This BLOG is the product of the "LET'S LEARN BY PLAYING" (LLP) project which is developing as a Grundtvig European Project since September 2008 by the patners of six institutions belonging to six different countries. The project started at a first contact seminar held in Riga (Latvia).

The main objective of the partnership is create a HANDBOOK or TEACHER MANUAL with drama activities and interactive games.

Here you have the results of our work, the activities, games, and new approaches into Foreign languages teaching-learning.

We hope these materials are useful for you and we encourage you to put some of the activities into practice with your students and feel free to send us your feed-back and suggestions.

Project coordinator.


FRANCE: Lycee du Cleusmeur
GREECE: Environmental Education Centre of Filippi
ITALY: Istituto Tecnico "Alessandro Volta"
LITHUANIA: Alytaus Dailuju Amatu Mokykla
SPAIN: Combining Learning Acting and Playing
TURKEY: Urla Halk Egitimi Merkezi

Monday, 26 April 2010


  • A learner looks at the photo of the scenery and tries to depict it orally as precisely as possible to his/her friends who are not able to see it;
  • Their task is to paint the imaginary landscape while listening to the description produced by their friend.


  • Divide in groups of 3-4 players. Every group chooses four cards.
  • Every member of a group goes into the centre and answers to the questions of the groups.
  • Wins the group which guesses the word first.


  • Learners stand in a line.
  • One takes a card, reads it. The rest ones one after another say the word and do the action.
  • The first one goes to the end of the line. The second learner starts the procedure with a different word.


  • Learners are divided into some teams. Each team gets a thing that symbolises a different well known story, legend, tale, etc and a card with instructions/task.
  • Time for preparations and presentations and other requirements are set
  • Learners work in groups and put the content of the task into the frame of characters and the plot of the assigned fairy-tale/story.
  • Every team presents its “cover” and gets applause or other symbolic assessment/feedback from the audience



The teacher says the question and throws the ball to any learner seated in his place at the desk. The learner catches the ball and must answer in 3 seconds. If the answer is right, the rest of the class shout enthusiastically in chorus “O.K!” If the answer is wrong, the class reacts “Oh, no!” with disappointment. If the learner with the ball can not answer instantly, the rest of the learners start counting “one, two, and three”. If the answer does not come, they react disappointedly with “Oh, no!” The learner can throw the ball back to the teacher only AFTER the class reacts. The procedure goes on around until the teacher gets enough feedback information.


  • Learners are divided in 4 teams. Each team chooses a box.
  • Each member of a team describes a thing using simple sentences like ‘It has got….’ Without mentioning the name.
  • A team keeps on describing while other teams get a guess.


  • Learners are informed that they will hunt the “gold pot”
  • Time frame for each step of the procedure is set.
  • Each learner or groups complete an activity/task set beforehand.
  • Each learner or groups of learners draw “a pot of gold” on an individual sheet of paper or a sheet of conference block and fill it in with what they think are the added value of their recent learning.
  • After, each learner gets 30 seconds to present the most important issues from his/her pot
  • The drawings with pots and “gold” are exhibited or stay with the owners as certificates of learning quality


  • Learners are divided in some teams. Each team chooses a card with instructions
  • Time and other details are set
  • Each team work together to create a pantomime completing the task in the card
  • Each team gives its presentation silently, the rest guess the meaning and describe it orally
  • The best presenters and the best decipherers get symbolic awards (applause, chant, etc)


  • A reader reads a story.
  • Learners know what profession they are.
  • They sit in a circle and listen to a story. When they hear their profession, they run a round a circle and sit in their place.



To take/draw out/choose one colour pencil and describe the emotions it calls or describe the event the colour associates with.


  • A tale is composed in native language.
  • Then it is translated into English. Learners work in groups.
  • The spectacle is filmed as one of the learners is reading the whole tale shile the others are acting it out with puppets on the stage.
  • The roles are shared, everyone learns a personal part. However, while rehersing, the parts of colleagues are learnt too due to multiple repetitions for the sake of better artistic exaspression.
  • The sound track is created while watching the video material.


  • A text on a chosen topic(Shrovetide tradition in Lithuania) is created in native language;
  • The text translated into English. Learners work in groups of three, having devided the text into paragraphs.
  • The story is learnt to read aloud expressively, after, it is retold.
  • The text is related with the sight – the viedeoed traditional ritual dance which has been described in the story.



Learners/players = “cats” (a group not less than 6 people) stand in a circle rather close to each other. The one who starts the game has a small ball in his hands. He/she tries to find out the faulty cat = a mouse. The leader throws the ball to the player in front and says the question. The player in front catches the ball and says the answer. The one who gives the right answer is “a cat”; the one who doesn’t know the answer or gives a wrong answer is “a mouse” and has to escape. “The mouse” runs outside the circle with the ball in hands, and “the cat” tries to catch it. The players in the circle keep their hands behind them waiting for the ball. “The mouse” aims to get back to “its” place and, meanwhile, puts the ball into the hands of any player in the circle. “The mouse” and “the cat” get back to the circle; the player with the ball in hands starts the game anew.



