Role play examples for students

Role play and drama can offer an authentic context for students to engage in new discourses. These contexts can provide situations where students can be comfortable to speak, respond, initiate ideas, argue, be tentative and reflect Harden, A supportive strategy that can be used to model role play to explore understandings about texts.

The teacher makes a conscious decision to model vocabulary and sentence structures that are linked to the text. This strategy also allows the teacher to focus on a critical part of a text that elaborates on a theme or ideas that are pertinent to greater understanding Fisher, Jones, Larkin and Myhill, For example, after the teacher has read a chapter of The Twits by Roald Dahl, they take on the persona of Mrs Twit using gestural movements and voice modulation to signal the role change.

The teacher describes Mr. Twit and what she thinks of him, including a description of the mean jokes she likes to play on him. Students then talk with a partner about what the teacher-in-role has said about Mr. Twit, adding in other examples about his description or personality. This partner discussion provides an oral rehearsal of the ideas and vocabulary in the text.

Students are then better able to respond to ideas or themes within a text whether orally or in written form. The teacher might also pre-teach vocabulary and sentence structures to describe those expressions and gestures. The teacher displays a number of personality traits supported by visuals and discusses with the students what these traits are.

Then during the performance, the teacher asks students to name or point to the trait being portrayed and explain why they chose it. The teacher could also provide a set of pictures or written short descriptions of the practical jokes on cards to groups of students. When the teacher describes or performs the practical joke, students hold up the corresponding card.

A similar strategy to support discussion about texts, however, this time, a student takes on the role of a character. Through the talk created by the student-in-role and the listeners, this strategy can assist the development of student understandings and promote the exploration of ideas before writing. For example, students might work in pairs where one student takes on the role of a Muggle-Wump, a caged monkey who is made to stand on its head all day by Mr and Mrs Twit.

Through this role play, key ideas and vocabulary are reviewed and restated. The listening partner can ask questions or clarification from the student-in-role and together more complete understandings of the text can be built. One of the students could assume the role of the Roly-Poly Bird, who acts as an interpreter in the story, while the other assumes the role of a Muggle-Wump who only speaks in their native language. A useful way to initiate students into role play by asking small groups to present a freeze frame scene.

The performers are required to think about the character they are portraying, including action, stance and facial expressions. In the preparation for the freeze frame the group members discuss what scene they will focus on, what character and what specific event or actions take place. This talk provides opportunities for the recycling of vocabulary and key ideas or themes in a text. When the freeze frame is presented, the performers do not speak.

However, fellow classmates can discuss what they see and relate to their understandings of the topic or theme.

role play examples for students

In this instance, the freeze frame acts as a stimulus for talk for the rest of the group. For example, after the class have read and discussed the picture story book Refugees by David Miller, they are organised into small groups to focus on a significant moment in the text. Students must identify the setting and what was happening to the two key characters ducks at a point in time. Several groups can work together to demonstrate the sequence from start to conclusion of a text or groups can work separately.

Two sets of talk result from this strategy. Both versions of talk serve to clarify and extend understanding. Likewise, students can use both languages when interpreting the freeze frame of other groups.

Sample Role Plays

The whole class can then discuss the set of frames using English.Role playing is a learning structure that allows students to immediately apply content as they are put in the role of a decision maker who must make a decision regarding a policy, resource allocation, or some other outcome.

This technique is an excellent tool for engaging students and allowing them to interact with their peers as they try to complete the task assigned to them in their specific role.

Students are more engaged as they try to respond to the material from the perspective of their character. One of the biggest challenges of the role playing technique is to get all students to participate and be truly engaged. Instructors might want to consider ways of increasing the likelihood of strong student participation. The instructor might offer a participation grade somehow tied to a short product students produce from their perspective in their given role.

It is a good idea to find ways to increase student awareness of the likelihood their group might being called upon to share their answer with the entire class if they are playing their roles in a group context.

