A Sticky Problem Evaluation: 1.Did you like the plot. Give reasons? 2.What kind of a husband is Earl? 3.Where does he work? 4.Give your opinion about Josephine? 6.Can you suggest any other suitable ending.

A Sticky Problem Recapitulation: Earl worked in _______{(L&T),Johnson& Johnson}company. His wife {Mary, Josephine}frequently cut herself while cooking. Earl took a piece of gauze and ---.He put the on the tape and made the prototype of the-----.

A Sticky Problem GROUP WORK. I. Design a simple imaginary plot like the same and enact the same in the class II.There is always a woman behind a man’s success. Organize a debate III.The students of class X have decided to start a May this month.Draft first aid club. The inauguration is on 25 May this month.Draft a notice to announce the same. You are the monitor of class X.

A Sticky Problem Assignment: 1 Earl and Josephine is a perfect couple. Comment. 2.Necessity is the mother of all inventions. Write an article.

Teaching of Drama Steps Involved 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 make the plot more vivid a power point presentation/movie which includes the background of the play, dramatist, main characters, plot and the development of the plot can also be shown to the learners. The Group work /home assignment can include questions beyond the text (from real life situation) and facilitate the students to connect knowledge outside the classroom This enhances an inquiry- based learning.

How is the teaching of drama in the class room different from that of presenting the same in the theatre? TheatreDrama 1.Stage 2.Scenery 3.Actors 4.Director 5.Play Script 6.Rehearse 7.Perform 8.Audience 9.Critique 10.PRODUCT 1.Classroom, Playing Area 2.Environment, Setting 3.Students,Participants, Teacher 4. Teacher, Leader, Facilitator 5. Story, Material, Idea 6. Practice, Work On, Experiment With, Explore 7.Share,Show,Play,Dramatize, Improvise 8. Observers, Peers 9. Assess, Discuss, Reflect 10.PROCESS

Why should we facilitate the learners to enact the drama in the lang.class?(12pnts-Imp) 1. One 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. 2.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. 3.Students are thus freed from the constraints of precision of language, that may be required in the conventional language classroom, and are equipped with many other tools with which to communicate meaning.

Why should we facilitate the learners to enact the drama in the lang.class? 4. By 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. 5.The class can learn and discover together, all the while feeling part of something larger than themselves and experiencing the support of the group. By being part of this safe environment students are able to take risks, build on the strengths of others and grow in confidence, making decisions and taking actions on behalf of the group. 6.The drama context also allows participants to be distanced or liberated from themselves, to speak and behave in roles, allowing their characters to voice truth and opinions that the individual may not express in daily life.

Why should we facilitate the learners to enact the drama in the lang.class? 7.The Drama environment builds on the personalities, energy and ideas of the participants, so is alive and always changing and evolving 8.Students are encouraged to explore the English 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. 9.These activities aim to develop: · Confidence, motivation, trust and participation · Oral and written communication skills · Awareness of interpersonal and socio cultural communication skills · Accuracy and fluency of expression · Rhythm and pronunciation · Linguistic intelligence · Social interactive skills

Why should we facilitate the learners to enact the drama in the lang.class? 10. 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 11.It results in real communication, involves ideas, emotions, feelings, appropriateness and adaptability. It gives the teachers a wider option of learner-centered activities. Students 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 English classroom. 12. By using drama techniques the monotony of a conventional English class can be broken and the syllabus can be transformed into one which prepares students to face their immediate world better as competent users of the English language because they get an opportunity to use the language in operation

Types of learning strategies Interactive Learning: The concept of interactive learning necessarily entails a lot of pair and group work in the classroom, as well as genuine language input from the “real world” for meaningful communication. Learner-centered Learning: This kind of instruction involves the giving over of “power” 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 taking into account their learning needs and objectives. Cooperative Learning:Students share information and help, and achieve their learning goals as a group as well as from their teacher. Whole language 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 1. Explain the motive :Tell your students why you are doing these activities. 2.Prepare students thoroughly 3.Give clear instructions Introduce the topic / aim of the activity Show any relevant material Check instructions by asking checking questions Briefly demonstrate the activity with a student / or get students to do an example / model. Put students into relevant pairs / groups Monitor students and help them as necessary. 4.Allow plenty of preparation time 5. Group formation should be done carefully.(Multi ability Grouping)The composition of groups is important. Learners should have a variety of focus and interact with as many different learners as possible. You need to consider balancing strong / weak learners, as well as considering personalities, gender etc. 6.Feedback.

Classroom 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 keeping the focus on the curriculum. Pl.refer ‘Creative teaching through Drama’