Self-Introduction

-Getting familiarized with each other

-Brief introduction of what drama is

-Self-introduction

-Ice-breaking games: “Name Chain”: the first student says his/her name, the second student has to repeat the previous name and add his/hers and so on till the teacher repeats all the names. The students not only say their names but have to add a movement. Finally the Teacher has to repeat all the names and movement preferably not in the seating order.

-Teacher telling students about the origin of drama

Emotions and Body Movement

-Learning about human emotions, facial expressions and gestures

-Matching game- Emotions: Divide students into groups, ask students to do the worksheet and put the letter into the right box

-Knowing more about Facial Expressions: Teacher showing cards with emotional adjectives (e.g. Sad, Disappointed, Happy, etc.), students are asked to volunteer and express it on their faces

-Body Movement Recognition- with worksheet provided

Body Sound Effects

-Learning about sound effects

-Body sound effects-Matching exercise with worksheet provided in pairs or small groups

-Ask students to think of other body sound effects and present them

Script

-Learning about script

-Comprehension

-Introduction of script: Key terms include “Narrator”, “Dialogue”, etc.

-Cut the script of “The Wolf” in parts in advance, divide each part to student groups (according to the number of students, e.g. two groups in total, 5 students in one group)

-Ask students to prepare in groups and read the dialogues in silent

-Ask students questions about the meaning of some lines in order to know how much they have understood

Props and Costumes

-Creating props and costumes

-Adding creativity to the script

-Ask students to use their imaginative skills and creativity to think of appropriate props and costumes for real performance

-Give ideas to students about what to add to the script (e.g. facial expressions, gestures, etc.) in order to make the drama more interesting

Reading the Script

-Pre-reading of the script

-Listening Skills

-Students, in turns, read the script aloud

-Teacher corrects their pronunciation mistakes

Starlet

-Learn how to act the different scenes described

-Divide the floor into 11 parts and set up the scenes

-Ask student to act the different scenes as described

Rehearsal(1)

-Demonstration

-Actor/ Actress selection

-Teacher acts as one of the character in the story

-Teacher may choose each student in turns to interact with

-Teacher may nominate students for particular characters, or ask for a vote

-Five students will be chosen to act (Narrator, Andy, Farmer 1, Farmer 2 and Wolf), one student to be the director, other students will be the support team to prepare the props

Rehearsal(2)

-Rehearsal

-Creativity

-Students are given some time (e.g. 30 minutes) to discuss among themselves for props allocation, cooperation, etc.

-Teacher’s guidance on preparation

Performance: “Wolf”

-Rehearsal

-Students rehearse the drama once or twice depending on the time allowed

-Teacher gives suggestions for improvement

-Focuses on volume of student’s voices