Grammar Based Upon Drama: Act grammar, use English

About the Author

Sharif M. Mayyat was born in Gaza-Palestine in 1977. He is an English language trainer with 18 years of experience. He worked and is still working in the field of English training as an instructor. He has a sense of leadership and the ability to communicate and motivate others. Moreover, he influences the students and makes positive changes in their values and mindsets through his frequent activities and advice.

Mayyat wrote a book that combines the magic of drama with the intricacies of English grammar. This isn’t just any book; it’s a beacon of hope for countless learners worldwide.

Copyright © Sharif M. Mayyat 2025

The right of Sharif M. Mayyat to be identified as author of this work has been asserted by the author in accordance with sections 77 and 78 of the Copyright, Designs and Patents Act 1988.

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior permission of the publishers.

Any person who commits any unauthorised act in relation to this publication may be liable to criminal prosecution and civil claims for damages.

A CIP catalogue record for this title is available from the British Library.

ISBN 9781035826162 (Paperback)

ISBN 9781035826193 (ePub e-book)

www.austinmacauley.com

First Published 2025

Austin Macauley Publishers Ltd®

1 Canada Square

Canary Wharf

London

E14 5AA

Dedications

To my family and friends who never hesitate to support me.

To everyone who believes in using drama as a method to teach grammar.

Acknowledgements

I would like to extend my gratitude to Al-Salam Training Group (ATG) – Palestine for giving me the opportunity to develop and implement this training method with their students, and bringing this project to life. I also wish to thank my colleagues for their valuable input and advice during the creation process.

Writing training materials on English grammar was a challenging task, especially when writing a new book based on a new modern and innovative method. Through my experience in teaching English, I discovered that the most effective method is the drama technique. This approach integrates grammatical concepts and terminology into dramatic scenes, allowing participants to demonstrate and explain grammar rules within the context of a scene.

Key features of this book include:

It serves not only as a grammar teaching guide but also covers reading and speaking instruction.

It addresses most of the essential grammar topics needed by beginners and elementary-level learners.

It includes exercises based on real-life conversations.

Grammar Based upon Drama (GBuD)

What is GBuD?

The GBuD method is a framework for understanding learning processes rather than a set of rules for teachers to follow. It emphasizes the journey students undertake as they engage with the target language, shifting the focus from what the teacher does to what the learners experience. This framework aids teachers in viewing activities and content from the students’ perspective, enhancing classroom interaction.

Who developed GBuD, and where is it used?

The GBuD framework was created by Sharif Mayyat, who drew on his vast experience in English language training and teaching when writing the book Grammar Based upon Drama.

Advantages of the GBuD framework

Teachers can use GBuD to:

Plan and adapt lessons using course materials.

Evaluate where students are in their learning process during lessons.

Reflect on student progress after lessons.

Decide on appropriate feedback for learners.

GBuD is based on four phases of learning process:

General View

Brightness

Utilization

Development

1. General View

In this initial phase, learners are introduced to new material. They read to gain a general understanding of the content, tapping into their prior knowledge to grasp the meaning and key ideas of the target language.

2. Brightness

At this stage, learners engage in role-playing activities, using body language and communication skills to clarify the content. They begin to recognize specific grammar structures and terms in practical situations, with the teacher facilitating understanding and assessment.

3. Utilization

Here, learners participate in both guided and independent activities, practicing the target language with decreasing reliance on external help.

4. Development

In this final phase, learners fully utilize the new material, applying it independently in communication and further developing their skills understanding the material. It is the stage, where they freely test knowledge and spontaneously producethe target languagecreatively in personal,real-life communication tasks. Through varied exercises, they work on committing the language to memory and transitioning from teacher-led to learner-driven tasks.

To the teachers

This book offers targeted guidance on teaching specific grammar topics such as connecting past and present tenses, passive voice, and conditionals. Most importantly, it illustrates how grammar lessons can be both engaging and effective for students.