The instructor might also consider using some of the role playing tasks in questions on exams and make it clear to students that that is the case. The instructor could even tell them that they might have to answer a question from the perspective of any of the roles, not just the one they were assigned.

For example, in economics we teach that changes in revenue generated by a change in the price of a product are related the the price elasticity of demand for this product. Students are asked to imagine that they are members of a high school soccer team booster club. To make more money for the team, one parent has recommended an increase in ticket prices at the gate for games as a way to make more money. Another parent has suggested that the boosters would make more money if they actually cut ticket prices.

While placed in the role of booster club member and parents of soccer players, students are asked to vote for either raising prices at games or lowering admission prices. After each student votes they are asked to convince their neighbor to vote the same way they voted.

role play examples for students

After a few minutes another vote is taken and then a fuller discussion takes place as students are asked to explain why they voted the way they did. The resulting discussion is usually a comprehensive list of reasons why attendance at high school soccer matches might be price-elastic or price-inelastic even though students might not yet be using those exact terms.

See modules on Role-Playing Exercises and Context-Rich Problems as many context-rich problems are structured as students taking on a role of some sort. Your Account. Explore Teaching Examples Provide Feedback. Role Playing. Why use Interactive Lectures?If you're thinking about how to turn your man onroleplay is one of the best ideas!

Why be you every night of the week, when you could be a seductive secret agent, a superhero with a kick-ass outfit, or a chambermaid with a very alluring French accent? Role-playing enhances your sex-life by encouraging you to use your imagination, and men just love it!

Men are dying to discover the hidden facets of your personality, which will make you seem all the more mysterious to them in everyday life too. Men have their secret fantasies, so you may as well be a part of them! Who knows what levels of ecstasy you can reach once you unleash that wild uninhibited imagination of yours into the bedroom… the office… or wherever….

Everyone has an imagination. The more you exercise it, the more vivid it becomes, and the more unexpected and intense the pleasure you can experience.

In fact the pleasure of role-play is enjoyed from a very young age. The pleasure may be derived from a desire for escapism. Abandon your own identity in favour of another, and you can in effect leave behind all of your personal hang-ups, and adopt brand new positive attributes! Often a positive effect of indulging in sexual role-play is that these new positive attributes can actually rub off on the real you, making you feel more confident in everyday situations too.

The idea of striking up a conversation on the topic of sexual role-play with your partner might initially strike terror in your heart.

Role Playing

Will I live up to his expectations? Fantastically freakish in fact! Couples who have established a fairly standard bedroom routine will feel insecure about introducing something new; this is inevitable. Have you considered that you can ease yourself into the concept of sexual role-playing before you even mention the idea to your boyfriend?

A little secret us girls like to keep is that we are just as capable as men are of having secret fantasies that involve foreign situations and people. Admit it girls! And it can be hot, right? Just the other day I allowed my mind to wander into uncharted territory while I was er… waiting in a queue at the supermarket!

It was the sight of an attractive young cashier reaching for my giant phallic cucumber on the conveyor belt, and the twinkle in his eye as he smiled at me that had me wondering…. So why not transfer that secret fun to the bedroom, and bring your fantasies to life? Most women are intimidated by the idea of their boyfriend drooling over another woman in bed, and quite rightly so.

Role Play Scenarios

In fact half the fantasy and pleasure is in the imagining of it. Men are visual creatures, which means that they get turned on by what they see, whether it is in front of them or just in their heads.

The risk of sexually transmitted disease is thankfully enough to put anyone off, even most men.

Kenshi : SH4DOW the deadly Assassin

In fact your boyfriend may have privately attributed the role of dirty slapper to you in the past without you even knowing about it!Dressing up and playing pretend can actually be a powerful tool in the hands of the ESL teacher. Role play breaks up the monotony of book work and is a great way to practice or review skills. What better way to see if students really understand how to use those new vocabulary words, verb tenses and sentence structures? So, be sure to pre-teach any necessary vocabulary and allow them to practice their dialogues, if needed.

