THE SCENARIO OF THE FAIRY TALE "Little Red Riding Hood" (Little Red Riding Hood)

Purpose of setting: to instill in students an interest in dramatizing fairy tales in English;
to acquaint with regional studies material;
to activate the skills of dialogic and monologue speech.
Tasks:
1. Develop skills and understanding of speech, teach students to pronounce and understand the text:
to work on the memorization of textual material.
2. Develop listening skills and understanding of information through various tasks.
3. Raise interest in the English language, increase motivation to study it.
Members: 4th grade students.
SLIDE 1
Student: A-English is useful in life.
N-On vacation .. how to explain?
G-eyes clap and stand.
L-Just smile and blink?
Pupil: And-and pretend. what do you understand.
Y
S-You stand and read the signs.
S-Some gesture explained.
And-and you think.talked?
Y
Student: I-Language English learn!!
D-Introduction to ENGLISH-deeper!!
Y-
K-As a basis, you consider !!!
Student: Everyone loves fairy tales. Do you like fairy tales?
Student: And fairy tales in English?
SLIDE 2
Pupil: Love fairy tales as we love them. Fairy tale Little Red Riding Hood. Characters: Little Red Riding Hood, Mom, Wolf, Grandmother, Hunter.
SLIDE 3 audio tale sounds
Scene 1
LRRH: Hello. My name is Little Red Riding Hood.
Mother: Little Red Riding Hood! Where are you?
LRRH: I am here, mummy!
Mother: Today is your grandmother's birthday. Take a cake, apples, a jar of honey to her!
LRRH: Ok mummy!
Mother: Don't speak to anybody on the way. Don't stop in the wood.
LRRH: All right, Mother! Goodbye!
Mother: Goodbye, darling!
SLIDE 4

(Mom leaves. Little Red Riding Hood goes through the forest to her grandmother to the music)
LRRH: How nice it is in the wood! There are many flowers here!
SLIDE 5
(Wolf meets Little Red Riding Hood) (Tada-da-da sound)
Wolf: I am big and grey. I live in the wood; I want to eat Little Red Riding Hood.
Wolf: Hello Little girl.
LRRH: Hello Mister Wolf!
Wolf: How are you? Where are you going?
LRRH: Fine, thank you! I am going to my grandma. It's her birthday today.
Wolf: Where does your granny live?
LRRH: She lives in the little house in the wood.
Wolf: Well! Goodbye!
LRRH: Goodbye Mister Wolf!
(an audio fairy tale SLIDE 6 sounds)

SLIDE 7
(Little Red Riding Hood leaves, and the wolf runs to grandmother and knocks on her door)
(grandmother cleans the house and sings a song), (knock on the door)
Granny: Who is there?
Wolf: It's me, Little Red Riding Hood!
Granny: Come in, dear!

SLIDE 8
(Wolf attacks Grandmother and she flees)
Little Red Riding Hood knocks on the door and the wolf dresses up as Grandma)

SLIDE 9
(Little Red Riding Hood comes up to the house and knocks on the door)
LRRH: Knock, knock, knock!
Wolf: Who is there?
LRRH: It's me, Little Red Riding Hood.
Wolf: Come in darling! I am glad to see you!
(Little Red Riding Hood comes closer)
LRRH: Happy birthday granny! Many happy returns to you!
Wolf: Thank you, darling!
SLIDE 10
(Happy birthday music sounds, Little Red Riding Hood looks at the wolf. Little Red Riding Hood looks at it and says in surprise)
LRRH: Oh! What big eyes you have, granny!
Wolf: The better to see you, my dear!
LRRH: What big ears you have, granny!
Wolf: The better to hear you, my dear!
LRRH: What sharp teeth you have, granny!
Wolf: The better to eat you up, my dear!
(The wolf pounces on Little Red Riding Hood)
LRRH Help! Help!
SLIDE 11
(The hunter enters to the song and arrests the Wolf)
SLIDE 12
Granny: Oh, thank you very much!
Hunter: It's nothing!
LRRH: Thank you!
Grandmother to the audience: That's the end of the story.
SLIDE 13
Student: The language is English - international,
It is desirable for everyone to know.
We will learn to speak freely
To visit different countries.

THE SCENARIO OF THE FAIRY TALE "Cinderella" ("Cinderella")

