Development of speaking skills through the use

of role-playing games in English lessons

Importance of this subject:

English is not only the second language, it is an international language.

English can be valuable and exciting tool for getting information and for international

communication.

“Развитие диалогической речи на уроках английского языка через использования элементов

ролевой игры”.

Актуальность темы:

Оживление коммуникации делает иностранный язык не только

учебной дисциплиной, но и необходимым средством для интеграции

России в мировую экономическую систему, осуществления научно-

технических проектов с другими странами.

Новизна:(Novelty, Newness)

Новые методики (New methods)

( Андреев О.И., Конышева А.В.). (Andreev O.I., Konysheva A.V).

Новые методы : (

New techniques)

(Групповой метод, проблемный метод, интегральный и графический методы).

Group method, Problem method, Integral

algorithm and Graphic methods.

Курсы английского языка при Британском Совете / Courses of English Language / The

Sakhalin In – Service Teacher Programme “Communicative Approach to English Language

Teaching”. British Council

Цель педагога – мотивировать приобщения учащихся к изучению иностранного языка,

развития их воображения за счёт расширения спектра проигрываемых социальных

ролей учебного общения / The aim is to motivate students to study English through the use of

Role Playing Games in English lessons.

Шпак Анжелика Геннадьевна

учитель английского языка

1

TABLE OF CONTENTS

PART I.

1. INTRODUCTION - p. 2 -3

PART II.

Action plan - p. 4-18

PART III.

Conclusion. - p. 19

Part V.

Literature review - p. 20

PART VI.

References and Appendices. p. 21 -

2

Introduction

We found this Research to be an excellent problem solving tool, a group of teachers identified a

problem, took actions to resolve it, in order to see the results of their efforts.

In the fast – moving world we live in, everything around us is changing fast.

Nowadays children gradually realize that such subject as English can be valuable and exciting tool

for getting information and for international communication. English is not only the second

language, it is an international language.

So our task is to increase this interest and we can not ignore this trend. Nowadays the role of

teacher at the lesson is more complicated. During the lesson the teacher plays o lot of roles , for

example «a presenter». It is impossible to think of a lesson without this role because every time we

introduce new vocabulary or grammar.

Then when teacher explain how to do this or that activity and how to follow different strategies

they are «instructors», even if we use the tasks in the books, some students need an additional help.

Moreover teacher plays the role of a «facilitator» after getting some feedback.

In mixed-ability classes, in most cases we work with such learners, which need an extra help and

every time we transform in a «walking dictionary» and sometimes we are not sure if they really

need help or they are just very sly.

Today the idea of «cooperative learning» is very popular, that is why when teacher organize pair-

work or group work they must take into account a lot of things.

Everything is important – how to group students, arrangement, the problem of discipline, how to

communicate with other people. Beside the teacher must teach students manners, respect and good

behavior. As soon as the activity starts, the teacher takes another role «monitor», who goes around

the class checking learning, making notes of any important errors to discuss them later.

Of course, the main idea is to teach students how to speak logically, fluently and accurately at the

same time. It seems that we give students as much speaking practice as possible, but very few

students can freely talk on a new topic without external help or the use a ready-made topic.

AND THE PROBLEM IS THAT STUDENTS FAIL TO COMPLETE THEIR FINAL TASKS

(ROLE PLAYS), THEY ALSO ARE NOT ABLE TO MAKE CONCLUSION, TO EXPRESS

THEIR OWN OPINION ON THE TOPIC

The aim is to design a set of activities to prepare them for final tasks (different kinds of role plays:

debates, excursion, discussions…) for developing creative ways of looking at things

We decided to motivate students by using role plays.

But role game is considered as a final step that needs a great preparing.

Moreover, the power of role playing often leads students to a sustained and passionate interest in

the subject matter itself, which surely achieves one of our primary goals as educators.

1.1. DEFINITION OF ROLE GAME.

What is role playing?

Role – playing is any speaking activity when you either put yourself into somebody else’s shoes, or

when you stay in your own shoes but put yourself into an imaginary situation! Imaginary people –

The joy of role – play is that students can “become” anyone they like for a short time!

The President, the Queen, a millionaire, a pop star the choice is endless!

