Prepared by Ali bin Mohammad Amir

In role-play students cannot be himself.

He is told what to think, what he should say, how he

feels , that is, the students has to adopt someone elses views , experience and attitudes.

Each role-play lesson has a particular sequence: 1. Preparatory activity 2. The role-play 3. Follow up

I. II. III. IV.

V.

Watching to a module role-play i.e similar to what the students are expected to be engage in. Practicing the vocabulary and sentence patterns needed for successfully in the role-play. Finding out being or being information necessary to play the roles in the role-play. Getting to understand the plot involved in the roleplay. Rehearsal of the role-play situation.

 This would involve acting out the role-play , either in

front of the class or in small groups. Each role-play activity will be a variation of the original situation with the aim of developing and enhancing language skills.

This would involve any or all of the following: a. getting and giving feedback. b. Immediate or long-term language exercise based on the teachers observation during role-play. c. Other activity that draw upon or develop from the role-play e.g reading a topic discussed in the roleplay.

Workability of the activity 2. Suitability for students 3. Suitability in the terms of language use 4. Suitability of use in the classroom situation.
1.

 Jones(1992)lists a number of characteristic that a role-

play or simulation should poses in order for it to work successfully:

A reality of function ii. A simulated environment iii. Structure
i.

 Students need to be able to really engage in the role-

play ant not detach themselves from the role and remain just student participating in an activity just to learn language. You must not therefore select role for students that they cannot relate to. To help students understand a role, we often need to give the relevant facts about the role e.g the personality of the person , his mood and his thought .

 Making a props to make the environments looks

similar to the real live.

Encourage them to imagine the environment . Using scaffolding to help the student to understand

the situation.

 Provide a clear structure for them to be able engage

effectively in role-play. Explain clearly the role of each students is to play and what purpose the group to achieve.

The suitability of the role-play in meeting the demands of students: i. Level of proficiency of students. ii. Interest of students. iii. Students life experience.

 We need to consider the language demands of the

activity. More advanced students ,would need to pay greater attention to how the role-play can challenge them by using their linguistic knowledge to fully apply themselves to the role that they are playing.

 Ensure that the role-play situation you choose have the

capacity to motivate students.

 All role-play assumes some previous knowledge or

experiences. Make sure the students have the experience and understand the situation.

 The KSBSM syllabus spells out the language

requirement of the students in terms of area of language use(language for interpersonal purposes , language for informational purposes, for aesthetic purposes) and language content(grammar , vocabulary and sound system). When selecting a role-play activity, you must bear in mind all these level of linguistic organization to decide which aspect of the language syllabus the particular role-play activity you are considering can help to develop.

 Make sure we have enough time to done the activity

and achieve our objective . Make sure our class have the requirement for the activity. Enough pupil to play the role.

Enriching the classroom environments 2) Preparing students to face real-life situation. 3) Improving the quality of engagement 4) Providing access to out-of-classroom contexts.
1)

 THATS ALL

TQ VERY MUCH.