Target: ensuring the aesthetic and intellectual development of students.
Tasks:
1) improvement of the grammatical structure of the student's monologue and dialogic speech, effective communication and speech expressiveness.
2) creation of positive motivation and need for the practical use of the English language.
3) development of the creative potential of students and their ability to work in a team.
4) the development of students' memory, thinking, attention, imagination.
5) development in schoolchildren of a sense of rhythm, tempo, a sense of space.
Registration:
- scenery on the stage
- presentation on the projector in the background of the stage;
- musical accompaniment (excerpts of works);
- suits.
CINDERELLA
-Cinderella
Characters:
Cinderella- Cinderella
Father - father
stepmother- stepmother
Stepsister1- stepsister 1
Stepsister2 - stepsister 2
Fairy - fairy
Prince - prince
King- king
Queen - queen
Two guards Scene 1.
An image of the room is projected onto the screen.
The music of the lyrical dance of A. A. Burenin sounds. Cinderella sweeps the floor. Father enters.
Cinderella (runs up to her father): Good morning, Daddy! I love you!
Father (pats Cinderella on the head): Good morning, dear! How are you?
Cinderella (smiling): Fine, Daddy, fine. And you?
The music of the folk song "Lady" sounds. The stepmother enters with her daughters.
Stepmother (raising her head haughtily): We'll go to the ball today. You, Basil, go away! Cinderella, clean this mess and I want a party dress.
An image of a working Cinderella is projected onto the screen.
Stepsister1 (beautifies herself in front of the mirror): And I want a dress.
Stepsister2: (stomping foot): And I want a nice dress.
Stepmother (throws things on the floor): Cinderella, clean this mess! You can't go to the ball, until you do this all (gives her a long list of household chores).
Stepsister1 (chuckling): No, you can't go to the ball….
Stepsister2: …. until you do this all!
The music of the folk song "Lady" sounds. The stepmother and daughters leave.
Cinderella (reading aloud): Clean the house, wash the blouse, make food... Oh, it's not good (crying).
The music of Vladimir Dashkevich from the film "Winter Cherry" sounds.
Scene 2
An image of a fairy is projected onto the screen.
Cinderella is crying. A fairy appears.
Fairy: Why are you crying, dear, why? Please, don't cry!
Cinderella (crying): I can't go to the ball, because my dress is very old.
Fairy: I can help you. look at me! close your eyes. One-two-three!
(waves a magic wand) Sounds are played that demonstrate the effect of magic.
Cinderella spins and takes off her old apron. The dancing fairy brings Cinderella shoes and she puts them on.
Cinderella (looks at her beautiful new dress in amazement): I can't believe this dress is mine! Thank you, fairy, you are so kind.
Fairy (shaking his finger at Cinderella): But at twelve o'clock you must be here… or your dress will disappear.
Cinderella (happily): Oh, yes, it's clear.
Cinderella "sits" in the carriage.
An image of a carriage heading to the palace is projected onto the screen. Bells sound.
Scene 3
Music sounds - G. Sviridov's Waltz. The ball begins, the king, queen, prince, guests come out.
An image of the hall in the palace is projected onto the screen.
Queen (addressing guests): The ball is on. Let's dance and play.
King (addressing guests): Let's have a lot of fun today!
Solemn orchestral sounds are heard. Cinderella appears in a ball gown. Everyone looks at her with admiration.
Queen (to the king): Look at that girl!
King (admiringly): She's so nice and slim!
An image of the prince and Cinderella is projected onto the screen.
Prince (approaches Cinderella): Hello! Let's dance! You are my dream!
The music sounds - Chopin's Waltz N2 in B minor. The Prince and Cinderella are dancing. The clock strikes 12.
Cinderella (frightened): It's twelve o'clock and I must run. Bye-bye. I had a lot of fun (Run away, losing one shoe)!
The music of Georges Diran Garvarentsa "Eternal Love" sounds. The Prince picks up his shoe, sighs and sadly leaves the stage. All other guests of the ball also leave the stage.
An image of a palace staircase and a shoe lost on it is projected onto the screen.
Scene 4
Morning. The music of Elena Golubo from the movie "Three Nuts for Cinderella" sounds. An image of the room is projected onto the screen. The prince appears on the scene with the guards. Stepmother and daughters come out yawning and stretching. Cinderella lays breakfast on the table. Dad comes out with a newspaper.
Prince (to stepmother and daughter): We know you were at the ball. Try on this shoe.
Step sister 1 tries to put on a shoe.
Stepsister 1 (irritated): Oh, it's very small!!!
Step sister 2 also tries to put it on.
Stepsister2: Oh, it's too small!!! (pulls eyebrows and gets angry)
Prince (notices Cinderella): But who is that girl? Come here, please! Try on this shoe, pretty Miss!
Stepmother (shakes her head indignantly): But she didn't go to the ball!!!
Father (to the prince): Give her the shoe! Her foot is small.
An image of the prince kneeling in front of Cinderella is projected onto the screen. Cinderella puts on a shoe, and the fairy brings her a second one.
Prince (gets down on one knee in front of Cinderella): I'm happy that I've found you! I love you, and I'd like to marry you.
Cinderella (joyfully): Oh, yes, my Prince, I love you too.
The waltz of Mendelssohn sounds.
Cinderella takes off her old apron. She has a beautiful dress on.
An image of a happy Cinderella in a wedding dress and a prince is projected onto the screen.
The music of M. Dunaevsky "Wind of Change" sounds. All the characters of the fairy tale come to bow. The host introduces each participant of the performance to the audience.

king midas

Once upon a time, in ancient Greece….

Sorry, where? In Paris?

