A Sticky Problem

Evaluation: 1.Did you like the plot. Give reasons? 2. hat kind o! a husband is Earl? ". here does he #ork? $.Give your opinion about %osephine? &.'an you su((est any other suitable endin(.

A Sticky Problem
)ecapitulation: Earl #orked in *******+,-./01%ohnson. %ohnson2company. 3is #i!e 44444444 +5ary1 %osephine2!re6uently cut hersel! #hile cookin(. Earl took a piece of gauze and ---.He put the -----on the tape and made the prototype of the-----.

A Sticky Problem
G)78P 7)9
::./here is al#ays a #oman behind a man;s success. 7r(ani<e a debate

:. Desi(n a simple ima(inary plot like the same and enact the same in the class

:::./he students o! class = have decided to start a !irst aid club. /he inau(uration is on 2> 5ay this month .Dra!t a notice to announce the same. ?ou are the monitor o! class =.

A Sticky Problem
Assi(nment: 1 Earl and %osephine is a per!ect couple. 'omment. 2.@ecessity is the mother o! all inventions. rite an article.

Teaching of Drama
Steps :nvolved

The teacher in advance prepares the abridged form of the drama(emphasizing on the main events/actions) in which the roles are allotted to the learners. The learners perform the abridged version of the drama in the class room and discussion is carried out in the class focusing on the main events. Instead of the orthodox way of teaching drama in the classes where the students read out the entire lesson in class an innovative method is to be adopted which ensures the active participation of the learners. To ma!e the plot more vivid a power point presentation/movie which includes the bac!ground of the play dramatist main characters plot and the development of the plot can also be shown to the learners. The "roup wor! /home assignment can include #uestions beyond the text (from real life situation) and facilitate the students to connect !nowledge outside the classroom

%ow is the teaching of drama in the class room different from that of presenting the same in the theatre&
/heatre Drama '.(tage ).(cenery *.+ctors ,.Director -..lay (cript /.0ehearse 1..erform 2.+udience 3.4riti#ue '5..06D74T '.4lassroom .laying +rea ).8nvironment (etting *.(tudents .articipants Teacher ,. Teacher 9eader :acilitator -. (tory ;aterial Idea /. .ractice <or! 6n 8xperiment <ith 8xplore 1.(hare (how .lay Dra matize Improvise 2. 6bservers .eers 3. +ssess Discuss 0eflect '5..0648((

hy should #e !acilitate the learners to enact the drama in the lan(.class?,12pnts4:mp0 '. 6ne of the main aims of using drama in a language class is to provide an active stimulating fun and creative environment so as to develop the students= language learning potential. ).Drama is an active approach to learning where participants identify with roles and situations to be able to engage with explore and understand the world they live in. *.(tudents are thus freed from the constraints of precision of language that may be re#uired in the conventional language classroom and are e#uipped with many other tools with which to communicate meaning.

hy should #e !acilitate the learners to enact the drama in the lan(.class&

,. >y being part of a drama and participating in a fictitious context the class is experiencing a shared moment of intensity that involves emotions facial expressions gesture movement and a heightened awareness of others that would not necessarily be experienced outside the drama environment.

-.The class can learn and discover together all the while feeling part of something larger than themselves and experiencing the support of the group. >y being part of this safe environment students are able to ta!e ris!s build on the strengths of others and grow in confidence ma!ing decisions and ta!ing actions on behalf of the group. /.The drama context also allows participants to be distanced or liberated from themselves to

1.The Drama environment builds on the personalities energy and ideas of the participants so is alive and always changing and evolving

hy should #e !acilitate the learners to enact the drama in the lan(.class?

2.(tudents are encouraged to explore the 8nglish language through their imagination and creativity and to express this through language and other forms of communication that may include? movement action dance and role$play. 3.These activities aim to develop? @ 4onfidence motivation trust and participation @ 6ral and written communication s!ills @ +wareness of interpersonal and socio cultural communication s!ills @ +ccuracy and fluency of expression @ 0hythm and pronunciation @ 9inguistic intelligence @ (ocial interactive s!ills

hy should #e !acilitate the learners to enact the drama in the lan(.class?

'5. It gives a context for listening and meaningful language production forcing the students to use their language resources and thus enhancing their linguistic abilities. It provides situations for reading and writing. It is very useful in teaching literary texts as it helps in analyzing the plot character and style. It also involves students more positively and actively in the text ''.It results in real communication involves ideas emotions feelings appropriateness and adaptability. It gives the teachers a wider option of learner$centered activities. (tudents can use the conventions of drama as a means of exploring and discovering what lies beneath the surface of the texts they engage within the 8nglish classroom. '). >y using drama techni#ues the monotony of a conventional 8nglish class can be bro!en and the syllabus can be transformed into one which prepares students to face their immediate world better as competent users of the 8nglish language because they get an opportunity to use the language in operation

Types of learning strategies

:nteractive -earnin(: The concept of interactive learning necessarily entails a lot of pair and group wor! in the classroom as well as genuine language input from the Areal worldB for meaningful communication. -earner4centered -earnin(: This !ind of instruction involves the giving over of ApowerB in the language learning process to the learners themselves. It also strives to allow for personal creativity and input from the students as well as ta!ing into account their learning needs and obCectives. 'ooperative -earnin(:(tudents share information and help and achieve their learning goals as a group as well as from their teacher. hole lan(ua(e approach: The philosophy of whole language is based on the concept that students need to experience language as an integrated whole. It focuses on the need for an integrated approach to language instruction within a context that is meaningful to students

Teacher as a facilitator
'. EAplain the motive :Tell your students why you are doing these activities. ).Prepare students thorou(hly ".Give clear instructions Introduce the topic / aim of the activity (how any relevant material 4hec! instructions by as!ing chec!ing #uestions >riefly demonstrate the activity with a student / or get students to do an example / model. .ut students into relevant pairs / groups ;onitor students and help them as necessary. $.Allo# plenty o! preparation time >. Group !ormation should be done care!ully .,5ulti ability Groupin(0The composition of groups is important. 9earners should have a variety of focus and interact with as many different learners as possible. Dou need to consider balancing strong / wea! learners as well as considering personalities gender etc. &.Beedback.

4lassroom drama strives to build upon teaching methodologies that already exist weaving them together in new ways that inspire and hold the interest of students while !eeping the focus on the curriculum. .l.refer E4reative teaching