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effective focus for role-play.
Each one of the following common functions could serve as
the basis for a role-play exercise.
1. Greeting 8. Urging
2. Agreeing 9. Persuading
3. Informing 10. Commanding
4. Inquiring 11. Refusing
5. Requesting 12. Apologizing
6. Advising 13. Offering
7. Suggesting 14. Inviting

Although there are many effective ways of conducting role-
play activities, this handbook offers one specific format, which
allows for variety in its execution. In the models below each role-
play exercise is constructed around a specific function and is
presented in a series of three developmental stages, each of which
redefines the situational parameters of the preceding stage. In
Stage I the basic situation is introduced for practice; in Stage II,
the students switch their assigned roles; and in Stage III the topic
is modified. Within each stage there are three procedural steps to
be followed by the teacher and the learners: preparing the students,
playing the role, and checking the performance.
For role-play activities to be successful, at least two things
are necessary. First, there should be no cultural impediments to
prevent the members of the class from playing their roles. Cultural
sensitivities should be taken into account when assigning roles to
students, and they should understand the general patterns of
behavior expected of them. Second, the pace of the class should be
lively and spirited. The teacher should circulate among the
students to encourage them and to check on the progress of the
activities. The classroom environment must be appropriate:
informal, lively, yet also supportive and attentive. Participants
should feel unafraid to take risks, and they should feel comfortable
with the teacher and their fellow students. To create this
atmosphere, the teacher and classmates should NOT correct role-
players’ errors until AFTER the role-play has been completed (see
Guidelines). Positive reinforcement should be used as much as

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