Aleksandra Wasilewska
Monika Świerczyńska
EWiP z nauczaniem języka angielskiego
IIIr Io
Drama and puppets
Helping children build social skills as they learn to listen to each other and take turns
Kids learn cooperation and acceptance of other's ideas and wishes
Emotions can be released in a healthy way as kids use the finger puppet to express their feelings and concerns and children can practice saying what they feel through the finger puppet
Language development is accelerated as children experiment with different voices and characters
Finger puppet play helps children distinguish between fantasy and reality - they pick up a lifeless inanimate finger puppet and all of a sudden it becomes a living talking being
Warm-up activities
1. “ Guiding the blind “ – students pair off and decide who is the blind person and who is the guide. The blind person shuts his/her eyes and is guided by their partner’s instructions, e.g. writing something, opening a window, jumping.
It’s a trust and sensitivity exercise, which prepare students for close physical collaboration and help them build up a secure relationship.
2. Miming – Students can mime situations e.g. ‘ you’re watching a table tennis match’ , ‘ you’re driving a car’, feelings e.g. ‘ you’re sad/happy/angry’ , people e.g. ‘ you’re fireman/ teacher/ policeman’, animals e.g. ‘ you’re an elephant/ fish / cat/ dog’. Students work in pairs. One person draws a card with a situation to be mimed, but does not show it to the partner. Then she/he mimes it and the other person guesses.
This activity help represent ideas or stories through gestures and facial expressions.
Activities with the puppets.
1. Circle Talk - everyone sits in a circle with a puppet. Instead of having the kids talk, the puppets do all the speaking. You could ask each person to give his puppet a characteristic way to speak or move, eg. very exaggerated; squeaky voice; shy etc. The puppets could take turns talking about their day, or the things they like best/like worst. You could have each puppet tell a bit of a story and then pass it on to the next puppet to continue. Shy kids might participate if their puppet gets to do the talking.
2. Interaction with the teacher and the pupils – a puppet which is used as a class mascot may help to encourage even shy learners to respond. Pupils have a reason to tell the puppet who they are, what they like or can do, as well as ask the puppet, who is a stranger to the class or group, similar questions. The teacher may also explain things to the puppet and thus give an additional opportunity for all the learners to understand the explanation.
Example of the ‘talk’ between the teacher ( Self ) and a puppet (Shaun ) :
Self. I would like to introduce you to a friend of mine. This is Shaun the sheep. Say 'Hello' Shaun.
Shaun. Baaah.
Self. Thank you Shaun. I have brought Shaun along to our class today because he tells me that he's the very sheep we were hearing about in the story - the sheep that ran away. Is that true Shaun?
Shaun. Baaah.
Self. Thank you Shaun, I thought it was. Now Shaun, will you tell these boys and girls your side of the story?
Shaun. Baaah.
Self. Thank you very much Shaun, I knew you would. Firstly Shaun, what made you run away?
Shaun. Baaah. I wanted to do what I wanted to do, and go where I wanted to go.
Self. That's like a lot of boys and girls today. They just want to go their own way, and don't listen to their parents, teachers, or even God. What happened after you ran away?
Shaun. It got darker.
Self. Well it does get dark at night Shaun, but what happened next?
Shaun. It got darker.
Self. Yes, and then?
Shaun. It got darker.
Self. I think we all understand that Shaun. It was very dark, but what happened next?
Shaun. It got colder.
Self. Oh I see. It was cold as well as dark that night. What happened next?
Shaun. It got colder.
Self. Yes, and then?
Shaun. It got colder.
Self. I am sure we all understand that Shaun. It was very dark and very cold, and you must have been very frightened by now. But what happened next?
Shaun. Then I heard a lion.
Self. Oh Shaun, that must have terrified you. What happened next?
Shaun. Then I heard a wolf.
Self. Oh Shaun! A wolf as well as a lion. What did you do?
Shaun. I ran and ran and ran.
Self. I'm not surprised. I think that if I were on my own on a cold, dark night and I heard a lion and a wolf, I would run and run and run. What happened next?
Shaun. I ran and ran and ran.
Self. Yes, and then?
Shaun. I ran and ran and ran and ran.
Self. Yes Shaun, but after you ran and ran and ran, and ran and ran and ran, and ran and ran and ran and ran, what happened next?
Shaun. I ran and ran and ran into a thistle.
Self. Oh Shaun, that must have been very painful for you. What happened next?
Shaun. All of a sudden, there was the Good Shepherd.
Self. That's right, he came out on that cold, dark night just to look for you. Did he give you a row for running away?
Shaun. No, he just picked me up and took me home.
Self. I expect that was when you got a row for running away?
Shaun. No, we just had a big celebration party.
