Drama in teaching(day time)

巧用Drama教学,演绎对话教学作者：周敏慧来源：《新课程·小学》2009年第12期当第一次在教学中接触到drama这个词的时候,一连串的问题在我脑海中闪过:什么是drama?drama有什么用?如何将drama活动融入农村小学英语教学?在多伦多的学习过程中,我们有机会走进加拿大的学校,走进他们的课堂,切身感受他们的教学,这让我渐渐明白drama在英语教学中的无限魅力,让我了解了drama的很多内涵。

一、什么是drama?在牛津字典中drama 被解释为a dramatic work intended for performance by actors on a stage,当然这只是它的表面意思。

而本文中drama是指能让学生通过一系列活动和思考来掌握知识的一种过程。

它包含了许多的活动类型,如Games, Role-playing, Writing in role, Teacher-in-role, Walk-around reading, Choral speaking, The Expert game, Tableaux, Improvisation in twos, Script , Readers theatre 等等。

二、drama的作用作为一种活动设计,drama能为学生学习与运用语言创设情境,赋予语言以生命力;能让学生们在熟悉而轻松的情景下有效地掌握语言;能使学生暂时忘却自身的身份去扮演其他角色,极大地激发学生学习英语的兴趣;同时它能为教学活动提供较具弹性的活泼的教学环境等等。

那么“drama”到底是怎样来深入我们的英语教学的呢?对于学生,这些活动不仅调动了学生学习英语的积极性,培养了学生对英语学习的兴趣,而且增加了学生英语实践的机会,发展了他们的能力,展现了他们的个性。

