2: Wait!! Wait!! You have to pay your bill. Come back and pay your bill!!!

Angie: Let the cook pay for it!!!

All the customers: Let the cook pay for it!!!(Everyone comes back onstage and bows.)

THE END and a big thank you to the teacher who gave this to me to help you see how the basic scripts may easily be modified.




CarsLanguage

This and thatThese and thosemine and yourscar

Cast

Two children carrying cars

In a group situation mix all the children in together repeating the dialogue below using the same lines repeatedly. The children form one big group on the floor with a big mess of cars and take turns passing each other cars, using the dialogue, until all the children have their cars again.

One to One Version

The script is already written out for one on one use.

Suggested Props

Each child has a bag of cars.

Notes

If you do not have any real toy cars give the children any small objects such as pasta twirls to use instead. If children do not play with cars in your country then replace the toy with something children relate to there. The children can carry their cars in boxes without lids so that when they bump into each other it is easy for all the cars to spill out onto the floor. It should be fun rehearsing spilling all the boxes!

If it is too complex to use “this and that” as well as “these and those” leave out “these and those” and have the children passing each other single cars until all the cars are picked up. Add in colours if you like, such as "This green car is mine". Either way, keep the text simple and repetitive to ensure easy learning and accuracy.

SCRIPT

Two Children are walking toward each other carrying a big handful of cars. Each Child says to him or herself:

Child 1: These are my cars.



Child 2: These are my cars.

(They bump into each other and drop their cars.)

Child 1: The cars are mixed up!

Child 2: Let's pick them up.

Or more simply:

Child 1: Whoops!

Child 2: Oh dear!

(Children kneel down to pick up cars)

Child 1: This car is mine.

(takes a car)

That car is yours.

(gives a car)

Child 2: This one is mine.

(takes a car)

That one is yours.

(gives a car)

Child 1: These cars are mine.

(takes cars)

Those cars are yours.

(gives cars)

Child 2: Yes, These are mine.

(takes cars)

Those are yours.

(gives cars)



Child 1: I have mine.

Child 2: So do I.

Or Child 2: I have mine

(Children stop and look at each other)

Child 1: Would you like to play cars?

Child 2: Yes, I would!

(Both children empty their cars back onto the floor, look at each other and laugh. Then they get up and bow.)




Zoo TalkLanguage

Animals: zebra, giraffe, elephant, monkeyFood: meat, grass, bananasBody parts: head, neck, arms, tail, trunkThank you / You're welcome

Cast

Monkey/s, Elephant/s, Giraffe/s, Zebra/s and Zoo keeper.

One to One Version

To use this script for one to one the teacher is the zoo keeper and the pupil acts out all the animals in turn by moving across to a different animal "pen", which can be imagined, and possibly by putting on a different mask each time, but certainly by adopting a different posture and voice to mime each animal.

Suggested Props

A tie or scarf down the back of the children's trousers for tails. A bucket or similar for the zoo keeper. Possibly masks for the animals, which are available on my site with the songs.

Notes

Include as many animals as you like. Each child can be a different animal or put the children in pairs or small groups.

GROUP SCRIPT

The setting is a zoo. Four groups of animals are separated on the stage.

MONKEYS: Hey, elephants, look at us!We swing our arms. (Arms reaching down, swinging side to side)We swing our tails. (Hands on waist, shaking backside)

ELEPHANTS: Hey, giraffes, look at us.We swing our trunks. (One arm hangs down in front of their face)We swing our tails. (Hands on waist, shaking backside)

GIRAFFES: Hey, zebras, look at us.We swing our necks. (Hands on neck, turning neck side to side)We swing our tails. (Hands on waist, shaking backside)



ZEBRAS: Hey, monkeys, look at us!We shake our heads. (Hands on face)We shake our tails. (Hands on waist, shaking backside)

(Everyone stops as ZOOKEEPER enters with bucket)

ZOOKEEPER: Good morning, friends. Here is your food.

MONKEYS: Good morning Zoo keeper. Can you swing your arms?We swing our arms. (Arms reaching down, swinging side to side)We swing our tails. (Hands on waist, shaking backside)

ZOOKEEPER swings arms too fast and wild.

MONKEYS (laughing):You are not a monkey.

ELEPHANTS: Good morning Zoo keeper. Can you swing your trunk?We swing our trunks. (One arm hangs down in front of their face)We swing our tails. (Hands on waist, shaking backside)

ZOOKEEPER tries to imitate swinging a trunk, but does it wrong way.

ELEPHANTS (laughing):You are not an elephant!

GIRAFFES: Good morning Zoo keeper. Can you swing your neck?We swing our necks. (Hands on neck, turning neck side to side)We swing our tails. (Hands on waist, shaking backside)

ZOOKEEPER tries to imitate swinging his neck, but does it wrong way.

GIRAFFES (laughing):You are not a giraffe!

ZEBRAS: Good morning Zoo keeper. Can you shake your head?We shake our heads. (Hands on face)We shake our tails. (Hands on waist, shaking backside)

ZOOKEEPER tries shaking his head, but only nods up and down

ZEBRAS (laughing):You are not a zebra!

ZOOKEEPER: Well friends, look at me.

I swing my bucket with this arm.



(One arm hangs down with the food bucket)

I swing my bucket with this arm. (Swaps bucket over. Animals look intently at the bucket with expectation. The zookeeper moves the bucket slowly in a cirlce as the animals follow it with their heads.)

I feed my friends. (Zoo keeper walks past each one and pretends to hand out food from the bucket.)

(Play could end here, or continue with:)

MONKEYS: We eat/like eating bananas.ELEPHANTS: We eat/like eating grass.GIRAFFES: We eat/like eating leaves.ZEBRAS: We eat/like eating carrots.

(For the one to one version here the pupil says "Monkeys eat bananas, elephants eat grass, giraffes eat leaves and zebras eat carrots".)

ALL ANIMALS to the ZOO KEEPER:Thank you!

ZOOKEEPER: You're welcome, friends.(Everyone bows.)




Growing ThingsLanguage

We'd like/you'd like/I'd likeseeds: carrot, flower and any that you add inmoney doesn't grow on treesOptional: I want/we want and I'll buy

Cast

Dad and seed shop man and a child or some children.

One on One Version

The dad and the seed shop man can be played by the same student. Just change the hat and use a different voice.

Suggested Props

Pretend money and pretend or real packets of seeds. A pretend shop which can be a table. There may be some plants in the house or building you are in that you could place on the table for the performance itself.

Notes

• Use the optional script to practise "I'll buy" instead of "I'd like". • To use this play on a one to one basis see the alternative script

below the group one.

GROUP SCRIPT

Children: Dad! We'd like some money please.

Dad: You'd like some money? What for?

Children: We'd like to buy some seeds.

Dad: What kind of seeds?

Child: I'd like some carrot seeds.

Child: I'd like some flower seeds.(Children take it in turns to say what seeds they want. If it's just one child he or she can list several types of seeds)

Dad: OK



(Dad hands over some money)

But don't waste it. Remember money doesn't grow on trees!(Children leave Dad and go over to the nursery.)

Children: We want to buy some seeds.(Or continue using 'we'd like' for a simpler version)

Nurseryman: What kind of seeds would you like?

(Or optional script: These are my seeds. There are carrot, flower and apple seeds. What kind would you like?)

1st child: I'd like some carrot seeds.(Or optional script: I'll buy the carrot seeds)

(Pays the nurseryman, takes a packet and runs off.)


2nd child: I'd like some flower seeds.(or optional script: I'll buy the flower seeds)

(Pays the nurseryman, takes a packet and runs off.)


3rd child: I'd like some apple seeds.(Or optional: I'll buy)

(Pays the nurseryman, takes a packet and runs off.) (Continue until there is only one child left. Children buy in pairs or threes with larger groups.)

Nurseryman: Oh dear. I have no more seeds. How about a tree?Last child: Oh, no thank you. I'd like some money seeds and Dad says money doesn't grow on trees.

Nurseryman: Well well! Yes! Money does not grow on trees!

(All the children come back on and bow.)




ONE TO ONE SCRIPT

Child: Dad! I'd like some money please.

Dad: You'd like some money? What for?

Child: I'd like to buy some seeds.

Dad: What kind of seeds?

Child: I'd like some carrot seeds.

Dad: Some carrot seeds?

Child: Yes and I'd like some flower seeds.Dad: Some flower seeds?

Child: Yes and I'd like some apple seeds too.

Dad: OK (Dad hands over some money)

But don't waste it. Remember money doesn't grow on trees!

(Child runs off to the nursery/seed shop. The teacher (Dad) quickly puts on a different hat and stands behind a desk/table which is the seed shop. The child arrives at the seed shop with the money.)

Child: Hello, I want to buy some seeds.(Or use 'I'd like' to repeat the previous line, plus it's more polite)

Nurseryman: What kind of seeds would you like?(Or optional script: These are my seeds. There are carrot, flower and apple seeds. What kind would you like?)

