ABDULLA AVLONIY NOMIDAGI XALQ TA’LIMI MUAMMOLARINI

O‘RGANISH VA ISTIQBOLLARINI BELGILASH ILMIY-TADQIQOT

INSTITUTI

“Uzluksiz kasbiy rivojlantirish -2022“ loyihasi

“Til ko‘nikmalarini rivojlantirishning ilg‘or zamonaviy
texnologiyalari“ o‘quv kursining

“Senariy asosida chet tilini o‘rganish va o‘rgatish usullari”

(Scenario based teaching and learning Foreign languages) mavzusida
ma’ruza matni

Ma’ruzachi : Nilufar Kurbanova

Toshkent-2022
 Topic: Scenario based teaching and learning Foreign languages
Plan
1.The top reasons of teaching English through drama
2.The importance of selecting the appropriate play
3.The assessment of performance

Part I
Teaching English through Drama
To the average EFL teacher putting on a play with children in a foreign
language may seem ambitious, especially when pupils are struggling with the basics.
However many pupils leave primary school with no English at all other than “My
name is Fred” despite having worked through several textbooks and sat in class for
years. It may be time to try a different approach such as working with plays and
skits. Drama can help you achieve better results, have more fun, and motivate pupils
Children are naturals at make-believe
Anyone who has played with young children knows that they love to role-play
with their toys and make up imaginary worlds. Since this is something children love
to do naturally it seems sensible to exploit the process in English class alongside the
textbook. Instead of sitting passively looking at the book, students participate and
learn actively. The results are much better in terms of language retention, confidence
and motivation. In addition pupils learn to work together as a team and many become
more confident not only using spoken English, but with speaking as a whole. Using
fun skits is one way to create this active learning environment, which is also more
rewarding for the teacher.
“Nice…but I don’t have time for it. My English lessons are serious and I have
to teach the curriculum.”
You may be thinking right now that you barely have time to get through the
curriculum as it is. At least if you get through every page of the text book you know
you have done your job. The problem with this attitude is that it may not lead to
optimum learning. In fact a teacher using skits is likely to achieve better test results
than the one who refuses any form of “play”. In addition, a teacher using plays and
skits gives far more to the pupils than vocabulary and grammar. Drama in the
classroom can teach life skills such as cooperating with others, speaking publicly,
being creative and imaginative, and becoming more confident. This type of English
teaching enriches the child far more than ensuring he or she can write out “I have
two sisters and a cat”. When pupils are motivated and enjoying lessons they will try
harder and be more likely to succeed, not to mention that they will like their teacher
better too!
Five Top Reasons to teach English with plays
Now that we have hailed this teaching method let’s look at the nitty-gritty and
show how and why it’s relevant:
1. Language in role-plays and skits is authentic. Using plays enables children
to use English in real conversations, expressing feelings and listening to the ideas of
others. Acting out skits brings meaning and understanding to English. By the time a
pupil has repeatedly rehearsed a skit he or she knows and remembers it.
2. Preparing a play promotes fluency because children learn and repeat their
lines frequently, gaining in skill and confidence progressively.
3. As confidence grows children can become clear and confident speakers,
a great asset for life. Even shy students are coaxed out of their shell since they can
hide behind a role or props. The power of the persona is such that children who
might otherwise be hesitant about speaking in public are often able to do so
unselfconsciously when playing a part.
4. Importantly, using plays is also beneficial for all those pupils who prefer
a mix of learning styles, especially those who are tactile learners. The varied and
active nature of preparing a play allows visual, auditory and tactile learners to each
find their own way of integrating the language.
5. Children enjoy learning in this way and are motivated by it.
How plays motivate students, and motivation is king
Let’s develop how using plays and skits can motivate pupils:
1. Children can easily loose motivation in learning a subject if they find it
difficult. Failure and fear of failure are surefire ways for pupils to become withdrawn
and dejected as far as learning English goes. Bad behavior can be a mask to hide
behind to disguise the fact the child finds the subject overwhelming. With plays and
skits all children can meet with some success, which is encouraging for everyone.
2. Plays are ideal for managing a mixed ability class since roles may be
adapted accordingly. Star students take on more, and this is vital because if you