No, in ancient Greece. There lived a powerful king. His name was Midas.

Who? Adidas?

No, he was King Midas, my dear.

Oh, I see. King Midas. Was he young? Rich? handsome?

He was OK. Neither young nor handsome. But he was very rich.

You've said "rich"? How rich? As Bill Gaits? Or perhaps as Abramovich?

I don't know exactly. He had a lot of money. But…

But what? Why do you say “but”?

But he was a little greedy.

Greedy? I don't like greedy men.

But he was.

King Midas was a rich man

But a little greedy too.

One day his wish came true.

came true? Really? Tell us what happened.

Well, are you sure you want to know?

Yes, we do!

Then let's go to his palace, to ancient Greece.

Scene I

King: Good afternoon, old man. Who are you?

Old man: I am a poor man. Can you give me something to eat?

King: Yes, of course. Sit next to me and be my guest. Bring us wine and fruit, cheese and olives to eat!

old man: Thank you! You are very kind, King Midas!

(thunder, flash of light, Dionysus appears)

King: Oh, who are you?

Dionysus: I am the god Dionysus. I want to thank you for being so kind to my friend and my teacher.

King: Is this old man your friend and your teacher?

Dion.: Yes, he is. You are a kind man, Midas. I can do whatever you like. Tell me your wish.

King: I want everything I touch to turn gold.

Dion. But you are very rich now, Midas. Are you sure that's what you want?

King: Oh, yes, I'm sure.

Dion.: Let it be so! The Gods of Olympus! I give this man power to turn everything he touches into gold. (Thunder, flashes)

King: Look, everything I touch turns to gold! The trees are gold, the flowers are gold and the stones are gold! Amazing!

A flower a cup of wine.

And all this gold is mine!

King: Let everyone eat and drink! Soon I will become the richest man in the world!

Oh no! My wine is gold and my sweets are also gold! I can't eat or drink! I will die!

“What shall I do?” he said.

I wish my bread was bread!”

King: Dionysus, kind god! Please help me. I am a greedy man. I made a bad wish. Come and save me!

Dion. : You are a good man. But greed is a terrible thing. Take this water and wash your face and hands with it.

King: Thank you Dionysus! I am all right now.

And King Midas was never greedy again.

You cannot buy gold!

Take a bow, sing King Midas, dance

King Midas was a rich man

But a little greedy too.

He wished he could have lots more gold,

One day his wish came true.

He touched a leaf, a loaf of bread

A flower a cup of wine.

King Midas laughed "They've turned to gold!"

And all this gold is mine!

King Midas could not eat or drink

“What shall I do?” he said.

“I wish my cup of wine was wine,

I wish my bread was bread!”

So live your life as it was done

Don't think that money is all.

There are some things beneath the sun

You cannot buy gold!

King Midas oh the secret of your touch
King Midas oh I like your smile so much
King Midas oh the way you spin me round
I'm going down down down to Vegas

Theater in English is an opportunity to effectively and quickly learn the language, the so-called "living word", in which plays and works of art are written, which are used as the basis for productions. Comparisons, hyperbolas, metaphors and numerous other literary and linguistic devices allow not just to learn, but to understand, mentally realize the depth, structure and nature of Shakespeare's language. The theater studio in English is one of the most effective, successful and productive methods of language schools. Particularly impressive results are shown by children's English theaters due to the special flexibility, susceptibility of children's memory, logic and ability to learn languages.

Theater in English in Moscow is an immersion in the environment of modern and traditional London theater, in the world of drama and vivid images. For children, the main thing in learning is the impression, and the world of theater gives the brightest emotions. In an English theater studio, a child does not just watch a performance. He is a member. Creator and doer. Understanding, feeling the meaning of the presentation, children learn to think in English, technically, intuitively correctly selecting, applying words and expressions, avoiding the mistakes inherent in “non-native speakers” of the language.

After a short time, those who visit the theater in English demonstrate:

• A higher level of its development, which is manifested, among other things, in an increase in school performance in English;
• The ability to independently build phrases, change, correctly apply words and expressions.

How are the classes

The theater studio in English enrolls students from the age of 10. Coordination is possible if the age has not reached 10 years. After passing the English proficiency test, the children, together with the teacher, put on a production in English, most of the time communicating in it.

School theater in English as a means of creating a foreign language game environment in elementary school.

In our school, learning English begins in the first grade. When my students were in the first grade, I put on small performances with them in English, used a lot of chants and songs.

In the fourth grade, we put on a play called The Snow Queen.

They are now in 5th grade. After reading the fairy tale “Snow White and the Seven Dwarfs’, the guys decided to put on a play based on it.

What competencies does theater form? First of all, this communicative competence which includes the knowledge and use of the English language, improving the knowledge of the children, enriching their vocabulary, developing their memory and fluency.

The program is designed taking into account the age characteristics of children, the desire to express themselves in creative activities, which increases the motivation for learning a foreign language, as well as our experience in that it allows the transfer of educational knowledge to practice, in situations in which verbal free communication is organized.

