The benefits of using drama, in the EFL- YL class

William Shakespeare claimed that

All the world’s a stage,
And all the men and women merely players;
They have their exits and their entrances,
And one man in his time plays many parts,
His acts being seven ages.
As You Like It Act 2, scene 7, 139–143

We all realize that,teaching in the primary classroom, is very different from teaching teens or adults, because of the amount of energy children have! Knowing how to channel this energy, will help us achieve balanced lessons without children becoming over-excited on the one hand or bored on the other.

One tool to manage this is, Drama/acting out.

As an English teacher, I have often been amazed at how effective drama is to capture the attention of the students in the EFL classroom.   We cannot only teach grammar and phonetics with drama ,but also it has the power to transform the student-actors ,as well as the audience.  Therefore, we shouldn’t underestimate this powerful teaching tool, to reach our students.

I personally love the use of masks and puppets, in my YL classes!
Puppets or masks can really bring alive a dialogue, role-play or story.

My suggestions?

Make simple masks out of paper plates for main characters. Bring in realia and props for children to use for acting out e.g. some real money and a bag for shopping. Have a dressing up box of simple props such as hats, glasses etc. Puppets or finger puppets can be used to liven up even the most boring dialogue, especially when accompanied by funny voices!

 

In my classes, puppetry works like this: using various odds and ends (paper, glue, cotton, wool etc), each child makes a simple puppet and describes its character to the rest of the class. When several puppets have been described in this way, the children work together in groups to produce a scene using the characters. They could alternatively make puppets of characters in their (course book) -one word-and enact dialogues from the book. (Hand puppets can be made using old socks, stick puppets with ice-cream  sticks.)

 

Generally taking, I firmly believe that, we need to use drama more in the schools.   The language can be used in context and makes it come to life.  Drama has the potential of making the learning experience fun for the students and even memorable because it is interactive and visual.

The personal nature of improvisation, provides many outlets for self-expression. We all know that, children need to play as an important developmental process.

What is more, drama puts the teacher in the role of supporter in the learning process and the students can take more responsibility for their own learning.

The play acting can help to relieve the tension of learning in a second language.

The shyness and fear of using English, very often blocks learning. When the students are having fun, they tend to relax and stop blocking out the new language.

Role-playing is a powerful tool,too.  It teaches cooperation, empathy for others, decision making skills and encourages an exchange of knowledge between the students.  These aspects alone make role-playing beneficial because the students are learning from each other.   Apart from the obvious development of communication skills, it encourages leadership, team work, compromise, authentic listening skills .

The benefits of drama to develop the imagination should not be undervalued.  In our rote school routines of memorization and compulsory subject matter, we sometimes do not spend enough time on encouraging our students to use their imagination.

We need imagination to make a better world. In order to accomplish anything worthwhile, we first need to imagine and dream it.  I always emphasize my students that fact!

I also tell them that, in life, we are all playing many roles, therefore, we are wearing many masks.Older students,easily  understand this.

Few tested methods for incorporating Drama in the EFL class , summarised

Act out the Dialogue

One of the easiest ways to incorporate drama in the classroom is to have students act out the dialogue from their textbooks. Simply pair them up, have them choose roles, then work together to act out the dialogue, figuring out for themselves the “blocking,” or stage movements.

Perform Reader’s Theater

Another good beginning exercise is to do Reader’s Theater. Hand out copies of a short or one-act play, have students choose roles, and then read the play from their seats without acting it out. However, do encourage them to read dramatically, modeling as necessary.It’s an alternative and fun way of practicing reading aloud, as well!

Act out the Story

This is particularly effective with “short-shorts”: brief, one-scene stories with limited characters.

Write the Dialogue for a Scene

Watch a brief clip of a cartoon movie without the sound on. Have older students write a simple dialogue for it and act it out.

Act out and Put Words to an Emotion

Give students an emotion, such as “anger” or “fear”. Have students, either singly or in groups, first act out that emotion then put words to the emotion.

Give “Voice” to an Inanimate Object

 

What would a stapler say if it could talk? Or an apple? Have students write monologues with inanimate objects as the character. Hamlet’s “To Be or Not to Be” soliloquy might also be termed a monologue, for example.

After writing them, students can read the monologues aloud.

Create a Character

Have students develop a character, writing a one-page profile on the character’s background, appearance, personality, etc. Have them introduce the character to the class, explaining what interests them about their character.