ignore your best students they may become demotivated and even start messing
around in class due to boredom. Slower students have fewer lines, or lines in unison
with others. Children who suffer from real learning difficulties may be included
using nonverbal cues such as body movements and facial expression. In this way,
their confidence can be nurtured without bringing the whole class down to their
level. In the meantime all students will be benefiting from being present and hearing
the English spoken over and over again.
3. Children pick up your mood. If you find trudging through the grammar
boring, so will they. Using plays will stimulate everyone.
4. Plays allow all children to belong to the group. In a drama lesson all
children are actively involved, each role, however small, is essential for the
successful performance of the play. A sense of belonging can be achieved here that
is difficult to attain in the more traditional classroom setting.
 Tips for teachers
If you are beginning to warm to the idea of using plays in class the next question
is how to go about it.
1. Using actions and expressions combined with learning vocabulary is a good
starting point. For example, when you teach a new word have the class come up with
an action for that word that illustrates it in some way. This engages children with
movement, increases participation, helps vocabulary retention and appeals
particularly to kinaesthetic learners.
2. If you have very shy children Spolin’s ‘Improvisational Theatre Games’ are
a good way to start. Although many of these do not use words they do help the
students relax, feel more confident and use their imagination. However working
specifically on acting skills as opposed to language skills is somewhat of a luxury,
therefore including actions as part of a language learning activity as described above
is more direct and immediately productive as far as learning English as a second
language goes.
Choosing the Play
Choosing the right play is crucial. It has to be appropriate for the age and level
of your pupils. For ease of use it should be repetitive and simple, and yet still contain
a plot and preferably some humour. The topic should preferably be related to the
curriculum. If the play is not repetitive, rehearsing and preparation will be tedious
and time-consuming. The scripts in ‘Fun ESL Role-Plays and Skits for Children’ by
Shelley Ann Vernon use few sentences that are repeated constantly. Everyone in
class knows all the. Roles are therefore interchangeable and you don’t find yourself
up a creek without a paddle at the performance because one of your characters is off
sick.
Assign roles according to the abilities of your students. Adapt the script to suit
your needs. In a situation where one or two children are far ahead of the rest modify
lines to be more expressive and pad out the content. For example: “It’s morning, get
up, it’s time to go to school”. This simple sentence could become: “Wake up sleepy,
it’s morning. Come on, get out of bed right now, it’s time to get ready for school”.
 Now you have the script don’t make fifteen photocopies and read it together in
class. That’s just a way of turning the script into a textbook. Pre-teach the vocabulary
first as single words, after that teach sentences from the skit that include those words.
Use language games, chant the words and act them out. If you are in need of
inspiration as far as teaching with games goes please see ‘176 English Language
Games for Children’.
Now that the children know all the vocabulary and key sentences by heart
introduce the script. For all students, no matter what level, the emphasis should be
on speaking, acting and movement, not on reading lines. If you give out the script
students will read it in a stilted, unnatural fashion. So don’t give it out! Put the play
together in chunks and build it over a few lessons. For example in the first lesson
spend twenty minutes on the skit, going over it two or three times, or perhaps
working only on the first chunk. Do a different activity for the rest of the lesson,
working on spelling and writing of the same theme. In the next lesson go back over
the skit, from memory as ever, and go a little further in it. Repeat this over five
lessons, taking ten minutes of each lesson. Each time the children will be more fluent
and more confident. It may only take one lesson to do the whole skit. It depends on
the level and age of your pupils.
Once children know their lines well add in some props. Have the children
suggest props and perhaps make them at home. This is motivating for them, gives
them responsibility and allows the project to feel their own. A major tip regarding
props is keep them simple and do not use any until the language is known. If you
include props too soon children become so engrossed in the prop that there is no
space left to learn the language! Keep the introduction of props up your sleeve for
