LUCRARE PENTRU OB ȚINEREA GRADULUI I ÎN ÎNVĂȚĂMÂNT [600785]

UNIVERSITATEA DE VEST „ VASILE GOLDI Ș” ARAD
Departamentul pentru Pregătirea Personalului Didactic

LUCRARE PENTRU OB ȚINEREA GRADULUI I ÎN ÎNVĂȚĂMÂNT

Coordonator : Lector universitar Dr.
LAURA REBECA STIEGELBAUER

Candidat: [anonimizat]. DANIELA MAIER
Școala Gimnazial ă Grăniceri
(Structura Șiclău)

UNIVERSITATEA DE VEST „ VASILE GOLDI Ș” ARAD
Departamentul pentru Pregătirea Personalului Didactic

NON -FORMAL ACTIVITIES IN TEACHNING ENGLISH

Coordonator : Lector universitar Dr.
LAURA REBECA STIEGELBAUER

Candidat: [anonimizat]. DANIELA MAIER
Școala Gimnazial ă Grăniceri
(Structura Șiclău)

TABLE OF CONTENTS

Introduction ………………………….. ………………………….. ………………………….. ………………………….. ……………… 2
1. Non -formal education ………………………….. ………………………….. ………………………….. ……………………… 4
1.1. Defining non -formal education ………………………….. ………………………….. ………………………….. ………. 4
1.2. Characteristics of non -formal education vs. formal and informal education …………………… ………7
1.3. Forms and dynamics of the diversified educational fie ………………………….. ………………………….. … 11
1.5. Non -formal education programmes for young learners ………………………….. ………………………….. .. 20
2. Strategies in teaching English through non -formal activities ………………………….. ………………………….. 23
2.1 Using language games in designing non -formal activities ………………………….. …………………………. 26
2.2. Success with drama in non -formal activities ………………………….. ………………………….. ………………. 35
2.3. The impact of songs and music on teaching English in a non -formal approach ………………………… 47
3. Non-formal experiments in teaching English to young learners ………………………….. ……………………….. 58
3.1.1 Language games activities ……………………………………………………………………… 59
3.1.2 Drama activities …………………………………………………………………………………..70
3.1.3 Song and music activities …………………………………………………………………………75
3.2. Lesson plans ………………………….. ………………………….. ………………………….. ………………………….. …. 83
4.Conclusion ………………………….. ………………………….. ………………………….. ………………………….. …………. 117
References ………………………….. ………………………….. ………………………….. ………………………….. …………….. 118

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Education is not preparation for life; education is life itself . (John Dewey )

INTRODUCTION

Why non -formal activities in teaching English? Why considering non -formal education when
formal education seems to offer both teachers and pupils everything they need? These are the
two essential questions which need to be addressed and answered clearly as they shed light on
the content and approach of the present paper.
First and foremost, non -formal activities in teaching English should not be considered as a
replacem ent or an alternative to formal activities. On the contrary, they are complementary
since both formal and non -formal activities are absolutely necessary in learning a language.
Although specialists in the field of education in the USA and the EU have empha sized the
importance of non -formal activities in teaching a language, the Romanian specialists seem to
show little interest in promoting them, focusing excessively on formal activities.
In addition to this, teachers across the world are aware that forma l activities in teaching a
language cannot cover all the needs and interests of their students who must be exposed to
real situations and experience a more or less total immersion in the language they want to
learn. This is where non -formal activities can help and supply what is missing, without
disregarding the benefits of formal activities in teaching a language.
As for the reasons why we need to consider non -formal education in today’s world the
answers are more complex. One reason is perhaps based on th e fact – more or less
acknowledged – that we live in a world of constant change and movement, a wo rld in which
new things, new ideas, new approaches appear every day. We the teachers, among other
people, need to keep up the pace, or even better predict the new developments, and the only
way to do so is to learn every single day from any available source, from any experience we
may undergo, in any way possible. Lifelong learning is not just another cliché which lost its
meaning, on the contrary, it is a sensi ble phrase, whose truthfulness never cease to amaze us
all, both young and old or young at heart. Under such circumstances, policies in education
have begun to give more and more attention to what non -formal education can offer.
.

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Non –formal is no longer considered to be of secondary importance in its contribution to the
instruction and development of our students.
The aim of this present paper is to underline the importance of non -formal activities in
teaching English in today’s Roman ia and offer examples of such activities that have proved
efficient when tried and experimented with my students. In order to do so, the present paper is
structured as follows: a first chapter, focusing on defining what non -formal education is, as
compared to formal and informal education; a second one highlighting the strategic uses of
language games, drama and songs in teaching English through non -formal activities and a
third chapter, comprising a number of activities, mini -projects and lesson plans d esigned for
a non -formal environment , all of them tried and applied on my students.
Besides the present introduction, the paper also includes a conclusion and the neces sary
references that must be consider ed for an in depth understanding of the benefits provided by
non-formal education , and non -formal activities in particular , while teaching English in
today’s world.
As for the lesson plans and activities included in the last chapter, it is perhaps important to
mention that although they may not be highl y original and innovative, they have proved to be
efficient and stimulating while experimented on and with my students. Since most of my
students are young learners of English I have always had to find ways to engage them, to
motivate them, to capture thei r interest, to encourage them to get involved in their learning
English. Non -formal activities have greatly contributed to my students’ progress in learning
English.
Moreover, according to a survey included in my last chapter, it seems that my students li ke
non-forma l activities more than they like formal activities as they feel safer, less inhibited,
free of all the constraints related to grades and trad itional homework assignments. Students
seem eager to collaborate on a class or group project, and read y to explore the world outside
their classroom.
National p rogrammes such as “A D ifferent School : To know more, to be better” , or local
programmes, such as“School after School” , offer many opportunities to implement non –
formal activities in teaching Engl ish. In addition to these, there are always the extracurricular
activities organized by each department in each school. Yet, if/where there's a will, there's a
way, or so they say .

6

”I am a passionate traveler, and from the time I was a child, travel formed
me as much as my formal education ”( David Rockefeller)

CHAPTER 1: NON -FOMAL EDUCATION

It is not uncommon to come across statements according to which people, very successful in
their domains, claim that their success is due to the eduation they get out side school rather
than to the one they get in school. Some even go further, like Steve Jobs or Bill Gates,
perhaps the most famous school -dropouts, who gave up college education to focus on starting
a business. How did they suceeed and reach so far? Perh aps. in their case, it is about being a
genious, but, beyond that, they have also proved that there are other ways to get an education,
to learn, to develop besides what we call fomal education.

In what follows I will focus on defining non -fomal education , reviewing various theoretical
classifications, while contrasting it with formal and informal education. A common
differentiation has been made betwe en different forms of education and i nformal, non –
formal, and formal programmes have been viewed as very different. However, the boundaries
between them are not always clear and, in some instances, they are blurred. Whileexploring
this categorization I will be presenting some of the forms of work that exist under the non –
formal label in the western countries and in Romania, in particular.
1.1 Defining non -fomal education
Non-formal education became part of the international discourse on education policy in the
late 1960s and early 1970s. It c an be seen as related to the concepts of recurrent and lifelong
learning. Tight (1996: 68) suggests that whereas the latter concepts have to do with the
extension of education and learning throughout life, non -formal education is about
‘acknowledging the i mportance of education, learning and training which takes place outside
recognized educational institutions’.
Fordham (1993) suggests that in the 1970s, four characteristics came be associated with non –
formal education: relevance to the needs of disadvant aged groups, concern with specific
categories of person, a focus on clearly defined purposes, flexibility in organization and
methods.

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In many countries the notion of non -formal education is not common in internal policy
debates – preferred alternatives being community education and community learning ,
informal education and social pedagogy .
As Fordham (1993) relates, in 1967 at an international conference in Williamsburg USA,
ideas were set out for what was to become a widely read analysis of the growing ‘world
educational crisis’ (Coombs 1968). There was concern about unsuitable curricula; a
realization that educational growth and economic growth were not necessarily in step, and
that jobs did not emerge directly as a result of educational inputs. Many countries were
finding it difficult (politically or economically) to pay for the expansion of formal education.
The conclusion was that formal educational systems had adapted too slowly to the socio –
economic changes around them and that they were held back not only by their own
conservatism, but also by the inertia of societies themselves. If we also accept that educational
policy making tends to follow rather than lead other social trends, then it followed that change
would have to come not merely from within formal schooling, but from the wider society and
from other sectors within it. It was from this point of departure that planners and economists
in the World Bank began to make a distinction between informal, non -formal and f ormal
education. (Fordham 1993: 2)
At around the same time there were moves in UNESCO toward lifelong education and
notions of ‘ the learning society ‘ which culminated in Learning to Be (‘The Faure Report’,
UNESCO 1972). Lifelong learning was to be the ‘master concept’ that should shape
educational systems (UNESCO 1972:182). What emerged was an influential tripartite
categorizat ion of learning systems. It’s best known statement comes from the work of Combs
(1973):
Formal education : the hierarchically structured, chronologically graded ‘education system’,
running from primary school through the university and including, in additio n to general
academic studies, a variety of specialised programmes and institutions for full -time technical
and professional training.
Informal education : the truly lifelong process whereby every individual acquires attitudes,
values, skills and knowledge from daily experience and the educative influences and

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resources in his or her environment – from family and neighbours, from work and play, from
the mar ket place, the library and the mass media.
Non-formal education : any organised educational activity outside the established formal
system, whether operating separately or as an important fe ature of some broader activity, that
is intended to serve identifia ble learning clienteles and learning objectives.
The distinction made is largely administrative. Formal education is linked with schools and
training institutions; non -formal with community groups and other organizations; and
informal covers what is left, e.g. interactions with friends, family and work colle agues. The
problem with this is that people often organize educational events as part of their everyday
experience and so the lines blur rapidly. As Fordham (1993) comments, these definitions do
not impl y hard and fast categories. In particular, there may well be some overlap (and
confusion) between the informal and the non -formal.
La Belle (1982) suggested anew dimension to the Coombs taxonomy whereby each of
the three forms of education may (or may not) possess some of the same
characteristics as the other forms. For example, a specific type of secondary school includes
non formal characteristics (e.g. extra curicular activities) and informal ones (e.g. peer groups
teaming).
Once we recognize that a considerable amount of education happens beyond the school wall it
may be that a simple division between formal and informal education will suffice. It has
certainly been the argument of Jeffs and Smith (1990) that the notion of non -formal education
has limited use when thinking about process. Just because something does not make sense in
terms of process, does not mean an idea doesn’t retain its currency.
It has been a convenient way of talking about funding rather than the actual p rocess. As
Graham -Brown (1991: 64) says, dividing formal education from out of school education or
so-called non -formal education is artificial in many ways. But in some countries, this division
reflects the gulf between government provision through the sc hool system, on the one hand,
and the needs and interests of marginal populations who are most alienated from the system
on the other.
What is also apparent from the literature is that it was politically useful to use a te rm like non –
formal education. B y the mid 1960s it was becoming clear that an education system based

9
around schooling could not be sustained because of the sheer cost to already fragile
economies. A search for ‘new’ techniques was therefore on. Second, it was becoming clear
that the scho ol was only one amongst many potential educative elements. Concepts such as
‘the learning society ‘ were gaining some currency. Third, there was the impact of movements
such as that of desch ooling ( Illich 1973: 67 ).
By the mid 1970s a number of non -socialist countries were beginning to turn to the idea of
mass non -formal education. It was clear that there remained a large scale and ap parently
growing problem of illiteracy. It was also clear that economic and social development
depended on bringing about changes in many people’s thinking.The development process is in
fact an educational process, or rather it should unfailingly be viewed as such. We cannot
therefore conceive of development in the absence of education any more than education in the
absence of deve lopment. ( McGivney & Murray 1991: 10) .
The growth of nonformal education being organic -indeed one of its supposed advantages is
that it is flexible and responsive -attempts to superimpose a classification which is derived
from the experience of a limited number of countries at one point in tim e are bound to run
into problems.
The notion of non -formal education has been a significant feature of policy debates around
education in southern countries for three decades. It has drawn attention to the importance and
potential of education, learning an d training that takes place outside recognized educational
institutions. There are questions about usefulness of the notion when looking at the process of
education. It has also gone in and out of fashion. Fordham (1993) comments that if we try to
correlat e the flourishing of non -formal education and political change then the 1970s can
certainly be described as the decade of non -formal education .
1.2 C haracteristics of non -formal education vs. formal and informal education
Considering all the definitions above, some important characteristics of each model of
education can be derived. All these characteristics will contribute to a better undestanding of
what each model is, has or lacks and ultimately in identifying each model’s role and impact
on educatio n, on people’s development as individuals. The table below illustrates the main
characteristics of each type/ model of education.

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Type Advantages Diadvantages
Formal education • known form of education
• trained teachers on a
regular basis
• leads to a formally
recognized credential
• formal, rigid program. ·
• classroom -based ·
• educational standard
• it does not consider the
students’ standards,
values and attitudes
Nonformal
education • informal ·
• flexibility in organization
and methods
• acknowledging the impor –
tance of education ·
• after-school programs ·
• community based organi –
zations ·
• can lead to greater confi –
dence in formal classroom • inconsistent attendance ·
• it doesn’t result in a
degree/diploma ·
• teachers are not trained
but have experience
Informal education • anywhere and anytime ·
(can take place in almost
any other location )
• use a variety of methods ·
• lifelong education • tends to be unpredictable
(going with the flow )·
• conversations or internet
may have wrong
information
Thus, formal education seen as learning that occurs in an organised and structured
environment (such as in an education or trainin g institution or on the job) is explicitly
designated as learning (in terms of objectives, time or resources). It is also important to
mention that in this case learning is intentional from the learner’s point of view, leading to
certification in a simila organised an d structured context. It implies a rather a rigid curriculum
that cor responds to laws and norms. Formal education institutions are administratively,
physically and curricularly organized and require from students a minimum classroom
attendance.

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In forma l education intermediate and final assessments are mandatory for students to
advance to the next learning stage; they receive a degree or diploma at the end of the
formation but there are also desired behavioural objectives. These objectives are rarely
operational ly established. Assessments have a punitive, obeying and mono -directional
methodology, and this fails to stimulate the students, but it also fails to provide for their active
participation during this progress. There’s also another cause to this failure: t he students’
standards, values and attitudes are not considered in this education model. It happens that in
this kind of education teachers pretend to teach, students pretend to learn and the institutions
pretend to really catering the interests of student s and the society. Shortly this means that
formal education fails to fulfil the real needs of students and the community.

As for informal e ducation , learning which goes on outside of a formal learning environment,
it is perhaps fitting to consider it as ‘learning that goes on in daily life’, and/or ‘learning
projects that we undertake for ourselves “(Smith, 2009).“learning that goes on in daily life and
can be received from daily experience, such as from family, peer groups, the media and other
influen ces in a person’s environment”

Informal education encompasses a huge variety of activities: it could be a dance class at a
church hall, a book group at a local library, cookery skills learnt in a community centre, a
guided visit to a nature reserve or, researching the National Gallery collection on -line, writing
a Wikipedia entry or taking part in a volunteer project to r ecord the living history of
aparticular community.

It is obvious that i nformal education covers a vast array of learning that all people take part in,
in their lives every day, covering activities like individual and personal research on a subject
or interests for themselves by using books, libraries, informal trainers, the internet or other
resources. Informal education also includes aspects whereby the individuals seek or want to
learn a specific skill or when they look into a certain area and don’t use formal or non -formal
ways to learn. Ultimately, informal education means also learning things without the learner
realising that he learned it. This can be any kind of information that t he learner picked up
from the television, radio, conversations with friends and/or family.

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Informal education is often used in formal or non -formal education as a method of teaching.
When television programs, films or internet are used to illustrate poin ts, you may conclude
that you ar e using an informal method, but these still support a transmissions mode of
education.

Non-formal eduation, as learning resulting from daily activities related to work, family or
leisure is not organised or structured in ter ms of objectives, time or learning support. Informal
learning is in most cases unintentional from the learner’s perspective . It is necessary to
mention that the outcomes of i nformal learning (also referred to as experiential or
incidental/random learning) may be validated and certified. Non-formal education has an
adopted strategy where the student attendance is not fully required. The educative progress in
non-formal education has a more flexible curricula and methodology.

The activities or lessons of the non -formal education take place outside the institutions or
schools. Here the needs and interest of the students are taken into consideration. There are two
features in the non -formal education that need to be constant: centralization of the process on
the student, as to his /her previously ide ntified needs and possibilities and t he immediate
usefulness of the education for the student’s personal and professional growth.Because of the
importance of the interests and needs of the students, this form of education meets the
individual needs better. Non -formal education is focused on the student and this will have as
result that the student participates more.

When the needs of the students change the non -formal education can re act quicker because of
its flexibility. And indeed, when the needs and interests of the students are taken into
consideration, the student will be more interested and more willing to participate in the
activities. In contrast, the curriculum in formal edu cation, based on the norms and laws given
by the institution, gives a more negative view on the education because of the punitive and
obeying features making students’ needs and interests fade.
The problems facing the knowledge society are becoming more and more complex and cover
the areas of economy, social, politics, culture, demography, human rights etc. Postmodernism
and globalization have made these problems go beyond national boundaries and become
specific to the whole world. In these circumstances, education plays a fundamental role in
human preparation to meet the challe nges of the contemporary world.

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Formal education from school is very important, but is not enough to satisfy the peoples huge
need skills. Therefore, the role of non -formal and info rmal education is to assist the formal
one and together, by a holistic approach, to contribute to building a harmonious and
creative personality of today's students, tomorrow's ac tive citizens of society.
1.3.Forms and dynamics of the diversified educationa l field

The range of initiatives and programmes that have adopted the title ‘non -formal’ are many
and various. They include literacy and basic education for adults and young people, political
and trade union education, ‘catching -up’ programmes for school drop outs, pre -school
education for young children, political and trade union education and various kinds of
educational work linked with development initiatives including agricultural extension and
training programmes and health education. They also shade over into various examples of
both state and private vocational training programmes.
The McGivney and Murray (1992) collection Adult Education in Development gives a good
feel of the sorts of initiatives this might include. They look particularly at health education,
literacy, rural development and the role of women in development. However, it can be
confusing to use terms like adult education, given the age d istribution of populations and the
large numbers of young people involved in non -formal programmes.
The most significant effort to prepare practical guidelines for data collection has been made
by the UNESCO Office of Statistics which prepared a manual for collecting national
statistical data on adult education4 to parallel the routine international collection of data on
regular education.

Their proposal was based on a refinement of the International Standard Classification of
Education (ISCED), a system developed bythe UNESCO Office of Statistics (1976) for
classifying courses, programmes and fields of education, in schools, colleges and universities
according to their content level of matter.

For this purpose a course is defined as a planned series of learning experiences in a
particular range of subject matters or skills offered by a sponsoring agency and undertaken by
one or more students. A programme is defined as a selection of one or more courses or a

14
combination of cou rses usually chosen from syllabuses. A field is a grouping of programmes
related to the same broad subject matter area.

ISCED is essentially a dictionary of 518 educational programmeswith a five digit code. The
first digit identifies the level which dist inguishes the broad steps of progression through the
regular school anduniversity system. Seven levels have been defined and provision
hasalso been made for programmes which cannot be defined by level. The second and third
digits identify the fiel d. Twenty one fields have been defined, the code for each field
remaining the same at all levels, though of course, some fields do not work at every level.
Finally, the fourth and fifth digits identify the programme.

One of the characteristi cs of ISCED is that it is independent of the systems of
education, categories of education, mode of instruction and the age of learners. The ISCED
system has been ad opted to include non formal edu cation by distinguishing between regular
and adult education.
(a) Regular education, as defined in ISCED means the system that provides a ‘ladder by
which children and young people may progress from primary sc hools through universities . It
is thus designed and intended for children andyo ung people generally from age five to
seven up to the early twenties.
(b) Adult education, as defined in ISCED, means organ ised programmes of education
provided for the benefit, and adapted to the needs, of persons not in the regular school
and un iversity systems and generally fifteen years of age and older . The term ‘Adult
Education’is seen to be synonymous with ‘Out of School Education’ and includes literacy
education.Adult ed ucation may be formal’ or ‘non formal. Formal education is that for
which students are enrolled or regi stered . By contrast, n onformal education is that for which
none of the learners are enrolled or registered” ( UNESCO, 1985, p. 15).

Non fomal education programmes therefore complements existing education
programmes.When, at a given stage of development, existing education programmes appear
to be inadequate, programmes develop outside the formal school sector. There are cl ear
similarities in the ways nonformal educa tion is developing in different countries. However,
because the initial purpose of specific programmes, the social forces promoting or opposing
them and the historical conditions determining them are different in each country, a more in –

15
depth understanding of the present composition of the educational field requires in each case
the development of appropriate analytical categories.

During the last decade of the 20th century, anumberof countries started to initiate large
programmes for changing the conscio usness, skills and organizations of their populations.
They typically used many of the forms that we now label as non -formal education: specially
trained educators (maybe for 4 or 5 weeks) (not teachers ) sent out to local villages to set up
and run progra mmes and recruit fu rther helpers and group members; t he use of mass medi a
such as radio and television; p rovision on a mass scale – a whole region or country is targeted .
Simkins (1976) analysed non -formal education programme in terms of purposes, timing,
content delivery systems and control, and contrasted these with formal educational
programmes. The resulting ideal -types provide a useful framework – and bring out the extent
to which non -formal education initiatives, while emphasizing flexibility, localne ss and
responsiveness remain located within a curricula form of education .
Ideal -type models of normal and non -formal education
Formal Non-formal
Purpose long-term & general
credential -based short-term & specific
non-credential -based
Timing long cycle / preparatory / full –
time short cycle / recurrent / part -time
Content standardized / input
centredacademic
entry requirements determine
clientele individualized / output
centred practicalclientele determine
entry requirements
Delivery system institution -based, isolated from
environment.
rigidly structured, teacher –
centred and resource intensive environment -based, community
related.flexible, learner -centred and
resource saving
control external / hierarchical self-governing / democratic
(Adapted by Fordham 1993 from Simkins 1977: 12 -15)

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Non-formal education includ es a combination of structured, organized and institutionalized
activities implemented outside the classroom or offered as optional educat ional activities.
Non-formal education completes the formal one and it consists of an ex tremely large range of
flexible activities, which are better adjusted to the needs and interests ofindividuals.

Certain radio and TV programs that focus strictly on training a certain segment of the
population can also be included in the category of non -formal . As a result, the t arget group of
non-formal is extremely large and can include pupils, students, adults, people facing
difficulties etc., whi le the prov iders of non -formal education can be educational institutions,
parents' associations, children and youth organizations, non-governmental organizations, etc.
One of the enduring themes in the literature of non -formal education, according to Fordh am
(1993), has been that the education provided should be in the interests of the learners and that
the organization and curriculum planning should preferably be undertaken by the learners
themselves: that it should be `bottom up’. It is also often argued that this should empower
learners to understand and if necessary change the social structure around them. Fordham
(1993) continues: ‘Examples where there is a genuine sense of ownership are not easy to find;
and almost all have an element of community outr each as part of the general organization’.
On the other hand examples of top -down non -formal programmes are all too common.
Almost all employer -led and State provided training falls into this category. This can be seen
as paralleling the distinctions that Jeffs and Smith (1990, 1999) make between formal and
informal education via curriculum. In this way formal education would broadly approximate
to top -down curriculum formation (c); non -formal to bottom -up or negotiated curriculum
formation (b); and informa l education would arguably be a non -curriculum or conversational
form (a).
It is obvious that in order to optimize non -formal educational programs, it is very important to
allocate material resources necessary to create the possibility of organizing and pa rticipation
of students in a large number at extracurricular activities specific to non -formal education.
This aspect can be achieved by the accumulation of experience in the department due to daily
activities carried out by students and teachers by attend ing various training courses in the field
of non -formal education.