You can always add more elements of fun by allowing students to dress up and allowing lots of improv! In order for students to be successful, it is important to pre-teach some of the more common phrases students might encounter. For the actual role play, divide the class into small groups. Students should take turns being the server or guest.

Circulate to make sure students are using the phrases correctly and instruct the students when to switch roles. Description: Most people will find themselves in a taxi at some point in their lives.

He or she is new and the passenger has to tell them how to get to their desired location! With this ESL role play topic, students have the opportunity to practice giving and clarifying directions. Again, it can be adapted for different ages and learning levels. Be sure to pre-teach vocabulary and phrases like stating an address in the proper order: first the number, then street name. Once students are comfortable with the language, divide students into small groups.

Assign the roles of driver and passengers. Students should use the pre-taught phrases to engage in a short dialogue about directions. It is best to give the class a time limit. Once time is up, the students should switch roles so that each student has the chance to be both driver and passenger.

Depending on the age of the students, you can design the pre-taught vocabulary accordingly. For a successful role play, divide students into small groups. Assign students the different roles and set a time limit for them to perform the dialogue. Make sure you give each student a chance to be the doctor, nurse and patient. If you have time, ask groups to volunteer to present their skit in front of the whole class.

Tell them to be super dramatic! Students prepare a short lesson on a topic of their choosing and get to be the teacher for a few minutes. You can narrow the parameters by giving specific time limits or giving them a set list of topics.

This ESL role play topic allows students to practice instruction and transition words. Not only does this give the teacher a bit of a break, it also results in lots of interesting new information for everyone involved. This role play topic allows students to utilize their food vocabularyask questions and engage in a money-based transaction. Divide the class into small groups or turn the whole classroom into a supermarket.

I recommend setting up the whole classroom. If you can, set up the desks as aisles and let students bring items from home to use as products in the store. Create a checkout line and use a desk as a cash register. Employees should circulate and ask customers if they need help. You might encourage the customers to be lost and needy, constantly seeking assistance. The cashier then rings up the items and finalizes the transactions. Assign them different roles and make sure each student has a chance to act as employee, cashier and customer.Role play is particularly useful for exploring how people respond differently to the same situation.

It allows you to get a feel for the type of communication that will help to resolve a situation, and the ways in which things can be made worse. Role play also allows you to build both confidence and experience in how to handle different situations and issues that may arise in your day-to-day life and in your career.

You will be assigned one of the following scenarios by the course leader. In your pairs, you must plan and produce a role play based on the scenario, choosing to follow a path of either positive or negative communication to resolve the imagined situation. For example, if one of the scenarios were to involve a faulty product being returned to a shop, you could choose to resolve the situation positively by portraying a calm customer politely asking for and being granted a refund, or you could choose to portray an angry customer who does not want to listen to staff and escalates the situation to management.

A mixture of both verbal and non-verbal communication should also be included. You will have between 20 and 30 minutes to plan and prepare your role play, before performing it in front of the rest of the group and the course leader.

After each pair has performed, the rest of the group will then evaluate the impact the positive or negative communication had on the situation presented in the role play. The whole group will then discuss how the situation would have unfolded differently had the pair chosen the opposite method of communication.

Bring on the Drama! 11 Role Play Topics for the ESL Classroom

Skip to content Role play is particularly useful for exploring how people respond differently to the same situation. Scenario 1 Scenario 2 Scenario 3 Scenario 4.

Share this: Twitter Facebook. Like this: Like Loading By continuing to use this website, you agree to their use. To find out more, including how to control cookies, see here: Cookie Policy.Pearson Education Inc. Role playing is not generally effective the first time it is done so pantomimic exercises may be beneficial for inexperienced students. It has been suggested that the role playing activity contain nine steps. Is moderately structured. The teacher is responsible for initiating the steps and guiding students through the activities within each step.

However, the students are responsible for choosing the content of the discussions and the enactments. Student responses are accepted in a non-evaluative manner.