the end, adding an element of novelty to keep the skit fresh and stimulating.
Performance
Once the skit is ready please be sure to perform it. This is where the children
eat the cake they have been making. Ideas to achieve this are: Invite parents for an
end of term show; do the skit at the school assembly; show the class next door and
video the skit to show your own class. More than likely the school will support your
efforts since it makes it look good to parents. Parents also like to feel included and
see what’s going on in school.
If you are doing a performance in front of the school or parents start with a
group song or play some vocabulary games in front of the audience as a warm up.
This will get the children used to speaking on stage in front of a crowd when the cat
might get their tongue!
Hand-written invitations to the show, posters and a translation of the script may
all be done by students as writing tasks. Each student writes out a translation to hand
out to a member of the audience.
Take a video of the performance. It makes the children feel significant. It may
be used for feedback and as a benchmark to see progress later in the year.
In this article we encourage you to move away from a fixed classroom set up where
children follow the teacher, the board and book passively. Instead broaden the appeal
of your lessons and motivate your pupils more by including movement, make-
believe and creativity. Give children a means to succeed drilling language via games
and reward the class with a finished product, a performance of their work. Very few
resources are needed to include drama activities in your more traditional ESL lessons
and these can add a new dimension to your teaching and bring your language
classroom to life.
Part II
What does it mean to use drama when teaching ESL?
You’ve probably already incorporated a bit of drama into your lessons if you’ve
had students read a dialogue from their textbooks out loud or do simple role-plays.
This is a good warm-up to further drama activities.
Role-plays
Have students work to expand their dramatic skills when reading dialogues and
doing role-plays by conveying the emotion behind the conversation and adding
movements or gestures. To take it a step further, students can write their own
dialogues and/or memorize their lines with the goal of presenting a short skit in front
of the class.
 Improvisation
Another way to use drama in the classroom is through improvisation. This
spontaneous drama method works well with intermediate to advanced students,
giving them a hypothetical situation that they must act out on the spot using their
English vocabulary and language skills. For example, give pairs of students a
situation involving two people. Try to choose something that could be funny, such
as someone dining in a restaurant and getting terrible service. Assign students their
roles, and ask them to act the scene out. You can also do improvisation activities
with larger groups of students.
Class plays
And of course, organizing a class play is a great way to use drama with your
students. You can start by reading a short, level-appropriate story or play in class.
Then assign students to each role, or let them choose their role, and dedicate class
time to learning lines and practicing their parts. The activity culminates in a class
production of the play. Incorporate simple costumes and props if you can.
What are the benefits of using drama as a teaching technique in ESL?
Take advantage of students’ high energy levels
If you have an energetic group that enjoys your classes but has trouble sitting
down for grammar and vocabulary drills, why not let them practice small skits that
incorporate the target language?
Let your students take the lead
Another benefit is the opportunity for the students to learn in a relaxed
environment that allows them to take the lead. Your students can become
screenwriters, directors, actors, storyboard artists, costume designers, and technical
experts (if you’re using technology in your classroom). The direction that the
students take can help you as the teacher tailor your lessons to each individual group.
Break the ice
Practicing small skits and short plays is also an ideal way to break the ice in a
rather quiet classroom filled with shy students. Acting out words, sentences, or even
asking students to present their own name as a gesture are excellent ESL icebreakers.
 How does drama help ESL students learn?
• Teaching language through drama gives students an opportunity to relax the
mind while learning and retain knowledge better.
• Memorization of lines activates and trains the brain while connecting
language with gestures.
• Acting helps students remember words and sentences.
• The use of the body on stage helps teachers get a total physical response
(TPR) from your students, which is one of many effective ESL teaching methods.

