ISBN: 9783656601630

Playing Theater to Support the Development of Oral Language Production in Third Grade I am a teacher who strongly believes in the idea of teaching a second language as early as possible. … Plus…

Playing Theater to Support the Development of Oral Language Production in Third Grade I am a teacher who strongly believes in the idea of teaching a second language as early as possible. I am a teacher who is often surprised about how well students understand the foreign language and how easily they get used to me speaking to them in the foreign language, only with the help of facial expressions and gestures and without ever using their mother tongue. However, I am also a teacher who feels that while giving a lot of linguistic input to the students, they do not give back an equally high amount of linguistic output. So after getting to know my new third grade students, we started the school year off with a project that would encourage them to talk more in the foreign language and not just be the recipients of it. And what better way than doing a theater project In the following paper I would like to introduce this project in more detail. In the beginning, I will show how the teaching unit was planned taking into consideration the school and class situation, the topic in general and findings about project work and the skill of speaking. After that, my focus is on documenting the teaching unit. Finally, I will give a review of the theater project by looking into what went well, what did not and whether or not the goal to develop oral language production was achieved. Spooky School: I am a teacher who strongly believes in the idea of teaching a second language as early as possible. I am a teacher who is often surprised about how well students understand the foreign language and how easily they get used to me speaking to them in the foreign language, only with the help of facial expressions and gestures and without ever using their mother tongue. However, I am also a teacher who feels that while giving a lot of linguistic input to the students, they do not give back an equally high amount of linguistic output. So after getting to know my new third grade students, we started the school year off with a project that would encourage them to talk more in the foreign language and not just be the recipients of it. And what better way than doing a theater project In the following paper I would like to introduce this project in more detail. In the beginning, I will show how the teaching unit was planned taking into consideration the school and class situation, the topic in general and findings about project work and the skill of speaking. After that, my focus is on documenting the teaching unit. Finally, I will give a review of the theater project by looking into what went well, what did not and whether or not the goal to develop oral language production was achieved. JUVENILE NONFICTION / Language Arts / General, GRIN Verlag<

2012, ISBN: 9783656601630

I am a teacher who strongly believes in the idea of teaching a second language as early as possible. I am a teacher who is often surprised about how well students understand the foreign l… Plus…

I am a teacher who strongly believes in the idea of teaching a second language as early as possible. I am a teacher who is often surprised about how well students understand the foreign language and how easily they get used to me speaking to them in the foreign language, only with the help of facial expressions and gestures and without ever using their mother tongue. However, I am also a teacher who feels that while giving a lot of linguistic input to the students, they do not give back an equally high amount of linguistic output. So after getting to know my new third grade students, we started the school year off with a project that would encourage them to talk more in the foreign language and not just be the recipients of it. And what better way than doing a theater project? In the following paper I would like to introduce this project in more detail. In the beginning, I will show how the teaching unit was planned taking into consideration the school and class situation, the topic in general and findings about project work and the skill of speaking. After that, my focus is on documenting the teaching unit. Finally, I will give a review of the theater project by looking into what went well, what did not and whether or not the goal to develop oral language production was achieved.Luisa Liebold, M.A. wurde 1986 in Dresden geboren. Nach dem Abitur ging die Autorin als Au-pair in die USA und entschloss sich kurzerhand ihren Aufenthalt dort um ein weiteres Jahr zu verlängern. Weil sie die Möglichkeiten bilingualen Lehrens und Lernens als zukunftsweisend betrachtete, zog sie anschließend für ein Europalehramtsstudium nach Freiburg im Breisgau und schloss dieses im Jahr 2012 mit dem akademischen Grad Magistra Artium erfolgreich ab. Noch während ihres Studiums sammelte die ...[PU:GRIN Verlag]<

2012, ISBN: 9783656601630

I am a teacher who strongly believes in the idea of teaching a second language as early as possible. I am a teacher who is often surprised about how well students understand the foreign l… Plus…

I am a teacher who strongly believes in the idea of teaching a second language as early as possible. I am a teacher who is often surprised about how well students understand the foreign language and how easily they get used to me speaking to them in the foreign language, only with the help of facial expressions and gestures and without ever using their mother tongue. However, I am also a teacher who feels that while giving a lot of linguistic input to the students, they do not give back an equally high amount of linguistic output. So after getting to know my new third grade students, we started the school year off with a project that would encourage them to talk more in the foreign language and not just be the recipients of it. And what better way than doing a theater project? In the following paper I would like to introduce this project in more detail. In the beginning, I will show how the teaching unit was planned taking into consideration the school and class situation, the topic in general and findings about project work and the skill of speaking. After that, my focus is on documenting the teaching unit. Finally, I will give a review of the theater project by looking into what went well, what did not and whether or not the goal to develop oral language production was achieved.Luisa Liebold, M.A. wurde 1986 in Dresden geboren. Nach dem Abitur ging die Autorin als Au-pair in die USA und entschloss sich kurzerhand ihren Aufenthalt dort um ein weiteres Jahr zu verlängern. Weil sie die Möglichkeiten bilingualen Lehrens und Lernens als zukunftsweisend betrachtete, zog sie anschließend für ein Europalehramtsstudium nach Freiburg im Breisgau und schloss dieses im Jahr 2012 mit dem akademischen Grad Magistra Artium erfolgreich ab. Noch während ihres Studiums sammelte die ...<

ISBN: 9783656601630

Playing Theater to Support the Development of Oral Language Production in Third Grade, Playing Theater to Support the Development of Oral Language Production in Third Grade, [KW: LITERATU… Plus…

Playing Theater to Support the Development of Oral Language Production in Third Grade, Playing Theater to Support the Development of Oral Language Production in Third Grade, [KW: LITERATUR SPRACHE ,GEISTESWISSENSCHAFTEN KUNST MUSIK , SPRACH- UND LITERATURWISSENSCHAFT , ENGLISCHE SPRACHWISSENSCHAFT UND LITERATURWISSENSCHAFT ,ENGLISCH ENGLISH HALLOWEEN SPOOKY SCHOOL THEATER PROJECT THIRD GRADE SPEAKING FROGGY BOOKS FROGGY FROGG] LITERATUR SPRACHE ,GEISTESWISSENSCHAFTEN KUNST MUSIK , SPRACH- UND LITERATURWISSENSCHAFT , ENGLISCHE SPRACHWISSENSCHAFT UND LITERATURWISSENSCHAFT ,ENGLISCH ENGLISH HALLOWEEN SPOOKY SCHOOL THEATER PROJECT THIRD GRADE SPEAKING FROGGY BOOKS FROGGY FROGG<

2014, ISBN: 9783656601630

Playing Theater to Support the Development of Oral Language Production in Third Grade, eBooks, eBook Download (PDF), Auflage, [PU: GRIN Verlag], [ED: 1], GRIN Verlag, 2014