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- 44pages
- 2 heures de lecture
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A discussion of drama as a method for second language instruction looks at rationale, requirements, techniques, and classroom procedures. The first chapter examines the connections between drama and language learning, and proposes that drama can be useful with any teaching style. Issues discussed here include encouragement of pupil talk, support of individual development, student ability level, and the role of drama in Britain's National Curriculum. In the second chapter, popular misconceptions about drama activities in the classroom are examined briefly. Chapter 3 describes specific basic classroom drama activities: memory games; circular conversations; circular stories; a task-relaying game; question-answering games; movement games; word games; circle or chain activities; rhythm exercises; mime; and guessing games. Two case studies in which simulation, improvisation, and role-playing were essential elements are reported in the fourth chapter, and in the final section, practical hints are offered for the teacher using drama activities for the first time. Contains 15 references. (MSE)
Achat du livre
Pathfinder - 19: Drama in the Languages Classroom, Judith Hamilton, Anne McLeod
- Langue
- Année de publication
- 1993
- Reliure
- (souple),
- État du livre
- Abîmé
- Prix
- 11,99 €
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- Titre
- Pathfinder - 19: Drama in the Languages Classroom
- Langue
- Anglais
- Auteurs
- Judith Hamilton, Anne McLeod
- Éditeur
- CILT Publications
- Publié
- 1993
- Format
- souple
- Pages
- 44
- ISBN10
- 1874016070
- ISBN13
- 9781874016076
- Séries
- Mots clés
- Éducation, système scolaire, Spectacle vivant
- Description
- A discussion of drama as a method for second language instruction looks at rationale, requirements, techniques, and classroom procedures. The first chapter examines the connections between drama and language learning, and proposes that drama can be useful with any teaching style. Issues discussed here include encouragement of pupil talk, support of individual development, student ability level, and the role of drama in Britain's National Curriculum. In the second chapter, popular misconceptions about drama activities in the classroom are examined briefly. Chapter 3 describes specific basic classroom drama activities: memory games; circular conversations; circular stories; a task-relaying game; question-answering games; movement games; word games; circle or chain activities; rhythm exercises; mime; and guessing games. Two case studies in which simulation, improvisation, and role-playing were essential elements are reported in the fourth chapter, and in the final section, practical hints are offered for the teacher using drama activities for the first time. Contains 15 references. (MSE)