Unit 7 Role Play

There are several reasons for using role-play in the classroom and some tips for getting the most out of role-play.

• Introduction

• What is role-play?

• Why use role-play?

• Tips on successful classroom role-play

• Bibliography

Introduction
Incorporating role-play into the classroom adds variety, a change of pace and opportunities for a lot of language production and also a lot of fun! It can be an integral part of the class and not a 'one-off' event. If the teacher believes that the activity will work and the necessary support is provided, it can be very successful. However, if the teacher isn't convinced about the validity of using role-play the activity "will fall flat on its face just as you expected it to" (Gillian Porter Ladousse 1987). Therefore, if you think positive and have a go, you may be pleasantly surprised!

What is role-play? Role-play is any speaking activity when you either put yourself into somebody else's shoes, or when you stay in your own shoes but put yourself into an imaginary situation!

Imaginary people - The joy of role-play is that students can 'become' anyone they like for a short time! The President, the Queen, a millionaire, a pop star …….. the choice is endless! Students can also take on the opinions of someone else. 'For and Against' debates can be used and the class can be split into those who are expressing views in favour and those who are against the theme.

Imaginary situations - Functional language for a multitude of scenarios can be activated and practised through role-play. 'At the restaurant', 'Checking in at the airport', 'Looking for lost property' are all possible role-plays.

Why use role-play?  It is widely agreed that learning takes place when activities are engaging and memorable. Jeremy Harmer advocates the use of role-play for the following reasons:

• It's fun and motivating

• Quieter students get the chance to express themselves in a more forthright way

• The world of the classroom is broadened to include the outside world - thus offering a much wider range of language opportunities

In addition to these reasons, students who will at some point travel to an English-speaking country are given a chance to rehearse their English in a safe environment. Real situations can be created and students can benefit from the practice. Mistakes can be made with no drastic consequences.

Tips on successful classroom role-play 

Prepare for success Role-play is possible at elementary levels providing the students have been thoroughly prepared. Try to think through the language the students will need and make sure this language has been presented. Students may need the extra support of having the language on the board. I recently did a 'lost property office' role-play with elementary adults and we spent time beforehand drilling the structures the students would need to use. When the role-play began the students felt 'armed' with the appropriate language. At higher levels the students will not need so much support with the language but they will need time to 'get into' the role.

The role of the teacher Some of the possible teacher roles are:

• Facilitator - students may need new language to be 'fed' in by the teacher. If rehearsal time is appropriate the feeding in of new language should take place at this stage.

• Spectator - The teacher watches the role-play and offers comments and advice at the end.

• Participant - It is sometimes appropriate to get involved and take part in the role-play yourself.

Bring situations to life Realia and props can really bring a role-play to life. A group of young learners recently played the roles of pizza chef and customer. A simple cone of white card with CHEF written on it took a minute to make and I believe it made the whole process more fun and memorable for the class. As soon as it was placed on their heads they 'became' the pizza chef and acted accordingly.

Rearranging the furniture can also help. If you are imagining you are at the tourist information office or at the doctor's surgery try to make it as real as you can. Students can even leave the room and make an entrance by knocking on the door.

Error Correction

There are many ways to correct mistakes when using role-play. It is rarely appropriate for the teacher to jump in and correct every mistake. This could be incredibly demotivating! Some students do like to be corrected straight after a role-play activity, while the language is still fresh in their minds. Sentences with errors can be written on the board for the group to correct together.

• Self-correction - If you have the equipment to record the role-plays either on audiocassette or on video, students can be given the opportunity to listen to the dialogue again and reflect on the language used. They may find it easy to spot their own mistakes.

• Peer-correction - Fellow students may be able to correct some mistakes made by their peers. Students could be asked to listen out for both great bits of language they'd like to use themselves, and some mistakes they hear. Be careful to keep peer-correction a positive and profitable experience for all involved.

• Making a note of common mistakes yourself and dealing with them in future classes ensures that the students don't lose motivation by being corrected on the spot or straight after the role-play. Negotiate with students and ask them how they would like to be corrected.

Use your imagination and have fun

The most successful role-play I did last year was with a group of teenagers and was used as a spring board activity after listening to a song. The song was Avril Lavigne´s Skater Boy. The class worked in pairs to act out the scene of Skater Boy finally getting to meet his ex-girlfriend after the concert. The results were humorous and I was surprised that they all really got into the roles they played.

Samples and Models of Role play

Topic: SHOPPING

     Teacher :1.   tells Students that they are going shopping

2.   reads the situation : You are a customer in a cake shop.

3.   Gives a model dialogue between a customer and a shop-assistant.

B: Can I help you?

A: Do you have a birthday cake?

    and Can you show me a sample of a birthday cake?

B: Yes, one moment, Sir!

     Here’s a nice birthday cake.

A: But this is a cheese cake, my friend likes chocolate ones.

B: What about a strawberry cake? It’s delicious.

     …… etc.

4.   Demonstrate the role cards to Students

5.   Divide the class into pairs, one becomes a customer and the other becomes a shop assistant.

6.   asks Students to start playing their roles.

7.   Gives the pairs enough time to prepare the dialogue.

…..

Topic: In the Restaurant

 

 Teacher    : 1. tells Students that they are in the restaurant.

2.  reads the situation : “You are in a restaurant…………”

3.  gives a model dialogue between a waiter and a customer.

-Here is the bill, Sir / Mam

-(Looking for the wallet) I’m so sorry. I have left my wallet at home.

-etc.

(It may involve the restaurant manager)

4.  distributes handouts to students.

5.  divides the class into pairs and asks them to play their roles.

6.  gives the pairs enough time to prepare the dialogue

7.  has the pairs perform in front of the class..

…..