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Whatever option is chosen, we believe that the priority is to increase the quality of education,
so that the main beneficiary is the student able to effectively integrate into the society in
which they live.
1.4Types of non -formal education
The point is that none of the predetermined sets of distinctions based on content, mode of
delivery, enrolment, are appropriate. What one finds is a wide variety of activities which at
one extreme differ very little from what is going on in the traditional school system and
which, at the other extreme, are very close to informal learning practices. Moreover different
kinds of courses provided by different kinds of institution respond to different needs an d serve
different kinds of clientele. Each of these axes of variation (types of course, providing agency,
kind of clientele) can be (and has been) taken as the principal defining dimension.
But, as we have indicated above, the similarities in the way the e ducational field has evolved
and is currently structured are also striking: i nparticular the way in which non -formal
activities are described by reference to what is (not) being provided in the school system. In
essence, the appellation ‘nonformal’is simpl y a device for labelling those activities outside the
control or regulation of the bureaucratic school system.
Thus, at the early stages of development of a school system, supplementary activities
providing basic, paranormal, education are widespread; once basic education is guaranteed
by the school system, the focus of non -formal education switches to compl ementary activities
such as vocational and, cultural education.
At the same time, cutting across this ‘stage theo ry’of the development of non -formal
education , there is the participative approach, wherein the ideologyand motivation of the
provid ers is very different. Here non -formal education is seen as apositive alternative to the
school system; whilst it typically concentrates on the provision of basic learning
experiences, it is not necessarily restricted to that. Indeed, in the rare cases when the popular
educator provides professional/vocational courses (e.g.leadership training for trades
unionists) the outcome for the student, whether intended or not, is almost invariably
advancement/mobility

18
On this basis, four forms of non -formal education can be distinguished by reference to their
relationship with the formal school and college system. These are: paranormal education,
popular education, educationfor personal development and professional t raining.
They constitute four relatively autonomous segments within the educational field which
diffe r from each other because they: respond to different educational needs, serve different
clienteles; are being organized by different educational ag encies; and, above all have different
relationships with the formal educational system.
It should be emphasized that this is not a classification of activities, an alternative to other
classifications. Here, nonformal education is simply any organised educational activity
outside the school and college mainstream: whether or not the school and college system is
graded and hierarchically structured is not the issue;activities in the formal and non formal
sectors may well share the same characteristics ; and so on. The point is that the activities are
supplementary or, in some cases, alternative to that mainstream.
1.4.1. Paranormal education
The first important area is composed of all kinds of educational programmes which provide a
substitute for regular full -time schooling.The main objective of these programmes is to offer a
second chance to those who, for various reasons, could not benefit from the regular school
system at the ordained moment. The area includes various types of evening classes, o fficial
literacy programmes, distance education programmes, etc. Some of these programmes a re
only a condensed form of ful l-time day schooling, while others are more flexible and more
A central issue for this segment of the educational field is to gu arantee equivalences with
the degrees awarded in the corresponding levels of the formal school system.
Non-formal education. information and planning issues massification of formal education, as
eliteand middleclass parents,who perceive their previ ous privileged position to be
disappearing,have sought ways of retaining the competitive edge for their children.
At the same times for the formal school teachers in many developingcountries where civil
service salaries have been seriously eroded over the last decades, the private tutoring
system has been a welcomeopportunity to increase their income. Demand and supply

19
factors havetherefore been reinforcing each other so as to create a real market ofindividual
student coaching.
The phenomenon is widespread in developing as well as in developed countries and, at least
at the primary level, constitutes a majordrain on the resources potentially available to attain
universal primary education.

1.4.2. Popular education
At the other extreme of the educational field, one finds a whole set of activities that
explicitly try to stand aloof from the formalschool system if not to oppose the basic
principles of its functioning.The central part of this segment of the e ducational field are the
education initiatives which are explicitly directed towards the marginal groups of the
population and include (alternative) adult literacy projects, cooperative training, political
mobilisation and community developme nt activities. In most cases, these activities are
run by voluntary organisations and stress collective development as opposed to individual
competition. They are the least institutionalised sector of the diversified educational field.
They t ake the form of informal groups, often related to churches, political parties and socio
cultural associations. In a few cases they are supported by national or local
governments.
The main characteristics of t hese type of activities are the fol lowing: concentr ation on the
poor, a learning -by-doing approach and high l evels of structural flexibility. Types of
nonformal education adapt the learning activities to the changing needs of the users.
In stressing these characteristics, the popular education programmes come closest to the
original ideas of the enthusiastic promoters of the non formaleducation in the late 60s and
70s.Because of the fluidity of this segment of the educational field, itsrelative importance is
difficult to measure. Th e vitality of popular education activities seems to depend very much
on the type of society and onthe historical moment of its evolution. Traditionallythis sector
has greatly contributed to bringing to the forefront of awareness important new social

20
problems (unemployment of youth, environmental destruction, violence against women,
arms race, etc.) and to developing new community services
1.4.3Personal development activities
The rapid expansion of personal development activities is one of themost significant common
trends in the diversification of the educatio nal fie ld.Learning for personal development
purposes regroups a wide varietyof activities which may differ from one country to another,
covering a whole range of learning practices organized by cultural institutions (museums,
librari es, cultural centres), circles, associations promoting leisure time acti vities.
At the origin,the development of nonformal education was largely inspired by a ‘welfare
approach’aiming to satisfy the demands of groups who, for many resons, could not fully
benefit from the formal school system. Although this approach has not disappeared, it is being
largely overshadowed by a ‘market approach’whereby different courses are being sold ”either
for directcon sumption as in the case of artisticexpressive courses or as humancapital
investment as in the case of vocational courses” ( Bibeau, p. 63). The growing popularity of
the business of private tutoring of students regularlyenrolled in the sc hool system, which
was mentioned earlier, is part of thesame trend.
Roch Bibeau (1989) rightly observes that the market approachrelates to a fundamental
change in the society involving a redistribution ofroles between the state and the civilian
society and concerning a redefinition of the relationship between the individual and the
collectivity. In many other developed countries, renewed emphasis is beingput on individual
autonomy and competition which goes together withgrowing cr iticism of collective
support systems.
1.4.4.Professional training
The various nonformal programmes of professional andvocational training organized by
firms, trade unions, private agenciesand also formal schools constitute the fourth important
segme nt of thediversified educational field.
The fact that non -formal vocational programmes seem to serve morethe upper layers of the
economic system has to do with the findingmentioned earlier, that the higher the level
of formal education , thehigher the propensity to ask for more training. It is also related to, at

21
least, two other factors. First of all, technology is changing more rapidly in the tertiary
sector than in the other sectors and, secondly, theorganisation of courses in the tertiary sector
is generally cheaper thanin the secondary sector .
As for the relationships between non -formal vocational courses and formal schooling the
studies show a similar evolution inthe different countries. During a first phase, formal
school systemshave systematically tried to recuper ate the non -formal initiatives .
In addition to the four major segments of the non -formal educationalfield one also witnesses a
rehabilitation of different modes of informal learning. A UNESCO report (1985 ) poin ts
out:”Knowledge and skill acquisition by direct imitation is now recognized among the
opportunities of individual, group, organized and spontaneous learning and is no longer
reserved to the area of primarysocialization ”. The report mentions are attempts to mak e it
more institutionalized in the c ases of amateur artistic creative activity or of the
situationalapproach to language learning. This process goes together with therediscovery
of certain modes of lea rning which had not previouslybeen recognised as part of the
dominant European cultures (e.g. intuitive learning, role acquisition based on empathy, etc.).
In the case of the most rapidly growing technologies, there is practically no better way tha n
learning by direct interpersonal imitation(and learning by trial and error). The dramatic rise
in the popularity oflearning how to use personal computers is a breathtaking example of this.
Still concerning learning in the social cultural life sphere, quite frequently the process of
learning itself is more important than the result -learning as an activity becomes more
important than the knowledge acquired.
Taking part in some collective learning teaching experienceis one way of searc hing for a
sense of community. In the case of education of the elderly, emphasis is laid on the mental
hygiene effect o fthe learning activity itself.
The diversification of the educational activities has been accompanied by a process of
diversificatio n of the organizing agencies and aproliferation of client eles.The first
distinction to be made is between the public and the private sector. It is often presumed that
outofschool education is synonymous of private initiative. But the availab le statistical
data demonstrate that the State is an important actor in the educat ional diversification
process. The international statistical data concerning the developing countries suggest the

22
same conclusion Government generally remains an impo rtant organiser of educational when
mving to out of school activities.
As indicated earlier, there are clearly two major tracks withinthe out -of school education
world. The first corresponds to the classical ethos of nonformal education which is to
offer second chanceeducational opportunities and possibilities for social promotion to the
poor. Programmes which come close to this ideal are the mass literacy progr ammes in
developing countries. The second provides opportunities for further professionaland
personal development to those who have already a minimum levelof formal education and a
decent position in the society.
Manifestlythe recent rapid expansion of the out ofschool educationa l activitieshas been of
more benefit to those who follow the second track. Inother words, the main driving force
behind the diversification processhas not been an irresistible movement towards more
equality butrather the objective worl dwide necessity to adapt educational practice to the
requirements of the rapid technological, economic and socialchanges. Moreover, there might
well be a danger that any ‘extra’resources, both of institutions and of personnel will tend
to be moppe d up by courses for nonvocational personal development for thesame middle
classes.
1.5Non-formal education programmes for young learners in Romania
Non-formal education is perceived in Romania as a form of educationimplemented by school
in partnership with different educationalinstitutions, using extracurricular activities, to help
students deepenkno wledge acquired in schools. Its importance consist s in the fact thatnon –
formal education help s pupils to better understand the knowledgethat they learned during the
compulsary classes and have theopportunity to develop some skills like cooperation, trust,
respect,com munication and self -confidence.

Before 2007, when Romania became part of the EU, m ost Romanian teachers were able to
understand the correct meaning of “'non -formal education", regarded as a form of education
achieved outside the formal school curriculum. Options for extracurricular activities that can
be performed in non -formal educatio n were based on the tradition of the school, the human
and material resources available and the ease of their implementation. The most frequent
organize d extracurricular activities were : visits, excursions and artistic activities, but teachers

23
would like t o implement still other activities such as: technical and scientific ones, self –
awareness and p ersonal development. It was found that the participation rate of students in
extracurricular activities also increase when educational offers is rich, well -struc tured and
well-grounded methodological and psycho -pedagogical.

Romania’s joining the EU in 2007 has registered a major shift in the way non -formal
education is perceived in Roma nia. Non – formal education started to be viewed as capable of
providing means of entailing development in Romania, in the context of a knowledge -based
Europe.

Some of the most successful non -formal educational program mes in Romania nowadays are
the ones within European youth programmes. The Lifelong Learning Programme (LLP) was
proposed by the Commission in July 2004 for the period 2007 -2013 (thus, also implemented
in Romania). It integrates the following programmes: Socrates (for education, including
Erasmus), Leonardo da Vinci (for vocational training) and eLearning. Besides t hese
educational and vocational training programmes, the EC, through The Education, Audiovisual
and Culture Executive Agency (EACEA), initiated a 100% youth -oriented programme,
particularly relevant to my study, entitled ‘Youth in Action’ (YiA).

The YiA programme builds on the experience of the previous Youth for Europe Programme
(l989 -1999), the European Voluntary Service (1996 -1999) and the YOUTH Programme
(2000 -2006) , and was adopted by the European Parliament and the Council on 15 November
2006, for the period 2007 -2013. It intends to create a European space for non -formal
education. It focuses on informal and non -formal experiences, helping young people in
acquiring knowledge, skills and competences, while also facilitating their social and cultural
integration (minorities) and ensuring that they can play an active role on the European scene.

The YiA programme contributes greatly to the acquis ition of competences through non -fomal
education as well as to the promotion of young people’s active part icipation in society, while
at the same time creating equal opportunities for all young people in education and in the
labour market. Therefore, it incorporates both an employability dimension as well as a
participation dimension. At the same time, YiA sup ports the ‘Youth on the Move’ flagship
initiative of the EU 2020 Strategy, which puts youth at the centre of the EU's agenda to create

24
an economy based on knowledge, innovation, high levels of education and skills, adaptability
and creativity, inclusive la bour markets and active involvement in society.

Non-formal education is highly important within EU’s YiA programme. It functions as a key
instrument and all non -formal learning activities included in the programme involve youth on
a voluntary basis and a re carefully planned, in order to foster the participants' personal, social
and professional development.

Another successful non -formal education programme in Romania is “After school” , which
unfortunately still still l acks adequate support from the s tate. The after -school program me is
now only offered as a payment service in private or public schools or, in some cases , as a
project financed by NGO. The programme is complex and differs from one school to another.
However, a lot of non -formal activities which play an importan t role in the development of the
younger students can be implemented through this programme

The Afterschool activities program me provides a wide var iety of activities suited to student’s
interests and abilities, above and beyond the regular school day. It is designed for the bene fit
and well being of the students, as well as to build a sense of school community and school
spirit. The div erse range of activities that are offer ed gives students opportunities to become
risk takers, and t o develop new skills and passions beyond the acad emic timetable.
Furthermore, the after school program provides students with occasions to socialize with each
other and make new friends.

Last and not least, there is a national programme titled”To know more, to be better! ”which
implies that for a week, during the second semester, each school in Romania has to engage its
students in non -formal activities. The programme, designed by the Ministry of National
Education in Romania, is supposed to be impleme nted according to a rigurous timetable and
the range of ativities varies from one school to another.The purpose of the programme is to
develop students’competences in various fields and promote cooperation, team -spirit and
life-long learning.

Besides th e three non -formal education programmes (one international but well -implemented
in Romania and two national programmes) mentioned above, there are many programmes
offered by various NGOs. One of them is ”100 ideas for non -fomal education” which resulted

25
from a project implemented by an NGO called ”Scouts of Romania”. Scouting is a global
youth movement with ov er 40 million members worldwide which provides young people with
opportunities to participate in programmes, events, activities and projects that contribute to
their growth as active citizens. Through these initiatives, young people become agents of
positive change who inspire others to take action.

The activities implemented through such programmes as the ones mentioned above are based
on a communicative approach. The learning activities are focused on concrete doing, and not
on learning theory. Learning by doing is very important, everything that students learn is
based on what they do. The activities are designed according to the students’ needs, students
are actively involved in identifying needs and finding solutions. Learners represent a valuable
resource, they are encouraged to assess, practice and reflec t on their leaning, thus becoming
partne rs in the learning process and cooperating with each other.

”Every students can l earn, just not on the same day or in the same way”.

CHAPTER 2: STRATEGIES IN TEACHING ENGLISH THROUGH NON -FORMAL
ACTIVITIES

In Romanian schools where English is taught as a second language ( 2 hours /week) , the need
to maximize learners’ exposure to the language outside the classroom is vital. Learning is
greatly enhanced, especially among young learners through exposure to Eng lish media and
language learning activities. However, while some learners , especially those living in urban
areas are inevitably exposed to English media, even if in an unstructured accidental way,
those living in rural areas lack this exposure.

The cons equences of this lack of exposure have an impact on the way students perform in
class as well.I n rural primary schools , as well as in schools from disadvantaged areas, a
significant number of children refrain from participating in English class activities because of
a lack of motivation and self -confidence . Not benefitting from other types of activities to

26
supplement the activities provided in formal education to teach English, students lose interest,
lag behing and struggle through their mandatory their m andatory years in school.

In order to change things for the better for the learners of English in such situations we need
to implement non -formal programmes and help themmeet the requirements of the school
curriculum . This is just one of the goals of n on-formal programmes, such as ”After
School”or ”To Know More, ToBe Better!” we are currently developing in schools , as their
over-all goals are far more complex and hollistic in their approach.

Such programmes allow a number of non -formal activities to be implemented, such as
language games, songs, music and drama. All the activities are based on cooperation and the
group role is very important. The students’ motivation is mainly intrinsic, they attend classes
according to their own will and interests. In terms of intentionality of the student, we can
describe it as voluntary. This plays an important role, as learning becomes meaningful for
students when they voluntarily attend a course.

In what follows I am going to present three broad types of strategies which can be used in
teaching English through non -formal activities to students, young learners in particular , after
giving a brieg presentation of what second or foreign language aquisition implies.

First, it is imp ortant to mentio n thatsecond language , EFL in this case, is acquired
unconsciously in a manner similar to the acquisition of a first language. (Vygotsky, 1962).
Language input can be made comprehensible using a variety of strategies, such as linguistic
simplification, and the use of realia, visuals, pictures, graphic organizers, and other current
ESOL strategies.

Lightbrown and Spada (1999) claim that, “When le arners are given the opportunity to engage
in meaningful activities they are compelled to ‘negotiate for meaning,’ that is, to express and
clarify their intentions, thoughts, opinions, etc., in a way which permits them to arrive at a
mutual understanding. This is especially true when the learners work together to accomplish
a particular goal “(p. 122). Pica (1994) goes on to define negotiation as “modification and
restructuring that occurs when learners and their interlocutors anticipate, perceive, or
experience difficulties in message comprehensibility” (p.495).

27
Modifications may involve linguistic simplification as well as conversational strategies such
as repetition, clarification, and confirmation checks. Long and Robinson’s interaction
hypo thesis suggests that when meaning is negotiated, there is increased comprehensibility of
input and learners tend to focus on salient linguistic features. Awareness of these language
forms and structures is seen as beneficial to SLA.

Other theorists define the role of interaction in SLA by applying Vygotsky’s socio -cultural
theory of human mental processing (Lightbrown and Spada, 1999). They hypothesize that
second language learners may gain proficiency from interacting with more advanced speakers
of the languag e, for example, teachers and peers, as more proficient speakers tend to use
scaffolding structures such as modelling, repetition, and linguistic simplification, believed to
provide support to learners, thus enabling them tofunction within their zones of pr oximal
development (Vygotsky, 1962). The use of language games is therefore not a stand -alone
method in ELT; it is a means of creating an environment using a game -like activity that
encourages and supports practice andnatural use of the language input that has recently taken
place in the classroom. Using language games both in formal and non -formal activities
cannot but be beneficial to ESL/EFL students. However, considering all the above, it is clear
that non –formal activities are more suitable for langu age games, although the purpose of
using them is identical in both instances.

Furthermore, a communicative approach works best when activities, particulary non -formal,
but not only, are considered. It is because t he learning activities are focused on concrete
doing, and not on learning theory. Learning by doing is very imp ortant since everything that
students learn is based on what they do. The activities are designed according to the students’
needs, taking into account the fact that earner s represent a valuable resource. And indeed,
they are encouraged to assess, practice and reflec t on their leaning, thus becoming partne rs in
the learning process and cooperating with each other.

The n on-formal education activities designed to teach Engli sh rely on active methods of
cooperation and on group -dynamic processes. All the activities enhance participatory
learning. There is a n obvious focus on communicative activities, the learning process is a
communicative and cooperative activity where studen ts learn from each other and with each
other. The non -formal educational system is open to students’ suggestions, students are active
co-designers of their own development and the learning process. The student is in the center

28
of the learning process, the methods and the objectives are adapted to the students’ needs and
interests.

I would like to u nderline the fact that students learn best when they communicate
meaningfully in a friendly, non -threatening environment. In his book, “Deschooling society”,
the educational theorist Ivan Illich questioned the whole purpose of formal education. As the
title suggests, he was not very happy about what happened in the classroom , claiming that
most learning is not the result of instruction, but rather the result of u nhampered participation
in a meaningful setting.” (Illich 1972)

Another author who believed in the importance of meaningful communication was Dick
Allwright who started to question the way English had been taught. He came to the
conclusion that even if we explain grammar and vocabulary to students, this does not always
work and feel right. How would that be, he wondered, if he abandoned all that and instead
devoted his effort to exposing students to English and getting them to use it. The theory was
that: “If the language teacher’s management activities are directed exclusively at involving
the learners in solving communication problems in the target language, the language learning
will take care of itself…” (Allwright 1990 : 170) . When students take part in meaningful
communication, when they solve real -life problems, even if they make mistakes, they learn
best by doing things. You must learn the language freely to learn to speak it, even if yo u make
a lot of errors. . If students h ave the chance to communicate in a non -threatening atmosphere,
feeling support from their teacher, they will enjoy learning and acquire language.

Communicative activities are meant to get students to use the language they are learning to
interact in real istic and meaningful ways, exchanging information or opinion. When using
communicative activities with our students, we are concerned with enabling and encouraging
communication, not with the use of particular lang uage or with accuracy. S tudents can be
very enthusiastic about topics they are interested in, and they can get very focused on things
that are relevant for them. When we choose activities students, we always need to keep in
mind what is engaging and motivating for them, what suits their interest. We need to find
activities that are not too difficult, not too easy, that are just difficult enough to challenge
them and arouse their interest. Students need to be able to express their opinions and
communicate in a supportive environment.

29
2.1Using language games in designing non -formal activities

What kind of activities and strategies should teacher design while teaching English through
non-formal education pro grammes? Do they differ in terms of purpose, content, delivery ,
control or timing from the activities teachers design and the strategies they use for clas s in
formal education?

In order to answer these questions I will be fo cusing first on language games, which,
according to l iterature , as well as to the results of a mini-project I implemented in my school ,
seem to be highly successful in teaching English.

There is much in the ELT literature that promotes the use of games. Language games
encourage interaction among pupils when children play language games in small g roups, they
engage in cooperative learning activities that encourage them to talk freely and offer natural
opportunities for social interaction. Learning is more effective when school children have the
opportunity to participate freely in discussing ideas and sharing info rmation

Language learning is a hard task which can sometimes be frustrating. Constant effort is
required to understand, pro duce and manipulate the target language. Well -chosen games are
invaluable as they give students a break and at the same time allow students to practice
language skills. Games are highly motivating since they are amusing and at the same time
challenging. Furthermore, they employ meaningful and useful language in real contexts. They
also encourage and increase cooperatio n. "Games are highly motivating because they are
amusing and interesting. They can be used to give practice in all language skills and be used
to practice many types of communication." (Ersoz, 2000)

Language games are not activities mainly aimed to break the ice between students or to kill
time. Byrne (1995) gave the definition to games as a form of play governed by rules. They
should be enjoyed and fun. They are not just a diversion, a break from routine activities, but a
way of getting the learner to use the language in the course of the game. Similarly, Jill
Hadfield (1990) defined games as "an activity with rules, a goal and an element of fun."

According to Richard -Amato (1996), even though games are often associated with fun, we
should not lose sight of their pedagogical values, particularly in second language teaching.

30
Games are effective because they provide motivation, lower students' stress, and give them
the opportunity for real communication.

The main reason why games are considered effective le arning aids is that "they spur
motivation and students get very absorbed in the competitive aspects of the games; moreover,
they try harder at games than in other courses" (Avedon, 1971). Naturally when playing
games, students are trying to win or to beat other teams for themselves or on the behalf of
their team. They are so competitive while playing because they want to have a turn to play, to
score points and to win. In the class, students will definitely participate in the activities.

Therefore, it is possible for a teacher to introduce students to new ideas, grammar, and
knowledge and so on. As in the dictation game, students are so competitive that they want to
finish first and win. It can be clearly seen that games can capture students' attention and
participation. They can motivate students to want to learn more. Moreover, they can transform
a boring class into a challenging one.

Another reason why g ames are often used in teaching languages is that they lower students'
stress in the classroom. In c onventional classrooms, there is a lot of stress put on students
trying to master the target language. Schultz (1988) said that"…Stress is a major hindrance in
language learning process. This process [Learning language in traditional way] is by its natur e
time consuming and stress provoking… … raise the stress level to a point at which it interferes
with student attention and efficiency and undermines motivation. ….. One method has been
developed to make students forget that they are in class ….re lax students by engaging them in
stress -reducing task (games)."

