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possible during role-play lessons (ex: “Here’s What you did
well…” before any mistakes are mentioned).
I use role-playing with low intermediate to advanced
students. I believe it is best to use role-playing after students are
confident using controlled dialogues.

GENERAL GUIDELINES FOR ROLE-PLAYING

Explain Directions

Explain to the class that role-playing is like a small drama or
play, but there are no prepared lines: only the basic situation.
Don’t give the students any to prepare dialogues! It should be a
spontaneous performance, to encourage them to think in English.
Make sure that you and your students understand that perfect
grammar is not important, but how much you speak. Students
should be encouraged to be as imaginative and creative as
possible. Each group picks a situation randomly. The teacher can
also select situations for groups based on abilities or personalities.

Demonstrate Role-play Situation

Perform one role-play for the class, with you as one of the
characters, to help them lose their fear and to get an idea of what is
expected of them.
Students Role-Play the Situation

Before students begin, be sure each group fully understands
their situation. Offer any translations and cultural background
necessary for clarification. Insist that the audience is quiet and
respectful while groups are performing. To explain the role-plays,
you can have students switch roles with the same situation and
perform again. Students can also write their own role-plays to
perform.

Evaluation of Performance

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