KURSUS PELAKSANAAN PROGRAM BACAAN SASTERA KONTEMPORARI KANAK-KANAK

BAHASA INGGERIS TAHUN 6 SK & SJK (2006)

PUSAT PERKEMBANGAN KURIKULUM

KEMENTERIAN PELAJARAN MALAYSIA

Ice-Breaking

1. Stand up in your groups.

2. The first person in the group, say your name and show an action which depicts your characteristics or the meaning of your name.

3. The next person, will do the same but repeats the name and action of the person earlier.

4. The activity will go on until the last person in the group says his/her name and repeats the name and actions of the other members in the group.

Children, more than any other category of learners, delight in make-believe. They are immediately at home in imaginary worlds, where they can act out a role, engage in ‘pretend’ activities, dress up, and for a short while become another person.

Alan Maley

Children act out scenes and stories from the age of about three or four. They play at being adults in situations, like shopping and visiting the doctor, which are part of their lives. Children try out different roles in make-believe play. They rehearse the language and the ‘script’ of the situation and experience the emotions involved, knowing that they can switch back to reality whenever they want to.

Sarah Phillips

What is Creative Drama?

ж dramatic activities which emphasizes on the

experiences gained by the participants

ж the emphasis is on process rather than product

ж it acts as a natural dramatic impulse to facilitate

learning

ж it facilitates the process of language learning.

Benefits of Creative Drama:♫ Encourages children to speak : Gives confidence and elevates their

shyness

♫ Allows children to communicate, using both verbal and non-

verbal communication

♫ Children communicate with and understand others in new ways

♫ Helps children learn about emotions, problem solving and

relating to other people

♫ Children develop their imaginations and confidence

♫ Stimulates creativity in problem solving

♫ Challenges children’s perception of their world and about

themselves

♫ Provides children an outlet for expressions of emotions,

thoughts and dreams

♫ Helps in the total development of children : builds confident self

image, requires self control and discipline, it’s highly team

oriented, develops tolerance and empathy

♫ Dramatizing a text is motivating and fun

dramatic play story enactment

imagination journeys

games

music dance

Creative Drama Activities

Let’s DoMime a monster

1. Work in pairs or groups.

2. Make a monster with two heads, five arms,

two legs and three horns.

Note : Using body language to express meaning.

1

Expressions

1. Look at your hands very closely. Study them.

2. Trace the lines and shape of the other hand.

3. Demonstrate different hand movements

4. Show gestures using your hands and ask

others in the group to guess.

Note : Using body language to express meaning.

2

Mirror Exercise

1. Find a partner.

2. A will start the actions and B will be the follower

(mirror).

3. B reflects all movements and facial expressions.

4. Next, A becomes the mirror and B will start the

actions.

Note : Concentration exercise.

3

Clap Around the Circle

1. Everyone claps in a circle.

2. Try to make it sound like one person is clapping.

3. Next, close your eyes and clap.

Note : Concentration exercise.

4

Who am I?

1. Think of a character in the story.

2. Prepare a simple mime.

3. Mime it to the group.

4. The rest will guess who they are and what they

were saying.

Note : Work on co-ordination and revising language.

5

It’s Play Time

1. Assign each pupil to a word.

2. Then, ask them to act out the word.

3. Next, read out sentences aloud and the person (s) with a particular word will do the action and stand in a line.

Note : Concentration exercise and language use.

6

Ime

itabout

, .

?

can’tbut why

because

tell

you

Tell me about it,

But, I can’t,

But, why?

Because, I can’t tell you.

Soundtrack7

1. Listen to this text.

Sally sat by the seaside at sunset admiring the beautiful horizon. She ravished at the refreshing sea breeze while hearing the waves beat against the rocks at the far end of the beach and the lapping of the waves by the seashore. The excited shouts of little children running towards the sea broke the serenity of the day . Once in a while the shouts of the ice-cream seller penetrated the steps of joggers jogging along the beach. As she saw the womenfolk clad in their sarongs walk towards the seashore, she could see fishermen returning to shore after a days catch.

2. As the teacher reads the text/story, she invites the

students to imagine the sounds in the scene.

3. Then, the students practice the sounds together with the

teacher.

4. Teacher needs to guide the students as to the loudness of

the sound effects and the diminishing sounds of each

sound effect.

5. Finally, the teacher reads the text/story again and the

pupils fill in with suitable sound effects.

Guided Imagery 8

1. Find your own comfortable space.

2. Listen to this story and the main character is ‘You’.

3. As you listen, you must imagine that it is actually

happening to you.

4. Concentrate on your five senses – your sense of

touch, smell, taste, sight and hearing.

5. You will not be actually acting out the story but you will be

using your imagination to ‘experience’ the story.

6. You must not move around or touch anyone else in the

room but concentrate on your five senses in your

imagination.

1. Sit quietly in your space with your eyes closed.

2. Relax and listen.

The story:

Think of a place that is just yours. It might be your room or if you share the room, a special part of the room. It might even be a place outside your home which you like. But, it should be a place that is private and special to you.

