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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]