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ENGLISH & DRAMA

How to teach English using DRAMA?

 

SELF AWARENESS

kirsty

 

  • Develop their personal meaning and intentions
  • Develop their personal response to and interpretation of English and drama
  • Develop self-confidence and self-expression, through expressing themselves, working with others and having an impact on others
  • Use talk flexibly to express themselves and their opinions and feelings, find their own voice, explore personal experience, build self-confidence and communicate with others, through engaging in formal and informal talk, including debating, listening, giving speeches and presentations

CONTENT IDEAS

 

  • Use the pupils themselves and their own experience as starting points for work on ‘Myself/my autobography’ for example

 

  • Talking and writing about what has happened to me, what means something to me, what I care about, what makes me special, my likes and dislikes, where I live, my hopes and dreams
  • Reading autobiographical literature and/or accounts of childhood
  • Listening to personal accounts of others in the class
  • One pilot school used English and drama to assist pupils to make the transition to secondary school by getting to know one another and explore their responses to anew school eg. through an ‘All about me’ project (undertaken jointly with other humanities subjects to form a humanities project)

 

SOCIAL SKILLS AND EMPATHY

albert-new

  • Link empathy with the central concept in English and drama of ‘point of view’, eg. through exploring texts written from a variety of viewpoints or different roles in drama
  • Develop empathy through vivid/juicy experiences eg. through reading about characters in fiction, diaries, letters or playing them in role-play or hot seating

 

  • Develop social skills, communication and empathy through interacting and collaborating with others through effective speaking and listening; one to one and in groups, through formal and informal talk, speeches and presentations – speaking, paraphrasing, acknowledging and listening to others’ points of view
  • Link sympathy with the central concept in English of ‘audience’ – and learn how to write, speak, act to different purposes and audiences –  which demands and ability to understand different views of the world
  • Develop specific social and communication techniques through group work and/or drama such as active listening, mirroring, using and understanding facial expressions, assertion, conflict resolution, mediation, group decision making and ways to reach a consensus
  • Adopt a range of roles in discussion, including acting a s a spokesperson and contribute in different ways to group work, such as promoting, opposing, exploring and questioning
  • Develop the ability to empathise with people from different times and cultures through exploring literature written at other times and in other places

 

SPECIFIC CONTENT IDEAS

 

  • Exploring empathy and social skills of various characters in books and films popularly used eg the Hobbitt (how the races of the Hobbits and Dwarves gradually lose their suspicion), Holes (children in the camp moving from enmity to teamwork that leads to their escape), Tracey Beaker (complex interplay of relationships between the children in the children’ home).
  • Exploring how tabloid newspapers marginalise, demonise and reduce certain groups (eg, ‘foreigners’, ‘young hooligans’. Muslim extremists’, ‘scroungers’. ‘asylum seekers’) and the language and imagery they use to do it.
  • Developing active listening skills through exercises in drama – playing the part of good and bad listeners and discussing how it feels
  • Exploring how we make judgements about people, eg. snap judgement – top-slicing the information, instant body language choices based on how someone looks, our gut reactions (eg why did Harry Potter instantly stick up for Ron when he met him and Draco Malfoy together?)
  • Thought tracking, externalising internal monologues in pairs, one the actor and one the voice to convey an internal state through body language

MOTIVATION

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  • Explore the concepts of developing understanding, meaning, intention and motivation in English and drama – ask key reasons why people create and enjoy the expressive arts
  • Make meaning in their own lives eg. by understanding the central importance of having clear and strong goals, a vision, intentions and sound values
  • Understand the idea of cause and effect in the context of English and drama. Eg. explore the links between character, motivation and plot and how outcomes for a story flow from the nature, intentions and personality of the people involved
  • Identify, using appropriate terminology, the way writers match language and organisation to their intentions
  • Structure a piece of writing or a speech in a well-organised, clearly sequenced, prioritised, logical and chronological way
  • Use exploratory, hypothetical and speculative talk as a way of researching ideas and expanding thinking
  • Work alone and with others to solve problems, make deductions, share, test and evaluate ideas
  • Set personal targets
  • Develop drama techniques and strategies for anticipating, visualising and problem solving in different learning contexts
  • Develop their powers of critical reflection

SPECIFIC CONTENT IDEAS

 