There is a high level of stress in the classroom because students have to face unfamiliar or
unknown grammatical structures, words, texts and so forth. Therefore, students often feel
uncomfor table and insecure in class, which inevitably affects their ability to learn. As a result,
games can help lower their anxiety, make them feel comfortable, and want to learn more. It is
believed that when students play games, they relax and have fun. Since students know that
they are playing games and want to communicate efficiently t hey do not worry about making
mistakes and do not try to correct themselves in every single sentence. When students are free
from worry and stress, they can improve their fluen cy and natural speaking styles.

31
Next, students learn without realizing that they are learning (Schultz, 1988.) For instance,
when playing a game called "What Would You Do If?" students will have to pick one
hypothetical question from those that they have written in a box. They might get a question
like "What would you do if a lion came into this classroom?" Next they have to pick one
answer that they have written before. The answer they get may be "I would be a fly." Usually
the question and the answer the y get do not match each other, so students have to use their
own imaginations to explain their bizarre answer, and everyone has fun listening to it. The
explanation might be "If a lion came into this classroom, I would be a fly because I am a good
person, so an angel would come and rescue me by turning me into a fly." While trying to
explain, students do not worry too much about grammar mistakes because they want to
communicate and to explain why it can happen. Apart from having fun, students do not worry
about errors and punishment; moreover, they will learn a grammatical rule and have a chance
to use it. Thus, they learn unconsciously -learn without realizing they are learning. Students
stop thinking about language and begin using it in a spontaneous and na tural manner within
the classroom (Schu ltz, 1988.)

Another advantage is increasing students' proficiency. Playing games in the classroom can
enormously increase students' ability in using language because students have a chance to use
language with a purp ose in the situations provided. Hadfield (1990) confirms that "games
provide as much concentrated practice as a traditional drill and more importantly, they
provide an opportunity for real communication, albeit within artificially defined limits, and
thus constitute a bridge between classroom and the real word." Like in a traditional classroom,
students have an opportunity to drill and practice using grammatical rules and other functions.

On the other hand, Lee mentioned that there is a common perception t hat all learning should
be serious and solemn in nature and that if one is having fun and there is hilarity and laughter,
then it is not really learning. This is a misconception. It is possible to learn a language as well
as enjoy oneself at the same time. One of the best ways of doing this is through games.

In learning a foreign language, vocabulary plays an important role. It is one element that links
the four skills of speaking, listening, reading and writing all together. The students learning a
foreign language – most of the time – tend to forget or misu se new words. There are many
factors that are responsible for students’ forgetting and misusing new words, such as the
following: words are not properly stored in student's minds, they are not practiced enough

32
and are not related to students own experienc es and interests. Thus, games play a very
important role in learning vocabulary.
Some teachers think that language games are a waste of time and prefer not to use them is
classroom since games sometimes have been considered for its one element that is fun. In
fact, games can provide EFL and ESL student's more than that..In fact, games can provide
EFL and ESL student's more than that. .Among several strategies used to improve student's
proficiency such as visual aids, CALL (Computer Assisted Language Learnin g), drama, role –
play, and soon, games are anotheruseful strategy to promote student's language proficiency.
(Richard –Amato, 1996). Students seemed to learn new vocabulary more quickly and retain it
better when it was applied in a relaxed and comfortable environment such as while playing
ESL games . Byrne (1995)gave the definition to games as a form of play governed by rules .
They should be enjoyed and fun. They are not just a diversion, a break from routine activities,
but a way of getting the learner t o use the language in the course of the game.
Learners of English have to deal with unfamiliar vocabulary during their language acquisition.
In order to learn and retain new words, learners should participate in different task – based
activities in their c lassroomwhether it is a guessing task, a describing exercise or conversation
making. Such activities also includevocabulary games which specially focus on helping
learners develop and use words in different contexts by making the lessons enjoyable.
There a re two main approaches to vocabulary teaching, the grammar translation method and
the audio – lingual method. The first method focuses more on memorizing lists of vocabulary
for translation tasks and for final assessments. The main feature of this approac h is that
illustrate grammatical rules.The other method is the audio – lingual approach, which focuses
on attention to pronunciation and intensi ve oral drilling. ( Richards 2002 ) .These two methods
focus on the learning of words in isolatio n from their con texts.However, other theorists, such
as Decarico(2001) state that words should not be learnt separately or by memorization without
understan ding. M oreover, learning new words is a cumulative process, with words enriched
and established as they are met aga in.
Three techniques have been used in the presentation of new vocabulary item. The first one is
visual techniques including mime, gestures, and visual such as flash cards, photographs, black
board drawings, wall charts, and regalia. The second one is ver bal techniques: (1) use of
illustrative situation, (2) use of synonym and definition, (3) contrasts and opposites, (4) scales,

33
and (5) examples of the type. The last one is translation. It is considered a quick, easy, and
effective way of conveying the mea ning of vocabulary .
Phillips (1993) states "the best way to learn vocabulary is when the meaning of the word is
illustrated for example by a picture or real object".When games are used in the classroom,
they bring in relaxation and fun for students ( thus helping them learn and retain new words
more easily), usually involving friendly competition. They are highly motivating and they
give students more opportunity to express their opinions and feelings. All in all, vocabulary
games bring real w ord context into the classroom.
Fun ESL games are a great way to revive student's interest in the class and often also help
them absorb and retain more information than if they are simply studying to pass a test or
complete an assignment .The games are a form of teachi ng which may be used in
circumstances where ordinary appro aches are not well tolerated, w hen attention is hard to get
and harder to keep .
With the use of games, the teacher can create various contexts in which students have to use
the language to communicate, exchange information and express their own opinions .
2.1.2 .Types of language games
Classifying games into categories can be difficult, because categories often overlap. Hadfield
(1999) explains two ways of classifying language games. First, she divides language games
into two types: linguistic games and communicative games. Linguistic games focus on
accuracy, such as supplying the correct antonym. On the other hand, communicative games
focus on successful exchange of information and ideas, su ch as two people identifying the
differences between their two pictures which are similar to one another but not exactly alike.
Correct language usage, though still important, is secondary to achieving the communicative
goal.

The second taxonomy that Hadf ield uses to classify language games has many more
categories. As with the classification of games as linguistic games or communicative games,
some games will contain elements of more than one type.
a) Sorting, ordering, or arranging games.
b) Information gap games. In such games, one or more people have information that
other pe ople need to complete a task.

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c) Guessing games. These are a variation on information gap games. One of the best
known examples of a guessing game is 20 Questions, in which one person thi nks of a
famous person, place, or thing. The other participants can ask 20 Yes/No questions to
find clues in order to guess who or what the person is thinking of.
d) Search games. These games are yet another variant on two -way information gap
games, with ever yone giving and seeking information. Find Someone Who is a well
known example. Students are given a grid. The task is to fill in all the cells in the grid
with the name of a classmate who fits that cell, e.g., someone who is a vegetarian.
Students circulat e, asking and answering questions to complete their own grid and
help classmates complete theirs.
e) Matching games. As the name implies, participants need to find a match for a word,
picture, or card. For example, students place 30 word cards, composed of 15 pairs,
face down in random order. Each person turns over two cards at a time, with the goal
of turning over a matching pair, by using their memory.
f) Labeling games. These are a form of matching, in that participants match labels and
pictures.
g) Exchanging g ames. In these games, students barter cards, other objects, or ideas.
Similar are exchanging and collecting games. Many card games fall into this category,
such as th e children’s card game Go Fish.
h) Board games. Scrabble is one of the most popular board gam es that specifically
highlights language.

Ingvar Sigurgeirsson (1995) has divided games into the following categories: games for
dividing larger groups into smaller groups, introduction -games, group games, physical games,
scavenger hunt games, education al games, theoretical expression games, drawing – and
coloring games, educational card games, word games, story games and question games.

Another way of dividing educational games is by categorizing them into co -operative games
and competitive games. Altho ugh competitive games can be a useful way to get some students
interested and to maintain their focus, co -operative games, which revolve around working
together towards reaching a specific goal, can be an excellent way to foster the skill of
working with o thers. In co -operative games the emphasis is not on winning or losing, and as a
result nobody should have to suffer trauma to his or her self confidence which could lead to
better results in the learning process (Masheder.1989.p. 1).

35

Despite all the clas sifications mentioned above, s ome games will always fit into many
categories, which can make categorizing games a complex project. There are a gr eat number
of language games, and so teachers have a variety of choices. However, in deciding which
game to use in a particular class and which games will be most appropriate and most
successful with their students, teachers must take many factors into account.According to
Carrier (1990) tea chers should conside r the level of the game to fit their students' language
level, choosing the game that fits the purposes of that class or the content. Students'
characteristics: whether they are old or young, serious -minded or light -hearted, and h ighly
motivated to learn or not should be also considered.

2.1.3Why using l angua ge games in teaching English to young learners?

As ESL pupils in rural schools have little mo tivation to learn English, teachers find it even
more challenging to engage their interest in learning. The language game activities , as a non –
threatening approach to get young learners to use English outside a formal environment grew
out of that idea . Before discussing the benefits of language learning games , it is necessary ,
first of all , to provide a glimpse of the educational setting that is the backdrop to ELT in
Romanian primary schools. A brief review of the literature on using language games in ELT
is also necessary to establish the theoretical basis and pedagogical significan ce of the project/

In Romania, the Primary School National Curriculum aims at ensuring that students acquire
the appropriate knowledge, skills and values to face the challenges of the 21st century. Level
Content standards are specific -statements on what the pupils should know and can do, within
a specific period of schooling, covering the areas of knowledge, skills and values. Learning
Standards are set criteria or indicators of education quality and achievements which can be
quantified for each content standard.

This curriculum focuses on the 4Rs – the four basic skills of Reading, Writing, Arithmetic and
Reasoning and it is designed to cater to six areas of development: communication ,attitude and
values,humanitarian, physical and aesthetic d evelopment and last,butnot least,science and
technology .The Standard Curriculum uses diverse approaches in teaching and learning
including hands -on learning, using games and projects and learning outside the classroom
English is taught formally as a subjec t in n ational schools for a total of 2 hours per week.

36
Other than that, there is no other subject that uses English as a medium of instruction. There
are few lessons allotted to the subject. Hence the continual challenge in “promoting” English
to pupils an d “enticing” them to use it through the use of fun activities.

John Dewey, American philosopher, psychologist and educator (1913) believes that students
thrive in an environment where they are allowed to experience and interact with the
curriculum, and a ll students have the opportunity to take part in their learning. He also
stresses on learning by doing or by experience and applies games in terms of individual
interests and needs. Dewey’s ideas of applying games in teaching are extremely influential to
primary school teaching nowadays.

However, l anguage games may not have rece ived the interest and respect they deserve simply
because the activities are generally seen more as ways to liven up the class rather than for real
learning. A lthough games are see n as a time -filling activity in most English classrooms, they
are not just for fun because they have an effect on teaching and le arning. T he role of language
games on pupils’ attitude s towards learning English should be also conside red. Most of the
teacher s of English acknowledge that using games affected the pupils’ att itudes towards
learnin g English, even if they do not find enough time for them in class or outside of
class. They did not perceive of using games just for fun but saw them as serving many
educational purposes such as developing creative thinking, critical thinking, problem solving,
role playing and collaborative work.

Fromme (2003) insists on promoting the use of games from different points of view. Games
can lower anxiety, thus facilitating acquisition of the second language. As they are highly
motivating and entertaining they can draw out shy or timid pupils by providing ample
opportunity to express their opi nions and feelings.

Games can help the teacher create useful and meaningful contexts for learning ne w
vocabulary. Using games in the teaching and learning of vocabulary is particularly effective
because in a fun situation, learning is less stressful for children and increa ses their’ motivation
too. G ames help and encourage many learners to sustain their interest..

By taking part in the variety of games designed to integrate all the language skills, children
expand their language skills in a natural and holistic manner. Practising any one particular

37
skill promotes development in the other skills too, because they read when they write, and
they listen when they are talking with someone. This is significant as connections between
abstract and concrete conce pts are best accomplished when all language processes —reading,
writing, listening, and speaking —are incorporated during practice and applicatio . Most
importantly, games enable pupils to acquire new experiences within a foreign language and
add a diversion to the regular classroom activities, thus creating a relaxed atmosphere which
makes it easier and faster to learn, and to remember.

A game sh ould not be regarded anymore as a marginal activity filling in odd moments when
the teacher and class have nothing better to do. Games ought to be at the heart of teaching
foreign language s, being used at all the stages of the lesson, provided that they ar e suitable
and carefully chosen. They motivate learners, promote communicative com petence and
generate fluency. All in all they may have a significant role in improving a second language
acquisition.

2.2.Success with d rama in non -formal activities

There are many reasons in favour of using drama activities and techniques in teaching
English, both in formal and non -formal education. Students find it entertaining and fun,
feeling highly motivated to learn the language in order to be able to perform sa tisfactorily. At
the same time, drama can provide varied opportunities for different uses of language and a
rich experience of language for the participants while engaging their feelings.

There are different ways in which drama can be defined. Accordin g to Susan Holden (1982),
drama is" any kind of activity where learners are asked either to portray themselves or to
portray someone else in an imaginary situation". In other words, drama is concerned with the
world of "let's pretend" , asking the learner to project himself imaginatively into another
situation, outside the classroom, or into the skin and persona of another person.

Maley (2005) identified several points supporting the use of drama in EFL. To begin with,
drama integrates language skills in a natural way. Spontaneous verbal expression is integral
to most of the activities and many of them require reading and writing, both as part of the
input and the output. Secondly, drama integrates verbal and non – verbal aspects of
communication, thus bri nging together both mind and body, and restoring the balance
between physical and intellectual aspects of learning. In addition, drama draws upon both

38
cognitive and affective domains, restoring the importance of feeling as well as thinking.
Moreover, by fully contextualizing the language, it brings the classroom interaction to life
through an intensive focus on meaning. It is also important to mention that the emphasis on
whole -person learning and multi -sensory inputs helps learners to capitalize on th eir strength
and to extend their range. In doing so, it offers unequalled opportunities for catering to learner
differences.

In addition, drama fosters self -awareness (and awareness of others), self -esteem and
confidence. Motivation is likewise fostered and sustained through the variety and sense of
expectancy generated by the activities. There is a transfer of responsibility for learning from
teacher to learners which is where it belongs.

Drama also encourages an open, exploratory style of learning w here creativity and the
imagination are given scope to develop. This, in turn, promotes risk -taking, which is an
essential element in effective language learning. It has a positive effect on classroom
dynamics and atmosphere, thus facilitating the formatio n of a bonded group, which learns
together. It is an enjoyable experience. At the same time, it is low -resource. For most of the
time, all you need is a 'roomful of human beings'.

Fleming (2006) stated that drama is inevitably learner -centered because it can only operate
through active cooperation. It is therefore a social activity and thus embodies much of the
theory that has emphasized the social and communal, as opposed to the purely individual,
aspects of learning. The use of drama techniques and act ivities provides exciting
opportunities for foreign language learners to use the language in concrete "situations".

Besides, some research studies suggest that drama activities can promote interesting ways of
motivating language learners and teachers. W ith drama we can play, move, act and learn at
the same time. Also the use of drama activities has clear advantages for language learning
regarding motivation, the use of language in context, teaching and learning cross curricular
content, etc (Philips, 200 3).

There are several studies that support the benefits of drama in foreign language learning, such
as Maley and Duff (2001), Brumfit (1991) and Philips (2003). Dramatic activities according
to Maley and Duff "are activities which give the students an op portunity to use his own

39
personality in creating the material in which part of the language class is to be based". While
doing such activities students use language to express various emotions, to solve problems, to
make decisions, to socialize. Drama act ivities are also useful in the development of oral
communication skills, and reading and writing as well, helping students to communicate in
the foreign language.
Since drama activities involve a lot of movement by the students there is a need for open
space. The traditional arrangement of rows of chairs and tables has to be changed. Using the
school hall or gym would be ideal. This need for open space also has a psychological effect. It
tends to make the students feel more relaxed and less confined since students who are
diffident and reluctant to participate initially, will be made to do so because they do not have
their desks to "hide" behind and will soon feel even more awkward by not participating in the
activities. These are just a few reasons why dr ama activities are more suitable to be
incorporated in non -formal learning rather than in formal learning

Using drama and drama activities has clear advantages for language learning, but most
Romanian teachers find it difficult to appeal to them on a regular basis. Lack of time,
considering the fact that English (as any other foreign language ) is allotted only two hours
per week, lack of creativity or simply choosing the good trodden path result in teaching that
may be still adequate for a certain number of students capable of keeping up the pace, while
the majority of students keep losing interest in their own lea rning. Some students are shy,
other lack self –confidence, a few may be slow learners, or simply have a different learning
style, but all of them become less and less interested in taking part in such classses.

The conventional English class hardly giv es the students an opportunity to use language in
this manner and develop fluency in it, and this is because students lack the adequate exposure
to spoken English outside the class as well as the lack of exposure to native speakers who can
communicate with the students on authentic matters.. So an alternative to this is teaching
English through drama because it gives a context for listening and meaningful language
production, leading the students or forcing them to use their own language resources, and
thus, enhancing their linguistic abilities. Under such circumstances, non -formal activities
based on drama can be of real help to all students, including those who from various reasons
do not perform well in class.

40

Drama activities designed for an extracur ricular activity, such as Happy Halloween ,
Christmas Spirit or Valentine’ s Day, encourage students to speak, giving them the chance to
communicate, even with limited language. Taking place in a non -threatening environment,
these activities give learners an experience of using the language for genuine communication
and real life purposes by generating a need to speak. More than that, since drama is an ideal
way to encourage learners to guess the meaning of unknown language in a context, learners
fiind it easy to do so in other activities too. They will need to use a mixture of language
structures and functions if they want to communicate successfully. Using drama to teach
English results in real communication, involving ideas, emotions, feelings, appr opriateness
and adaptability.

Besides, helping students to really communicate in a foreign language, drama activities make
language learning an active, motivating experience, helping learners gain the confidence and
self-esteem needed to use the language spontaneously By taking a role, students can escape
from their everyday identity and "hide behind" another character. When you give students
special roles, it encourages them to be that character and abandon their shyness.

Furthermore, drama activities , such as the ones mentioned above, or other which may be part
of a project implemented outside school, can bring the real world into the classroom (problem
solving, research, consulting dictionaries, real time and space, cross -curricular content). When
using drama the aim can be more than linguistic, teachers can use topics from other subjects:
the students can act out scenes from history, they can work on ideas and issues that run
through the curriculum . Many drama activities, such as Chrismas customs an d traditions in
Britain and the USA , may be designed to introduce the culture of the new language.

In addition, drama can emulate the way students naturally acquire language through play,
make -believe and meaningful interaction, making what is learned memorable through direct
experience and affect (emotions) for learners with different learning styles. When students
dramatize, they use all the channels (sight, hearing, and physical bodies)and each student will
draw to the one that suits them best. This means they will all be actively involved in the
activity and the language will "enter" through the chan nel most appropriate for them. It goes
without saying that drama can stimulate learners' intellect and imagination and develop
students' ability to empathize with others and thus become better communicators It helps

41
learners acquire language by focusing o n the message they are conveying, not the form of
their utterance.

Using drama in teaching English also provides situations for reading and writing. By using
drama techniques to teach English, the monotony of a conventional English class can be
broken an d the syllabus can be transformed into one which prepares students to face their
immediate world better as competent users of the English language because they get an
opportunity to use the language in operation.

Drama improves oral communication, as a f orm of communication methodology, drama
provides the opportunity for the students to use language meaningfully and appropriately.
Maley and Duff (2001) state that drama puts back some of the forgotten emotional content
into language. Appropriacy and meanin g are more important than form or structure of the
language.

Drama can help to restore the totality of the situation by reversing the learning process,
beginning with meaning and moving towards language form. This makes language learning
more meaningful and attempts to prepare the students for real -life situations. Earl Stevick
(1980) states that language learning must appeal to the creative intuitive aspect of personality
as well as the conscious and rational part.

Drama activities can be used to provi de opportunities for the students to be involved actively.
The activities involve the student's whole personality and not only his mental process.
Effective learning can be achieved when the student involves himself in the tasks and is
motivated to use the target language . Morrow (1981 ) stated that communicative activities
should conform to some principles: students should know what they are doing and its
purpose.

In communication, it is necessary to work in the context as a unit. Communication cannot be
divided into its various components. Drama can be considered a communicative activity since
it fosters communication among learners and provides different opportunities to use the target
language in "make believe" situations.

42
Vernon supports the view th at this conversational use of language also promotes fluency. He
states that while learning a play, students are encouraged to listen to, potentially read and then
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 by encouraging self –
expression, drama motivates students to use language confidently and creatively.

Speaking is the most common and important means of providing communication among
human b eings. The key to successful communication is speaking nicely, efficiently and
articulately, as well as using effective voice projection, speaking is linked to success in life, as
it occupies an important position both individually and socially (Ulas, 2008 )

Several scientific investigation have demonstrated that creative, instructional and educational
drama activities have positive contribution to the general education process and that these
activities improve speaking skil ls. D ramatic and role –playing a ctivities are considered to be
valuable classroom techniques that encourage students to participate actively in the learning
process. These dramatic activities can take different forms and that the teacher can provide
students with a variety of learning e xperience by developing different methodologies
according to the needs of his students . These role -playing activities enable the teacher to
create a supportive, enjoyable classroom environment in which students are encouraged and
motivated to effectively learn the target language.

Drama has a significant function especially in specifically improving acquired/improved
speaking skills among the basic language skills. Smith (1984) noted , although drama has
existed as a potential language teaching tool for hundreds of years, it has only been in the last
thirty years or so that its applicability as a language learning technique to improve oral skills
has come to the forefront.

Regarding the point that drama has an important impact on language teaching, Goodw in
(2001) states, drama is a particularly effective tool for pronunciation teaching because various
components of communicative competence (discourse, intonation, pragmatic awareness, non
verbal communication) can be practiced in an integrated way. There a re of course, some other
elements involved in acquiring oral communication skills: adding efficiency to
communication and drama activities facilitates the improvement of these elements. Another
approach in this regard is, speaking is not only about words, structure and pronunciation but

43
also feelings, motivations and meanings that are valuable benefits for bringing drama to the
language learner.

Drama techniques and activities to develop communi cation skills through fluency,
pronunciation, cooperative learning, confidence building and intercultural awareness may be
added also to the above mentioned elements.

One of the major characteristics of the social aspect of oral communication skills is t he ability
to deliver a speech comfortably and with self confidence. Drama appears to be the ideal
method for students t o develop self confidence. S tudents who are not naturally talkative often
appear more willing to join in the discourse when they realize that they are not dominated by
a teacher figure. Sam (1990) agrees by stating, drama activities can be used to provide
opportunities for the students to be involved actively, the activities involve the students,
whole personality and not merely his mental process.
Peregoy and Boyle (2008) stated "Drama activities provide students with a variety of
contextualized and scaffold activities that gradually involve more participation and more oral
language proficiency, they are also non – threatening and a lot of fun. Using drama and drama
activities has clear advantages for language learning. It encourages students to speak, it gives
them the chance to communicate, even with limited language, using non verbal
communication, such as body movements and facial expre ssions.

Students' involvement in the negotiation and construction of meaning during participation in a
drama allows them insights into the relationship between context and language, and lets them
link the language they are learning to the world around them ( Maley and Duff, 1978). Drama
has been credited with the ability to empower students and allow them some ownership and
control over the ir own learning. Working in drama allows students to test out various
situations, registers and vocabulary in a rea l way wit hout having to suffer any real
consequences . Kao and O, Neill (1998) propose that confidence levels increase when students
have something to talk about and , most importantly, when they know how to express their
ideas.

