首页
外语
计算机
考研
公务员
职业资格
财经
工程
司法
医学
专升本
自考
实用职业技能
登录
外语
Using Drama Texts in the Language Classroom I.【T1】______ of drama【T1】______ A. helping the teacher achieve "reality" —overcomin
Using Drama Texts in the Language Classroom I.【T1】______ of drama【T1】______ A. helping the teacher achieve "reality" —overcomin
admin
2018-04-10
26
问题
Using Drama Texts in the Language Classroom
I.【T1】______ of drama【T1】______
A. helping the teacher achieve "reality"
—overcoming students’【T2】______ to learning【T2】______
—creating students’ need to learn the language
B. providing cultural and language【T3】______【T3】______
—revealing insights into the target culture
—presenting language【T4】______【T4】______
C. advantages over traditional literature
—using more【T5】______ language than in poems and novels【T5】______
—addressing the need for enough texts for【T6】______ reading【T6】______
II. Approaches to【T7】______ drama texts【T7】______
A. "a" type【T8】______ approach【T8】______
—language is separated into components and strategies
B. "b" type experiential approach
—language is seen as【T9】______【T9】______
C. teachers base activities on【T10】______【T10】______
—identifying the story, characters, plot, etc.
Ⅲ. Stages of a type "b" approach
A.【T11】______【T11】______
—getting the learners to anticipate
—ways:
—guessing, pre-discussion and【T12】______【T12】______
B. text reading and listening
—while listening or reading task
—the task【T13】______ into the text【T13】______
C. extension activities:
—【T14】______ questions【T14】______
—e. g., Who? When? What? etc.
—multiple-choice questions
—text attack questions
—interpretation and【T15】______ questions【T15】______
【T10】
Using Drama Texts in the Language Classroom
Good morning, everyone. I have emphasized the role of drama texts in the language classroom several times. This time I’ll try to define what I mean by language learning through drama texts, outline some of the benefits it can bring to the language learning classroom and provide some of the different methods and approaches that can be utilized to fully exploit the potential of drama and theatre texts.
(1) Writers such as Maley and Duff and Wessels have pointed to the value and uses of drama.-(2) "Drama can help the teacher to achieve ’reality’ in several ways. It can overcome the students’ resistance to learning the new language by making the learning of the new language an enjoyable experience, by setting realistic targets for the students to aim for, by creative ’ slowing down’ of real experience and by linking the language-learning experience with the student’s own experience of life. Drama can create in students a need to learn the language by the use of ’ creative tension’ and by putting more responsibility on the learner, as opposed to the teacher. " (3) Drama provides cultural and language enrichment by revealing insights into the target culture and (4) presenting language contexts that make items memorable by placing them in a realistic social and physical context. By allowing reading and the adding of some characterization to a drama text, learners become personally and fully involved in the learning process, in a context in which it is possible for learners to feel less self-conscious and more empowered to express themselves through the multiple voices of the different characters.
One of the drawbacks in the use of literary texts such as novels and poems is that many of them contain language forms that learners of a language find difficult to understand. This could be overcome by simplifying them, often leading to a loss of "literariness"—leading to criticism that the texts became pale imitations of the original writing. The lack of suitable texts in the traditional body of literature, in my view, opens the door for the inclusion of drama in language learning curricula as (5) it tends to use much more naturalistic language than in poems and novels. (6) Drama texts help to address the need for sufficient texts for worthwhile reading in which suitable materials can be accessed.
Another problem, then, arises. (7) How should we exploit drama texts? Next, I would like to share several approaches with you. (8)I call the first one the "a" type analytical approach. As I have suggested, the analysis of language in a text is just one aspect of its use. In the type "a" approach, language is separated into its phonological, lexical components, etc. and disseminating strategies then adopted. Using this analytical approach, a teacher or course designer would think of a series of structures, language items that were to be "taught". A literary text exemplifying these structures was then selected and used in order to practice or raise the learner’s consciousness of it. (9) The second one is the "b" type experiential approach. Here, language was not seen as an object but as a tool. Much more emphasis was placed upon, for example, the inductive method of learning through " experiencing" and applying the learner’s experience to the text through encouraging comments, responses and expressions based on the text or its theme. The topic-based syllabus is often seen as more relevant to language learning.
(10) From a task point of view the learner is faced with several levels of achievement or ability that the teacher can use as a basis for designing multi-level activities for students, such as identifying the story, characters and plot; identifying the author’s and characters’ viewpoint, attitude or opinion; understanding the work in relation to its socio-cultural and historical-political context; giving a personal and creative response and answering the question; Does it work as literature?