  • Explore the link between character and motivation. Take examples from fiction/biography and in their own writing/drama of characters, explore the impact of their motivation on the story/plot/outcomes fir the character and for others
  • Solve problems, eg explore what went wrong for a character (in literature or in drama/role-play) due to their lack of motivation, persistence, resilience, goal setting etc. How might they have dealt with it better? What might have happened if they had?
  • Explore the experience of characters who have difficulties that need to be overcome and problems to solve, in literature, writing and drama
  • Compare characters in a story who have different degrees of motivation. Eg. degrees of vision, persistence, resilience, or who are motivated by different things and look at the outcomes that follow
  • ‘What makes a hero?’ Explore the central role of motivation in the hero’s story/moral journey. Ie clear vision and purpose, persistence, resilience, courage, conviction – using books and films popular with the group. Eg Harry Potter, The Hobbitt, Holes, Tracey Baker, Artemis Fowl, The Lightning Tree, Whispers in the Dark, A Series of Unfortunate Events, Eragom, Dr Who
  • Invite pupils to predict what will happen next in a story – involves considering intentions, causality and their link to outcomes
  • Link the idea of creating a structure for a story (ie, with an arresting opening, a developing plot, a complication, a crisis and a satisfying resolution) with the idea of trying to tackle problems in real life, including exploring how far real life follows such neat patterns
  • Pupils learn how to structure a piece of writing or a speech in a well organised, prioritised, logical and chronological way which makes cause and effect clear, eg collect, select and assemble ideas in a suitable format, such as a flow chart, list, star chart, or PowerPoint presentation, make clearly organised notes of key points for later use or to support a speech, organise texts in ways appropriate to their content and purpose, put a muddled story in a logical order
  • Pupils identify and report the main points emerging from discussion, eg. to agree a course of action including responsibilities and deadlines
  • Pupils set personal targets for English and drama, eg. to improve the presentation of their written work, improve spellings, speak up more often in class, take a lead role in drama, increase the descriptive power of their story telling etc
  • Developing powers of critical reflection – through evaluating a piece of work and giving a considered, personal response to a presentation, play, script, film or performance through sharing views, or through keeping a reading journal

MANAGING FEELINGS

My Students 2013

 

  • Explore the idea of emotional engagement in literature and drama, exploring issues such as identification with character, search for emotional resonance and meaning and vivid/juicy emotional experience as some of the reasons why people create and go to the arts
  • Give direct emotional experience in real time, for example through responding to a story, poem or film, or experiencing an event in drama or role-play
  • Explore their emotional reactions to incidents, in literature, drama or real-life and compare their reactions with those of other people
  • Develop the range, subtlety and depth of their emotional experience and expression
  • Develop their language and whole body skills so they have a complex repertoire of vocabulary, facial and body language to express a wide range of emotions and feelings
  • Develop their ability to use a range of devices to persuade and emotionally engage their audience, in speech, writing and drama eg. rhetoric (language), reiteration (echoing), exaggeration, repetition, suspense, withholding information, humour, emotive vocabulary
  • Use talk and writing flexibly to express their feelings, find their own voice, explore personal experience, build their self-confidence and communicate their feelings to others, through engaging in formal and informal talk, eg. group work, pairs, role-play, debating, speeches and presentations and a variety of types of writing
  • Empathising with characters and ideas who experience a range of feelings of emotions, through reading or listening to literature and taking part in drama
  • ‘read’ their audience emotionally, whether it is an audience for their writing or their drama
  • Explore how writers convey feelings and mood, eg. through language, sound, word choice, imagery, alliteration, rhythm and rhyme
  • Become more responsive to what others feel eg. though listening to what they say and observing their body language, responding to the feelings of others in the group or role-play

 

SPECIFIC CONTENT IDEAS

book3d

 