Drama activities are most useful in exploring topics when there are no single , correct answer
or interpretation, and when divergence is more interesting than conformity and truth is
interpretable. As Douglas Barnes (1968) puts it" e ducation should strive not for the

44
acceptance of one voice, but for an active exploration of many voices ." Using drama activities
and techniques inside and outside the classroom has changed the role of the teacher. The class
becomes more of a learner -centered rather than a teacher -centered one. The teach er is merely
the facilitator.
2.2.1 Types of drama or dramatic activities
2.2.1.1 Mime

John Dougill (1987) defines mime as "a non -verbal representation of an idea or story through
gesture, bodily movement and expression". Mime emphasizes the paralinguistic features of
communication. It builds up the confidence of learners by encouraging them to get up and do
things in front of one another. Mime helps develop students' power of imagination and
observation and can also be quite simply " a source of great enjoyment" with students tending
"to be very enthusiastic about this aspect of drama", (Hayes, 1984). To the language teacher,
one could generally say that mime is acting out an idea or story through gesture, bodily
movement and expression, witho ut using words .

Savignon (1983) says that the mime helps learners become comfortable with the idea of
performing in front of peers without concern for language and that although no language is
used during a mime it can be a spur to use language. John Dou gill (1987) supports this when
he says that not only is mime one of the most useful activities for language practice, it is also
one of the most potent and relatively undemanding. Its strength lies in that although no
language is used during the mime, the mime itself can act as a catalyst to generate and elicit
language before, during and after the activity. Mime is a great way of reinforcing memory by
means of visual association, and recall of language items is assisted whenever an associated
image is pres ented.

Mime can help to fix language in the minds of the students, and the following activity
demonstrates how vocabulary items can be revised and reinforced (Dougill, 1987). Placing a
box in front of the class, the teacher mimes taking something out of i t and asks students to
take a guess at what it could be. The teacher then invites a student to approach the box and
whispers the name of the object to the student, who in turn mimes taking the object out of the
box while the rest of the class guesses.

45
Mime can generate language use where explanation is required – teacher's instructions and the
discussion of the students -if the mime involves pair work or group work, learners normally
find it easier and more motivating to produce language when they have to a ccomplish a task
(Ur,1981). If the mime is then performed before the rest of the class, the target language can
be usefully employed for evaluating and interpreting what has been seen, as in the following
example which aims at practicing fluency (Dougill,1 987).

Working in pairs or small groups, students are given topics to work on which are to form the
basis of a three minute mime (a burglary that goes wrong, an incident at a bus stop, an
argument at the cinema, for example), five minutes are allowed for preparing and rehearsing.
Students perform their mime in turn, and after each performance the teacher asks the class to
interpret what it has been.
2.2.1 .2 Role Play
According to Porter -Ladousse (1987: 3), “role play activities range from highly -controll ed
guided conversations at one end of the scale, to improvised drama activities at the other; from
simple rehearsed dialogue performance, to highly complex simulated scenarios.” Much
emphasis is put on a wide scope of role -play activities. Such a speaking task may be a limited
one and be supported by prepared cues, for example by dialogues; or, conversely, role -play
might be an activity where students rather improvise than rely on the practised dialogue.

Porter -Ladousse also points out that role -play may differ in complexity, that is, some
performances may be very short and simple, whereas some utterances may be very structured.
The difficulty of the activity depends, therefore, on the language level.

Scrivener proposes a different definition. He claims that in role -play, learners are usually
given some information about a „role‟ ( e.g. a person or a job title). These are often printed on
„role cards‟. Learners take a little preparation time and then meet up with other students to act
out small scenes us ing their own ideas, as well as any ideas and information from the role
cards. A simple role card could do nothing more than name the role e.g. mother, detective or
alternatively they could offer guidance as to what to do rather than the role itself, e.g . buy a
train ticket (Scrivener 2005: 155). It is clearly stated that students are assigned particular
roles to play. Scrivener also has it that role cards have an important function, thus, thanks to
them learners are equipped with crucial information about their roles.

46
Guidelines put on such cards help students in conveying important facts about their characters
to be played and also make the speakers feel more secure, as basic clues are included on
paper. The weaker learners may base their utterances onl y on a card, while the strong ones
find role cards as prompts. A good set of role cards is frequently designed so that the
participants may have different points of view and obvious disagreements (Scrivener 2005:
156). This author also inclines that studen ts need an appropriate amount of time to prepare
ideas and language before playing their roles. What is more, he says that learners not only use
the ideas put on role cards, but also try to add any language they possess.

Gołębiowska (1987: 13) indicates that in role -play learners are given a task to complete and
in
order to do it, they are told who they are, what their opinions are, and what they know that is
unknown to the other students. She stresses the fact that students are told who they are,
namely, that they play the role of somebody else. Being cast in a role of a different character
may diminish the fear of speaking, as these are not the speakers who make mistakes, but the
personalities played by them. The key feature of role -play is that l earners can become anyone
they want for a short time. Their task is to pretend a different person and it may be, for
example, a doctor, a pop star, a parent, a millionaire, etc

Role play prepares learners for communication in a different social and cultural context. The
purpose of role play is educative rather than therapeutic and the situations examined are
common to all. Family scenes, school situations and playground incidents provide
opportunities for interaction and group discussion.

Role play enables participants to deepen prior experience and to translate it into characters for
the plot. In this way , the participants are able to adopt roles hither to alien to them, and to try
what it feels like to be on the other side for once.

The main benefit of role play from the point of view of language teaching is that it enables a
flow of language to be produced that might be otherwise difficult or impossible to create.
Role play c an also help recreate the language students used in different situation, the sort of
language students are likely to need outside the classroom.(Livingstone, 1983). By simulating
reality, role play allows students to prepare and practice for possible futur e situations.

47
Ideas for role play could be obtained from situations that teachers and learners experience in
their own lives, from books, television programmes and movies or from their daily
interactions with other people at school/ university or in the work place. After choosing a
context for a role play, the next step to follow is to provide ideas on how this situation may
develop. It is important to take into consideration the learners' level of language proficiency
when using and implementing role pla y activities in the Fl classroom. Assuming a role is an
essen tial element in drama and role -playing is so flexible that when applied in education, it
will suit all personalities and teaching circumstances.

Broadly speaking role -play involves being an im aginary person usually in a hypothetical
situation and sometimes in a real one ( Livingstone (1983) . Role play is seen as a class
activity which gives the students the opportunities to practice the language aspects of role –
behaviour, the actual role they m ay need outside the classroom.

According to Richards (1985) role –play involves a situation in which a setting ,participants
and a goal problem are described. Participants are to accomplish the task given, drawing on
whatever language resources they can. From the above definitions we can come up with the
conclusion that role -play is thus an activity which requires a person to take on a role that is
real or imaginary. It involves spontaneous interaction of participants as they attempt to
complete a task.

Some teachers are unaware of the possibilities of role -play. They may feel that such an
activity is not appropriate for classes which cause discipline problems and that conducting
role-play would create chaos. In addition, they claim that students may be reluctant to be
someone else, or, that their level of language is too low.

Using role -play to teach English through both formal and non -formal activities is
undoubtedly beneficial to students. Kowalska (1991: 113) believes that role -playing develops
learners‟ fluency in speaking. The wide range of language functions, for exam ple apologising,
greetings, is exercised more than in any other activities. Learners’ focus is put on the
communication of meaning rather than on the appropriate use of language. Therefore, through
role-playing teachers may train students’ speaking skills in any social situations. It means that
learners are put in conditions which require speech that is used to communicate socially more
than the language necessitated by teaching sy llabuses (Porter -Ladousse 1987: 6).

48

Furthermore, thanks to role -playing learners have the possibility to develop the language
which is necessary in social relationships, but which is neglected in teac hing syllabuses. It has
been noticed that a lot of stu dents believe that the language in foreign language classes is only
used to pass on particular information from one person to another.

The next reason for appealing to role -play in teaching English is that some people learn for
specific roles in life. T hey may want to work or travel in worldwide context. It is very
advantageous for these students to have tried out in pleasant and safe environment of a
classroom with the language they will presumably use. For such learners, role -play is a
helpful rehearsa l and what is more, it allows them not just to acquire phrases, but to learn how
to interact in a variety of circumstances (Porter -Ladousse 1987: 7).

Kowalska (1991: 113) remarks that role -playing develops learners‟ imagination. For the roles
given to le arners may require creative thinking, players‟ imagination is in high demand. In
addition, being able to think inventitively might occur a useful skill in the future.

Another advantage of role -playing is that learners are given a chance to pretend someone else.
Such a technique may help timid students to overcome their shyness of speaking. Reticent
students often have difficulty talking about their experiences or about themselves. The fact that
they are someone else makes them feel that their own personality is not implicated (Porter –
Ladousse 1987: 7).
Finally, there is no doubt that the element of fun advocates using role -playing in foreign language
classes (Budden: 20 04). Apart from being involved in language production, players enjoy
themselves and have a really great time.

However, role -play may have disadvantages, too. Learners who feel self -conscious performing in
front of their peers, especially if this involve s a degree of improvisation need a lot of
encouragement. C are has to be exercised in choosing and setting up such activities so as not to
make even more demands on them than speaking in ano ther language normally requires.A public
performance itself may cause a big problem for s ome students, but the preparation stage may be
helpful to overcome the fear of speaking. Teachers must be careful during role -playing not to
make any learners feel awkward.

2.2.1.3 Types of role -play

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There are many types of role play. Dramatic plays, story dramatization, seminar style
presentation, debates and interview. They range from beginners, role play for weaker students
to advanced role play for the more proficient students. Furthermore, role-play may differ in
length and in diff iculty.

Interviews are mostly usedfor practicing conversational English. The teacher teacher is
supposed to model this activity with a student as a warm -up and to get students in the mood,
especially in the case of young learners.Students should work in pairs and groups to carry out
the interviewer -interviewee roleplay themselves.
The teacher can roam the room to monitor grammar and language. At the end of the roleplay
exercise, it may be a good idea to get the students to write out the complete questions and
answers so the teacher can check on accuracy. This is a fun communicat ive exercise that
allows students to to be creative and to improvise.
Debates are designed to allow students to strengthen their skills in the areas of leadership,
interpersonal influence, teambuilding, group problem solving, and oral presentation. Group s
may sign up on a first come, first served basis, by specifying both the debate topic and the
position desired (i.e., Pro or Con). All group members are expected to participate in the
research, development, and presentation of your debate position. Prepa ration will require
substantial library research. On a certain topic. Each participating member will receive the
same group grade.

An important distinction, however has been made between two different types of role -play,
between real -plays and surreal -plays. A role -play activity which is a rehearsal for the real
world is called real -play (Al -Arishi 1994: 339). Therefore, textual material should be
authentic, realia may be considered. Moreover, real -playing fits in the desire for realism
because it gives students the chance to practise typical activities they will probably perform in
real life; these are: ordering food in a restaurant, greetings, asking for directions, booking
holidays at a travel agency, etc. Thanks to that kind of role -playing, learners have a possibility
to rehearse these activities and then, in the future, they may have fewer problems because they
have practised in the classroom.

Still, in the issue of real -playing, Scrivener (2005: 158) figures that one of learners plays
himself or herself, but in the context other than a room where they are taught. Interestingly,

50
the author implies that this type of role -play is especially useful or business for professional
people. Next, Scrivener adds that speakers may create their own real -play c ards rather than
being given a set of prepared ones.

In sharp contrast to real -play, surreal -play should encourage an imaginative self -expression of
the inner world of each student‟s mind (Al -Arishi 1994: 337). While real -play seeks approval
for believin g that a classroom can become the real world, surreal -playing calls for promoting
an expression of thoughts and feelings of each student‟s mind. Such an activity is also called
imaginative role -playing. As stated by Doff (1988: 240), not only children fant asize, but also
teenagers and adults often imagine themselves in different situations. In this case, teachers let
students do what they naturally find enjoyable.
There are two ways a role play can go: scripted and non-scripted . With a scripted role play,
the teacher might use an example in a book but provide explicit information to each student
for their roles.. This is a good idea for a warm up exercise, by getting everyone to split up into
pairs and allow them to speak to their partner, taking on differe nt roles. Non -scripted ones are
when students are given a role each and must use whatever knowledge they have in order to
speak with that partner. While the former type of role -play is mostly suited to young learners,
the latter is obviously adequate for older students. Choices are dictated by the students level
of proficiency in the language they study.
Simulation :

Jones (1980) calls a simulation as case study where learners become participants in an event
and shape the course of the event. The learners have roles, functions, duties , and
responsibilities within a structured situat ion involving problem solving. Simulations are
generally held to be a structured set of circumstances' that mirror real life and in which
participants act as instructed . Jones (1982) defined simulations as "a reality of functions in a
simulated and structures environment". A simulation activity is one where the learners discuss
a problem within a defined setting, In simulation activities, the students are either playing
themselves or someone else. Simulation activities are also interaction activities with various
categories of dialogues.

51
One category would be social formulas and dialogues such as greeting, parting, introductions,
compliments, and complaints. Simulation exercises can teach students how to function in a
social situation with the appropriate social niceties: for example, stud ents could practice how
to turn down a request for a date or a party.

Another category of simulated interaction activity is community oriented tasks, where
students learn how to cope with shopping, buying a ticket at a bus stop etc. This sort of
simulati on helps students' communicative participation in the community and at the very least
help them in the task of collecting important information.

A clear line cannot be drawn between role play and simulation. These two drama activities
overlap. Role play is frequently used within simulation in role -simulation, the participant
remains the same individual while reacting to a task that has been simulated on the basis of
his own personal or professional experience. In language teaching the differences between
role play and simu lation are not that important as the main concern for the language teacher is
the opportunities role play and simulation provide.

The function of a simulation is to give participants the opportunity to practice taking on
specific roles and improvising within specific situations on the assumption that with practice
the participants will play their roles more effectively when situations involving similar skills
occur in real life. A simulation activity provides a specific situation within which students can
practice various communication skills like asserting oneself, expressing opinions, convincing
others, arguing eliciting opinions, group -problems -solving, analyzing situations and so on.

Using given details of the relevant aspects of sit uation, participants have to make decisions or
come to some agreement or resolve a problem, thus meeting a challenge posed by the
simulated situation. Behaviour is not controlled in a simulation and the participants bring to
the situation
their own skill s, experience and knowledge.

Simulation can be effectively applied to a course we teach , because in ESP classes,
simulations are particularly useful in practicing and evaluating the use of procedures and
language (vocabulary, and structures) specific to particular skills. A typical simulation used in
business English would be that of a board meeting discussing a company crisis, rules would

52
be allotted an agenda drawn up and the procedures and conventions of a board -meeting
adhered to.

Improvisation
Landy (1982) defines improvisation as an unscripted, unrehearsed, spontaneous set of actions
in response to minimal directions from a teacher, usually including statements of whom one
is, where one is and what one is doing there. The focus is thus on identify ing with characters,
enacting roles and entering into their inner experienc e of imagination and fantasy. Indeed, t he
focus of improvisation is on helping learners to discover their own resources from which their
most imaginative ideas and strongest feeling s flow, participants gain freedom as self –
discipline and the ability to work with others develops. Hodgson and Richards (1974) define
improvisation as "spontaneous response to the unfolding of unexpected situation ” .

Improvisation is an excellent techni que to use in the FL/L2 classroom as it motivates the
learners to be active participants in authentic situations thereby reducing their self
consciousness. At the beginning students will be hesitant and shy to participate in the
activities, but after a few sessions they will become more enthusiastic and there will be a
phenomenal improvement in their confidence level . Dialogue in improvisation is apt to be
brief and scanty at first, but with practice words begin to come and the players discover the
possibil ities of character development when oral language is added.

The implementation of techniques that aim to improve the FL learners' confidence level will
invariably lead to improvement in the use of the target language. Improvisation provides
learners with opportunities to not only improve their language communication skills, but also
to improve their confidence which will ultimately lead to the development of positive
concepts.

Before beginning the improvisation session the teacher or the facilitator has to involve the
establishment of a context which serves to inform the participants where they are and what
they are expected to portray in their inter -relationships with other characters. Since this is an
unscripted, unrehearsed drama exercise, the partici pants are at liberty to make their own
spontaneous contribution as the play unfold. This entails that they have the freedom to add
their own words and develop their characters in the ways which they would like to. Thus one

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of the advantages of improvisatio n is the level of freedom that the participants are able to
exercise during the execution of the creative session.

Improvisation exercises could involve an entire class of learners or smaller groups. Once the
context has been provided the learners will p articipate spontaneously in the exercise. A whole
class improvisation exercise could involve the participants at a market where some are the
buyers and others the sellers. The teacher role is to provide the context and the participants act
out their roles spontaneously without any planning.

It is important to keep in mind that much of the content for the improvisation activities could
come from the participants' own background and experiences. Spontaneous improvisation
gives learners practice in language and communication skills, and they have the opportunity
to develop their emotional range by playing roles unfamiliar to them and outside their own
experience.. Although improvisations may work for younger student sif they are given enough
input, we believe they are successful in the case of older students.

2.3.The impact of songs and music on teaching English in a non -formal approach
Over the last decade researchers have examined the content of the English language
syllabuses designed for the young learners and they have noticed that the vast majority of the
syllabuses are concerned with the communicative use of the English language. T hey have also
noticed that a few songs have been included as essential resources to teach English to
young learners. However, if in formal education songs are sparsely used, from from reasons
which include lack of time, delivery or even purpose, in non -formal education songs can be
of major importance.

According to Ersöz (2007), in designing teaching programs for the young learners the focus
should be on the communicative value of the language and games and songs s hould be
included. He believed that s ongs help children to learn since they provide a safe and non –
threatening context which enables the pupils to play with the languag e. Three patterns have
been identified as to why teachers and researchers stand up for the us e of songs in language
learning . There are affective, cognitive and linguistic reasons.

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As for the affec tive reason, the practical application of Krashen’s affective filter hypothesis is
that teachers should provide a positive atmosphere conductive to language learning. Krashen
(1982) suggested that to achieve learning the affective filter should be weak, since a weak
affective filter means that a positive attitude towards learning is present. Otherwise, with a
strong affective filter the learner will not seek language input and will n ot be open for
language acquisition. Using songs with young learners may contribute to create a positive
atmosphere which may lower the affective filter and thus contribute to language acquisition.

Related to the cognitive reasons, songs present opport unities for developing automatity, which
is the main cognitive reason for using songs in the English programs. Segalowitz and
Gatbonton (1988:473) defined automaticity as “a component of 13 language fluency which
involves both knowing what to say and produ cing language rapidly without pauses”.

There is also a linguistic reason for using songs in the classroom, which stands up for the idea
that songs offer a good variety of language samples as well as prepare pupils for the genuine
language they will face.

The a dvantage s of using songs in teaching languages -English, in our case, are abundant. The
exposition of the language learners to sufficient and necessary input is one of the main
principles in the language learning process (Krashen 1981). Hence, the rhy thmic and
repetitive nature of songs can contribute to those ease the association between the language
and the content, which helps pupils to acquire and internalize the language. S ongs offer
outstanding opportunities of repetition and practice, which wou ld be tedious if worked
through traditional resources. Singing is undoubtedly one of the most effective language
learning strategies reported by the children.

Songs offer a break from the classroom routine and that the use of songs to learn English
devel ops a non -threatening atmosphere in which th e four skills can be improved. It is true that
songs are more frequently used with the young learners since as Krashen (1981) claimed
children are enthusiastic about rhythm and they have not built personal barrie rs. Besides, it
has been also stated that singing is an essential part of the life of young children, inside and
outside the school. Consequently, songs are perceived as one of the most enhancing and
culturally rich resources than can easily be used in t he EFL classrooms.

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Songs can be used both in the classroom and in a non -formal environment for the presentation
or practice phase of the grammar and vocabulary content. They can be usefu l in situations
such as : to present a t opic, a language point or lexis; t o pract ice a language point or lexis; t o
focus on common learne r errors in a more direct way; t o encourage exte nsive and intensive
listening; t o stimulate discuss ion of attitudes and feelings; t o provide a relaxed classroom
atmosphere; t o bring va riety and fun to learning.

Songs should encourage extensive and intensive listening and inspire the creativity and
imagination of the pupils in a relaxed atmosphere. However, before choosing a song the
teacher should take into account the age and interes ts of the pupils in the classroom as well as
the content and language used in the song.

Martin (2000) stated that related to the grammatical development of the pupils, from the
beginning, children can absorb and reproduce “Chunks” of language in the form of songs and
other routines, despite the fact that they cannot analyze and manipulate them. Those “Chunks”
are groups of words that can appear together in the language. They can appear as fixed
collocations or grammatical structures that follow rules. Lea rners use their knowledge of
chunks to try to guess the meaning of the messages and process the language in real time.

For language teachers it is important to take into account that the primary goal and
responsibility is to teach the target language. He nce, the main concern should not be if songs
are fun for the young learners, since the objective is make the pupils learn and acquire the
target language.

If songs are used in the EFL language ineffectively and in meaningless ways, they will be
simple entertainment interruptions in the classroom which can make feel pupils bored and not
interested in them. Therefore, if songs do not have a learning purpose and they are used only
as activities for pleasure and enjoyment, children will not benefit from the learning
opportunities that songs can offer. Teachers should have a clear reason as to why and how to
use the songs and they should integrate them into a scheme of work, bearing in mind the
cognitive and linguistic needs of the learners.

In formal education, a good way to integrate the songs and achieve meaningful learning
could be designing a lesson plan with pre -teaching, while -teaching and p os-teaching

56
activities. Pre -15 teaching activities can be useful to learn or revise the vocabulary of the song
as well as the content or the grammar structures that the children will find in the song. If we
focus on the while -teaching activities, as Harmer (1991) suggeste d, listening to songs only
once will not be enough, since the first time will serve the pupils to have an idea of the sound
of the song. Moreover, it would be benefit to let the pupils listen to the song with no
interruptions, because that will help them t o hear the music and its lyrics. Finally, the teacher
can use post -teaching activities to practice certain structures learnt in the song as well as the
vocabulary.

However, in a non -formal approach the opportunities and the benefits of using songs increa se
tremendously since teachers can design a ten -hour project, for instance, and select a
significant number of songs to meet specific learning objectives and long= term goals.

One advantage of using songs in the young learner classroom is their flexibi lity. Songs can be
used for a number of purposes and there are many reason s why songs can be considered a
valuable pedagogical tool. Songs can help young learners imp rove their listening skills and
pronunciation, therefore potentially helping them to impro ve the ir speaking skills.
Listening skills are notably important in the Primary foreign language classroom, since they
provide the pupils with a rich source of language data which enables them to build up their
own idea of the use of the English language. This knowledge of the language helps the
children to begin to produce language themselves.

English teachers should actively engage the pupils in listening tasks and activities to improve
them. I t is generally agreed that effective listening requires as much attention and mental
activity as the speaking and writing skills and listening can be understood as an active use of
the language to access other people’s meanings. Cameron (2001) argued that listening is the
receptive use of language and, since the aim of the active listening is to make sense of the
speech, it is naturally focused on the meaning rather than on the language.

Listening is the ability to identify and understand what others are saying. This involves
understanding a speaker's accent or pronunciation, his/her grammar and his/her vocabulary,
and grasping his/her m eaning . In addition, Willis (1981:134) lists the following micro -skills
of listen ing, called enabling skills:

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• Predicting what people are going to talk about.
• Guessing unknown words or phrases without panic.
• Using one's own knowledge of the subject to help one understand.
• Identifying relevant points; rejecting irrelevant information.
• Retaining relevant points.
• Recognizi ng discourse markers.
• Recognizing cohesive devices.
• Understanding different intonation patterns and uses of stress.
• Understanding inferred information.

