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Able to develop a sense of awareness of self in the mainstream culture through the dramatic interpretations of the poem. Enables pupils to experiment with non-verbal communicative aspects of language such as: Body language Gestures Facial expressions
Facilitating comprehension of vocabulary, idioms, cultural aspects and plot. Stimulating interest and conversation and interacting with the pupils.
Examples of poems that have been used succesfully in the ESL classroom.
Woodpecker in Disguise, by Grace Taber Hallock. - Recommended for advanced beginner and low intermediate level young children. - E.g: Pupils take turns being the narrator (Woodpecker taps at the apple tree) (says he,)(Little bugs says).
Students portraying the woodpecker practice using body gestures (Woodpecker taps at the door) and asking questions (who is it, sir?)
Woodpecker taps at the apple tree. "Little bug, open your door," says he. Little bug says, "Who is it, sir?" Woodpecker says, "The carpenter."
2)Teaching strategies.
Teacher provides pupils with the background of the poem. Introduces difficult or unusual vocabulary. Read aloud to the pupils. Pupils discusses it together. The pupils read the poem chorally, and then take turns reading it aloud individually.
Pupils prepare to dramatize the poem by selecting characters, roles, sceneries, lighting and costumes.
Rehearse the dramatization of the poem and discusses the improvisation.
THE END
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