Child: I'd like some carrot seeds.(Or optional script: I'll buy the carrot seeds)

Nurseryman: OK here you are. That'll be 1 pound/dollar/Euro please

Child: And I'd like some flower seeds.(or optional script: I'll buy the flower seeds)

Nurseryman: OK here you are. That'll be 2 pounds/dollars/Euros please

Child: And I'd like some apple seeds. (Or optional: I'll buy)

Nurseryman: OK here you are. That'll be 3 pounds/dollars/Euros please



Child: And I'd like some more seeds.

Nursery man: Some more seeds? I don't have any. Would you like a tree instead?

Child: Oh, no thank you. I'd like some money seeds because Dad says money doesn't grow on trees.

Nurseryman: Ah! How true!

(Nursery man throws his hands up in amazement and they both bow)




Let's Go For A WalkLanguage

Let's go for a walkWhere shall we go?No, not to the ... that's too farPark, football pitch, playground, shops and any other places you want to add in.

Cast

Any number of children. Distribute the lines as suits your group.

One to One Version

For a one on one version say the dialogue up until the friend comes in. At that point add more places that you could go for a walk to and continue until the child hits upon going to the sweet shop, at which point you end the play.

Suggested Props

None

SCRIPT

(Children sitting, standing, leaning against walls, fidgeting and looking bored.)

Child/Children: There's nothing to do. We're bored!

A Child: Let's go for a walk.

Children get up/straighten up and look interested.

Children: Yes, let's go for a walk!

A Child: Where shall we go?

(All pantomime thinking ? chin on hands, tapping finger against temple, gazing into distance etc.)

A Child: Let's walk to the park.

Children: No, not to the park, that's too far!



A Child: Well, where shall we go?

(All pantomime thinking ? chin on hands, tapping finger against temple, gazing into distance etc.)

A Child: Let's walk to the football pitch.

Children: No, not to the football pitch, that's too far!

A Child: Then where shall we go?

Again all pantomime thinking ? chin on hands, tapping finger against temple, gazing into distance etc.

A Child: Let's walk to the playground.

Children: No, not to the playground, that's too far!

A Child: Well then, where shall we go?

(All pantomime thinking ? chin on hands, tapping finger against temple, gazing into distance etc. Then shrug shoulders, lift hands and slump back into original positions, friend joining them. A friend walks in.)

Friend: What's wrong?

Children: There's nothing to do. We're bored!

Friend: Let's go for a walk.

Children: OK! Where shall we go?

Friend: Let's walk to the park.

Children: No, not to the park, that's too far!

(Children look at the friend like he or she is stupid because they have been through this before)

Friend: Let's walk to the football pitch.

Children: No, not to the football pitch, that's too far!

Friend: Let's walk to the playground.

Children: No, not to the playground, that's too far!

Friend: Well then, where shall we go?



(Potentially repeat this whole scenario with another friend coming in. The children are more an more exasperated with the friend, who does not know that they have all had this conversation before. To end the play these are the lines...)

Child: I know! Let's walk to the sweet shop!

(Optional: It's far but it's worth it!)

Children: Yes let's! Great idea. Let's go!

Children run off to the sweet shop and then come on to bow.




In The LibraryLanguage

Reading (library, books)Book topics (planes, dogs, horses and any that you add)Would you like a book about? I have a book about...

Cast

Librarian and any number of children

One to One Version

For the one to one scenario the child comes into the library with a big teddy bear or soft toy and mimes a whole series of books which the librarian hands over one at a time. Then the child goes off to sit down with all the books and shows the teddy the books instead of sharing them with other children. The child can even pretend teddy is replying by saying things like "wow, cool" in a different voice. Continue until the librarian interrupts and says "no talking". It seems obvious to make the teacher the librarian and the pupil the child, but actually the child might quite like being the librarian. See which is best for you and your pupil.

Suggested Props

Books. Large "No Talking" sign.

SCRIPT

The setting is the inside of a library, with a librarian at desk/table near entrance. Children enter. A librarian is looking at a book, and puts it down when kid walks in.

There is a large sign as the children enter: NO TALKING! The children stop to read this and put their hands on their lips and are silent.

Librarian: Welcome to the library.

Would you like a book?

(Children exaggeratedly shake heads up and down)

Librarian: What type of book would you like?

(Child 1 begins turning in circles with arms out straight out at sides)



Librarian: Would you like a book about birds.

(Child exaggeratedly shakes head no. Librarian stares at child, thinking.)

Librarian: Would you like a book about planes?

(Child 1 shakes head up and down. Librarian reaches under desk and gives child a book.)

Child 2 starts waving hand in air.

Librarian: Would you like a book, too?

Child 2 shakes head up and down. Child 2 starts walking back and forth with arm straight out in front but down as if holding a leash)

Librarian: Would you like a book about trains?

(Child stops and glares at Librarian, confused. Librarian looks back and shrugs. Child exaggeratedly shakes head no. Now he puts fists under his chin and tongue out, panting.)

Librarian: Would you like a book about dogs?

(Child starts shaking head up and down. Librarian reaches for another book and hands to Child.)

Librarian: Would you like a book, too?

(Child 2 shakes head up and down. Child 2 starts bouncing up as down as if riding a horse.)

Librarian: Would you like a book about cats?

(Child stops and glares at Librarian, confused. Librarian looks back and shrugs. Child exaggeratedly shakes head no. Now he gallops about the room and does a pretend jump.)

Librarian: Would you like a book about horses?

(Child starts shaking head up and down. Librarian reaches for another book and hands to Child.)

Librarian: Why aren't you talking?

(All kids point to sign that says "NO TALKING". Librarian shakes head side to side.)



Librarian: It's OK to talk to about books!(Children take their books and go and sit down at a table. They soon start chatting.)

Children: I have a book about planes!

I have a book about dogs!

I have a book about horses!

One child to another: Can I see your book about planes?(Child shows book)

Can I see your book about dogs?(Child shows book)

Can I see your book about horses?(Child shows book)

Children: Wow, planes? cool dogs? wow horses?

(Children all talk together in a murmur and get louder and louder.)

Librarian: SSSSHHH. No talking.

(Librarian taps on NO TALKING sign.)

Children: But we were talking about BOOKS ! You said we could talk about books.

Librarian: You can only talk about books with ME.

Children all together to the librarian: Look I have a book about dogs! I have a book about horses! I have a book about planes!

Librarian: (loudly) SSSSSHHHHHHHHHHHHH !!!!!!!!!!!! No talking !

Children: Honestly ! (Shrugging, eyes heavenward, they take their books and storm out of the library.)

The librarian sighs and has a headache. Then everyone comes back on to bow.)




Mixed Up MagicianLanguage

Animals (dog, cat, duck, rabbit and more if desired.)That's a / That's not aI'll try again / Let us tryDo you want to see a rabbit?

Cast

Magician, assistant and audience.

One to One Version

For the one to one scenario give the teacher all the magician and assistant lines and the child takes all the rest.

Suggested Props

A hat, preferably a black top hat. Something that can serve as a wand for the magician and if possible a cape. Some flashy clothes or bright scarves for the assistant. If available a toy cat, toy dog, toy duck and toy rabbit.

Notes

Place the pictures or items in the hat in order with the cat going in last, as the cat comes out first.

As an option if you can manage an actual trick or optical illusion so much the better. For example have two identical top hats, one empty, which the assistant shows the audience and one with toys in it. If the magician stands in front of the table and does a twirl in his cape while saying "Abracadabra!" the assistant may be able to swap the hats over without the audience seeing.

Or place the hat on top of a desk or solid piece of furniture. The hat sits on top. Behind the furniture are all the toys - hidden from view. The magician waves his cape while the assistant pops one of the toys into the hat, or the magician takes a toy from behind the hat.

SCRIPT

The setting is a Magic show. The audience is sitting on the floor waiting for the show. A table/stool is in the centre of stage. Magician and Assistant enter stage. Audience cheers.



Audience: A Magic Show!

(Magician hands hat to Assistant)

Magician: Welcome! I am Magico!

Assistant shows audience the black hat and puts it on the table/stool.)

Assistant: Do you want to see a Rabbit?

Audience: Yes!

(Magician waves his hands over hat.)

Magician: Abracadabra! A Rabbit!

(Assistant pulls out a cat (or a picture of a cat) from the hat.)

Audience: That's not a rabbit. That's a cat.

Magician: I'll try again.


Abracadabra! A Rabbit!

(Assistant pulls out a dog or a picture of a dog)

Audience: That's not a rabbit. That's a dog.

MAGICIAN: I'll try again.


Abracadabra! A Rabbit!

(Assistant pulls out a duck or a picture of a duck)

Audience: That's not a rabbit. That's a duck.

