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

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