Hey guys, I’ve posted drama session about its’ theoretical features. Now I am here with drama examples. I hope they’ll be useful for you and enjoyable for your cuties.
ACTIVITY 1 – Five..Four..Three..
This activity has been adapted from Tim Tuck’s Drama Warm-ups,D1, Fun and Easy Drama Activities, Lower, Middle and Upper Primary:
Materials: one children’s song which last maximum four minutes and is preferably active and favorite of young language learners
This activity requires whole class participation and is suitable for middle primary and upwards language learners. Large and open play area should be prepared quickly if the physical setting of the classroom allows.
How to do: Prepare the play area
have learners move around
Stop the music and call out “Groups of five..four..three..two..one..stop!” You can call out the numbers depending on the activity which requires different size. Sometimes instead of calling out the numbers, you can beat the group size number on a drum, board, desk or any material.
Learners must form a group of the designated size before you have finished counting down.
ACTIVITY2- Stop the Music
Materials: a song which can include names of the fruits
How to do: When the music on, all participants stand up, walk around the classroom or dance. When the music stops, learners have to find a partner and find one thing in common by asking questions “Do you like banana or No, I don’t like banana, I like apple.”. When the music plays again, learners move around and find another partner and one thing in common. When the teacher stops the activity, learners can report what they have found about each other.
ACTIVITY 3- Meeting
Materials: meeting Cue card:
Student A: Hello,what is your name?
Student B: My name is……..What is your name?
A:My name is …….
B:How old are you?
A:I am….. How old are you?
B:I am …….
A:Where are you from?
B: I am from…..Where are you from?
A: I am….
B: Nice to meet you!
A: Nice to meet you too.
How to do: The role play dialogue stated above can be noted on cards provided with visuals is distributed to the learners. Learners are asked to perform the role play activity assuming that they haven’t seen their classmates before, thus they can practice needed expressions for meeting someone new. Learners can change their partners as long as time allows.
ACTIVITY 4- I Can Run
Materials: “I can run” song and the action verbs flashcards
How to do: After the introduction of action verbs and grammar structure “I can run Can you run?” by the teachers through visuals, in the last 15 minutes of the class hour, the song “ı can run” played, however, learners shouldn’t be exposed its video version, then learners are asked to perform the actions (I can run,I can swim,I can jump,I can hop, I can skip) in the song without singing the song.After enough mime practice take place, learners can asked to sing the song by performing the actions. Lter or, teachers ask questions (Can you run? Can you jump? Can you swim?) to the learners by miming the actions and learners are expected to answer the questions and miming the action.This activity can be done in pairs, as well. Or ,learners are asked to walk around the classroom and pick as much as information they can about their friends by using “can” grammar structure and miming the action verbs. While sharing the information collected from their peers, learners can be tought to say “Ayşe can run or Ahmet can swim, he can wsim” thus, learners will have learned the use of “can” with third person singular (he,she)
ACTIVITY 5-Environment Orchestra
Select one environment,e.g, New York,Tokyo,Washington ,the zoo, a factory, a train station, an airport,a farm. The topic here is on the Farm.
Have the class identify what sounds are part of that environment.”What can you hear on the farm? The animals sound, the tractor sound,etc.
Have the students recreate these sounds using their voices and their bodies.Once five or six sounds have been identified and imitated, divide the class into groups.Give each group a sound. Explain that the class will now become the orchestra, playing the symphony of this particular environment. You will conduct. Provide the class with motions for louder, softer,faster,slower,stop,and start. The conductor controls it all by the motions.
ACTIVITY 6-Magic Box/ Magic Hat
Decide what you would like to put in the box for the students to find. The uses for the box are endless. Want them to close their eyes and relax. Have the students visualize a magic box in the front of the room. “When you open your eyes at the count of three, you will see-if you are using your imagination-a magic box on the desk in front of the room. Ready? One.. two..three…” Show them the box through pantomime, and discuss the properties of the box, such as color, size,and texture. Discuss the writing on the box. Accept all answers as correct. If a student denies seeing the box, respond with, “You’re right, you’ll only see the box if you use your imagination.
Pantomime opening the box. Tell the class what you’ve placed inside the box. Demonstrate what you want them to do. Reach in the box, find the object, and have the class guess what you found. Pantomime using the object. Select a student to follow the same process. Bring students up one by one. If the class is large, you can do half the class one day and other half the next. Give the class threee times to try and guess the object found. If no one guesses, have the student explain.
ACTIVITY 7- Imaginary Door
Have the students draw a door in front of them with a pieace of imaginary chalk. The door is closed. When they open the door, they can imagine anything or anywhere they want; a country, a continent, a forest or an ocean, a season, a concert, a football stadium. Anyhting.They will tell their imaginary places behind the door by using target language.
They can mime a picture, or dramatize an advertisement in the classroom without talking. Use your creativity, find a drama activity, and let them show their talent.
While writing this session I remember one of my university lecturers. I should thanks to my Drama Lecturer Serkan Köse for this precious knowledge.
Gürsoy, E., Arıkan,2012, Ankara,A. Teaching English to Young Learners: An Activity-Based Guide For Prospective Teachers, Norrsken Ltd. Şti.
To heroes of the class;