Баяндама Reason for using role play

Мамбетова Гулжанат Ғинаятқызы

Батыс Қазақстан облысы, Сырым ауданы, Жалпы білім беретін М.Қаналиев атындағы Алғабас орта мектеп-балабақша кешенінің мұғалімі.

Reason for using role play.

What are Games? Competitive, governed by rules, goal defined, engaging in that they challenge the participants and they have closure, or a time when they are finished.

Why Games? Goal of language learning is Communication. Games provide realistic communication opportunities. Motivating people are motivated to speak when there is something at stake.

Who Plays Games? Students of all ages enjoy games. At first it may look strange to play in class, but students will truly enjoy playing educational games.

When Games? Consider a weekly game, time or place them when and where they are appropriate throughout the lesson.

Which Games? So many games can be turned into learning experiences - all takes is a bit of creativity. Here are a few ideas:

• Vocabulary games garbage. Each student will think of words can be limited to a specific category or unlimited and write them on a piece of scratch paper and place it into a bag. Students will be divided into two teams. Each team will have a turn to guess as many words as possible by pulling a word strip out of the bag and saying anything they can to get their team to say the word.

• Catchphrase. Teacher will have a stack of word cards with various words on them. Students will take turns going back and forth trying to get their say the word on the card. Once their team gets it, the pile of cards goes back to the opposing student. The pile goes back and forth until there is no time left and then the one who is left with the pile when the buzzer goes off is the loser and the other team gets a point.

• Matching. Give students two pieces of an idiom, proverb, sentence etc. Also one can add a picture to mixture as well as two pieces of an idiom and a picture. Students will mingle and try to find their match and then will sit down to discuss. A prize can be awarded to the first pair who managed to find each other.

• Balderdash can be played either with vocabulary words or idioms. Students are given a word that they do not know yet. Then they are asked to write down a definition that they think could go with the word. Encourage students to write the definition in such a way that it would make their classmates think that their definition is the correct one. Teacher will write down the correct word on a card and mix it in with the other students guesses. Teacher will read out each of the definitions loudly once away. Students will listen for the second time and will choose the definition that they think correct. Students will receive one point for everyone who guesses their bluff and three points for the correct answer.

• Salespeople. The class is being divided into two groups buyers and sellers. Teacher will prepare a bag of random objects that might be difficult to sell. Each seller will be given one item that they must try to the buyers. The buyers must each buy at least one item during the 10 minute time frame. Students will mingle around and the sellers must convince the buyers to purchase their product for a price that they think is reasonable. They will mark the price for which they sold the item on a piece of paper and then continue selling until the time runs out. The one who made the biggest profit at the end of the time wins.

• Two truths and a lie. Students can write three statements about themselves two that are true and one that is a lie. Either in small groups or as the whole class, students can read their three statements. Depending on time, other students can ask who read their statements different questions to verify which the lie is. Students will get one point for every lie that they guess correctly and a point for every person that they stump on their own lie.

• Mad discussion. Teachers write down different objects /nouns on pieces of paper. Students will come up in pairs from opposing teams and each draw a piece of paper. Students now has two minutes to argue why their object is more important. Jury will award points to the best team and then two more students will come forward and select new objects.

Reasons for using role play:

1. Through role play we can train our students in speaking skills in any situation. A very wide variety of experience can be brought into the classroom through role play. The range of functions and structures and the areas of vocabulary that can be introduced go far beyond the limits of other pair or group activities such as conversation, communication games, or humanistic exercises.

2. Role play puts students in situations in which they are required to use and develop those forms of language which are so necessary in oiling the works of social relationships, but which are so often neglected by our language teaching syllabuses. Many students believe that language is only to do with the transformation of specific information from one person or another. They have very little small talks, and in consequence often appear unnecessarily brusque and abrupt. It is possible to build up these social skills from a very low level through role play.

3. Some people are learning English to prepare for specific roles in their lives: people who are going to work or travel in an international context. It is helpful for these students to have tried out and experimented with the language they will require in the friendly and safe environment of a classroom. For these students, role play is a useful dress rehearsal for real life. It enables them not just acquire set phrases but to learn how interaction might take place in a variety of situations.

4. Role play helps many shy students by providing them with a mask. Some more reticent members of a group may have a great deal of difficulty participating in conversations about themselves, and in other activities based on their direct experience. These students are liberated by role play as they no longer feel that their own personality is implicated.

5. Perhaps the most important reason for using role plays is fun. Once students understand what is expected of them they thoroughly enjoy letting their imagination rip. Although there does no appear to be any scientific evidence that enjoyment automatically leads to better learning, most language teachers would probably agree that in the case of the vast majority of normal people this is surely so. Finally, role play is one of a whole gamut of communicative techniques which develops fluency in language students which promotes interaction in classroom and which increases motivation. Not only is peer teaching encouraged by it, but also the sharing between teacher and student of the responsibility for the learning process. Role play is perhaps the most flexible technique in the range and teachers who have it at their fingertips are able to meet an infinite variety of needs with suitable and effective role play exercises.