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Why Use Drama in EFLWhy Use Drama in EFL??
And howAnd how??
Who says we shouldWho says we should??
Howard Gardner Howard Gardner –– Multiple Multiple IntelligencesIntelligences
James Asher James Asher –– Total Physical Response Total Physical Response
Alan MaleyAlan Maley
”… ”…drama helps to learn new drama helps to learn new vocabulary, builds confidence, vocabulary, builds confidence, motivates the students and helps shift motivates the students and helps shift the focus from the teacher to the the focus from the teacher to the studentsstudents”” (Maley,1982) (Maley,1982)
Why not?Why not?
No time No time
““II’’m not dramatic!m not dramatic!””
““II’’ll lose control!ll lose control!””
Answers to objectionsAnswers to objections
No time?No time? - Use the drama activity to teach or reinforce.
You’re not dramatic? - Let the kids be dramatic! You just give directions.
Control? 1. Rules 2. Grades based on cooperation.
Warm-up gamesWarm-up games
#1. #1. ““Name 6Name 6 " -quickly!
red, blue, green, yellow, orange, brown
Changing teamsChanging teams
Play some music while the students Play some music while the students walk around freely. Stop the music walk around freely. Stop the music and announce the number of people and announce the number of people on each team on each team –– 3-5. Then give an 3-5. Then give an instruction what each peson on the instruction what each peson on the team should tell the others team should tell the others –– favorite favorite X; X; something they did last week, etc. something they did last week, etc. Start the music again and repeat. Start the music again and repeat.
Changing objectsChanging objectsEveryone takes a small object out of Everyone takes a small object out of
his bag. Walk around and on a signal his bag. Walk around and on a signal each participant goes up to another each participant goes up to another participant and says: participant and says: ““My name is My name is XX and this is my and this is my (object)(object)”” (comb, (comb, pencil, etc) , and gives it to the other pencil, etc) , and gives it to the other person. Everyone walks again and person. Everyone walks again and approaches another participant. approaches another participant. ““My My name is name is YY and this is and this is XX’’s (object)s (object)”” Exchange objects. Go a few rounds Exchange objects. Go a few rounds and then return objects to owners.and then return objects to owners.
King of StonesKing of Stones
Each person gets 3-5 beans. Each person gets 3-5 beans. Participants walk around having Participants walk around having quick conversations in which the quick conversations in which the words words ““yesyes”” and and ““nono”” are forbidden. are forbidden. The person who says one of the The person who says one of the words must hand a bean over to his words must hand a bean over to his partner. partner.
I am ___, Who are youI am ___, Who are you??
Put three chairs in front of the group.Put three chairs in front of the group. Three students sit down, and the one in the Three students sit down, and the one in the
middle defines himself middle defines himself –– e.g. e.g. ““I am the sunI am the sun”” ““I am I am a firemana fireman”” etc. etc.
The students on either side have to think of a The students on either side have to think of a related thing or person to be related thing or person to be –– ““I am your I am your rainbowrainbow”” ““I am your eclipseI am your eclipse”” or or ““I am your ladderI am your ladder”” ““I am your helmetI am your helmet”” etc. etc.
The first person chooses one to leave with him, The first person chooses one to leave with him, and that parson sits in the middle, and two more and that parson sits in the middle, and two more students come. The one in the middle retains his students come. The one in the middle retains his identity identity –– ““I am a helmetI am a helmet”” and the other two have and the other two have to think of related things to be.to think of related things to be.
Pass the Prop - #1Pass the Prop - #1
Hand the first student an object – anything will do
Student says: “I like this! It’s a/n ______” Pantomime using the object as it’s new
identity
Pass the Prop #2, #3Pass the Prop #2, #3
#2 - Student begins by saying, #2 - Student begins by saying, ““I like I like this, itthis, it’’s a____s a____””, and then pantomimes , and then pantomimes the new identity. Others guess the new identity. Others guess identity of the object.identity of the object.
#3 #3 –– Student takes object and says Student takes object and says ––
““If this were a ____, IIf this were a ____, I’’d _____ with itd _____ with it”” –– adds actionadds action
#2#2 . .PasswordPassword
Dramatic ReadingDramatic Reading
Informative text from textbook, newspaper, etc.
Student decides on role or emotion and reads in a voice that reflects choice
Time to practice – present
Script Writing and presenting
Story from a book or passage in the book
Use dialogue from story or just story line
Practice – present
Chain of ExcusesChain of Excuses
Ask a Ask a ““WhyWhy”” question question –– e.g. Why did e.g. Why did you come home late? you come home late?
First kid makes up an excuse First kid makes up an excuse –– e.g. e.g. because I didnbecause I didn’’t have a watch.t have a watch.
Ask Ask ‘‘Why didnWhy didn’’t you have a watch?t you have a watch?Next kid makes up an excuse for that Next kid makes up an excuse for that
..Carry on around the circle.Carry on around the circle.
Almost Improv
Teams of 3-4 studentsTeams of 3-4 students Prep time Prep time –– 5-10 minutes 5-10 minutes Provide topic or grammar structure Provide topic or grammar structure
or lexical itemsor lexical items Kids prepare short skits 2-4 minutes Kids prepare short skits 2-4 minutes
longlong
Questions OnlyQuestions Only - dialogue - dialogueA: Why didn’t you call me last night?