Goals and objectives

Learning Objectives:

1. Development and improvement of the communicative competence of students.

2. Expansion of the content basis of education by mastering a certain amount of lexical and grammatical knowledge by students.

Educational Goals:

1. Creation of positive motivation, cognitive activity and the need for the practical use of the language in various fields of activity.

2. Development of a sense of responsibility for the result, learn to work in a group together;

3. Using elements of competition to increase the motivation of students in speaking;

4. learn to work in a group, listening to each other;

5. arouse a desire in children to do something good for a classmate;

6. Learn to listen to the speaker

Development goals:

Development of the creative potential of students through participation in the production and presentation of theatrical action.

Learn how to present your work publicly.

Educational Purpose:

Expanding key competencies:

Multifunctionality (allows you to solve various problems in everyday social life)

Significant intellectual development (abstract thinking, defining one's own position, self-assessment of critical thinking, etc.)

Tasks:

Students must:

To improve in competent and expressive reading of texts (roles);

Improve the ability to communicate in a foreign language and listen;

Learn to express your opinion on a particular issue;

Learn to perform creative tasks of a different nature;

Develop the ability to work in a team.

Educational and educational tasks:

To develop the creative abilities of children, their desire to fantasize and realize what they want in reality.

To promote the development of theatrical creativity, artistic and individual abilities of children.

To teach children to skillfully use speech techniques of storytelling: intonation, logical stress, expressiveness, pauses, voice power.

Stages of work:

Preparatory stage:

Reading a fairy tale

Script writing

Organization of children in groups:

a) artists

b) decorators

c) dressers

2. Main stage:

rehearsals

Costume preparation

Selection of musical accompaniment.

3. Final stage:

Performance for students in grades 4-6.

Spectacle

Creative Group:

1. Students of the 5th grade of GBOU school 457

2. Yastrebova O.N. - English teacher GBOU school 457

Snow White and the Seven Dwarfs

(After Brothers Grimm)

Characters:

Narrator Once upon a time there lived a Queen. One day a little daughter was born to her. She was named Snow White. The princess had skin as white as snow, lips as red as a rose, and hair as black as ebony.

Soon the good Queen died. The King married again. The new Queen was very beautiful, but cruel and selfish. She spent a lot of time looking in her Magic Mirror.

Scene 1.

Setting: A room in the palace,

Queen:

Magic Mirror in my hand

Magic Mirror :

Narrator :

The Queen was very pleased to hear that. She knew that the Magic Mirror always spoke only the truth.

But Snow White grew up and she became very pretty. So one day…

Queen :

Magic Mirror in my hand

Who's the fairest in the land?

Magic Mirror :

You who hold me in your hand

Narrator:

The Queen became very angry when she heard the Magic Mirror's words. She turned green and yellow with envy. She sent for one of her huntsmen who lived near the forest.

Queen (to the huntsman):

Let me never see this girl. Take her to the forest, kill her and bring me her heart.

Huntman:

Yes, Your Majesty!

Queen :

Here's a bag of gold for your work. (throws it to him)

Scene 2.

Setting: In the forest.

Narrator :

The Huntsman took little Snow White deep in the forest. Then he took out his knife. He was ready to kill the poor girl.

snow white:

Oh, dear Huntsman, leave me alive! Don't kill me! I'll run far in the forest and never come home again! I promise!

Huntman:

Well, run away then, poor child I will not hurt you. (To himself) I cannot do such an awful thing. I will trick the wicked Queen. I'll give her the heart of some wild animal that I will kill.

Narrator:

And he did this. He left poor Snow White all alone in the dark forest. She was so frightened and did not know what to do and where to go. She wound and ran and became very tired. Suddenly she saw a little house in front of her.

Scene 3.

Setting: In the little house.

snow white:

I'll go inside it. (She pushes the door and opens it)

Oh, how small it looks! And how neat, clean and tidy it is! And how many different little things are here! One, two, three, four, five, six, seven beds, seven little beds, seven plates, cups, knives and forks on the table. I'm so hungry and thirsty. (She sits at the table, eats a bit of bread and some porridge out of each plate, and drinks some milk out of each cup.)

Oh, I'm so sleepy! (She tries to sleep in each of the beds. Finally she finds the most comfortable and falls asleep at once.)

Narrator:

Soon it became quite dark. The owners of the little house came back. They were seven little dwarfs. They worked hard every day in the mountains. They entered the room and understood that somebody had been in their house, for the things were in disorder.

The First Dwarf:

Who has been sitting on my chair?

The Second Dwarf:

Who has been eating off my plate?

The Third Dwarf:

Who has been eating my porridge?

The Fourth Dwarf:

And who has been eating my bread?

The Fifth Dwarf :

Who has been using my fork?

The Sixth Dwarf:

Who has been cutting with my knife?

The Seventh Dwarf:

And who has been drinking out of my cup?

The First Dwarf :

Who has been lying on my bed?

