LIFE SKILLS EDUCATION TOOLKIT FOR ORPHANS AND VULNERABLE CHILDREN IN INDIA 3•
Directions:
ACTIVITY ONE
Act to Meet- Prepare three to five word-cards and distribute it to the group for acting. They could include
words such as shy, flying, crying, angry, swimming. The children should not read the words until
they are told to do so. - When the children hear “start,” they must read the card and not show it to anyone. Then each
person acts out the word they have read. - While acting, they have to find a person who is acting the same word or in a similar way and go
and join them. - When all have found their group, they are to share their cards and discuss the accuracy of
their acting. - If anyone is left out, help him or her find the group.
Experience from the field
Children did different actions for the same word. Initially it was confusing as they observed that some
cried out loudly and some held their head down. Some laughed and raised their voice, while others had
smiling faces. Some people covered the face to show shyness. This worked well with all age groups. It was
effective in teaching non-verbal communication. (CCDT, Mumbai)
If children have done the activity “Mime an interest” in Session one, then this activity is easily understood
by the children. (WINS, Tirupati)Review
Discuss with the children how people express their emotions non-verbally. Some examples of
discussion questions are:- Were you surprised to find out that there are different ways in which the same word can be
acted out? - Were some people’s expressions difficult to understand? Why?
- What risk do children face when their body language creates confusion in understanding?