Drama Ebook

UNIVERSIDAD TÉCNICA DE AMBATO FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACIÓN CARRERA DE IDIOMAS MODALIDAD PRESENCIAL “OPTATIVA 1: DRAMA”

ELEMENT 3 E-book

TEACHER’S NAME Mg. ANA JAZMINA VERA DE LA TORRE

NIVEL NOVENO STUDENTS’ NAMES: Bayas Pérez Diego Sebastián Castillo Altamirano Danilo Israel García Uquillas Anita Milena Quispe Acosta Laura Maribel

AMBATO-ECUADOR ABRIL 2020-SEPTIEMBRE 2020

INDEX

INTRODUCTION

3

Integrated Activity 1

4

Activity description

4

Integrated activity 2

5

Activity description

5

Integrated activity 3

7

Activity description

7

Bibliography

10

2

INTRODUCTION In the learning process, it is important for teachers to select the most appropriate activities for students. Teachers have the great responsibility to choose the most suitable resources for learners considering their needs and the skills they are expected to develop. One of the most essential tools or activities to use in the classroom is role-plays.

Role plays are known for allowing students to practice their speaking skills, but they can develop more skills than just speaking. When creating role plays and then performing them, learners are put in conversational situations with which they build confidence and fluency and put what they have learned into action.

Students are set up in different situations specially to revise particular grammar points such as simple past, future, infinitives, imperatives, simple present, etc. Through role plays social interaction skills are promoted, negotiation, interrupting, asking for help Role plays also have plenty of positive effects on students. They are fun and motivating, learners enjoy participating in this type of activities, and are motivated to participate. quiet students get the chance to express themselves and take risks with more challenging tasks.

During the development of this activity the teacher takes different roles. Facilitator, learners usually need to be provided with new language and sometimes rehearsal time is time for the role play. Role of spectator, the teacher watches students perform their role plays and at the end give feedback and comments With role plays students can have so much fun while learning so, it is advisable for teachers to implement this activity more often in the classroom

3

Integrated Activity 1 Student’s age: 7 - 10 Level: A1 Beginner (Basic English User) Skills to be developed in this role play: Listening and Speaking According to the Common European Framework of References, students in A1 level are able of: -

Understand and use very basic expressions to satisfy concrete needs.

-

Introduce themselves and ask others questions about personal details.

-

Interact simply as long as the other person speaks slowly and clearly.

As you may see in the following activity, students will not have to deal with a lot of things like in future levels. In this case they are just going to deal with few words and manners in order to proceed with the role play, not including a lot of words, just by saying and expressing what they already know.

Activity description The following activity is going to be develop in a short period of time. Students are going to develop 2 main skills, which will be Listening and Speaking in order to develop a small dialogue, teacher is going to be involved and be a guide.

In order to proceed with this role play teacher has to present the following video related to Grocery Store Roleplay: https://www.youtube.com/watch?v=wyugmeUZMSs Listening Since this roleplay takes place on a grocery store what people say is very important to listen; be the case of being a customer or a dealer, listening is one of the main aspects students are going to develop.

Speaking Speaking is going to be developed since this activity takes place in a grocery store and students will claim to do what adults do while shopping. This role play will assist students with getting some experience looking for basic food items and teaching the how to greet.

Students must be aware of what their partners say because of those aspects the answer may vary. Students in this case will be saying: How much is it?, It is‌ dollars, come again, how can I help you?, here is your change, pick one, what do you sell?...

Procedure You can make an imaginary supermarket by making items out of empty grain boxes, paths out of empty shelves and make trucks out of cardboard paper and tricycles. This is an exceptionally fun and fascinating method of keeping kids involved in preschool.

4

Integrated activity 2 Student’s age: 13-17 Level: A2 (Elementary English) Skills to be developed: Listening, Writing and Speaking

According to the Common European Framework of References (2020), students at this level can understand simple sentences and frequent expressions related to basic personal and family information, shopping, location, and labor field. Also, students are able to communicate using a series of simple phrases and utterances to describe in simple terms about family, other people, and living conditions topics. Elementary English learners can read very short, simple texts. They can find specific, predictable information in simple everyday material such as advertisements, prospectuses, menus and timetables and I can understand short simple personal letters. Moreover, they can write a series of simple phrases and sentences linked with simple connectors like “and”, “but” and, and “because”.

Activity description This activity focuses on the development of the three out of four English skills. Those are listening, writing, and speaking.

Listening First, the teacher will present a video about two conversations in two different kinds of restaurants. Students have to pay attention to the grammar, vocabulary, and expressions that speakers in the video use to ask and give information about what they would like to order.

