improv activities for intermediate learners
Intermediate learners are ready for more complex activities that challenge their vocabulary and creativity.
- Name Six
Name Six
Setup:
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Players sit in a circle, except one who stands in the center.
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A small object (e.g., a ball or pen) is passed around the circle.
Instructions:
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The center player closes their eyes while the object is passed from one player to another.
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The center player claps their hands to stop the object passing.
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Whoever is holding the object when the clap happens keeps it.
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The center player points at the person holding the object and assigns a letter of the alphabet (e.g., "B").
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The player holding the object passes it around the circle, ensuring it touches everyone’s hands.
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By the time the object returns to them, they must have named six items that start with the assigned letter (e.g., "banana, basketball, boat, bat, bread, butterfly").
Rules:
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If the player fails to name six items in time, they swap places with the center player.
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For smaller circles, the object can make two or more rounds before returning.
Language Adaptations
Vocabulary Recall or Grammar practice : Add a Theme. Guide learners by providing a theme related to what you're covering in class. This could be thematic or grammar related. For example:
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"Name six animals starting with B."
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"Name six things you find in a kitchen starting with C."
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"Name six verbs and conjugate them in the past tense."
Use Full Sentences:
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Instead of just naming items, encourage learners to use them in sentences. This makes the activity more engaging and reinforces grammar.
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Example Sentences:
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"Bread is something I eat for breakfast."
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"Bananas don't taste good to me."
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Pronunciation practice:Target Specific Sounds.Choose letters that emphasize sounds your learners find challenging. For example:
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If learners struggle with the /b/ sound, ask them to name words starting with "B" (e.g., ball, bat, banana).
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Group Repetition: After the player says their word or sentence, have the group repeat it together to practice pronunciation.
Key Tips for Success:
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Encourage collaboration: If a player struggles, allow the group to provide hints, but they still must say the final answers.
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Provide a vocabulary warm-up: Before starting, introduce key vocabulary to make the game more inclusive.
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Monitor time limits: Adjust how quickly the object is passed based on the group's proficiency and comfort level.
Good news / bad news
The setup and instructions for this activity come from Kurtz's framework. Find it here.
Fortunately, unfortunately
This is similar to the activity above, with some minor differences.
How It Works:
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Students take turns creating a story, alternating between sentences that begin with “Fortunately” and “Unfortunately.”
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The first student sets the scene (e.g., “A group of friends went camping in the forest”).
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The next student adds a sentence starting with “Fortunately” (e.g., “Fortunately, they found the perfect spot by the lake”).
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The following student continues with a sentence starting with “Unfortunately” (e.g., “Unfortunately, it started raining as soon as they set up their tent”).
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The process repeats, creating a dynamic, back-and-forth narrative.
Before starting the full activity, the teacher can lead a collaborative warm-up where the class contributes sentences together.
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Write each contribution on the board so students can see how the “Fortunately” and “Unfortunately” sentences create a balance of ups and downs in the story.
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Discuss how each sentence builds on the previous one, emphasizing the importance of listening to create a coherent stor
Language Adaptations
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Pre-Teach Cause-and-Effect Language:
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Introduce phrases like:
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“As a result…”
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“Which led to…”
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“However…”
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Encourage students to connect their “Fortunately” and “Unfortunately” sentences logically.
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Teach Transition Words:
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Focus on phrases that enhance flow:
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“At first…”
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“Meanwhile…”
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“After that…”
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Provide Vocabulary for Themes:
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Offer word banks based on selected themes (e.g., camping, school, travel) to help students create richer sentences.
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One sentence story
How it works:
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Students collaboratively create a story, contributing one sentence at a time.
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The first student starts with an opening sentence (e.g., “Once upon a time, there was a mysterious castle in the woods”).
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The next student adds a sentence to continue the story, and the process repeats around the group.
To emphasize the importance of listening, the teacher can write down each sentence as it’s contributed.
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Why It Helps: This visual representation shows how each sentence connects to the next, reinforcing the need for students to pay attention and build on each other’s ideas.
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After the warm-up, the class can read the completed story aloud to reflect on how cohesive (or wonderfully chaotic!) it turned out.
This activity naturally reinforces the structure of a narrative:
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Beginning: Set up the scene or introduce the characters.
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Middle: Develop the plot, add obstacles, or create suspense.
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End: Resolve the story or leave it on a cliffhanger.
Display this structure visually in the classroom for students to reference as they contribute sentences.
Language Adaptations
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Pre-Teach Genre-Specific Language:
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Introduce phrases that fit common storytelling genres:
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Adventure: “All of a sudden…” or “Without warning…”
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Mystery: “But no one could explain why…”
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Fantasy: “In a flash of light, the wizard appeared…”
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Display these expressions for students to use as needed.
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Focus on Transitions:
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Teach transition words to help the story flow smoothly, such as:
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“Then,” “Meanwhile,” “As a result,” or “However.”
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Provide Themes or Prompts:
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To guide the story, assign a theme (e.g., “a treasure hunt,” “a day at school,” or “an alien encounter”).
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Offer vocabulary related to the theme for students to use during the activity.
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