Classroom Teaching

Students often feel bored with grammar lessons even before the class begins. In this context, incorporating drama is an effective way to capture their attention. Teachers typically provide examples to help students understand complex concepts in the target language, but students may grasp these ideas more effectively through dramatization.

Drama plays a key role in teaching by encouraging imaginative thinking, even if it isn’t fully acted out in the classroom. The usual flow of classroom activities shows how drama can be an effective tool for teaching grammar. When enacted, drama becomes a live, interactive experience that enhances students’ understanding and engages them more fully.

Table of Contents

Introduction

Part One Parts of Speech

Unit 1 Nouns and Verbs

Unit 2 Pronouns

Unit 3 Adjectives

Unit 4 Adverbs

Unit 5 Conjunctions

Unit 6 Prepositions

Unit 7 Interjections

Part Two 43 Grammar Rules

Unit 8 A/An

Unit 9 Singular and Plural

Unit 10 Am / Is / Are

Unit 11 Possessive Adjectives

Unit 12 This / That / These / Those

Unit 13 There Is / There Are

Unit 14 Countable and Uncountable Nouns

Unit 15 Prepositions of Time

Unit 16 Does/Do/Did

Unit 17 Sentence Structure

Unit 18 Present Simple

Unit 19 Has/Have/Had

Unit 20 Some / Not / Any

Unit 21 Was / Were

Unit 22 A lot of / Much / Many

Unit 23 Past Simple

Unit 24 Have / Have-got

Unit 25 Prepositions of Place

Unit 26 A/An/The/ and Zero Articles (Known and Unknown)

Unit 27 Object Pronouns

Unit 28 Adverbs of Manner/Action

Unit 29 (Information)/Wh and Yes/No Questions

Unit 30 The Four Types of Sentence Structure

Unit 31 Future Simple

Unit 32 Be Going To

Unit 33 Modal Verbs

Unit 34 Comparison of Adjectives

Unit 35 Present Continuous

Unit 36 Relative Clauses

Unit 37 Past Continuous

Unit 38 Used To

Unit 39 Present Perfect

Unit 40 Reported Speech

Unit 41 Past Perfect

Unit 42 If Conditionals

Unit 43 Too / Not Enough

Unit 44 Indirect Questions

Unit 45 Active and Passive Voice

Unit 46 Present Perfect Continuous

Unit 47 I Wish / If Only

Unit 48 Gerund and Infinitive

Unit 49 Both /Either/Neither

Unit 50 Phrasal and Prepositional Verbs

Appendix 1 Irregular Verbs in Groups

Appendix 2 Short Forms

Appendix 3 Spelling

Appendix 4 Phrasal Verbs

Introduction

Drama stands out as a teaching method, because it’s a unique blend of thought and emotion that excites and engages learners, making the process enjoyable and challenging by addressing real-life concerns. It offers a variety of activities for both large and small groups when imparting skills. Moreover, it provides a joyful and meaningful learning environment that helps students strengthen their knowledge without feeling bored.

This book, through 50 units, explores how drama can be used as a technique for teaching grammar, as an essential component of any language.

Each unit covers a specific grammar rule through a dramatic dialogue, where characters illustrate the rule in a unique way. The dialogue provides a thorough explanation of the rule, along with examples that help the student grasp, comprehend, and apply it.

Mastering grammar ensures that readers comprehend the author’s intended meaning accurately. Dramatic techniques in teaching grammar are not only suitable for primary and secondary students, but can also be applied to higher education, as drama has the ability to convey messages effectively to a wide audience, including rural or illiterate individuals. Drama in the classroom allows students to practice grammatical structures, words, and phrases through conversations and role-plays, that deepening their understanding of the content. This method helps students apply grammar rules to express themselves clearly and creatively.

Sharif M. Mayyat

Drama: A Powerful Tool for Teaching Grammar

Mr. Sharif M. Mayyat