- One student is the leader and says some imperatives

- The other students listen and do these actions

- The leader says ‘’Simon says STAND UP’’and the other students do it

- When the leader says only ‘’STAND UP’’ without saying ‘’ SIMON SAYS ‘’ the others should stand still otherwise they will be out of the game

- This game is also used to teach dance figures trough the target language

Example : Belly dance or gypsy dance



- Attach a piece of paper to each student’s back

- Student are staying in a circle

- On each paper a word is written which belongs to a category

- The students have to find the group they belong to but without speaking to each other,

- The group that finishes earliest is the winner.



- Students sit in a circle,

- Each student is given a vocabulary card but they don’t look until their turn comes,

- The first student looks at his/her word on the card and starts the story including that word ,

- When the first student stops talking the next one opens the card and links the new word to the story and talks about it,

- This activity keeps on until each card is opened



- Group the students of 3 or 5,

- Give a sentence of the beginning of a story to each group,

- The groups will write the first part of the story and pass the paper to the next group in order to write second part and then pass it again to write the final part,

- Lastly , all the stories are read to the whole class.



- Group the students of 3 or 5,

- Each group writes 4 words to the board,

- Then mix the words and give each group 4 words,

- Each group will write a short story including the words that they are given and put on the stage



- Divide the class in two or three.

- Each student has a hat written ‘’ while I am talking … ‘’ on it , but they don’t look at their own hats.

- They start to talk about a topic,

- While one student is talking the others are doing what is written on his/her hat.

- While I am talking LAUGH,CRY,JUMP etc.

Wednesday, 20 January 2010


In the Ancient market of the Archeological Area of Philippi.
324 b.c. You are great oil merchants from the Thourians in Sicily, a town together with Samos that produce the most distinguished olive oil in the Mediterranean Area. You have just arrived in the towm of Philippi with two trade ships and you carry large clay pots filled with 56.000 lt of oil.
It's not a bad idea to make a small sacrifice for the goddess of Fortune or the Temple!!
Time has come for you to sell the oil!! Look for shopkeepers in their familiar lairs. Wander around in town so as to promote your products.
Finally, plan a performance that is going to be presented in the Ancient Theatre, and it is going to include an advertisement for your product. Fabricate or choose what kind of sound you are going to accompany it.


We separate the team into two sub-groups, each one guided by an enlivener. We sit down formulating a circle. On a pen board we write approximately 5-6 words or phrases which are related to the topic we had already been associated with and they will work as a fuse for our fairy tale. The enlivener begins the fairytale by holding a stick that passes from one to another, throughout the members of the circle. Whoever holds the stick, tells the first thing (idea) that comes up in his/her mind, so as to go on the fairytale. In the continuation we can rehearse it from the beginning completed and then record it. We must try to send as clear as possible messages through the tale.
Then the group discusses how can the tale be dramatized. We select the heroes, hand out the roles, find the appropriate clothes and components that will help us support our roles and maybe choose the music and rehearse. The dramatization could be done naturally and without the use of a shadow, though it is something totally original and spectacular, with the use of a sheet and light.
We have already have a white sheet set up on a wooden stand. Behind of that we've placed a projector. We tell the kids ot be careful so as to choose the appropriate faces to be behind that piece of cloth in every scene, in order to create more visible and discernable shadows. It would be advisable to rehearse behind the sheet a few times before the final presentation, for better results.

Tuesday, 19 January 2010



All the members of the group have already gathered a variety of wrappings (cartons of milk, juice, coffee and tin beverages). At some point we tell that the things that apparently look like garbage, can not be thrown away, but they can become alive, extraordinary and magnificent puppets or other objects than can be used for our puppet theatre.
A story relevant to the topic is created by the team, which is working and by having that in mind they decide what kind of puppets will they create.
They're given materials like: colors, scissors, cardboard, buttons, bottle caps or anything else we think it will be usefull for them. Each one creates his/her puppet or whatever object is necessary for the show.
Next they move their puppets on a practising table, using the speech or singing or whatever music is needed, in order to make the story vibrate.
Also we can, if we want, to follow a reverse course, which means first to manifacture the puppets and then be inspired by them for our story.


The idea is to conceive an activity by making several disciplines intercede : (in that case the subjects which intervened were : biology-ecology: history-geography; artistic plans.)

This multidisciplinary approach gets organized around a topic : here the chosen topic : "life and habits of a small village of fishers from Bretagne". The interest of this approach is to enable pupils to have a broader vision of discreet topic.All the aspects, all the complexity of a situation, are taken into account.