Bearing in mind that the listening skill lays at the initial stage of the language acquisition and
the language learning, as teachers, we should provide pupils with the necessary strategies and
techniques for effective learning and songs can contribute to the development of the listening
skill in the YL class.

Songs as well as games also play a strong role in developing the pupils’ speaking skills.
Speaking is the productive skill in the oral mode. It is more complicated than it seems and
involves more than just pronouncing words and sentences. The aims of beginners course in
listening and speaking, ac cording to Nation and Ne wton (2009) are the following: t o help the
learners to be able to cope with meaning -focused input and meaning -focuse d output as early
as possible; t o motivate the learners in their language study by getting them to engage in
successful speaking and listening and t o make the early learning as important as possible to
their use needs.

Students can become bore d by repeatedly listening to a narration or dialog as they attempt to
understand the mea ning of new words or phrases in context. In contrast, listening to a song
over and over again can seem less monotonous because of the rhythm and melody. Some
songs contain common expressions and can be used as good listening activities.
Children are often keen to learn how to make new s ounds and this can take a great deal of
practice. Some teachers use minimal -pair drills, yet these types of activities are rarely
interesting for young learners. Songs, on the other hand, can allow young learner s to practice
a new sound without producing t he same level of boredom. S ongs also have a natural rhythm

58
with a recurring beat that is similar to the stress patterns of spoken English. These patterns
make some songs useful for practicing rhythm and stress. ..
Songs can provide the opportunity for voc abulary practice. They are usually based around a
theme or topic that can provide the context fo r vocabulary learning. Most children’s songs are
characterized by monosyllabic words, many of whic h are frequently repeated. This repetition
offers greater expos ure to these words and can help to improve vocabu lary acquisition.
Some of the vocabulary and language used in traditional and popular English songs, however,
can cause difficulties for language learners due to their u se of low frequency and archaic
words. The song and the lyrics need to be selected care fully to complement the target
vocabulary. A difficulty for teachers is finding and selecting songs that are suitable both in
terms of vocabulary and topic or theme.
Sentence structures and sentence patterns . Many children 's songs have a simple sentence
structure or sentence pattern that can become set in the mind of the learner. Songs could be
used to reinforce questions taught in the classroom.
The length of a phrase in a typical children’s song is short a nd o ften uses simple
conversational language. Murphey (1992) states that the pauses after each phrase are typically
longer in comparison to the phrase itself, which can allow learners to process the language
and shadow in real time. Again though, the teach er needs to take care whe n selecting a song
because some songs have irregular sentence structures that are not typically used in English
conversation.
Songs can also be useful tools in the learning of vocab ulary, sentence structures, and sentence
patterns, not to mention their reflectivity of mother tongue culture (Murphey, 1992). Perhaps
the greatest benefit to using songs in the classroom is that they can be fun. Pleasure for its
own sake is an important part of learning a lan guage, some thing which is often overlooked by
teachers, and songs can add interest to the cl assroom routine and potentially improve student
motivation
Furthermore , using songs can also give learners the opportunity toacquire a better
understanding of the culture of t he target langua ge. Songs reflect culture, “l anguage and
music are interwoven in songs to communi cate cultural reality in a very unique way” (Jolly, p.
88). Although this is probably mor e applicable to songs for older learners, young learners can

59
be given the opportunity to lea rn about seasonal or historical events in the target language
through songs.
Probably the most obvious advantage to using songs in the young lea rner classroom is that
they are enjoyable. Most children enjoy sing ing and usually respond well to using songs in the
classroom, but there are more significant ben efits to using songs other than just being fun.
First, songs can bring variety to the everyday classroom routine. This variety stimulates
interest and attention, which can help mainta in classroom motivation, thereby helping learners
to reach higher levels of achievement. Second ly, songs, in particular choral singing, can help
to create a relaxed and informal atmosphere that makes the classroom a nonthreatening
environment. By reducing anxiety, songs can hel p increase student interest and motivate them
to learn the target language. Students often think of songs as entertainment rather than study
and therefore find learning English through songs fun and enjoyable.
Several sc holars have shown that children discern emotional states displ ayed in music and
they improve this ability during their school years. During the 1990s, Cunningham and
Sterling (1998) undertook a study where four year old child ren had to listen to a
song and they had to describe it as happy, sad, angry or frightening .As a clear sign of
children's ca pacity to identify melodies, their responses were the same as those given by
adults in the same exercise.
Other studies have dem onstrated that major modes of music make subjects feel
happy and min or ones make listeners sad Gerardi and Gerke n (1995) carried out
another experiment with children and music modes. This time subjects had to use happy o r
sad faces d epending on their mu sical perceptions. Melody modes were major and minor
and they went up and down, what means that they followed ascending and descending
scales.
These authors discovered th at children by the age of eight were ab le to identify happy
and sad songs wit h the same criterion as adults. With the previous findings, teachers are
encouraged to use music in class by ch oosing songs, rhymes, and chants to promote children’s
happiness and well being. If children are relaxed, they will feel more motivated to learn. This
idea is r elated to Krashen’s hypothesis: For optimal learning to occur the affective filter must
be weak. A weak filter means that a positive attitude toward learning is present. Because
of the casual learning environment used when singing, songs are one method for
achieving a weak affective filter a nd promoting language learning.

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Taking into account Hill -Clarke and Robinson’s classroom ideas (2003), music is good
to increas e vocabulary and comprehension skills. In the same way, music accentuates “ oral
language skil l development, improves attention and memory, and enhances abstrac t
thinking. Additionall y, music can enhance students’ cr eativity and cultural
awarenes s..Gardner (2011) recently asserted that the musical intelligence is the first one to
be overtly shown in children.For instance, learners who listened to baroque or classical
music got better marks at school. It is believed that people ada pt their breathing to
musical rhythm and are influenc ed by it because music can change their state of mind.
To concl ude, using mu sic for the teaching language is not only a valuable resource, but it is
also necessary to create a calmed and motivating classroom environment. It develops
receptive and productive skills, and it encourages language acquisition This turns the
languag e teaching activity into a multilayered task where language input comes from
different source s, makin g the whole learning process a global and more meaningful one .

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”Education is what survives when what has been learned has been forgotten”

CHAPTER 3 : NON -FORMAL EXPERIMENTS IN TEACHING ENGLISH TO
YOUNG LEARNERS

This chapter aims at present ing a significant number of activities and lesson plans designed
for teaching English to young learners in a non -formal approach. I have already experimented
most of these activities and lesson plans during the two non – formal programmes
implemente d in my school, ”After school” and ”To know more and to be better.” In addition,
I had the opportunity to try some of these activities while preparing various activities, such as
Halloween, Christmas or Thanksgiving.
Although these activities and lesson plans hav e been particularly designed to meet the
requirements of a non -formal approach, they can be easily adapted to be us ed in the usual
formal one . However, the impact they have on students differs greatly in these two cases..
Taking time to focus on a topic, or grammar issue, constantly appealing to strategies which
work best in a non -formal approach, making teaching fun and encouraging students to
cooperate and learn by doing proved to be more effective in the long run than the usual, well-
organi sed, sequential formal approach to teaching English.
The first part of the chapter includes samples of non -formal activities which could be
considered in teaching English to young learners, mostly students from rural primary schools.
The activities are o rganised to illustrate three types of strategies which have proved successful
while teaching English in a non -formal approach: language games, drama, music and
songs. There are samples of activities for each subcategory.
In addition to these, I have also p resented the project that I implemented a while ago during
the non -formal programme ”To know more and to be better ”. ” English through games” is a
project meant to encourage students who lack sufficient exposure to the language to become
an active part in their learning, to become more confident and relaxed in their use of
English.The results f the project have proved that non -formal activities have a beneficial
impact on students’ aquisition of language as well as on their attitude to learning in gener al.
The last part of the present chapter is dedicated to designing various lessons plans for teaching
English in an non -formal approach. Several formats have been adopted, mostly modern, since
there is no consensus in the literature about the best way to design lesson plans.All the lesson

62
plans included in this chapter are considered for level A1 and A2, the required levels for 8 -14
year-old students.
Some of the activit ies and lesson plans I am presenting in this chapter may not be original or
highly cre ative. Al though I considered various educational sites for inspiration, the
activities as well as the lesson plans have been adapted and designed to meet the needs of my
students and reflect their interests. They are all student -centred and primarily meant to be used
in a non -formal aproach.
3.1.1Language games activities
A variety of language games are to be presented below to illustrate the different types
identified in the literature: communicative and competitive games, games designed for small
groups, pairs or the whole class.Taking into consideration the fact that some games will
contain elements of more than one type I will be focusing on illustrating the following types:
sorting, arranging games, information -gap games, board games, labeling gam es, matching
games, searching games and gueesing games. Furthermore, they will cover games other
categories, such as physical games, drawing – and coloring games, educational card games,
word games, story games and question games. Most of them are part of the project I
implemented with my students.

GAME #1
Title: EASTER ( Wordsearch, Solve the maze, Word problems )
Procedure:
1. Prepare a worksheet containing a wordsearch based on vocabulary related to
Easter..On the other side of the worksheet print the Solve the Easter Egg Maze game.
Students can work in pairs or small groups.

2. Ask students to identify the words in the list below by circling them or highlighting
them with different colours. Tell them that all the words below are all associated with
Easte r celebrations. Pictures could be added if some of the words are not familiar to
students.The winner group/pair is the one that finishes first to find all the words in the
list,

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3. Ask students to help the bunny find the eggs by id entifying the right route.T he winner
group/pair is the one that finishes first to find the right way through the maze.
Wordsearch

Word list: egg, bunny, festival, Christian, resurrection, celebration, spring, cross, lamb,
procession, parade, Good Friday, Palm Sunday, basket, chocolate, hot cross buns, cake.
4. To make the activity last more, add the Easter word problem, asking students to solve
the problems below. The winner is again the pair/group who is the first to solve all the
word problem s related to Easter.
Easter word problem. Solve the following word problems
• Tony finds 10 10 red eggs, 4 blue eggs and 8 yellow eggs during his backyard Easter
egg hunt.How many eggs does he find in all?
• Mary decorates 15 Easter baskets in art classes. If she gives 5 of the bakets away to
her friends, how many Easter baskets does she have left?
• Jane dyes 12 eggs for Easter, while her friend Lizzy dyes 6 eggs. How many Easter
eggs do the boys dye all together?
• Lucy;s mom gives her 16 chocolates for Easter.If Lucy gives 4 chocolates to her little
sister , how many chocolates does she have left?
• Jack picks 21 flowers for Easter. He gives Mary 5 of the flowers and 11 to his mother.
How many flowers does Jack have now?

s c e l e b r a t i o n
c g p r o c e s s i o n
h o t c r o s s b u n s
o o t h s c u p e g g t
c d f r n r r r l l l s
o f e i b o r i p a e i
l r s s a s e n a m n b
a i t t s s c g r b r i
t d i i k t t i a u c s
e a v a e i i g d n a e
f y a n t n o a e n k n
p a l m s u n d a y e

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Title o f Project: ENGLISH THROUGH GAMES
Duration: 1 week (5h)
Subject: English
Studies Teacher(s): Daniela Maier
Grade Level: 5 -8
Aim. The project was scheduled to be implemented for a week ( 1h/day) during the
programmme ”To know more, to be better”.Its primary aim was to introduce young lea rners
to the opportunities provided by language games in learning English in a non -formal
environment. The language games were meant to inject fun into the learning of English and
were expected to motivate and develop confidence among students who lack sufficient
exposure to English. Insecure and shy learners in particular should benefit from the
opportunity to speak English in a stress -free, non -threatening environmennt . In addition to this,
the project provided the opportunity to survey the young le arners’ perceptions of the use of
language games in learning English.
Competences targeted: production and reception of oral messages, spoken interaction,
learning to learn. Learning objectives : .
LO1: to decipher the global meaning of an oral message;
LO2: to ask and answer questions related to familiar topics;
LO3: to use present tense simple and continuous while responding to various stimuli;
LO4: to cooperate while doing their tasks;
LO5: to learn by doing;
LO6: to gain confidence and self -esteem
Descri ption:
On the first day of the activity, the school children were assigned to five small groups (4 -5
children in a group), each group to a game. Each game was monitored and facilitated by the
teacher who gave clear instructions to the students. Thus, teach er told them how to play the
game and what was expected from them.

65
On the second day of the project the groups remain and are assigned a different game so that,
by the last day of the project, every group will have played all five games. Thus, all the
school children involved in the project had the opportunity to play all the five language
games designed for them.
The instrument used for gathering data was a self -report questionnaire to get feedback from
pupils about their experience of playing the game. The 10 – item questionnaire was designed
using a 3 -point scale (Agree, Unsure and Disagree) appropriate to the int ellectual ability of
young learners.The questionnaire was administered during the last session of language games.

GAME #1: FIND THE SYNONYM!
Instructions:
Print 25 cards on green paper or cardboard. They contain words related to topics of interest
to students. You need to prepare another set of 25 cards and print them on red paper or
cardboard. The latter set contains synonyms for the 25 words printed on grenn paper.
The 50 cards are shuffled together, irrespective of their colour. The student who shuffles the
cards has to give the other players six cards each. Cards should be handled face down, so that
nobody could see the printed word on them.. Students examine their cards and decide which
cards to keep and which to give away. Each student gives away a card, face up, this time
The next student in line can take the card or another from the pile. The aim of the game is to
find the synonyms of the words printed on green paper The player who manages to have
three green cards with the corres ponding red cards in his/ her hands is the winner .

Words printed on the green cards: above, large, small, stop, exit, rest, shout, speak, strange,
clever, angry, smell, bad, sofa, alike, see, present, shop, hat, rabbit, under, fast, answer,
possess, garbage.

Words printed on the red cards: over, big, tiny, cease, entrance, relax, yell, talk, odd, smart,
mad, sniff, evil, couch, same , look, gift, store, cap, bunny, below, quick, reply, own, trash .

GAME# 2: DEFINE THE WORD
Instructions:
It is a game designed for pairs or groups of four.Have your students pair up. Partner A takes
five cards aut of the pack. of vocabulary cards. Partner B takes 5 cards aut of the definition

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cards pack. Partner tells Partner B the vocabulary word on the card. Partner B tells Partner A
the definition or uses the word in a sentence (or admits they don’t know it). Partner A then
acknowledges the correct definition or gives it if needed. Partner A can also give Partner B a
clue if needed by showing them the picture on the front of their card. Partner C and partner D
in a group of four do the same. Partners then switch roles with Partner B sharing their
vocabulary word. After both partners have had a turn, they switch cards, find a new partner
and play again. The winner is the student who gets the most correct definitions of the words
he/she is asked to guess. Partners keep track of their correct answers.

Possible words with their definitions: obtain =come into possession of; constant= a
quantity that does not vary; affect = have an influence upon; generate =bring into existence;
entertain
provide amusement for; wander=move or cause to move in a sinuous or circular course;
insist=be emphatic or resolute and refuse to budge; temper=a characteristic state of feeling;
resource =a new or reserve supply that can be drawn upon when needed; disposition=your
usual mood.

GAME #3 SCAVENGER HUNT
Instructions:
Ask the students in the group to choose a color from red, blue, yellow, green and pink.. After
they have chosen the color they will have to go around the place ( the school yard would be
proper) and collect all the post -its they can find. There will be 5 post -its for each colour.
Each student should try to identify the post -its in the colour they have chosen . There is a
short/lo ng sentence printed on each post -it. The students should re -order the sentences so that
they would make meaning after they have collected all the post -its assigned to them . The
winner is the student who is first to arrange the five sentences in a meaningfu l order. A
variation of this game could include crossword puzzles, word searches and/or questions.
The short sentences I used are:
RED: Once upon a time there was a little girl who lived in a village. She was very beautiful
but very lazy. She didn’t have friends because she was too lazy to talk to people. She spent
her days watching TV.One day, she woke up in the morning and decided to change her life.

BLUE :Once upon a time there was a little boy who lived in a big town. He went to school

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but he didn’t like it. He believed that school was boring and useless. Of course, he never
did his homework. One day, his teacher told him tthat he was very disappointed with him.

YELLOW : Once upon time there was a big bad woolf who lived in the forest. All the ot her
animals who lived in the forest were afraid of him.All but the three little pigs who
confronted the woolf each time they met.One day, the three little pigs asked the woolf
why he was so mean.The woolf didn;t know what to answer.

GREEN: Once upon a time there was a teacher who was teaching young students . She wanted her
students to learn more and to be better. Unfortunatelly, some students were not interested in
learning.
The teacher didn’t know what to do. One day, she decided to teach while usi ng games, songs and
drama.

PINK: Once upon a time there was a family who lived in a big house.They had two children, two
cows and three sheep. One day a goose asked permission to live with the family. In time, two ducks,
three chickens, four dogs and a cat came to live with the family.
If time allows, students should continue the stories adding 3-4 more sentences to the ones
provided.

GAME# 4: SIMON SAYS!
Instructions:Students are asked to stand up and form a circle. One of the students plays
the role of Simon and gives the others directions, for example by saying:”Simon says jump”,
or “Simon says stop jumping” and then everybody would have to do that. If Simon only says
“everybody jump” and does not attach the phrase“Simon says” at the front then the other
participants are not be supposed to follow the direction. Because of this, students need to
listen carefully in order to know when to followSimon‟s directions and when to ignore them.
This game can also be used to train any vocabulary. Suggestions: yawn, cough, sneeze, laugh,
cry, smile, raise your hands, stom your feet. The winner is the one(s) who manages to follow
five consecutive directions given by Simon.He /she will play the role of simon next.

GAME# 5: FIND SOMEONE WHO…
It is a g ame designed for the last day of the project and all the students are supposed to be
involved. Students use a checklist as they walk around the room trying to find a person who

68
has a certain characteristic. When students find “someone who drinks tea in t he morning” or
“someone who eats fruit every day” they write that person’s name on their checklist of paper
and move on to the next person with the hope that that person meets one of the other
characteristics on the list. The goal is to meet and talk to as many people as possible within
the time limit in order to put one name by each of the characteristics.

Find someone who…
1. ……..loves to sing
2. ……..helps his/her parents with the housework
3. ……..wants to visit London.
4. ……..knows how to swim
5. ……..dream of becoming a movie star.
6. …….. drinks tea in the morning
7. ……. has a pet.
8…….. eats fruit every day
9. ……. watches TV every evening
10. …….rides a bike
Conclusion
The project afforded me a practical oppo rtunity to apply the theories of language learning in
designing the activities. The activities managed to meet the language and learning needs of
the target group and to stimulate high levels of student engagement, providing them with
opportunities to use English in meaningful ways. They also developed useful soft skills from
working as a team: learning to express their ideas, to accept criticism, and to argue their case.
In the end, they had to agree unanimously on a language game and therefore had to solv e
problems and issues related to their projects by engaging in discussion in a sensible and fair
manner.

The language games helped pupils overcome their apprehensiveness about learning English.
When they participated in the games, it could be observed th at they became less conscious
about using English as they were immersed in the games and having fun. The most important
outcome was therefore the positive experience of accomplishment in their language learning
experience, for, as the saying goes, success breeds success.

69
The data was analysed descriptively using frequency and percentages. On the whole, the
results indicate that the pupils had positive perceptions learning English using games. The
great majority of the respondents (93.75%) agreed with the first statement “I was very happy
when the teacher told us that learning English through language games would be every day
for a week”. 4.46% felt unsure and 1.78% did not agree with the statement.

In responding to a question about their prior experience of playing language games in English,
51.78% agreed with the second statement “I have played language games in English before”
while 34.82% were unsure and 13.39% did not agree. These responses indicate that only
about half of them had played language gam es before. Being situated in a rural area, not all
the school children would have had language games in English. Besides, the schools do not
have enough funding to provide them with such opportunities.

When asked to respond about their feelings using English in playing language games, 65.18%
indicated that they did not feel shy to use English, as in statement 3 “I am not shy to play
language games using English language”. However, 23.21% indicated they w ere unsure while
11.61% did not agree with the statement. This lends support the idea that language games
lower learners’ anxiety, motivate and give confidence and also provide shy learners with the
opportunity to express their opinions and feelings.

Using games to learn English was a source of enjoyment to the pupils. They have found out
that language games are motivating, amusing and challenging. The evidence is in the
responses given by the learners; 98.21% agreed with statement 4, “I feel happy and e njoyed
myself playing language games using English language”. 1.79% were unsure and only 0.89%
did not agree with the statement.

Almost all the respondents felt that the activity taught them more about English. This can be
seen when 97.32% of them agreed with statement 5, “playing the games today taught me a lot
about English language”. Only 1.79% were unsure of the statement and 0.89% did not agree,
proving that language games encourage cooperation as they provide opportunities to practise
language skill s.

70
With regard to acquisition of new vocabulary, the findings reveal that 91.96% of the
respondents agreed that they have acquired new vocabulary while 6.25% were unsure and
1.79% did not agree.

Most of the students involved reported feeling more confident in using English after playing
the language games; a total of 72.32% agreed with statement 7, “I am more confident to use
English language after playing the language games”. However 20.54% were unsure and
7.14% did not agree that they had gained more confidence in using the language.

As for statement 8, ”I enjoyed working in a group,” the majority of the students( 86% )
responded in a positive way, 10% disagreed, while 4% were unsure. The a nswers show that
most of the students feel comfortable working in a group, while a few students are not,
from reasons that vary.

Responses to statement 9 and statement10, that is ” Learning English through language
games is fun” and, respectively” I learn better outside school” show that 95% of the students
had fun learning while playing language games (most of them confessed later on that they
had not been aware they would be learning something while playing).and believed they
learned better in a d ifferent, less stressful environment, Only 5% of the students were unsure
when responding to both statements . The feedback from the pupils provides adequate
evidence for the positive impact of using language games in teaching English in a non -formal
enviro nment.

Questionnaire
Tick the box in each column to give your answers. They are all related to the language
games you have participated in.

Question Agree Disagree Unsure
1. I was very happy when the teacher told us that learning
English through language games would be held every
day for a week.
2. I have played language games in English before.
3. I am not shy to play language games using English

71
language.
4. I feel happy and enjoyed myself playing language
games using English language.
5. Playing the games today taught me a lot about the
English language
6. I have learned a lot of new words in English while
playing language games
7. I am more confident to use the English language after
playing the language games
8. I enjoyed working in a group
9. Learning English through language games is fun
10. I learn better outside school ( in the school yard, in this
case)

Conclusion
The project afforded me a practical opportunity to apply the theories of language learning in
designing the activities. The activities managed to meet the language and learning needs of
the target group and to stimulate high levels of student engagement, p roviding them with
opportunities to use English in meaningful ways.

They also developed useful soft skills from working as a team: learning to express their ideas,
to accept criticism, and to argue their case. In the end, they had to agree unanimously on a
language game and therefore had to solve problems and issues related to their projects by
engaging in discussion in a sensible and fair manner. .

The language games helped pupils overcome their apprehensiveness about learning English.
When they partic ipated in the games, it could be observed that they became less conscious
about using English as they were immersed in the games and having fun. The most important
outcome was therefore the positive experience of accomplishment in their language learning
experience, for, as the saying goes, success breeds success.

The data was analysed descriptively using frequency and percentages. On the whole, the
results indicate that the pupils had positive perceptions learning English using games. The
great majority of the respondents (93.75%) agreed with the first statement “I was very happy

72
when the teacher told us that learning English through language games would be every day
for a week”. 4.46% felt unsure and 1.78% did not agree with the statement.

In respondin g to a question about their prior experience of playing language games in English,
51.78% agreed with the second statement “I have played language games in English before”
while 34.82% were unsure and 13.39% did not agree. These responses indicate that onl y
about half of them had played language games before. Being situated in a rural area, not all
the school children would have had language games in English. Besides, the schools do not
have enough funding to provide them with such opportunities. When asked to respond about
their feelings using English in playing language games, 65.18% indicated that they did not
feel shy to use English, as in statement 3 “I am not shy to play language games using English
language”.
However, 23.21% indicated they were unsur e while 11.61% did not agree with the statement.
This lends support the idea that language games lower learners’ anxiety, motivate and give
confidence and also provide shy learners with the opportunity to express their opinions and
feelings.

