?Why Use Drama in EFL ?And how ?Who says we should Howard Gardner Multiple Intelligences James Asher Total Physical Response Alan Maley
drama helps to learn new vocabulary, builds confidence, motivates the students and helps shift the focus from the teacher to the students (Maley,1982) Why not? No
time Im Ill not dramatic! lose control! Answers to objections
No time? - Use the drama activity to teach or reinforce. Youre not dramatic?
Control? - Let the kids be dramatic! You just give directions. 1. Rules 2. Grades based on cooperation.
Warm-up games #1. Name quickly! 6 " -
red, blue, green, yellow, orange, brown Changing teams Play some music while the students walk around freely. Stop the music and announce the number of people on each team 3-5. Then give an
instruction what each peson on the team should tell the others favorite X; something they did last week, etc. Start the music again and repeat. Changing objects Everyone takes a small object out of his bag. Walk around and on a signal each participant goes up to another
participant and says: My name is X and this is my (object) (comb, pencil, etc) , and gives it to the other person. Everyone walks again and approaches another participant. My name is Y and this is Xs (object) Exchange objects. Go a few rounds and then return objects to owners. King of Stones Each
person gets 3-5 beans. Participants walk around having quick conversations in which the words yes and no are forbidden. The person who says one of the words must hand a bean over to his partner. ?I am ___, Who are you
Put three chairs in front of the group. Three students sit down, and the one in the middle defines himself e.g. I am the sun I am a fireman etc. The students on either side have to think of a
related thing or person to be I am your rainbow I am your eclipse or I am your ladder I am your helmet etc. The first person chooses one to leave with him, and that parson sits in the middle, and two more students come. The one in the middle retains his identity I am a helmet and the other two have to think of related things to be. Pass the Prop - #1
Hand the first student an object anything will do Student says: I like this! Its a/n ______ Pantomime using the object as its new identity Pass the Prop #2, #3 #2 - Student begins by saying, I like this, its a____, and then pantomimes
the new identity. Others guess identity of the object. #3 Student takes object and says If this were a ____, Id _____ with it adds action Password. #2 Dramatic 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 Excuses Ask a Why question e.g. Why did you come home late? First kid makes up an excuse e.g.
because I didnt have a watch. Ask Why didnt you have a watch? Next kid makes up an excuse for that . Carry on around the circle. Almost Improv Teams of 3-4 students
Prep time 5-10 minutes Provide topic or grammar structure or lexical items Kids prepare short skits 2-4 minutes long Questions Only - dialogue A: Why didnt you call me last night? B: Didnt you hear what happened? A: How could I hear what happened? B: Why dont you ever go into
Facebook?!! ... !Improv #1 - Everybody in Define situation No prep time Students join in one at a time Improv #2 Freeze-Go
Define first situation 2-3 students improvise scene Caller says Freeze audience looks and defines new situation One out one in Solve the Problem
1. Create a "Context Bank". On the board, write the following headings for columns: "places", "problems", and "characters". Elicit examples from students and write them under the appropriate heading. This list of options is the context bank. It gives students options for a circumstance in which the scene can occur. 2. Put students in pairs or small groups. One at a time, these groups come to the front of the class.
3. The "audience" (remaining students in class) shouts out suggestions for place, problem, and characters. Assign a place for the students, a problem they are having, and a character for each student. 4. Students begin dramatizing it immediately. They must interact with each other to solve the problem. Fortunately - Unfortunately Student
starts a story and stops after saying and then fortunately ( or unfortunately) and next kid continues accordingly until he says and then fortunately ( or unfortunately) and so on until you want to stop. Tableau In
pairs or small groups, depending on the number of characters in the scene, students choose a moment in the story, and pose (including appropriate facial expression) in a still picture to show the moment. In turn, classmates guess which
scene is depicted. Bring Tableau to life Teacher snaps fingers to bring one character at a time to life and the character expresses his/her feelings at the moment.
Process Drama teacher in role Choose an issue the conflict in the story; the issue in an article; etc. The teacher is the main character father, judge, mayor depending on the issue. Assign the students supporting roles in groups people in the town, the family, etc.
Have a town meeting, court case, social gathering where the issue is discussed by all parties. Bystander Gossip Small groups of students choose a moment in the story and become people on the street or at the location of the incident talking about
what they have witnessed. This can be improvisation or slightly preplanned. TV News In small groups, students prepare a newscast about the events of the story. One of the anchormen/women can prepare a commentary
on the event Hot Seating Either in small groups, or as a whole class activity One student takes on the role of a character in the story, or the author, and the others ask the character questions to help understand the behavior, motive, perspective, etc.
A scene from a play Class reads entire play Groups of 2-3 students each choose excerpt to learn by heart Add props, costumes present from Plaza Suite Put on a play!
Choose a script Divide parts among kids Practice over an extended period of time Invite the audience and present! Summing it Up Why incorporate drama in EFL teaching? Research
has proven that drama increases development of language skills It engages many intelligences and therefore makes a strong impact Drama
fosters creative thought, which leads to critical and divergent thinking. Drama develops imagination Its fun and therefore highly
motivating Thank you for listening! [email protected] Useful 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
