T.C.

GAZİ UNIVERSITY
INSTITUTE OF EDUCATIONAL SCIENCES
DEPARTMENT OF ENGLISH LANGUAGE TEACHING

DRAMA LESSON PLAN

Presented by: Sevgi Atıcı

080564013
Class: 313
LESSON PLAN FOR DRAMA

Name of the Trainee: Sevgi Atıcı

Age: Adolescent/Adult
Level: Pre-Intermediate to Advanced
Objectives: The teacher can break the ice with students by playing a memory game and
prepare them for reading. By the end of the lesson students will have a better understanding of
the text.
a) for drama: To strengthen listening skills. To promote concentration and
observation.
b) For language item/skills involved: Students describe their photos and tell their
personal experiences.
Materials: blank photo- size cards, music.
Classroom Setup: Space in the center of the classroom.
Assumptions: Students are expected to participate in the activity actively. They improve their
memory and speaking skills.
Anticipated problems: If all the students who take part in the activity remember their
friends’ memories, then this activity won’t work.

PRE

Procedure
The teacher greets the class. She uses a personalized drama activity to motivate students for
the lesson.
1. Preset the class.
“Today we’re going to play a memory game.”
2. The teacher chooses 10-12 students from the class. They stand in a circle. The teacher
gives each of them a blank photo- size card and emphasizes to them that it is a real
photo from their childhood (not made up).
3. The teacher tells them to close their eyes and recall a happy memory from their
childhood. Each student focuses on their photo because their photos were taken on
their happiest days. They are expected to tell their memories describing their photos.
4. The teacher asks the following questions in order to guide them:
• Who are you with in the photo?
• Where was the photo taken?
• How old were you?
• What were you doing?
• Why did you feel happy?
• Why is the photo special for you?
5. The teacher leaves time for the students to remember their memories and plays a short
extract from a piece of music.
6. After two minutes students open their eyes. Starting with one student, everyone
around the circle states his name and his happiest memory. However, instead of just
stating their names and memories, they must recite previous students’ names and

2
 memories in order, beginning with the first student all the way around the circle. The
student at the end might have the most difficult time in doing so.
7. The rest of the class observes the activity until one student gets stuck and can’t
remember his/her friends’ memories. The teacher tells the rest of the class that your
friends remember their own memories, but s/he can’t remember his/her friends’
memories.
8. The teacher may ask the following questions:
• Why did s/he forget his/her friends’ memories?
• Is it because they are unimportant for you? or
• You don’t need to remember them for very long?
However, they have recalled their happiest memories from their childhood. Then
“What’s the difference?
• Was there something to help them to remember?
• Might the song help them to remember?
1. The teacher writes the students’ predictions on the board. She says “Let’s see if your
predictions are correct.”

WHILE

Procedure

The teacher gives the text and wants the students to read it to get the general idea about the
topic for the first reading. The teacher asks them to guess what the word written in bold
could mean in the text and tries to give the right meaning of it and clarifies the word in the
students’ minds. For the second reading, she wants the students to read the text once more
and complete the chart below the text.
1. Students read the text quickly to get the main idea in the first reading.
2. They do the first activity (true/false activity).
3. The teacher makes the students guess the word (episode) written in bold.
4. She asks some questions from the context to make them guess the word from context.
5. Students read the text for the second time in order to get detailed information.
6. They complete the chart after the second reading.
7. The teacher says “Now we’re going to do a different activity.”

POST

Procedure

The teacher uses post reading activity to improve students speaking skills.
1. She gets the students to sit in pairs.
2. She tells the pairs they are adult siblings at home and that they are doing a piece of
housework together, e.g. washing and drying up, ironing and folding clothes, etc.
3. She tells them that, while working, they’re going to share a sad memory from many
years ago and talk about their feelings then and now. They continue miming while
they talk.
4. She tells them that the sad memory leads them on to the memory of a much happier
event.
5. Finally the teacher gets each pair to recall their sad and happy memories with actions
while the others watch and listen.