在Drama教学中,即使原来性格内向、不善交际的学生,都能从中找到乐趣,感受到快乐、自信和成功。

另外,在贯穿drama 教学手段的课堂上学生能进一步培养他们的合作意识以及集体观念。

DIRECTIVE NUMBER: CPL 02-00-150 EFFECTIVE DATE: April 22, 2011 SUBJECT: Field Operations Manual (FOM)ABSTRACTPurpose: This instruction cancels and replaces OSHA Instruction CPL 02-00-148,Field Operations Manual (FOM), issued November 9, 2009, whichreplaced the September 26, 1994 Instruction that implemented the FieldInspection Reference Manual (FIRM). The FOM is a revision of OSHA’senforcement policies and procedures manual that provides the field officesa reference document for identifying the responsibilities associated withthe majority of their inspection duties. This Instruction also cancels OSHAInstruction FAP 01-00-003 Federal Agency Safety and Health Programs,May 17, 1996 and Chapter 13 of OSHA Instruction CPL 02-00-045,Revised Field Operations Manual, June 15, 1989.Scope: OSHA-wide.References: Title 29 Code of Federal Regulations §1903.6, Advance Notice ofInspections; 29 Code of Federal Regulations §1903.14, Policy RegardingEmployee Rescue Activities; 29 Code of Federal Regulations §1903.19,Abatement Verification; 29 Code of Federal Regulations §1904.39,Reporting Fatalities and Multiple Hospitalizations to OSHA; and Housingfor Agricultural Workers: Final Rule, Federal Register, March 4, 1980 (45FR 14180).Cancellations: OSHA Instruction CPL 02-00-148, Field Operations Manual, November9, 2009.OSHA Instruction FAP 01-00-003, Federal Agency Safety and HealthPrograms, May 17, 1996.Chapter 13 of OSHA Instruction CPL 02-00-045, Revised FieldOperations Manual, June 15, 1989.State Impact: Notice of Intent and Adoption required. See paragraph VI.Action Offices: National, Regional, and Area OfficesOriginating Office: Directorate of Enforcement Programs Contact: Directorate of Enforcement ProgramsOffice of General Industry Enforcement200 Constitution Avenue, NW, N3 119Washington, DC 20210202-693-1850By and Under the Authority ofDavid Michaels, PhD, MPHAssistant SecretaryExecutive SummaryThis instruction cancels and replaces OSHA Instruction CPL 02-00-148, Field Operations Manual (FOM), issued November 9, 2009. The one remaining part of the prior Field Operations Manual, the chapter on Disclosure, will be added at a later date. This Instruction also cancels OSHA Instruction FAP 01-00-003 Federal Agency Safety and Health Programs, May 17, 1996 and Chapter 13 of OSHA Instruction CPL 02-00-045, Revised Field Operations Manual, June 15, 1989. This Instruction constitutes OSHA’s general enforcement policies and procedures manual for use by the field offices in conducting inspections, issuing citations and proposing penalties.Significant Changes∙A new Table of Contents for the entire FOM is added.∙ A new References section for the entire FOM is added∙ A new Cancellations section for the entire FOM is added.∙Adds a Maritime Industry Sector to Section III of Chapter 10, Industry Sectors.∙Revises sections referring to the Enhanced Enforcement Program (EEP) replacing the information with the Severe Violator Enforcement Program (SVEP).∙Adds Chapter 13, Federal Agency Field Activities.∙Cancels OSHA Instruction FAP 01-00-003, Federal Agency Safety and Health Programs, May 17, 1996.DisclaimerThis manual is intended to provide instruction regarding some of the internal operations of the Occupational Safety and Health Administration (OSHA), and is solely for the benefit of the Government. No duties, rights, or benefits, substantive or procedural, are created or implied by this manual. The contents of this manual are not enforceable by any person or entity against the Department of Labor or the United States. Statements which reflect current Occupational Safety and Health Review Commission or court precedents do not necessarily indicate acquiescence with those precedents.Table of ContentsCHAPTER 1INTRODUCTIONI.PURPOSE. ........................................................................................................... 1-1 II.SCOPE. ................................................................................................................ 1-1 III.REFERENCES .................................................................................................... 1-1 IV.CANCELLATIONS............................................................................................. 1-8 V. ACTION INFORMATION ................................................................................. 1-8A.R ESPONSIBLE O FFICE.......................................................................................................................................... 1-8B.A CTION O FFICES. .................................................................................................................... 1-8C. I NFORMATION O FFICES............................................................................................................ 1-8 VI. STATE IMPACT. ................................................................................................ 1-8 VII.SIGNIFICANT CHANGES. ............................................................................... 1-9 VIII.BACKGROUND. ................................................................................................. 1-9 IX. DEFINITIONS AND TERMINOLOGY. ........................................................ 1-10A.T HE A CT................................................................................................................................................................. 1-10B. C OMPLIANCE S AFETY AND H EALTH O FFICER (CSHO). ...........................................................1-10B.H E/S HE AND H IS/H ERS ..................................................................................................................................... 1-10C.P ROFESSIONAL J UDGMENT............................................................................................................................... 1-10E. W ORKPLACE AND W ORKSITE ......................................................................................................................... 1-10CHAPTER 2PROGRAM PLANNINGI.INTRODUCTION ............................................................................................... 2-1 II.AREA OFFICE RESPONSIBILITIES. .............................................................. 2-1A.P ROVIDING A SSISTANCE TO S MALL E MPLOYERS. ...................................................................................... 2-1B.A REA O FFICE O UTREACH P ROGRAM. ............................................................................................................. 2-1C. R ESPONDING TO R EQUESTS FOR A SSISTANCE. ............................................................................................ 2-2 III. OSHA COOPERATIVE PROGRAMS OVERVIEW. ...................................... 2-2A.V OLUNTARY P ROTECTION P ROGRAM (VPP). ........................................................................... 2-2B.O NSITE C ONSULTATION P ROGRAM. ................................................................................................................ 2-2C.S TRATEGIC P ARTNERSHIPS................................................................................................................................. 2-3D.A LLIANCE P ROGRAM ........................................................................................................................................... 2-3 IV. ENFORCEMENT PROGRAM SCHEDULING. ................................................ 2-4A.G ENERAL ................................................................................................................................................................. 2-4B.I NSPECTION P RIORITY C RITERIA. ..................................................................................................................... 2-4C.E FFECT OF C ONTEST ............................................................................................................................................ 2-5D.E NFORCEMENT E XEMPTIONS AND L IMITATIONS. ....................................................................................... 2-6E.P REEMPTION BY A NOTHER F EDERAL A GENCY ........................................................................................... 2-6F.U NITED S TATES P OSTAL S ERVICE. .................................................................................................................. 2-7G.H OME-B ASED W ORKSITES. ................................................................................................................................ 2-8H.I NSPECTION/I NVESTIGATION T YPES. ............................................................................................................... 2-8 V.UNPROGRAMMED ACTIVITY – HAZARD EVALUATION AND INSPECTION SCHEDULING ............................................................................ 2-9 VI.PROGRAMMED INSPECTIONS. ................................................................... 2-10A.S ITE-S PECIFIC T ARGETING (SST) P ROGRAM. ............................................................................................. 2-10B.S CHEDULING FOR C ONSTRUCTION I NSPECTIONS. ..................................................................................... 2-10C.S CHEDULING FOR M ARITIME I NSPECTIONS. ............................................................................. 2-11D.S PECIAL E MPHASIS P ROGRAMS (SEP S). ................................................................................... 2-12E.N ATIONAL E MPHASIS P ROGRAMS (NEP S) ............................................................................... 2-13F.L OCAL E MPHASIS P ROGRAMS (LEP S) AND R EGIONAL E MPHASIS P ROGRAMS (REP S) ............ 2-13G.O THER S PECIAL P ROGRAMS. ............................................................................................................................ 2-13H.I NSPECTION S CHEDULING AND I NTERFACE WITH C OOPERATIVE P ROGRAM P ARTICIPANTS ....... 2-13CHAPTER 3INSPECTION PROCEDURESI.INSPECTION PREPARATION. .......................................................................... 3-1 II.INSPECTION PLANNING. .................................................................................. 3-1A.R EVIEW OF I NSPECTION H ISTORY .................................................................................................................... 3-1B.R EVIEW OF C OOPERATIVE P ROGRAM P ARTICIPATION .............................................................................. 3-1C.OSHA D ATA I NITIATIVE (ODI) D ATA R EVIEW .......................................................................................... 3-2D.S AFETY AND H EALTH I SSUES R ELATING TO CSHO S.................................................................. 3-2E.A DVANCE N OTICE. ................................................................................................................................................ 3-3F.P RE-I NSPECTION C OMPULSORY P ROCESS ...................................................................................................... 3-5G.P ERSONAL S ECURITY C LEARANCE. ................................................................................................................. 3-5H.E XPERT A SSISTANCE. ........................................................................................................................................... 3-5 III. INSPECTION SCOPE. ......................................................................................... 3-6A.C OMPREHENSIVE ................................................................................................................................................... 3-6B.P ARTIAL. ................................................................................................................................................................... 3-6 IV. CONDUCT OF INSPECTION .............................................................................. 3-6A.T IME OF I NSPECTION............................................................................................................................................. 3-6B.P RESENTING C REDENTIALS. ............................................................................................................................... 3-6C.R EFUSAL TO P ERMIT I NSPECTION AND I NTERFERENCE ............................................................................. 3-7D.E MPLOYEE P ARTICIPATION. ............................................................................................................................... 3-9E.R ELEASE FOR E NTRY ............................................................................................................................................ 3-9F.B ANKRUPT OR O UT OF B USINESS. .................................................................................................................... 3-9G.E MPLOYEE R ESPONSIBILITIES. ................................................................................................. 3-10H.S TRIKE OR L ABOR D ISPUTE ............................................................................................................................. 3-10I. V ARIANCES. .......................................................................................................................................................... 3-11 V. OPENING CONFERENCE. ................................................................................ 3-11A.G ENERAL ................................................................................................................................................................ 3-11B.R EVIEW OF A PPROPRIATION A CT E XEMPTIONS AND L IMITATION. ..................................................... 3-13C.R EVIEW S CREENING FOR P ROCESS S AFETY M ANAGEMENT (PSM) C OVERAGE............................. 3-13D.R EVIEW OF V OLUNTARY C OMPLIANCE P ROGRAMS. ................................................................................ 3-14E.D ISRUPTIVE C ONDUCT. ...................................................................................................................................... 3-15F.C LASSIFIED A REAS ............................................................................................................................................. 3-16VI. REVIEW OF RECORDS. ................................................................................... 3-16A.I NJURY AND I LLNESS R ECORDS...................................................................................................................... 3-16B.R ECORDING C RITERIA. ...................................................................................................................................... 3-18C. R ECORDKEEPING D EFICIENCIES. .................................................................................................................. 3-18 VII. WALKAROUND INSPECTION. ....................................................................... 