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| Abstract: This paper shows what the writers have seen in drama classes in Canada, what they have done in teaching and what the students have learned from drama to prove that drama is helpful in teaching English. Drama is a student-centered activity. In a way it can lead to chaos if not well organized, but it is one of the best teaching methods to help realize the ultimate purpose of teaching English—effective communication. Key words: drama, English teaching, role ［CLC number］H319 ［Document code］A ［Article ID］1006-2831(2007)02-0012-6 1. Introduction There is a Chinese saying: “兴趣是最好的老师”——Interest is the best teacher. As an English teacher, one should create an appropriate environment for the learners to practice listening, speaking and exploring their thoughts and feelings. Drama is one of the best teaching methodologies to help realize the ultimate purpose of teaching English —effective communication. Drama is a student-centered activity. In a way it can lead to chaos if not well organized. Nevertheless, the role drama plays is a real and fun environment for the students to learn languages. It is not isolated, but integral to the lessons in which they learn and use. We had been using drama in my English teaching practice for nearly seven years before we came to the University College of the Cariboo, in Kamloops. In our own practice, all the contents of drama are from the Chinese National Curriculum and the real life that the students can observe or that the students are familiar with. In this way, students enjoy learning in a comfortable atmosphere. Their creative thinking and critical thinking are well developed. However, though we personally found such an approach to be very effective, our colleagues doubted that the success of students resulted from such practice. Nevertheless, after more than four months of study in the University College of the Cariboo, we have come to have a clearer understanding of drama in English teaching. Especially, after we have observed Jane Powell’s drama class and the drama showed by education students studying in the University College of the Cariboo, we are quite sure that drama is a motivated power to stimulate the students to develop a variety of skills. 2. Drama in Teaching English 2.1 Teaching Outlines of Practice (Prior to Study in Canada) The following are teaching procedures typically followed in our class in China ● Resources: Chinese National Curriculum ● Setting: high school (public and private school) ● Contents: 22 units per semester, containing vocabulary, grammar, dialogues and stories ● Purpose: effective communication  2.2 Procedures We Used before Coming to UCC 2.2.1 Vocabulary Preview "It takes about two weeks to fulfill the vocabulary study. The teacher’s role is to help students learn the words, focus on the pronunciation, remember the spelling rules, and notice the high-frequency words. Students"building up of their skills of making sentences cannot be neglected in this process. If necessary, the teachers may require the students to make sentences or write short passages, according to the different levels of the students. Then teachers collect the errors that all the students have made, and as a whole, classes make the students aware of why they have made the mistakes and how to avoid making them again. Finally, the teacher should provide necessary remedial exercises to help students strengthen what they have done right. |
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