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Be positive! During the presentation, if you hear mistakes,
don’t say anything, and don’t allow group-mates to say anything.
Instead, write quick notes about any grammar or pronunciation
mistakes, etc., that you hear. Then provide suggestions for
improvement after the group is finished. It is important not to
interrupt the performance to make corrections. This will likely
cause students to become inhibited or to speak less. Focus on what
was good first, then tell them their mistakes and offer suggestions
for improvement. Use positive reinforcement as much as possible.
Too much criticism instills fear or failure in most students. Asking
the performers to evaluate themselves can be very effective,
because students tend to criticize themselves more harshly than
their teachers do. Also, ask the audience to participate in
complimenting the performance.

Three separate role-play lessons are presented below, each in
three stages. At each stage the teacher describes the Situation and
conducts the role-play with the entire class, following the
Classroom Procedures.

ROLE PLAY MODEL LESSONS

Lesson I: Bill and Ann in Conversation

Stage I: The Basic Situation

The situation is defined in terms of its constituent elements
as follows:

Speakers: Ann and Bill

Location: Ann’s house
Topic: Deciding on Which Movie to See

Function: Persuasion – each person is trying to persuade the

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