Someone has been lying on my bed.

(The Seventh Dwarf sees Snow White sleeping in his bed. He calls his brothers to come up and look.)

All the rest Dwarfs (together):

What a beautiful girl she is!

(Snow White awakes. She is quite frightened when she sees the seven little men. But soon she understands that they are friendly.)

The Dwarfs:

Don't be afraid! We won't hurt you. believe us! We are your friends!

The First Dwarf:

Dear girl, what is your name? Why have you come to our house?

snow white :

I'm a princess. My name is Snow White. My mother died when I was a child. And my stepmother wanted to kill me. I can't go home. May I stay with you, dear friends?

The Second Dwarf:

Certainly, you may. And we'll take care of yours. You'll become our sister.

The Third Dwarf:

If you stay with us will you look after us? Will you cook, make the beds, wash and keep everything neat and clean while we are working?

snow white:

With great pleasure!

Narrator:

And the Snow White stayed with the seven little dwarfs and kept their house tidy. Every morning the dwarfs went into the mountains. In the evening they came back home. Snow White had the house clean and the supper ready. But for the whole day she was left alone. The dwarfs are worried about the girl. So when they went away they warned her about her stepmother.

One of the Dwarfs:

Dear girl, you must be on your guard against your stepmother.

She will soon learn that you live here. Take care and don't let anybody come into the house.

Scene 4.

Queen:

Magic Mirror in my hand

Who's the fairest in the land?

Magic Mirror:

You who hold me in your hand

You were the fairest in the land;

But, today, I'll tell you true

Snow White is more fair than you!

Among the forest, dark green,

She lives with dwarfs - the hills between.

Narrator:

The Queen was astonished. But she knew that Magic Mirror always spoke the truth. So she understood that the Huntsman had deceived her and the Snow White was still alive.

She made a poisoned apple, the dressed up as on old peasant woman and hurried to the house where The Snow White lived.

Scene 5.

Setting: In the forest.

(The Queen finds the house and knocks the door)

snow white:

Queen:

I want to give you an apple, dear girl.

snow white:

Oh, sorry, old lady I can't open the door.

Queen:

Why? Are you afraid of me? Look, the apple is so ripe and tasty! I'll cut the apple into two halves. You'll eat the red part and I'll eat the white.

Narrator:

Only the red part was poisoned. Snow White stretched out her hand and took the poisoned half of the apple.

(Snow White takes a bite of the apple and falls down as if dead on the floor)

Queen:

White as snow, red as blood!

The dwarfs will never wake you up!

Scene 6.

Setting: A room in the palace.

(The Queen comes back and wants to talk to the Magic Mirror)

Queen:

Magic Mirror in my hand

Who's the fairest in the land?

Magic Mirror:

You who hold me in your hand

You are the fairest in the land.

Scene 7.

Setting: In the little house in the forest.

(The seven Dwarfs come back. They see Snow White lying on the floor)

The First Dwarf:

The wicked stepmother has found her. Our dear girl is dead.

The Second Dwarf :

But her cheeks are so rosy!

The Third Dwarf:

And she looks as if she is not dead!

The Fourth Dwarf:

We cannot take her.

Narrator:

And the Dwarfs began to make a glass case for Snow White. For a long, long time Snow White lay peaceful in the glass case looked as if she was asleep. The dwarfs took guard over the case in turn.

One day a King's son came riding by.

Prince: (addressing the Fifth Dwarf who was on guard on that day)

Who is this beautiful girl?

The Fifth Dwarf:

She is the daughter of our King. Her name is Snow White. Her stepmother killed her. And who are you, noble man?

Prince :

I'm the prince and my country is not far from here. May I have a look at the King's daughter?

The Fifth Dwarf:

Narrator:

The Prince looked at Snow White. She was so lovely. The Prince fell in love at once. He opened the glass case. Then he kissed the beautiful girl. The witch's spell was broken. snow white came alive.

(All the rest Dwarfs appear on the stage)

All the Dwarfs (together):

How happy we are that you are alive, dear Snow White!

Prince:

I love Snow White and I want to take her to my palace.

The Dwarfs : We are happy to hear that! But promise that you will come back and see us often.

We'll miss you so much, Snow White.

snow white:

I promise, I promise. I'll never forget you, dear dwarfs!

Scenario of the theatrical production "Mary Poppins"

Mary Poppins goes to work for the Grundy family.
I. Scene 1. The curtain is closed. Mary Poppins appears from behind the curtain.

II. Scene 2 Mary Poppins parting one (right) half of the curtain. Behind it, viewers see the living room and kitchen. Mary Poppins goes to the kitchen, pointing to various items in the kitchen, she reads a poem.

irons on tuesday,
Shops on Wednesday,
Bakes on Thursday,
Sews on Friday,
cleans on saturday,
Cooks on Sunday.

III. Scene 3. Mary Poppins leaves. Appears Mrs. grundy. On the other hand, Jack, Jill, Bell and Phill are running arguing. They are shouting, pushing, knocking chairs around the table.
Jack: I can fly, and you?