(Magician looks into hat and shakes his head.)

(Continue with more animals.)

Audience: Let us try.

(Audience waves hands in air)



Abracadabra! A rabbit!

(Assistant pulls out a rabbit.)

Audience: That's a rabbit!

(Audience stand and and cheer.)

Hurray!

(Magician throws hands up in the air in amazement, and everyone bows together.)




Story TimeLanguage

What do you want?You should be sleepingMay we have a storyWe're thirsty, we're cold, we're hungry - change to I'm thirsty, I'm cold, I'm hungry for one child.

Cast

Mum or Dad and child or children.

For a one to one scenario give all the children's lines to the one child.

Suggested Props

Blankets and pillows for a pretend bed. A book. Give Mum some empty plastic cups to use for the water and for the biscuits either just pretend or use real ones and get crumbs everywhere!

Notes

Continue the script with more animals or objects that can come out of the hat. Give each pupil a line from the audience's script, or have the pupils say the lines all together, or in pairs.

SCRIPT

The children or child, are jumping on the bed.Mum comes in.

Mum: What are you doing? It's late, you should be sleeping!

Children altogether: Sorry Mum!

(They climb under the blankets.)

Children altogether: May we have a story?

Mum: Not tonight. It's late, you should be sleeping!

(She turns out the light and leaves.)

1st child: (calls) Mum.



2nd child: (louder) Mum.

3rd child: (even louder) Mum!

(Mum comes back and turns on the light.)

Mum: What do you want?

Children altogether: We're thirsty!

(Mum goes out, comes back with 3 (or more) glasses and hands them to the children who pretend to drink then hand them back.)

Child/children: May we have a story?








Children altogether: We're cold!

(Mum leans over and tucks them in.)











Children altogether: We're hungry!

(Mum fetches some biscuits.)








Mum: What do you want NOW??!!!

1st child: May we have a story?2nd child: May we have a story?3rd child: Please, Mum, may we have a story?Mum: Oh alright, but just one, because it's late and you should be sleeping!

(She picks up the book and sits on the bed. She opens the book and begins reading.)

Mum: Once upon a time there was a …

(Children yawn loudly, turn over, close their eyes and start snoring loudly!Mum looks at them, shakes her head, closes the book, turns out the light and leaves. Then Mum comes back in, the children get up and everyone bows.)




Cold WeatherLanguage

Where are you going?I'm going to play outsidePut on your shoes, jacket, gloves and any other clothing vocabulary you would like to add.I don't need shoes, a jacket, gloves.You'll catch a cold / You've caught a coldYou need some medicine / No I don't.

Cast

Mum and child or children.

One to One Version

For a one to one scenario give all the children's lines to the one child. Instead of the child running outside he or she stays put and Mum says, put on your shoes. I don't need shoes. You'll catch a cold. Put on your jacket. I don't need a jacket. You'll catch a cold. Eventually the child runs outside and then comes back in for the medicine.

Suggested Props

A broom for Mum to be sweeping the floor. A medicine bottle and spoon.

Notes

The children can be dressed to go outside but each one should be missing an item that Mum picks up on.

SCRIPT

Mum standing at the door, children run past her one by one, barefoot, jacket-less etc.

Mum: Where are you going?

1st child: I'm going to play outside

Mum: Put on your shoes, it's cold outside!

1st child: I don't need shoes.

Mum: You'll catch a cold!



(Child runs outside, which can be another part of the room or stage, or off the stage out of sight.)

Mum: (to second child) Where are you going?

2nd child: I'm going to play outside.

Mum: Put on your jacket, it's cold outside!

2nd child: I don't need a jacket.

Mum: You'll catch a cold!(Child runs outside.)

Mum: (to third child) Where are you going?

3rd child: I'm going to play outside.

Mum: Put on your gloves, it's cold outside!

3rd child: I don't need gloves.

Mum: You'll catch a cold!

(Child runs outside.)(Continue as necessary with beanie, scarf, pullover etc. Mum pretends to sweep floor when children all come running back in together.)

Mum: Aren't you going to play outside?

Children altogether: It's cold outside!(First one child then the other start coughing, sneezing, sniffing loudly.)

Mum: You've caught a cold! You need some medicine!

1st child: (coughing) No I don't!

2nd child: (sneezing) No I don't!

3rd child: (sniffing) No I don't!

Mum: Yes you do, you all have colds.(She takes out a large spoon and bottle and doses all the children.)

Children altogether: Yuck!(They pull faces to show how nasty the medicine tasted. Then everyone bows.)




ShoppingLanguage

Where are you going? I'm going shoppingI'll come with you.What are you going to buy?A packet of peas, a slice of cheese, a pound (or kilo) of meat and something sweet.Are you sure? Sure, we're sure!.Do you want...

Cast

A child who is going shopping, other children who join him or her and a shop keeper.

One to One Version

In a one on one situation the child can say to himself, I'm going shopping and I'm going to buy a packet of peas, a slice of cheese, a pound of meat and something sweet. He keeps walking to the shop and as he does he repeats what he is going to buy and gets it wrong. The child reaches the shop where the teacher is the shop assistant. Continue as per the script below and the child takes all the children's lines.

Suggested Props

A bag for the child going shopping. A table with products on it for the shop.

SCRIPT

One child walks by carrying a shopping bag.1st child: Where are you going?

Shopping child: I'm going shopping.

1st child: What are you going to buy?

Shopping child: A packet of peas, a slice of cheese, a pound of meat and something sweet.

1st child: I'll come with you.(They walk along together and meet the next child.)

2nd child: Where are you going?



1st child: We are going shopping.

2nd child: What are you going to buy?

1st child: A packet of peas, a slice of cheese, a pound of sweet and something meat.

2nd child: I'll come with you. (They walk along and meet the next child.)

3rd child: Where are you going?

2nd child: We are going shopping.

3rd child: What are you going to buy?

2nd child: A slice of peas, a packet of cheese, a pound of sweet and something meat.

3rd child: I'll come with you. (They walk into the shop.)

Shopkeeper: Good morning, what are you going to buy today?

Children altogether: A slice of peas, a packet of cheese, a pound of sweet and something meat.

Shopkeeper: Are you sure?

Children altogether: Sure, we're sure!

Shopkeeper: Let's see. Peas: A slice of peas? Do you want a packet?

Children altogether: Yes, yes, a packet of peas.

Shopkeeper: Cheese: A packet of cheese? Do you want a slice?

Children altogether: Yes, yes, a slice of cheese.

Shopkeeper: Meat: something meat? Do you want a pound?

Children altogether: Yes, yes, a pound of meat.

Shopkeeper: And would you like something sweet!

Children altogether: Yes please, something sweet.(The shopkeeper hands them a packet and the children run off chanting.)

Children: A packet of peas, a slice of cheese, a pound of meat and something sweet. Back to Table of Contents



Shopping 2

Adapted by a teacher who requested to remain anonymous to revise language from “Hetty and the Lion” preschool story combined with my above shopping play.

Language

Where are you going? I'm going shoppingI'll come with you.What are you going to buy?1 carton of milk, 2 bananas, 3 pears, 4 apples, 5 oranges, 6 scoops of ice creamAre you sure? Sure, we're sure!.Do you want...

Cast

A child who is going shopping, other children who join him or her and ashop keeper.

Suggested Props

A bag for the child going shopping. A table with products on it for theshop.

SCRIPT

One child walks by carrying a shopping bag.

1st child: Where are you going?

Shopping child: I'm going shopping.

1st child: What are you going to buy?

Shopping child: 1 carton of milk

1st child: I'll come with you.(They walk along together and meet the next child.)

2nd child: Where are you going?

1st child: We are going shopping.

2nd child: What are you going to buy?



1st child: 1 carton of milk and 2 bananas

2nd child: I'll come with you. (They walk along and meet the next child.)

3rd child: Where are you going?

2nd child: We are going shopping.

3rd child: What are you going to buy?

2nd child: 1 carton of milk, 2 bananas and 3 pears

3rd child: I'll come with you. (They walk along and meet the next child.)

4th child: Where are you going?

3rd child: We are going shopping.

4th child: What are you going to buy?

3rd child: 1 carton of milk, 2 bananas, 3 pears and 4 apples

4th child: I'll come with you. (They walk along and meet the next child.)

5th child: Where are you going?

4th child: We are going shopping.

5th child: What are you going to buy?

4th child: 1 carton of milk, 2 bananas, 3 pears, 4 apples and 5 oranges

5th child: I'll come with you. (They walk into the shop.)

Shopkeeper: Good morning, what are you going to buy today?

Children altogether: 1 carton of milk, 2 bananas, 3 pears, 4 apples and 5 oranges

Shopkeeper: Are you sure?

Children altogether: Sure, we're sure!

Shopkeeper: Let's see. Milk: A carton of milk? Do you want ONE carton?

