Enhancing English Learning: Drama Techniques in the Classroom

Posted on Mar 29, 2025 in Other civil servant exams

Unit 19: Drama in the English Classroom

Unit 19: Drama in the English classroom. Dramatization techniques. Pair and group work in creative activities. The role of the teacher. The present essay aims to study the use of drama in the foreign language classroom. In order to do so, I will first concentrate on the definition of Drama, presenting drama techniques and factors of genuine communication. In addition, I will study the benefits of drama in language teaching. The second part of the topic will focus on the elements required for a drama lesson, planning and timing of the lesson, types of drama techniques, daily life simulation, role play and evaluation. Thirdly, I will develop the drama project and the role of the teacher in drama lessons. Finally, I will compile the main conclusions and the bibliography used to develop this topic.

As far as the foreign language learning is concerned, the legal framework is the Organic Law 2/2006 of Education, 3^rd May modified by the Organic Law for the Improvement in Educational Quality, 8/2013, 9^th December, in the section XII of its preamble establishes that “the command of a second or third language has become a priority in the Education field, as consequence of the globalization process we live”. One of the most relevant aspects of the Organic Law for the Improvement in Educational Quality is related to the Order ECD/65/2015, 21^st of January which establishes the relation among the key competences, contents and evaluation criteria in Primary Education. On the other hand, the Royal Decree 126/2014, 28^th of February, establishes the Minimum Teaching Requirement for Primary Education and it states in the article 7, Objective F “to acquire basic communicative competence, in at least, one foreign language to enable expression and comprehension of simple messages and survive in everyday situations”. In addition, the Order EDU/519/2014 17th of June, modified by the Order EDU 278/2016 8^th of April, which establishes the minimum contents for the Primary Education in the Autonomous Community of Castilla y Leon.

Bearing in mind all these legal references, I will start mentioning 1. The scope of drama in the English classroom.

1.1. Drama’s Place in Language Teaching

Many teachers view drama as an enjoyable activity to be used in spoken practice. It is used after language items have been presented to the students, during the practice stage. Drama provides our students with direct experience of what they have been taught.

1.2. Benefits of Practicing Drama

Drama techniques are valuable tools for students to experience communication. They are useful techniques for developing language skills like pronunciation, fluency, and social interaction. Moreover, they promote unconscious learning of language. In addition, they develop children’s imagination, creativity, and spontaneity. If the children practice drama, they will develop positive attitudes towards the foreign language creating a pleasant atmosphere. Last but not least, the use of drama techniques can reinforce the Competence in linguistic communication, the Sense of initiative and entrepreneurial spirit competence, the Social and civic competences, Sense of initiative and entrepreneurial spirit competence and the Cultural consciousness and expression competences.

1.3. Potential Problems with Drama Activities

Teachers may encounter some problems, for example, noise and chaos. The solution to this problem can be for the teacher to organize the students’ performance as much as possible. She will have to decide on: The organization of groups and pairs, the amount of time the task will take and the arrangement of the classroom. The instructions must be clear and explicit. And the demonstration also helps students to know exactly what to do. Regarding the Time, some teachers think that drama activities are time-consuming, but they must remember that their students are consolidating what they have learned in previous stages. To overcome the problem of using the mother tongue, the teacher should select activities that are not beyond the student’s level. It is important to tell them that it is an opportunity to use their English and that they can consult with the teacher if they have difficulties. Last but not least, the teacher will ask the students to impose self-discipline within the group.

Once I have explained the Drama in the English lessons, I will continue with 2. Drama techniques such as

2.1. Miming

Miming is a non-verbal technique used to represent an idea or situation through gestures and body language. The students learn strategies to compensate for breakdowns in oral communication. Moreover, it is motivating and makes children aware of their own expressive possibilities. Some activities could be miming actions, feelings, a situation as well as stories.

2.2. Drama Games

Drama games are activities with rules, a goal, and an element of fun. These games can be used in different stages of the lesson:

As warmers or introductory activities, to introduce the main topic of the lesson or simply so the students can relax.
As part of a lesson, to practice, revise, or reinforce the language that is being taught.
At the end of a lesson to revise the language items that have been presented, or consolidate language in an enjoyable way.

