Sunday, January 18, 2015

PPG-PLAYS AND DRAMA FOR YOUNG LEARNERS (INTERACTION 1)












































14 comments :

  1. Thank you to Madam Yee Bee Choo for sharing the ppt slides.

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  2. Dear teachers,
    As experienced teachers teaching in schools for quite a number of years, definitely you have carried out many plays among your ESL learners. Recall your previous experience on one play that you had done with your young learners. Give a detailed account on it here.

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    1. Play pretending or play-acting is something that each one of us did when we were younger age. It is a natural interest among kids from all the generations. I love instilling this activity once a while in my lesson referring to suitability, time and topic learned. Recently before the school holidays my Year 5 pupils learnt about superheroes. They loved the topic so much and showed their interests in learning the topic. Their focus off course about superheroes created for entertainment pleasure in the social media such as Superman, Batman, Wonder woman, Spiderman and many more. Our syllabus introduced local superheroes as shown in year 5 textbook; Captain Malaysia
      I suggested we do a play about the pupils’ favourite superheroes. Everybody agreed. I assigned them in groups of five and they drew lots to identify their choice of superheroes and other parts such as the director. Within 20 minutes, the pupils needed to dress up their superheroes with old newspapers. They did very well and creatively. Then following their turns, the superheroes took their spot and other members of the group play their parts. Learning to be comfortable speaking or performing in front of an audience is a trial. My pupils took ample time to perform and provide some motivation along the way. The lesson was sixty minutes only so there were some groups unable to perform. I make sure the groups performed on the next day and it worked out much better as they had seen their friends performing in the previous lesson.

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  3. I have carried out children’s play “The Pied Piper of Hamelin” for Year 3 ESL pupils. First and foremost, I noticed that play helped in the cognitive development especially in the aspect of thinking skills among my pupils.

    After done with process of selecting the play, I had divided the roles equally among pupils in small groups. There were situation in which each of them will play more than one role. Therefore, I had plan and determine the characters carefully for each of them based on their capability. I made sure that characters played by each of them did not clash with one another. This could be one of my strengths too as pupils understand the roles played by each of them even though each of them played more than one characters.

    Besides, at first we did not give much emphasis after the props. But later on as I progress with the scripts, then I realized the importance of props in a play. Therefore, I and my pupils managed to come up with our props built even though it was a last minute job. Therefore, during the last two days of memorizing the scripts and be busy with the arrangement of stage, most time were spent on building the props mainly. Therefore, it teaches me a lesson not to ignore the importance of props in a play.

    Besides, another useful experience is in the aspect of the organization which the sound effect. I have utilized lots of sound effects in pupils play to add more spices to it. But unfortunately, the sound effect didn’t work well on that day. During the practice, it was all right but when on the day, it didn’t turn well and on that time I couldn’t do anything than just carry on with our drama. Therefore, it teaches me to be more alert next time besides always keep a backup plan for everything. For example; we can utilize our body percussion to produce sounds. It can be more interesting.

    As for myself, at the end of the play, I realized that pupils have from the aspect of personal and as well as the professional growth. Personally, I can notice some changes in my pupils after done with this play. They are more confident now to talk in front of people. Besides, they are also able to project their voice more as especially those played the role of narrator and angry villager which required them to project their voice clearly so that pupils can hear them better. In addition, pupils’ pronunciation and enunciation of words also improved thus enhanced quality of play indirectly. As a future English teacher, I really give extra attention to this aspect. Therefore, I had refereed the dictionary and also my peers to get the right way of pronouncing some words in this story. These really helped me a lot during the play as I helped my pupils to pronounce those words confidently and without any major complications.

    As English teacher, this play had prepared me to share and contribute all the inputs that I have gained with my pupils. It really helped me out on how to guide my pupils as well act in a play. For instance, in the aspect of choosing a story, skills of adapting a script, the choice of props, suitability of sound effect and such.