  • Work to extend feeling vocabulary with ‘feelings words’ eg ‘feelings word of the week’. Encourage pupils to explore and include new words in oral and written work and give recognition to pupils who use more complex words to describe what they are feeling
  • Discuss how a story, poem, film or television programme makes us feel – explore individual reactions to the piece – what range of emotions does it generate in us? What feeling is the writer/film or programme trying to convey? What devices do they use to achieve this?
  • Take a cluster of feelings and develop work on that, eg. write a poem in a particular mood, feeling or atmosphere, perhaps linked to music or art. ‘Prose polaroids’ (word pictures) – individual or group reflection then fill a word square with words around a mood or feeling, body sculpting to create a mood
  • Explore what makes us laugh? Humour though the ages, ‘getting it’ or not, social aspects of humour, why is Shakespeare not funny any more? ‘In’ jokes and ‘out’ jokes, ‘cool’ humour (eg study latest television comedies that appeal to young people – why are they appealing? Contrast the shows with those your nan likes).
  • Tragedy/comedy – what’s the key difference, how is the difference created, what attracts us to one or both, why do children’s films/stories always end happily, adult’s often not?
  • Compare and contrast the ways information is presented in different forms, eg. orally, in text, visually, web page, diagrams, prose and explore the impact of these different forms on the feelings of the audience
  • Drama – warm up, movements, body language, freeze framing, statues, tableaux to illustrate a particular mood or feeling
  • Museum of feelings/emotions or museum of one specific emotion, eg joy. Small group become the ‘sculptors’, others are the ‘statues’, rest of the class is the audience who have to move around the museum and guess what emotions are being conveyed or comment on how well the statues convey the emotion
  • Making or mirroring facial expressions – what mood or feeling am I trying to convey/how does the other person feel?
  • Stage fighting – learning to control your body and your aggression (can help with aggressive pupils, gives a sense of control and detachment. Links with martial arts)
  • ‘Hello’ games – how many ways can you say a word. What emotions can it convey?
  • Mask work – use Greek-type masks that convey a particular emotion – pairs or group theatre work
  • Drama – warm-down, breathing exercises, relaxations, visualisations

Intonation in English language teaching

Opening Plenary by Jane Setter
Introduction
Intonation is one of the earliest acquired aspects of speech; the crymelodies of infants are influenced by the intonation of their mothers, and very small toddlers are able to use intonation to indicate turn taking patterns in play conversations before they can form words. It plays a vital role in successful communication in English, as it does in other languages. If this is true, why is intonation neglected in English language pronunciation teaching, and how can it be taught effectively?
This presentation takes the audience into the seldom-navigated region of intonation in English language teaching, focusing on the role of three main elements: tonality, tonicity and tone. Drawing on material from a number of different sources, we explore the role of intonation in English, and look at which elements are teachable, which are learnable, what resources are available to the teacher and the learner, and how intonation might be approached in the English language classroom and as a self-access learning activity. Expect a multimedia, audience participation experience.
Pronunciation

from English Grammar Today
Pronunciation means how we say words. Most people speak the dialect of standard English with an accent that belongs to the part of the country they come from or live in. Learners of British English commonly hear RP (received pronunciation), which is an accent often used on the BBC and other news media and in some course materials for language learners, but it is also common to hear a variety of regional accents of English from across the world.

How we use spoken stress and rhythm is also an important part of pronunciation. For example, it is important to know which syllables in a word are stressed and how different patterns of stressed and unstressed syllables are pronounced. There are also common patterns of intonation in English which enable us to give special emphasis to particular words, phrases and sentences.
See also: Dialect, British and American English, SpellingIntonation

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Here are some snapshots from the presentstion.

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Outside in: bringing new technology perspectives to ELT

Presenter(s):
Geoff stead
Donald Clark
Paul Driver
Yvonne Rogers
Session details:

They talked  a lot about technology in ELT. A panel of technology experts, bringing experiences from outside the ELT world,  discussed trends such as machine translation, artificial intelligence, chatbots and future workplaces. Their perspectives should challenge our current thinking, and help us consider future possibilities.

IATEFL Online Conference in Glasgow, 2017

We were listening to the experts describing their experiences  with teaching English using new technologies.

The listeners asked questions such as;

  • What does exactly technology bring to our English teaching?
  • Can technology substitute  the teachers?
  • Do we have to be the digital teachers?
  • Will technology improve the education in the poor countries?

 Since computers started to be introduced in language learning (and in education in
general) people have rightly asked whether the investment we are making in these
technologies gives us value for money. As digital technologies have taken a hold
in society in general, this particular question is not asked quite so often, but it is
still important to make sure that the technologies that we have available are used
effectively. People are always tempted to try to make an argument for technology
having an impact on the development of pedagogy and in many cases we can see
that the use of technology has enabled teachers to re-think what they are doing.
We also see people trying to populate this domain by talking about notions like the
‘flipped classroom’, ostensibly a methodology that sees input as occurring at ‘home’
and physical classrooms being used as spaces to explore what has been presented
in the input. This is far from being a new idea, but these agendas are pushed for
a while and then disappear again. What is a contender for a methodology that is
central to the world of technology and language learning is that of blended learning
(Motteram and Sharma, 2009). We see this methodology still being developed, but
when handled best it is the most likely candidate for a starting point for getting
teachers to work with technology in their practice. It is still the case that most
teachers work in physical classrooms and looking at ways that these spaces can
be augmented with digital technologies is a very good starting point.