Write a Monologue

Using the character they’ve already developed, have students write a monologue for that character then perform it.

Mime 

Have students act out short scenes without dialogue. The rest of the class then supplies the dialogue, developing the “script.”

In role playing, the participants are assigned roles which they act out in a given scenario.

Improvise

Put students in groups of two or three, and assign the characters and the situation to the groups.Students create the dialogue and movement themselves.

With careful planning, use of drama enhances our English classroom curriculum and adds fun in our teaching!

Drama encourages adaptability, fluency, and communicative competence .

“The Wizard of Oz”:School musicals offer a good chance to children to bring out their talent, build self confidence, and overcome all of their inhibitions

” Alice in Wonderland”:School musicals, drama, and plays teach children to work in a team, develop organizational abilities, communication and more.

” Interviewing….Barbie”: ‘Pretend games’ are a central part of a child’seducation.
When they dress up as a princess,they become a princess.

I always encourage my students to use short plays, skits or other drama activities to present their projects in class.  Here,….. Hurem, Sultan Suleiman’s wife is being interviewed about her life in the harem !! Improvisation works miracles! Kids, decide about their costumes and they write their own lines…..

Note:Ideas, first found and later tried out in class, on  https://busyteacher.org 

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Team work ,matters!

The ability to work together with others as part of a team is not simply a skill needed at school, it is a vital skill used in all areas of life. For me, school is, an excellent time to cultivate the teamwork skills, children will then draw from, throughout their life.

 

For a team to work together effectively, it takes all members of the team to respect each other’s abilities and opinions. Teamwork is a highly social activity and involves much interaction and exchanging of ideas and actions. We all understand that, being part of a team enables a child to move from more intrapersonal (individual) ways of thinking to interpersonal (communicating with others). It will help students in all areas of their learning, and help them to feel part of a community, too.

The biggest problem in my country’s educational system is that, teamwork is not encouraged at schools- at least, not as much as it should be….

Working as part of a team will strengthen students’ social and emotional skills, help develop their communication skills, and can improve confidence.

Team games, are also important…From experience, the best way to teach children English is to not only get them physically involved within the lesson, but also to create the illusion that they are simply playing games. And rather than focus on individual development, it is also a very good idea to promote class interaction as far as possible.

Even very young learners can become independent in their learning and guided early on they will be more likely to grow into autonomous and successful language learners.

Creative use of language makes communication possible even when students may not know the perfect grammar for what they are trying to say.Nothing is more true to life than that.

When students work in groups, they have to work together to accomplish a goal. Even when the use of grammar is weak in these collaborations, communication happens, and that will give your students an advantage, when they have to face communication in the English speaking world.

Encouragement in class,is crucial ! One way encouragement comes, is when lower level students see the accomplishments of higher level students.Less accomplished students will become better speakers just by talking to others more advanced than them, without help and without pressure….When they work in groups, I see that students help each other learn.

One of the most important things for me, as far as group work is concerned, is speaking!

Putting our students in groups, gets them speaking up and practicing the language that they are trying to learn. And, speaking, is not top priority in the Greek language class…. not even in the private Greek Language schools-“Frodisteria”…

Students who are kinesthetic learners, will benefit greatly from learning through games and group work,too. Students of varying English levels can work together to support each other, make decisions together and learning from one another. Games and group work can involve all of the aspects of language—listening, speaking, reading and writing.

 

In our class, children experience teamwork in many different forms. They may be asked to work in pairs, small groups, or larger groups on a variety of different things. They may be asked to work in teams for physical activities such as ball games or running games or more formal activities such as projects. Children also often form their own team activities during their play time.

“You can discover more about a person in an hour of play than in a year of conversation” – Plato

I am sharing an interesting post about the benefits of Team Building, here

 

Benefits of Team Building

1.  Getting to know each other better
2.  Bonding
3.  Building team spirit
4.  Encouraging tolerance and understanding
5.  Creating a sense of belonging and connectivity
6.  Creating a climate of cooperation and collaborative problem-solving
7.  Improving motivation
8.  Improving communication within the group
9.  Team development – Building a community with a common purpose
10. Developing trust, care, compassion, kindness and creating empathy (Trusting each other AND yourselves)
11. Building self-esteem

12. Creating an understanding and awareness of individual differences, personality strengths and  weaknesses
13. Breaking down barriers
14. Creativity – Doing things differently! Out of the box!!
15. Higher levels of job satisfaction and commitment.And all the time … Having a huge amount of FUN

Interactive Grammar Notebooks-part c

As I had already written in my first  and second posts on Interactive Grammar Notebooks, last year was my first year to use interactive notebooks.  Before school began, I found myself  with the desire PLUS precious  direction, from my  amazing Greek colleague, Papadeli Sophia !

