Role-playing games in English lessons

The benefits of role playing

Such classes have already proven their effectiveness in pedagogy. Consider the advantages of role-playing as an element of teaching English.

• Lexical side
  On the one hand, there is a replenishment of the vocabulary, new words are remembered faster. On the other hand, it becomes possible to apply the previously studied material in practice and “wake up” the “passive” vocabulary by transferring it to the “active” one. After all, the more often we speak a foreign language, the easier it is for us to “extract” the necessary words from memory.
• Phonetic side
  Thanks to such tasks, it becomes easier for students to speak themselves and perceive foreign speech “by ear”. Getting used to the role, they adapt to real situations that can occur in life.
• Grammar side
  Without proper knowledge of grammar, it is difficult to play. However, it is with the help of such activities that you can not only discover your “weak” sides, but also “pump” them well.
• Practical application
  Each situation should be built according to a specific scenario and topic, should be understandable and interesting to students. For example, situations are played out in a store, while traveling (at an airport, train station, in an unfamiliar city), with a doctor or in a restaurant, at school or in a museum, at an interview or at work, etc.
• Increasing motivation for further learning
  Students are not only interested in relaxing and having fun in the classroom. By means of such activities, they understand the value of invested knowledge, see their "gaps", and begin to better understand what they should "work" on and why they need it.
• General development
  Role-playing games develop creativity and liberate, broaden the horizons of students by means of studying and practicing various topics.
• Intellectual orientation
  When using the methods of "brainstorming", the participants start an active thought process, improve concentration and activate memory (even remember what they "did not know").
• Social-team orientation
  These tasks are aimed at interaction with each other, communication, solving problems and tasks, that is, they learn to work together.

Do not confuse a role-playing game in the classroom with a theatrical performance outside of class (on an elective course or in preparation for the holiday)! This is a creative occupation, but its primary task is to teach and control the learned material!

Types of role-playing games

Role-playing games in English lessons can be classified into two groups.

1. According to the degree of teacher involvement in the process:
   • controlled,
   • moderately controlled
   • free.
2. By duration:
   • episodic,
   • long.

Controlled

This task is built on the basis of an already existing sample. It can be in the form of dialogue or text. For example, the dialogue is first read, then role-played. And in the case of the text, it is first studied, then the participants act out plot scenes.

Moderately controlled

The most difficult kind. On the one hand, students are expected to improvise, on the other hand, they must adhere to certain.

Free

In this case, the students themselves choose the vocabulary, the form of communication and the development of events. These are already scenario games, where participants independently distribute their roles. The teacher only stipulates the topic and acts only as a spectator and evaluator.

After the game, the teacher should comment on each student not only from the standpoint of the correct pronunciation of words or grammatical structures, but also from the point of view of acting, resourcefulness and initiative! This is important to maintain the interest of students in such activities and motivation for further learning!

Role play examples

The main purpose of role-playing in the classroom is to teach students to communicate freely in a foreign language.

In primary school

Lessons for younger students are built on the maximum help of the teacher, and always based on a sample.

"The circus"

The children are divided into pairs. One of them acts as a trainer, the second animal. The first participant says who it is and what it can do. The second one shows. Then they change. “It is a monkey. It likes bananas. It can jump." - (jump).

Another version of this task. The student depicts an animal, the other students try to guess who it is.

"Pantomime"

Similar to the previous game. One volunteer from the class comes to the board and shows some action, for example, on the topic “Household duties”. And other children must guess and call in English what he is doing. "Lena is washing up", "Petya is doing the laundry", "Ann is ironing her clothes, etc.".

"In the shop"

It is played by the roles of "seller-buyer". Participants are divided into pairs.

- Good afternoon. Can I help you?

- Yes. Tell me please, how much do these apples cost?

- Five pounds for a kilo.

- Give me one, please. thank you.

• Have a nice day!

Assignments for high school students

These games are already more complex, because they are designed for sufficient knowledge of grammar and vocabulary.

"If I were…"

The teacher invites students to imagine themselves in the role of a famous actor or actress, or any other media personality. They must describe themselves (appearance, clothing, manner of communication, etc.). This exercise helps in working out the subjunctive mood. "If I were Tom Ford, I would..."

