Inés, Rita, Silvia, M. Carmen, Lourdes y

Carmen

Drama in CLIL

ROLEPLAYING

• Main strategy• Promotes to engage students and to deep understanding of

content, while developing language skills.• Requires:

– Understand content.– Thinking subtext.– To form text.

• ATTENTION… Drama is not theatre!!!!!!– It is based on finding words to communicate spontaneously. – OBJECTIVE: THE MESSAGE, NOT PERFORMANCE

BENEFITS1. Content-acquisition is enhanced.

2. Language-acquisition is appropriated to a variety of circumstances.

3. While Roleplaying:Students expressthemselves but separate from themselves.

BENEFITS

STRATEGY 1

TABLEAU

• It is a useful device.• It is less risky for students.• Words can be brought in as a

second step.• Tableau is also very useful with

students.• Students create still-life images or

frozen moments with their bodies.

LIFE CYCLE OF BUTTERFLIES

• The egg is a tiny, round, oval, or cylindrical object.

• The female attaches the egg to leaves.

• The caterpillar (or larva) is the long, worm-like stage of the butterfly or moth.

• As it grows, it sheds its skin four or more times so as to enclose its rapidly growing body.

• The chrysalis (or pupa) is the transformation stage.

• The chrysalis of most species is brown or green and blends into the background.

• The adult (or imago) is colorful butterfly or moth usually seen.

• The adults undergo courtship, mating, and egg-laying.

STRATEGY 2

Movement/word work

Movement is essential to develop skills social

and communication without words.

It is important that through the drama to

develop their feelings and emotions in

different situations.

It can be done by small groups and starting

games with music suitable for each situation.

For difficult situation this drama

By this I want to propose an activity that you will serve to act in comic from in moments or difficult situations.

Between 4 people of the class dramatize a

harrowing situation of your life.

STRATEGY 3

ROLE ON THE WALL-Students explore their understanding of

1. A character in a story2. A role they are creating

themselves

- Develop roleplaying- Tableau work

• Simple outline of a human being on a paper posted on the wall.

INSIDE:OUTSIDE:

CHARACTER’S PERSONALITY TRAITS

EMOTIONS

CHARACTER’S PHYSICAL TRAITS

CHARACTER’S ACTIONS

Activity: Role on the wall

• 4 groups 4 pictures

• INSIDE of the picture

• OUTSIDE of the picture

- Personality Traits- Date of birth- Names of family members, wife…

- Physical Traits- Employment- Where they live

STRATEGY 4

Talking Walls

It helps to:

• build personal connections (literature, history)

• explore feelings underlying a story

How?

• Students form a rectangle simulating they are the walls of a room.

• Think of a group of words that define the feelings or characterize the given role

• Teacher comes in and walk around.• Students star whispering their

feelings or selected words

Later:

• Debriefing• Analyze relation:

vocabulary - historical events • Brainstorm vocabulary (additional

roleplays) • No student´s statement is considered

right or wrong

Roleplaying:Eviction

• Banker• Policeman• Citizen supporting the eviction• Citizen against the eviction• Family affected• Judge• Neighbours • Facilitator= reporter

STRATEGY 4

QUESTIONING IN ROLE

This strategie consists on:- The student can interprete a role.

-The other students can be reporters questioning the character you are playing.

Activity Questioning in Role

• Four groups• An animal for each group• There are four animals

• Questions to help:Has it got hair?Has it got four pins?What does it eat?Where does it live?

STRATEGY 5

Writing in role

• Demands a high level of language competence.

• Teacher gives instructions and show the vocabulary.

• When there is a previous drama activity, students engage in the role.

“Now imagine yourself in a situation…”

CONCLUSION• Multidimensional approach to learning:

– Learning becomes for them easier to visualize and personalize content.

– Students’ use of language deepens.– Their vocabulary expands.– It helps to learning through communication

and interaction, co-construction meaning.

“DRAMA REALIZING”

IMPROVES

LANGUAGE, CONTENT & LEARNING SKILLS GOALS