Kurs ishining tuzilishi

The teacher’s roles in role-play
Having analysed the definition of role-play, the organization of such an activity, its advantages and also the notion of pair and group work, another very important issue has to be explained, namely, the teacher’s role in a role-play activity.
One of the teacher’s function is being a facilitator. As learners practise role-play they may discover that they lack words or phrases. They may need new language to be given by the educator. This role makes the teacher act as a kind of a „walking dictionary’, evaluating the class and offering help when it is necessary. However, if rehearsal time is long enough, offering assistance might not be required.
At times, teachers may want to become involved in a speaking activity. This way they can prompt the exercise, introduce new information to help the role-play along and ensure continuing student engagement in the speaking. Although educators have to bear in their minds that they should not participate too much, that is, take control over the task and draw all the attention to themselves.
2.2 Games in ELT
Many experienced textbook and methodology manuals writers have argued that games are not just time-filling activities but have a great educational value. W. R. Lee holds that most language games make learners use the language instead of thinking about learning the correct forms. He also says that games should be treated as central not peripheral to the foreign language teaching programme. A similar opinion is expressed by Richard-Amato, who believes games to be fun but warns against overlooking their pedagogical value, particularly in foreign language teaching. There are many advantages of using games. "Games can lower anxiety, thus making the acquisition of input more likely". They are highly motivating and entertaining, and they can give shy students more opportunity to express their opinions and feelings. Games encourage, entertain, teach, and promote fluency. If not for any of these reasons, they should be used just because they help students see beauty in a foreign language and not just problems. At different stages of the lesson, the teacher's aims connected with a game may vary:Games also lend themselves well to revision exercises helping learners recall material in a pleasant, entertaining way. In this paragraph we would like to reflect how modern teachers evaluate the adequacy in using games when teaching English language
Famous British teacher and educator Andrew Wright in his books' Language learning is hard work ... Effort is required at every moment and must be maintained over a long period of time. Games help and encourage many learners to sustain their interest and work.'
In Korea a noted teacher Lee Su Kim distinguished games as follows¹⁸:
There is a common perception that all learning should be serious and solemn in nature, and that if one is having fun and there is hilarity and laughter, then it is not really learning.
W. R. Lee holds that most language games make learners use the language instead of thinking about learning the correct forms¹⁹.