    Ganesan Veerappan
    PPG Tesl
    Sem 6

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  4. From my previous experience, plays that I’ve done with my pupils are about story in English Year 1 textbook page 28. First, I narrate the story with actions and pupils just watch and listen. Then, I ask them to repeat and follow the action. I drill the story with pupils for the whole week. At last the pupils able to narrate the story and do the action with the sounds of animals. All the pupils take part in this story. It is because they all have more confident when do in a group and it is new experience. I divide them in a group such as three narrator, five little bears, five elephants, five monkeys and five tigers. In their performance, they can throw their voice when they do the action. I ask them to perform in class and they all performed a good performance. For summary, I ask them to share their experience by draw a face show their expression happy or not.
    Maria binti Zainal
    PPG Tesl / Sem 6

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  5. One of the plays that I have done was ‘Rosemary and the four Gusty Gnomes’ which was adapted from the year 4 text book. For this play, I have scripted 10 characters and form three groups with a ten pupils in each group.

    For the preparation I have printed masks of gnomes and the villains and the monster. The pupils love the masks so much, they even coloured them. The plays was done it the classroom by using the chairs and desks as the supporting props. I want the play to be simple but exciting.

    The way the pupils want to present their plays is up to them. I want them to generate their own ideas and approach. I told them that it will make the plays more interesting as different group will have different approaches.

    The preparation took about three days the play was done on Friday. The length of the play is only ten minutes. So, I will have time to do review and critics. The plays were not perfect, but perfection was not I am looking for. I just want to have participation and commitment from the pupils.

    Mohd Nizam Mohamed
    PPG TESL S6 2015

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  6. Storytelling and drama share a number of features which make it natural to integrate pupils during the lessons. Both build on children’s innate capacity for fantasy and imaginative play, and even very young children can differentiate between the conventions of a story or drama and real life. Through stories and drama, children develop understanding of themselves and the world around them. The distance afforded by characters and events which are not real also helps children to explore significant issues which are relevant to their daily lives, in a way that is safe and enjoyable.
    Here i would like to share my experience as a library teacher whereas I need to handle a programme called “ KEM MEMBACA 1 MALAYSIA” at the end of year. A part of it, I have drama and plays for students in Year 4 -6. Similar to the competation, participants are given a context as place, problem, and character. However, in plays, the script (what they choose) is partially or totally pre-determined. In plays, students are assigned a character, and they must plan or read the lines of the character and dramatize the actions. In plays, students must listen to their partners in order to know when it is their turn. Although listening is not as necessary in a play as it is in improvisation, students still must know when it is their turn to speak. I requested the pupils to plays an English drama with simple dialogues as they wish to do.There I noticed variety of talent among the childrens. They are manage to choose their own props, costume, masks and etc. I enjoyed the session of plays and drama.
    Now as a new English teacher I am so eager to see and fee it in my teaching and learning session.

    Uma Mageswari D/O Balakrishnan
    PPG TESL
    Sem 6
    2015

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  7. Title of the play was The Shepherd and The wolf
    I carried out this play in year 4 class (low proficiency)
    They loved the story but it was difficult for them to memorised the scripts. So i’ve decided to write the scripts on the mahjong paper and pasted them on the board. At first they were quite shy and timid to act out but aft few minutes they seem to enjoy the play

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  8. There are so many superheroes out there, but none of them from Malaysia. That’s why I chose Captain Malaysia from Year 5 KSSR textbook. What I suggest to them was, “why don’t you create ONE superhero and tell us all about him/ her”. My students we’re so excited to do it. I didn't not challenge them on reading the script, but more to their creativity in making a superhero suit/ costume out of old news paper. a week after that i ask them individually to create a superhero mask. They have to come out to the front and tell their friends what are so special about him/ her being a superhero. tell to the class what are the special power you have, and of course I guide them on what to say to the class. this time, it's more to interviewing the superhero.

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  9. INTERESTS - I usually find that very young children are interested in themselves, their families, food, pets, toys and the immediate environment. These interests can help us to plan topics to motivate and engage them. An example is provided to demonstrate how an interest in food emerged from the well-loved story, The Very Hungry Caterpillar. I seized the opportunity to create a 'Fruit Shop’ that resulted in 'hands-on' experiences and activities within which my class could see, feel, touch, smell and taste key language in an immediate way. CONCLUSION The best way to sum up all that we have discussed is: I hear and I forget, I see and I remember, I do and I understand. The young leaners needs to do in order to learn effectively. Teaching them is challenging, fascinating, exhausting, exciting and fun. Always give them time to think, assess their learning in concrete contexts which make “ sense of humour to the young leaners”