3

1.2. IMPORTANCE OF ROLE – GAME.

Why use role – play?

-

It is fun and motivating.

-

Quieter students get the chance to express themselves in a more forthright way.

-

The world of the classroom is broadened to include the outside world thus offering a much wider

range of language opportunities.

-

Mistakes can be made with no drastic consequences.

Activities that are done in pairs and small groups can provide learners with opportunities to share

information and built a sense of community

.

Role plays helps teachers and students use their imagination, creative thinking and have fun. It is a great

way to practice a wide range of skills, train vocabulary, have pronunciation, and use wide range of

grammar and to build the general confidence of the students about knowledge. In a school curriculum this

leaves time to get through the core syllabus and prepare for exams.

4

Action plan

Description of procedure is a sequences of techniques and can be described in logical order.

There are integrated into series of activities that help students to go from teacher supported and

controlled practice to late automatic reception and production of language.

It’s a step –by – step preparation of how to organize the role play.

We draw up a list of features which we consider important to the communicative teaching and

testing of speaking skills, worked out reminders of how to cope with difficulties.

How to increase speaking proficiency?

To develop speaking

skills through micro –

dialogues .

To use integral method

of reading

To use models of

spoken language

(visual support)

To use graphic

maps for

introduction

vocabulary

1.Developing speaking skills through micro-dialogues.

Point out that role play can often based on dialogues. Used in this way role plays give a chance to

use the language they have practiced in a more creative way, to plan a similar role based on

material from textbook. Dialogue work is necessary part of language learning and preparing to role

play and developing a degree of fluency. Fixed dialogues go through line by line but «open

dialogues», which have been gapped, allow to reproduce, clues and guesswork or create their own

dialogue.

Open dialogue

A: I began jogging regularly and feel much better now.

B: As for me, I never did any sports, but I think…….

A: I wanted to go in for kick- boxing but my parents are against it.

B: Well, in any sport there is a risk of injury, so they are……

A: The Olympic Games are very expensive. Do you think that the Olympic Games should

continue?

B: No doubt …….

The participants in the dialogue have some freedom for self expression.

In next example conversation can not begin until the students have seen second line.

5

1.

You:________________________________

2.

Frank: As for me I prefer Badminton and tennis.

3.

You:____________________ for going in for sports?

4.

Frank: I need a ball, a racket.

5.

You:_______________________________

6.

Frank: It’s good question. In fact, sport is important for everyone because any people feel a

need to keep fit.

Reading dialogues in pairs or groups is an efficient way of checking work.

«Open dialogues» can be introduced into a pairs of cards with instructions and numbering must for

student «B», for example:

Student «A»

You are talking with new student in your class.

1.

Ask him / her if he/ she goes in for sports.

2.

Ask him/ her if he/ she watches football on TV.

3.

Respond

Student «B»

Someone asks you some questions.

1.

Answer the questions

2.

Answer the questions….Ask him/ her what sport competitions are popular in his or her

school.

2 .Integral methods of reading

Research indicates that connecting reading with a speaking assignment is a critical step in the

speaking process. Reading it is a separate receptive skill especially a silent reading.

But silent reading is that what remains with most people for rest their lives. Nobody can

guaranty that all our pupils will love books but a positive attitude to books and to reading will

help them in developing speaking skills.

How to organize reading activity?

As usually we have three stages of reading.

On pre-reading stage we motivate and involve students, revise vocabulary, making scanning and

predicting what the story may be about.

On while - reading stage we decided to use method of academic Oleg Andreev, the founder of

famous school of quick reading.

What is it reading? At first, it a process of understanding a text.

Nobody become to read the text which is not understandable.

Oleg Andreev suggested teaching reading using integral algorithm which contains 5 blocks.

6

Integral algorithm of reading

1.The title of story or article

2. The author of story or article

3. Facts. Names. Main hero. Geographical data. Place and time of action.

4. Actions and events

5. Short retelling story or making your own story

Fifth stage is a post reading stage with integrating in other skills. So, we have reading as well

organized single minded process with conscious choice of information and arrangement into

concrete block.

Every block has its own colour. They are brown, blue, yellow, green and red. Pupils in process

in reading mark out texts with colored crayons. After some training students read more quickly

and learn to think. After reading they formulate main content and write it with red crayons.

