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    Esl Drama Start
    Esl Drama Start
    Esl Drama Start
    Ebook129 pages1 hour

    Esl Drama Start

    By Julie Meighan

    ()

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    About this ebook

    ESL Drama Start consists of over one hundred drama games and plays that can be use in the English language classroom. Drama games are a perfect tool to use in any classroom that encompasses multiple learning styles, ability levels and age groups. In addition, the activities in this book help ESL students to access active language in an effective and imaginative way. The activities in this book facilitate students' ability to learn in different ways as visual learners, auditory learners
    and kinaesthetic learners.

    LanguageEnglish
    PublisherJulie Meighan
    Release dateOct 28, 2018
    ISBN9781386380306
    Esl Drama Start
    Author

    Julie Meighan

    Julie runs an educational blog at http://dramastartbooks.com where she writes about all aspects of drama in education. She has written several books for teachers on the subject. Her books have been translated into several languages including Hungarian and Chinese, and to date have sold over 30,000 copies. Julie is currently a lecturer in Drama at Cork Institute of Technology, Cork, Ireland where she lectures on the Early Years Education and Social Care degree courses. She has delivered drama workshops and training to a wide variety of academic and professional organisations worldwide.

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      Book preview

      Esl Drama Start - Julie Meighan

      A FREE BOOK!!!!

      If you would like to sign up for our mailing list and receive a free copy of Aesop’s Fables on Stage click here. Aesop’s Fables on Stage is a collection of plays based on the popular fables.

      Introduction

      ESL Drama Start consists of over one hundred drama games and plays that can be use in the English language classroom. Drama games are a perfect tool to use in any classroom that encompasses multiple learning styles, ability levels and age groups. In addition, the activities in this book help ESL students to access active language in an effective and imaginative way. The activities in this book facilitate students’ ability to learn in different ways as visual learners, auditory learners and kinaesthetic learners. Part one contains drama games that are divided into ten sections, which not only enables the young learners to improve self-confidence, build trust, communicate effectively and develop creativity, but they can also have a profound effect on literary development, academic success and social interaction. The games help students to explore creativity, communication, mime, movement, improvisation, puppets and storytelling while developing their listening and concentration skills. The drama games are fun, challenging and rewarding, not only for the students but also for the educators/leaders themselves.

      Part two of this book contains six simple plays that can be used as performance plays, readers’ theatre or used to promote reading in groups. Each play is between five and ten minutes long. The plays can be adapted to suit the various needs of the group. The cast list is very flexible and more characters can be added. Characters can be changed or omitted. In addition, the teacher/group leader can assume the role of the storyteller if the students are unable to read or not at the reading level required.

      Props/costume/stage directions:

      There are a minimal number of props needed for these plays. Costumes can be very simple. The students can wear clothes that are the same colour as their animal. They can wear a mask or use some face paint. All suggestions for stage directions are included in brackets and italics.

      Part One: Drama Games

      Some Practical Advice for Teachers before You Begin

      Introduce drama into your language class slowly. Students maybe lacking in confidence, especially if English is not their first language. Start with very simple warm-up games such as The Name Game or Greetings. Once you have built a sense of trust and teamwork, begin to focus on more complex and exploratory games or on games that demand a student’s involvement.

      Choose the right activity for the class. You must know what you want to achieve. Younger students may be more comfortable with class or teacher-led games. Older students prefer to work in smaller groups where they can contribute their opinions and express their thoughts and ideas to each other.

      Never ask a group to play a game you would not play yourself.

      Be very clear with your instructions. Ask for feedback from the students to make sure they understand what is involved and what each participant should do.

      Be enthusiastic. The students will be drawn to your energy and will get excited about the prospect of participating in the activity.

      Give a demonstration wherever possible.

      Involve yourself in the game. Don’t give the group instructions and then go and sit in a corner of the room to watch or correct.

      Each drama game is listed with details of the minimum number of students required for the game to work. Detailed instructions are also provided with suggested extensions/variations for some of the games. The resources needed are included and the level of each game is described as follows:

      Beginners+: suitable for all levels.

      Elementary+: suitable for all levels from elementary onwards.

      Pre-intermediate+: suitable for all levels from pre-intermediate onwards.

      Intermediate+: suitable for all levels from intermediate onwards.

      Getting-to-Know-You Activities

      Getting-to-know-you games are a perfect opportunity for the students not only to learn their classmates’ names but to also find out some interesting facts and information about them. Getting-to-know-you exercises should be fun and interactive. They help build trust and friendship among peers and lead to a happy and relaxed classroom environment. In addition, the activities in this section give the teacher some indication of the students’ strengths and weaknesses in relation to the English language. The following aspects of language that are covered in this section include greetings, introductions, asking and answering questions, statements, present tense, gerunds, present perfect, adjectives and vocabulary.

      Game: Greetings

      Level: Beginners+

      Other benefits: The focus of this game is for the students to learn how to greet people. The extension to the activity promotes imagination and creativity.

      Minimum number of participants: 3

      Resources needed: Clear space.

      Instructions: The students stand up and walk around the room in different directions. They have 30 seconds to shake everyone’s hand and say, Hello, my name is .... Pleased to meet you.

      Extension: You can make this more difficult for higher levels. Once the students have greeted everyone in 30 seconds, they can go around the room and greet everyone in different scenarios. The teacher calls out different scenarios.

      Examples of different scenarios:

      Greet someone you haven’t seen for ten years.

      Greet someone who owes you money.

      Greet everyone as if they have bad breath.

      Greet everyone as if you are in love with them.

      Greet everyone as if you don’t like them.

      Greet everyone as if you are suspicious of them.

      Greet everyone as if you are frightened of them

      Game: Snowballs

      Level: Pre-intermediate +

      Other benefits: Statements and interrogative questions are the language focus here, but this activity also helps the students to be observant and aware of other people's body language.

      Minimum number of participants: 4

      Resources needed: Clear space, pieces of paper and pens.

      Instructions: This is a good icebreaker or warm-up game for a class that doesn’t know each other that well. Give each student a piece of paper. Each student writes a statement about themselves on the piece of paper. When everyone has done this, they scrunch up the paper and throw it in the circle. They keep picking up and throwing different pieces of paper until the teacher says stop. They pick up a random piece of paper and they must ask each other questions to find out who the piece of paper belongs to. If the group knows each other well, get them to

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