Imagine that you are in your special place now. Look around. Use your sense of sight to take in all the details you can – even the ones that you have not noticed before. Listen to all the special sounds in your special place. Even quiet places have sounds. You must listen for the special sounds of your place.

See if you can identify several smells. Breathe in the smells of your place and see if you can taste the smell of your special place. Now, use your hands and touch various things in your space. Feel the textures and temperatures of your space. Are the surfaces rough or smooth? Warm or cool? Damp or dry? Explore your space with your sense of touch.

3. Stand and stretch yourselves.

4. Tell a partner about your special place.

Variation:

You may use a different situation, eg. going on a holiday and describing the journey in detail, etc.

You can extend this activity into a writing activity – write short stories, plays or poems. Can be extended into a drawing activity – draw murals of the story, etc or write songs.

Note : Concentration exercise and creative language use.

I’m Walking on Clouds 9

1. Find a space in the room.

2. Take off your shoes if you wish to.

3. You are invited to go on an imaginary walk.

You are invited to walk down a lane into the jungle trail. The surface of the path is smooth and you can walk fast. As you walk deeper into the trail, you find that the path is rough with a lot of tiny pebbles and then you need to hike a little hill which is slippery. Next, you descend the hill and walk through mud. It is sticky and muddy. At this stage, it is very difficult to walk but you walk through the mud and you see a river close by. You run to the river and wash your feet in the cool waters of the river.

Discussion:

1. Talk about the walk. Did you enjoy the walk? Which

part of the walk did you enjoy the most?

2. If you did not enjoy the walk, tell your friends why you

did not enjoy the walk?

Note : Concentration exercise and body language as well as

language use.

Rhyme Charades 10

1. Sit in your groups.

2. I’m thinking of a word in one of our stories. It rhymes with

‘care’.

3. Students are encouraged to raise their hands if they know

the word.

4. They get into the circle and mime the word and other

students try and guess the word.

Note : Body language and language use.

Sounds! Sounds! Sounds! 11

1. List down the list of sounds to the students:

i. The slamming of a door

ii. The screeching of a car

iii. Waterfalls!

iv. Silence!

v. The whistling of the wind

vi. Kids giggling

vii. The rippling of a creek

viii. The song of a bird.

2. Compose a piece of music or role play using the sounds

pertaining to the words or sentences.

3. You can mime the sounds to your students to elicit the

vocabulary from them.

4. Get students to write a story.

Note : Body language and language use.

Story Story 12

1. Get pupils to form groups and they sit in a semi-circle

shape.

2. The group chooses a leader.

3. The first player takes his place in the acting area. The

second player begins to tell a story. The first player must

act out the story as fully as possible and in an interesting way.

4. The leader will ring a bell after one minute.

5. Then, the second person enters the acting place as another

person narrates the story. They continue exactly where the

story was left off.

6. This activity continues until the story concludes or until

everyone has had turns as storyteller and actor.

The interesting part of this activity is that each person must be the ‘actor’ immediately after being the ‘narrator’. This is to prevent pupils from deliberately putting the actor in awkward position with embarrassing details as they know they will soon be on the receiving end.

Note : Body language and language practice.

Mini Play13

The Story of Hey Diddle, Diddle

Characters:

Child 1

Child 2

Child 1 : I read a good story today!

It’s called ‘Hey Diddle, Diddle’ by Mother Goose.

Child 2 : Why did you like it?

Child 1 : It had animals!

The cat played a fiddle.

Child 2 : Oh! I love stories with animals!

Child 1 : It had adventure!

The cow jumped over the moon.

Child 2 : Oh! I love stories with adventure!

Child 1 : It was funny!

The little dog laughed.

Child 2 : Oh! I love stories that are funny!

Child 1 : It had a surprise ending!

The dish ran away with the spoon.

Child 2 : Oh! I love stories with surprise endings!

Child 1 : Why don’t you read it, too?

Child 2 : I will! I’ll read it today!

The End

Monologues 14

1. Choose a scene from a story.

2. Dramatize the scene individually

using different voices for

different characters in the story.

Note : Body language and language practice.

Note : Language practice and creative language use.

Interviewing 15

1. One pupil plays the part of an interviewer

and the other the interviewee.

2. They take the role of characters in the

story.

3. They ask and answer questions.

References:

Nancy I. Sanders. Nursery Rhyme: Mini-Book Plays. Scholastic Inc. United States of America

Sarah Phillips. Drama With Children. Oxford University Press. Hong Kong. 2002

Don and Nancy Platz. Creative Resources for School Age Programs. Thomas Delmar Learning. United States of America. 2004

Mary Kear and Gloria Callaway. Improving teaching and learning in the arts. Falmer Press. London. 2000

http://www.creative drama.com/creative.htm

http://www.childdrama.com/why.html

http://www.childdrama.com/def.html

http://www.childdrama.com/guided.html

http://www.teachingonline.org/drama2.html