3-19A.W ALKAROUND R EPRESENTATIVES ............................................................................................................... 3-19B.E VALUATION OF S AFETY AND H EALTH M ANAGEMENT S YSTEM. ....................................................... 3-20C.R ECORD A LL F ACTS P ERTINENT TO A V IOLATION. ................................................................................. 3-20D.T ESTIFYING IN H EARINGS ................................................................................................................................ 3-21E.T RADE S ECRETS. ................................................................................................................................................. 3-21F.C OLLECTING S AMPLES. ..................................................................................................................................... 3-22G.P HOTOGRAPHS AND V IDEOTAPES.................................................................................................................. 3-22H.V IOLATIONS OF O THER L AWS. ....................................................................................................................... 3-23I.I NTERVIEWS OF N ON-M ANAGERIAL E MPLOYEES .................................................................................... 3-23J.M ULTI-E MPLOYER W ORKSITES ..................................................................................................................... 3-27 K.A DMINISTRATIVE S UBPOENA.......................................................................................................................... 3-27 L.E MPLOYER A BATEMENT A SSISTANCE. ........................................................................................................ 3-27 VIII. CLOSING CONFERENCE. .............................................................................. 3-28A.P ARTICIPANTS. ..................................................................................................................................................... 3-28B.D ISCUSSION I TEMS. ............................................................................................................................................ 3-28C.A DVICE TO A TTENDEES .................................................................................................................................... 3-29D.P ENALTIES............................................................................................................................................................. 3-30E.F EASIBLE A DMINISTRATIVE, W ORK P RACTICE AND E NGINEERING C ONTROLS. ............................ 3-30F.R EDUCING E MPLOYEE E XPOSURE. ................................................................................................................ 3-32G.A BATEMENT V ERIFICATION. ........................................................................................................................... 3-32H.E MPLOYEE D ISCRIMINATION .......................................................................................................................... 3-33 IX. SPECIAL INSPECTION PROCEDURES. ...................................................... 3-33A.F OLLOW-UP AND M ONITORING I NSPECTIONS............................................................................................ 3-33B.C ONSTRUCTION I NSPECTIONS ......................................................................................................................... 3-34C. F EDERAL A GENCY I NSPECTIONS. ................................................................................................................. 3-35CHAPTER 4VIOLATIONSI. BASIS OF VIOLATIONS ..................................................................................... 4-1A.S TANDARDS AND R EGULATIONS. .................................................................................................................... 4-1B.E MPLOYEE E XPOSURE. ........................................................................................................................................ 4-3C.R EGULATORY R EQUIREMENTS. ........................................................................................................................ 4-6D.H AZARD C OMMUNICATION. .............................................................................................................................. 4-6E. E MPLOYER/E MPLOYEE R ESPONSIBILITIES ................................................................................................... 4-6 II. SERIOUS VIOLATIONS. .................................................................................... 4-8A.S ECTION 17(K). ......................................................................................................................... 4-8B.E STABLISHING S ERIOUS V IOLATIONS ............................................................................................................ 4-8C. F OUR S TEPS TO BE D OCUMENTED. ................................................................................................................... 4-8 III. GENERAL DUTY REQUIREMENTS ............................................................. 4-14A.E VALUATION OF G ENERAL D UTY R EQUIREMENTS ................................................................................. 4-14B.E LEMENTS OF A G ENERAL D UTY R EQUIREMENT V IOLATION.............................................................. 4-14C. U SE OF THE G ENERAL D UTY C LAUSE ........................................................................................................ 4-23D.L IMITATIONS OF U SE OF THE G ENERAL D UTY C LAUSE. ..............................................................E.C LASSIFICATION OF V IOLATIONS C ITED U NDER THE G ENERAL D UTY C LAUSE. ..................F. P ROCEDURES FOR I MPLEMENTATION OF S ECTION 5(A)(1) E NFORCEMENT ............................ 4-25 4-27 4-27IV.OTHER-THAN-SERIOUS VIOLATIONS ............................................... 4-28 V.WILLFUL VIOLATIONS. ......................................................................... 4-28A.I NTENTIONAL D ISREGARD V IOLATIONS. ..........................................................................................4-28B.P LAIN I NDIFFERENCE V IOLATIONS. ...................................................................................................4-29 VI. CRIMINAL/WILLFUL VIOLATIONS. ................................................... 4-30A.A REA D IRECTOR C OORDINATION ....................................................................................................... 4-31B.C RITERIA FOR I NVESTIGATING P OSSIBLE C RIMINAL/W ILLFUL V IOLATIONS ........................ 4-31C. W ILLFUL V IOLATIONS R ELATED TO A F ATALITY .......................................................................... 4-32 VII. REPEATED VIOLATIONS. ...................................................................... 4-32A.F EDERAL AND S TATE P LAN V IOLATIONS. ........................................................................................4-32B.I DENTICAL S TANDARDS. .......................................................................................................................4-32C.D IFFERENT S TANDARDS. .......................................................................................................................4-33D.O BTAINING I NSPECTION H ISTORY. .....................................................................................................4-33E.T IME L IMITATIONS..................................................................................................................................4-34F.R EPEATED V. F AILURE TO A BATE....................................................................................................... 4-34G. A REA D IRECTOR R ESPONSIBILITIES. .............................................................................. 4-35 VIII. DE MINIMIS CONDITIONS. ................................................................... 4-36A.C RITERIA ................................................................................................................................................... 4-36B.P ROFESSIONAL J UDGMENT. ..................................................................................................................4-37C. A REA D IRECTOR R ESPONSIBILITIES. .............................................................................. 4-37 IX. CITING IN THE ALTERNATIVE ............................................................ 4-37 X. COMBINING AND GROUPING VIOLATIONS. ................................... 4-37A.C OMBINING. ..............................................................................................................................................4-37B.G ROUPING. ................................................................................................................................................4-38C. W HEN N OT TO G ROUP OR C OMBINE. ................................................................................................4-38 XI. HEALTH STANDARD VIOLATIONS ....................................................... 4-39A.C ITATION OF V ENTILATION S TANDARDS ......................................................................................... 4-39B.V IOLATIONS OF THE N OISE S TANDARD. ...........................................................................................4-40 XII. VIOLATIONS OF THE RESPIRATORY PROTECTION STANDARD(§1910.134). ....................................................................................................... XIII. VIOLATIONS OF AIR CONTAMINANT STANDARDS (§1910.1000) ... 4-43 4-43A.R EQUIREMENTS UNDER THE STANDARD: .................................................................................................. 4-43B.C LASSIFICATION OF V IOLATIONS OF A IR C ONTAMINANT S TANDARDS. ......................................... 4-43 XIV. CITING IMPROPER PERSONAL HYGIENE PRACTICES. ................... 4-45A.I NGESTION H AZARDS. .................................................................................................................................... 4-45B.A BSORPTION H AZARDS. ................................................................................................................................ 4-46C.W IPE S AMPLING. ............................................................................................................................................. 4-46D.C ITATION P OLICY ............................................................................................................................................ 4-46 XV. BIOLOGICAL MONITORING. ...................................................................... 4-47CHAPTER 5CASE FILE PREPARATION AND DOCUMENTATIONI.INTRODUCTION ............................................................................................... 5-1 II.INSPECTION CONDUCTED, CITATIONS BEING ISSUED. .................... 5-1A.OSHA-1 ................................................................................................................................... 5-1B.OSHA-1A. ............................................................................................................................... 5-1C. OSHA-1B. ................................................................................................................................ 5-2 III.INSPECTION CONDUCTED BUT NO CITATIONS ISSUED .................... 5-5 IV.NO INSPECTION ............................................................................................... 5-5 V. HEALTH INSPECTIONS. ................................................................................. 5-6A.D OCUMENT P OTENTIAL E XPOSURE. ............................................................................................................... 5-6B.E MPLOYER’S O CCUPATIONAL S AFETY AND H EALTH S YSTEM. ............................................................. 5-6 VI. AFFIRMATIVE DEFENSES............................................................................. 5-8A.B URDEN OF P ROOF. .............................................................................................................................................. 5-8B.E XPLANATIONS. ..................................................................................................................................................... 5-8 VII. INTERVIEW STATEMENTS. ........................................................................ 5-10A.G ENERALLY. ......................................................................................................................................................... 5-10B.CSHO S SHALL OBTAIN WRITTEN STATEMENTS WHEN: .......................................................................... 5-10C.L ANGUAGE AND W ORDING OF S TATEMENT. ............................................................................................. 5-11D.R EFUSAL TO S IGN S TATEMENT ...................................................................................................................... 5-11E.V IDEO AND A UDIOTAPED S TATEMENTS. ..................................................................................................... 5-11F.A DMINISTRATIVE D EPOSITIONS. .............................................................................................5-11 VIII. PAPERWORK AND WRITTEN PROGRAM REQUIREMENTS. .......... 5-12 IX.GUIDELINES FOR CASE FILE DOCUMENTATION FOR USE WITH VIDEOTAPES AND AUDIOTAPES .............................................................. 5-12 X.CASE FILE ACTIVITY DIARY SHEET. ..................................................... 5-12 XI. CITATIONS. ..................................................................................................... 5-12A.S TATUTE OF L IMITATIONS. .............................................................................................................................. 5-13B.I SSUING C ITATIONS. ........................................................................................................................................... 5-13C.A MENDING/W ITHDRAWING C ITATIONS AND N OTIFICATION OF P ENALTIES. .................................. 5-13D.P ROCEDURES FOR A MENDING OR W ITHDRAWING C ITATIONS ............................................................ 5-14 XII. INSPECTION RECORDS. ............................................................................... 5-15A.G ENERALLY. ......................................................................................................................................................... 5-15B.R ELEASE OF I NSPECTION I NFORMATION ..................................................................................................... 5-15C. C LASSIFIED AND T RADE S ECRET I NFORMATION ...................................................................................... 5-16。