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  10. As for my previous experience on play that I had done with my pupils was “Little Red Riding Hood” for year 2 in the topic “I am Special”. I had the pupils with mix abilities. So I have to simplify the dialogue in order to attract the pupils to read and memorize the dialogue. During the Listening and Speaking lesson my pupils and I had watch the video clip of the story. I also distributed the dialogue to each group for them to read it with me and practice in their group. Usually I will divide the pupils with mix abilities. So that, they will mix around and the good pupils can help the weaker pupils. The video clip can attract my pupils’ attention to do the play. Meanwhile in the Reading lesson, I conducted the dialogue practice. They can practiced it with the group members. But before that, I distributed worksheet that the pupils need to fill in the missing words with their given dialogue. Pupils can refer to their respective dialogue. So it can increase the techniques of memorization for the pupils. Then during the Writing lesson, I asked the pupils to rewrite the whole dialogue as rebus writing. Sometimes I did the spelling or dictation with the pupils. This will enhance the pupils’ abilities towards the dialogue. During the Language Arts lesson the pupils and I had created the mask for each characters. I have prepared the outline for each mask and the pupils had to colour and decorate the mask creatively. Lastly after the pupils had completed the mask, they presented their play confidently as they had using the words, phrases and dialogue daily within 4 time lesson. Here I can see that my pupils enjoyed the play even though they did not memorize the whole dialogue very well. Some of my pupils were also shy and quiet timid to do the play at first. But when it comes to the third group to present, quite surprise they were eager to show their group play. By using plays and drama techniques, I can have participation from all of the pupils very well. I can see that the pupils try give their full commitment during the presentation.

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  11. Role-play is a structured set of circumstances that mirror real life and in which the participant acts as instructed. The participant is asked to play the part of someone else. He is given details about the person and situation that he is supposed to be in. The activity the student is given is in fairly controlled scenarios. The student interacts in small groups or pairs taking the part of different characters. In extended role-playing, improvisation is included. According to Hodgson and Richard (1974), improvisation is a spontaneous response to the unfolding of an unexpected situation. This activity is less guided and allows more room for spontaneous response. The tension or conflict in role-play creates unpredictability and this is a key element in language use and something students should be prepared forou are able to express yourself because you are somebody else, making it like another life. Mark
    When doing ,Chad and the Milkman with my Year 1 pupils.My pupils were supplied with guidelines to assist them in getting the tasks completed.I also prepared script for them.When doing the activities my pupils were informed at the beginning that the teacher would take a minor role in the process, primarily as facilitator and observer but that would intervene if circumstances warranted it. They were also informed that they could request additional information if they thought it necessary, but none did. I also did intervene on several occasions to encourage slow learnerns to contributed. Their responses suggest that the role-play had been a valuable learning experience

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  12. i have done the play for year 1. the title is DILLY DUCK DOUGHNUTS..I noticed they like to do the play but i found some troubles in memorizing the script even it quite easy as i just follow the sentence in the text..maybe they still shy in expose themselves and lake of confident but all of them..as i can said it still enjoying..

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  13. 1. Decide on the Teaching Materials

    The teacher must decide which teaching materials will be used for role play activities. The teaching materials can be taken from text books or non-textbook teaching materials such as picture books, story books, readers, play-scripts, comic strips, movies, cartoons and pictures. The material is selected ahead of time by the teacher. The teacher can also create his or her own authentic teaching materials for role play activities. The teaching materials should be decided based on students' level and interests, teaching objectives and appropriateness for teaching
    2. Select Situations and Create Dialogs

    Then a situation or situations to be role played should be selected. For every role plays situation, dialogs should be provided (by the teaching materials or by the teacher) or created by the students themselves.
    3. Teach the Dialogs for Role Plays

    The teacher needs to teach the vocabulary, sentences, and dialogs necessary for the role play situations. The teacher needs to make sure the students know how to use the vocabulary, sentences and dialogs prior to doing the role play activities, otherwise, the teacher should allow students to ask how to say the words they want to say.
    4. Have Students Practice the Role Plays

    Students can practice in pairs or in small groups. After they have played their own roles a few times, have them exchange roles. That way, students can play different roles and practice all of the lines in the role play. When students are confident enough to demonstrate or perform in front of the class, the teacher can ask them to do so for their classmates.

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