Finally, I would like to talk about the stages of a type "b" approach to introducing a drama text to a class of EFL learners. The process involves linking standard approaches in drama to approaches suitable for the classroom. The classroom practice, then, may follow three stages. (11) The first stage is the warm-up. (12) Standard methods in the type "b" approach involve warmer activities to get the learners to anticipate what they’re going to meet in the language in the text using guessing, pre-discussion, or pictures. It involves little or no stylistic analysis. Its aims are to stimulate oral communication, reading for pleasure and to enrich thinking and expression for this reason, drama techniques focusing on waking the imagination, and the body including the vocal chords in preparation for reading or even enacting the text could easily precede this stage. Use of text can be one of the more in-depth and sophisticated drama activities. Warmers, drama games, role-plays, individual and group improvisation can all be used to support higher-level drama activities such as performing the text in the classroom. The idea is that the pre-reading stage will sensitize the learner to the language and concepts to be encountered and engage prior knowledge and experience. Pictures, the book cover, prompt questions, learners’ own memory etc. are used.
The second stage is text reading and listening. The stage may involve two task types: one is the while listening or reading task which involves the learner having a task to fulfill based on his or her reading, such as finding out a piece of information from the text; (13) the other is the task inserted into the text such as one where learners complete the task using their own ideas.
The third stage is extension activities. (14) This stage could incorporate comprehension questions such as: Who? When? What? etc.; multiple-choice questions which are useful for evoking possible alternative answers; text attack questions requiring the learner to realize certain meanings in the text and the way they are achieved in the language use; (15) interpretation and response questions such as what’s the message from the author, what general meanings can we infer from the antagonists’ statements, or what conclusions can we draw about the character and motivations of the antagonists and so on.
Well, of the main approaches I have mentioned, I believe there is no absolute dichotomy between them. You must bear in mind different approaches need to be incorporated in language learning for their relative merits. That’s all for today. Thanks for listening.
选项
答案
learners’tasks
解析
根据句(10)可知,从任务角度来看,教师可以根据学生要达到的目标和能力来设置不同层次的活动,故答案为learners’tasks。
转载请注明原文地址:https://kaotiyun.com/show/HIoK777K
0
专业英语八级
相关试题推荐
Variationaccordingtothegenderofthespeakerhasbeenthesubjectofalotofrecentresearch.Insomecultures,thereare
Culture—theFifthLanguageSkillI.TheunderstandingofcultureA."SoftwareoftheMind"—traditions,valuesand______behav
Culture—theFifthLanguageSkillI.TheunderstandingofcultureA."SoftwareoftheMind"—traditions,valuesand______behav
A、It’llbeengineer-oriented.B、It’llbecustomer-oriented.C、It’llbetechnology-oriented.D、It’llbeservice-oriented.B根据原文An
SitcomsasaToolforELTEnglishteachershavebeenusingvideosintheclassroomfordecadesandnowsitcomsemergeinclassr
(1)Withthetollfromanthraxmounting,theantibioticmostcommonlyusedtotacklethedeadlybugisnowacelebrity.Newsanch
(1)SinceWorldWarIItheFrenchhavebeenvariouslysurprised,dismayed,irritatedandoutragedbythepowerofAmericancultur
A、Supportive.B、Negative.C、Ambiguous.D、Cautious.D男士提到一些人认为美式谈判已成为谈判惯用的模式时,Janet回答道Maybeithas,maybeithasn’t,随后她列举了两个原因以支持自
A、Destiny.B、Genes.C、Personality.D、Family.B当主持人问Gaga在什么时段开始知道自己想成为一名歌手时,她回答在出生时就知道了。言外之意是Gaga认为基因造就了她将来要成为歌手,因此选择B项。
随机试题
形式符号层
试戴时检查邻面接触点是否合适最好用
女性患儿10岁,2周前曾有咽疼及发热史,近4天尿量减少,尿色似洗肉水色,眼睑水肿。对该患儿处理错误的是
0类声环境功能区执行的环境噪声昼夜标准值分别是()。
关于短期借款筹资方式的优点,下列说法不正确的是()。
在统计学中,总量指标按反映的时间状况不同,可以分为()
“红旗”原则:我国所实施的《信息网络传播权保护条例》在引入“避风港原则”的同时,还采用了“红旗原则”。按照《信息网络传播权保护条例》规定,著作权人认为自己的利益受到损害的,可以向互联网络服务提供商提出书面通知,要求网络服务提供商删除该作品、表演、录音录像制
注:从2012年起,城市环境基础设施建设投资中不仅包括城市的环境基础设施建设投资,还包括县城的相关投资,下同。2012年全国城市环境基础设施建设投资中,与2011年相比增长最快的投资是()。
晏阳初针对中国农村实际,提出的四大教育是()
在数据处理过程中,如果希望只是满足指定条件执行宏的一个或多个操作,可以使用条件来控制这种流程。使用了这种控制的宏称为________。
最新回复
(
0
)