At first, a reading of the landscape is planned, first sensory, then rational.( An activity organised by the teacher of biology- ecology).

In second time, it is a question of knowing the history of the place(told by the teacher of history or as here, by a dealer specialized in the history of the place which made us visit the place by showing us the modern use of the place : because in the village, places were transformed into shelters for hickers and others in workshops for artists).

In third time, an artistic production is attended, using all this acquired knowledge (artistic plan).

This production is suggested to assess the understanding of what was made in the first two periods (the reading of the landscape, the knowledge of the historical aspect) and the pupils connected the landscape and the fishers'life of the village.

The aim is also to check if the pupils are able to use that knowledge into another language(realization of a comic strip or simply one part, here one asked for it to accomplish the first picture of a comic strip on this fishers'village).

But it is possible also to ask the pupils to realize a brochure making the promotion of the local area or to make an artistic photograph reflecting the atmosphere of the place or a to make a lifelike portrait or a play.....

example : "Territory of Ménéham on April 22nd 2009"

When we work on the reading of a landscape, we first have a sensitive oncoming : (we show that all of us have a different view).

Then we have a rational oncoming by watching the different components. These observations led to questions which we tried to answer.


I) I notice what guides my perception : sensitive approach

Game of the blindfolded eyes

2 persons : one has his eyes blindfolded and while the other describes him the landscape he can see. then the blindfold is taken away and the pupil can realize how distant was the picture he had from the reality.

It highlights the different views on the same territory and the relativity of descriptions notably through the adjectives mentioned (big, ugly, frightening, splendid) or the most favourite elements (the flora, habitats....) This game shows us the subjective aspect of a landscape.

Another sensitive or sensory approach : I use my 5 senses to get to know the landscape:

* The sight : what is the predominant colour in my opinion?

(In ménéham, answers were very various and very amazing really showing some subjectivity : the guides thought that everybody would have sad "blue" in comparaison to the ubiquitous sea) and the colours mentionned were "black"(presence of huge granite blocks covered with very datk seaweeds), "yellow"(presence of sand, "green"(presence of the grass on the dunes where the reading of landscape was made.

* Hear : what do I hear ?

In ménéham, they heard the wind(always very present on this coast) and the marine birds.

* Smell : What can I smell ?

In Ménéham, they smelt the sea, "of some iodine"seaweeds.

* Touch : what do I feel on the skin?

In Ménéham , they smelt the cool(cold) wind

II) I spot and I locate

For that I use a map.

I spot the place of observation(name of the said place, the village...)

I orientate the map, and I turn using the four cardinal points and using as a point of reference the village or the close city

III) I represent and I classify : rational approach

a) The natural data

* Relief and under soil

I put a name on the main elements of the relief (mountain, valley, hil....)

Here we can see what we call"granitic chaos". They took place 100 000 years ago......; Then the sea and the wind have eroded these stones and have transformed them in sand. The sand has been carried by the wind and has formed the dunes.


I established a list of different noticed forms(sea, lake, rivers, ponds, marsh, reservoir..)

The sea is here the most important thing in this landscape. The human activities depend of it.

* Natural vegetation

I point out the place and the importance in the landscape of the different vegetations.

Here the ground is especially sand. This ground is not good for the agriculture and farming : only sand and more the sand do not keep water. The only plants we can see are adapted to this poor environment and are not useful to feed humans people.But these plants grow especially on sand and for some of them are rare and now protected.

So people here were very poor and have to fish to feed themselves. That's we can see here : some small boats and a hold (a way to accede to the beach)

Those poor people also fished seaweeds: they sold them to chemical engineering(industries)because they extraded iodine and soda from the seaweeds by burning them.They also used seaweeds to fertilize their fields.


I search presence or signs of activity of wild animals(and of domestic animals)

As we could see, the animals also are especially sea birds

b) The humanized elements

Constructed areas

I rank the buildings according to their age, location, function(agrarian building, shed house, facilities..), the organization(insulated, unsystematic...)

In Ménéham they could notice : a lighthouse(essential for the navigation very dangerous around), houses constructed near the sea : what since was forbidden to protect dunes and coastal region, the old fishers'village which will be visited after midday.


I write a conclusion or I define the organization of the landscape. I asses the importance of human influence (the anthropisation).

I try to wonder about links between the different areas. (Example ; link between the sea and the inhabitants of the village who fish and harvest seaweeds)

Normally when the pupils notice and represent the landscape, they are led to ask questions and they have to try to answer it by inquiries and by personal researches. Some of these answers were given the day of reading with the partners : they are pointed out in italics.


This writing workshop were organised by the Finistere Regional Library, in partnership with the local Departement of Youth and Sport, the Writers'Club and the Theatre Company"Très tôt".