Some drama games can be the Handshakes, Statues, Simon Says, Chinese Whispers.

2.3. Role-Play and Simulation Activities

In role-plays, students take roles and pretend they are someone else in a particular situation. There are two types:

Guided role-plays: These can be used in the early stages. Students are asked to say the lines of a dialogue in a meaningful way.
Freer role-play: These should be used with older students whose communicative competence is higher. The students are given their roles in detail. They will then make up the whole dialogue, in pairs or small groups.

As to Simulation, students are asked to be themselves in an imaginary situation. The teacher provides the setting for the students using the new technologies to offer a problem that they have to solve. Once the students understand the situation, they will begin a conversation in which they all give their opinion. Simulation exercises put the students in situations that are similar to their own lives.

2.4. Acting Out Stories

It involves interpreting the text of a story in the form of speech. We need careful preparation for it:

The teacher has to select the text carefully as well as assign the students their characters.
The students should become familiar with the text, read it aloud and rehearse the play.
Finally, the students act out the play in front of their classmates.

On the other hand, the goal of Play reading is to interpret a text. Donn Byrne suggests the following approach:

First the students read the text.
Then, the teacher reads the text out aloud and she discusses the set, the characters and their relationship with her students.
Next, the students listen to the text a second time and the selected students read the text out aloud.
Finally, students read the play in groups in front of the rest of the class.

2.5. Puppet Shows

With the technique of the Puppet show, the students also act out a story, but using puppets. Puppets are motivating materials to use in many situations within the teaching-learning process. The main advantage of using puppets in the English class is that students hide themselves behind the puppets and this enables them to speak more freely.

2.6. Jokes

The last drama technique is telling Jokes. Although it is difficult in any language, Jokes bring fun to the English class and are always welcome. Telling jokes in English has to be rehearsed by the student to ensure fluency and the right stress and intonation.

3. Advantages of Pair and Group Work

The third part of this essay deals with the advantages of using pair and group work in class.

3.1. Benefits of Pair and Group Work

Although pair group can be complicated at the beginning, it is a very good method to practice in a lively way what has already been learnt, because: it improves personal relationships, it is similar to the real life and the self-confidence is increased. But, when practicing English in pairs, there is more noise, it is impossible to correct all couples and there is a risk for the students using their mother tongue. The group work is ideal for activities of freer production. It provides a richer climate for interaction than pair work because there is greater scope for discussion and it is potentially more relaxing than pair work which is more demanding.

3.2. Organizing Pair and Group Work

In order to do so, the teacher should follow the next steps:

First tell the students about the purpose of pair and group work.
Then, give clear instructions on the activity.
Next, demonstrate the speaking activity.
It is also important having a leader in each group.
Finally, the teacher asks two groups to act out what they have practiced and give them the feedback.

4. The Teacher’s Role in Drama Activities

Nowadays, the teacher has a less dominant role. The main roles of the teacher in drama activity can be:

Organizer: She organizes the communicative activities and the students’ interactions.
Participant: Teachers are an independent participant within the group and they are a resource in themselves.
Encourager: Once the activity has started and everyone is involved, the students also need to receive encouragement.
Language consultant: The teacher must be a resource of information on vocabulary or structures.
Monitor: The teacher should observe students’ performances and make a note of major errors.

5. Conclusion

As a Conclusion, I would like to say that Drama techniques are valuable tools for improving oral communication skills, non-verbal strategies, pronunciation, learners’ autonomy, creativity and self-confidence. By getting the students involved in drama activities, they help to develop communicative competence, the main aim in our current educational law.

The bibliography used to develop this unit includes:

COUNCIL OF EUROPE. (2003). Common European Framework of Reference for Languages. United Kingdom: Cambridge University Press.
EMMER, E.T. & GERWELS, M.C. (2002). Cooperative Learning in elementary classrooms: Teaching practices and lesson characteristics. The Elementary School Journal.
GARDNER, H. (2001): Reformulated Intelligence. Multiple Intelligences in XXI Century. Buenos Aires: Paidós.
HARMER, J. The Practice of English Language Teaching. London: Longman, 2008 (4th ed.)
NUNAN, D. (2010): Language Teaching Methodology. University Press.

Referring the webpages: