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
The Use of Drama Texts in the Language Classroom I.【T1】 of drama【T1】______ A. The teacher being able to realize " reality" thro
The Use of Drama Texts in the Language Classroom I.【T1】 of drama【T1】______ A. The teacher being able to realize " reality" thro
admin
2016-08-19
28
问题
The Use of Drama Texts in the Language Classroom
I.【T1】 of drama【T1】______
A. The teacher being able to realize " reality" through drama
—overcoming the students’【T2】 to learning【T2】______
—creating the need to learn the language
B.【T3】 culture and language【T3】______
—revealing insights into the target culture
—providing language【T4】【T4】______
C. Comparison with traditional literature
—using more【T5】 language than in poems and novels【T5】______
—emphasizing the need for enough texts for【T6】 reading【T6】______
II. The【T7】 of drama texts【T7】______
A. "a" type【T8】 approach【T8】______
B. "b" type【T9】 approach【T9】______
C. teachers’ design of【T10】 activities【T10】______
III. Classroom practices linked to standard approaches in drama
A.【T11】 activities【T11】______
—getting the learner to【T12】 what they’re going to meet【T12】______
B. Text reading and listening
—the while listening or reading task
—the task【T13】 into the text【T13】______
C. Extension activities:【T14】【T14】______
—multiple-choice questions: text attack questions: interpretation and
【T15】 questions【T15】______
【T6】
The Use of Drama Texts in the Language Classroom
Good morning, everyone. I have emphasized the drama texts’ role in the language classroom for several times. This time I’ll try to define what I mean by language learning through drama texts, and outline some of the benefits it can bring to the language learning classroom and 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 values 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 students’ 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) First, I call it 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 are adopted. Using this analytical approach, a teacher or course designer woiJd 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) Second, it 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, 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. Classroom practice, then, may follow three stages.(11) The first stage is the warm-up.(12) Standard methods in the type "b" approach involve warm-up activities to get the learner 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 that 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 format.(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 we can infer from the antagonists’ statements, or what conclusions we can 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
worthwhile
解析
本题考查重要细节。根据句(6)可知,戏剧中有充足的值得阅读的文本内容,故答案为worthwhile。
转载请注明原文地址:https://kaotiyun.com/show/yW7O777K
0
专业英语八级
相关试题推荐
______isalanguagephenomenoninwhichwordssoundlikewhattheyreferto.(2013)
Forthelast82years,Sweden’sNobelAcademyhasdecidedwhowillreceivetheNobelPrizeinLiterature,therebydeterminewho
Forthelast82years,Sweden’sNobelAcademyhasdecidedwhowillreceivetheNobelPrizeinLiterature,therebydeterminewho
EugeneO’Neill’sTheLongDay’sJourneyIntoNight,TennesseeWilliams’______andArthurMiller’sDeathofaSalesmanarethethr
Kissingissocommonthoughwerarelyaskwhyhumanstouch【M1】______theirlipstogethertoshowaffection.Oneobviousanswer
Whichofthefollowingcountriesisunicameralinitsparliamentarysystem?
Whenapidgincomestobeadoptedbyapopulationasitsprimarylanguage,andchildrenlearnitastheirfirstlanguage,thent
Thebasicdistinctionbetweenachievementandproficiencytestsistobefoundinthedifferentpurposesforwhichthetwokinds
回想起小学四年级以后的日子,便有如进入了一层一层安静的重雾,浓密的闷雾里,甚至没有港口传来的船笛声。那是几束黄灯偶尔挣破大气而带来的一种朦胧,照着鬼影般一团团重叠的小孩,孩子们留着后颈被剃青的西瓜皮发型,一群几近半盲的瞎子,伸着手在幽暗中摸索,摸一并不知名
A、Buyingsomebooks.B、Preparingforlunch.C、Meetingwithfriends.D、Goingtohercompany.B女士在回答男士吃饭时是否抽烟这个问题时,忽然想起自己的丈夫和儿子还在等
随机试题
对比剂的用量按受检者的体重计算,儿童一次用量为
产生的毒素与噬菌体有关的是
整铸支架磨光中,操作错误的是A.打磨从磨光面到组织面B.打磨由粗到细C.打磨时要先切除铸道D.打磨时要随时变换打磨部位E.间断打磨以免产热过多引起变形
女性,42岁,痛经3年余,进行性加重,经期延长,经量增多,避孕药(炔雌醇一去氧孕烯)周期治疗,可缓解痛经,G3P1,曾放置ILTD10年,已取出2年。妇科检查:宫颈肥大、糜烂样改变,子宫如妊娠3个月大小,均匀性增大质硬,表面光滑,后壁略突出,活动好,双侧附
具有下乳作用的药物是
在Internet中,用户通过FTP可以()。
工程项目综合管理工作的准绳是()。
资产负债表中的“长期待摊费用”项目应根据“长期待摊费用”科目的余额直接填列。()
在黄山半山寺眺望天都峰山腰,可看到“金鸡叫天门”的美景,但到龙蟠坡,观看同一堆石头,却又是“五老上天都”的景象,这是由()引起的。
在窗体中使用一个文本框(名为n)接受输入的值,有一个命令按钮run,事件代码如下:PrivateSubrun_Click()result=""Fori=1ToMe!nForj=1ToMe!n
最新回复
(
0
)