Children altogether: Yes, yes, ONE carton of milk.



Shopkeeper: Bananas: Do you want TWO bananas?

Children altogether: Yes, yes, TWO bananas.

Shopkeeper: Pears: Do you want THREE pears?

Children altogether: Yes, yes, THREE pears.

Shopkeeper: Apples: Do you want FOUR apples?

Children altogether: Yes, yes, FOUR apples.

Shopkeeper: Pears: Do you want FIVE oranges?

Children altogether: Yes, yes, FIVE oranges.

Shopkeeper: Hmmmm. Do you want some ICE CREAM?

Children altogether: Yes please, SIX scoops of ICE CREAM.

(The shopkeeper hands them each an ice cream cone and then takes one for himself and they all enjoy their ice cream together.)




Dirt Is FunLanguage

Look how dirty you are.I / We like dirt. Dirt is fun.But now you need to get clean. / Now it's time for your bath.We made mud pies / We dug a hole / We built a fort. Modify these to your purposes.

Cast

Mum, Dad and some children

One to One Version

For the one to one scenario give the teacher all Mum and dad's lines and the child can take all the rest.

Suggested Props

Bucket and spade or gardening tools for the children.

Notes

Continue the script if desired with more dirt making scenarios such as we built a castle, we built a camp and so on.

SCRIPT

(Children sitting or lying on the ground, pretending to be digging or making mud pies. Mum and Dad walk onto the stage.The children jump up and run over to them)

All the children together: Hi Mum, hi dad!

Mum: Hello, look how dirty you are!

Dad: What did you do today?

1st child/group: I/We made mud-pies!

(Pantomime making 'pies' with mud)

Mum: And look how dirty you are!

(Shaking her head and a finger at them)



1st child/group: I/we like dirt. Dirt is fun!

Dad: But now you need to get clean.

All the children together: No! No! No!

2nd child/group: I/We dug a big hole.(Pantomime digging with a spade)

Mum: And look how dirty you are!(Shaking her head and a finger at them)

2nd child/group: I/we like dirt. Dirt is fun!



3rd child/group: I/We built a fort.(Pantomime building a fort with mud)

Mum: And look how dirty you are!(Shaking her head and a finger at them)

3rd child/group: I/We like dirt. Dirt is fun!



Mum or Dad: Well, it looks as if today was a 'dirt day'.

All the children together: Yes! Yes! Yes! Or yeah!(They make a circle around Mum and Dad and skip around, singing Happy dirt day to us to the tune of Happy Birthday)

Happy dirt day to usHappy dirt day to us

Mum and Dad: And now it's time for your bath!


Mum and Dad: Yes! Yes! Yes!(They try to catch the children who run off laughing. Mum and Dad run after them. Then everyone comes on to bow.)




Tea TimeLanguage

Do you like / I don't likeBeverages (coffee, tea, milk)I don't know.

Cast

Child, a friend and the waiter.

One to One Version

For the one to one scenario give the waiter all the friend's lines. For the opening the waiter can ask the child what he or she would like. The child replies with I'd like coffee. Then the waiter asks if the child likes coffee and so on. For the ending the child cannot spit the milk on his friend so instead he can spit it on his bag or books. The waiter helps wipe it off and the boy says thank you and they both bow.

Suggested Props

Plastic cups, a table and chair for the customers. A tray and towel for the waiter.

SCRIPT

(The setting is a café. Two friends are sitting together. A Waiter walks over.)

Friend: I would like a coffee.

Child: Mmm. I'd like a coffee, too.

(Waiter walks away)

Friend: Do you like coffee?

Child: I don't know.

(Waiter returns immediately with 2 cups. Child sips coffee and spits it out towards the waiter. The play will drag if the waiter takes time getting the drinks at each order.)

Child: Yuk! I don't like coffee!



(Waiter leaps out of the way in time.)

Waiter: Would you like tea?

Child: Yes, I would like some tea.

(Waiter walks away with cup)

Friend: Do you like tea?


(Waiter returns with tea. Child sips cup and spits it out towards the waiter)

Child:Bleh! I don't like tea!

(Waiter leaps out of the way in time.)

Waiter: Would you like milk?

Child: Yes, I would like milk.

(Waiter walks away again with cup.)

Friend: Do you like milk?


(Waiter returns with milk. Child sips milk and spits it out. As the child spits it out the waiter ducks behind the friend and the milk goes all over the friend.)

Child: I don't like milk!

Friend: And I don't like you!!!

Child: I'm sorry !!

(The friend and the waiter wipe the milk off the friend and they make up. Everyone bows.)




Bake A CakeLanguage

Who wants to make a cake? I / We do.Cooking terms (mix, bake, oven)Food (eggs, milk, flour, water)

Cast

Chef and child or children. Give the part of the chef to the best student.

One to One Version

For the one to one scenario the child can say "I do, I do" instead of "we".

Suggested Props

A bowl, a spoon and a pan. Chefs hats which could be made from white paper rolled into a cylinder.

SCRIPT

(Scene is a kitchen where children are visiting a chef. Dialog is rhythmic.)

Chef: Who wants to make a cake?

Children: We do, we do.

(Children pick up bowls.)

Children: Who wants to make a cake?

Chef: You do, you do.

Chef: Mix the eggs and flour.

(Children mix their bowls.)

Children: Mix it, mix it.

Chef: Mix in the sugar.


Child: Mix in the milk.




Chef: Pour it in a pan.

(Children pour from bowl to pan.)

Children: Pour it, pour it.

Chef: Bake it in the oven.

(Children slide pan into oven.)

Children: Bake it, bake it.

Chef: When the bell rings...

Children: We can all have cake.

(Children all cheer.)




Birthday PartyLanguage

What's happening?It's Penny's birthdayDo we have a ... for her?Hurry, get a gift, cake, balloons and other items that you add.

Cast

Children and Penny. It's best if the teacher is Penny as she has hardly any lines and only comes on at the end.

One to One Version

For the one to one scenario this can be done in two ways. A very sweet way would be to have the child sitting with her teddy bear having the conversation, What's happening? It's Penny's birthday. The child does the whole script, talking to herself but as if having a conversation with teddy. Each time the child thinks of something that is missing he or she and teddy go off stage and come back on with the item. Then the child carries on with the script. The teacher is Penny who comes on at the end. When preparing for this the teacher takes teddy's lines at first until the child knows her lines really well. Then swap over until the child knows teddy's lines. Then the child can put the two together.

An alternative is for the teacher and child to perform the whole dialogue. Then the teacher can leave after the last item has been brought on, put on a wig and some props and come on as Penny.

In the one to one situation when the child discovers that it is not actually Penny's birthday he or she can say, that's OK, it's teddy's birthday!For a larger group of children have them coming on in pairs or threes. You may also extend the script and have the children bringing on more and more items for the party.

Suggested Props

Calendar or piece of card which can serve as a calendar, a box in wrapping paper, a cake or pretend cake, some balloons.

SCRIPT

(Large calendar hanging up with a big cross on one of the days. Improvise with a piece of paper if no calendar is available. Table in middle.Child standing in front of the calendar.)



1st child: Oh No!(2nd child runs in.)

2nd child: What's happening?

1st child: It's Penny's birthday!

2nd child: Do we have a gift for her?

1st child: No, no gift!

1st & 2nd child together: Hurry, hurry, get a gift.

(They run off together and come back with a wrapped gift which they put on the table. While they are admiring it 3rd child runs in.)

3rd child: What's happening?

1st & 2nd child together: It's Penny's birthday!

3rd child: Do we have a cake for her?

1st & 2nd child together: No, no cake!

1st, 2nd & 3rd child: Hurry, hurry, get a cake.

(They run off together and come back with a cake which they put on the table.While they are admiring it 4th child runs in.)

4th child: What's happening?

1st, 2nd & 3rd child: It's Penny's birthday!

4th child: Do we have balloons for her?

1st, 2nd & 3rd child: No, no balloons!

All four children: Hurry, hurry, get balloons.

(They run off together and come back with balloons which they put on the table.Depending on the number of children this can continue with streamers, candy, pop etc.While they are admiring the balloons they hear footsteps off.)

4th child: Sshhh! Here she comes!



(Penny walks in.)Everyone: (singing) Happy birthday to you, happy birthday to you!

Penny: What's happening?

Everyone: It's your birthday!

Penny: No it's not! My birthday is next week!

Everyone: Oh No!(Lots of exaggerated slapping of foreheads, rolling eyes, throwing up hands etc.)

Child: Well let's have a party now!

Children cheer and bow.




My PartyLanguage

Will there be ?/ Yes, there will beParty items (cake, games, dancing, presents)I love

Cast

Party child and friend/s.

One to One Version

For one to one the teacher can take all the friends' lines.

Suggested Props

Some music to turn on at the end for the dancing.

SCRIPT

(Children sitting on the floor talking.)

