This curriculum guide presents a methodology for teaching language and literature through role-playing in the classroom and demonstrates to teachers the link that exists between effective communication and the techniques used to achieve it. The new French program views language as an instrument of communication, a concept that implies that students will experience many different kinds of communication activities in class. Thus, students will have to act in skits, give concrete form to their ideas, make informational presentations, etc. The training proposed in this guide puts at the student's disposal a powerful tool of expression, while the positive experiences that occur during the dramatization process not only provide individual validation but foster awareness of both individual and collective identity. Success in role playing depends on three fundamental competencies which form the basis of the guide's three main chapters: (1) "Group Dynamics"; (2) "Creating a Character"; and (3) Narrative Competencies." A total of 92 activities are divided among the chapters, and each set of activities is designed to prepare the student to achieve success in one main target activity in that set. In sum, this document provides a repertory of exercises that have proved effective and stimulating in the classroom and a synthesis of the approaches most commonly used in secondary school courses in dramatic art. A schematic table of the activities is included in the guide. Appendixes include charts showing progression and sequencing of activities and a set of evaluation matrixes and criteria tables. (RS)