UNESCO Associated School

Experimental Establishment of the Institute of Pedagogics of

The Academy of Pedagogical Sciences of Ukraine

Potyomkina Olga VasylivnaPotyomkina Olga Vasylivna

Occupation: Occupation: Teacher of EnglishTeacher of English

Qualification: Qualification: SuperiorSuperior

Professional Degree: Professional Degree: Senior TeacherSenior Teacher

Teaching Experience: Teaching Experience: 20 years20 years

Dramatization and puppet theatre as one of Dramatization and puppet theatre as one of the most effective types of extracurricular the most effective types of extracurricular

work in teaching foreign languageswork in teaching foreign languages

Presentation Plan:Presentation Plan:• IntroductionIntroduction• Extracurricular work in teaching EnglishExtracurricular work in teaching English• DramatizationDramatization• Puppet theatrePuppet theatre• ConclusionConclusion• ReferencesReferences

As many languages you know, as many times you are a human being.

Learning foreign languages is an essential condition of the formation of a highly cultured, harmoniously developed, socially

active person. 

Aims of extracurricular work in teaching foreign Aims of extracurricular work in teaching foreign languages:languages:

• Expansion and deepening of language skills of a Expansion and deepening of language skills of a student in foreign communicative activities student in foreign communicative activities masteringmastering

• Interest stimulating, motivation reinforcementInterest stimulating, motivation reinforcement• Development of creative abilities of studentsDevelopment of creative abilities of students• Expansion of worldviews of studentsExpansion of worldviews of students• Development of skills of independent workDevelopment of skills of independent work• Formation of sociocultural competenceFormation of sociocultural competence

The object of extracurricular work in The object of extracurricular work in teaching foreign languages:teaching foreign languages:

• PracticalPractical• EducationalEducational• PedagogicalPedagogical• CommunicativeCommunicative

Principles of extracurricular activities:Principles of extracurricular activities:• The principle of communicative activity The principle of communicative activity • The principle of life and studying connectionThe principle of life and studying connection• The pupils’ age considering principleThe pupils’ age considering principle• The principle of cross-subject relations The principle of cross-subject relations

Types of extracurricular activities:Types of extracurricular activities:• Individual Individual • GroupGroup• MassMass

Dramatization is one of the most interesting Dramatization is one of the most interesting and most effective types of work at language and most effective types of work at language

classes and in extracurricular activitiesclasses and in extracurricular activities

Using of theatrical activities at English lessons Using of theatrical activities at English lessons promotes:promotes:

• Sociolinguistic competence formationSociolinguistic competence formation• General cultural competence formationGeneral cultural competence formation• Students’ vocabulary replenishmentStudents’ vocabulary replenishment• Increasing children’s motivation to language learningIncreasing children’s motivation to language learning• Worldviews expansionWorldviews expansion

Why we use Why we use dramatization:dramatization:

•Motivation Motivation

•Familiar activitiesFamiliar activities

•ConfidenceConfidence

•Group dynamicsGroup dynamics

•Different methods of Different methods of

teachingteaching

•Language personalizationLanguage personalization

•Language contextsLanguage contexts

•Cross – cultural contentCross – cultural content

•Dramatization – instead of Dramatization – instead of

a lessona lesson

How to use How to use dramatization dramatization

in the in the classroom:classroom:

•Choose the right activityChoose the right activity

•Start smallStart small

•Organize the classroomOrganize the classroom

•Give feedbackGive feedback

•Transform stories into mini Transform stories into mini

plays plays

•Let the students choose the Let the students choose the

rolesroles

•Have students practise Have students practise

learning different partslearning different parts

•Prepare the costumes and Prepare the costumes and

scenery with the studentsscenery with the students

•Put on the play for other Put on the play for other

students, teachers and parents students, teachers and parents

Dramatization is effective because:•Fairy tales, music plays and puppet shows are close and available to students of different ages•The plot and the language of fairy tales and literary works are integrated into the language learning•The language of fairy tales and plays is simple and easy for remembering•Short colloquial forms, set expression, idioms and spontaneous speech are often used •Learning is active, not passive•Accompanied by energetic movements and deep emotions

Through the role playing students master such Through the role playing students master such communicative skills as:communicative skills as:

• The ability to start the conversation, to keep it up or The ability to start the conversation, to keep it up or to interrupt the interlocutor when it is necessaryto interrupt the interlocutor when it is necessary

• The ability to agree or disagree with the interlocutorThe ability to agree or disagree with the interlocutor• The ability to finish the conversationThe ability to finish the conversation

Watching the play and especially personal Watching the play and especially personal participation in it:participation in it:

• Provides development of different emotions of kidsProvides development of different emotions of kids• Fulfills educating, pedagogical and developing Fulfills educating, pedagogical and developing

functionsfunctions• Promotes language development and theatrical Promotes language development and theatrical

skillsskills• Contributes to cultural and emotional development Contributes to cultural and emotional development

of studentsof students• Makes creative atmosphereMakes creative atmosphere

SurveySurvey -Do you like drama ? -Why do you like drama ?-Do you like drama ? -Why do you like drama ? -Because we don’t sit at the desks.-Because we don’t sit at the desks.

We don’t write, we just speak.We don’t write, we just speak.

-Because I can pretend different -Because I can pretend different animals.animals.

I learn many new words. I learn many new words.

-Sure ! It’s my favourite.-Sure ! It’s my favourite.

-I like to play miming -I like to play miming games.games.

I can be the super-star. I can be the super-star.

-Certainly ! I enjoy it. -Certainly ! I enjoy it.

-Our parents come to watch our performances !-Our parents come to watch our performances !

References:References:

Абрамян В. Ц. “Театральна педагогіка” – К.: Лібра, 2002Абрамян В. Ц. “Театральна педагогіка” – К.: Лібра, 2002

Артемова Л. В. “Театр і гра” – К., 2002Артемова Л. В. “Театр і гра” – К., 2002

Бєзгін І. Д., Семашко О. М., Ковтуненко В. І. “Театр і глядач Бєзгін І. Д., Семашко О. М., Ковтуненко В. І. “Театр і глядач і сучасній соціокультурній реальності” – К., 2002і сучасній соціокультурній реальності” – К., 2002

Корнієнко Н. “Самосвідомість: гра в театр” – К., 2002Корнієнко Н. “Самосвідомість: гра в театр” – К., 2002

Макаренко Л. “Все про театр і дитячу театралізовану Макаренко Л. “Все про театр і дитячу театралізовану діяльність” – Джміль, 1999діяльність” – Джміль, 1999

Чурилова Чурилова Э. Г. Э. Г. ““Методика и организация Методика и организация театрализованной деятельности дошкольников и театрализованной деятельности дошкольников и младших школьниковмладших школьников” – Москва, 2003” – Москва, 2003

Phillips, S. 2000. Drama With Children. Oxford: Oxford Phillips, S. 2000. Drama With Children. Oxford: Oxford University PressUniversity Press

Wessels, C. 1987. Drama. Oxford: Oxford University PressWessels, C. 1987. Drama. Oxford: Oxford University Press