exploring and exploiting drama in the primary esl

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.

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