Using drama texts in the classroom

Introduction

 

In this article, I try to define what I mean by language learning through drama/theatre texts, outline some of the benefits it can bring to the language learning classroom and some of the differing methods and approaches
that can be utilized to fully exploit the potential of drama and theatre texts.

       Why use drama / theatre texts in the language classroom?

       The "a" type analytical approach to drama / theatre texts

       The "b" type experiential approach to drama / theatre texts

       Learning activities using drama / theatre texts

       Classroom method

       Conclusion

       References

Why use drama / theatre texts in the language classroom?

 

The benefits of using games in language classrooms

 

 

'In an effort to supplement lesson plans in the ESL classroom, teachers often turn to games. The justification for using games in the classroom has been well demonstrated as benefiting students in a variety of ways. These benefits range from cognitive aspects of language learning to more co-operative group dynamics.'

General Benefits of Games

Affective:
- lowers affective filter
- encourages creative and spontaneous use of language
- promotes communicative competence
- motivates
- fun

Cognitive:
- reinforces
- reviews and extends
- focuses on grammar communicatively

Class Dynamics:
- student centered
- teacher acts only as facilitator
- builds class cohesion
- fosters whole class participation
- promotes healthy competition

Adaptability:
- easily adjusted for age, level, and interests
- utilizes all four skills
- requires minimum preparation after development

 

 

types of listening activities

Our group work at the university about 3L METHOD will be continued hopefully even after graduating of the university. we, as the members of one the groups, are ambitiously confident with this method and with the success of  the research .To them  and the whole of the class I am grateful. Furthermore, special thanks go my great professor  Mr. BAGHAEI whose great help and creative ideas helped and motivated us to do such a research .meanwhile I would like to appreciate my dear friend and classmate Mr JAVANBAKHT  because of his perseverance and meticulous studies that really helped all of the groups .

 

The main emphasis of 3L PRECEDURE is on listening skill                                        

Here is some types of listening skill activities that  relating to the suitable activities, age level of the class, background knowledge and many conditions and  situations in the class can be used.

The main emphasis of 3L PRECEDURE is on listening skill                                                                                

Listening for the main idea - students listen to identify the overall ideas

expressed in the whole recording.

 

Listening for details – students listen for groups of words and phrases at

sentence level.

 

Listening for specific information – students listen for particular information at

word level