Innovations in learning technologies for English language teaching

 

The Lack of Correlation among University Teaching, Secondary School Teaching and Primary School Teaching

There is a lack of connection between secondary school textbooks and college teaching materials, which is a barrier to English learners. In the teaching material of university, middle-school and primary school in our country, there are many unnecessary repetitive content (Tian, Jiu, Xu, & Wang, 2011). And there are different emphases in different stages of teaching. In primary and secondary schools, English learning is mainly based on a few textbooks, which mainly focuses on the teaching of grammar. Therefore, the students’ vocabulary is relatively poor, and the ability of language application is poor. College English is focused on to grasp the usage of vocabulary and a variety of expression, not to teach grammar systematically. This is detrimental to the cultivation of students’ practical ability, and can lead to negative consequences.

Life-Related Teaching Method Life-related teaching method refers to integrate English teaching into life, learn English in life, master the basic skills of English in practice. Life-related teaching is an English teaching which is based on life. It is different from the traditional teaching methods in the selection of teaching materials, teaching process and teaching effect. life-related teaching is to let students learn English out of class, and to learn English in practice. Life-related teaching method breaks the traditional English teaching mode, and the students are liberated from the shackles of the traditional English teaching, which makes the students actively integrate into the teaching. Life-related teaching puts forward higher requirements to English teachers’ teaching level and teaching theory (Xu, 2010). In the teaching level, it requires teachers to have a deep understanding of the teaching content, select the appropriate teaching material from life, and introduce the life material into the practical English teaching. In the aspect of teaching theory, the traditional English teaching pays attention to the training of students’ vocabulary, grammar and sentence pattern, and the English teachers only need to master the theoretical knowledge of vocabulary, grammar, sentence patterns and so on. The life-related teaching attaches great importance to cultivate the students’ comprehensive ability in our daily life, which requires the English teachers to master rich English teaching theory. Therefore, in the process of implementing English teaching, the college can refer to the life-related teaching method. 3.3. Task-Based Teaching Method Task-based teaching method is to cultivate students’ confidence in learning English through the gradual accumulation of the task. Task-based English teaching method is based on the task of the basic module, in the process of English teaching, to complete a series of tasks. In this process, English teachers and students can get along very well, and English teachers and students will be able to speak English in a real environment, to improve students’ ability of English communication. Task-based teaching method compares with the traditional English teaching has the following advantages: first, task-based English teaching method has a very clear teaching goal; Second, the task-based teaching method is a kind of student-centered English teaching methods; Third, task-based teaching method is carried out around the students, each student has a certain task, prompting students to actively participate in the teaching of English. Task-based English teaching method not only put forward higher requirements to the English teachers in colleges and universities, but also put forward higher requirements to the students. In the aspect of English teachers, task-based teaching method requires English teachers to have a high comprehensive quality and strong professional knowledge, in the process of task allocation, to pay attention to the difficulty of the task. In the aspect of students, the task-based English teaching method requires that each student has a certain task, and everyone can’t be lazy. Therefore, in the process of implementing English teaching, the college can refer to the task-based teaching method. 3.4. Group-Divided and Cooperative Teaching Method Group-divided and cooperative teaching method is according to the interests and the English levels, divide students into groups. Each group as a small team, English teachers’ teaching according to the actual situation of each team, at the same time, the requirement between team members, learn from each other, communicate with each other. According to the English teachers’ teaching method, choose the appropriate method of learning English. On the one hand, group-divided and cooperative learning can enhance students’ sense of team cooperation. On the other hand, it can improve students’ ability to communicate in English quickly.

Group-divided and cooperative teaching method is based on students’ autonomous learning. In the process of English teaching, through the communication between the team members, stimulate students’ interest in learning English.

In the process of group-divided and cooperative teaching, not only can strengthen students’ team cooperation consciousness and responsibility, but also can achieve a comprehensive and sustainable development of students’ learning English. Therefore, in the process of implementing English teaching, the college can refer to the group-divided and cooperative teaching method.

  Conclusion

With the pace of the globalization and internationalization of the world economy accelerating, English, as a communication tool, is becoming more and more important. The goal of English Teaching in colleges and universities is to cultivate students’ English practical ability and intercultural communicative competence through the use of effective English teaching methods. In order to improve the present situation of the current college English teaching methods, promote the reform of English teaching methods, improve teaching quality, colleges and universities should attach importance to reform of college English teaching, and actively promote the implementation of university teaching methods, to provide a good external environment for the reform of College English teaching.