中学教师资格认定考试（高级英语学科知识与教学能力）-试卷32(总分：66.00，做题时间：90分钟)一、单项选择题(总题数：20，分数：40.00)1.Money doesn' t necessarily buy happiness, so we can safely draw a conclusion that making a fortune is not always a good ______for a happy life.A.challengeB.criterion √C.ingredientD.qualification解析：考查名词辨析。

句意为“钱不一定买到幸福，因此我们能安然地做出结论：赚了很多钱不一定是衡量幸福的好标准”。

challenge“挑战”；criterion“标准”；ingredient“(构成)要素，因素”；qualification “资格”。

故本题选B。

2.Sadly, as spending on private gardens has______, spending on public parks has generally declined.A.soared √B.liftedC.flownD.heightened解析：考查动词辨析。

soar“增加，上升”；lift“举起”；flow“流失”；heighten“加强”。

根据句意．故选A。

3.The whole country was in______over the result of the elections.A.suspensionB.suspense √C.suspendingD.suspender解析：考查近形词辨析。

suspension“暂停，延缓，停职”；suspense“悬疑，悬念”；suspending“悬浮”；suspender“悬挂物”。

句意为“整个国家对选举的结果持有悬念”。

初中英语新课程标准教材英语教案( 2019 — 2020学年度第二学期 )学校：年级：任课教师：英语教案 / 初中英语 / 九年级英语教案编订：XX文讯教育机构Unit 4 Drama教材简介:本教材主要用途为通过学习英语的内容，提高学生的语言技能，增加一项语言能力，有利于国际化的日常交流、生活、工作等，本教学设计资料适用于初中九年级英语科目, 学习后学生能得到全面的发展和提高。

本内容是按照教材的内容进行的编写，可以放心修改调整或直接进行教学使用。

unit 4 drama一、单元分析（unit analysis）（一）单元地位（unit position）1．本课在对戏剧描述时，谈及了戏剧的特点以及如何欣赏英语戏剧。

教师可围绕“戏剧”这一主题，让学生知道：what is drama？同时设计活动让学生参与戏剧的改变或者表演，加强对戏剧的基本要素的了解以戏剧演员的自身要求。

了解了戏剧的方方面面，学生才能学会如何欣赏和评论戏剧这一单元会弥补学生对戏剧知识的空白，激发学生热爱戏剧，自编戏剧，同时也提高了学生的文化素养。

2．围绕本课主题“戏剧”，学生探讨一部戏剧的定义和戏剧的基本要素：plot， character，setting， theme， language， setting， spectacle， music…。