An ESL teacher uses props to perform a skit.

What is the role of drama in teaching ESL?

A dialogue, skit, or play gives students context. Learning, memorizing, and
practicing a drama allows students to interact with the content on a deeper level,
engaging all four language skills: reading, speaking, listening, and writing (if they
also make their own props for the stage, or if they take notes on their lines, for
example).
Using drama to teach English builds team spirit, communication skills, and
students’ confidence in their own English abilities. During a drama practice, students
can make mistakes, experiment with language, and even learn to improvise if they
forget a word or a line.
 This flexibility and adaptability builds fluency and vocabulary knowledge,
increasing students’ confidence even further. Memorizing and practicing lines
makes a great addition to many more commonly used TEFL speaking activities.

Teacher Mike incorporates costumes and acting into his ESL lessons.

How can drama be used in the ESL classroom to support instruction?

Let’s take a look at some of the many ways that class plays and other drama-
based activities can create warm-ups and build your students’ skills as part of your
ESL lesson plans.
Warm-ups
If you’re working on a play as a class, use small parts of scenes or single
sentences to create the day’s warm-up to review the lines. How about playing a
game of “telephone” using a line from the play you’re working on?
Reading skills, vocabulary, and grammar
When your students memorize their lines for a skit or play, they need to first
read the lines, then grasp the content and understand the words and the grammar
structures. This is an excellent entry into the target language. You can encourage
your students to look up unknown words and practice the correct pronunciation.
Remember to give them time to ask you questions about the content or unknown
grammar.
 Increasing retention
Students, and children, in particular, retain language through repetition. Saying
the same lines over and over may seem boring to us as adults, but the better your
students get at memorizing their lines, the more motivated they will be to repeat and
practice them.
During the practices, try to mix things up and have students try different acting
methods and movements. If they can still remember their lines, chances are that they
are now storing them in their long-term memory.

ESL teacher Juicy Mae uses digital software like ManyCam, which comes with
masks you can use for skits.
Practicing fluency
By repeating and practicing the lines, and also by experimenting with the
language, your students can build their fluency in English. Try to include some
exercises such as speed challenges (“Deliver your lines as fast as you can!”), funny
twists (“Now deliver them as slowly as you can.”), or acting activities (“Deliver your
part as if you were really sad/happy/excited/sleepy/angry/”). Being able to use
language in a flexible way further supports fluency.
Writing
If you’re teaching an intermediate- or advanced-level class, you can even
challenge your students to write their own play as a class project. Working as a team
and being able to use their creativity and imagination can be a very rewarding
activity for students.
 Does drama as an ESL teaching method sound like something you’d like to try?
No matter what age or level you teach, this technique offers a creative way to give
students the opportunity to perform, play, and practice their language skills in
context.
The Hitchhiker
Set up four chairs in front of the class. Two will be the front seat of the car, and
two are the back seat. Put three volunteers in the car, two in the front seat and two
in the back. Of course the front left person is driving the car. Ask them to drive for
a few minutes, and then spot another volunteer “hitchhiking,” and pick him or her
up.
When the new person gets in the car, they choose a feeling–happy, sad, tired,
angry, whatever they like–and act in that way. The other students in the car should
pick up and act out the feeling too. So if the person who gets in the car is acting tired,
for example, the driver might start slumping in her seat, slapping her face to help
herself stay awake, etc.
Let them do this for a short amount of time (thirty seconds to one minute), and
then have the car stop to pick up another hitchhiker. Those already in the car should
rotate seats; the driver will exit the car, the front passenger slides over, one of the
back seat passengers should move up front, and the former hitchhiker slides over a
seat.
The longer your class plays, the harder they’ll have to work to come up with
fun new ideas, but the more creative they’ll get with the feelings and actions they
choose.
The Strange Neighbor
The class stands in two circles, an inner circle facing outward, and an outer
circle facing inward. Each student faces a partner. One of the two offers a ridiculous
statement to the other, and the second must accept what they say and add on to it.
For example:
Student A: Maria, I love your new pet dinosaur.
 Student B: Oh yes, he’s the best, except he keeps eating all the dogs in the
neighborhood!
Rotate the outer circle and let them try again and again as they change partners.
There are hundreds of great improvisational games you can play. Some take
just a few minutes, and others take more time to complete. The resources online are
tremendous; here are a few of the best ones:
• The impro-wiki offers an encyclopedia of different improvisation games,
each one categorized by type. They are grouped as “exercises” and “games,” and
each one has a description as well as suggestions for similar activities.
• The improv encyclopedia offers similar resources, although their activity
descriptions tend to be a little shorter and less detailed.
Human Slideshow
• This technique (as well as the next) has many uses. It’s particularly good at
pushing students to think about which moments in their reading are most important,
and so it’s a great way to work on summarizing material. You can use it to have
them summarize chapters in a book or the entirety of a book, play or short story.
• In the Human Slideshow, we ask students to create “slides” or photographs
by posing. For example, we assign each group of students one chapter from “The
Joy Luck Club,” and ask them to choose the three most important moments from the
chapter.
• They will create a living picture to illustrate the moment, and then the
narrator will explain what is happening and why it’s a key moment. If you want, let
them bring in props and create costumes to add to the fun of the scene.
• For example, we might see one student at a piano, pretending to play, while
a beaming teacher looks on happily and the audience reacts with dismay.
• The narrator explains: “Here Jing-Mei plays piano at her recital, and her
parents learn that she isn’t the prodigy they thought she was. Her teacher, who is
deaf, has no idea how bad she is! This moment is important in the chapter
because…”
 One-minute Theater
One-minute Theater, like Human Slideshow, can be used to summarize
chapters, books and other reading material. It can also be used to introduce your
students to the plots of challenging work, so that they can focus on understanding
the writing rather than following the story.
For example, I use this technique when introducing plays by Shakespeare. If
the students have a basic understanding of what will happen in the play before they
begin reading, it takes some of the pressure off, and we can work together on acting
out scenes and making sense of individual lines and speeches.
You can give students a summary of a full play (for example, here’s a summary
of “Hamlet”) or of smaller pieces of it, then ask them to read it, assign roles and put
together a one-minute play that goes with the summary. Don’t be a stickler for time.
If their plays take 2-4 minutes, that’s fine too!
Hopefully these suggestions have given you a sense of some ways you can use
drama techniques in your classroom. Embrace the “Yes, and…” philosophy, and
start bringing drama into your classroom!
Questions and tasks
1.Why teaching English through drama is an effective method ? Write your
ideas . Share your experiences. How it helped your students to improve their
English?

