ABSTRACT
In this chapter, the author gives special attention to activities which demand from pupils some form of role play and improvisation. However, when teacher approach the activity mode and begin to experiment with role play, improvisation and other drama-based activities, teachers’ experience may well be more limited. Activity and movement are important means of expressing and representing experience and of reinforcing and extending the spoken word. In thinking about the professional skills teacher need to possess when using the activity mode of teaching, it is again helpful to identify three separate stages - planning and preparing the lesson, implementing it in the classroom, and evaluating outcomes and levels of success. Pupils' understanding and acceptance of the rules that underpin the activity mode are again crucial to teachers’ success in the classroom. The teacher is the story-teller; the pupils read aloud the words spoken by the different characters.