Jill: I can swim.

Jack: You are a little girl.

Mrs. Grundy: No, it isn't.

Bell: But I am hungry.

Phill: I am hungry, too.

Four red tomatoes and ham.

Go to the garden
And play in the snow.
Make a white snowman
And help him grow.
What a nice snowman
The children will say.
What a fine game
For a cold winter day.

Jill: I don't want!

Phil: I don't want!

Jack: I don't want!

Together: We don't want!

IV. Scene 4. There is a knock.
Children: Who is that?

V. Scene 5.

Good morning to you!
good morning! good morning!
I am glad to see you!

Mrs. Grundy: This is Jack.
And that is Jill.
This is Bell.
And that is Phill.

Mary Poppins: Where is Pat?

Jack: She is in bed.

Phill: He is also ill.

Mary Poppins: How is Betsy?

Jill: She is healthy.

Mary: How are you?

They leave. The curtain.

V. Scene 6

stand up!
Hand up!
Hand down!
Sit down!

stand up!
Hands to the sides!
Bend left!
Bend right!

Hand up!
Hand down!
Hands on hips!
Sit down!

Bill: I like to run
I like to jump
I like to play
It's fun.

Clap, clap, clap your hands!
Clap your hands together.

Clap your hands together.

Stamp your feet together.

Stamp your feet together.

Nod your head together.

Nod your head together.

Dance and dance together.

Dance and dance together.

Jack and Phill: Me too.

Mama takes me to the doctor.

Mama takes me to the doctor.

I don't want to go to bed.

I don't want to go to bed.

Mama takes me to the doctor.

Mama takes me to the doctor.

I don't want to eat my lunch.

Mama takes me to the dentist.

I don't want to clean my teeth.

Bill: Here it is!

Mary Poppins: Thank you.

Bill: You are welcome!

green for jack,
Yellow for Jill,
White for Bell,
And black for Phill.
Brown for Bill,
And pink for Betsy
For me - red
And blue for Pat.

Jack: I see green

Jill: I see yellow

Bell: I see white

Phill: I see black

Betsy: I see pink

Bill: I see brown

Mary Poppins: I see red

Pat: I see blue

A hat for a cat?

stand up!

On a Sunday morning.

On a Monday morning.

On a Tuesday morning.

On a Wednesday morning.

On a Thursday morning.

On a Friday morning.

This is the way we cook our lunch.
On a Friday morning.
Mary Poppins: This is the way we meet our guests.

Everybody: Meet our guests, meet our guests.
This is the way we cook our lunch.
On a Friday morning.
Mary Poppins: This is the way we meet our guests.

Everybody: Meet our guests, meet our guests.
This is the way we cook our lunch.
On a Saturday morning.

Plot:
Mary Poppins goes to work for the Grundy family.
I. Scene 1. The curtain is closed. Mary Poppins appears from behind the curtain.
Marry Poppins: Hello friends! I am glad to see you at our theatre. I think you know me. My name is Mary Poppins. I am from Great Britain. I am a teacher. I like children very much. I can do a lot of things: run and jump, draw and write, sing songs and recite poems, play the piano and even fly by my umbrella.
Soon I must start working in the Grundys" family. It is a big family. They have got seven children, but they haven't got a teacher. Mrs. Grundy has a lot of work to do every day. Let's look into their house.

II. Scene 2. Mary Poppins parting one (right) half of the curtain. Behind it, viewers see the living room and kitchen. Mary Poppins goes to the kitchen, pointing to various items in the kitchen, she reads a poem.

Marry Poppins: Missis Grundy washes on Monday,
irons on tuesday,
Shops on Wednesday,
Bakes on Thursday,
Sews on Friday,
cleans on saturday,
Cooks on Sunday.
This is the tale of Missis Grundy.
You see how much Mrs. Grundy must do. But her children don't help her.

III. Scene 3 Mary Poppins leaves. Appears Mrs. grundy. On the other hand, Jack, Jill, Bell and Phill are running arguing. They are shouting, pushing, knocking chairs around the table.
Jack: I can fly, and you?

Bell: And I can swim. Can you, Phil?

Phill: No, I can "t. But I can read and you can" t.

Jill: I can swim.

Bell: No, you cannot. You don't like water. You aren't brave.

Jack: You are a little girl.

Phill: You are small and slim that's why you are cowardly.

Bill, Jack and Phill (together): We don't want to play with the girl.

Jill (crying, running to mom): Mother! Brothers don't want to play with me. They are bad.

Mrs. Grundy (to the audience): I am so sad. My children are not friendly. They don't love each other. They don't want to pay together. Where is our new teacher? When will she come?

Jack: Mother! Is our breakfast ready?

Mrs. Grundy: No, it isn't.

Bell: But I am hungry.

Phill: I am hungry, too.

Jack: I'm hungry! I am hungry! I am!
Four red tomatoes and ham.
Sweets, cakes, carrots and jam.
I am hungry! I am hungry! I am!

