Contents introduction Role plays as a method of teaching

Examples.
Beginning Levels.
Thank your partner for a gift he/she gave you on your birthday.
It's getting hot and stuffy. Ask your partner to open the window.
Invite your partner to go golfing this weekend.
Intermediate Levels.
A: Invite your partner to go dancing on Friday.
B: You do not like to dance. Politely refuse the invitation.
A: You bought some milk at B's grocery store. The milk is sour. Return it.
B: Offer to exchange the milk or compensate A in some way.
A: Your friend (B) borrowed your power saw and still hasn't returned it. Talk to him/her.
B: Make up an excuse and promise to return the saw at a later date.
Advanced Levels.
Negotiate with a your partner (a salesperson) on a? big ticket? item such as a refrigerator, computer or large piece of furniture. Discuss things such as warranty, discount, return policy, etc.
Apply to the practice of teaching foreign languages and to check on the effectiveness of our developed games
Objectives:
1. Create and conduct a series of role play games;
2. Prove the effectiveness of using role play games at foreign language lessons;
3. Identify the advantages and disadvantages of role play games
4. "Traveling". Example of a game "Traveling" in a group Let us assume that the group consists of 10 students The level of students’ knowledge is pre intermediate.
Goals:
- To develop speech and self-activity of pupils, the development of dialogue speech.
- To elaborate of structures of persuasion and over persuasion.
- To increase the motivation of language learning.
Stage 1. Equipment3. The course of the lesson Role play 1. Cards – situations 2. Cards – the countries Dialogues The classroom should be divided into areas There are five areas – the five countries To split the group into pairs, 10 students – 5 pairs. Each pair begins her "tour" with a specific country Task: To make a dialogue, moving around. There is a new situation in every country There are 25 Thus, 5 pairs have 5 dialogues. The students are given a certain period of time – 5 min for a dialogue, during which time they have to speak. After the time is up everyone stops, and each pair says their situation to the whole group and summarizes to what conclusion they came. Thus, visiting five countries around the world, playing in every country on the situation, the students have learned all the 25 cases At the end of the lesson to summarize evrything Note Dialogues for are given in Appendix

At the end of the game "Traveling" students were given the questionnaire. In their responses, students should note that they liked or did not like to play in the classroom.