I have to thank her again so much, for all the inspiration and support!

Overall, they were a success- Experimenting on them during this first school year with few students, among whom was my daughter, was great fun!…I’m sure, we’ll do much better this  year ,with all my afternoon classes, at school!

This  notebook is built, by adding each grammar skill or concept as an insert gradually throughout the year as they are introduced to new material. By the end of year, they  have a complete notebook they can use as a reference and I can use as an assessment tool or portfolio piece.This is simple and can be done with any grammar curriculum we are using.

First, I used a common notebook,  school glue, scissors and markers/colored pencils. Since we are fully stocked on school supplies, I did not need to make any new purchases.

Then, ideally, we should reserve the first 1-2 pages for the table of contents. I admit that, I didn’t do that, this first year…Going forward, we add a new page for each skill.

The next step is to find some ideas or even printables and foldables for the Grammar notebooks …I asked Sophia Papadeli to help me get started and I also visited Pinterest and used my imagination and creativity, of course!

Here are just  few new pages for you to have a look at, get inspired and hopefully, start your own Grammar Notebooks, this school year!

PREPOSITIONS OF PLACE/MOVEMENT/TIME

PREPOSITIONS OF TIME

PRESENT PROGRESSIVE

BE GOING TO

 

 

BE GOING TO for making predictions based on evedence

BE GOING TO -plans

WILL

PAST PROGRESSIVE

 

ARTICLES

RELATIVES

COUNTABLE-UNCOUNTABLE NOUNS

REPORTED SPEECH

EXPRESS FUTURE PLANS, USING THE PRESENT PROGRESSIVE

SOME/ANY- EXPRESSING QUANTITY

MODALS ( A guessing game, using pictures)

 

Interactive Grammar Notebooks -part b

 

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As I had already written in my first post on Interactive Grammar Notebooks, last year, was my first year to use interactive notebooks.  Before school began, I found myself  with the desire PLUS precious  direction, from my  amazing Greek colleague, Papadeli Sophia !

I have to thank her again so much, for all the inspiration and support!

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Overall, they were a success- Experimenting on them during this first school year with few students, among whom was my daughter, was great fun!…I’m sure, we’ll do much better this  year ,with all my afternoon classes, at school!

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This  notebook is built, by adding each grammar skill or concept as an insert gradually throughout the year as they are introduced to new material. By the end of year, they  have a complete notebook they can use as a reference and I can use as an assessment tool or portfolio piece.This is simple and can be done with any grammar curriculum we are using.

First, I used a common notebook,  school glue, scissors and markers/colored pencils. Since we are fully stocked on school supplies, I did not need to make any new purchases.

Then, ideally, we should reserve the first 1-2 pages for the table of contents. I admit that, I didn’t do that, this first year…Going forward, we add a new page for each skill.

The next step is to find some ideas or even printables and foldables for the Grammar notebooks …I asked Sophia Papadeli to help me get started and I also visited Pinterest and used my imagination and creativity, of course!

Here are just  few new pages for you to have a look at, get inspired and hopefully, start your own Grammar Notebooks, this school year!

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Stay tuned for a new post soon, full of  fresh inspiration!

Good luck with your own Fun Grammar Notebooks!

Here are some new pages in our notebooks! Hope, you’ll find them useful!

 

BE GOING TO

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LIKE/LOVE/HATE- WANT TO

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PAST PERFECT

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MUST/MUSTN’T

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FUNCTIONS OF MODAL VERBS-a

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SHALL I ?/MAY I ?-HAVE TO

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MUSTN’T/CAN’T/NEEDN’T(NEED)/DON’T NEED TO/DIDN’T NEED TO

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THERE WAS/WASN’T-THERE WERE/WEREN’T

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HAD/DIDN’T HAVE-COULD/COULDN’T

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MUST/MUSTN’T/CAN (OBLIGATION,PROHIBITION,PERMISSION)

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SIMPLE PAST ( IRREGULAR VERBS)

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QUESTION TAGS

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WILL for predictions ( a fortune teller game)

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FUNCTIONS OF MODAL VERBS-b

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QUESTION WORDS

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ENJOY! Grammar, can be FUN!