Mrs. Grundy: What a pity! You must wait; you may play in the garden.
Go to the garden
And play in the snow.
Make a white snowman
And help him grow.
What a nice snowman
The children will say.
What a fine game
For a cold winter day.

Jill: I don't want!

Phil: I don't want!

Jack: I don't want!

Together: We don't want!

IV. Scene 4. There is a knock.
Children: Who is that?

Marry Poppins: It "s me, your teacher. May I come in?

Children (fun): Yes, you may. Come in, please!

Marry Poppins (entering): Good morning!

Children run up to her, walk around, examine her outfit, umbrella, then move away and begin to sing.

Children: What is your name? What is your name?
Could you tell me what is your name?

Mary Poppins: My name is Mary. My name is Mary.
You won't forget it, my dear friends.

Children: How old are you? How old are you?
Could you tell me how old are you?

Mary Poppins: I am just a hundred, I am just a hundred.
I am just a hundred, my dear friends.

Children: Where do you live? Where do you live?
Could you tell me where do you live?

Mary Poppins: I live in London, sometimes in Oxford,
Sometimes in Cambridge, my dear friends.

Children: Why are you smiling? Why are you smiling?
Why are you smiling? Could you tell me?

Mary: You are so funny, you are so funny
You ask many questions, my dear friends.

V. Scene 5.
Mrs. Grundy (singing): Good morning, Lady Mary!
Good morning to you!
good morning! good morning!
I am glad to see you!

Mary Poppins: I am glad to see you, Mrs. Grundy, and your children.

Mrs. Grundy: This is Jack.
And that is Jill.
This is Bell.
And that is Phill.

Mary Poppins: Where is Pat?

Jack: She is in bed.

Mary Poppins: And where is Bill?

Phill: He is also ill.

Mary Poppins: How is Betsy?

Jill: She is healthy.

Mary: How are you?

Children (all together): We are fine, thank you.

Mary Poppins: I would like to greet Pat, Bill and Betsy.

Bell, Jack, Jill and Phill: Let's go.

They leave. The curtain.

V. Scene 6 The left half of the curtain opens. Children's room. Carpet in the center, armchair in the background. Right and left beds. Pat and Bill are throwing pillows, and little Betsy is sitting near the toy box. Enter Mary Poppins with other children. Pat and Bill immediately go to bed, moaning. Pet is holding his head and Bill is holding his stomach.

Jack: Hi! This is our new teacher. Her name is Mary Poppins.

Mary Poppins: How do you do Pat? How do you do, Bill?
Why are you in beds? Are you ill?

Pat: Yes, I am. I have a headache.

Bill: And I have a stomachache.

Mary Poppins: I know how to make you healthy. You must do morning exercises.

stand up!
Hand up!
Hand down!
Sit down!

stand up!
Hands to the sides!
Bend left!
Bend right!

Hand up!
Hand down!
Hands on hips!
Sit down!

Bill: I like to run
I like to jump
I like to play
It's fun.

Mary Poppins: Now, let's sing a song and do some more exercises.
Clap, clap, clap your hands!
Clap your hands together.

Children: Clap, clap, clap your hands!
Clap your hands together.

Mary Poppins: Stamp, stamp, stamp your feet,
Stamp your feet together.

Children: Stamp, stamp, stamp your feet,
Stamp your feet together.

Mary Poppins: Nod, nod, nod your head,
Nod your head together.

Children: Nod, nod, nod your head,
Nod your head together.

Mary Poppins: Dance, dance, dance and dance,
Dance and dance together.

Children: Dance, dance, dance and dance,
Dance and dance together.

Jill: I don't like to be ill at all.

Jack and Phill: Me too.

Betsy: And I can sing a song about it.

Mary Poppins: Please, sing, Betsy.

Betsy (begins to sing): Every time I have a head-ache
Mama takes me to the doctor.

All children (together): Every time I have a head-ache
Mama takes me to the doctor.

Jack: I have a head-ache, I have a head-ache
I don't want to go to bed.

All children (together): I have a head-ache, I have a head-ache
I don't want to go to bed.

Phill: Every time I have a stomachache
Mama takes me to the doctor.

All children (together): Every time I have a stomach-ache
Mama takes me to the doctor.

Jill: I have a stomachache; I have a stomachache
I don't want to eat my lunch.

All children (together): I have a stomach-ache, I have a stomach-ache
I don't want to eat my lunch.

Pat: Every time I have a toothache
Mama takes me to the dentist.

All children (together): Every time I have a toothache
Mama takes me to the dentist.

Bell: I have a toothache, I have a toothache
I don't want to clean my teeth.

All children (together): I have a tooth-ache, I have a tooth-ache
I don't want to clean my teeth.

Mary Poppins I like it very much. Do you want to play? We can play a nice game. Bill, give me my bag, please. I have some glasses in it.

Bill: Here it is!

Mary Poppins: Thank you.

