USE OF DRAMA IN ESL TEACHING (COMMUNICATIVE APPROACH)

acardielvarea
Mind Map by , created almost 6 years ago

Mind Map on USE OF DRAMA IN ESL TEACHING (COMMUNICATIVE APPROACH), created by acardielvarea on 10/22/2013.

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acardielvarea
Created by acardielvarea almost 6 years ago
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USE OF DRAMA IN ESL TEACHING (COMMUNICATIVE APPROACH)
1 what does "Communicative Approach" mean?
1.1 A Learning model largely focused on communicative competence achievement, from a broad point of view
1.1.1 Its METHODOLOGY involves
1.1.1.1 DOING "useful", "meaningful" things with language
1.1.1.1.1 IN different communicative situations
1.1.1.1.1.1 conversation
1.1.1.1.1.2 listening
1.1.1.1.1.3 reading
1.1.1.1.1.4 writing
1.1.1.1.2 mixed
1.1.1.2 ACTIVITIES
1.1.1.2.1 PURPOSEFUL
1.1.1.2.2 INTERACTIVE
1.1.1.2.3 bASED on INFORMATION GAP PRINCIPLE
1.1.1.2.4 REALISTIC MATERIALS - SITUATIONS
2 What does "Drama" refers to?
2.1 .. THE WORLD OF "LET'S PRETEND"
2.1.1 = An opportunity to express oneself...
2.1.1.1 A. COMBINING DIFFERENT LANGUAGES
2.1.1.1.1 VERBAL (linguistic and paralinguistic aspects)
2.1.1.1.2 Body-language
2.1.1.1.3 ...
2.1.1.2 B. USING ONE’S IMAGINATION, EXPERIENCE AND KNOWLEDGE, SENSITIVENESS AND EMPATHY, MEMORY..
2.1.1.3 ITS VALUE IN LANGUAGE TEACHING
2.1.1.3.1 4. IMPROVEMENT ORAL SKILLS (ACCURATED USE OF REGISTERS AND EXPRESSIONS; FLUENCY, ..)
2.1.1.3.2 2. EXPLORE, TRY OUT AND PRACTISE NEW VOCABULARY
2.1.1.3.3 3. CONSOLIDATE LANGUAGE LEARNT
2.1.1.3.3.1 HELPS TO RETAIN - EXTEND SENTENCE STRUCTURES, USUAL EXPRESSIONS
2.1.1.3.4 1. PROMOTES AWARENESS OF
2.1.1.3.4.1 A) SOCIAL INTERACTION RULES
2.1.1.3.4.2 B) SELF COMMUNICATIVE COMMAND
2.1.1.3.4.3 C) BODY EXPRESSIVENESS
2.1.1.3.4.4 D) CULTURAL VALUES
2.1.1.4 ITS VALUE IN EDUCATION
2.1.1.4.1 IT
2.1.1.4.1.1 1. ENCOURAGES SENSITIVITY & IMAGINATION EXERCISE
2.1.1.4.1.2 2. FOSTERS LINGUISTIC, INTELLECTUAL AND SOCIAL DEVELPMENT
2.1.1.4.1.2.1 by STIMULATING
2.1.1.4.1.2.1.1 LANGUAGE DEVELOPMENT
2.1.1.4.1.2.1.2 SENSORY AND PERSONAL AWARENESS
2.1.1.4.1.2.1.3 GROUP COOPERATION
2.1.1.4.1.2.1.4 CREATIVITY GROWTH
2.1.1.4.1.3 3. INCREASES MOTIVATION
2.1.1.4.1.3.1 by means of pURPOSEFUL TASKS IN MEANINGFUL CONTEXTS
2.1.1.4.1.3.1.1 STUDENTS SEE (LIVE) THE NEED TO COMMUNICATE
2.1.1.4.1.4 5. IS THERAPEUTIC!
2.1.1.4.1.4.1 A. HELPS DEVELOP SELFWORTH SENSE
2.1.1.4.1.4.2 B. A WAY TO TACKLE EMOTIONAL - BEHAVIOURAL PB'S
2.1.1.4.1.4.2.1 such as
2.1.1.4.1.4.2.1.1 SHYNESS
2.1.1.4.1.4.2.1.2 UNCOOPERATIVE ATTITUDES
2.1.1.4.1.4.2.1.3 ...
2.1.1.4.1.4.3 C. EASES SOCIAL INTEGRATION
2.1.1.4.1.5 4. AROUSES ACTIVE, ENGAGED, CO-OPERATIVE ATTITUDES
2.1.1.4.1.6 6. BROADENS MIND
2.1.1.4.1.6.1 FORCING STUDENTS TO EXPLORE, EXPERIENCE OTHER POINTS OF VIEW AND SITUATIONS
2.1.1.4.1.7 7. LET TEACHERS GET TO KNOW THEIR PUPILS
2.1.1.4.1.7.1 their NEEDS, AIMS, INTERESTS..
2.1.1.4.1.8 8. AROUSE IN STUDENTS LIKING FOR DRAMA AS A LIVING ART FORM
2.1.1.5 TECHNIQUES
2.1.1.5.1 ROLE-PLAY
2.1.1.5.2 SIMULATION
2.1.1.5.3 MIXED
3 PROS & CONS
3.1 PROS: SEE ABOVE
3.2 CONS
3.2.1 7. A MINIMUM COMPETENCE LEVEL MAY BE REQUIRED
3.2.2 6. TIMING LESSONS = DIFFICULT!
3.2.3 5. SITUATIONS CAN EASILY GO WILD (OUT OF CONTROL)
3.2.4 4. INCORRECT FORMS CAN BE ENCOURAGED
3.2.5 3. FEAR OF LOKING RIDICULOUS
3.2.6 2. DIFFICULTIES TO MONITOR IMPROVEMENT IN LEARNING PROCESS
3.2.7 1. dIFFICULTIES TO CREATE "AUTHENTIC" AND RELEVANT SITUATIONS

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