These workshops are offered to young people who are not usually into reading or writting.

210 youg people from 14 to 25 years old, piloted by 5 professional writers, took part in these workshops.

The youngsters were invited to write on the theme of citizenship and

republican values. It is the chance to put into words about living alongside one another, tolerance, respect, fraternity and the involvement in housing estates.

At the college, 11 students from 2nd year CAP(Certificat d'aptitude professionnelle)(vocational training qualification), participated in the workshop, under the responsability of the french teacher.

This activity took place over 8 workshops lasting 2 hours each.

the youngsters worked with the writter, Erwan Bargain, who was able to listen to them and thus motivate and encourage them.

They wrote in their own words, and expressed their feelings of happiness, love but also their pain and fears. Some also managed to express their malaise which at time was moving.

All written work remained confidential, it could be read out aloud during the workshop but that remained a free choice.

The texts were selected by the youngsters and the organizer and kept for publication and a public presentation.

A professional actor will meet the youngsters over 3 séances of 2 hours and they will learn how to live out their written work in order to present them during a theatre production.

A photographer discretely came during one of the writting workshops, his photos will make up part of a collection.

The edition of this collection of photos and texts will be shown during the course of the year.

Some exercises which can be suggested :

1) The "Proust questionnaire:

If I was a colour, I would be.......

If I was a material, I woud be........

If I was a smell, I would be..........

If I was an emotion, I would be......

If I was one of the 4 elements, I would be.....

If I was an animal, I would be....

If I was a season, I would be...

f, I was an object, I would be.....

If I was a town, I would be....

If I was a place, I would be....

If I was a verb, I would be the verb...

If I was a film, I would be.....

If I was a song , I would be....

If I was a fiction character, I would be......

Each time, you have to explain why you have chosen it.(For exemple , if I was a flower I would be a rose because.....)

2) Write a letter

The consign is : write a letter to your great, great, great, great grandfather

3)Write something about :

"Before, it was better" or

"The world within 80 years" or

"If I was a man......"(for the girls) or

"If I was a woman"(for a man)


The didactic themes :Education to the responsible citizenship, the rules as a base of common living and freedom, in fact living without sharing rules produces the individualism, the exaggerated will of the power, the loosing of a better world and the destruction of the society.

Educative practices Reading and comprehension of the text, historical context , Reading of extracts about the responsible citizenship. Building a community with the same aims, to set :rules, prices, castigations. Sharing the common objectives, prices and castigations. using all the opportunities of the community to build the hopes, Deterioration of a community, delusion

Method The game and the theatre as a metaphor of the didactic chosen theme. The school is a simulation of the reality so the theatre is a tool to realize project with a constructivist method.

Feedback At the end of the process the group will meet and rationalize all the project comparing it to the aims of single person, of the group, of the school and of the society. All the said procedures do not correspond to the sequences of the process to be done because often the processes are transversal it means that they last for all the period of the realization of the project or they last even after the realization of the process.

All the processes use all the available sources: example the presence of a singer among the teachers, having good in drawing teachers and students , having shy students has obliged to do a play without long dialogues. The project has been done considering all the possible sources of the school group day after day.

In practice

After reading the novel Animal farm by Orwell, we have chosen to act the most meaningful scenes

1. The introduction of the characters all the characters enter and introduce themselves.

2. The narrating voice says that Mr Jones has been sent away and explain what is going to happen.

3. Revolution, after the Major discourse all the animals act a revolution. Dance. All the people present will be involved in the game.

4. The commandments :song and game as electricity

5. All the animals are happy and sing and dance.

6. The commandments during the night are destroyed, the narrating voice explains what is going to happen.

7. Song Beast of England

8. All the characters move

9. The final card What will happen

Old Major: My name’s Old Major. I’m good and wise,

I understand the nature of life.

Man is the enemy we have to fight.

Get rid of him, I’m always right!

Mollie: I’m Mollie, the white mare.

Some think I’m stupid, but I don’t care!

If you’ve got sugar, please give me some

cause I’m the sweetest on the farm!

Squealer: My name’s Squealer, I’m a pig.

I’m a brilliant talker and if you like

I can turn black to white!

Benjamin: I’m Benjamin, the donkey

My cynical remarks are known

And indeed I prefer to be alone.

God gave me a tail to keep flies off

Bad-tempered and quiet I’m also tough!

Clover: I’m a mare and four foals I have

None of them I see

For Jones took them away from me.

For this reason with Old Major I agree

When he says animals MUST be free!!

Boxer: My name’s Boxer, famous is my strength

With a kick I knock down the fence.

Happy we’d be all year

If only Jones could disappear!!!!!!

Napoleon: My name’s Napoleon, I’m quick in speech

And many things I can teach

I’ll be the leader, you have no choice

So just chill out and save your voice!!!!