Sunday, January 18, 2015

PPG-PLAYS AND DRAMA FOR YOUNG LEARNERS (INTERACTION 2)



















18 comments :

  1. You have such an interesting blog. Thanks for sharing, I enjoyed reading your posts. All the best for your future blogging journey.

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    1. Which posts do you read, Mr Sridhar? Thank you for showing your interest in my blog. Basically, I share some information on courses with my students. I also posts some online news so that my students could participate in the discussions.

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

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  3. Dear teachers,
    I am sure all of you have adapted scripts before to be used by your young learners in the primary ESL classroom. Why do you adapt the scripts? What are the adaptations done? Justify them.

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  4. You can provide further examples to give a clearer thought.

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    1. AN unsuitable play-script may be simply inappropriate for this particular class – not a manageable number of parts, language that is too complex, unsuitable theme etc. – or maybe it is genuinely a weak story that no one can relate to. On the other hand the story may be a good story that needs to be better adapted; Ruth Wickham, Brighton Education Training Fellow, IPGKDRI. I totally agreed to the claimed above.
      Adapting play script to suit my pupils’ capabilities and time management to present the play later on. The script content should be at their level of learning. Introducing a few new words or vocabulary is acceptable but if the vocabulary content is meant for a higher level proficiency pupils. Some dialogues may not be suitable for certain scene so I will probably change the dialogue or delete the inappropriate dialogue so that the play will run smoothly. I can even add on some new characters to accommodate the number of pupils I have in the class. This act ensures pupils chances in participating in the play. The new characters may add in some twist to the original storyline. It will certainly make the play more interesting and full of suprises.Lastly, I also took some considerations on the location, background, costumes and also props to complete certain play performance.

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  5. Drama puts the teacher in the role of supporter in the learning process and the students can take more responsibility for their own learning. Drama for second language learners can provide an opportunity to develop the imagination of the students. If the script is not quite perfect for the situation, adaptations can often be made. First aspect of adaptation is Lexical items. It is where individual words or whole phrases can be substituted to better suit the theme of the vocabulary that is being learnt, or to be more culturally appropriate, for example Instead of Hamelin we had changed it to Green Village which is nearby Perlis. This is more contextual to them.

    The second aspect would be Context and Cultural Considerations. Dramas always have a cultural context. Many English language scripts are strongly British, and are full of seasonal or weather issues, festivals or national days, and patriotic or religious matters. This may be an opportunity for young children to learn about other cultures and situations, or it may be offensive and inappropriate, or even just too difficult for the teacher to explain the differences. In these cases the text may need to be abandoned, or adapted. Sometimes the teacher may want to adapt the text to the local context, simply because it is fun to do so and the children can be motivated by singing / talking about their own context. In this drama, there is a scene where the young man will be serving pork to his wife in the igloo and this is inappropriate to our culture. Therefore, the script is adapted to serving chicken and the setting is changed to a village house where we can found easily in our country.

    Besides, most young pupils also will respond to anything that the teacher is excited about, especially if they like the teacher. For example, they like additional sounds effects that can make the script livelier. For instance, the script is dull without any sound effect. Therefore, adaptation is done. For the part where the animal character cow talks, it is assisted with the sound of mooo..moo and this made the young pupils to really love to participate in the drama.

    Ganesan Veerappan
    PPG Tesl
    Sem 6

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  6. I will search a story that interesting to young age. I will choose according to my pupils need such as easy, simple and fun. Based on Goldilocks story, I will make it easy to understand, simple to act and fun to sing a song. I must recognize the character in the story and I need to adapt to float a new character to create a simple drama script. According to the script, it must use simple words that match with daily conversation. The songs that plays with script also must match and fun to sing and easy to say and can be follow by the audience. The songs must be created with action move to attract audience.
    Maria binti Zainal
    PPG Tesl / Sem 6

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  7. Adapting the scripts before using it is important. I usually adapt the script to make it appropriate for my pupils. The content can easily be comprehended by them. By making it easy for them it also make it easy for me to manage them during any plays.

    The script adapted must also age appropriate means that the story chosen by me must be appropriate to the level of my age. Story such as Snow White or Aladdin is the kind of fairy tales that is appropriate to them.

    The language level of some storybooks also will be taken into my consideration. Some of them are too high for my pupils. By adapting the story, I can make the language level of the story appropriate to my pupils’ language level.

    The scripts must also have the suitable length. Too short, the message might be not attracting the interest for my pupils. Too long, might bore them. So, it is important for me to make the length of the script to the most suitable length.

    The script must also suitable for the class number. Every pupil wants to take part in plays and drama. No one wants to be left behind. As their teacher, I need to make sure that they will get their part. To make it happen, I usually know the number of my pupils. Adapt the script and divide the pupils into groups. Each group will have the chance to conduct the play in their own creative idea. I would not care if it took more than one day. I just want them to have their own part.

    Mohd Nizam Mohamed
    PPG TESL S6 2015

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  8. This comment has been removed by the author.