Using games to learn English was a source of enjoyment to the pupils. They have found out
that language games are motivating, amusing and challenging. The evidence is in the
responses given by the learners; 98.21% agreed with statement 4, “I feel happy and enjoyed
myself playing language games using English language”. 1.79% were unsure and only 0.89%
did not agree with the statement.

Almost all the respondents felt that the activity taught them more about English. This can be
seen when 97.32% of them agreed with sta tement 5, “playing the games today taught me a lot
about English language”. Only 1.79% were unsure of the statement and 0.89% did not agree,
proving that language games encourage cooperation as they provide opportunities to practise
language skills.

With regard to acquisition of new vocabulary, the findings reveal that 91.96% of the
respondents agreed that they have acquired new vocabulary while 6.25% were unsure and
1.79% did not agre e. Most of the students involved reported feeling more confident in usi ng
English after playing the language games; a total of 72.32% agreed with statement 7, “I am
more confident to use English language after playing the language games”. However 20.54%

73
were unsure and 7.14% did not agree that they had gained more con fidence in using the
language. As for statement 8, ”I enjoyed working in a group,” the majority of the students(
86% ) responded in a positive way, 10% disagreed, while 4% were unsure. The answers
show that most of the students feel comfortable working in a g roup, while a few students are
not, from reasons that vary.

Responses to statement 9 and statement10, that is ” Learning English through language
games is fun” and, respectively”I learn better outside school” show that 95% of the students
had fun lea rning while playing language games (most of them confessed later on that they
had not been aware they would be learning something while playing).and believed they
learned better in a different, less stressful environment, Only 5% of the students were unsu re
when responding to both statements.

In conclusion, the feedback from the pupils provides adequate evidence for the positive
impact of using language games in teaching English in a non -formal environment.

3.1.2 Drama activities
1. MIME
Students learn gestures to go with words that are repeated in a story. Then, as the teacher
reads the story aloud, the children do the actions when they hear the key words.Select a story
with repeated words such as the story of The Big Cat and the Big Hous e (below). Select
gestures to go with the repeated words. Teach students gestures for the repeated words.Slowly
read the story aloud, and have students do the appropriate gestures as they hear each repeated
word.
Big Starting above your head, trace a big circle with your hands
Cat Show gestures like cats washing themselves, licking a paw
House Draw a house in the air
Long Stretch both arms out straight to make a long “line”
Tail Wave an arm behind your back like a cat’s tail
Happy Mime that you are happy
Hair Point to your hair or touch your hair
Small With your hands, trace a small circle above the floor.
Sad Mime that you are sad

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The Big Cat in the Big House ( adapted from New English Parade by Christine Williams)
Once upon a time there lived a big cat in a big house .
The big cat had long black hair , a very long tail .
The cat was very happy that it was very big.
Next door to the big cat there lived a small mouse in a small house .
The mouse was very small and so was its house .
The small mouse was very sad that it was very, very small .

2. ROLE PLAY( Drama activity )
Ready Steady Go!( adapted from Teaching English Games by Shelley Vernon

Language : Are you ready? Wait, I forgot my bag, jacket, lunch -box, scarf, pencil, notebook,
water bottle, hat, mobile -phone, keys. We're ready, let's go. Are you sure you're ready? Yes
we're sure.
Cast: School bus driver and students/children.
For a larger group activity 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, mobile -phones, books etc.)

Driver: Hello everyone, are you ready to go to town/Arad?
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 for got 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!

75
Child: Wait, wait, I forgot my mobile -phone! (Jumps out of the 'c ar' and hurries off, returning
with a mobile -phone 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 a re 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 sig h 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!

3. ROLE -PLAY ( story dramatization)
The Three Little Pigs ( adapted from an English folktale)
Characters : Little Pig 1, Little Pig 2, Little Pig 3, Wolf.

Little Pig 3:It is time for us to go out into the world.
Little Pig 1:I will build a house for myself. I will make it out of straw.
Little Pig 2: I will build a house for mysel f. I will make it out of sticks.
Little Pig 3:I will build a house for myself. I will make it out of bricks.

(Later, at the straw house )
Wolf: Here is a house made of straw.
I think a little pig lives here.
Little pig, little pig, let me come in.
Little Pig 1:Not by the hair of my chinny, chin, chin!
Wolf:Then I’ll huff, and I’ll puff, and I’ll blow your house in! Huff. Puff.
Little Pig 1:You blew down my house! I will go to my brother’shouse.
It is better. It is made of sticks.

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(Later, at the stic k house)
Wolf:Here is a house made of sticks.
I think a little pig lives here.
Little pig, little pig, let me come in.
Little Pig 2:Not by the hair of my chinny, chin, chin!
Wolf:Then I’ll huff, and I’ll puff, and I’ll blow your house in! Huff. Puff.
Little Pig 2: You blew down my house! We will go to my brother’shouse. It is better. It is
made of bricks.
(Later, at the brick house)
Wolf: Here is a house made of bricks. I think a little pig lives here.
Little pig, little pig, let me come in.
Little Pig 3:Not by the hair of my chinny, chin, chin!
Wolf:Then I’ll huff, and I’ll puff, and I’ll blow your house in! Huff. Puff. Huff. Puff.
Little Pig 3:Go away, Wolf! You cannot blow down this house. It is made of bricks.
Wolf:Just you wait, little pigs. ( whispering ) I will go down the chimney.
Little Pig 1:What can we do? The wolf will come down the chimney. He will eat us up.
Little Pig 3:I know what to do. I will build a fire in the fireplace. And I will boil some water.
(Later)
Wolf:Here I come, little pigs. (splash sounds ) Ouch, ow…( wolf runs away)
Little Pig 2:
Now, we can live happily ever after.

4. DAILY ROUNTINES ( role play )
In pairs, talk about your daily routine. Student A will ask questions and student B will
answer them.Roles are reversed the second time.

Student A: Hello, Mary! Hi, how are you?
Student B; I’m fine, thanks.
Student A: Will you please answer some questions? I need your answers for a school project.
Student B; Yes, of course.
Student A: Ok.When do you usually wake up?
Student B: I wake up at 7 o’clock.
Student A: When do you usually have breakfast?
Student B; I usually have breakfast at 7.30 in the morning?
Student A; When do you usually have lunch?
Student B; I usually have lunch at 1.30 in the afternoon when I get home from school.
Student A: When do you usually do your homework?
Student B: I usually do my homework in the afternoon.
Student A: Do you usually watch TV in the evening?
Student B: Yes, I do.

5. INTERVIEW
If you could be a famous person, who would you be? Answer the questions in the interview
below as if you were a famous person.

Good morning, I’d like to ask you a few questions.First, what is your name?

77
What do you feel is your biggest achievemen t ?
What are you passionate about?
What is your favorit e movie/song?
Where did you learn to act/sing?
Does your family support you in your career?
Do you have a role -model?
Is there any piece of advice you would like to give to the young generations?
Thanks for your time. It was a pleasure to talk to you.

6. SIMULATION

Imagine that you are your mother and select the options from the list below to answer the
questions your classmate will ask you, pretendng to be you.
Answers:
• No way, you may not play .
• No, you may not watch TV.
• Yes, you may.
• Yes, but don’t be late.
• You must not do such a thing.
Possible questions:
• Mom, may I go out and play?
• Mom, may I watch TV in the evening?
• Mom, may I got to Mary’s party?
• Mom, may I borrow your scarf?
• Mom, may I drink Coca -Cola?
Add phrases from the following list to express your disappointment or satisfaction: thanks;
please; why not; you are the best; but all my friends are alllowed. Add phrases such as, so
what; you are welcome or behave yourself to complete your mother’s answers.

7. IMPROVISATION
Students are asked to react to one of the following situations, improvising their answers :
What would you do if you lost your mobile phone? What would you do if you got lost in the
street?What would you do if your classmate were hungry? (Teacher should have already
taught if clauses Type 2.)
8. DEBATE
Topic : Should students be allowed to use mobile –phones at school?
Debate Format
6 min ute Position Presentation – Pro; 6 minute Position Presentation – Con
5 minute Work Period ; 4 minute Rebuttal – Pro
4 minute Rebuttal – Con: 3 minute Work Period
2 minute Response – Pro; 2 minute Response – Con
1 minute Work Period

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2 minut e Position Summary – Pro or Con: 2 minute Position Summary – Pro or Con
5 minute Tallying of Ballots/Announcement of Winner

Debate Procedure
The debate will take the form of timed individual and/or group presentations and responses
separated by timed group work periods. When questions arise, the judgment of the instructor
will provide the definitive ruling.Prior to the beginning of the class pe riod, both teams are to
position their desks facing each other at the front of the room. Each team is to write its team
name, debate position, and debate position statement on the blackboard behind their desks.
Team members may speak either from their d esks or from the podium, as they desire.
Audiovisuals may be used at any time, including, but not limited to, handouts, flipcharts,
transparencies, slides, audio and videotapes, etc. While a team is not required to use all of the
time allocated to each d ebate component, speakers must stop immediately when the allocated
time runs out.
Team members are prohibited from speaking to the audience or opposing team except at the
times specifically allocated to them. Thus, there can be no immediate, reciprocal interchange
of comments between the teams. The sequence of the position summaries will be determined
by a random procedure at the conclusion of the final work period. No new information may
be introduced during the summary.
3.1. 3 Song and music activi ties
1.ANIMALS IN THE FARM AND ANIMAL SOUNDS

Procedure
1. Listen to the song and put the animals in the pictures below in the order they are
mentioned in the song. Some animals in the list may not be mentioned in the song.

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2. Match the animals mentioned in the song with the noises/sounds they make.
Sounds animals make: oink, oink; baa, baa; moo, moo, quack quack
3. Think of another farm animal. What noise/sound does it make? Here are some ideas.
• Cats say meow!
• Horses say neigh!
• Goats say maa!
• Chicken say cluck cluck
• Dogs say woof, woof
Now match all the farm animals in the picture above with the sound they make and sing the
song again .
4. How many animals does old McDonald have? List them and add all the other farm
animals in the picture above.
5. Do you have any farm animals ? What sounds do they make?
6. Write a short story about the farm animal(s) you like most.

OLD MACDONALD HAD A FARM(lyrics)

Old MacDonald had a farm
E-I-E-I-O
And on his farm he had a cow
E-I-E-I-O
With a moo moo here, and a m oo moo there
Here a moo, there a moo
Everywhere a moo moo

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Old MacDonald had a farm
E-I-E-I-O

Old MACDONALD had a farm
E-I-E-I-O
And on his farm he had a pig
E-I-E-I-O
With a oink oink here, and a oink oink there
Here a oink, there a oink
Everywhere a oink oink
Old MacDonald had a farm
E-I-E-I-O

Old MACDONALD had a farm
E-I-E-I-O
And on his farm he had a duck
E-I-E-I-O
With a quack quack here, and a quack quack there
Here a quack, there a quack
Everywhere a quack quack
Old MacDonald had a farm
E-I-E-I-O

Old MACDONALD had a farm
E-I-E-I-O
And on his farm he had a sheep
E-I-E-I-O
With a baa baa here, and a baa baa there
Here a baa, there a baa
Everywhere a baa baa
Old MacDonald had a farm
E-I-E-I-O

Old MacDonald had a farm
E-I-E-I-OOOOOOO.

2.SONG ACTIVITY EMOTIONS
Procedure:
1. Before listening to this song, explore emotions by showing students the emojis below.
Ask the students to say what each emoji expressess. Print out the pictures and make an
emotions book or bulletin board. Write the emotion under each one.

happy sleepy/bored scared sad confused angry

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2. Ask students to act out all the emotions above. Use questions such as:
What does your face look like when yo u are happy/ sleepy/scared/sad/ confused/angry?
Show me , please !

3. Ask students to practice the following commands: clap your hands, stomp your feet,
take a nap . Tell them that they should clap their hands when they are happy and
demonstrate how. Next, tell them they should stomp their feet when they are angry
and show them how. For being scared teacher practices the intonation of the words
associaiated with this emotion in the song. Finally, tell the students what to when they
are sleepy and mimc taking a nap.
4. Prepare a worksheet containing the lyrics of the song. Delete the words happy, sleepy,
angry, scared. The st udents will be listening to the song twice filling in the gaps with
the right word. Students can work in pairs or groups, depending on their level.
5. Ask students to sing along and act out the emotions/ states mentioned in the song.
Make sure students know w hat to do students what to do in order to express the
emotions mentioned above.
6. Students sing the song without any help showing what they do when they are happy,
sleepy, scared, angry.
7. Ask students to show you what they feel at the end of the activity. An swers may vary
but clapping hands is expected.

IF YOU’ RE HAPPY ( lyrics and song at https://www.youtube.com/watch?v=l4WNrvVjiTw)
If you're ha ppy happy happy [Smile .]
clap your hands. [Clap your hands.]
If you're happy happy happy, clap your hands.
If yo u're happy happy happyclap your hands, clap your hands.
If you're happy happy happy clap your hands.
If you're angry angry angry [Make an angry face ]
stomp your feet. [Stomp your feet.]
If you're angry angry angry stomp your feet.
If you're angry angry a ngry stomp your feet, stomp your feet.
If you're angry angry angry stomp your feet.
If you're scared scare d scared [Make a scared .]
say, "Oh no!" [Say, "Oh no!"]
If you're scared scared scared say, "Oh no!"
If you're scared scared scared say, "Oh no!" Sa y, "Oh no!"
If you're scared scared scared say, "Oh no!"
If you're sleepy sleepy sleepy [Make a sleepy face.]
take a nap. [Rest your head on your hands and pretend to sleep.]
If you're sleepy sleepy sleepy take a nap.
If you're sleepy sleepy sleepytake a nap, take a nap.
If you're sleepy sleepy sleepy, take a nap.

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3.SONG ACTIVITY :I WISH ……
1. Ask students to look at the text below and predict which word from the list below
can fill each of the four gaps. Have students listen to the song titled “I Wish I Knew
What It Feels to Be Free” to check their answers.
I wish I knew how
It would fee l to be _____.
I wish I could break
All the chains holding _____.
I wish I could say
All the things that I should say –
Say ’em loud, say ’em _____
For the whole round world to _____.
List of words : clear, fe ar, me, see, free, dear, hear.
2. Ask students to listen to the song again and write down all the verbs that are used with
the repeated phrase I wish I could . Explain unfamiliar words or phrases if necessary.
3. After students have completed the task, tell them that t he phrase I wish I could
appears in the song seven times. Each time, the construction is the same: I wish I
could + a verb in its infinitive form. (I wish I could break, say, share, know, etc)
4. Write the phrase I wish I could on the board. Remind students that could is the past –
tense form of can. But in this phrase, could is used in a different way: to talk about
things we want to do, but can’t –for example: I wish I could buy a car. I wish I coul d
go to the party. Tell students, “If you say I wish I could, it doesn’t mean you will
never do it. Maybe someday you will. But you can’t do it now.”
5. Highlight the phrase I wish I could all seven times it appears in the song, and hand out
the lyrics to th e students. Clarify new vocabulary, if any.
6. Play a recording of the song while students read the lyrics.
I wish I knew what it would feel to be free ( lyrics at http:/ /www.metrolyrics.com/)
I wish I knew how
It would feel to be free
I wish I could break
All the chains holding me
I wish I could say
All the things that I should say

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Say 'em loud, say 'em clear
For the whole round world to hear
I wish I could share
All the love that's in my heart
Remove all the bars
That keep us apart
I wish you could know
What i t means to be me
Then you'd see and agree
That every man should be free
Then I'd sing 'cause I know, yea
Then I'd sing 'cause I know, yea
Then I'd sing 'cause I know
I'd know how it feels
Oh I know how it feels to be free
Yea yea! Oh, I know how it feels
Yes I know, oh, I know
How it feels, how it feels
To be free, Lord, Lord, Lord .

5.SONG BINGO
This is a really great activity which works really well for getting students to actively listen for
detail and specific words.
1. Before the class, choose an approp riate song (such as The Wheels on the Bus" ) and
then choose 15 words from the song and write th em on the board.: wheels, bus,
round,wipers, swish, through,drivers, open, shut, move, back, horn, babies, mommies,
all. Five extra words could be added.
2. Hand o ut an empty 3×3 bingo card to the students and ask them to fill it in, choosing
any nine words from the box/board. This is great as it ensures differentiation.
3. Tell the students to listen very carefully to the song for their words and when they hear
them t o cross them out. When a student has crossed out all nine of their words tell
them to shout BINGO.
4. If no one shouts out bingo after the first listen, play the song a second time.
Lyrics to "The Wheels on the Bus"

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The wheels on the bus go ro und and round, round and round, round and round.
The wheels on the bus go round and round, all through the town.

The wiper s on the bus go s wish, swis h, swish,swish, swish, swish, s wish, swish, s wish.
The wipers on the bus go s wish, swish, swish, all thr ough the town.

The horn on the bus goes beep, beep, beep, b eep, beep, beep, b eep, beep, beep.
The horn on the bus goes beep, beep, beep, all through th e town.

The door s on the bus go open and shut, open and shut, o pen and shut.
The doo rs on the bus go open and shut, all through the town.

The d river on the bus says "Move on back, move on back, move on back;"
The d river on the bus says "Move on back", all through the town.

The baby on the bus says "Wah, wah, wah, w ah, wah, wah, wah, wah, wah".
The baby on the bus says "Wah, wah, wah", all through the town.

The mommy on the bus says "Shush, shush, shush, shush, shush, shush, s hush, shush, shush."
The momm y on the bus says "Shush, shush, shush" all through the town.

6.JUMBLED SENTENCES SONG
Procedure:
1. Ask students to work in groups of three or four. H and o ut on slips of paper the words
from a line of the song and get students in each group to unjumble them into a correct
sentence. However, don’t give the lines of the song in the correct order. For second
graders the Halloween song below is easy enough .
2. When the groups of students think they have the right answer, they run up to the
board and write it up.
3. When all of the lines of the song are on the board, ask students to re -arrange them into
an order which they think is logical (this helps if the song has story).
4. Listen to the song, with the students checking the order of the lines and rearranging as
needs be.
Trick or treat lyrics ( http://supersimplelearning.com/songs/original -series )
Trick or treat? Trick or treat?
Give me something good to eat
Apples, peaches, tangerines
Happy, happy Halloween.

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Trick or treat? Trick or treat?
Give me something good to eat
Cookies, chocolate, jelly beans
Happy, happy Halloween.
Trick or treat? Trick or treat?
Give me something good to eat
Pumpkin pie and gummy bears
Now it’s time fora good scare.
Trick or treat? Trick or treat?
Give me something good to eat
Nuts and candy, lollipop
Now it’s time for us to stop.
7. TEACHIING ACTIONS SONG: The Pinocchio
Procedure:
1. Ask the students to stand up and obey the folloing commands: turn around, jump,
hands on your hips, sway, shout "Hey!", step in, step out, put your fists in front of
your nose, raise your right arm, raise your left arm, hold up your right leg, holdup your
left leg , nod your head ( chin up), sit down. You may need to show student show to
follow some commands.
2. Repeat the actions several times until all the students understand the commands.
3. Have the students listen to the song below, showing what they have to do for eeach
line.It is a song meant to revise a ction s (in/out, turn around, shout!), parts of the body
(arms, legs, chin) and directions( right and left. )
4. If the students are not familiar with the story ofPinocchio, a little wooden pupp et that
magically comes to life, summarise it in a few words and show them some pictures.
Students need to understand why they are asked to make their nose "grow" in this
song . (Every time Pinocchio lies, his nose grows longer.)
5. Have the students stand up, make a circle and sing along while doing actions depicted
in the song.
The Pinocchio Lyrics and Actions (http://supersimplelearning.com/songs/original -series)

Everybody in. [Move forward.] Everybody out. [Move back.]
Everybody turn around. [Turn around.] Everybo dy shout, "Hey!" [Jump up and shout, "Hey!"]
Everybody ready? Here we go. [Put your hands on your hips and sway side to side.]
Let's do The Pinocchio. [Make a Pinocchio nose by putting two fists in front of your nose, and

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then make it "grow" by moving one hand forward.]
Right arm! [Hold up your right arm as if it were a puppet's arm.]
[Keep your right arm up as you dance in and out.]
Everybody in. Everybody out.
Everybody turn around. Everybody shout, "Hey!"
Everybody ready? Here we go.
Let's do The Pinocchio.
Right arm! [Hold up your right arm.]
Left arm! [Hold up your left arm.]
Right leg! [Hold up your right leg.] Left leg! [Hold up your left leg.]
Chin up! [Nod your head up and down.]
Turn around! [Spin.]
Sit down! [Sit down.]
3.2 Lesson pla ns

LESSON PLAN #1
Title: GETTING TO KNOW YOU
Level: A1
Time: 2 X 45 minutes
Learning objectives:
• to exchange greetings
• to ask and answer personal questions
• to use modal verbs to speak about rules

Structures : "What's your name", "My name is…", " Where are you from?", "What pet do you
have?", "What is your favorite food/drink/color?", "How many bro thers and sisters do you
have?"
Target vocabulary : pet, food, drink, color, brother, sister, can, can't, must, mustn't, pen,
pencil, eraser, crayon, ruler, stapler, staples, glue, paper, folder, hole punch, pencil
Lesson stages
Warm Up : Greetings & names
Greet the students as they enter the classroom and gesture for them to sit down. When
everyone has sat down and is ready say, "My name is …" and gi ve your name. Then tell

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everyone to stand up. If there is room, have everyone form a circle. Take a ball and hold it
and say your name. Then throw the ball to one student and they say their name. Students
throw the ball around randomly, saying their name e ach time they catch the ball.
Then, play the same throwing game, but instead of saying your name, say the name of the
person who threw the ball to you – start by asking one student to throw the ball to you and as
you catch it say their name. Then throw to another student and they should say your name as
they catch it. If anyone gets a name wrong (or can't remember) they have to sit down for 3
throws. By the end of the activity everyone should have a good idea of everyone else's names!
New Learning and Pract ice
1. Do the "Ask Me" activity.
On the board draw a little stick man / woman and write your name under it.Then write some
answers to the following questions (just the answers) around the board:
• Age: How old are you?
• Hometown: Where are you from?
• Pets: What pet do you have?
• Food: What is your favorite food?
• Drink: What is your favorite drink?
• Color: What is your favorite color?
• Brothers / Sisters: How many brothers and sisters do you have?
For example:

blue 30 Daniela
dog coffe e Arad two
The idea is to try and have your students guess what the answers relate to and the what the
question is for each answer. Start by writing on the board: Name: What is your name? Then
point to your name on the board. Next, point to your hometown on the board and try to elicit

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the question "Where are you from?". As you elicit and help, write the questions on the board
until all the questions are there.
2. Practice asking and answering questions
Have your students draw a stick man / woman on a piece of paper with their name
underneath, and write down their answers to the questions on the board – basically doing the
same thing as you did on the board. Then put students in pairs and have them practice asking
and answering the questions about themselves. As they do this circulate and monitor, helping
out with mistakes and pronunciation, and always give lots of praise.
3. Do a class survey
Give out the survey sheets to each student. Go through the column headers and make sure
everyone understands that they have to ask questions to 8 other students to complete their
survey. Just to make sure, mode l the activity with a student, asking the questions and showing
writing the answers. Then allow everyone to get up and mix around as they complete their
surveys.
Name Favourite
colour Brothers/sisters Favourite
food Pet Favourite drink
Maria
Tony
Alex
Andy
Lucy

4.Create a Classroom Rules poster
Setting rules and boundaries is extremely important in your kids lessons – kids can feel
comfortable knowing what is and isn't accepted and having this clearly stated at the beginning
of the course will really help with classroom management. This part of t he lesson can be
enjoyable and is a good way to practice modals "can", "can't", "must", "mustn't".Firstly,
prepare your board as shown below:
OUR CLASSROOM RULES
We can
We can’t We must We must’t

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For each column explain and elicit:
• We can = it is ok for us to do. E.g. "We can ask our teacher questions"
• We can't = it is not ok for us to do. E.g. "We can't talk while our teacher is talking"
• We must = very strong – things we have to do . E.g. "We must do our homework"
• We mustn't = very strong – things we never do. E.g. "We mustn't take things without
asking"
Next, put your students into groups of 4 -6 students. Give each group a large sheet of paper
and colored marker pens to create their rules poster. Have them copy what you have on your
board. Then expl ain that they must write down as many ideas as they can on their rules poster
– they can even include some strange rules if they wish!. If your student's level is too low to
write sentences, they can draw their ideas instead.
Some ideas:
We can We can’t We must We mustn’t
ask our teacher
questions
talk to others in
English talk while teacher is
talking
use Romanian when
talking to teacher respect each other
turn off our phones be rude to anyone
take things without
asking
As the groups are making their posters, circulate and help with grammar, vocab, spelling.
Also, make sure the rules you want are on each poster. Allow students to use different colors
and draw pictures – the posters should be attractive and fun.When the posters are finished, get
everyon e in the group to sign it. This helps to reinforce the rules as a kind of classroom
"contract" – if any rules are broken in future lessons you can point to the rule which the
offending student has signed.Finally, get your students to pin their posters to th e wall. Groups
can then present their rules poster to the class – this should bring up some good discussion as
well as the use of modals.
5.Classroom stationery quiz
We will finish the lesson with a fun activity based around the vocabulary of classroom
stationery. Before class, prepare a box of different cl assroom stationery ( eraser, crayon,
ruler, stapler, glue, paper, folder, hole punch, pencil sharpener, whit e out, scotch tape,
marker).

