Dilek GÜMÜŞTAŞ – 312 – 080564066

From the beginning of this term, we have covered how to create a different, a
funny, an enjoyable atmosphere in the classroom and how to apply acting as a
tool of teaching. Now, it is time to use drama in teaching. To give an answer to
why drama is applicable, first thing to say is that drama includes a lot of
meaningful contexts. For example, a conservation between a group of people
has a communicative function, for it is real life context. If we are living our
indentity that have been granted, then why isnt it possible for us (teacher) to
carry the communication into classroom? Sure , it is possible. Giving new
identities to our learners also prevents the anxiety that is the fear of making
mistakes in classroom. Another benefits of drama is that it provides group
activities which means more communication in target language. Also, if we
consider the motto ‘’ Language is for fun.’’, drama has fun element. At this
point let me ask you a question: were you tired of sitting during your language
courses? Probably, your answer is yes. If so, why dont we let our learners using
their body, voice and moving around the classroom. All of these will change the
boring, parrotlike language courses into a funny one.

As for how to apply drama, there are three important steps: event, setting and
characters. To mention event shortly, it should be short, simple, interesting
characters, easily understood by learners, because it is our main material. If
language didnt form the behavior, then it could include real life as possible.

And, when it comes to does and dont list,

DO
 Lead the class
 Use role-cards to set the procedures – characters – story
 Use a narrator to make things easier
 Give learners enough time for improvisation
 Never interrupt a drama activity
 Use fun elements to increase participation and hopefully learning
 Use drama activities as group homework
 Make it as kinestheic as possible
 Monitor and assist when preparing; give feedback to each group if
necassary
DONT
 Interrupt the activity; give feedback later
 Force learners to participate; keep learners who dont want to take part
busy
 Focus on small mistakes and ont personalize the mistakes
 Finish the activity without any feedback.