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F O R M A N D O A L N U E V O D O C E N T E

I N S T I T U T O S U P E R I O R P E D A G Ó G I C O ( P r )

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1. Introducing ourselves-Name?-Level of teaching?

-Favourite food?

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2. Shaking from from 01 - 16

1 - 2 – 3 – 4 … 16

1 -2 – 3 – 4 … 8

1 … 4

1 – 2

1

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3. Walking Slowly and STATUE

- Occupations

- Animals

- Activities

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4. Speaking out loud

A noisy noise annoys an oyster... but a noisy noise annoys an oyster most.

66

ZIP

ZOP

ZAP

5. Zip Zap

ZopVocabular

y

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My name is Jesús and I like oranges.

6. Jumping Names

88

Student A: 1 2 3 4Student B: 5 6 7 8

7. Saying Hello

Situations: enemies selfish people old people boring people spy people friends have not seen each other for a long time people who are in a hurry sad people people who are afraid robots

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A:Hello!B:How are you?A: Fine, thanks. B: See you later.

8. Communicating emotions

1010

happiness

sadness

surprised

fearanger

9. Emotion Zones

1111

DRAMA SESSION DEVELOPMENT

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DRAMA SESSION DEVELOPMENT

MOVEMENT

VOICEFOCUS

ENERGY / CREATIVITY

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The teacher is the one who brings about

the real communication in the classroom.

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KEY CONCEPTS Drama in the classroom is a teaching strategy. It is playful, flexible, meaningful and motivating.

Drama techniques are those who give the child the chances to use his/her own personality.

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.

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And drama techniques can create in students a need to learn the language:

- by the use of 'creative tension' (situations requiring urgent solutions);

- by putting more responsibility on the learner,

as opposed to the teacher.' (Wessel: 53-54)

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- by making the learning of the new language an enjoyable experience

- by setting realistic targets for the students to aim for- by linking the language-learning experience with the student's own experience of life

Writers such as Maley, and Duff, (1978) and Wessels, (1987)

have pointed to the values and uses of drama:

Drama can help the teacher achieve 'reality' in several ways.

It can overcome the students' resistance to learning the new language:

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1. PHILIPS Sarah. 2002. Drama with Children. Oxford Univerty Press.2. WESSELS Charlyn. 2003. Drama. Oxford University Press. England. 137 pp.3. MALEY Alan y DUFF Alan. 1996: Drama Techniques in Language Learning. CUP. Gran Bretaña. 230 pp.4. BATY G. y CHAVANCE R. 1996. El Arte Teatral. Fondo de Cultura Económica. México. 295 pp.5. NICHO LUJÁN Jesús. Adapted plays. 2003, 2004, 2005, 2006. Bartolomé Herrera School. Fermin Tanguis School. Jean Le Boulch de la Molina. Ateneo de la Molina. Lima – Perú. 6. TELLO LEÓN Daisy. An Actress. An ex member of the TUSM (Teatro Universitario de la Universidad Nacional Mayor de San Marcos) Language Teacher at INTECI and in the Master Degree English Program at Univesidad Nacional de Ingeniería. Experiences and comments. 2005, 2006. Lima – Perú.

BIBLIOGRAPHY

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Thank

you!

Jesús Nicho

jesusnicho@hotmail.com