Role Play Teaching Techniques
used by learners in classroom, the language can correspondingly very along several parameters: according to the profession, status, personality, attitudes or
mood of the character being role played, according to the physical setting imagined, according to the communicative functions or purpose required.
Also, this is virtually the only way we can give our learners the opportunity to practice improvising a range of real-life spoken language in the
classroom, and is an extremely effective technique if the students are confident and cooperative; but more inhibited or anxious people find role play difficult and
sometimes even embarrassing. Factors that can contribute to a role play’s success are: making sure that the language demanded is well within the learner’s capacity;
your own enthusiasm; careful and clear presentation and instructions. A preliminary demonstration or rehearsal by you together with a student volunteer
can be very helpful.
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According to Ladousse 1987, role play uses different communicative techniques and develops fluency in the language, promotes interaction in the
classroom and increases motivation. Here peer learning is encouraged and sharing of responsibility between teacher and the learner in the learning process takes
place.
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Here is some procedures in Role Play activities according to Roberta A. Welch, called “Interactive Dialogue Practice”. She gives opinion that almost all
conversation textbooks include dialogues, which most teachers have their students practice. To avoid what is often a dead reading of the text, with little interaction
between the partners, this activity has student helpers feed the lines to performers who repeat them. Performers, thus freed from either concentrating on reading or
memory overload, are encouraged to look at their partners and to use appropriate intonation, facial expressions, and gestures. This activity is an intermediate step
toward more natural conversation. The procedures are: a.
Divide the class into groups four students each is preferable.
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Penny Ur, A Course In Language Teaching Practice And Theory, Cambridge University Press, 1996, p.30- p. 133
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http:iteslj.orgArticleKrish-RolePlay.html
b. Have the class listen to a recording of the dialogue or demonstrate it
yourself. c.
Have students mark the text for phrasing, stress, and intonation, as you demonstrate the body language and show how helpers can be effective
prompters by feeding the performers phrases of a suitable length for repetition.
d. Have two students take role of the helpers, sit behind the performers, and
whisper the lines of the dialogue to them have the performers close their books and face their partners in the dialogue.
e. Have the performers repeat the lines of the dialogue to their partner, trying to
communicate the meaning, using appropriate body language. If the performers do not understand the lines, they can ask the helpers to repeat
them. f.
Have the helpers and performers switch roles and do the dialogue again. g.
As students become familiar with the dialogue, have performers try to say the lines without being prompted, turning to the helpers only when
necessary. This procedure aims to practice dialogues without reading from or
memorizing the text, use appropriate body language and facial expressions, this level is suitable for beginning up to intermediate, also it has caveats and options
there are: a
As a follow up activity, one or two groups can perform in front of the whole class.
b Students with enough ability and confidence can try to vary the dialogue by
substituting different words and expressions.
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In the same book, Kathleen McNally says Role Play is a highly effective method of improving conversational skills. She also gives technique called “Café
Bianco” this lesson utilizes a restaurant scenario to promote interaction between
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Kathlen M. Bailey and Lance Savage eds., New Ways In Teaching Speaking, Virginia USA: Teachers of English to Speakers of Other Languages, inc TESOL, 1994, p .85-
p.86
students in a familiar situation and introduce some practical aspects of restaurant dining. The procedures are:
a. Using the props, set the scene and explains and model the characters of
hostesshost, server, customers, and manager. b.
Pass out Vocabulary Worksheet e.g. Drinks: soda, iced tea, lemonade. Courses: appetizers, main course, and dessert, etc. to students and discuss
concepts and new expressions e.g.tipping. Vocabulary can be added or subtracted according to the level of the students.
c. Divide the class into small groups based on the numbers of characters in the
role play and have them choose one of the scenarios suggested by the teacher e.g., breakfast; lunch; dinner; Sunday brunch; customers forgets
wallet; wedding rehearsal dinner; anniversary; unsatisfied customers; blind date; double date; marriage proposal.
d. Have students discuss and create a dialogue for presentation before the class.
These procedures have aims converse while using new vocabulary, develop restaurant etiquette, these procedures are suitable for any levels, also it
has caveats and options there are: a
Filming and viewing these presentations can be exciting and revealing for the learners and teacher.
b Follow up the activity by going to a restaurant.
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