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RULE YOUR PLAY OR PLAY YOUR ROLE (RELOD + Olga Filatova)
- 1. RULE YOUR PLAY OR PLAY YOUR ROLE by Olga Filatova, The Linguistics University, Nizhny Novgorod
- 2. “Real life this far had taught me that in the adult world, fate was chaotic and uncertain. Guidelines for success were arbitrary. But in the world of Dungeons & Dragons, at least there was a rule book... By role-playing, we were in control, and our characters... wandered through places of danger, their destinies, ostensibly, within our grasp.” Ethan Gilsdorf, an American writer, poet, editor, critic, teacher and journalist
- 3. The development of sociocultural competence is a dominant adaptation component of a graduate in a multipolitical space
- 4. Stages of teaching speaking 1.The completely manipulative phase 2. The predominantly manipulative phase 3. The predominantly communicative phase 4. Completely communicative phase
- 5. What does teaching speaking involve? Teaching conversational elements and specific language features Choosing different activities on different stage of learning Keeping a balance between accuracy and fluency activities Using different forms of accuracy and fluency work
- 6. Problems with speaking activities 1. Time consuming. 2. Inhibition. 3. Nothing to say. 4. Low or uneven participation. 5. Mother-tongue use. 6. Problems with tasks 7. Teacher dominates
- 7. Fluency Work Conversation Discussion Simulations Role-play Games
- 8. Simulation and role-play In simulations the individual participants speak and react as themselves, but group role, situation and task they are given is an imaginary one.
- 9. Role-play Advantages: Students are not limited to the language used in a classroom: they can be shopkeepers or spies, grandparents or children, etc. Role-play situations are based on real life situations and they provide useful practice to the language the learners may need to use in similar situations outside the classroom
- 10. A Step-by-Step Guide to Making a Role Play Step 1 - A Situation for a Role Play Step 2 - Role Play Design Step 3 - Linguistic Preparation Step 4 - Factual Preparation Step 5 - Assigning the Roles Step 6 - Follow-up
- 11. English File Intermediate (3rd edition)
- 12. English File Intermediate (3rd edition)
- 13. Thank you for your attention! You are welcome with all your questions and suggestions
Editor's Notes
- In an article entitled “development of a manipulation-Communication Scale” Clifford Prator suggests that there are four major phases in the learning process; The completely manipulative phase The predominantly manipulative phase The predominantly communicative phage Completely communicative phase Phase 1 activity might be a drill in which the student merely repeats sentences after the teacher. Phase 2 -the student to takes a sentence from a book such as “my father is a doctor” and restates this with information about his own father “my father is a farmer”. Phase 3- Paraphrases of dialogues and various kinds of questions and answer exercises Phase 4 - a free conversation among class members. The mastery of a foreign language involves a prolonged and very gradual shift from Phase 1 to Phase 4 which is accomplished through progressive decontrol. Directed conversational practice can and should begin as early as Phase 2- the predominantly manipulative stage.