Child: My party is today.

Friends: Oh, will there be cake?

Child: Yes, there will be cake.

Friends: Will there be games?

Child: Yes, there will be games.

Friends: Will there be presents?

Child: Yes, there will be presents.

Friends: Will there be dancing?

Child: Yes, there will be dancing, too.

(Continue with vocabulary from the Birthday Party play too for revision, such as "will there be balloons".)

Friend 1: (jumps up) Oh, I love cake!



Other Friends: (jumping up) I love games!

Other Friends: (jumping up) I love presents!

All Friends: (all jumping up) And we love to dance!

Music starts and all friends all start to dance

Child: That is good!

(Friends freeze and look at Child expectantly)

Child: Because everyone is invited!

(Everyone cheers and starts dancing again.)




Red Yellow GreenLanguage

SorryWhat is wrong?Red means stop, green means go, yellow in the middle means slow downI forgot / he forgot what the colours meanOR I have forgotten...

Cast

Bus driver and passenger/s.

One to One Version

The teacher takes the role of the driver and the pupil the lines of all the passengers or the other way around.

Suggested Props

Chairs arranged in a row with the driver in the front chair holding something round in guise of a steering wheel.

SCRIPT

(Setting is the interior of a bus. Driver is seated in front, operating the bus. Passengers sit in rows of 2 or 3 behind driver. Everyone is bouncing in their seat like motion of the bus. The bus comes to a sudden stop. The bus driver suddenly lurches forward, followed by passengers.)

Driver: Sorry.

(Driver returns to driving, the passengers start bouncing in their seats again. Bus suddenly stops again. Everyone lurches forward.)

Driver: Sorry.

Passenger: What is wrong?

(Driver looks at passenger, then looks forward and points up.)

Driver: There is a traffic light.

Passenger: Yes, red, yellow and green.



Passengers: (All passengers repeat) Yes, red, yellow and green.(Driver looks at the audience and whispers to them:)

Driver: I've forgotten what the colours mean.

Passenger: (who has heard the driver) You've forgotten what the colours mean!

Passengers: (All passengers shout in disbelief) He's forgotten what the colours mean!

(Driver stands up. All passengers stand up and talk to driver)

Passengers: Red, yellow, green. Red, yellow, green.

Passenger1: Red means stop.

Passenger2: Green means go.

Passenger3: Yellow in the middle means slow down.

Passengers repeat together: Red means stop. Green means go. Yellow in the middle means slow down.(Driver looks at passengers)

Driver: Red means stop. Green means go. Yellow in the middle means slow down.

Passenger: Now you are ready.(All passengers sit down. Driver sits down.)

Driver: Red means stop.

(Driver and passengers wait. Passengers point out window)

Passengers: Green means go.

Driver: Green means go.

(Driver and passengers shake up and down like bus is moving.Bus stops suddenly. Everyone leans forward and back.)

Passengers: Green means go!Driver: I know.(Driver points out window to audience.)

But the driver in front of us doesn't!Back to Table of Contents



Ready Steady Go!

Language

Are you ready?Wait, I forgot my bag, jacket, sunglasses, hat, keys.We're ready, let's go.Are you sure you're ready? Yes we're sure.

Cast

Driver and passenger/s.

One to One Version

For one to one the same child can forget something each time. For a group either add in more items that different children can forget, have children forgetting several items, or have several children forgetting the same item and going to fetch it together.



Suggested Props

Chairs arranged in rows with a chair in front for the driver. Items that the children forget - a bag, a jacket, a hat, and anything else that you add.

SCRIPT

(Set out enough chairs for each child to make a 'car' with one in front for the driver. The children mill around, some wearing hats, some carrying bags, some wearing sun glasses.)

Driver: Hello everyone, are you ready to go to town?

Children: Yes thank you.

(All climb into their seats and pretend to fasten their safety belts.)

Driver: Are you ready? Let's go!

Child: Wait, wait, I forgot my bag!

(Jumps out of the 'car' and hurries off, returning with a bag and climbing back in.)

Driver: Are you ready now? Let's go!

Children: We're ready. Let's go!

Child: Wait, wait, I forgot my jacket!

(Jumps out of the 'car' and hurries off, returning with a jacket and climbing back in.While waiting the driver starts getting impatient, tapping his foot.)

Driver: OK. Are you ready now?

Children: Yes yes, we're ready. Let's go!

Child: Wait, wait, I forgot my sunglasses!

(Jumps out of the 'car' and hurries off, returning with sunglasses and climbing back in.While waiting the driver gets more and more impatient, tapping his foot, looking at his watch.)

Driver: OK? Are you ready now?

Children: Yes, we're ready.



Driver: Are you sure you are all ready?

Children: Yes yes yes!! We're ready. Let's go!

(Children make out that the driver is crazy for thinking that they are not ready.)Driver: OK, let's go.

Child: Wait! I forgot my hat.

(Jumps out of the 'car' and hurries off)

Driver: (Big sigh and looking heavenward) Oh dear oh dear oh dear.

Child with hat: I'm really sorry! Child returns with the hat and gets back in the 'car'.

Driver: Are you ready?

Children: Yes, we're ready now.

Driver: Are you sure you're ready?

Children: Yes, we're sure.

Driver: Are you sure you're sure?

Children: YES! We're sure we're sure we're ready! Let's go!

Driver: Oh oh.

(Driver feels for the ignition keys)

Driver: I forgot my keys!




Trading GameLanguage

Play items (car, doll, ball, cards, bubbles)I will trade (for British English we would be more likely to use swap)My and your

Cast

Any number of children.

One to One Version

The script can be done by one pupil with the teacher too.

Notes

In the script below the car goes full circle back to the owner passing through 5 children. Modify the length by adding in more toys for a bigger group. Alternatively rearrange the order of the trading so child one and two do a swap followed by child 3 and 4, rather than child 2 and 3. Continue the swapping until the children end up with their original items.

Suggested Props

Toys for the children to swap.

SCRIPT

(Setting is a school yard where the children are playing with different toys.)

First Child: I am bored with this car.

(Turns to Child 2)

First Child: I will trade you my car for your ball.

(Child 2 looks at the car.)

Child 2: Sure, I will trade.

First Child bounces ball. Child 2 plays with car.)

(Child 2 looks at Child 3, playing with doll)



Child 2: I will trade you my car for your doll.


(Child 2 plays with doll while Child 3 tries car.)

(Child 3 turns to Child 4, who is looking at cards.)

Child 3: I will trade you my car for your cards.


(Child 4 plays with car, then turns to Child 5.)

Child 4: I will trade you my car for your bubbles.


(Each child plays with new toy.)

(Child 5 walks over to First Child)

Child 5: I will trade you my car for your ball.

(First Child looks oddly at Child 5 and the car, which is his or her original toy.)

First Child: Sure, I will trade.

(Everyone keeps playing. First Child stops. Child 2 stops. They look at each other, hold up their toys and laugh.)

Child1 & Child 2: Trade?




Soccer PracticeLanguage

Sports (team, player, ball)First, then, nextStretch, run, pass, kick, score

Cast

Coach and child or children on the team.

One to One Version

For one to one the child takes all the children's lines and the teacher is the coach.

Notes

In British English we say football rather than soccer. Adapt the play to any sport. If you only have girls and they play netball at school then use that as the game.

Suggested Props

A Football.

SCRIPT(Setting is a soccer field. A team, which can be just one child, is listening to its coach.)

Coach: OK team. Let's start.

Players: OK let's play!

Coach: Wait a minute! First we stretch.

Players: Stretch, stretch, stretch.

(All children stretch)

Players: OK, let's play!

Coach: Wait a minute! Next we run.

Players: Run, run, run.



(Players run, on the spot if you have no room)

Players: Now we can play!

Coach: Wait a minute. Next we pass the ball.

Players: Pass, pass, pass.

(Players pass the ball around)

Players: OK, let's play! (Or, Now can we play?)

Coach: Wait a minute. Next, run for the ball

Players: Run, run, run.

(Players run about again, or on the spot)

Player: Pass to me!

Player: Pass to me!

(Players start playing despite themselves.)

Coach: Wait a minute, wait a minute...

Player/s: Kick it!

(Player kicks the ball, or mimes kicking it and scores.)

Players (yell): Score! (Scooooooooooorrrrreeeee!)

Coach: OK, let's play!

Players look at the coach like he is mad as that is what they have been doing!




Quiet TimeLanguage

May I or may we play?Please do it quietlyYou are so noisyBut we didn't say anythingActivities: play, play games, sing, draw

Cast

Adult and children.

One to One Version

For one to one give the child all the children's lines and change "we" to "I".

Notes

Add more activities if desired. The children spend the play creeping about on tiptoe trying really hard to be quiet but always ending up making noise.

Suggested Props

A chair for the adult. Some crayons and paper for the drawing at the end.

