What and Why?
In a role play students take on the role of another person - a waiter, an adult, even a Martian or a monster. Often the situation is given (e.g. You are in a restaurant. Order a meal) and perhaps some ideas of what to say. Role play is a popular in language learning classrooms for a number of reasons. Students of this age find it fun and quiet students are often found to speak more openly in a 'role'. In a role play students are encouraged to use communication creatively and imaginatively and they get an opportunity to use language from 'outside' the classroom. In CES, there are role play tasks in many parts of the course, particularly in the Out and About sections.
Practical ideas
- The success of every role play depends on the students knowing exactly what they have to do. Make sure that the students know the role they are going to play, some language they can use and some ideas for content.
- In general, role plays work better in groups of maximum 3-4.
- Discuss with students how long they need to prepare their roles and whether they can prepare in pairs or alone.
- Students can prepare either in 'complete' groups for the role play (that is, one student for each character) or in characters groups (that is, in small groups they share ideas of what they will each say. They then join with other students when they are ready to act out the role play.)
- Some students like to make notes of what they are going to say. This creates confidence in the preparation period but encourage students to speak without reading out their notes.
- As a role play is based on 'real life situations' if you have some 'realia' (real items) from an English speaking country these will making the role play more fun. e.g. real menus, real bus, train timetables, real/plastic English/American/Australian money etc. Younger students often like to have 'props' - handbags, shopping bags, purses etc.
- During the preparation stage the role of the teacher is to circulate, answering questions, checking that everyone understands and making suggestions.
- You may need to remind students of some 'checking' and 'communication 'phrases: Sorry? Could you say that again please? What do you mean? What's the word for...?
- During the role play itself you can listen and write notes about points which can be discussed later. If a student gets stuck indicate to the others to help in any way they can. You can prepare a comments sheet like the one below. The students who are listening to the role play can also make a note of their own comments.
Name:
.....................To praise.....To comment on
Grammar
Vocabulary
Pronunciation
Communication
Self-correction
General comments
- After the role play discuss with the class how they felt it went and then put general points on the board to avoid embarrassing individual students.
- Sometimes it is a good idea to record the role play on audio or video tape so that you and the students can see/hear it again later.
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