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Put students into teams and tell them that you are going to show them some objects that they
must write down on a piece of paper. Points will be given for each correct answer as follows:
perfect ans wers : 3 points; nearly perfect answers (correct word but incorrect spelling): 2
points; slightly correc t : 1 point. Expla in that the winning team will win a prize (prepare some
stickers or candy)!Take out each object and teams work together to write down the answers –
some they will probably know and some not.At the end, get each team to swap papers and go
through the answer s as teams mark the answer sheets. Present the prize to the winning team.
6.Play "What's missing?"
Finally, line up all of the stationery so that everyone can see. Tell everyone to close their eyes
then remove one item. Say "Open your eyes" and everyone mu st shout out the missing item.
Do this for all of the items.
Wrap Up
Assign Homework: "Classroom Objects " worksheet . Match the 10 pictures with the right
word. Hold up the homework worksheet and model what to do

LESSON PLAN # 2
Title : CHRISTMAS
Level: A1
Time: 2 X 45 minutes
Learning objectives:
• to use vocabulary related to Christmas
• to ask and answers about a text related to Christmas
• to match pictures with their explanations
• to identify specific information in a recorded text
Lesson stages
Warm Up
1. Start the lesson as you usually would (E.g. Hello song, "What's your name?", "How are
you?".).
2. Show a picture of Santa . Elicit who it is ("Who is this?"). Explain that today and next class
we are going to have a Christmas Lesson. Put on some Christmas carol background music to
create a Christmas atmosphere.

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New Learning and Practice
1. Teach new vocabulary: Santa, Rudolph, sleigh, presents, Christmas tree, decorations,
roast turkey, Christmas pudding. Use the flashcards below.

2. Play "Flashcard Touch" and "Missing Flashcard":
Flashcard Touch: Lay the flashcards out on the floor. Tell the students to put their hands in
the air. Then Teacher calls out a flashcard (e.g. "Christmas Tree!"). Students have to touch the
card as quickly as they can. Play for a few rounds until you have done all of the flashcards.
Missing Flashcard: Tell the students to close their eyes. Take away a flashcard and tell the
students to open their eyes again. Ask "Which picture is missing?". Students have to shout out
the missing flashcard. Play a few rounds.
3. Teach song "We Wish You A Merry Christmas" :
Use the adapted lyrics are used with the song:
"We Wish You A Merry Christmas "
Chorus:
We wish you a Merry Christmas,
We wish you a Merry Christmas,
We wish you a Merry Christmas,
And a Happy New Year.
Verse 1:
Santa and Rudolf,
Will fly in their sleigh,

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We'll open our presents,
And have a great day!
Verse 2:
Our Christmas tree's up,
With decorations,
We'll eat a roast turkey,
And Christmas pudding.
Chorus
Before playing the song, line up the flashcards on the floor or the board. Then, play the song a
and touch each flashcard as the vocabulary word is sung, to show everyone how the song
goes. Encourage the students to join in. It may be easier to slowly r unning through the song
without the music first.Then everyone sings the song together.
4. Read classroom reader " Santa Gets Stuck "
This classroom readers ties in perfectly with the We Wish You A Merry Christmas song
above as it uses many of the same phrases and vocabulary. Before class, download and print
off the reader "Santa Gets Stuck" . As you go through each page, point to the pictures and let
your students shout out what they can see and think is happening:
Teacher: Who is this? (pointing at Santa and Rudolf on page 1)
Students: Santa a nd Rudolf!
Teacher: Yes, that's right! (reading from the story) " It’s Christmas Eve night. Santa and
Rudolf are flying in their sleigh." What color are Santa's clothes?
Students: Red!
Teacher: That's right. Santa always wears red. (turning the page) … O h look! What is this boy
doing?
Students: He's sleeping!
Teacher: Yes, that's right! Look, how many stockings does he have?
Students: 2!
Teacher: Yes, 2! He has 2 stockings for his presents from Santa.
etc.
Get the students really involved in the story by asking lots of questions (e.g. eliciting the
objects and their colors) and even getting everyone to speculate about what presents the boy
and girl have under the wrapping paper.
5. Do "Christmas Match Up" worksheet activity
Give all the students the worksheet and have them match up the items taught earlier in the
lesson and in the carol. As they are working ask individual students questions (e.g. Who's
this? What's this? , etc.).

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6. Review colors:
We are going to make some paper chain decorations with different colors. Before class, cut
out strips of different colored card to make the decorations. Show each color and elicit it
("What color is this?", "It's red"). Next, arr ange students in groups around tables put a good
pile of the strips on each table and tell the students to spread them out. Next play "Slam" –
Teacher shouts out each color and students have to slam their hands down on the color.
7. Make "Paper Chain Decor ations":
In groups have students use glue to create chains.Give everyone about 5 -10 minutes to make
their chains. Finally, help your students decorate the classroom with the chains
8. Make "Pine Cone Christmas Trees"
All you need is pine cones, glitter, co tton balls, small beads, dental floss and a star for the
top.To make the craft, have all the students follow these instructions: glue a few cotton balls
to the bottom of the pine cone ( they look like snow and help the "tree" stand upright), put a
little d ab of glue at the tips of the pine cone and then sprinkle on glitter, string some small
beads onto dental floss and then tie off the last bead with a knot. In the end, wrap the beads
around the pine cone and glue them to the tree..Top off your tree with a small star, bow or
other decoration.
Wrap Up. Assign Homework: Draw and decorate your Christmas Tree "

LESSON PLAN #3
Title : HALLOWEEN
Level: A1
Time: 2 X 45 minutes
Learning objectives:
• to use vocabulary related to Halloween
• to ask and answers about a text related to Halloween
• to match pictures with their explanations
• to identify specific information in a recorded text
Lesson stages

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Warm Up : This lesson will start quite differently than your usual lessons as we want to get the
atmosphere of Halloween started right from the beginning of class.
1. Setting the atmosphere
Before class think about how you can make the room and lesson come to life. This all
depends on your resources, but some ideas can be:
• lights – turn off some lights and close curtains to make the room darker. Place some
jack-o-lanterns around the room.
• get some glow -in-the-dark stars and shapes and stick them around the walls
• rearrange the furniture
• have some eerie music playing in the background
• hang decorations around the classroom, such as bats and ghost crafts (if you do with
other classes you can build up the decorations as you do crafts each lesson)
• dress up as a Halloween character (if possible, one of the characters you are teaching
in this lesson).
• in a previous lesson ask students (or their parents) to come to this lesson in Halloween
fancy dress. This is great fun and you can have a fancy dress party during the lesson
with prizes for best, scariest, funniest, etc.
2. Enter the room and play "Feel in the Boxes"
Before class, prepare some cardboard boxes. These are going to hide things that the stud ents
have to feel and guess what they are. Of course, being Halloween, the objects inside the boxes
are going to be creepy! Prepare the boxes by cutting a hole in one side, just large enough to
put your arm through.. Inside the boxes place some "Halloween" type objects, such as:
• plastic bats, spiders, black cats, skeletons, spider webs
• peeled grapes (eye balls), grape juice, a black hat

Have everyone wait outside the classroom until it is time to go in. Stand at the door and as
each student enters say "Hap py Halloween!" and have them reply "Happy Halloween".Then
allow the students to walk around the classroom feeling inside the boxes and trying to guess
what each object is..Finally, have everyone sit down and ask what they think is in each box
(e.g. "I thin k it's worms!") and then take out each item to show everyone what it really is.

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Before continuing, get everyone to help you clear everything to the sides of the classroom so
there is a large space in the middle and get everyone to sit down on the floo r.

New Learning and Practice:
1.Teach new vocabulary and play "Flashcard Ghost Chase"
Before class print out the flashcards above for the Halloween characters you are going to
teach (monster, witch, black cat, wizard, mummy, bat, zombie) and then on 2 or 3 backs of
these cards print the ghost picture.
Explain you are going to play "ghost chase!". Show one flashcard and teach / elicit the word.
Then quickly turn over the card – if the back is blank everyone is safe ("phew!"). If the back
of the card ha s the ghost image, shout "Ghost!" and get everyone to quickly get up and run to
keep out of your way. You have to run after everyone and tag them (they have to sit down).
Return everyone back to the middle of the floor to continue with the flashcards.
2. Do "Halloween paper plate mask craft"
Before class prepare enough paper plates for each student. They are going to make masks and
wear them so you will also need elastic to keep the masks on. Also prepare things for making
the masks – colored pens, glitter , felt, wool, stickers, colored card, tape, glue, etc.
Put the class into 5 groups and each group sits together. Give each group one of the flashcards
(e.g. the witch) and have them make a mask for that character. Finally, have everyone wear
their masks – you can even have a competition with prizes!
3. Play "Halloween Walk"
Now everyone is going to play a game wearing their masks. First get the "ghosts" to stand up

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and show you how ghosts move around (saying "Whooooooo!"). Next get the monsters to
stumble around going "Rhaaaaa!", and so on. You are introducing the sounds from the song
you are going to sing a bit later.. Finally, get everyone to stand up and shout out instructions
(e.g. "Move like a zombie!") and get everyone to move around making the sound. Here are
the sounds for each character:
• ghost (Whooooooooo!)
• monster (Rhhaaaaaa!)
• witch (Cackle cackle!)
• black cat (Meoooowwww!)
• wizard (Ho ho hoooo!)
• mummy (Grrrrrrrrrr!)
• bat (Eeekk! Eeekk!)
• zombie (Rrrrrrrrrrrrrrr!)
4. Sing a Halloween Song
You can chose one or both options if time allows.
• Happy Halloween : this song contains many of the characters from Halloween (ghost,
zombie, etc.) and is good for older children (6 years and older).
• One Little, Two Little, Three Little Witches : this is a nice and simple song about
witches for the little children to enjoy.
Song Option : " Happy Halloween ":
Get everybody to stand up and tell them they are g oing to sing a Halloween song. Use the
following lyrics with the song:First play the song and show everyone the gestures and actions
– have them all try and follow along with you as you do the actions. Then play again and get
everyone to join in..
Lyrics for "Happy Halloween"
Happy Halloween! Happy Halloween!Happy, Happy Halloween!
Happy, Happy Halloween!Happy, Happy Halloween!Happy, Happy Halloween!
Chorus:
Look out of the window tonight,
What will we see on Halloween night?
Go outside in the street tonig ht,
Who will we meet on Halloween night?
Verse 1:
Look there's a ghost (Whooooooooo!)

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Look there's a monster (Rhhaaaaaa!)
Look there's a witch (Cackle cackle!)
Look there's a black cat (Meoooowwww!)
But don't worry – they're just kids! Wearing costumes!
Happy, Happy, Happy Halloween!
Happy, Happy, Happy Halloween!
Chorus
Verse 2:
Look there's a wizard (Ho ho hoooo!)
Look there's a mummy (Grrrrrrrrrr!)
Look there's a bat (Eeekk! Eeekk!)
Look there's a zombie (Rrrrrrrrrrrrrrr!)
But don't worry – they're jus t kids! Wearing costumes!
Happy, Happy Halloween!Happy, Happy Halloween!
Happy, Happy Halloween!Happy Halloween!
Gestures for "Happy Halloween"
• "Happy, Happy Halloween!" – sing and dance along to this (dancing like zombies or
monsters – like in Michael Jac kson's Thriller).
• "Look out of the window tonight" – everyone puts their hand above their eyes to 'peer'
out of the window with a frightened expression.
• "What will we see on Halloween night?" – look around with a frightened expression.
• "Go outside in the s treet tonight" – walking on the spot.
• "Who will we meet on Halloween night?" – look around with a frightened expression.
• "Look there's a ghost (Whooooooooo!)" – all do a ghost gesture and say
"Whoooooooo!".
• "Look there's a monster (Rhhaaaaaa!)" – all walk like a scary monster and say
"Rhhaaaaaa!".
• "Look there's a witch (Cackle cackle!)" – everyone wiggles their fingers in front of
their face like a witch whilst cackling.
• "Look there's a black cat (Mioooowwww!)" – all act like a cat whilst meowing.
• "Look there's a wizard (Ho ho hoooo!)" – all wave imaginary wands in the air and say
"Ho ho hoooo!".
• "Look there's a mummy (Grrrrrrrrrr!)" – walk around with arms stretched out in front
and say :Grrrrrrr!".
• "Look there's a bat (Eeekk! Eeekk!)" – all flap around a nd say "Eeekkk! Eeekkk!".
• "Look there's a zombie (Rrrrrrrrrrrrrrr!)" – do the zombie dance/walk (as in Thriller)
and say "Rrrrrrr!".
Song Option 2: " One Little, Two L ittle, Three Little Witches "

Get everybody to stand up and tell them they are going to sing a Halloween song. Use the

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following lyrics with the song:First play the song and show everyone the finger actions – have
them all try and follow along with you as you do the actions. Then play again and get
everyone to join in.
Lyrics for "One Little, Two Little, Three Little Witches"
Verse 1:
1 little, 2 little, 3 little witches
4 little, 5 little, 6 little witches
7 little, 8 little, 9 little witches
10 little wit ches in a row.
Verse 2:
10 little, 9 little, 8 little witches
7 little, 6 little, 5 little witches
4 little, 3 little, 2 little witches
1 little witch on her own.
Gestures for "One Little, Two Little, Three Little Witches"
• This is very simple – have every one stand up and hold their hands out with their fists
clenched.
• As the song counts up to 10 (verse 1) everyone holds up a finger for each witch – by
the end of the verse all 10 fingers will be raised.
• As the song counts down (verse 2) everyone closes thei r fingers until just one finger is
left up.
5. Read classroom reader " Happy Halloween! "
This reader follows on from the "Happy Halloween" song as it contains the same characters as
in the song. As you go through each page, point to the key vocabulary in each picture and
elicit the Halloween characters and the sounds that each one makes. Encourage your students
to get up and act out each of the characters that come up in the story, for example:
Teacher: (pointing at the ghost on page 2) What's this?
Students: Ghost!
Teacher: Yes, that's right … (reading) … "Suddenly, a ghost appeared!". And what sound does
a ghost make?
Students: Whooooooo!
Teacher: Oh yes, very scary! Emi, can you show us your ghost? …(Emi gets up and starts
doing her ghost impression)… Brilliant! Now, everyone show me your ghost! … (everyone get
up and does their ghost impressions)
etc.

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Continue through the story, asking what all the chara cters are. Get the students really involved
in the story by asking lots of questions (e.g. about the colors, clothes and other objects in the
pictures) and even ask yes/no questions about what each character is, for example:
Teacher: (pointing at the monst er on page 3) Is this a mummy?
Students: No! It's a monster!
Teacher: Oh Yes, that's right! And does it go "Meoowwww!"?
Students: No! "Rhaaaa!"
6. End with some fun Halloween activities
End the class with some fun Halloween games.Here are three suggestions :

• Pass the Pumpkin : Students sit in a circle. Provide a plastic pumpkin for children to
pass while the teacher plays some music. Children pass the pumpkin to the tempo of
the music. Alternate between fast and slow. When the music stops the child who has
the pumpkin stands and takes a bow. Continue.
• Pin The Tail on the Black Cat : This is a take on 'pin the tail on the donkey'. Put a
picture of a tailless -less black cat on the wall, blindfold the students, spin them around
and see if they can pin the tail i n the right place. The nearest wins a prize/points.
• Play Doh Fun : make jack -o-lanterns, witches, other characters, etc.
Wrap Up: Assign Homework: A Halloween wordsearch.

LESSON PLAN#4
Title : THANKSGIVING
Level: A1
Time: 2 X 45 minutes
Learning objectives:
• to use vocabulary related to Thanksgiving
• to ask and answers about a text related to Thansgiving
• to match pictures with their explanations

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• to identify specific information in a recorded text
Lesson stages
Warm Up Start the lesson as you usually woul d ("What's your name?", "How are you?")
New Learning and Practice:
1.Thanksgiving picture chat
Before class print out the family Thanksgiving dinner picture below – either blow it up as
large as you can or print off copies for groups of your students to share.

We'll use this picture to introduce the concept of Thanksgiving. Start by asking questions,
choosing questions depending on the level of your s tudents. You may use the other pictures as
well. For very young / low levels: ask how many people there are and what colors they can
see..Finally, explain / elicit that they are a family in America having a dinner of thanks. You
can explain some food (e.g. mashed potatoes, pumpkin pie, etc.) but focus on teaching the
word "turkey", using the other pictures as well.
You can have a class discussion on giving thanks, if te level of the students alllows it.First
give some examples of things you can give thanks for (food, good health, family, friends, etc.)
and then get your students to come up with ideas they are thankful for.
2. Play " Thanksgiving Picture Quiz"

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Take the picture away and say you are going to have a quiz on this picture. Put students in
teams and get each team to come up with a name – write the team names on the board.Ask
questions from below – students have to put their hands up if they know the answer – the first
one with their hand up can answer and win a point for their team. If they answer inc orrectly
select another student to answer form another team. Keep track of the score on the board – at
the end the team with the most points win:
Questions for picture quiz:
• How many people are on the picture?
• How many children are in the picture?
• How ma ny adults are in the picture?
• How many people are wearing glasses?
• Is the table full or empty?
• What is everyone sitting on?
• What is everyone doing
• What things are on the table? (plates, glasses, food, drink, salt, cans, napkins, jugs,
bowls … and a turkey)
3.Make a "Turkey Hand & Foot Decoration"
Take out your pre -made turkey craft decoration and ask the class what it is (elicit "turkey").
Pair up students and tell them they are going to help each other make the craft.Using brown
construction paper, students help each other to draw an outline of their foot. This is then cut
out. Then pairs help each other to draw outlines of their hands on yellow and orange
construction paper. Again, these need to be cut out. Finally, get the students to cut out littl e
feet and beaks from the construction paper and glue everything to the body. Eyes can either be
drawn on or if you have craft eyes you can stick them on.
4. Play "Hunt the Turkey"
Using their turkey crafts everyone is going to play a fun game. Keep the st udents in pairs for
this activity. First demonstrate with a student. Ask the student to close his/her eyes while you
hide your turkey decoration (e.g. under a book, behind a bag, etc.). Then tell the student to
look for your turkey. As the student is looki ng you can help by giving the following hints:
• "cold" – the student is far away from the turkey
• "colder" – the student is getting even further away from the turkey
• "warm" – the student is near the turkey
• "warmer" – the student is getting nearer the turkey

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• "hot" – the student is very near the turkey
Once the student has found the turkey and everyone understands the game have the student
pairs play together. Each time they finish they can change roles.
5. Sing " The Thanksgiving Song "
Ask everyone what noise a turkey makes. Teach them the turnkey noise and action (strut
around, flapping your elbows making "gobble gobble" sounds). Get everyone to join in.
Now play the song and have everyone watch you and join in. Encourage everyone to sing
along. Play the song 2 or three times.
Lyrics for "The Thanksgiving Song"
Verse 1:
Hello Mr. Turkey, Hello Mr. Turkey
How are you? How are you?
Hello Mr. Turkey, Hello Mr. Turkey
How are you? How are you?
With a "Gobble, gobble, gobble, gobble,
gobble, gobble, gobble, gobble, gobble"
And a "Wobble, wobble, wobble, wobble,
wobble, wobble, wobble, wobble, wobble"
Happy, Happy Thanksgiving
Hip hip hooray! Hip hip hooray!
Verse 2:
Hello Mr. Turkey, Hello Mr. Turkey
How are you? How are you?
Hello Mr. Turkey, Hello Mr. Turkey
How are you? How are you?
With a "Gobble, gobble, gobble, gobble,
gobble, gobble, gobble, gobble, gobble"
And a "Wobble, wobble, wobble, wobble,
wobble, wobble, wobbl e, wobble, wobble"
With a "Gobble, gobble, gobble, gobble, gobble"
And a "Wobble, wobble, wobble, wobble, wobble"
"Gobble, gobble, gobble, gobble, gobble"
"Wobble, wobble, wobble, wobble, wobble"

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Happy, Happy, Happy Thanksgiving
Hooray!
Gestures for "The T hanksgiving Song"
Everyone stands up for the song:
• "Hello Mr. Turkey, Hello Mr. Turkey" – everyone sings and waves.
• "How are you? How are you? " – do the question gesture (palms up with inquisitive
face).
• "With a gobble … And a wobble…" – this is the reall y fun bit. Everyone runs around
like a turkey (crouched over, flapping elbows in a wobbly fashion) while gobbling!
• "Happy, Happy Thanksgiving" – stop running around and sing.
• "Hip hip hooray! " – throw arms up in the air in celebration!
6. Read classroom r eader " The Thanksgiving Turkey "Before class, download and print off
the reader "The Thanksgiving Turkey". As you go through each page, point to the pictures
and e licit what is happening in the story, for example :
Teacher: (pointing at the turkey picture on page 2) What is Mr. Turkey doing?
Students: Eating!
Teacher: That's right, he's eating his food. (Reading) "I’m thankful for my lovely food each
day."
Elicit some of the objects and colors in the pictures and have fun with the story.At the end of
the story, ask students what they are most thankful for. This can lead to a great discussion.
7. Play "Musical Turkeys"
This is a game based on "Musical Chairs " but using turkey footprints instead of chairs. Use
pieces of masking tape to make turkey footprints all over the floor.Make sure there are the
same number of footprints as the number of students in the class.
Start playing some music, either the Thanksg iving Song or any other music. Let the students
pretend to be turkeys and strut around the room (gobbling and wobbling). When you stop the
music, have the turkeys find a footprint to stand on (one turkey to a footprint).Now, remove
one footprint. When you start the music again, have the turkeys continue strutting around the
room and when you stop the music everyone needs to find a footprint to stand on – the one
student who can't find a footprint is out. Remove another footprint and play the music again.
Keep playing until there is just one student left.

