School teatre

Автор: Лопатова Юлия Михайловна

Организация: МКОУ СОШ №9

Населенный пункт: г. Куйбышев

Introduction

In accordance with the implementation of the basic requirements of the state's educational policy, schooling is aimed at educating individuals with universal abilities that allow them to adapt and successfully socialize in a rapidly changing society. A graduate should not only have a good background in basic knowledge, but also be autonomous, flexible, and communicative - ready to quickly and easily adapt to various situations. To improve students' research skills, creativity and intelligence, much attention is now being paid to the use of elements of dramatization in the educational process and the creation of school theater in educational institutions, including in a foreign language. Children learn the world by playing, which means that this ability should be actively used in learning. Theatre should become an integral part of both the lesson and extracurricular activities, because it combines art, literature, languages, music, history and other subject areas. By getting used to the role, the student is able to overcome shyness, fear of communication, their complexes and insecurities. This is a kind of rehearsal of real life events, but with the opportunity to fix and replay something. The relevance of this work lies in the fact that schoolchildren enter adulthood unnoticeably and painlessly from the process of playing, possessing such important qualities as independence, activity, curiosity, hard work, and the ability to learn all their lives. The novelty of the work lies in the fact that theatrical activities and elements of dramatization are able to involve children in an active creative, cognitive process throughout their lives.

The goal:

to create conditions for the development and upbringing of a harmonious personality, capable of easily adapting to a rapidly changing world. Tasks: 1. Develop a set of tasks that promote the development of intellectual, creative, cognitive, communicative and social skills 2. Check the effectiveness of this unit in practice in scheduled and non-scheduled activities. 3. To increase interest in the process of acquiring knowledge and situationally applying it. 4. Create conditions for the mental and physical comfort of students. 5. Contribute to the improvement of socially significant personality traits.

2. The main part

2.1. The block of preparatory tasks

This is the initial stage in terms of the formation of children's learning skills: project, intellectual, and creative activities. Sharing my experience of teaching as a foreign language teacher, I believe that in order to learn information efficiently, it is necessary to practice it in action, and not just read and listen. Working with a script is very difficult, and working with a script text in a foreign language is even more time-consuming. The tasks of the preparatory block are designed to make the process of working with the script more rational and understandable.

Working with the script

Stage 1. Students prepare to create a script: they formulate their assumptions, build hypotheses and collect all the known information on the topic of the future performance.

Stage 2. At this stage, together with the children, we overcome language difficulties, make rough sketches of the future performance.

Stage 3. We train vocabulary and grammatical structures, expanding language competence.

Stage 4. The most interesting one, since it is here that the development of speaking skills takes place, based on the plot read: role-playing games, dramatizations, etc.

Types of tasks for each block.

Stage 1. The stem. Students are offered a word on a topic, more often it is a fairy tale, and they name the words that are most appropriate in meaning and association. These entries are recorded on the board. It turns out to be a stalk with many leaves. Gathering of heroes. The students sit in a circle. We highlight the main character of the future scene. Each student comes up with possible characters in turn, with whom the hero will interact in the scenario. For example. Bear, hunter, old man, hare, etc. Samples. Photos suitable for the upcoming performance are cut out of old magazines. Children should choose two pictures and explain their choice based on the similarity or difference of the characters.

Snowball.

The teacher names the first sentence, and the students repeat the previous sentence along the chain, adding their own. In the process of this work, memory, imagination develop, and even the outline of the production appears.

The word +.

This task is based on the fact that the teacher distributes phrases from a ready-made script to students and invites students to make assumptions about the content of the text based on them.

What is missing?

Students receive short excerpts from the new script with gaps and try to fill them in Reasons. The teacher expresses his point of view about the script he has read, the children make their assumptions, which are recorded on separate pieces of paper. After the script is read, these assumptions are checked and the coincidences are noted.

Dreamers.

Students receive illustrations for the story and come up with the content. Fantasy is welcome. To be continued. The children listen to the beginning of the script, invented by the teacher, and come up with the ending themselves.

Music box.

The teacher suggests several musical excerpts suitable for the new scenario of the play. Children listen to them and express their opinions. Each student chooses a passage or excerpts, commenting on their choice.

The photo robot.

Children are presented with a portrait of the hero, which children should make more realistic by adding various information to it: age, hobbies, family, character, etc.

A pantomime.

Several students read the text of the script and use gestures and facial expressions to present its contents to other students. The class tries to guess what the script will be about. Then the children read the passage and check the accuracy of their assumptions. This stage is important because it increases motivation for stage transformation. Preparations are underway for the dramatization, and assumptions about the content are being made. The teacher's role is to help students express their opinions in a foreign language. Stage 2. Students are prepared for reincarnation and play. It is important that the results of further work are positive. First of all, it is necessary: 1) pay attention to the structure of the text, the number of lines for each character; 2) determine the type of text (fairy tale, artistic passage, fable, etc.) Each type of text has its own special feature, which we introduce to students; 3) pay attention to the presence of dates, numerals, geographical concepts, proper names, and borrowings in the text. These words should be emphasized and explained what they can mean.; 4) practice pronunciation of the most difficult words; 5) explain the meaning of unfamiliar words with pictures, gestures, and context, while avoiding direct translation of words. Tasks that are most effective for this stage. 1. The teacher asks questions according to the scenario, the children answer them using "yes" or "no". 2. Find the statements corresponding to the text. 3. Find statements that do not match the text. 4. Choose one of the suggested images that most accurately defines the content of the passage. 5. Arrange the pictures according to the content of the text. 6. Fill in the table by answering the questions. 7. Choose the most appropriate script name. 8. Arrange the passages logically. 9. Connect the torn text.