并在此基础上，学会欣赏，表演或改编戏剧。

3．本课中依然是复习上单元的语法现象——虚拟语气。

本单元主要学习以下的虚拟： iwish i could…; if only…对于这一语法现象，教师有必要在课堂教学中加以一定的句型操练。

同时结合上一课的虚拟复习整个虚拟语气现象。

4．设计对话，小品等形式，让学生在任务型教学模拟情境中反复操练本单元出现的虚拟语气从句语法现象。

（二）单元目标（unit target）1了解虚拟语气语法现象，能掌握虚拟语气的用法。

2学会如何欣赏英语短剧。

3学会把英语短故事改编成短剧。

The Benefits of Using Drama in the ESL/EFL ClassroomChris Boudreaultsolartrees [-at-] (Lac La Biche, Canada)As an English teacher, I have often been amazed at how effective drama is to capture the attention of the students in the ESL/EFL classroom. Drama activities would sometimes have surprising and unexpected results. ESL/EFL professionals need to use this medium more because the artificial world of the classroom can be transformed into a quasi-real language situation and provides an endless amount of opportunities for student’s personal growth.We cannot only teach grammar and phonetics with drama but also it has the power to transform the actors as well as the audience. We shouldn’t underestimate this powerful teaching tool to reach our students.IntroductionWilliam Shakespeare claimed thatAll the world's a stage,And all the men and women merely players;They have their exits and their entrances,And one man in his time plays many parts,His acts being seven ages.As You Like It Act 2, scene 7, 139–143If so, then maybe we need to use drama more in the schools. Using drama in the ESL classroom is not a new concept. Drama provides an excellent platform for exploring theoretical and practical aspects of the English language (Whiteson,1996). The improvisation aspect of drama gives students opportunities for developing their communicative skills in authentic and dynamic situations. By using drama in the English classroom, we can use English with our students in intriguing and useful ways. The language can be used in context and makes it come tolife. Drama has the potential of making the learning experience fun for the students and even memorable because it is interactive and visual.There are many studies about using drama to learn English. Wan Yee Sam talks about the communicative approach, drama techniques, value of drama in education, advantages and disadvantages (Sam,1990). Alan Maley and Alan Duff are classic sources for the benefits of using drama techniques; how it helps to learn new vocabulary, builds confidence, motivates the students and helps shift the focus from the teacher to the students (Maley,1982). Drama is a special communication situation which makes considerable demands on the flexibility and skills of the teacher (Kao,1998). We have Morrow (1981) who gives some guiding principles behind the use of the communicative activities. Susan Holden (1981) adds some definitions as to what drama is and how it provides opportunities for a person to express themselves. The personal nature of improvisation provides many outlets for self-expression. We even hear that children need to play as an important developmental process.Benefits of Using DramaThis is all very relevant information concerning using drama in the ESL/EFL classroom. We can sum up the benefits of drama in language teaching as follows:•t he acquisition of meaningful, fluent interaction in the target language;•t he assimilation of a whole range of pronunciation and prosodic features in a fully contextualized and interactional manner;•t he fully contextualized acquisition of new vocabulary and structure;•a n improved sense of confidence in the student in his or her ability to learn the target language.” (Wessels, p.10).Drama puts the teacher in the role of supporter in the learning process and the students can take more responsibility for their ownlearning. Ideally, the teacher will take a less dominant role in the language class and let the students explore the language activities. In the student centered classroom, every student is a potential teacher for the group.Drama for second language learners can provide an opportunity to develop the imagination of the students. The students can go beyond the here and now and even 'walk in the shoes' of another. It provides an opportunity for independent thinking (McCaslin 1996). Students are encouraged to express their own ideas and contribute to the whole. Creative drama will offer exercises in critical thinking and the chance for the students to be creative. A good example of this is role-plays in small groups The ESL/EFL group will have many situations where they can develop their own ideas as well as skills of cooperation when interacting with classmates. The group work builds social awareness and understanding as we walk in the 'shoes of another'. Drama gives an excellent method for studying human nature and working in harmony. The play acting provides the opportunity for a healthy release of emotion in a safe setting which can work to relieve the tension of learning in a second language.Drama Brings Literature to LifeMost teachers see the value of drama in offering training in speech. What is not obvious is how even abstract learning is easier when acted or demonstrated. Drama can also be used to bring literature to life for the students. It is more dynamic than simple text and helps the visual learners as well as recycles new vocabulary. While drama does have a characteristic of recreation, the fun aspect should not be under-estimated. When the students are enjoying an activity, they are learning and letting their guard down. The shyness and fear of using English very often blocks learning. When the students are submerged in an active fun activity, they are more open to new concepts and learning will occur. When the students are having fun, they let their second language guard down and become less inhibited. The student will tend to relax and stop blocking out the new language. They will forget how hard it is and start absorbing the ideas presented. Changing the students’ perception of the language learning from a negative to a positive is a huge plus for the learning process.A good example of the attributes of drama being used outside the classroom is the game of theatre sports. Starting out in Loose Moose Theatre Company in Calgary, Canada (Johnstone,1999). This drama activity has grown to become an international endeavour, taken up by practitioners the world over, which involves the audience as much as the actors in creating a very spontaneous event. Theatre sports demonstrates how powerful a motivating force role-playing can become for the actors as well as the audience. There are presently teams in many different countries using different languages who put on an unrehearsed game for countless spectators and the appeal is only growing.Drama as a Powerful Teaching ToolIn the ESL/EFL classroom, role-playing is a powerful tool. It teaches cooperation, empathy for others, decision making skills and encourages an exchange of knowledge between the students. These aspects alone make role-playing beneficial because the students are learning from each other. Yet, there are many other positive aspects to the role-playing. Apart from the obvious development of communication skills, it encourages leadership, team work, compromise, authentic listening skills and practice with real life savior-faire. However, it does not stop there. It teaches cooperation, empathy, develops decision making skills, promotes the exchange of knowledge, builds confidence andself-esteem, refines presentation skills, encourages self-acceptance and acceptance of others, features of empowerment, pride in work, responsibility, problem solving, management and organizational skills, begets creativity and imagination.A good drama teacher can use the practice with role-playing to contribute to the self-esteem of the students, build their confidence in using the target language (English) as well as develop many of the skills mentioned above which will carry over to real life. It is certain that self-acceptance can be encouraged in subtle ways and acceptance of others.Drama has the potential to empower the students, give them many opportunities to have pride in their work, it teaches them responsibility, problem solving, management and directing proficiencies. The many activities of team work force students to develop organizational skills and tothink on their feet. These are tools that can be used in all aspects of their lives. These skills will be useful in the future job market when the students need to work with others or even in the future job interview when the potential employer asks an unexpected question and you need to think quickly.Drama Reveals Aspects of the Human ConditionWhen you think about it, drama is a method to reveal aspects of the human condition, life is nothing more than a grand series of improvisations (Price 1980). Through the games, the students begin to realize the importance of shared space, time, attention, information and ideas. The games spark spontaneity and minimize self-consciousness which often inhibits learning. The games are also good for developing concentration and trust in the classroom. While the students are having all this fun, they are developing skills of coordination, imitation while focusing on the task at hand. The improvisation enables the students to flex their emotional, mental as well as physical muscles in a safe and controlled setting.A good example of this was a role-play one group performed where they displayed their displeasure with the school principal. There was no harm done and all the students were feeling the same.Final Reflections on Improvisations and Benefits of Drama'Improvisation, then, is an organic experience where skills are constantly being refined. In particular, students develop an increasing facility to meet changing or unknown stimuli with immediate responses. Ideally, improvisation leads to a blending; the students create the personality traits as he/she simultaneously identifies with the character as it evolves. Obviously, the teacher-director should never lose sight of the metamorphic and highly personal nature of improvisation; therefore, there must never be the question of success or failure.' (Price, p. 6)Drama in its purest form gives the student several avenues to self-awareness. It is one of the closest literary forms to life itself. It is a dynamic process that reveals and examines aspects of the complicated lives we lead (Price 1980). All of this leads me to believe that there are many subtle benefits to drama in the ESL classroom.The benefits of drama to develop the imagination should not be undervalued. In our rote school routines of memorization and compulsory subject matter, we sometimes do not spend enough time on encouraging our students to use their imagination. It is the spark that makes the ordinary into something incredible. Imagination is the magic force that is beyond facts, figures and techniques which can inspire new ideas. It is with imagination that the ordinary is transformed into something significant. There is a need to cultivate this trait in our students. Imagination is closely linked to dreams and inspire us to get up every morning. Drama has the capability to keep this alive and/or rekindle what our routine daily lives are burying in ourselves. We need imagination to make a better world. In order to accomplish anything worthwhile, we first need to imagine and dream it. We should not neglect this facet of human sentience. It may seem like a trivial point, but dreams without imagination would be like life without colour. We would all be worse off without it.The Power of Transformation with DramaWe all present ourselves in everyday life as we want to be perceived. Erving Goffman (1958) talks in detail about how we present ourselves in everyday life from a sociological perspective. We are all acting out theatrical performances to present ourselves in regard to how we wish to be seen. When we are in the presence of others, we are to some extent on stage. We will act and communicate in our own interests to influence the people around us to act voluntarily in accordance with the individuals plans (Goffman,1959). We are in essence, recreating ourselves all the time as our social world evolves. In everyday life, first impressions are so very important. So, how we are perceived often depends on a blink of a moment which may define us for a long period if not forever. Our communication skills are so important in how we are seen by others. Our words and body language project subtle messages to those around us and others respond in accordance to what they perceive as "us". In life, we are all playing many roles, therefore, we are wearing many masks.In a sense, and in so far as this mask represents the conception we have formed of ourselves- the role we are striving to live up to- this mask is our truer self, the self we would like to be (Goffman, p.30).We know that an individual will attempt to induce the audience to see them in a certain way. The more convincing we are in our own roles only help to create the persona that we wish for. The better we are at communicating our ideas helps ourselves to become who we want to be.Therefore, it makes sense that dramatic skills can help us become the person we want to be. In this way, drama has a wider reach than simply making us more fluent in a second language. It has the potential of making our lives better as we will be better understood and may help us become the people we want to be. Drama is all about how we present ourselves. If the student can communicate better, the more likely others will see him/her as he/she wishes to be seen. Therefore, the skills of drama can help the student become the person that he/she wants to be.References•Goffman, Erving (1959), The Presentation of Self in Everyday Life. Penguin Books, London.•Holden, Susan (1981): Drama in Language Teaching. Essex: Longman•Johnstone, Keith (1999), Impro for Storytellers. Routledge Taylor and Francis Group, NewYork•Kao, shin-Mei and Cec ily O’Neill. (1998)Words Into Worlds, Learning a Second Language through Process Drama. Ablex Publishing corp. Stamford, USA.•Maley, Alan and Alan Duff. Drama techniques in Language Learning. Cambridge University Press, Cambridge. 1982.•McCaslin, Nellie (1996). Creative Drama in the Classroom and Beyond. London, Longman Publishers•Morrow, Keith (1981): Principles of communicative methodology. In: Johnson, Keith / Morrow, Keith (eds.): Communication in the Classroom. London and New York: Longman•Price, Pamela (1980). Creative Play Production in the Classroom. Yale, Yale Publishers.•Royka, Judith (2002). Overcoming the Fear of Using Drama in English Language Teaching. The Internet TESL Journal, vol.8, #6, June 2002./Articles/Royka-Drama.html•Sam, Wan Yee (1990) Drama in Teaching English as a Second Language- a Communicative Approach. The English Teacher, vol. 9, July 1990. Malaya.•Spolin, Viola (1986). Theatre Games For the Classroom. Northwestern University Press, Evanston, Illinois•Wessels, Charlyn (1987). Drama. Oxford, Oxford University Press.•Whiteson, Valerie (1996). New Ways of Using Drama and Literature in Language Teaching. Alexandria,VA., TESOL.The Internet TESL Journal, Vol. XVI, No. 1, January 2010//Articles/Boudreault-Drama.html。