SCRIPT

(The adult is reading in a chair. The children enter the room and walk around restlessly. When the adult replies to the children throughout the script, he or she does it without looking up from the paper or book.)

Child: May we play?

ADULT: Yes, but please do it quietly.

(Child start playing cars and making sounds effects of the engines)

ADULT: Oh you are so noisy.

Children: But we didn't say anything.

ADULT: Well, play something else.

Child: May we play games?



ADULT: Yes, but please do it quietly.

Children: Let's play Hide and Seek.

Child: I'll hide.

(Child hides behind adult.Children begin to tiptoe around room looking for CHILD, holding finger to lips. One child walks into another, both fall over.)

Children: SSSSSSSSSSHHHHHH ?

Adult: Oh you are so noisy.

Child: But we didn't say anything.

Adult: Well, play something else.

Children: May we sing?

Adult: Yes but please do it quietly

(Children start to sing quietly (possible spot for a little song here)

Children: "Do-Re-Me - little song that you have taught them"

(Some children then start to pretend to sing opera or rock 'n' roll and get louder and louder until the adult says?)

Adult: Oh you are so noisy!

(Child stops singing. Adult puts down book.)

Child: May we draw?

Adult: Yes, you may.

(Children sit down with paper and crayons to draw. Adult watches Children drawing.)Adult: May I draw?

Children: Yes, you may.(Children look at each other and all say together...)

But please do it quietly!(Adult sits with Children and draws.)




SeasonsLanguage

Seasons (Winter, Spring, Summer, Fall) In British English we say Autumn rather than Fall.We like / In the .. / We play / We drinkActivities (ski, surf, run, fish)

Cast

Four children or four groups of children. Each child or group of children is dressed for either winter, summer, spring or autumn.

One to One Version

For one to one give the child two of the seasons and the teacher takes two. They alternate the lines of the script and can change "we" to "I".

Suggested Props

The winter child or children can be dressed for cold, the spring children can be dressed for gardening, the summer children for the beach and the autumn group for work, or back to school.

SCRIPT

(Children are standing in four groups based on their season.)

WINTER: In the Winter, we play in the snow.

SPRING: In the Spring, we play in the garden

SUMMER: In the Summer, we play at the beach.

FALL: In the Fall, we play in the park.

Children start playing

WINTER: In the Winter we ski.

(They mime skiing)

SPRING: In the Spring we run.



(Or we do the gardening)

SUMMER: In the summer we surf.

(They mime surfing)

FALL: In the Fall we fish.

(They mime fishing)

WINTER: We drink cocoa.

(Mime it)SPRING: We drink tea.

(Mime it)

SUMMER: We drink lemonade.

(Mime it)

FALL: We have Halloween treats.

(Laughing and pretending to eat)

WINTER: We like Winter.

SPRING: We like Spring.

SUMMER: We like Summer.

FALL: We like Fall.




What Day Is It?Language

Get up, it's time for school. Get dressed, clean your teeth, brush your hair and have your breakfast.It's Monday. No it's not, it's TuesdayDays of the weekYou're all wrongThere's no school today

Cast


One to One Version

For one to one alternate all the lines up until the fourth child says it's Thursday. Then continue with "no it's not, it's Friday". Then the child realises it's Sunday, tells the teacher he or she is wrong and that there is no school today so they both go back to bed and snore loudly.

Notes

Here is an optional Introduction to the play for the audience, which one or two children can give in the native language, or if you have a mixed ability group give these extra introductory lines to the best student/s.

“Have you every wondered where the days get their names? Well, Saturday is named after a planet, Saturn, Sunday is named after the Sun and Monday after the Moon.

The other four days are named after old English or Anglo Saxon gods.The ancient Egyptians had a ten day week, but seven days is quite long enough! If the week was ten days long it would take too long to get to the weekend.

Monday is the start of the working week. Saturday and Sunday come at the end of the week so we call those two days the weekend, for many people the weekend is the best part of the week.”

Suggested Props

Alarm clock to go off at the start of the play.



SCRIPT

(All children are asleep.The alarm clock goes off and the first child jumps up.)

1st child: Get up, it's time for school. Get dressed, clean your teeth, brush your hair and have your breakfast.

(All of the others, except one, climb out of bed.)

1st child: It's Monday morning!

2nd child: No, it's not, it's Tuesday! Get up, it's time for school. Get dressed, clean your teeth, brush your hair and have your breakfast.

(All pantomime dressing)

3rd child: It's not Tuesday, it's Wednesday. Get up, it's time for school. Get dressed, clean your teeth, brush your hair and have your breakfast.

(All pantomime brushing teeth and hair.)

4th child: No, you're all wrong, I'm sure it's Thursday. Get up, it's time for school. Get dressed, clean your teeth, brush your hair and have your breakfast.

(All pantomime eating. Then look around.)

Children altogether: Where's Mary?

Child: There she is, she's still sleeping!

(They gather around her.)

Child: Get up, it's time for school.

Child: Get dressed quickly.

Child: Clean your teeth.

Child: Brush your hair.

Child: Have your breakfast.

(Mary yawns and stretches.)

Mary: What day is it today?



1st child: It's Monday today.

2nd child: No, it's not. It's Tuesday!

3rd child: No, no, it's Wednesday.

4th child: No, it's not, it's Thursday.

Mary: You're all wrong, it's Sunday. There's no school today!

(She rolls over and goes back to sleep. They all look at each other.)

Half the children: It's Sunday?

The other half: There's no school today!

(They all jump back into bed, roll over and start snoring loudly.)




Lost And FoundLanguage

Are you ready? Let's go! (revision from Ready Steady Go)I can't go, I've lost my purse.Where could it be?I don't know. (Optional: I know I put it somewhere safe.)Maybe it's ...Prepositions: on top of, under, inNouns: cupboard, bed, drawersDid you find it?

Cast

Any number of children. For groups give out the lines as desired and give the best child the part of the child who has lost the purse. Add more places to look if desired.

One to One VersionFor use one on one simply use the script as is and alternate the lines.

Suggested Props

A purse in the child's pocket.

SCRIPT

(One child standing in the middle of the room, looking around vaguely. Several others come in.)

Children: Are you ready? Let's go!

1st child: I can't go, I've lost my purse.

Children: Where could it be?

1st child: I don't know. I know I put it somewhere safe.

2nd child:Maybe it's on top of the cupboard.

(All, except the 1st child, stand on tiptoe and pretend to be searching a cupboard top.)

1st child: Did you find it?

2nd child: It's not there. Let's go.



1st child: I can't go until I find my purse.

Children: Where could it be?

1st child: I can't remember.

(Or repeat: I don't know.) I know I put it somewhere safe.

3rd child: Maybe it's under the bed.

(All, except the 1st child, crawl around on the floor pretending to search under a bed.)


3rd child: It's not there. Let's go.

1st child: No, I can't go; I have to find my purse.

Children: But where could it be?

1st child: I don't know. I know I put it somewhere safe.

4th child: Maybe it's in the drawer.

(All, except the 1st child, pantomime opening drawers and peering inside.)


4th child: It's not there. Let's go.

1st child: I can't until I ?.. Oh!

Children: What?

(Puts her hand in her pocket and pulls out a purse. The other children slap their foreheads or similar gestures and run off)

1st child: (laughing and absorbed in the purse, does not notice the others have gone)

It was in my pocket all the time. I knew I put it somewhere safe!

Where did they go?

(The other children come back on and bow.)Back to Table of Contents



Only ShirtsLanguage

Clothing: pants (US) replace with trousers (GB) if required, shirtOnlyStore (US) replace with shop (GB) if desiredI would like (revision from the Best Restaurant)We don't sell.../ We only sell shirts.

Cast

Sales clerk and customers.

For groups repeat the dialogue with the sales clerk for as many times as you have pupils. Alternatively send the pupils into the store in pairs or threes to ask for pants in unison.

One on One Version

To use this play on a one to one basis the child comes in with two or three toys - either dolls or stuffed toys. These toys all want pants too and each ask the shop assistant for a pair. The child will be doing most of the talking and can use funny voices for the different toys.

Suggested Props

A tape measure hanging round the sales clerk's neck.

SCRIPT

(Setting is a clothing store. Sales Clerk is organizing shirts. 2 customers enter together.)

Clerk: Welcome to Only Shirts.

Customer 1: Hi. I would like some pants.

Clerk: We don't sell pants. We only sell shirts.

Customer 2: Well, I would like some pants, too.

(Clerk shakes his head)


(A new customer enters.)



Customer 3: I would like some pants.


(Continue with more customers coming into the store and repeating the above dialogue.)

(First Customer interrupts)

Customer 1: Where are my pants?

Clerk: We don't sell pants! We only sell shirts!

Customers: Where are my pants?

Clerk: (Big sigh and sits down.)

(Customer 3 looks at First Customer)

Customer 3: I like your pants.