10. Untangle two fairy tales. 11. Connect the beginnings and endings of sentences. 12. Arrange the sentences in a logical order. 13. Choose an accurate retelling from the suggested ones. 14. Fill in the gaps in the text by inserting verbs, conjunctions, nouns, etc. 15. Name the author of the following statement. 16. Choose the most accurate translations of the sentences. After the text is understood by the students, we analyze what helped to achieve positive results and what tasks. The behavior of reflection at this stage will help determine the future strategy. Stage 3. At this stage, we work out the language material, train the lexical and grammatical material. Stage tasks. 1. We practice words by filling in gaps in the text. 2.We make up crosswords and fill them out. 3. We find synonyms for words in the text. 4. We transform complex sentences into simple ones. 5. We compose words around the keyword. 6. We find antonyms in the text. 7. We find words describing the same character. 8. Choose the words that describe the hero. 9. We find words describing the emotional state of the hero. 10. We define conjunctions and conjunctive words in the text and explain their meaning. 11. We define phrases: noun- preposition, noun- adjective, verb-preposition, verb-noun, etc. Stage 4. The most interesting stage is the development of oral and written speech based on what has been read. The read passage can be the basis for the following activities: 1. Different types of writings in relation to the events of the revered text. 2. The transition from one type of text to another: an article into a letter, a narrative into an interview, a letter into a dialogue, etc. 3. Work with other sources on the topic of the read text. 4. Retelling the text in a different time. 5. The "Position" game. Each student receives instructions on where to be and who to portray. The rest of the students try to understand who this hero is, to fulfill his requests (to play along). Inaccuracies are corrected. 6. The Magnificent Four game. Several groups of four people each are formed. For each group, sixteen cards are given, on which four facts to four circumstances from the revered passage are recorded. For example, the character's appearance, character traits, favorite activities, and location. All the cards are shuffled and distributed to the participants. Everyone receives four cards with different data, they cannot be shown to other participants. Each player must collect their four facts for one circumstance and get rid of the other facts. The winner is the student who has collected all the facts of his situation the fastest and got rid of the "strangers". 7. The game "Domino Principle". Students play as a group. The dominoes have a question written on one side and an answer on the other. Questions and answers have been compiled according to the content of the text. The knuckles are shuffled, the game begins, the winner is the student who is the first to collect dominoes in a circle, square, etc. 8. The "Interview in the circle" game. Students are given questions aimed at clarifying the attitude of the children to the passage they have read. For example, you need to find out who in the class has read the text several times, wants to be like the main character, can describe the hero, has the same hobbies as the hero, etc. After the information is collected, students make a written or oral presentation.

Using this algorithm of working with script texts, students will learn to understand different types of texts, consciously approach tasks, avoid mistakes and show their creative abilities. In addition, such tasks increase motivation to acquire knowledge, broaden horizons, and harmoniously develop a personality for successful interaction with society.

2.2. Block of training tasks

The school places high demands on foreign language proficiency today. Modern technologies, including the widespread use of artificial intelligence, also require constant improvement of students' communicative competence and readiness for intercultural communication. A foreign language is not only a means of communication, but also a means of studying the cultural heritage of peoples. A modern teacher should choose techniques that would stimulate students' speech and mental activity. You can't force a person to communicate, much less force them to speak a foreign language, but you can create conditions for effective communication, conditions under which communication becomes a necessity. There are many physiological and emotional factors that hinder successful language acquisition, but the use of health-saving technologies has a positive effect on student activity. In my classes, I try to use activities that relieve emotional stress, fear, and discomfort.

Elements of health-saving technologies help students not only maintain their health, but also successfully master knowledge. After all, when a child is comfortable, he is ready to perceive information, engage in the creative process, and research. All this is reflected in the dramatization. Dramatization makes it easier to master cliches, colloquial structures, and vocabulary. Students' speech becomes natural, every child is an active participant in communication, where the lack of linguistic means and experience of self-expression are perceived more easily. The wide involvement of regional scientific material arouses interest and attention to the text under discussion. To keep this interest alive, it is necessary to use assignments related to the student's life experience, interests, and worldview. When is a child interested in learning?- But he's not bored when he creates and acts. All the elements of health-saving technologies are present in the dramatization. Drama, by right, occupies an honorable place in the list of subjects in many countries. Dramatization promotes a natural and easier mastery of colloquial cliches and grammatical structures. Students' speech becomes more expressive and emotionally colored. The student is involved in a creative process where difficulties in language experience are overcome much more easily. The rich regional history material reveals a personal attitude to the events being played out. When younger students start learning a foreign language, their motivation is very high. The teacher's task is to maintain constant and sustained interest at all levels of learning.

