After giving a short overview what drama in general is about, the teaching objectives considered most important, which can be achieved with drama teaching, will be given and explained. The substitute teacher had in this lesson clearly shown that she had not understood what drama teaching is about. The main aim in this lesson had been to make the students understand how difficult the situation was for the characters as well as to have the students participate actively in class.
Since in a drama unit the focus is laid on the process rather than on the end-product and the students achieved to show so much insight, the learning target had been better than achieved. They were ready to perform their understanding which is an important category in drama teaching.
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In addition, the students were comfortable in speaking the target language what even supported the success of the lesson although some words had not been used in the proper way. The substitute teacher had also shown that she was not willing to suspend her disbelief regarding the drama process. By analyzing what she commented on the lesson, one can say that she sees her responsibility in making her students perform English properly but how are they supposed to get there if she only tells them to learn their vocabulary?
In drama teaching, the teacher has to see himself from a rather different perspective. Only through feeling comfortable while speaking can students train their fluency and work on their accuracy. There are different ways of achieving this, however, drama teaching seems to be a very effective way, since here, the students are asked to talk a fair amount of time. Because drama is a bottom-up approach, students are also given the chance to talk about their own thoughts which makes it easier for them to respond because they do not have to be afraid that the answer could be wrong.
Given that communication or the communicative competence is one of the main objectives in a FL classroom, drama teaching is a promising way of achieving it. In the drama process students are asked to speak in situations that are not frightening, in which they can feel comfortable performing the language. Through these experiences in drama lessons, students can gain confidence in speaking which will positively affect lessons that are not focused on drama, as well as the competence of speaking English in their future lives.
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