References

AAMC (2005). Report VII Contemporary Issues in Medicine: Musculoskeletal Medicine Education, Medical School Objectives Project No. VII. Washington DC: Association of American Medical Colleges. Abou-Raya, A., & Abou-Raya, S. (2010). The Inadequacies of Musculoskeletal Education. Clinical Rheumatology, 29, 1121-1126. http://dx.doi.org/10.1007/s10067-010-1527-y Akesson, K., Dreinhofer, K. E., & Woolf, A. D. (2003). Improved Education in Musculoskeletal Conditions Is Necessary for All Doctors. Bulletin of the World Health Organization, 81, 677-683. Almoallim, H., Bukhari, E., Amasaib, W., & Zaini, R. (2012). How to Avoid Delay in SLE Diagnosis and Management. In H. Almoallim (Ed.), Systemic Lupus Erythematosus (pp. 219-242). Croatia: InTech. http://dx.doi.org/10.5772/26498 Al-Nammari, S. S., James, B. K., & Ramachandran, M. (2009). The Inadequacy of Musculoskeletal Knowledge after Foundation Training in the United Kingdom. The Bone and Joint Journal, 19, 1413-1418. http://dx.doi.org/10.1302/0301-620x.91b11.22445 Tian, Y., Jiu, W. H., Xu, F. F., & Wang, X. D. (2011). Investigation and Analysis of Female Teachers’ Burnout at Hainan Colleges and Universities. Northwest Medical Education, 19, 378-380. Wang, X. J. (2010). Investigation and Analysis of the Burnout Status of College Female English Teachers. Journal of Jinan Vocational College, 1, 37-38, 41. Xu, H. Y. (2010). A Study of University English Teachers’ Prof

 http://www.scirp.org/journal/ce http://dx.doi.org/10.4236/ce.2016.79129

How can I motivate unmotivated students?

IGS-00181940-001

“Learning without thinking is labor lost; thinking without learning is dangerous.”
– Chinese proverb.

Developing Effective Communication | Skills You Need http://html5shim.googlecode.com/svn/trunk/html5.js

Empathize

Empathy is trying to see things from the point-of-view of others. When communicating with others, try not to be judgemental or biased by preconceived ideas or beliefs – instead view situations and responses from the other person’s perspective.  Stay in tune with your own emotions to help enable you to understand the emotions of others.

If appropriate, offer your personal viewpoint clearly and honestly to avoid confusion.  Bear in mind that some subjects might be taboo or too emotionally stressful for others to discuss.

Encourage

Offer words and actions of encouragement, as well as praise, to others. Make other people feel welcome, wanted, valued and appreciated in your communications. If you let others know that they are valued, they are much more likely to give you their best.  Try to ensure that everyone involved in an interaction or communication is included through effective body language and the use of open questions.

Find more at: http://www.skillsyouneed.com/ips/improving-communication.html#ixzz4KOhLw7BG

Oxford University Press

IGS-00181940-001Ken Wilson is the author of Smart Choice and in all has written more than 30 ELT titles. We asked teachers from around the world who have been using Smart Choice what one question they would like to ask Ken. He will answer three of these questions in a series of video blogs this month.

For both teachers and students, a very large class can be difficult in terms of motivation and in terms of multi-level instruction. In this video blog Ken will answer two questions to overcome these challenges: “How can I motivate unmotivated students?” and “how can we adapt Smart Choice for different class sizes and classes with students of varying levels?”

Ken suggests techniques to increase student curiosity in class in order to engage learners with simple tasks, such as reading a text. He explains how teachers can devolve student responsibility to empower higher-level students to help…

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Invitation to my English Classes

English for Everybodyimages

Angielski_Ulotka_New1

Learning styles – important or not?

Study skills are not just for students. Study skills are transferable – you will take them with you beyond your education into new contexts. For example, organisational skills, time management, prioritising, learning how to analyse, problem solving, and the self-discipline that is required to remain motivated. Study skills relate closely to the type of skills that employers look for. (See Transferable Skills and Employability Skills for more.)

Find more at: http://www.skillsyouneed.com/learn/study-skills.html#ixzz47TfSnaiW

ELT planning

This week I watched a presentation called ‘Changing the way we approach learner styles in teacher education’. This was delivered at IATEFL 2016 by Carol Lethaby and Patricia Harries. If you get a spare half an hour this week I thoroughly recommend seeing it – you can access it on the British Council/IATEFL site.

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