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  9. Teachers are often asked to modify a text or passage to accommodate special needs for students. In fact, all students will benefit from the adapting script to be simple which as known as good teaching practices. One reason teachers may need to adapt scripts is to help develop a greater understanding of the content by their students. It also allows material to be relevant to the specific needs of the students to make their lesson or teaching perfect. By the way students remember what they see and study. The first step is to adapt scripts or easily available materials to suit the teaching / learning needs we may have. Using adapting scripts can save time, effort and expense in acquiring new English as a foreign language materials or materials for teaching or learning another foreign language. The following are the reasons why teachers needs to adapting scripts:-

    a) Unsuitable material level
    Whatever scripts teachers may have or be able to get may not be suitable for their student’s needs. Authentic materials are usually produced for native speakers. This often means that an adjustment is required before we can may effective use of the materials (original script).

    b) Too difficult
    If our students are beginner level, we may well have to simplify vocabulary or context elements to render passages and listening comprehension segments useable.

    c) Too long or short
    Lessons and study sessions are most often time-controlled. If we as teachers need an activity or a script for a short classroom practice activity, a longer authentic language piece might need to be excepted or shortened to make it fit into our lesson's context. A shorter piece may need additions in the way of activities or discussions to flesh out its usefulness in the classroom setting.

    d) Adapt for specific use
    At the time of using an authentic script, we may well be working on a specific context, grammatical point or language structure in class. This might mandate that we adapt it to reflect use of those grammar or structure elements.

    e) Use of grammar or language
    Extensive use of grammar or structures not known to the students may be featured in the authentic language passage. Adjustments, then, would likely be necessary in the way of glossaries, key word definitions or explanations of language aspects before the use of the passage.

    Uma Mageswari Balakrishnan
    PPG TESL
    Sem 6
    2015

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  10. Adaptation :
    Being responsible because the author holds the copyright.
    So that the script is appropriate and suitable for their age and level
    Simplified the content and language if necessary
    Interesting and fun to capture their interest
    Not too lengthy

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    1. I agree with you perlyn. We can't take things for granted.

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  11. 1.To suit pupils background and easy for them to understand
    2. To suit their level
    3.Save time and money
    4.To motivate them

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  12. Drama puts the teacher in the role of supporter in the learning process and the students can take more responsibility for their own learning. Drama for second language learners can provide an opportunity to develop the imagination of the students. If the script is not quite perfect for the situation, adaptations can often be made.
    For the weak class, the adaptation is a must for some drama script are too complex for them and they find it hard to adapt and understand the situation given in the drama. That’s why I choose common popular stories such Goldilocks or Cinderella, or maybe I do some adaptation, take short story from text book and turn it into drama.
    When it comes to drama, everybody wants to participate, maybe I can create more characters even though the story is just revolves around themselves, but the important thing is that they’re willing to participate.

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  13. All teachers will have to prepared many kinds of strategies to ensure the pupils would interests to the lesson. Same goes for teaching drama and plays in the ESL classroom. Teacher needs to think twice before using the original scripts directly to the pupils. This is because in the classroom teachers will have to face different level of pupils to teach. As for me there were varieties of reasons to adapt the original scripts into such an interesting, simple and attractive scripts for my pupils.

    Meanwhile, in adapting the scripts, I will make sure that the story line still appropriate for the pupils. It would make the pupils understand the scripts and easier for them to do the play in the classroom. The scripts also need to have simple language and easy for the pupils to understand the words. By using the simple words it can help the pupils to perform well during the plays. Other than that, the length of the dialogue and characters need to be consider. As all the pupils need to participate and the weaker pupils can do well also.

    As for example, I have choose “Little Red Riding Hood” for year 2. Many of my pupils were the Linus pupils, so I need to create the simple and attractive language, short dialogue with meaningful words and I also need to consider the length for each characters. I also implement some song to the plays, so all the pupils can enjoy and sing the song together with their own action.

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  14. we need to do the adaption if the story when...
    1. the length is to long
    2. the story line is to complicated to understand
    3. the words or the language itself is not suitable for kids to understands but still want to expose example oliver twist.
    the purposes :
    1. can help pupils more understand the story or song
    2. can interect pupils to read the story..
    3. enjoy the story

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  15. All classes are mixed ability to one extent or another. Extreme cases, when you have near native level speakers with beginners, can be very challenging for the teacher.

    In these cases it’s important to remember that all students will get something out of the class, but not necessarily the same things, and not necessarily what you aim to teach them! For example, the beginners may begin to get a grasp of your classroom language whilst the stronger students may begin to be able to put a new tense into use.

    Adapting materials for mixed ability classes can take different forms.

    One way to adapt materials is to rewrite reading texts and grade the language accordingly for different levels. In an ideal world where a teacher has all the time in the world to prepare their classes this may be the perfect solution. However, the reality is that this sort of adaptation is extremely time consuming and not many teachers can actually go to this length to adapt materials for mixed level groups. Another problem that can arise with this sort of adaptation is that it can be awkward to give out different texts to different students. There’s a danger that they will instantly realise that they have been labelled as a weak or strong student and, in the case of the weaker students, this will no doubt effect their motivation.

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