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Wrap Up: Assign homework ( worksheet " Color Turkey ").
LESSON PLAN #5
Title: Past simple
Level A2
Time: 50 minutes
Learning objectives.
At the end of the lesson, students should be able to:
• recognise the form of the past simple tense
• use past simple tense in various contexts
• identify the correct word order in negative sentences and questions.

Target Grammar: Past Simple
Target Vocabulary: Action Verbs
LESSON STAGES
Warm up :
Presentation
1. Ask students to listen to the text and fill in the blanks.( Either you record the text or
read it aloud).
Last ____________ I did a lot of things. On Saturday, I went to see a friend. We went to the
park and played chess there. I went back ____________ in the late afternoon and played some
music on my computer. Later that evening, I watched my favourite ____________ on TV and
went to bed very late. Next morning, I spoke with my friend on the ____________, but I
could not visit him because I had to help my dad in the garage. There, we made a bird feeder
for the ____________ that fly around our house.
2. Ask students to work in pairs and match the verbs with their Past Tense.
play watched
do played
watch did
dance ate
drink danced
eat drank
work listened
listen worked
swim showed

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show swam
3. Tell the students to look at the handout they have received and draw their attention
to the formation of past simple for both regular and irregular verbs.
Grammar Box
Verb+ ed
For example:
want+ ed → want ed
work+ ed → work ed Verb, ending in – e+d
For example:
dance+ d → danc ed
live+ d→ liv ed
Verbs, ending in –y: y → i + ed
(if y is preceded by a consonant) )
For example:
cry→ cr ied
try→ tr ied
( if y is preceded by a vowel it remains
unchanged) For example: play -played One vowel verb: double the consonant
For example:
stop → sto pped
blog → blo gged

Irregular Verbs:
There is no rule for the formation of irregular verbs. You have to memorize them!
Look at some of the most common irregular verbs
begin – began
find – found
drive – drove
forget – forgot
break – broke
go – went
keep – kept
hear – heard
know – knew
make – made build – built
read – read
put – put
think – thought
write – wrote
meet – met
fly – flew
become – became
come – came
understand – underst ood

Practice
1.Ask students to work in pairs again and fill in the blanks in the table.
add
asked
boil
come
hated
joined
agree

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checked
left
jump
2. Tell students that they are going to work in groups of four to rewrite the sentences in
past tense.
1. My father works as a policeman.
2. Three kids play outside.
3. I listen to music and play cards.
4. I walk in the park with my best friends.
5. We write a story about our families.
6. I go to school and then I come back home.
7. They run around the house.
8. Your mother goes to the mall.
3. Ask students to work in groups of four and put the story in order. Rewrite it in past
tense.
1. Mary works late last Friday.
2. Then she misses the bus and takes a taxi back home.
3. She has a lot of work to do, and has to stay in the office until 7.30 pm.
4. After din ner, they watch a movie together and go to bed at 11.30pm.
5. When she comes home she starts cooking.
6. He wants pizza, so his dad orders some pizza on the phone.
7. Mary’s son Daniel does not like his dinner at all, and does not want to eat it.
8. At about 9pm dinner is finally ready and everybody sits at the table.
4. ASk studeents to work individually and underline the correct option.
1. I (say, think, told) Tony to give me the book.
2. She (answered, brings, run) the phone.
3. The family (swim, bought, jump) the house last April.
4. My brother and I (fed, dress, come) our two cats.
5. Our friend Lucy (drive, ate, saw) a very famous actor last week.
6. I (cleaned, wash, think) my room yesterday, so I can play today.
Production
1. Allow time for students to write 6 -8 sentence while answering the question:
What did you do last summer holiday?
Assessment and homework assignment .
Write a story about a little girl who didn’t like school(10 sentences)

LESSON PLAN # 6 !

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Lesson Procedure:
Warm Up
New Learning and Practice:
1. Teach the fruit vocab ulary
If you can, get small plastic fruit (can be bought quite cheaply from children’s stores, such as
Toys ‘R’ Us). Put the 8 fruit into a small box before the class. Now take out the box and shake
it – the rattling sound will instantly alert your students. Ope n the box and pull out a fruit. Ask
"What’s this?" Elicit / Teach the name and chorus x3. Now mime biting the fruit and
chewing, and then say "Yummy!". Then hold the fruit in front of each student to let them take
an imaginary bite. Encourage them to say " yummy!" or even "yuk!". Repeat with the other
fruit.
2. Play "Fruit Fetch"
Try and take enough plastic fruit pieces for each student (e.g. if you have 16 students you
need two of each plastic fruit – if you don’t have enough plastic fruit use our fruit flash cards
instead). Throw the fruit around the classroom. Model the activity: say "(Your name) give me
a/an (apple)". Get up, find the fruit and put it into the box. Now hold the box and instruct a
student to pick up a fruit, bring it back to you and put it in the box. Do for each student in the
class.
3. Play "Fruit Rope Jump" game
Take a length of rope, and lay it across the floor at one end of the classroom. On one side
place the 8 plastic fruit and the box. Have your students line up on the other side of the rope.
Model: "(Your name), put the (apple) in the box". Run up to the rope, jump over the rope (say
"Jump!") select the correct fruit and put it in the box. Now instruct each student to do the
activity.
4. Read classroom reader " Fruit Salad "
This classroom reader ties in perfectly with the fruit your students have been learning – it's a
fun story which will help your students to internalize the key fruit vocabulary. Before class,

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download and print off the reader "Fruit Salad" . As you go through each page, point to the
pictures and let your students shout out what fruit they see, for example :
Teacher: What fruit is this? (pointing at the green apple on page 3)
Students: It's an apple!
Teacher: Yes, that's right! And what color is it?
Students: Green!
Teacher: Right! Good job! (reading from the story) … "Along came an apple …".
Get the students really involved in the story by asking lots of questions (e.g . eliciting the fruit
and their colors) and try to get everyone shouting out the frame "They pushed and they
heaved. But it was too heavy!".
5. Teach structures "What fruit do you like?" and "I like ~"
Sit everyone down to watch you. Take out the 8 plastic fruit. Take one and say "Yummy! I
like (apples)!". Put it to your right side. Take another fruit and do the same. Next, take a fruit
and say "Yuk! I don’t like (melons)". Put it to your left. Keep going with the rest of the fruit
until you have some fruit (likes) on your right and some (dislikes) on your left. Put the fruit
you like in front of you and say “I like apples, grapes, pineapples … etc.). Then ask a student
"What fruit do you like?". Encourage him/her to say "I like …" and list the fruit he/she l ikes.
Go around the class asking each student the question.
6. Play the fruit wall touch game
Before class print off pictures of the 8 fruit onto A4 paper . Hold up each pictu re, elicit the
fruit and walk around the room taping them to the walls (at a height that your students can
reach). Now model the game: Say "What fruit do I like?" and then run around the room
touching each fruit that you like saying "I like ~" as you touch each fruit. Now get all of your
students to stand up and say to them "What fruit do you like?". Allow them to run around the
room touching fruit (encourage them to say "I like~" as they touch).
7. Sing the " What Fruit do you Like? " song
For the first time you play the song, have everyone sit down and watch you. Stand in the
middle of the room and sing / clap along to the song . Once the song reaches the fruit vocab,

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point the A4 pictures on the wall for each fruit as it is sung. Next, get everyone to stand up
and sing along, pointing the pictures. You can also stick our song poster on the board to help .
Lyrics for "What fruit d o you like?"
Verse 1:
What fruit do you like? What fruit do you like?
I like apples, bananas, oranges, grapes,
I like them very much.
I like apples, bananas, oranges, grapes,
I like them very much.
Verse 2:
What fruit do you like to eat? What fruit do you like to eat?
I like melons, pineapples, lemons, strawberries,
I like them very much.
I like melons, pineapples, lemons, strawberries,
I like them very much.
Gestures f or "What fruit do you like?"
There are no specific gestures for this song. You can have the kids clap along and pat their
knees as they sing.
8. Do the " Color Lots of Fruit " worksheet
Give out the "Color Lots of Fruit" worksheet to each student. Have everyone color in the fruit
pictures. Then model the task – hold up your worksheet and say "What fruit do you like?".
Circle the fruit you like, each time saying "I like (apples), etc.". Then get the class to do the
same. Circulate and check and ask questions (What fruit do you like?).
9. Do "Fruit Tasting" activity
Buy a piece of fruit for each of the 8 fruits your class has studied. Canned fruit (such as fruit
cocktail) will also be fine. If you can’t get all t he fruit (out of season) don’t worry, just get as
many as you can. Cut the fruit up into tiny squares – try and get all the squares roughly the
same size. Put each fruit’s squares on separate paper or plastic plates.

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In class, bring the plates into the cla ssroom (don't have them in the class before this activity as
you will never get the students' attention) and lay them out on a table. Your students have to
guess which fruit is on each plate by smelling and eating. If you like you can supply plastic
spoons for each student. Model to the students what to do, though don’t give the game away –
make out like you can't figure out which fruit it is you are tasting and have the students taste
and guess with you. Encourage vocab such as "Yummy" and "Yuk" and make s ure they use
the English fruit words and ask them which fruit they like. Good fun !
Optional Activities
1. “Yes/No Guess”:
If your students are able to ask simple yes/no questions, a fun guessing activity can be thrown
into the lesson. Hide a piece of fruit (either plastic or real) behind your back, and the students
need to ask yes/no questions to guess what is it. For example:
Student: "Is it red?"
Teacher: "No, it isn't."
Student: "Is it yellow?"
Teacher: "Yes, it is."
Student: "Is it a banana?"
Teacher: " Yes, it is!"
The first student to guess correctly can eat a small piece of the fruit. If using plastic fruit the
student can nibble and pretend to eat it.
2. "What do I want?"
The teacher puts fruit flashcards on the board saying each time, "Do I want a ba nana?" "Do I
want an apple?" etc. When all the flashcards are up, the teacher asks the class, "What do I
want?". He/She makes a big show of looking alternately at the class and at the board, trying to
telepathically transmit her thought to the class. The i dea is for the class to say, "You want an
apple!", etc.
Wrap Up:
Assign Homework: " Match up the Fruit " worksheet.

LESSON PLAN #7
Lesson Topic : Interviews from Little Red Riding Hood
Level: A2

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Content Concepts and Skills:
Social language; interviewing techniques; question formation
Lesson Objectives
Students will:
• Demonstrate comprehension of play or story, "Little Red Riding Hood."
• Help construct interviews based on what they have learned about the characters in the
play Little Red Riding Hood.
• Develop peer conversation and cooperative learning skills.
Materials Needed:
Personalized interviews developed for each character
Instructional Sequence:
• Begin with a dramatic reading of the story of Little Red Riding Hood. Choose a
version of the story a ppropriate to the age and language level of your students. Have
students each take a character and read that part of the play or story.
• Ask students what questions they would ask if they could interview the Wolf, Little
Red Riding Hood, Granny, the Mother and the Hunter. Make a list of the questions
your students brainstorm.
• Type up the questions for each interview that your students brainstorm. Tell students
that they are going to interview the characters in "Little Red Riding Hood." Review or
teach how a n interview is conducted. Each student will have a partner whom they will
interview. When they are being interviewed, students must answer the questions as if
they were their character in the play or book. They must answer the questions from
their characte r's point of view.
• Explain to students that they will each get an interview page. From that page they will
each ask their partner three or four questions (depending on the grade and language
level of the students.) In each pair group one student will be th e interviewer and the
other the character. They will switch at the end of the first interview.
• Pair students and hand out the interview questions. Encourage students to add their
own question if they wish.
Sample Interview Questions
Interview Questions for Little Red Riding Hood

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1. Didn't your Mother tell you not to talk to strangers ?
2. Why didn't you listen to your Mother?
3. What were you doing in the woods by yourself?
3. Do you ever change your clothes?
4. How old are you? Do you go to school?
Interview Questions for Mother
1.Why didn’t you visit your own mother when she was sick ?
2. Did you know there was a wolf near your house? Would you still send Little Red Riding
Hood to visit Granny?
3.Why do you dress Little Red Riding Hood in that outf it?
4.What kind of cookies did you make?
Interview Questions for the Wolf
1.Why didn’t you eat Little Red Riding Hood when you first saw her?
2. Where did you come from?
3. How did you learn to talk?
4. Didn't you feel silly in Granny's nightgown?"
Inter view Questions for Granny
1. How long were you sick?
2. How did it feel to be in the wolf’s stomach?
3. How old are you?
4. Why do you live alone in the woods?
Interview Questions for the Hunter
1.What did you do with the wolf when he died?
2. Why did yo u cut open the wolf’s stomach?
3. Are you married? Do you have a family?
4. If you are not married, will you marry Little Red Riding Hood's Mother?

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Evaluation
At the end of their interviews, students should get back into one large group and share what
they have learned about their partners' characters. Have each student share one question from
his/her interview along with the response.
Bulletin Board Idea
Have students draw and color a large picture of the character they interviewed. You can use
commercially -made characters for this activity. Students should then write up their interviews
and post them on your bulletin board.

LESSON PLAN #7
Description:
This lesson is one example of how you can implement a story and literature dramatization.
After reading and discussing a children's book, students break up into small groups, choose
roles, and present a dramatization, engaging literature through acting out part s.
Learning Goals:
• Recognize fluent, expressive reading
• Engage in literature through role plays and dramatizations
• Study and understand a character in literature
• Work collaboratively in small groups
• Present a play, based on a story from literature
Materials:
• The True Story of the 3 Little Pigs by Jon Scieszka and Lane Smith
• Simple felt or paper finger puppets of the wolf and three pigs (optional)

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Preparation:
• Review the story, noting key themes and any new vocabulary words
• Consider questions for discussion
• Make finger puppets and stage (optional)
What to Do:
• Ask students if they know the story of the three little pigs
• Invite multiple volunteers to tell each part of the story
• Explain that today they are going to hear the wolf's side of the story
• Read The True Story of the 3 Little Pigs aloud, pausing to ask questions
• After the read -aloud, ask students questions such as: How is this story different from
other versions of the three little pigs story that you have heard before? How is it the
same? Doe s this story change how you think about the wolf? Why? Which story do
you think is really true? How do you know?
• Divide children into small groups and explain that in order to help them decide which
version of the story is true, they are going to act out b oth versions for the group
• Assign each group a version of the story and help them prepare a play of their story.
Children may want to write a simple script for readers' theater. Help children identify
and clarify the main characters and key events of the s tory as they prepare their skits.
• Have each group perform for the remaining students
Evaluate (Outcomes to look for):
• Student engagement and participation
• Apply a wide range of strategies to comprehend, interpret, and appreciate texts
• Use spoken, written, and visual language to communicate understanding
• Comments and answers that reflect an understanding of the story, key themes,
characters, and new word meanings
LESSON PLAN #8
The present continuous tense (sometimes referred to as the present progessive tense ) is often
used to talk about a continuing action, something happening now (or at the moment of

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speaking ). It is also used in other situations, such as for temporary events, however, this
lesson focuses on the present situation.
The present continuing tense is formed from the present tense to be and the present participle
(~ing form) of the main verb:
• Positive: He is draw ing a picture (to be "is" + verb -ing)
• Negative: We aren't sleep ing (to be "are" + "not" + verb -ing)
• Wh questions: What are you do ing? (Wh question + to be "are" + verb -ing)
• Yes/No questions: Is she play ing tennis? (to be "is" + verb -ing)
This is a great energy burning lesson with lots of actions. It introduces the present continuous
tense for actions taking place at the time of speaking.
Lesson Procedure:
Warm Up

New Learning and Practice:
1. Introduce the actions vocab: play "Slowly reveal the flashcard"
Your students should know some of these actions from previous lessons and possibly your
warm -up routine (the "Exercise Routine" activity). This will be a good review and an
introduction to some more common verbs.
Before class prepare the following flashcards : run, cook, eat, swim, walk, drink, draw, sleep.
You can also add some more action flashcards to this list for more practice.
Start with the "run" flashcard – place it behind the pack of the other flashcards so your
students can’t see the picture. Slowly push the flashcard up, revealing a little of the picture.
Encourage students to shout out what they think it is. Keep slowly revealin g the image until
someone shouts our the correct word (or for new words you will have to tell them the
answer). Then chorus the word 3 times. Finally, shout "Ok, everyone run for 5 seconds … 1 –
2 – 3 – 4 – 5 – Stop!" and have everyone run around as you co unt five seconds.
Then do the same routine with the other flashcards.

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2. Play "Teacher Says"
This is the same as the game "Simon Says" but with the word "teacher" instead of "Simon".
Line everyone up in front of you and say "Teacher says drink" and have e veryone do the
drinking action. Go through a few more verbs with everyone doing the actions. Then say
"sleep" without the "Teacher says" part – anyone who does the action is out! First time, you
can give a warning but after that any mistakes result in t he student sitting out the round.
3. Introduce the structure – do "Marching Chant"
After playing "Teacher says", keep everyone standing in a line facing you. Place the
flashcards on the board in the order of the song (or use the song poster). Model marchi ng on
the spot and clapping a slow rhythm and get everybody to copy you – marching on the spot
and clapping at an easy pace. Then start the chant in time with the clapping: "What are you
doing? – What are you doing? – What are you doing?, etc". Make it so that everyone echoes
your chant:
Teacher (chanting): What are you doing?
Students (echoing): What are you doing?
Teacher (chanting): What are you doing?
Students (echoing): What are you doing?

Next, insert the first action into your chant and have everyo ne echo as they march and clap
along:
Teacher (chanting): I am running.
Students (echoing): I am running.
Then add more actions into the chant:
Teacher (chanting): What are you doing?
Students (echoing): What are you doing?
Teacher (chanting): I am running.
Students (echoing): I am running.
Teacher (chanting): What are you doing?
Students (echoing): What are you doing?
Teacher (chanting): I am cooking.
Students (echoing): I am cooking.

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You can have some fun by going fast and slow, adjusting the pace of the marching and the
chant.
4. Play "What are you doing?" actions
Start by modeling the activity. Get a volunteer to help you. Start running on the spot and have
your volunteer say "What are you doing?" and reply "I am running!". Then start doing a
cook ing action and have the student ask again "What are you doing?". Reply "I am cooking!".
Continue this for all of the verbs, in the order of the song, using the flashcards on the board
(or the song poster) as prompts.
Next, pair up your students. Have one d oing all of the actions and the other asking "What are
you doing?". Once finished, students swap roles.
5. Sing the " What are you Doing? " song
By now, you w ill be ready for the song. Play it through one time and have everyone do the
actions and encourage them to sing along (see Gestures for the "What are you doing?" song
below). Use the flashcards on the board or the song poster for prompts.
Then play the son g once more for fun.
Lyrics for the "What are you Doing?" song
Chorus:
What are you doing?
What are you doing?
What are you doing right now?
Verse 1:
I am running (running!)
I am cooking (cooking!)
I am eating (eating!)
I am swimming (swimming!)
Running, cooking, eating, swimming!
Chorus
Verse 2:
I am walking (walking!)
I am drinking (drinking!)
I am drawing! (drawing!)
I am sleeping! (sleeping!)
Walking, drinking, drawing, sleeping!
Chorus

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Verse 3:
I am running (running!)
I am cooking (cooking!)
I am eati ng (eating!)
I am swimming (swimming!)
Running, cooking, eating, swimming!
Chorus
Verse 4:
I am walking (walking!)
I am drinking (drinking!)
I am drawing! (drawing!)
I am sleeping! (sleeping!)
Walking, drinking, drawing, sleeping!

Gestures for the "What a re you Doing?" song
Have everyone stand up for the song. We are going to do all of the actions as we sing, so it
will be help to have the song poster or flashcards on the board so everyone can see what
actions to do:
• during the chorus have everyone march in time with the song (either on the spot or
around the classroom, depending on how much space you have available)
• during the verses do the actions of the song
6. Read classroom reader " What are you Doing? "
Let's follow the song with a reader which uses the structures from the song. Before class,
download and print off the reader "What are you Doing?" . As you go through each page,
point to the pictures and ask your students what they think the people in each picture are
doing, for example:
Teac her: (reading from page 1) "What are you doing, Sally?". What do you think Sally is
doing?
Student A: Riding a bike?
Student B: Taking a bath?
Teacher: Hmm, well let's see … (turning the page) … She's running! (Reading) "I'm running".
Some of the pictu res are quite straight forward and your students shouldn't have any trouble
guessing but others are not so obvious. Get lots of predictions before checking the answers.

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7. Do the "What are you Doing 1? " worksheet
Give out the worksheets and circulate as your students match the sentences to the pictures.
8. Teach "I am, He is, She is, They are"
Start by teaching the following structures on the board:
• I am runni ng (draw a stick man / woman running and write your name under the
picture)
• He is running (draw a stick man running)
• She is running (draw a stick woman running)
• They are running (draw some stick people running)
Chorus the sentences. Then ask students to come up to the board and draw stick men doing
other actions (e.g. "She is drawing", "They are sleeping", "He is swimming", etc.).
9. Do "Magazine cut and paste activity"
Before class you will need to prepare some old magazines, catalogues or newspapers.
Anything with pictures of people doing things which you can cut out. The more you can get
the better. You’ll also need some large sheets of construction paper.
Start by modeling: hold up a magazine and flick though some pages asking questions about
what the people are doing E.g. "What is he doing?" and elicit "He is walking", etc. Feel free to
choose pictures with other verbs your students might know (e.g. "She is talking"). For each
picture you choose, cut it out and stick onto a large piece of construction paper with the
following written in marker pen in the middle: "What is he doing? What is she doing? What
are they doing?".
After demonstrating with a few pictures, split your class up into groups – the same number of
groups as the number of magazines that you have (3 -4 students per group is ideal). Give each
group a large sheet of construction paper with the same text written in the middle ("What is he
doing? What is she doing? What are they doing?"). Have the groups go through the magazines
to cut out and paste pictures of people doing things onto their construction paper. As they are
doing so encourage every body to use the key structures.
When everyone has finished get one or two students from each group to join a new group.
They will then ask questions ab out the people in the pictures (e.g. "What is she doing?") and

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the other members need to reply (e.g. "She is riding a bike".). Finally, end this activity by
asking questions to each group about their pictures.
Wrap Up:
1. Assign Homework: " What are you doing? 2 " worksheet..
https://www.eslkidstuff.com/

CONCLUSION

Learning a second language is admittedly a complex and challenging endeavour, and
numerous reasons have been given to explain why Romanian ESL/EFL learners, especially
those in the rural areas, fail to learn English to any appreciable level of proficiency. Factors
such as poor learning approaches, lack of confidence and motivation, negative perceptions of
English as a foreign language, or unsuitable teaching methods/approaches, and the syllabus
are widely acknowledged as valid reasons. One of the most impor tant factors is most likely
that these learners lack exposure and opportunity to use the language in natural settings.
What formal education offers is clearly not sufficient,, considering the number of classes
allotted to teaching English, as well as i ts structured, restrained environment. Non -formal
education can make a difference in this respect. formal education needs to work together
with non -formal education. Educating students is not only the task of schools. The successful
conduct of life and social integration depend on what the students learn in all the two
environments.

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In a non -formal environment students may learn different things from what they learn in a
formal environment and vice -versa. The forms of education complete each other and work
towards the student’s benefit. Learning cannot be limited exclusively to formal processes
tasking place in schools and universities. In reality, learning should go on in these institutions
as well as in daily life, comprising, besides the formal one s, non -formal processes. Learning
lasts a lifetime and is not tied only to formal institutions. None of the forms of education
cannot be neglected; both are contributing to the formation and development of the students’
personality.
Drama activities, songs and language games are some of the most appealing teaching
strategies in teaching English as they promote cooperation, collaboration, self -control, goal –
oriented learning as well as emotional intelligence skills. They can foster language skills such
as reading, writing, speaking and listening by creating a suitable context.

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