The Drama Method® in 7 Steps

The Drama Method® in 7 Steps

• STEP 1. RELAXATION
• Relaxation exercises provide a clear break between in-class and out-of-class time. These fun exercises test target language and business communication. Most relaxation exercises require students to set aside their textbooks, stand up, and actively engage with each other. MLS classes never begin with students sitting passively – pens in hand – ready to be taught.

• STEP 2. VOICE AND PRONUNCIATION
• Voice and Pronunciation exercises enable students to communicate more than just the meaning of words. Controlling volume, rhythm, tone, word stress and pronunciation enables nuanced conversation. Building vocabulary is important. Being able to fully use vocabulary is more important.

• STEP 3. STRUCTURE EXERCISE
• Structure Exercises internalize grammar points through active practice. Students experience the utility and impact of different grammatical structures.

• STEP 4. TALK & LISTEN
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• The A and B roles of this dialogue are printed on separate pages. Rather than reading along while their partner reads a line, students look at and really listen to their partner until it is their turn to read another line.
• Talk & Listen exercises activate language from the first three steps. Students practice a dialogue several times – each time with a different challenge provided by their instructor. With each challenge students change their voice and body language to change what is communicated. Some changes are nuanced while others vastly change the meaning of the dialogue. Talk & Listen exercises require students to listen carefully to each other rather than just wait for their turn to speak.

• STEP 5. SITUATION
• After thoroughly familiarizing themselves with the dialogue through Talk & Listen exercises, students are ready to rehearse and perform the dialogue. Situation exercises provide the circumstances of a conversation; who you are; who you are talking to, where you are, what time it is, and what do you want ao accomplish with this conversation. MLS instructors give students time to discuss the best way to perform the dialogue given the circumstances. After a short rehearsal period, students perform their dialogue and provide feedback after watching other performances. Each student is then able to evaluate how successfully they were able to communicate.
• Through Situation exercises students actively learn how to use their words, voice, and body language to communicate effectively. Moreover, they use mind, body and heart to really connect with the language.

• STEP 6. IMPROVISATION
• Improvisation exercises test the language skills learned during the lesson. Students role play without a dialogue or time to prepare. Real proficiency is assessed by whether students can communicate on their own, choosing and using words and grammer appropriate to the situation. No textbooks, no dictionaries and no help from their instructor.
• Improvisation exercises clearly expose gaps in vocabulary and grammatical understanding while providing the opportunity to bridge those gaps with inventive use of words and body language. Improvisation allows students to demonstrate their actual ability to communicate in English.

• STEP 7. ABOUT YOURSELF
• About Yourself exercises provide students the opportunity to cool down with discussions that consider the question “What would you do if you were in this situation…” In addition, About Yourself exercises put target language into practice and connects it to the student’s company, routine, or agenda.
• About Yourself exercises enable instructors to assess whether students truly own the language they have studied. Ownership is clear in both accurate use of the language and stuent confidence.
• Beyond target language, students are encouraged to express thoughts in their own words. By connecting English to their life, students begin to be able to express themselves in English.