exploring and exploiting drama in the primary esl
DESCRIPTION
DramaTRANSCRIPT
Exploring And Exploiting Drama In The Primary ESL Classroom
Use of poetry as drama
• Enables the ESL classroom to explore the linguistic conceptual aspects of the written text without concentrating on the mechanics of language.
• Creating drama with poetry is an exciting language learning experience.
• Able to develop a sense of awareness of self in the mainstream culture through the dramatic interpretations of the poem.
• Enables pupils to experiment with non-verbal communicative aspects of language such as:
Body language GesturesFacial expressions
• Able to experiment with verbal aspects such as:
IntonationRhythmStressSlangIdiomatic expressions
Characteristic of poem that suitable for drama
• Some poems are mini dramas, often written in dialogue form.
• They are short and usually have one simple but strong emotional theme.
• E.g: “Woodpecker in Disguise”.
The roles of teacher
• Modelling pronunciation, intonations, stress, rhythm and oral expression.
• Facilitating comprehension of vocabulary, idioms, cultural aspects and plot.
• Stimulating interest and conversation and interacting with the pupils.
• Establishing an acting workshop atmosphere.
• Creating a pupil-participatory language learning experiences.
Examples of poems that have been used succesfully in the ESL classroom.
• “Woodpecker in Disguise”, by Grace Taber Hallock.
- Recommended for advanced beginner and low intermediate level young children.
- E.g: Pupils take turns being the narrator (“Woodpecker taps at the apple tree…”) (“…says he,…”)(“Little bugs says…”).
• Students portraying the woodpecker practice using body gestures (“Woodpecker taps at the door…”) and asking questions (“…who is it, sir?”)
Example of poem text:
Woodpecker in DisguiseBy Grace Taher Hallock
Woodpecker taps at the apple tree."Little bug, open your door," says he.
Little bug says, "Who is it, sir?"Woodpecker says, "The carpenter."
2)Teaching strategies.
• Teacher provides pupils with the background of the poem.
• Introduces difficult or unusual vocabulary.• Read aloud to the pupils.• Pupils discusses it together.• The pupils read the poem chorally, and then
take turns reading it aloud individually.
• Pupils prepare to dramatize the poem by selecting characters, roles, sceneries, lighting and costumes.
• Rehearse the dramatization of the poem and discusses the improvisation.
Suggestions for the teachers
• Special consideration must be given to appropriateness of the following:
- Pupils’ language level skills - Pupils’ age - Pupils’ interest• Choose simple categories of poem such as
nature and friendship.• The ESL teacher can record the dramatization
and improvisation.
THE END
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