Writing It is important that students take notes of the most relevant information at ordering. For example, the use of chunks such as “What would you like to ...”. So, elementary learners will create their own script conversation in a group of three students, which it is supposed to take place in a restaurant. The aim is to develop a script taking into account previous knowledge and the vocabulary related to food.

Speaking Students will present the script that they create by using a collaborative role play. They will play the characters in class. The teacher should give clear instructions about how the role play has to be presented and what aspects will be considered to give them a score. A rubric can be used in this part.

5

It is essential that the teacher gives time to practice the role play.

Example: Listening First, the teacher presents the video (https://www.youtube.com/watch?v=bgfdqVmVjfk ).

Then, the teacher explains the appropriate grammar tense and she/ he will teach vocabulary that will help students to develop their role play.

Writing Students work in groups of three to start developing the script. They have to decide who will be the waiter, and who will act as dinners. When they have finished the script, the teacher has to reinforce students’ knowledge before the role play presentation.

Speaking Finally, students present their role-play in front of the class. In the end, the teacher will evaluate and give feedback by using a rubric.

6

Integrated activity 3

Student’s age: 17 -23 Level: B1 (Intermediate English) Skills to be developed: Reading, Writing and Speaking

Students who have a B1 English level are capable of doing many things. They have the capacity to get the main idea and understand standardized input about familiar topics about work, or about school, hobbies and leisure activities, and so on. Besides that, they can deal with a situation that may come up when traveling abroad. Simple connected speech and ideas about topics of their interest can also be produced by them. Moreover the can describe events, their experience, wishes and describe their opinions and ideas. In this age, students are more interested in relationships, they have a clearer opinion and criticize things according to their beliefs.

Activity description

The activity is composed of three main things that students have to do. It is a long process but, in the end, it will enrich students personality and language skills.

Reading.

The first part to do is to read the book. This part will help students to develop and increase their reading skills. What they have to do in here, is to read and get the main ideas from the story. They are going to predict what will happen at the end after. Also, they will develop reading comprehension they have to understand what they read to do the next task.

Writing Then students will have to write their own script based on the lecture. Using the main ideas, they have obtained from the reading. Here, the teacher can opt for two choices from two options, whether to make students use the main ideas of the reading and make them write a script using them or to imagine what would the characters do. The second option can be applied for students whose level is a bit advanced than the required. The teacher can make use of any of the choices or both, depending of her teaching criteria. In one way or another, 7

students will develop their writing skills as they have to make notes, plan, edit, and write the script.

Speaking Students will present their script by using a role play. They will play the characters and set the scenery. The teacher should make students aware of the things to be evaluated in this speaking practice. Aspects that might be considered in this part can be fluency, accuracy, intonation, and stress. A rubric can be used in this part, otherwise, just teacher criteria.

It is important to notice that students will be practicing the language, perfection must not be expected, but the effort and willingness to practice and improve.

Example: Reading part.

Source: (Stolz, 2009)

Students will first predict what the story will be about to develop inferencing. They will do this as many times as required during the reading process. They will do this at the end as well.

8

Then they will read and get the main ideas of the text. With reading comprehension questions they will develop their skills.

Writing part.Students will write a script using the ideas and everything the understood from the reading.

They will have to transform into the characters of the reading and add more if necessary.

They have to shortly represent the life of Francesca and Robert and how would it have been if they ended up together, taking into account the characters’ personality. They have to brainstorm, plan, write, and edit.

Speaking part.Students will present their script in front of the class. They will practice their pronunciation, stress, and intonation.

9

Bibliography Stolz, E. (2009). A Framework for English Literature Teaching in Dutch Secondary Schools (Master). University of Utrecht, Department of Modern Language. Retrieved from: https://dspace.library.uu.nl/handle/1874/179650 CEFR, (2020). Global scale - Table 1 (CEFR 3.3): Common Reference levels. Common European Framework of Reference for Languages (CEFR). Retrieved from https://www.coe.int/web/common-european-framework-reference-languages/table-1-cefr3.3-common-reference-levels-global-scale.

Easy English. [Israel Castillo] (July 09, 2020). At the Restaurant Conversation [Archivo de Video]. Youtube. https://www.youtube.com/watch?v=bgfdqVmVjfk YouTube. (2020). Retrieved 10 July 2020, from https://www.youtube.com/watch?v=wyugmeUZMSs Kennedy, S., & Kennedy, V. (2017). CEFR Levels: Retrieved 10 July 2020, from https://www.fluentin3months.com/cefrlevels/#:~:text=The%20six%20levels%20within%20the,writing%20and%20understanding%2 0a%20language.

10