The seventh chapter is entitled 'Materials design and lesson planning: Plays' which

elaborate the place of plays in the language class room, starts by explaining the difference
features of plays and how plays can be developed in the classroom, moreover how to use both
play extracts and entire plays are elaborated. A section of play extracts usage with learners at
lower levels and a section to prepare students for a theatre visit are contained. The first point is
titled 'What is distinctive about plays?’. Its talks about what is the meaning of play and its
similarities and differences to other literary genres. In the Task 1, students must do 4 assignment
s by check out the two quotations given. They asked to recreate play based on the one that they
know wells, how crucial were the words in the play, their opinion about the relationship between
the text of a play and its performance, and suggest any possible features of the quotation into
some of tasks and activities to their learners. The language of a play is the next point, the author
told us that the teacher can check out a few lines from a play. Teacher can pin point some of the
way in which this might be true. The third point is 'The Performance Play' which explained the
language of a play and some ways that could bring the meaning. There are two tasks that should
be done. Task 5 instructs us to write down some ideas about how we picture some aspects of
performance from the director perspectives, and put it down in the column. Task 6 asks us to tell
our students to do the same instruction on task 5. The Fourth point is define about 'Why use
plays in the language learning classroom?'. Its consist brief explanation about some
background for using plays or extracts from plays with the language learners based on
conclusion in figure 7.1. In the task 7 we asked to look at the notes and try to expect what will be
happen in the given text before read it.

The fifth point is titled ‘Using play extracts to think about language in conversation’.
In this section there are several series of tasks and activities such as starting a play drama with 2
different drama extracts. This is one to develop students’ skill in language. In this section there
are have 8 activities, which aim to develop their speaking skill. Not only that, some task or
questionnaire, are forms of discussion with other students. So it is not just helping to develop
their knowledge but also invites them to build cooperation. The sixth section is titled ‘Using
Play Extracts to Improve Students’ Oral Skills’. Where in this section provides performance
for activities that play the role of drama, more focused on aspects of how students take advantage
of class activities. There are 4 activities with several tasks. As in the last activity, where students
discuss with each other to read a story then act it out according to the story. So from the dialogue
of their conversation when playing, we can see their ability to speak. The next is ‘Using play
extract with lower-levels’, at this point the author told us that teacher can use the role-play
model in lower-levels students such as using Drama which contains of some possible activities
which could be used with a class of lower intermediate students. While the play-process can be
divided into 6 activities they are; writing a dialogue, students try to guess some variety given by
the teacher, students read their own dialogue, students in pairs try to look and discuss which
picture best fits in the dialogue (Figure 7.5 in the book), students do the following exercise, and
the last is students have to try to complete the following text about a drama entitled “Gus and
Ben” by using their own imagination. The eight point is about ‘Anticipating students
problems’, the author told us that the teacher have to try to anticipate some of the difficulties
that the students may have with particular text. The author also told us a checklist of some
possible questions which might be useful to anticipating student’s problems. The ninth point is
‘Further activities for play extracts’, in this chapter we have already looked at quite a few
tasks and activities for exploiting extracts from plays in the classroom. For convenience, they
have been divided into four main categories: - Pre-reading activities - Activities for increasing
students' language awareness, activities for practicing oral skills follow-up, and extension
activities. The last point is discuss about ‘Using a whole play with students’, in this chapter we
have concentrated mainly on using selected extracts from plays with students. The author said
that in this section we look briefly at activities which can help to provide students with an outline
for understanding a whole play. There are some tasks given to help students before
reading/seeing a whole play, some aspects which they need to understands are the genre of the
play, the setting/social milieu, the chapters and their relationship, the plot, and the last is the
themes of the play.