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Presentac.. Presentac.. Presentation Transcript

  • LIGHTS, CAMERA AND ACT OUT !
      • Introducing ourselves
      • Name?
      • Level of teaching?
      • Favourite food?
      • Shaking from from 01 - 16
      • 1 - 2 – 3 – 4 … 16
      • 1 -2 – 3 – 4 … 8
      • 1 … 4
      • 1 – 2
      • 1
      • W alking S lowly and STATUE
    • Occupations
    • Animals
    • Activities
      • S peaking o ut l oud
    A noisy noise annoys an oyster... but a noisy noise annoys an oyster most.
  • ZIP ZOP ZAP
    • Z ip Z ap Z op
    Vocabulary
  • My name is Jesús and I like oranges.
    • J umping N ames
  • Student A : 1 2 3 4 Student B : 5 6 7 8
    • S aying Hello
    • Situations :
    • enemies
    • selfish people
    • old people
    • boring people
    • spy people
    • friends have not seen each other for a long time
    • people who are in a hurry
    • sad people
    • people who are afraid
    • robots
  • A: Hello! B: How are you? A: Fine, thanks. B: See you later.
    • C ommunicating e motions
  • happiness sadness surprised fear anger She's sad Oh! He's handsome. It's horrible!
    • Emotion Zones
    We're scared. I'm very happy today!
  • DRAMA SESSION DEVELOPMENT
  • DRAMA SESSION DEVELOPMENT MOVEMENT VOICE FOCUS ENERGY / CREATIVITY
  • Teacher Roles The teacher is the one who brings about the real communication in the classroom. Guide Listener Writer Feedback provider
  • KEY CONCEPTS
    • Drama in the classroom is a teaching strategy.
    • It is playful, flexible, meaningful and motivating.
    • Drama techniques are those who give the child
    • the chances to use his/her own personality.
    • They allow the SS to go to their natural ability to imitate voices, forms, and accents and to express through body language and gestures as well.
    • And drama techniques can create in students a need to learn the language:
    • - by the use of 'creative tension'
    • (situations requiring urgent solutions);
    • - by putting more responsibility on the learner,
    • as opposed to the teacher.' (Wessel: 53-54)
    • by making the learning of the new language an enjoyable experience
    • by setting realistic targets for the students to aim for
    • by linking the language-learning experience with
    • the student's own experience of life
    • Writers such as Maley, and Duff, (1978) and Wessels, (1987)
    • have pointed to the values and uses of drama:
    • Drama can help the teacher achieve 'reality' in several ways.
    • It can overcome the students' resistance to learning
    • the new language:
    • PHILIPS Sarah. 2002. Drama with Children. Oxford Univerty Press.
    • WESSELS Charlyn. 2003. Drama. Oxford University Press. England. 137 pp.
    • MALEY Alan y DUFF Alan. 1996: Drama Techniques in Language Learning.
    • CUP. Gran Bretaña. 230 pp.
    • BATY G. y CHAVANCE R. 1996. El Arte Teatral.
    • Fondo de Cultura Económica. México. 295 pp.
    • NICHO LUJÁN Jesús. Adapted plays. 2003, 2004, 2005, 2006.
    • Bartolomé Herrera School. Fermin Tanguis School.
    • Jean Le Boulch de la Molina.
    • Ateneo de la Molina. Lima – Perú.
    • TELLO LEÓN Daisy. An Actress. An ex member of the TUSM
    • (Teatro Universitario de la Universidad Nacional Mayor de San Marcos)
    • Language Teacher at INTECI and in the Master Degree English Program
    • at Univesidad Nacional de Ingeniería.
    • Experiences and comments. 2005, 2006. Lima – Perú.
    BIBLIOGRAPHY
  • Thank you ! Jesús Nicho [email_address]