第1篇Introduction:As a teacher, I have had the opportunity to engage in English drama teaching practice for a period of time. Through this experience, I have gained valuable insights into the effectiveness of drama in language learning. This summary aims to reflect on the teaching methods, challenges, and achievements during the practice, with the hope of providing a reference for future educators.I. Teaching Methods1. Role-playing: By assigning different roles to students, I encouraged them to actively participate in the drama activities. This allowed them to practice their speaking and listening skills in a realistic context.2. Script analysis: Before performing a drama, I guided students to analyze the script, understand the characters, and grasp the story background. This helped them develop critical thinking and comprehension skills.3. Scene creation: To stimulate creativity, I encouraged students to create their own scenes based on the story or characters. This not only improved their language abilities but also fostered their imagination.4. Group discussion: After each drama performance, I organized a group discussion to share opinions, identify strengths, and suggest improvements. This encouraged students to think critically and express their ideas.II. Challenges1. Cultural barriers: English drama often involves cultural elementsthat may be unfamiliar to students from different cultural backgrounds. As a teacher, I needed to explain and contextualize these elements to ensure students could fully understand and appreciate the drama.2. Language proficiency: Some students may have limited English proficiency, making it difficult for them to perform well in dramaactivities. In this case, I adjusted the difficulty level of the drama scripts and provided additional language support.3. Time management: English drama teaching requires a considerable amount of time for preparation, rehearsal, and performance. Balancing this with other subjects can be challenging.III. Achievements1. Improved language skills: Through drama, students had the chance to practice speaking, listening, reading, and writing in a real-life context. This significantly improved their overall language proficiency.2. Enhanced communication abilities: Drama encouraged students to express themselves, listen to others, and collaborate with their peers. This helped them develop strong communication skills.3. Increased confidence: Performing in front of an audience can be intimidating for some students. However, with proper guidance and encouragement, many students gained confidence and improved their self-esteem.4. Better understanding of cultural differences: By engaging in English drama, students gained a deeper understanding of different cultures, fostering tolerance and respect for diversity.Conclusion:English drama teaching practice has been a rewarding experience for both students and teachers. It offers a unique and effective way to enhance language learning. By utilizing various teaching methods, addressing challenges, and celebrating achievements, we can create a positive and engaging learning environment. As educators, we should continue to explore and implement drama in our language teaching practices, ultimately fostering well-rounded, confident, and culturally aware learners.第2篇IntroductionThe integration of drama into English language teaching has been a transformative approach that enhances students' language skills,critical thinking, and cultural understanding. This summary reflects on a semester-long drama teaching practice, highlighting the methodologies employed, student outcomes, and personal reflections.MethodologyThe drama teaching practice was conducted in a secondary school English classroom, with a focus on students aged 14-16. The following methodologies were employed:1. Script Analysis: Students were provided with a variety of scripts, ranging from classic literature to contemporary plays. They were encouraged to analyze the characters, themes, and language used in the scripts.2. Role Play: Students were assigned roles from the scripts and were expected to perform them in front of the class. This activity aimed to improve their pronunciation, intonation, and fluency.3. Improvisation: Students were engaged in improvisation exercises to enhance their creativity and spontaneity. These activities often required them to think on their feet and respond to unexpected situations.4. Group Work: Collaborative projects were introduced to foster teamwork and communication skills. Students worked in groups to create their own short plays, which were then presented to the class.5. Feedback and Reflection: Regular feedback sessions were conducted to provide students with constructive criticism and encourage self-reflection. This was crucial in helping them identify areas for improvement.Student OutcomesThe drama teaching practice yielded several positive outcomes among the students:1. Improved Language Skills: Students demonstrated significant improvements in their speaking, listening, reading, and writing skills. The use of scripts and role play activities allowed them to practice and refine their language use in a more interactive and engaging manner.2. Increased Confidence: Many students reported feeling more confident in their English speaking abilities. The supportive classroom environment and the encouragement to participate in group activities played a vital role in building their self-esteem.3. Enhanced Creativity: The improvisation exercises and group projects allowed students to express their creativity and think outside the box. This not only enriched their learning experience but also encouraged them to explore different perspectives.4. Better Understanding of Cultural Contexts: By analyzing scripts from various cultural backgrounds, students gained a deeper understanding of different societies and their values. This fostered cultural empathy and sensitivity.ReflectionsAs an English teacher, the drama teaching practice was a rewarding experience. Here are some reflections on the process:1. Flexibility: One of the challenges was managing the diverse needs of the students. However, this also allowed me to be more flexible and adapt my teaching methods accordingly.2. Engagement: The inclusion of drama in the English curriculum significantly increased student engagement. The interactive nature of drama activities made learning more enjoyable and memorable.3. Feedback: Providing regular feedback was crucial in helping students improve. It also allowed me to gain insights into their strengths and weaknesses, which I could then address in my teaching.4. Continuous Learning: As a teacher, I learned a lot from this experience. It helped me to refine my drama skills and develop new teaching strategies.ConclusionIn conclusion, the drama teaching practice in English language teaching has been a highly effective approach. It not only improved the students' language skills but also fostered their creativity, confidence, and cultural understanding. As educators, we should continue to explore and integrate drama into our teaching practices to create a more engaging and enriching learning experience for our students.第3篇Introduction:As a language teacher, drama teaching has always been one of my favorite teaching methods. Through drama, students can not only improve their English speaking and listening skills but also enhance their teamwork, creativity, and communication abilities. In this article, I will summarize my experience in practicing English drama teaching and share some insights and reflections.I. Teaching Objectives and Content1.1 Teaching Objectives:The primary objective of English drama teaching is to help students improve their English proficiency through various drama activities. Specifically, the teaching objectives include:1. Enhancing students' speaking and listening skills;2. Improving students' vocabulary and grammar;3. Fostering students' teamwork and communication abilities;4. Encouraging students to express themselves creatively;5. Cultivating students' interest in English and drama.1.2 Teaching Content:The teaching content includes classic English plays, modern English plays, and some English songs. These materials are selected based on thestudents' age, level, and interests. The plays are chosen for their educational value and the ability to engage students in the learning process.II. Teaching Methods and Techniques2.1 Group Discussion and Role-playingGroup discussion and role-playing are effective methods to help students practice speaking and listening skills. In group discussions, students can express their opinions and ideas in English, while role-playing allows them to put their language skills into practice by assuming different roles in a play.2.2 Creative Writing and ScriptingCreative writing and scripting encourage students to think creatively and express themselves in English. By writing their own scripts or modifying existing ones, students can explore different themes and characters, which helps improve their vocabulary and grammar.2.3 Movement and MusicMovement and music are essential components of drama teaching. Incorporating dance, song, and music into the lesson can help students relax and enjoy the learning process, making it more effective.2.4 Multimedia and TechnologyUsing multimedia and technology, such as videos, audio, and online resources, can make the teaching process more engaging and interactive. For example, showing a video clip related to the lesson can provide students with a better understanding of the context and help them learn new vocabulary and expressions.III. Teaching Practice and Reflections3.1 Preparing for the LessonBefore each lesson, I carefully plan the content and activities, ensuring that they are age-appropriate and challenging enough for thestudents. I also prepare teaching materials, such as scripts, props, and costumes.3.2 Engaging Students in the LessonDuring the lesson, I strive to create a positive and supportive learning environment. I encourage students to participate actively and express themselves freely. I also pay attention to their individual needs and provide assistance when necessary.3.3 Assessing Student ProgressI assess students' progress through various methods, such as observation, group discussions, and individual feedback. I also use standardizedtests and quizzes to evaluate their overall language proficiency.3.4 ReflectionsThrough my experience in English drama teaching, I have found severalkey points that contribute to successful teaching:1. Be patient and supportive: Encourage students to take risks and express themselves, even if they make mistakes.2. Be creative and flexible: Adapt teaching methods and activities to meet the needs of different students.3. Be consistent and organized: Prepare thoroughly for each lesson and maintain a structured learning environment.4. Be open to feedback: Continuously reflect on your teaching practice and seek ways to improve.Conclusion:English drama teaching has proven to be an effective method forimproving students' language skills and fostering their creativity and teamwork. By incorporating various teaching methods and techniques, I have seen significant progress in my students' English proficiency and their enjoyment of the subject. As I continue to practice and refine myteaching skills, I am confident that drama will remain a valuable tool in my language teaching repertoire.。

