1. Language learning in the Classroom for Secondary and Batxillerat
Using role play to inspire oral communication in the classroom

2. Language Production (Teaching Oral English, David Byrne)
Language learning often stops at the practice stage. However it should not be assumed that learning has taken place until the students are able to use the language for themselves.
“It is through these opportunities to use language as they wish, to try to express their own ideas, that the students become aware that they have learned something useful to them personally”
(Teaching Oral English, David Byrne)
Normally opportunities are not available outside the classroom therefore provision must be made within the lesson.

3. Contents What is role play? Drama or role play? Why use role play?
Who can use role play?
When to use role play
Role plays in action -:
using the course book;
using video
using song
Guided Role plays
Role of the Teacher
Role play “Top tips”

4. What is role play? Role - playing a part in a specific situation.
Play - the role is taken in a safe environment in which students can be as inventive and playful as possible.

5. Role play or drama?
It is a fine line between role play and drama, both involve practising and performing.
Drama, however is more concerned with the final product (usually performed publicly).
By contrast, role plays are private performances where the process of playing the part rather than the finished product is the chief concern.

6. Why use role play? Its fun and motivating It’s safe
Low input - high output
Opportunity to reinforce specific structures, Lexis, intonation patterns, etc.
Emphasis on fluency not accuracy
The world of the classroom is broadened
Its safe (working within specific situations students can hide behind a role)

7. Who can participate in role play?
Role play can be effectively used by all students regardless of age or level!
At elementary level students will need to be supplied with the language.
At higher levels students will not need so much support.
Structures should be drilled to familiarise students with pronunciation and the nuances in intonation.

8. When to use role play Fluency and speaking practice
Review and practice specific lexical areas
Reinforce grammar structures
Confidence building
Speaking and listening assessments
Motivation after exams

9. What is a Guided Role-play?
Elicit the stages in planned interaction
Elicit phrases (if necessary L1- L2)
Write out role play
practice with notes
practice without notes

10. Guided Role-plays in action – where to look for inspiration
Using the course book
Using music
Using video

11. Using music Songs with a story Sentence completion
Listening and gap fill
Comic strip
Role-play comic strip

12. The roles of the language teacher
Present (new language) using worksheets - try to anticipate the language that your students will need. Make and use worksheets to practice and prepare beforehand
Drill the language
With students prepare Guided Role Play (dialogue guide)
Supervise and correct written work
Create props e.g. pizzas, food, shops, clothes, outfits etc
Demonstrate yourself with your stronger students
Supervise student practice
Feed back and error correction

13. Top Tips
Keep it real, keep it relevant - don’t choose scenarios with which students have no experience.
Prepare for success.
Demonstrate
Provide clear instructions - Ensure students have understood the situation and what is expected of them.
Begin with pair work rather than group work.
Start with shorter activities and then extend.
Bring situations to life - use realia and props.
Teachers Role, organiser, demonstrator/role model, dictionary, observer, assessor.
Distinguish between noise and chaos.
Do not underestimate preparation time
Do not let error correction interrupt role play