Presentación del proceso del proyecto en su progreso y evidencias fotográficas.

2. • The English Program involves more subjects to work
on instructions from different areas of knowledge.
• Those areas are approached in English by more than
one teachers.
• There is a strong emphasys on the content.
• It aims to develop not only language skills but also
thinking and social skills through the use of the
English in context.
• QUESTION: What is the best strategy to apply so that
our classes can be more dynamic and the students
can be more motivated?

3. “As teachers, we’re not destined
to teach like other teachers,
even when we admire their
approaches.”

5. • We teachers have been working with different activities
to reinforce the topics seen: songs, games, tongue
twisters, story telling time, role plays, among others.
• The one the students enjoy the most is the ROLE PLAY,
because it includes costumes, fantastic characters, new
voices and faces, chats, nice esceneries, etc.
• No matter what you bring to your class to teach, the
most important thing is the way you teach it through,
so that the children enjoy the activity whithout thinking
they are having a class.
• So we implement the ludic or playful work in our
everyday classes.

6. “Dramatic playing is essential for children’s
learning empathy and self-control.
Children learn to empathize as they view
the world from other people’s
perspectives including those of peers,
adults, and people in stories.”

9. • Also we have chosen a special day on the week,
THURSDAY, to work with role plays and dramas, so
that English can be taught in a communicative
context we create through these educational
activities called Magic Adventure Day.
• But in theory, we ask ouselves the question:
• … and this is the reserch question.

11. “In an ensemble community students
encounter possibilities and create
understandings that go beyond what
individuals can do alone”.

13. Real communication involves ideas, emotions,
feelings, appropriateness and adaptability.
The conventional English class hardly gives the
learners an opportunity to use language in this
manner and develop fluency in it.
So, as Wilga Rivers (1983) states, "the drama
approach enables learners to use what they are
learning with pragmatic intent, something that is
most difficult to learn through explanation“, we want
our students to get an opportunity to use the
language in operation.

14. “Particular students
in every group
enter the
classroom already
more competent
in one or more
dimensions than
in others.”

16. Objectives:
To teach English through drama/role plays in a
Magic Adventure Day on a week, as an
attractive alternative for our students to:
1. Develop their skills in communication.
2. Use what they are learning with pragmatic
intent in a context for listening and
meaningful language production.
3. Gain the confidence of using the language
embedded in a context and a situation, in
and outside the class.

18. 1. Submit the pedagogical proposal to the
General Director of the Preschool.
2. Once accepted, it should be known by the
rest of the school community: teachers,
parents and students.
3. Organize the Magic Adventure Day Program
which must consist on the reinforcement of
the topics seen in the whole English
Program worked from the other areas
through playful activities such as role plays.

23. MAGIC ADVENTURE DAY PROGRAM 2015

25. 4. Prepare each day by following the general
structure of a lesson plan:
 Warming up (Greeting and welcome)
 Presentation (the moment in which you
instroduce the topic).
 Practice (the moment of the class to work
on activities oriented by the teacher).
 Production or wrapping up (the moment
for the students to show what they have
learned).
5. Don´t forget to use a lot of creativity,
energy, happiness and love. Children will
learn more!

32. We come up with an informal lesson plan for each
activity. e. g.
ROLE PLAY: “COFFEE AND TEA”
1. Warming up: wVideo about the story. wGame
about identifying the names of the characters in
the story.
2. Presentation: wThe rhyme through pictures.
3. Practice: wMemorization of the characters’
speech through a game: “Who wants to be…”
4. Wrapping up: Role Play presentation.

34. Drama used in the classroom can be
considered a communicative activity since it
fosters communication between learners and
provides opportunities to use the target
language in various 'make believe' situations.

35. American Psychiatric Association. (2009). Introducción al Estilo APA. (6a. ed.). Washington, DC.
Chauhan, Vani. Drama Techniques for Teaching English. Introduction: Benefits of using drama in
the Language Classroom. The Internet TESL Journal, vol. X, No. 10, Oxford, October 2004.
Consultado en Mayo 2015.
Early Childhood Learning Knowledge Centre. (2006). Let the children play: Nature's answer to
early
learning. Retrieved 1 April 2015 from
www.cclcca.ca/CCL/Reports/LessonsInLearning/LinL20061010
Johnson, K. & Morrow K. [Ed] (1981). Communication in the Classroom. London: Longman
Lumsden, L.S. (1994). Student motivation to learn. EricDigest 92. Retrieved 2 April 2015 from
www.kidsource.com/kidsource/content2/Student_Motivation.html
Maley, A. & Duff A (1982). Drama Teaching in Language Learning. London: CUP
O' Neill, C. & Lambert, A (1982). Drama Structures: A Practical Handlook for Teachers. Portsmouth:
Heinemann
Peacock, Colin (1990). Classroom Skills in English Teaching: A Self-Appraisal Framework. London:
Routledge
ROLE PLAY. Wikipedia, La enciclopedia Libre. Consultado el: 13-Octubre_2015.