The same task can be structured differently. Participants pull out a card and try to tell or imagine themselves as the person on it. The student's task is to guess the character. The turn passes to the winner, he is also awarded a point. And the winner is the one who scores the most points. The lesson continues until the cards run out.

"Another Age"

Another task for practicing the use of the subjunctive mood and means of expressing modality. Each student needs to draw a card with a number. The task is to imagine yourself younger or older and describe, taking into account changes in age. "If I were ten years old, I would...".

"Collect a Story"

Participant and are divided into groups. Each team is given a set of suggestions. The task of each is to collect a complete story from them. It is allowed to add other phrases. The team that completes the task faster and whose story is the most beautiful and logical wins. The purpose of the task is to develop the skills of free spontaneous speaking and logic.

A similar task can be given to students one by one. The teacher keeps time. The winner is the one who speaks his text the fastest using "logical!" all given words.

Tasks in the lessons in high school

Such tasks are designed for the fact that students can already speak fluently enough in a foreign language.

"Professions"

The task is based on the topic "professions". Purpose: activating the skills of arguing and defending one's point of view, as well as practicing vocabulary on a given topic. Each participant draws a card with a profession. The task of students is to describe the most important qualities and skills that a competent specialist in this field should possess.

"Interview"

Another lesson to the topic of "professions". The dialogue "interview", then role-played by analogy with other professions. The option is more difficult. Students are given cards with roles, behavior patterns and job application forms. An even more complex version is more creative. Participants prepare interviews on their own, without supporting material. Props are also selected and the script is written.

For example:

— Excuse me, John Stone?
May I come in? — Yes, sure.
Come in. Sit down. What's your name? My name is Ann Walter. I am 27.

Where did you work before, Ann?
— I worked as a cashier at McDonald's.
Did you quit yourself or somebody fire you?
— I quit myself.
The work distracted me. — OK.
Do you have any experience in selling cars? — Unfortunately not.
— You should understand that we need skilled workers.
So why should we fire you? — My father is a mechanic. So I've learned a lot about cars since childhood. I'm a hardworking person and eager to study. I've have good communicative skills and due to my previous job I know all about client service and being a Customer-friendly.

— Nice of you, Ann.
I think we'll call you back later. — OK. That is my phone number: 81341341313.

Thank you.
Have a nice day! — To you too.
Will wait for your call. goodbye. — Bye!

During the task, students express their desire or not desire to do something, describe their strengths and weaknesses, learn to convince the interlocutor.

"Hot news"

This is a game for the development of horizons. At the beginning of the lesson, the teacher names some news that is hotly discussed in the media. For example, a flood in some state or an earthquake, presidential elections or changes in the school curriculum. Students need to express their opinion. The purpose of the exercise is not only the development of horizons and social inclusion, but also the activation of students' reasoned speech.

"What to do if"

Another task to develop discussion skills. The participants are divided into groups. The teacher sets the topic. For example, the topic "Traveling". What will you do, if you … 1) lost your money/tickets/way/luggage, 2) are late to your plane/train/bus, etc.

"Sightseeing" or "One travel day"

Each student draws his city. His task is to tell about the places that he would like to visit there. The task of the students is to convince the rest of the group to go with him.

"Small talk"

In continuation of the topic "Traveling". Students work in pairs and role-play “in the airport/in the restaurant/in the museum, etc.”. For beginners, according to the model, for continuing ones, they are played out using props and their own scenario for the development of events.

"Talk show"

Participants choose the format of the talk show and "guests". This is a completely free game. The “legend” of the guest is written: why he became popular, for example, his hobby, childhood, etc. Questions and answers. The main goal is to liberate students and use all possible vocabulary.

After each game, an analysis of the lesson should be carried out to identify errors in the organization and observance of time regulations, the adequacy of the implementation of the content to the tasks set, as well as the depth of compliance with the role framework. It is important to note both the versatile successes of students and the effectiveness of games from a pedagogical point of view. It is also a good idea to involve students in giving a similar assessment each time both to themselves and to the whole process as a whole.

Conclusion

In role-playing games, it does not matter what level of knowledge the participants have, so it is advisable to conduct them from the very beginning of learning English. It is very important to project events and simulate real situations, it is also important to prepare well for such classes and write a script.

The more we have lexical, phonetic and grammatical knowledge, the easier it is for us to play. And the more we play, the more knowledge we get!

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