UNESCO Associated School Experimental Establishment of the Institute of Pedagogics of The Academy of Pedagogical Sciences of Ukraine

Potyomkina Olga Vasylivna Potyomkina Olga Vasylivna Occupation: Teacher of English Qualification: Superior Professional Degree: Senior Teacher Teaching Experience: 20 years

Dramatization and puppet theatre as one of the most effective types of extracurricular work in teaching foreign languages Dramatization and puppet theatre as one of the most effective types of extracurricular work in teaching foreign languages

Presentation Plan: Introduction Introduction Extracurricular work in teaching English Extracurricular work in teaching English Dramatization Dramatization Puppet theatre Puppet theatre Conclusion Conclusion References References

As many languages you know, as many times you are a human being. Learning foreign languages is an essential condition of the formation of a highly cultured, harmoniously developed, socially active person.

Aims of extracurricular work in teaching foreign languages: Expansion and deepening of language skills of a student in foreign communicative activities mastering Expansion and deepening of language skills of a student in foreign communicative activities mastering Interest stimulating, motivation reinforcement Interest stimulating, motivation reinforcement Development of creative abilities of students Development of creative abilities of students Expansion of worldviews of students Expansion of worldviews of students Development of skills of independent work Development of skills of independent work Formation of sociocultural competence Formation of sociocultural competence

The object of extracurricular work in teaching foreign languages: Practical Practical Educational Educational Pedagogical Pedagogical Communicative Communicative

Principles of extracurricular activities: The principle of communicative activity The principle of communicative activity The principle of life and studying connection The principle of life and studying connection The pupils’ age considering principle The pupils’ age considering principle The principle of cross-subject relations The principle of cross-subject relations

Types of extracurricular activities: Individual Group Mass

Dramatization is one of the most interesting and most effective types of work at language classes and in extracurricular activities

Using of theatrical activities at English lessons promotes: Sociolinguistic competence formation Sociolinguistic competence formation General cultural competence formation General cultural competence formation Students’ vocabulary replenishment Students’ vocabulary replenishment Increasing children’s motivation to language learning Increasing children’s motivation to language learning Worldviews expansion Worldviews expansion

Why we use dramatization: Motivation Motivation Familiar activities Familiar activities Confidence Confidence Group dynamics Group dynamics Different methods of teaching Different methods of teaching Language personalization Language personalization Language contexts Language contexts Cross – cultural content Cross – cultural content Dramatization – instead of a lesson Dramatization – instead of a lesson

How to use dramatization in the classroom: Choose the right activity Choose the right activity Start small Start small Organize the classroom Organize the classroom Give feedback Give feedback Transform stories into mini plays Transform stories into mini plays Let the students choose the roles Let the students choose the roles Have students practise learning different parts Have students practise learning different parts Prepare the costumes and scenery with the students Prepare the costumes and scenery with the students Put on the play for other students, teachers and parents Put on the play for other students, teachers and parents

Dramatization is effective because: Fairy tales, music plays and puppet shows are close and available to students of different ages The plot and the language of fairy tales and literary works are integrated into the language learning The language of fairy tales and plays is simple and easy for remembering Short colloquial forms, set expression, idioms and spontaneous speech are often used Learning is active, not passive Accompanied by energetic movements and deep emotions

Through the role playing students master such communicative skills as: The ability to start the conversation, to keep it up or to interrupt the interlocutor when it is necessary The ability to start the conversation, to keep it up or to interrupt the interlocutor when it is necessary The ability to agree or disagree with the interlocutor The ability to agree or disagree with the interlocutor The ability to finish the conversation The ability to finish the conversation

Watching the play and especially personal participation in it: Provides development of different emotions of kids Provides development of different emotions of kids Fulfills educating, pedagogical and developing functions Fulfills educating, pedagogical and developing functions Promotes language development and theatrical skills Promotes language development and theatrical skills Contributes to cultural and emotional development of students Contributes to cultural and emotional development of students Makes creative atmosphere Makes creative atmosphere

Survey -Do you like drama ? -Why do you like drama ? -Do you like drama ? -Why do you like drama ? -Because we don’t sit at the desks. -Because we don’t sit at the desks. We don’t write, we just speak. We don’t write, we just speak. -Because I can pretend different animals. -Because I can pretend different animals. I learn many new words. I learn many new words. -Sure ! It’s my favourite. -Sure ! It’s my favourite. -I like to play miming games. -I like to play miming games. I can be the super-star. I can be the super-star. -Certainly ! I enjoy it. -Certainly ! I enjoy it. -Our parents come to watch our performances ! -Our parents come to watch our performances !

References: Абрамян В. Ц. “Театральна педагогіка” – К.: Лібра, 2002 Артемова Л. В. “Театр і гра” – К., 2002 Бєзгін І. Д., Семашко О. М., Ковтуненко В. І. “Театр і глядач і сучасній соціокультурній реальності” – К., 2002 Корнієнко Н. “Самосвідомість: гра в театр” – К., 2002 Макаренко Л. “Все про театр і дитячу театралізовану діяльність” – Джміль, 1999 Чурилова Э. Г. “Методика и организация театрализованной деятельности дошкольников и младших школьников” – Москва, 2003 Phillips, S Drama With Children. Oxford: Oxford University Press Wessels, C Drama. Oxford: Oxford University Press