- З. Low or uneven participation. Only one participant can talk at а time if he or she is to be heard; and in а large group this means that each one will have only very little talking time. This problem is compounded by the tendency of some learners to dominate, while others speak very little or not at а11. Tell such students that you appreciate their eagerness, but they must give others a chance to talk too. Point out that when someone else is speaking they can take benefit by listening carefully and improving their listening skills. Too often a great talker is a poor listener. Assign one advanced student to each group and have him serve as leader. In this way the less advanced student gains confidence as he talks with the members of a smaller, more homogeneous group while the advanced student is stimulated by his role as leader. Make а careful choice of topic and task to stimulate interest On the whole, the clearer the purpose of the discussion the more motivated participants will be 4. Mother-tongue use. In classes where аll, or а number of, the learners share the same mother tongue, they may tend to use it: because it is easier, because it feels unnatural to speak to one another in а foreign language; and because they feel less 'exposed' if they are speaking their mother tongue. Or they speak English for a while and then lapse into their native language. If they are talking in small groups it can be quite difficult to get some classes - particularly the less disciplined or motivated ones-to keep to the target language. . Solution: Keep students speaking the target language yourself. You might appoint one of the group as monitor, whose job it is to remind participants to use the target language, and perhaps report later to the teacher how well the group managed to keep to it. Even if there is no actual penalty attached, the very awareness that someone is monitoring such lapses helps participants to be more careful. However, when а11 is said and done, the best way to keep students speaking the target language is simply to be there yourself as much as possible, reminding them and modelling the language use yourself: 'there is no substitute for nagging 5. Problems with tasks: the students don’t understand what they should do in group work Solution: Make а careful choice of topic and task to stimulate interest Repeat instructions in a different way in case some learners weren’t listening or didn’t quite understand. Ask a learner to repeat the instruction of an activity to the rest of the class. 6. Don’t know how to evaluate their performance, make no significant progress, or don’t say anything because they aren’t good enough. Solution: Introduce the criteria for evaluation before you set the task. Train the students to listen carefully to what the other students say during the class period. Ask them to evaluate the others’ performance. They should become more aware of their own errors and areas of difficulty. 7. Students use “safe “language structures they have practiced and the words they have memorized. Point out that they should be able to put together word and structures thay already know to express their thoughts. 8. Teacher dominates in the conversation A good conversation leader must learn to remain quiet most of the time, intervening briefly only when necessary to help conversation along. 9. The students become so embroiled in a controversial subject that the atmosphere is charged with tension. Leave these topics out of conversational sessions, although they might be appropriate for written compositions. 10. Large groups: guided conversation practice seems almost impossible. Break the large group into a number of small groups of six-eight people and assign in each a conversational leader. Move from one group to another to oversee the activities.
- Now we are going to look at the activities of a very different kind: the ones that we use when we want the learners to use language freely – to express their own ideas and to say what they want. These activities show the learners that language is useful to them – not just another subject on the timetable – but because they can do something with it. Conversation You can talk to SS in a relaxed way, this is what is needed for fluency work. How does it help students? The cannot all join in. The main advantage for them is that they hear a live speaker who is interacting with them. And they can get a better idea of what they can do with the language. When? At the beginning of the lesson, for a minute or two at the end of the lesson. And sometimes a conversation may start up during the lesson, because of something you have come across in the textbook or a reader.
- In simulations the individual participants speak and react as themselves, but group role, situation and task they are given is an imaginary one. For example: You are the managing committee of а special school for blind children. You want to organize а summer camp for the children, but your school budget is insufficient. Decide how you might raise the money. They usually work in small groups, with no audience. For learners who feel self-conscious about acting someone else, this type о activity is less demanding. But most such discussions до not usually allow т latitude for the use of language to express different emotions or relationship; between speakers, or to use `interactive' speech.
- Can add a significant dimension to the standard discussion and is more and more widely used. For role-play the class is usually divided into small groups- often pairs- which are given situations and roles to act out and explore. This acting is done for the sake of the language and imaginative activity, though some students may occasionally enjoy seeing or showing off some particularly successful scene. Advantages SS are no longer limited to the kind of language used by learners in a classroom: they can be shopkeepers or spies, grandparents or children, etc. As role-play situations are based on real life situations they require speech close to genuine discourse and provide useful practice to the language the learners may need to use in similar situations outside the classroom Many SS find this type of practice easier and more attractive. Why: The kind of speech is concrete and personal, the issues relevant to actual life. This makes it easy to think of things to say Criteria of what are “good things to say” are no longer so intellectual; the student doesn’t have to say anything clever or original; any utterances that are true to the situation are acceptable. Many students find it easier to express themselves from behind the mask of being someone. Purpose Role-play is a step up from “talk about x”; it is now “talk about x in the role situation y”; but we need one final step: “talk about x in role-situation y in order to achieve z.” E.g. Situation: a piece of land in the centre of the city has become available for a park. Decide what facilities you would like your park to have. If you add the roles and also tell that there is going to be a public meeting at the Town Hall on Saturday, march 17, you will transform the discussion to a role-play. The SS will jhave to play certain parts according to the instructions they have been given.