Please enable JavaScript.
Coggle requires JavaScript to display documents.
METHODS TO INCORPORTATE DRAMA IN EFL CLASSROOM, image, image, image, image…
METHODS TO INCORPORTATE DRAMA IN EFL CLASSROOM
Teacher in Role
The teacher adopts a role to play as well as the students.Being in the role allows the teacher to keep the drama going by questioning,challenging, organizing thoughts, involving
students, and managing difficulties
By integrating this type of drama in the classroom it helps from failure, encourage greater languageuse, point out consequences, summarize ideas, etc
Mantle of the expert
This method involves the children creating a fictional world where they are the expert in a designed field
Children are responsibles of what they do, in fact they will encourage:
Creativity, improves teamwork, communication skills, critical thought and decision making.
Conscience Alley
A useful technique for exploring any kind of dilemma faced by a character, providing an opportunity to analyze a decisive moment in greater detail.
When the character reaches the end of the alley, she makes her decision. Sometimes known as Decision Alley or Thought Tunnel.
This drama technique can easily be applied to a range of subjects across the curriculum, whenever a character is faced with a decision. It may be that you reach a certain point in your drama lesson, or while reading a story aloud, or describing an historical event, when such a moment occurs.
Thought-tracking
It is a quick fire strategy enabling children to verbally express their understanding of characters and situations without the need for rehearsal.
Teacher
The teacher can efficiently gather feedback from all the students.
Students
They gain confidence to speak in front of others, preparing the ground for them to move into extended improvisation. It is surprisingly easy for pupils to identify with a role and express their thoughts after holding a still image for a few moments.
HOTSEATING
The teacher stimulates and directs the drama from within by adopting a suitable role.
Teacher must fully commit to the role and must interact purposefully with the students.
This can instigate the drama, change its direction, move it forward, or provide a conclusion and a means of reflection. Working in role can challenge ideas, drive the drama forward, and influence children’s thinking without having to pause the drama by ‘stepping outside’ of it.
Eavesdropping
It is an activity for students to practise reporting speech. It provides a situation for reporting what others have said that can be more realistic than some of the exercises that are found in textbooks, and great fun!
Teacher
You may have to explain the concept of eavesdropping (listening to someone else's conversation). With lower levels it may be easier to explain spying
Students
a great exercise to get students in the habit of observing, writing, and trying out. It is loke an interpretation of what students heard of a history because then they make gestures and talk like in the conversation or movie that they heard.
Role on the Wall
The outline of a body is drawn on a large sheet of paper, which is stuck onto the wall.
Describe the character with words or phrases, write it dirrectly onto the drawing
This method can carry out as a gruop activity or by individuals to write about their own character
Some facts to include: physical appearance, age, gender, location and occupation
Still image and freeze-frame
For a drama session they are quite effective and very quick to use.The students have to using their bodies with no movement and create an image
It is very similar to pressing the pause button on a remote control or taking a photo or making a statue
Name: Isaac Barba, Erick Carrillo, María Belén Freire and Sherlyn Huertas