Customer 1: Thank you. They are from the Only Pants store. I like your pants, too.

Customer 3: Thank you. They are from the Only Pants store, too.

To customer 2; I like your pants too.

Customer 2 Thank you. They are from the Only Pants store, too.

Clerk: Arrrgh!

Customers in unison: Let's go to Only Pants!

(Customers all leave the store.)




Doctor DoctorLanguage

Body partsDoctor Doctor my arm really hurts!Which arm, this arm?Ouch! That hurts!Oh sorry, well take these M&Ms and you'll get better.Mmm, yummy, thank you doctor, I feel better already.

Cast

Doctor(s) and patients, optional nurse

One on One Version

For one to one have one doctor and one patient. The same patient comes back in over and over, each time claiming to have something wrong with a different body part.

With two or three pupils have each each child come in twice, with a different ailment each time.

With larger groups, such as if you have ten children, have two doctors who share the lines given and work together with each patient. Optionally create a nurse who shows in each patient and introduces him/her.

Suggested Props

A pretend stethoscope such as a long necklace that the doctor may wear around her/his neck.

M&Ms or other sweets, or pretend sweets. The healthy choice would be something like almonds which the children can suck and won't rot their teeth!

SCRIPT

Patient 1: (bursting into the doctor's room)

Doctor Doctor my arm really hurts!

Doctor: Which arm, this arm?

(Doctor grabs the arm)



Patient 1: Ouch! That hurts!

Doctor: Oh sorry, well take these M&Ms (or well-known brand of sweet) and you'll get better.

Patient 1: (sucks on the sweet and says:)

Mmm, yummy, thank you doctor, I feel better already.

Patient 2: Doctor Doctor my finger really hurts

Doctor: Which finger, this finger?

(Doctor grabs the finger)

Patient 2: Ouch! That hurts!

Doctor: Oh sorry, well take these M&Ms and you'll get better.

Patient 2: (sucks on the sweet and says)


Patient 3: Continue repeating the same thing with different body parts.

Last Patient: Doctor Doctor my leg really hurts!

Doctor: Which leg, this leg?

(Doctor grabs the leg)

Patient: Ouch! That hurts! No not that leg, the other leg.

Doctor: Oh. Well is it broken?

Patient: No. (and as an aside to the audience)

I only came in for the sweets!

Doctor Take these M&Ms and you'll get better.

Patient: (sucks on the sweet and says)


(All the patients come back in pretending they are in pain.)



Patients: Doctor, my …. still hurts a bit, could I have some more medicine please?

Doctor: Here you are my dears.

(handing out the M&Ms to each child)

Patients: Thank you doctor, good bye, we feel better now.

Doctor: Well take care now!

The doctor sits down in his chair and heaves a big sign.

Then he picks up the packet of M&Ms thinking it would be nice to have one, but the packet is empty!




The Rock BandLanguage

Instruments (Guitar, drums, piano and any others you want to include.)

Musicians (guitarist, pianist, drummer)

I play the …

Cast

Guitarist, drummer, pianist, singers, rock collector

One on One Version

See alternate script below group script.

Suggested Props

Any instruments that the children may be learning could be brought in for final rehearsals and the performance. Bear in mind musical instruments can be most expensive and fragile. Some children may have toy instruments which would be excellent to use. Children may well have recorders – a common first instrument in English primary schools, or toy electric pianos. Make fake instruments such as cardboard boxes with sticks for a drum set and a cut-out cardboard guitar.

A pretend microphone such as a toy one, or a perfume bottle or other device will go down well for the singers. Wigs and any other get-up would add to the fun for final rehearsals.

If you are interested in music yourself and good on the computer you might have the inclination to get some excerpts together that could be played during the skit. You might for example get a ten second clip of some drum playing, a portion of a guitar solo and so on. You will hit the play button at the right moment during performance. Otherwise see if some of the children want to do sound effects to imitate the instruments – this could be very humorous for the audience.

SCRIPT - GROUPS

Setting is a music studio. GUITARIST is sitting down with guitar. Drummer walks in.

Drummer: Is this the audition for the Rock Band?

Guitarist: Yes it is.



Drummer: Hi. I am a drummer. I play the drums.

Guitarist: I am a guitarist. I play the guitar.

(Guitarist plays on his guitar)

Guitarist: Will you play the drums for me?

(Drummer sits at drums (or sits in a chair if he has a hand held drum)

Drummer: Yes I will.

(Drummer bangs on the drums)

Guitarist: Very good!

(Pianist enters)

Pianist: Is this the audition for the Rock Band?

Guitarist: Yes it is. Who are you?

Pianist: I am a pianist. I play the piano.

Guitarist: Will you play the piano for me?

Pianist: Yes I will.

(Pianist sits at the piano and plays. Drummer watches, then starts banging on drums)


(Singers enter)

Singers: Is this the audition for the Rock Band?


Singers: We are Singers. We sing the words of a song.

Guitarist: Will you sing for me?

Singers: Sure.

(Singers start singing a song. Pianist and Drummer watch and then join in on their instruments.)

Guitarist: Very good! Now we have a band.

(Everyone cheers. Collector walks in with rocks)

Collector: Hello. Is this the Rock Club?

Band:Yes

Collector: I brought my rocks.

EVERYONE laughs



SCRIPT – ONE TO ONE

Setting is a music studio. GUITARIST is sitting down with guitar. Drummer walks in.

Drummer: Is this the audition for the Rock Band?

Guitarist: Yes it is.

Drummer: Hi. I am a drummer. I play the drums.

Guitarist: I am a guitarist. I play the guitar.

(Guitarist plays on his guitar)

Guitarist: Will you play the drums for me?

(Drummer sits at drums (or sits in a chair if he has a hand held drum)

Drummer: Yes I will.

(Drummer bangs on the drums)


(Drummer leaves with his drum sticks. Pianist enters, who is the same person so he/she might want to put on a hat and pick up a different prop to show that it is a different character.)

Pianist: Is this the audition for the Rock Band?


Pianist: I am a pianist. I play the piano.

Guitarist: Will you play the piano for me?

Pianist: Yes I will.

(Pianist sits at the piano and plays. Drummer watches, then starts banging on drums)


(Singers enter)

Singers: Is this the audition for the Rock Band?


Singers: We are Singers. We sing the words of a song.

Guitarist: Will you sing for me?

Singers: Sure.

(Singers start singing a song. Pianist and Drummer watch and then join in on their instruments.)



Guitarist: Very good! Now we have a band.

(Everyone cheers. Collector walks in with rocks)

Collector: Hello. Is this the Rock Club?

Band:Yes

Collector: I brought my rocks.

EVERYONE laughs




The MeetingLanguage

Stay & leaveI want to talk about …

Office items (computers, desks, chairs, lamps, pens, telephones).

Cast

Boss and office workers

One on One Version

For one to one have one boss and one worker. The worker takes all the lines given to the workers.

Suggested Props

Chairs and tables arranged for a meeting. Possibly the boss could have a notebook and pen with his meeting agenda. Boss and workers could have glasses of water as in many real meetings. The cast could wear ties and even dress up in suits or jackets, or wear shirts with braces if kids have such attire available in their dressing up boxes at home.

SCRIPT

Setting is a group of workers sitting around a table. The BOSS is standing at the head of the table. Workers are fidgeting and unhappy.

BOSS: Thank you for staying for this meeting.

WORKERS: You made us stay. We wanted to leave.

BOSS: Thank you anyway.

We need to talk about a problem.

We are here to talk about …

(WORKER raises hand and interrupts)

WORKER: I want to talk about the computers.

We need better computers.

BOSS: No, we are not here to talk about computers.



We are here to talk about …(hesitating and scratching his head)

(A different WORKER interrupts him)

WORKER: I want to talk about the desks.

We need better desks.

BOSS: No, we are not here to talk about desks.

We are here tot talk about …

(Another WORKER stops the BOSS)

WORKER: I want to talk about the pens.

We need better pens.

BOSS: No, we are not here to talk about pens.

We are here to talk about ..

(WORKERS start calling out)

WORKERS: I want to talk about the desks.

I want to talk about the lamps.

I want to talk about the telephones.

(BOSS starts getting angry)

BOSS: No, no, no!

We are not here to talk about desks, lamps or telephones!

WORKERS: Why are we here?

(BOSS looks around at WORKERS.)

BOSS: I have forgotten what we are to talk about!

Everyone can leave!

WORKERS: Thank you.

Can we have our shoes back?

(WORKERS wave bare feet at BOSS)




PlacesLanguage

Excuse me, where can I find...Please, thank you, byePublic toilet, supermarket, cinema, library, bookshop, sweetshopAdd further places or swap in ones you prefer to use.Out of order

Alternative script uses places and buying a sandwich with no reference to a toilet.