Drama： an authentic material for English teaching作者：尚文来源：《校园英语·中旬》2018年第08期【Abstract】Literature is often adapted by second language educators as a source of activities，however， it is worth considering what is going on when students read or fail to read literature. As one of the important literacy genre， drama is widely used as a teaching material in second language learning， especially in university for advanced learners. As for the unique feature of dramatic dialogue， it is worth discussing whether drama should be taught as a separate subject or used as a pedagogical method. In this eassy， this author will analyze the current situation of literature in second language teaching， especially drama in education from two aspects： advantages of drama teaching and features of dramatic dialogue.【Key words】drama； literature； English learning【作者简介】尚文，沈阳城市建设学院基础部。

Drama is a powerful form of expression that can bring stories to life and engage audiences in a unique way.When writing an essay about English drama performances, consider the following points to structure your composition effectively:1.Introduction to Drama:Begin by explaining the significance of drama in English literature and culture.Mention how it has evolved over time and its impact on society.2.History of English Drama:Provide a brief historical overview of English drama, starting from the medieval morality plays to the Elizabethan era with Shakespeare,and moving through to modern and contemporary drama.3.Importance of Drama in Education:Discuss the role of drama in educational settings, such as fostering creativity,improving communication skills,and enhancing emotional intelligence among students.4.Types of Drama:Describe different genres of drama,including tragedy,comedy, historical plays,and musicals.You may also want to mention experimental and nontraditional forms of drama.5.Famous English Dramatists:Highlight some of the most influential English playwrights,such as William Shakespeare,Christopher Marlowe,and more contemporary writers like Harold Pinter and Tom Stoppard.6.Elements of Drama:Explain the key elements of a successful drama performance, including plot,characters,dialogue,setting,and stagecraft.7.The Process of Drama Production:Describe the process of bringing a drama to life, from scriptwriting and casting to rehearsals and the final performance.8.The Role of the Actor:Discuss the importance of the actors role in interpreting and portraying the characters in a drama.Mention the skills required,such as voice projection, body language,and emotional expression.9.The Impact of Drama on Audience:Reflect on how drama can evoke emotions, provoke thought,and create a shared experience among the audience.10.Challenges and Opportunities in Modern Drama:Address the challenges faced by modern playwrights and performers,such as adapting to new technologies and maintaining relevance in a digital age.11.Personal Experience with Drama:If you have personal experience with drama, whether as a participant or an audience member,share your insights and reflections on what you learned or felt during the experience.12.Conclusion:Conclude your essay by summarizing the importance of drama in both historical and contemporary contexts,and its enduring power to entertain,educate,and inspire.Remember to use descriptive language and specific examples to enrich your essay. Engage your reader by painting a vivid picture of the drama performances you discuss and by reflecting on the emotional and intellectual impact they can have.。