Bill: You are welcome!

Mary Poppins (hands out colored glass to children):
green for jack,
Yellow for Jill,
White for Bell,
And black for Phill.
Brown for Bill,
And pink for Betsy
For me - red
And blue for Pat.
Let's look through our glasses and say what we see.
(performing the song "Colors")

Jack: I see green

Jill: I see yellow

Together: I see that funny fellow.

Bell: I see white

Phill: I see black

Together: I see this, and that, and that.

Betsy: I see pink

Bill: I see brown

Together: I stand up, and I sit down.

Mary Poppins: I see red

Pat: I see blue

All together: I see you, and you, and you.

Mary Poppins: Do you like this game?

Jack: Yes, we like it very much. Let's play more.

Mary Poppins: O "key. We shall play "Rhymes". I have some nice pictures. Look at this one. A cat went to town to buy a hat.
(picture of a cat in a hat)

Children: What? A cat with a hat?
A hat for a cat?
Who ever saw a cat with a hat?

Mary Poppins: Take these pictures and make up your own rhymes.

Jill: A fox went to town to buy a box. (picture of a fox with a box)

Bell: A mouse went to town to buy a house. (picture of a mouse and a house)

Jack: A pig went to town to buy a stick. (picture of a pig with a cane)

Phill: A cock went to town to buy a clock. (cockerel with an alarm clock)

Betsy: A duck went to town to buy a jug. (duck with jug)

Bill: A lion went to town to buy a iron. (lion in iron)

Pat: An owl went to town to buy a towel. (owl with a towel)

Mary Poppins: But, Pat and Bill, do you wash your hands and face, do you clean your teeth?

Bill: No, I don't like to wash hands and face.

Pat: I don't want to clean my teeth.

Children (all together): We want to play.

Mary Poppins: But it's very funny if you sing a song.
stand up!

Children become in a circle. Mary Poppins in the middle of the circle. She begins to sing and shows the movements, and the children repeat them and sing along with her.

Mary Poppins: Here we go round the mulberry-bush.

Everybody: Mulberry-bush, mulberry-bush.
Here we go round the mulberry-bush
On a Sunday morning.

Mary Poppins: This is the way we wash our hands.

Everybody: Wash our hands, wash our hands.
This is the way we wash our hands.
On a Monday morning.

Mary Poppins: This is the way we wash our face.

Everybody: Wash our face, wash our face.
This is the way we wash our face.
On a Tuesday morning.

Mary Poppins: This is the way we brush our hair.

Everybody: Brush our hair, brush our hair.
This is the way we brush our hair.
On a Wednesday morning.

Mary Poppins: This is the way we clean our teeth.

Everybody: Clean our teeth, clean our teeth.
This is the way we clean our teeth.
On a Thursday morning.

Mary Poppins: This is the way we cook our lunch.

Everybody: Cook our lunch, cook our lunch.
This is the way we cook our lunch.
On a Friday morning.

Mary Poppins: This is the way we meet our guests.

Everybody: Meet our guests, meet our guests.
This is the way we cook our lunch.
On a Saturday morning.

Children: Let's play another game!

Mary Poppins: No, we cannot. You like to play, but you don't like to work. You are lazy, my friends. You don't help your mother about the house. It is very bad. You must help her.

Jill: Yes, we must go and help our mother.

VI. Scene 7. Children run to the kitchen to Mrs. Grundy and sing a song (to the motive "A grasshopper was sitting in the grass").
Children: What can we do for you, Mum?
What can we do for you, Mum?
What can we do for you, Mum?
What can we do for you?

What can we do for you, Mum?
What can we do? What can we do?
What can we do for you?

Mrs. Grundy: What would you like to do, kids?

What would you like to do, kids?
What would you like to do?

What would you like to do, kids?
What would you like? What would you like?
What would you like to do?

Pat: I "d like to clean the carpets.

Bill: I "d like to wash the dishes.

Jill: I'd like to dust the sideboard,

Phill: I "d like to sweep the floor.

Mrs. Grundy: How nice of you, how nice of you,
You "ve got so many talents,
How nice of you, how nice of you
I'll bake a cake for you.

Children are removed. They take a basin, a board and an iron from the kitchen. Lift chairs, dust (Jill), sweep the floor (Phill), Mrs. Grundy leaves and returns after a while, carrying a cake. She puts it on the table. Betsy, Bell and Jack bring 8 cups and saucers. Mrs. Grundy brings a kettle and a coffee pot.

Mrs. Grundy: One, two, three
Let me see.
Who likes coffee
And who likes tea.
One, two, three
Oh, I see.
You like coffee
And I like tea.

Mrs. Grundy pours tea for everyone and coffee for himself and Marry Poppins. Everyone stands around the table and sings a song.

The more we are together, together, together,
The more we are together the happier we are.

For my friend is your friend
And your friend is my friend,
The more we are together
The happy we are.

The music continues to play. The heroes shout "Good Bye! Bye-Bye!" and wave their hands.