Optionally: Giving directions

Cast


One to One Version

The pupil acts out the child needing the loo and the teacher does all the other roles. Swap over if desired.

Notes

Many children around the world will find this funny, though not all adults will, so please be aware of different cultures and modify to avoid talking about going to the toilet if necessary. Instead try this scenario: the child has left his lunchbox at home and tries to buy a sandwich all over town, cannot find one for a variety of reasons such as all sold out, only pickled cabbage flavour left, the bread is off , the cat ate the last one and so on. Eventually the child finds himself back at home and has lunch there! (See alternative script.)

Optionally add in directions to the play each time the child asks for a public toilet, or a place to buy a sandwich, the passerby gives instructions on how to reach the place, such as "Go straight on, second left and it's on the left".

To simplify the script let the toilet be out of order every time, which makes things a lot easier for the pupils. If using the alternative sandwich script all the different places can have sold out completely.

Suggested Props

Simple props may illustrate a place such as a till for the shop or some produce.



SCRIPT

A child leaves home and walks into town. He/she asks a passerby in the street:

Child: Excuse me, do you know where I can find a public toilet?

Or more simply: Where can I find a toilet please?

Passerby: Yes, there's one over there in the supermarket.

Child: Thank you.

Walks into the supermarket and asks someone inside:

Excuse me, do you know where I can find a public toilet?

Supermarket staff: I'm sorry, the toilet is out of order today. Try the cinema.

Child: Thank you.

Child goes to the cinema and asks someone inside:


Cinema staff: I'm sorry, we are closed until 4 pm. Try the public library.

Child: Thank you.

Child is now beginning to need the toilet more urgently. He/she crosses legs and sighs. Then goes to the library and asks someone inside:


Library staff: I'm sorry, the toilet is only for library members. Try the bookshop.

Child: Thank you.

Child, needing toilet even more urgently, RUNS to the bookshop and asks someone inside, breathlessly and in a hurry:


Bookshop staff: I'm sorry the toilet is only for customers. Try the sweetshop.

Child: Oh no! Thank you.



Continue visiting other places as needed. Repeat reasons the toilet cannot be used, or perhaps they don't have one until you have enough lines for the number of students. Students may also take several turns if you have a very small group.

Child runs frantically to the sweetshop and asks someone inside, in a hurry and out of breath:


Sweetshop staff: Hello Peter (insert child's name). Why don't you use your toilet at home? You live next door!

Child: Oh thank GOODNESS! Bye!

Child runs out totally desperate for the toilet now!

While cast go "ahhhhhhhhhhhhhhhhhhhh!" and come back on and bow.

Script - Alternative with sandwich instead of toilet

A child leaves home and walks into town. He/she asks a passerby in the street: Child: Excuse me, do you know where I can buy a sandwich, I'm hungry? (Or more simply: Where can I buy a sandwich please?) Passerby: Yes, over there in the supermarket. Child: Thank you. (Walks into the supermarket and asks someone inside.) Excuse me, do you have any sandwiches? Supermarket staff: I'm sorry, we have sold out of sandwiches today. Try the cinema. Child: Thank you. (Child goes to the cinema and asks someone inside.) Excuse me, do you have any sandwiches? Cinema staff: I'm sorry, we are closed until 4 pm. Try the public library.



Child: Thank you. (Child is now beginning to get hungry. He/she rubs his/her stomach sighs. Then goes to the library and asks someone inside.) Excuse me, do you have any sandwiches? Library staff: I'm sorry, we have sold out of sandwiches today. Try the bookshop. Child: Thank you. (Child, feeling hungrier, RUNS to the bookshop and asks someone inside, breathlessly and in a hurry.) Excuse me, do you have any sandwiches? Bookshop staff: I'm sorry we have sold out of sandwiches today. Try the sweetshop.OR We only have octopus sandwiches today. Would you like one? Child: Oh no! Thank you. Continue visiting other places as needed. Students may also take several turns if you have a very small group. (Child runs frantically to the sweetshop and asks someone inside, in a hurry and out of breath.) Excuse me, do you have any sandwiches? Sweetshop staff: Hello Peter (insert child's name). Why don't you have a sandwich at home? You live next door! Child: Oh thank GOODNESS! Bye! Child runs outCast and child come back on pretending to munch on sandwiches and saying "mmmmmmmmmmmmmm, yummy" and then bow.



Other ResourcesI hope that this book of plays brings much joy to your classrooms. If the comments that I have had from hundreds of teachers are anything to go by then It surely will.

For videos of plays in action please see this post on my blog:

http://teachingenglishgames.blogspot.fr/2012/03/watch-these-fun-esl-skits-for-kids.html

And these notes from a Dragica in Macedonia who is using the plays, to see how she got on with them and her comments.

http://teachingenglishgames.blogspot.fr/2012/03/esl-role-plays-and-skits-get-inspired.html

Here is a list of my other resources, which may be useful if you teach a variety of ages or class sizes.

1. Teaching English Songs 1 CD or Download

This CD contains sixteen songs to match the vocabulary taught in the stories.

It is the perfect compliment to stories 1 to 10, helping you to reinforce what you are teaching while bringing cheerful music to your lessons.

In addition masks of all the characters in the story are included in black and white, to cut out, colour and wear. The two shown are not to scale.

http://www.teachingenglishgames.com/eslsongs.htm










2. Preschool Games and Stories 1 to 10

Ten stories covering basic vocabulary themes and useful vocabulary with a fun games book for preschoolers.

www.teachingenglishgames.com/3-5.htm

3. 10 x Follow-on Stories 11 to 20 with Lesson Plans

More stories covering actions, family members, rooms of the house, nature, light and dark, verbs, farm animals, body parts, clothing and other useful vocabulary.

http://www.teachingenglishgames.com/3-5/preschoolstories.htm

4. Teaching English Songs 2 CD or Download

More songs to go with stories 11 to 20 with the songs, karaoke version and masks of the characters.

Masks of the characters for acting out songs and stories included.

CD by post or downloadable




http://www.teachingenglishgames.com/3-5/preschoolstories.htm



5. 10 x Stories for Special Days in the Year

Stories with lesson plans, flashcards, colouring and illustrations

Birthday Ground hog Day April Fools' Day ChristmasHalloween Valentine's Day Mother's DayThanksgiving Easter Bunny Summer Holiday Adventure

http://www.teachingenglishgames.com/eslstoryhtm

6. 15 x Songs & Masks for Special Days in the Year

www.teachingenglishgames.com/eslsongs3.htm

7, One to One Games and Video

• Games for private tutors and parents• With video demonstrations• For ages 4 to 12

http://www.HomeEnglishTeacher.com

8. Teen/Adult Games book

This includes games and activities for higher levels.Printable board games and game cards are provided to keep preparation to a minimum.




http://www.homeenglishteacher.com/

http://www.teachingenglishgames.com/eslsongs3.htm



9. Primary games book, flashcards and lesson plans

.

• Games book for children aged 6 to 12, handling all class sizes. If you have very big preschool groups and you need more games for large classes this book would help..

• Over six hundred printable flashcards in vocabulary themes, in three sizes, and being added to all the time..

• Elementary lesson plans to help get teachers started using games.


The flashcards included with these primary games make up a complete set that you

need for the plays, as well as additional ones.




About the Author

Following her BA degree in languages at Durham University, England in 1989 Shelley Vernon took a TEFL qualification and became a teacher. She taught in language schools in the UK and privately around the world for several years.

Having been largely bored to death herself while in school Shelley was determined not to put her own students through the same desperate clock-watching and she always strove to prepare fun, stimulating classes that pupils would enjoy and remember. She taught using a variety of methods, including the driest textbooks imaginable, which called for large amounts of creativity in order to make lessons more interesting. However it was only when she started to teach children in 1999 that she really discovered how much fun teaching can be.

She created resources from her experiences and has shared her ideas with thousands of teachers around the world, bringing enthusiasm and a love of learning, as well as great results into the classroom. Shelley's approach concentrates on enhancing listening and speaking skills through language games which involve repetition and through fluency activities which have genuine communicative value rather than artificial conversation.

She created her best-selling "English Language Games for Children" and followed this up with resources for preschool children, including games and a curriculum laid out in thirty illustrated stories. Having taught preschool children at a Montessori nursery Shelley knows exactly what a teacher needs to do this successfully and stories are a stunningly useful element. Her ESL Games and Activities for Adults are also highly praised by teachers around the world.

In addition to her degree in foreign languages, Shelley also holds a university degree in music (2000) from Canterbury Christchurch College. She lives in France, because of the nice weather, loves classical music, and enjoys keeping fit with skiing, yoga, singing and walking her adorable cocker spaniel. She also writes songs and has 3 preschool songs CDs. She speaks occasionally at conferences. (IATEFL Cardiff 2009 and YALS Belgrade 2011)



fun plays for children learning english - · pdf filefun plays for children learning english...

Documents