Self. That's right. The Good Shepherd was so happy at finding you that he invited all his friends, relatives and neighbours to celebrate with him. What do you think of the Good Shepherd now?
Shaun. He's so good to me.
Self. Will you ever run away again?
Shaun. No, I will never leave the Good Shepherd again.
Self. Good, I think you have learned your lesson.
Shaun. I want to go back to the Good Shepherd now.
Self. We understand that Shaun. You don't want to be away from the Good Shepherd for too long. We will let you go back to him.
Shaun. Before I go, can you answer me a question.
Self. We will if we can Shaun. What is your question to us?
Shaun. Where does a sheep go to get a wool cut?
Self. I know where I go to get a haircut, but where would a sheep go to get a wool cut?
I think you will have to give us the answer Shaun.
Shaun. He goes to the Baa Baa's!
Self. Good bye Shaun.
3. Stories – repetitive stories may help develop the skills of predicting and encourage the pupils to join in performing the story. Acting out the story with the puppets in front of the group of peers teachers the pupils how to take turns, co-operate and listen to others. Stories with action and short dialogues prove to work most effectively.
Example :
Narrator : In the forest lived a little girl with mummy and daddy. She was very pretty. She had a grandma. One day her grandma was sick.
Mummy:
Red Riding Hood take this basket to your grandma, but be careful don’t stop on the way and don’t talk with strangers. Red Riding Hood: Don’t worry mummy I’ll be careful. Bye bye
( Girl is going to the forest and sings with children a song )
Jump, jump I can jump I can jump in my new shoes.
Red, black, yellow, blue I can jump in my new shoes.
Run, run I can run I can run in my new shoes.
Red, black, yellow, blue I can run in my new shoes.
Sing, sing I can sing I can sing in my new shoes.
Red, black, yellow, blue I can sing in my new shoes.
Pick, pick I ca pick I can pick in my new shoes.
Red, black, yellow, blue I can run in my new shoes.
Wolf ( who is hiding in the forest ) : What’s your name?
Red Riding Hood: I’m Red Riding Hood, but my mummy doesn’t allowed me to talk with strangers. People say that the bad wolf is in the forest.
Wolf: I haven’t met any wolf here. What are you doing here?
Red Riding Hood:
I’m going to visit my grandma. It’s not far from here. I’ve got some food for her.
Wolf: Your grandma will be very happy, but I’m sorry I have to go now. Have a nice walk.
(Red Riding Hood is going to Her grandma’s house and sings with children )
Walk, walk I can walk I can walk in my new shoes.
Red, black, yellow, blue I can walk in my new shoes.
Go, go I can go I can go in my new shoes.
Red, black, yellow, blue I can go in my new shoes.
( Wolf is knocking to grandma’s door)
Grandma: Who is it?
Wolf: It’s me Red Riding Hood. I’ve got some food for you.
Grandma: Come in, please.
(Wolf is opening a door, next eats grandma. Red Riding Hood knocks the door)
Wolf: Who is it?
Red Riding Hood: It’s me Red Riding Hood. I’ve got some food for you.
Wolf: Come in, please.
Red Riding Hood: Ohh grandma why have you got big eyes?
Wolf: To see you better.
Red Riding Hood: Ohh grandma why have you got big ears?
Wolf: To hear you better.
Red Riding Hood: Ohh grandma why have you got big teeth?
Wolf: To eat you!
( Wolf eats Red Riding Hood )
Wolf: I’m feeling good now. I need a rest.
(Wolf lies on the bed and falls asleep, children sings)
Sleep, sleep I can sleep I can sleep in my new shoes.
Red, black, yellow, blue I can sleep in my new shoes.
Dream, dream I can dream I can dream in my new shoes.
Red, black, yellow, blue I can dream in my new shoes.
Daddy: What did you do with the grandma and the girl? Give me back the grandma and the girl.
Wolf: Just a moment... Ekh, ekh (Grandma cames out ) Ekh, ekh (Red Riding Hood cames out )
Narrator:
Red Riding Hood and her father came back home. From that time all family lived happily.
(Children sing a song )
This is Red Riding Hood, she is nice and good.
She is a funny girl, will help you if she can.
This is a funny wolf, sometimes it isn’t good.
Looks like a playing pet, he isn’t hungry yet.
Her grandma lives in wood, she needs to take the food.
Red Riding Hood has gone there, to be so close with her.
This is a lovely mummy, she’s always bright and sunny.
She loves to smile and play, let’s get a funny day.
Her daddy saved them all, because he’s brave and tall.
A wolf was scared by him, escaped and stayed so dim.
Performance follow-up activities.
Making a class poster which could contain : the title of the story, the puppets or drawing of the story characters performed by the students and some speech bubbles.
2. Book-making – where the pupils can make a book consisting of the main scenes of the story.