Games.

Taking into account the psychological features of the development of perception, memory, attention, imagination and thinking of each age group, I assign a large place in the educational process, in extracurricular and theatrical activities to game forms, as students gain social experience in the game. A game goal is mandatory, it sets students up to plan and perform clear actions, and a foreign language becomes a means to achieve this goal. This is a great base for practicing speaking, listening, writing, and reading. A practical lesson for high school students is a business game. This is a kind of help in professional self-determination, since modeling professional conditions in it is an integral part.

The game library of the school theater. The Keyboard game. Kids get their own alphabet letters. The teacher calls the word, the children line up in a chain, correctly taking their place. Activity and quick action are welcome. "Backpack Journey". The teacher sends one of the students some kind of school object (pencil, pen, pencil case, etc.), the child shows certain actions with this object, presenting it with another object, for example, a fishing rod or a rod, the other children must guess what kind of "new" object it is. The guesser gets a token, and at the end of the game, the winner is determined. "Onomatopoeia. The children form a circle, and the teacher hands out a card with what needs to be announced to the class. Students pronounce the appropriate sounds one after another (wind, hedgehog running, owl screaming, water boiling in a kettle, etc.). The more unusual the sound, the funnier. "Vowel singing." Children are encouraged to sing a famous song using only vowels. We can arrange competitions. "A living picture." Each child of a class or group needs to depict a specific situation. For example, swimming competitions or car repairs. The other participants guess what it is. "A song in motion." The class needs to perform a song, accompanying each line with a suitable movement. It's a lot of fun and creative. "The artist." One of the guys plays the role of an artist. He carefully studies the student, whom he will "draw", but using words instead of paints: nouns, verbs, and as many adjectives as possible. "The shark." The student goes to the blackboard and begins to draw the intended word. It can be an animal or some kind of object. Drawing begins with a dot. Children guess what it might be by naming one letter. You can only name three letters, and then the participant must pronounce the word. Incorrectly named letters are sent to the shark drawn in the corner of the board. If the player guesses the word, he becomes the leader. If he makes a mistake, he is eliminated from the game. "The zoo." The class is divided into two groups: "animals" and "tourists". The presenter hands out cards with the names of the animals to the group that will represent them. Tourists guess and receive tokens for correct answers. Then the groups change and the game continues. The winner is the participant with the most tokens. Encyclopedia of Animals. The moderator writes down the name of the animal on the board. There are sample cards hidden throughout the classroom. Children walk around the classroom, looking for flashcards, solving examples and guessing what these numbers in the answer might mean. For example, the weight of the animal, its speed, etc. For each correct answer, the child receives a token. We determine the winner. "Forbidden number." The students form a circle. The presenter calls a number that cannot be pronounced, for example, 3. The count begins. Everyone says the number in order and claps their hands. Whoever needs to say 3 just claps. A student who makes a mistake is eliminated from the game. "Ecological race". For this game, we will need a bag of trash that we are going to recycle: bricks, glass jars, cereal boxes, cans, old newspapers, etc. To present the idea of recycling, we ask what these items are and in which container they need to be put in order to recycle. Students are asked to choose an item and tell the class where they would put it to recycle and why. We often turn this into a team competition, giving each team the task of collecting all the items for their container in turn. We use recyclable materials to make creative things for decoration or for decorations. This activity develops conversational and social skills that can be useful for speaking in front of an audience.

"An uninhabited island." A set of items such as a pack of dental floss, a clothespin, a plastic bag, a wooden spoon, swimming goggles, rubber bands, etc. is laid out on the table; students are divided into groups and informed that they and their group have been shipwrecked on a desert island. Fortunately, there are a few random items on the island that will help them survive. The moderator then tells the students that they have ten minutes to think about how they will use these items to survive in harsh conditions. At the end of the game, everyone listens to the ideas of each group and votes on which group, in the opinion of the majority, will survive the longest. "Sherlock Holmes." We fill three or four envelopes with all the odds and ends that we find around the house: store receipts, postcards, photographs, buttons, etc. We divide the students into groups and ask them to carefully examine the items and decide who they belong to. Children should make up a character's personality based on these items. "Made-up stories." Another popular trend of modern games is the organization of themed parties based on fairy tales or stories. One person starts telling his story, and the others are invited to join in. Students should express the character of the hero and the mood with the help of voice, rhythm, intonation, posture, facial expressions and gestures. In the process of storytelling, this happens naturally. My experience shows that a playful approach and improvisation can contribute to the development of practical and linguistic skills.

School theater is becoming an integral part of the educational process today, as staging develops imagination, memory, attention, and speech culture. Theatrical Games and exercises promote better communication and self-confidence., to form a sense of responsibility and achieve success in life.