2.Do you usually follow only textbooks to teach English? Why? Why not?
Give your own ideas.
_________________________________________________________________
3.What abilities do students improve through drama in the target language?
__________________________________________________________________
 References
1 Spolin, V. (1999). Improvisation for the Theater: a handbook of teaching and
directing techniques. Northwestern University Press. 2 Fun ESL Role-Plays and
Skits by Shelley Ann Vernon (ISBN-13: 978-1478289814 ISBN-10: 1478289813)
3 176 English Language Games for Children by Shelley Ann Vernon (ISBN
1475255586 ISBN-13: 978-1475255584
2.C. T. Chan, P. Vijayaratnam, S. John, E. N. Ding,E. N. (Eds.), Special Issue
on Teaching and Learning 2007, pp. 43-51. Subang Jaya: INTI Publishing
House, 2007
3. C. Greenfader, L. Brouillette, Boosting Language Skills of English Learners
Through Dramatization and Movement. The Reading Teacher, 67(3), 2013, pp.171-
180. DOI: http://dx.doi.org/10.1002/TRTR.1192
4. S. Kemmis, R. McTaggart, Participatory action research. In N. K. Denzin
& Y. S. Lincoln (Eds.), Handbook of qualitative research, 2nd ed., pp. 567-607.
Thousand Oaks, CA: Sage, 2000
5. E. H. Maolida, L. Savitri, Encouraging Students’ Involvement in Drama
Performance, Advances in Social Science, Education and Humanities Research
(ASSEHR), volume 82 Ninth International Conference on Applied Linguistics
(CONAPLIN 9), pp. 109-112, 2017
6.M. Parks, D. Rose, The impact of Whirlwind’s Reading Comprehension
through Drama program on 4th grade students’ reading skills and standardized
test scores. San Francisco, CA: 3-D Group, 1997
7. P. Pardede, Seeing Action Research Process in a Practice, EFL Theory
and Practice: Voice of EED UKI, Proceeding of EED Collegiate Forum 2015-
2018, pp. 282-295.Universitas Kristen Indonesia, 2019