5. Country study. An example of the game "Country study" as "quiz show" in Group Presumably there were 12 students in the group at the lesson Students have already attended a course of lectures on the subject, and they have some knowledge in the field "Country".
1. Revision / consolidation of the studied material, exam preparation;
2. Increasing of the motivation of learning a foreign language.
Stage 1. Equipment 2. The course of the lesson Role play 1. The playing field 2. Chips 3. Dice The game is played in a competition. Students are divided into four groups. For each team there is own version of the questions that are arranged in a "snake" but every ‘snake’ goes to one finish. The presence of four different variants of questions helps to avoid a repetition of the same questions issues in other groups. Students take turn throwing dice, make the number of steps fallen on the field and answer the question of geography. If the student answered incorrectly, they returned to their original positions. The winner is the team, which will make the least mistakes, and the first pass away to the finish..
After the lesson students were given questionnaires in which they express their opinion about the game.
Role-playing games can be found which are suitable for play in almost any genre. Most are based upon fantasy or heroic literature. Many are based upon films or books. Teachers who choose to use role-playing games in their classroom may wish to develop games from any of these basic examples or to experiment with other types.
The first example is suitable to young learners. The topic of this role play is ‘Food’. It includes learning pronunciation. It is organized as group work. Learners become familiarized with common restaurant scenarios like getting a table, ordering, being a waiter, and paying. They will learn practical English for everyday use. The objectives of this role play are to learn common phrases and questions used in restaurants. They will have the opportunity to role play in groups and actively practice their English skills.
It starts by introducing the topic and asking learners what their favorite restaurants are and their favorite food from there. First, the teacher explains that they must ask for a list of things that happens when they go to a restaurant and write them on the board. For example:
Greeted and seated (smoking/non-smoking, number of people, kids/no kids, high chair/booster seat).
Then the teacher should number them in the order they normally happen. Then he/she does an example role play (or several) with the teacher and a student in front of the class. Then he/she does an example role play (or several) with the teacher and a student in front of the class.
Next the teacher divides them in groups of three with these scenarios between a waiter and two friends eating dinner. There is an example of pupils’ dialogue in the restraint where there are two customers and waitress:
1. Hi. My name is Maria. I’ll be your server waitress today. Are you ready to order?
2. Yes. I’ll have the chicken sandwich.
1. Would you like something to drink?
2. Yes. I’ll have a diet coke.
1. And for you?
3. I would like a cheeseburger, without the tomatoes please.
1. And to drink?
3. A lemonade.
1. Thank you. I’ll put your order in right now.
Here there is another dialogue for example:
1. Hi. My name is Maria. I’ll be your server (waitress) today. How are we doing today?
2,3 Good. Thank you.
1. Are you ready to order?
2. Yes. I’ll have the chicken sandwich and a salad with ranch dressing.
1. Would you like something to drink?
2. Yes. I’ll have a diet coke with no ice please.
1. And for you?
3. I would like a cheeseburger, without the tomatoes please and a side of fries.
1. And to drink?
3. A strawberry lemonade.
1. Thank you. I’ll put your order in right now.
The third dialogue for this role play is more difficult as other two:
1. Hi. My name Maria. I’ll be your server (waitress) today. How are we doing today?
2,3 Good. Thank you.
1. Can I start you out with an appetizer?
2. Yes we’ll start with some onion rings.
1. And to eat?
2. I’ll have the chicken sandwich and a salad with ranch dressing. Can you please bring the dressing on the side?
1. Sure. Would you like something to drink?
2. Yes. I’ll have a diet coke with no ice please.
1. And for you?
3. I would like a cheeseburger well done, without the tomatoes please and a side of fries.
1. And to drink?
3. I’ll have strawberry lemonade.
1. Would you like to order dessert?
3. Yes. We are going to split the chocolate cake.
1. Thank you. I’ll put your order in right now.
Another example of role play which is suitable to primary school lessons is played ‘in the house or flat’. This practices how to ask and answer 'where' questions. Uses I, he and she. It also widens vocabulary on rooms in a house. The objectives of this role play is to learn new vocabulary on locations in a house, to familiarize pupils with 'where?' questions and how to answer them, to involve them and get them practicing and using language. There must be pictures of houses and pictures of living room, bedroom, kitchen, bathroom, house, dining room. All with a stick man in them. The teacher gives out: a house for each student and 1 room for each student.
The teacher shows pictures one-by-one, says what room it is, and learners repeat back to the teacher. It must be done three times. Then the teacher takes a small teddy bear (a doll, a silly toy-frog, etc.) and uses it to demonstrate a role-play. So the teacher says to the bear who has a picture of a room, "where are you?" and it answers "I am in the.... (whatever room it has)". It may be repeated three times with the same room.
Then the teacher throws the teddy bear at a pupil who is then asked "where are you?" and they have to answer "I am in the... (whatever room they have)". The teacher can help the first few students by mouthing clearly the required answer.
Then 3 students come to the front with their pictures (there is advise: to use the best students first: they'll catch on quicker).
a) The 1st pupil says "where are you?" to the 2nd pupil who answers "I am in the..."
b) 2nd pupil says "where are you?" to the 3rd pupil who answers "I am in the..."
c) 1st pupil says to 2nd pupil while pointing at 3rd pupil "He/She is in the...."
d) 2nd pupil says to 3rd pupil while pointing at 1st pupil "He/She is in the...."
e) 3rd pupil says to 1st pupil while pointing at 2nd pupil "He/She is in the...."
It can be more that one time with the same students so that the rest get the idea. Then other students can try to do this role play.
Role play can often be based on a simple dialogue or text from the textbook. This is a traditional language-learning technique that has gone somewhat out of a fashion in recent years. Used in this way, role play gives learners a chance to use the language they have practiced in a more creative way. The learners are taught a brief dialogue which they learn by heart. For example,
P: 1: Look, it’s stopped raining.
P: 2: So it has! Do you want to go out?
P: 1: Yes, I’ve got a lot of shopping to do.
P: 2: Right, let’s go. Where do you want to go first?
Then they perform it; privately in pairs, or publicly in front of the whole class.
Sadow (1987) gives an interesting example of pupil and teacher activities in a simple role play. The teacher tells the class that they are extraterrestrials who, for the first time, are coming into contact with earthly objects such as toothbrushes, watches, light bulbs and keys. Without reference to human civilization, the participants must draw conclusions about the objects' function. This role play, or similar creative, imaginative activities, will stimulate pupils to use their imagination and challenge them to think and speak as well.