The teacher helps students explore other sides of the problem situation and compare alternative views. Students increase the awareness of their own views and feelings by reflecting, paraphrasing, and summarizing their responses.

Use the concept of role and emphasize that there are different ways to play a role and emphasizing there are multiple ways to resolve a problem. Role playing is experienced-based and requires minimal support material outside the initial problem situation. Role playing is designed explicitly to nurture: 1 the examination of personal values and behavior; 2 the development of strategies for solving interpersonal and personal problems; and 3 the development of empathy towards others.

Students in a 4 year old preschool classroom have been going to the teacher and stating that another classmate took their toy while they were playing with it during play time. The teacher decides that role-playing the situation to explore feelings and possible solutions would be appropriate.

Procedure: The teacher gathers all students on the rug. The teacher begins by making a mad, sad, surprised, and happy face and asks students to identify her feelings based on the face she makes. The teacher tells students to show her their mad, sad, surprised, and happy faces.

The teacher asks students what might make them happy. She waits for student responses and continues the question for each of the other emotions. She asks students to state how they think those involved could be feeling and what they think might happen.

role play examples for students

Step 2 : The teacher explains that they are going to take toys away from other children while they are playing with them. The teacher asks for two students to help with the role-playing.

One student chooses to play with the toy car, doll, train, or book and the other student is the one who takes it away. Child A chose the train. Step 5 : Sam is playing with the train on the rug and Josh walks over and takes it away. Josh begins to cry.Resources Used: Classroom, first aid kit, shawls to be used as curtains, cards, charts, one table and four chairs, worksheets. Characters : Doctor, three patients, helper of doctor, mother, two volunteers having first aid training.

Scene of a clinic, doctor is sitting on a chair before the table with stethoscope round his neck, three more chairs for patients, first aid box on the table. The teacher is striking the hand of a student with stick. The student expresses her hand joint pain to her class mates who applies a thin layer of ointment and wraps an elastic band age around the hand and when the afflicted feels swelling and severe pain she is brought to the doctor for proper treatment.

He uncovers the hand, wipes the hand with cotton, observes it keenly, applies a different ointment and wraps elastic bandage by putting some cotton on the hand.

He advises massage lotion after three days. A young girl comes back home suffering from sun stroke and has high fever. Her mother feels her pulses and puts a wet handkerchief on her forehead and after sometime takes her to the doctor. The doctor talks to the patients, checks the temperature with thermometer, give an injection, prepares three doses of medicine and give small envelope to the mother with instruction.

Both leave. A student falls, has a minor cut on the palm, her hand bleeds and is supported to stand by her class fellow. She brings her first aid box, put dean cloth on the wound to stop bleeding, applied antibiotic cream without rinsing the wound with clean water. The wound of the girl is infected, has swelling and pus into it. The reflects signs of pain. So she is brought to the doctor who examines the wound, uses hydrogenated liquid to remove the pus and does adhesive free dressing with paper tape.

Phase II: The teacher her has prepared some question cards to check the attention, interest and comprehension of the leaders. They are given a chance to express themselves in English. Both participants of the role play and the spectators are included in questions session. The learners are given the minutes to write the answers on the given worksheet. Then the teacher takes the first card and ask the question and the learners respond with the help of worksheet.

Their answers are appreciated.

role play examples for students

Resources used: Charts, pointer, board, board, marker, worksheets, duster, classroom, volunteer students. Then the first student comes, points to the chart and defines the lunar calendar followed by Chinese people.

She tells about the prominent items of celebrations, all of them focusing on good luck for the new year and coming of spring. The second student describes the cleaning of houses and buying new clothes before the new year celebrations.

The third student tells about decorating the house by pointing to the pictures representing decoration of house and windows. She also describes that the word. The fifth presenter explains the giving of good luck gifts which are presented by the elders to the children and unmarried members of the family. What do the red packets contain and when are opened is also told with the help of charts.


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