Crazy soccergame (Nice impro)

Task based learning

  Interaction / Improvisation 

Come, participate and leave

1.     1. There is an image exposed by the teacher

2.     2. Each student gets a little task

3.     3. Students enter the scene and interact with each other

 Observations:

Really fun to watch, but students need to come out with more oral production.

Great survival language. (Bodygestures)
 ____________________________________

Telling stories 6 (What is the best way to learn English ?)

Comming up....

Telling adventure stories 5 (crossing the border into Mexico)

Coming up......

Telling adventure stories 4 ( acting out the story)

This time students tell and act !!!

Benefits of story telling and usage of body gestures the same time

1. The story teller is more active 
2. Stimulates better speaking performance of story teller
3. Stimulates image creation of listener
4. The listener receives more action 
5. The listener pays more attention to the story teller
6. Stimulation of better communicative interaction between story teller and listener

Teacher's Role-Model of how to stimulate student's oral production using body gestures

Telling adventure stories 3 ( with images)

The storyteller uses images in order to stimulate the student's fantasy

Telling adventure stories 2

Procedure:
After the teacher has given his role-model, students now tell eachother real life stories

Objective:
Development and practise of  natural free speech.

 Teacher's analysis

Telling adventure stories 1

Storytelling is an excellent teaching strategy, because stories ignite students interest, estimulate listening-speaking interaction and activate the thinking process.

  
Procedure:

1. Teacher tells a real life story (role-model) projecting real images
2. Teacher implies current grammar issues (verb tenses)
3. Students interact asking questions or guessing the next image

Objective:


-Development of imaginative, creative and improvisational skills
-Communicative interaction
-Learning by repetition

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Funcorner "Best of Midterm Exam"

STUDENTS' FEEDBACK / MIDTERM EXAM

Students' and Teachers' comments on Drama and EFL

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THE MIDTERM EXAM

Communicative Interaction

       

Procedure:                                                                                                   

                                                                                                                           24 Real-Life Situations

 1. Students choose a situation from previouse drama lessons

 2. Students create their own Role-Play
 3. Students perform their Role-Play

 4. Students react to unexpected interaction from an anonymous particpiant

Objective:

Improvement of students imrovisation skills



Sorry Guys, something went wrong with the audio edition of the videos. But still very enjoyable.

Use your imagination if you can't understand the audio :)

"So you are going to Mindo, right...?"
A tourist from Miami is visiting beautiful Ecuador asking for information...

"Did you have a surgery or something...?"
Two old friends are meeting in an exhibition gallery...

"Excuse me, I have a call...."
A nice girl and a cool guy are having a date. The girl wants to get married, but it seems that the guy is too busy...

"Let's play a game...."
Two guys are traveling by train. A disturbing phonecall gets on someone's nerves...but soon things calm down...

"He is a good boy...."

A school teacher is not very happy with the student's behaviour...so let's
see what the principle says...

Funcorner - Best of "At the travelagency"

At the travel agency 5

 

At the travel agency 4 part B

At the travel agency 4 part A

At the travel agency 3

 

At the travel agency 2

 

At the travel agency 1

Funcorner - Best of "Finding your way"

Finding your way 5

Finding your way 4

Finding your way 3

Finding your way 2

Finding your way 1

4 STEPS OF HOW TO PRACTICE AND PERFORM ROLE-PLAYS IN THE EFL CLASSROOM

1. Student's Preparation

2. Role-Play-Practice created by students outside the classroom

...

3. Rehearsal shortly before classroom performance

 

4. Performance