This stage is a compulsory. Text become understandable, events and feelings are appreciated .

And then children looking at any text choose and mark out facts and actions automatically.

Reading become creative and fascinating process with own ideas and imaginations.

Such process formulates critical thinking.

The benefits of this kind of reading include:



Helping the students develop autonomy and a sense of responsibility for their work



Have been provided surveys and problem- solving task.

3.

Graphic maps for introduction vocabulary.

Teaching of foreign language are based not only of practice exercises it provokes other feelings,

imaginations, motions, relations and communication with other people. We need in such exercises

that provoke all children’s receptive canals and exactly plays are the methods to achieve a great

number of educational aims, for example, to revise material, to motivate students, to develop create

abilities, to relax, and as an «ice breakers». There are many kinds of plays such as action plays,

constructive plays, but we’d like to talk about role plays, where children create certain image,

character or model. A.S. Makarenko said: «A child has a passion to the plays and we should satisfy

it ».

But nowadays there are o lot of role plays and methods for their using and realization . Subjects of

role plays may be different, but they must reflect real situation. The main part of speaking skills is

lexica or use of language. We use such practice method as graphic maps. For example, teacher

7

writes the name of topic on the board «Shopping» and asks students to remember the words of this

topic and write down them in the exercises- books. After that the teacher writes all suggested words

on the blackboard and classifies them in such way:

The most used verb What price? The different kinds

of shops

to buy cheap bakers

to sell expensive butchers

to choose British money supermarket

to try on American money mall

to do shopping greengrocer -

-

-

The person who works in shop Who usually does shopping in your

family?

a shop - assistant parents

a customer grandmother

- -

The students can add this map. It creates logical thinking and increase motivation for learning

English To present vocabulary for topic «Jobs» we can use next table:

Shopping

8

Profession

Duties

Place of work

Surgeon

To operate on people, to treat

medical problems

Hospital

Lower

To advice people about the law, to

represent them in court

Office

Photographer

To take photos, print them

Studio or any other places

It possible to use other ways of graphic maps organization.

4. The visual supports

9

We use the walls and corners of our English class as much as possible put up messages

everywhere, to give our pupils messages to use them in a real life communication.

Pupils store the expressions better if the spoken phrases are supported by its visual representation

and the more they hear, the better they will be able to speak.

The models of spoken language (language box).

Learning to be objective

(talking about pluses and minuses)

1.

If we talk about pluses/minuses of this idea, I would say that…..

2.

Speaking about advantages/disadvantages of this idea I believe that……

3.

From my point of view,……

4.

Although the idea of ……. sounds appealing,….

5.

I am absolutely sure that….

6.

In my opinion,…..

7.

I am under the impression that…..

8.

Speaking about this idea I would say that….

9.

The main reason why I am against this idea is….

10. Personally, I believe that…..

11. It seems to me that…..

12. As for me,….

13. I definitely think that…..

14. If you ask me,…..

15. I must say that…..

-

-

-

Learning to be accurate (clarification).

1.

Am I right in understanding you that…..

10

2.

Do you mean to say that….

3.

I am not sure I get your point. Do you mean to say that…..

4.

Can I get this clear? You mean…

5.

Just to be certain about this-you mean….

6.

So what you mean is …..

7.

If I’ve got your right you mean to say that….

Learning to be relevant (expressing disagreement).

11

1.

I am sorry but I can not agree with you because…..

2.

I am not sure but I think you are wrong because…

3.

I am afraid I have to disagree because…..

4.

You are not quit right because……

5.

Do you really think so?......

6.

That’s highly debatable . ……

7.

I don’t agree at all…..

8.

I am not sure about that…..

9.

That’s not the way I see it…..

10. I just don’t see the logic behind it. …..

11. I see thinks rather differently myself. ….

12. You can’t be serious. ….

13. I don’t think that’s right. …..

14. That’s wrong surely …..

15. I can’t say that I share your point of view…..

16. Oh, surely not……

-

-

-

To get information

12

I’d appreciate it if you could give me some information on…….. .

-

-

-

- Asking for help

I could not tell you off-hand

Could you help me

-

-

-

-

Regret

I wish I knew…..

