Materials for the lesson

–              School bags

–              A man’s hat

–              markers

–              cardboard, envelope, stamps

–              Teacher’s bell

Layout of the classroom

Teachers should better use the theatre class action on stage or on empty space.

Phase 1

In the first phase the lesson takes place in the classroom in a traditional way. The teacher shows how we must use plural or single in order to talk politely. Then he gives some examples using the students book and  he makes some certain questions  which give the first knowledge.  (The teacher follows book’s introduction)

Then the teacher asks the students to bring the above mentioned materials at the theatre class. In the theatre class the teacher  presents three  hypothetic conditions. The students should take action and play these roles like in real situations.

Consequently the teacher divides students in three groups and elaborates the drama actions. The first group should be represent a dialogue between school director and students. In this condition they should discuss according the rules of  politeness  (for example students  ask school director for informations about the environmental program which takes place in theirs schools) . The second group plays a scene from a discussion between classmates who talk on the yard about a new game that recently has been very popular.  Finally the third group should be   present a conversation between an employee and some customers at a post office.

Teacher explains the details about this freestyle performance and becomes a director who emotionally supports  the students playing these roles ( through freestyle techniques ) .

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Phase 2

Teacher’s bell rings and the first group  is placed on the stage (freezing picture)

 Teacher’s bell rings again and a small actress starts a dialogue (between school director – students) . Teacher gives instructions to use plural in oral speech in order to be gentle. On this way they create a role playing schema activation strategy and show their imagination to others.

Teacher’s bell rings again and actions freezes

After that the teacher’s bell rings again and the second group should play a scene from morning turnout . The students wear school bags and are gathered on the yard in the morning. Then  they start a conversation among them about a new P.C game. The teacher points out that they must play simple  like a daily routine.

Teacher’s bell rings again and actions freezes.

Lastly, teacher’s bell rings and the third group takes action. They represent a scene from a transaction between an employee and a customer at the post office. The employee stands behind a desk and works, the customers step to the employee and ask politelysome information about post delivery- the cost of mail. They must behave refined . The teacher helps students playing as everybody expect.

Teacher’s bell rings again and actions freezes

Phase 3

In the 3^rd phase the teacher introduces the new condition, asks from the children to change roles. The teacher try to recall from previous experience ( flash back techniques ), anything suitable phrases which can help children to create a role playing. Everybody has attitude  to show how real  this situation is .

Teacher’s bell rings again and the actions freezes.

 Furthermore at each change,  the same events happen again. The teacher asks students to desire this action and learn.

Phase 4

In the end, all students stand in a circle and present possible questions, express their feelings during actions and discus this experience. Later they make practice by doing exercises