your classroom improv plan
Improvisation can transform language classrooms by moving beyond rigid, predictable dialogues to activities that balance structure with spontaneity. Jürgen Kurtz’s project, "Improvised Speaking in the EFL Classroom", introduces practical methods
to integrate improvisation, offering language learners opportunities for meaningful, creative, and unscripted interaction.
key improvisation framework
Kurtz (2011) proposes a three-phase structure for improvisational activities that ensures both creativity and confidence:
1.Scripted Opening (Breaking the Ice)
Start with a predictable and structured situation with pre-taught phrases to help students feel comfortable. For example, in Bus Stop, students begin with a simple exchange like:
-
L1: “Hello.”
-
L2: “Hello, I’m [Name].”
-
L1: “Pleased to meet you, [Name].”
2.Unscripted Middle (Spontaneous Interaction)
This is the heart of the activity, where students improvise based on cues. In Bus Stop, participants draw random prompts that guide how they interact with their partner. Examples of prompts include:
-
“I’m on my way to the supermarket. I’d like to buy…”
-
“Excuse me, is this [object] yours?”
-
“Hey, look at that! What is he doing?”
As a teacher, you can create the prompts or you can co-create them with students.
3. Scripted Ending (A Safe Exit)
Conclude with a pre-designed closure to prevent students from feeling stuck. For instance, in Bus Stop:
-
L1/2: “Oh, here comes my bus. Nice talking to you. Bye!”
kurtz's sample activities
Bus stop scene from the 1994 film Forrest Gump
The Improvisation Bus Stop
Inspired by the movie Forrest Gump, this activity encourages students to improvise conversations at a bus stop. The task begins with a structured dialogue, then evolves into spontaneous exchanges based on random prompts. A scripted “exit line” ensures a smooth conclusion.
Example Prompts:
-
“I’m going to the pet shop. This is my cat, Fluffy. It…”
-
“Listen! Can you hear that? It’s coming from that old bag over there.”
Surprise Encounter
This activity is designed for intermediate to advanced learners and centers on delivering surprising news. The framework includes a pre-taught set of formulaic expressions to help students navigate culturally appropriate communication.
Example formulaic expressions:
-
For good news:
-
“You’ll never guess what’s happened!”
-
“Have I got news for you!”
-
-
For bad news:
-
“Well, I don’t know how to tell you this, but…”
-
“I’m afraid I have bad news for you.”
-
Example Scenario:
Students will improvise a meeting where they reveal surprising or unexpected news, using the formulaic expressions and cultural politeness strategies taught earlier.
Each student will choose a random cue from a bag that will determine whether they must deliver good or bad news.
teacher's role
In Kurtz’s framework, tachers prepare the scripted phases (opening and closing) while guiding and facilitating the unscripted portion. Post-activity reflection is crucial for highlighting successes, addressing linguistic gaps, and expanding students’ communicative repertoire. Kurtz emphasizes that error correction should be gentle and integrated into discussions to maintain students’ confidence.
why it works
Kurtz’s approach to improvisation addresses both linguistic and psychological needs:
-
It allows students to creatively apply what they’ve learned in unpredictable contexts.
-
It reduces anxiety by providing structured support.
-
It fosters authentic communication, enabling learners to “think on their feet.”