B: Didn’t you hear what happened?
A: How could I hear what happened?
B: Why don’t you ever go into Facebook?!!
...
Improv Improv #1 - Everybody in!
Define situationNo prep timeStudents join in one at a time
Improv #2 Improv #2 –– Freeze-Go Freeze-GoDefine first situation2-3 students improvise sceneCaller says “Freeze” – audience looks
and defines new situationOne out – one in
Solve the ProblemSolve the Problem
1. Create a "Context Bank".1. Create a "Context Bank". On the board, write the following headings for On the board, write the following headings for columns: "places", "problems", and "characters". Elicit examples from columns: "places", "problems", and "characters". Elicit examples from students and write them under the appropriate heading. This list of options students and write them under the appropriate heading. This list of options is the is the ““context bankcontext bank””. It gives. It gives students options forstudents options for a circumstance in which a circumstance in which the scene can occur.the scene can occur.
2. Put students in pairs or small groups. One at a time, these groups come 2. Put students in pairs or small groups. One at a time, these groups come to the front of the class.to the front of the class.
3. The "audience" (remaining students in class) shouts out suggestions for 3. The "audience" (remaining students in class) shouts out suggestions for place, problem, and characters. Assign a place for the students, a problem place, problem, and characters. Assign a place for the students, a problem they are having, and a character for each student.they are having, and a character for each student.
4. Students begin dramatizing it immediately. They must interact with each 4. Students begin dramatizing it immediately. They must interact with each other to solve the problem.other to solve the problem.
Fortunately - UnfortunatelyFortunately - Unfortunately
Student starts a story and stops after Student starts a story and stops after saying saying ““and then fortunately ( or and then fortunately ( or unfortunately) unfortunately) ……and next kid and next kid continues accordingly until he says continues accordingly until he says and then fortunately ( or and then fortunately ( or unfortunately)unfortunately)…… and so on until you and so on until you want to stop.want to stop.
TableauTableau
In pairs or small groups, depending In pairs or small groups, depending on the number of characters in the on the number of characters in the scene, students choose a moment scene, students choose a moment in the story, and pose (including in the story, and pose (including appropriate facial expression) in a appropriate facial expression) in a still picture to show the moment.still picture to show the moment.
In turn, classmates guess which In turn, classmates guess which scene is depicted.scene is depicted.
Bring Tableau to lifeBring Tableau to life
Teacher snaps fingers to Teacher snaps fingers to bring one character at a bring one character at a time “to life” and the time “to life” and the character expresses character expresses his/her feelings at the his/her feelings at the moment.moment.
Process Drama Process Drama –– teacher in teacher in rolerole
Choose an issue Choose an issue –– the conflict in the story; the conflict in the story; the issue in an article; etc. the issue in an article; etc.
The teacher is the main character The teacher is the main character –– father, father, judge, mayor judge, mayor –– depending on the issue. depending on the issue.
Assign the students supporting roles in Assign the students supporting roles in groups groups –– people in the town, the family, people in the town, the family, etc.etc.
Have a town meeting, court case, social Have a town meeting, court case, social gathering where the issue is discussed by gathering where the issue is discussed by all parties.all parties.
Bystander GossipBystander Gossip
Small groups of students choose a Small groups of students choose a moment in the story and become moment in the story and become people on the street or at the people on the street or at the location of the incident talking about location of the incident talking about what they have witnessed. This can what they have witnessed. This can be improvisation or slightly pre-be improvisation or slightly pre-planned.planned.
TV NewsTV News
In small groups, students In small groups, students prepare a newscast about prepare a newscast about the events of the story. One the events of the story. One of the anchormen/women of the anchormen/women can prepare a commentary can prepare a commentary on the eventon the event
Hot SeatingHot Seating
Either in small groups, or as a whole Either in small groups, or as a whole class activity – class activity –
One student takes on the role of a One student takes on the role of a character in the story, or the author, character in the story, or the author, and the others ask the character and the others ask the character questions to help understand the questions to help understand the behavior, motive, perspective, etc.behavior, motive, perspective, etc.
A scene from a play
Class reads entire playClass reads entire playGroups of 2-3 students each choose Groups of 2-3 students each choose
excerpt to learn by heartexcerpt to learn by heartAdd props, costumes Add props, costumes –– present present
from from ““Plaza SuitePlaza Suite””
Put on a play!
Choose a scriptDivide parts among kidsPractice over an extended period of
timeInvite the audience and present!
Summing it UpSumming it UpWhy incorporate drama in EFL teaching?
Research has proven that drama Research has proven that drama increases development of language increases development of language skillsskills
It engages many intelligences and therefore makes a strong impact
Drama fosters creative thought, which Drama fosters creative thought, which leads to critical and divergent thinking.leads to critical and divergent thinking.
Drama develops imaginationDrama develops imagination
It’s fun and therefore highly motivating
Thank you for [email protected]
Useful and Interesting sitesUseful and Interesting sites
http://iteslj.org/Articles/Boudreault-Drama.html
http://esldrama.weebly.com/
http://busyteacher.org/6048-10-methods-to-incorporate-drama-in-the-esl.html
http://www.slideshare.net/garycarkin/why-
drama-works