戏剧表演、角色扮演与英语口语教学DramaandRoleplay-英语教学法著作选读201。

“英语教学法著作选读”系列文章2018年总目录（含2017、2016总目录）下文选自上海外语教育出版社出版的《学习教学：英语教师指南（Learning Teaching: AGuidebook for English language teachers）》（作者Jim Scrivener）第六章“Speaking”（口语）。

选文、翻译：武太白原文：4 Drama and roleplayDrama is an excellent way to get students using the language. It essentially involvesusing the imagination to make oneself into another character, or the classroom into adifferent place. It can be a starting point for exciting listening and speaking work and it can beutilized as a tool to provide practice in specific grammatical, lexical, functional or phonologicalareas.By bringing the outside world into the classroom in this way we can provide a lot ofuseful practice (in cafes, shops, banks, businesses, streets, parties, etc) that would otherwisebe impossible. There can also be a freeing from the constraints of culture and expectedbehaviour; this can be personally and linguistically very liberating. Curiously, it is sometimesthe shyest students who are most able to seize the potential.Success or failure of drama activities depends crucially on the perceived attitude of theteacher and of the other students; without a certain degree of trust, acceptance and respectthe chances for useful work are greatly diminished.Six types of drama activity are commonly found in English language teaching classrooms:·Roleplay. Students act out small scenes using their own ideas or from ideas andinformation on role-cards.·Simulation. This is really a large-scale roleplay. Role-cards are normally used and there isoften other background information as well. The intention is to create a much morecomplete, complex ‘world’，say of a business company, television studio, government body,etc.·Drama games. Short games that usually involve movement and imagination.·Guided improvisation. A scene is improvised. One by one the students join in incharacter, until the whole scene and possibly story take on a life of their own.·Acting play scripts. Short written sketches or scenes are acted by the students.·Prepared improvised drama. Students in small groups invent and rehearse a short sceneor story that they then perform for the others.Next we look at roleplay, drama games and guided improvisation.Task 1: Here are three role-cards. A fourth card is missing. Write it.CommentaryPossiblyThis roleplay provides the possibility of practising ‘shop’ vocabulary in a useful andinteresting way. There is a lot of scope for use of functional language – apologizing, refusing,disagreeing, denying, etc. The potential for dramatic conflict is built into the cards, though theparticipants could, if they wished, avoid this completely.Running a roleplay: some guidelines·Make sure the students understand the idea of 'roleplay’. Do they know what’s going tohappen? Do they know what is required of them? Are they comfortable to do that or not?·Make sure the context or situation is clear.·Do they understand the information on their own card? Allow reading time, dictionarytime, thinking time (during which you can go round and help if necessary).·Give them time to prepare their ideas before the speaking starts; maybe encouragenote-making.·... but when the activity starts, encourage them to improvise rather than rely on preparedspeeches and notes. The preparation work they have done will inform their roleplay, but couldsimply get in the way if they over-rely on it. (It may help to take away the cards when theroleplay starts.)Drama gamesHere are four short examples:WalkingA good way to 'become’ another character is to try to walk in the way they would. This also makes an interesting short drama game in its own right. The students stand up and walk around the room, as a character of their choice. After a while, various people can meet each other and have short conversations (eg Marilyn Monroe meeting Shakespeare). Variation 1: the teacher calls out names of characters from a story, or the news or history, etc and the students all try to act in character. Variation 2: the students must walk in the manner of the word: for example, happy, young, tired, cold, tense.Making a pictureThe teacher calls out a subject; the students must all together quickly form a frozen'tableau' of that scene. For example: the teacher calls out airport, the students take different positions. Some are check-in clerks, some become desks, some become planes taking off, some become tourists, until the whole room 'becomes’ an airport.An amusing variation is to divide the class in two. One half has two minutes to make their scene, while the other waits outside the room or in another room. When they return to view the tableau they must guess what the scene is. They are only allowed to ask questions that would have yes / no answers (eg Are you a table? No. Are you holding something? Yes.).Puppets and dubbingPuppets: Two people (A and B) sit. Two other people (C and D) sit directly behind them. A and B now hide their arms behind their backs while C and D put their arms out in front, so that they look as if they are A and B's real arms. A and B attempt to carry on a conversation while C and D move their arms and hands appropriately. Can be hilarious!Dubbing: This time C and D sit slightly to one side of A and B. They provide the words that A and B speak by whispering into their ears. A and B are not allowed to say anything except what they are told to say. Interesting situationsStudents call out any interesting or ‘difficult’ situation involving two people and two other students act it out. For example, a well-meaning hostess serving meat to a polite vegetarian. This technique could, in appropriate circumstances, be used to ‘real-play’ (ie act out and explore some of the students’ own real-life problem situations).Guided improvisationThe teacher selects a scene - say, a frozen winter landscape with a frozen lake. The idea is to turn the classroom into the scene, and to then let the story unfold in any way it can, by the group improvising together.The teacher might start by describing the scene and getting students to become people in the landscape, slowly building up a living, moving scene, or he might jump in the deep end by adopting a character himself and encouraging others to join him in the improvisation as and when they are ready.The skill of running this kind of complex improvisation is to find a balance between allowing a free-flowing, growing, alive improvisation and the necessity of keeping some control over it to ensure that it keeps momentum and avoids silliness or trite solutions. Most of the teacher’s interventions to achieve this can be done subtly by saying something, in character, to some of the participants, rather than by stepping in and making grand announcements to everyone.Some ideas for guided improvisations:·the perfect school·a museum (or waxworks) at night·the beach·inside a plane·kitchen implements come alive·an amazing party·the secret life of the characters in your coursebookTask 2Devise either role-cards or a basic scenario for a guided improvisation to enable students to practise the language of asking for and giving instructions (eg finding out how to use a new machine, play a new game, etc).译文：4 戏剧表演和角色扮演戏剧是让学生使用语言的好方法。