-

-

-

-

Reaction

Really!

Never!

I can’t believe it. Impossible!

During the lessons of Unit we should not forget about preparing the role play or discussion as a

final product. The purpose of a role play is to consolidate what has been learned in the Unit and

use this knowledge in a more creative way. It’s not very simple task to assess communicative

competence, because communicative competence consists of some components:

13



Socio cultural context



Linguistic context



Discourse competence

Discourse competence is very important, students have achieved the aim of the conversation.

It is not ready- made text learned by heart, it’s effective decision and achievement the purpose

of conversation. Students are able to vary the speech appropriately according to the purpose of

the talk.

We have small classes and we prefer to do our assessment informally or using short tests.

Students assess themselves. They make records of what they have done in class, what they have

learned.

Self – evaluation card for the students

Student’s name:

Questions

Yes(4 points)

Almost

(3 points)

More or less

(2 points)

Not quite

(1 point)

Total

Was I prepared

enough ?

Did I speak

good English?

Did I look

confident?

Did I use good

vocabulary?

Was I polite

enough?

Was I active in

the group?

Class -room observation gives us opportunity to see how to increase Ss’ interests in practice.

Collecting data and surveys we did using next table. The observation focus is effectiveness of

speaking activities.

The student’s name:

General criteria

Yes (0-3)

Partly (0-3)

No (0-3)

Total

1. Did the student

14

manage to provide

appropriate

language according

to the unit?

2. Was the student

active or passive?

3. Did the student

use any strategies

to overcome break

downs in

communication?

4.Did the student

need more

explanation or

instruction?

5. Did the student

use evidence,

arguments or

counter arguments?

After implementation of our activities we were talking previously, we collected data using the same

table and after the surveys we can introduce our results in such diagram.

100%

Effectiveness

In addition we want to show the results of investigation conducted by the psychologist from the

secondary school number 8 in Kholmsk. According to the diagram we can note the increasing

of student’s interest during the role game. (Appendix)

Error Correction and Feedback

15

There are many ways to correct mistakes when using role – game. Some students do like to be

corrected straight after a role – game activity, while the language and thoughts is still fresh in their

minds. Students should feel free to ask questions and receive feedback of their performance in

which it is suggested that they are encouraged to continue to improve and refine their skills in

English language. In addition, they seem more willing to respond to the questions and express

personal point of view. This helps students to become more comfortable making their own decisions

as to how words and phrases are pronounced.

The teacher should not stop the students and correct all the mistakes immediately. «It is far better to

make a few mistakes than to say nothing».

An individual approach is to be used with each student, especially in assessment.

The mark itself is a rather complicated thing: it is very subjective and some students may be not

satisfied; it takes a lot of time to explain the reasons for it.

We recommend to use such little table:

Oops!

I said/wrote

Next time I’ll say/write

In our case students be not interrupted, the teacher only fixes their typical individual mistakes in

column «I said/wrote».

And the student’s task to correct mistakes in column

«Next time I’ll say ». It is may be as a homework.

The teacher not only corrects mistakes but gives guidance on how to avoid them in the future.

There should be a convenience store in every school.

I

. Learning to be objective

16

A.

Decide whether these possible consequences are pluses or minuses :

If there were a convenience store in every school, …….



Children would be able to buy the food they like.



Parents would have to give children more pocket money



Students and teachers would often be late for classes



There would be much more litter at school.

B.

«There should be a convenient store in every school.»

Discuss in pairs and write other pluses or minuses of this idea:

Pluses

Minuses

1.

2.

3.

-

-

-

C.

Share you ideas with your classmates:



Speaking about advantages/ disadvantages of this idea

I would say that ……..



I am absolutely sure that…….



In my opinion, …….

I am under the impression that

II. Learning to be accurate

A.

Read and choose the best ending from the box:

1. Child: You can buy whatever you want.

Teacher: Do you mean to say that……

2. Teacher: There will be a mess at school.

Child : Am I right in understanding you that…..

3. Parents: It will certainly ruin your health.

Child: Do you mean to say that…..

4. Child: Teachers will also benefit from it.

Teacher: Am I right in understanding you that……

17

a.

students do not litter when they buy things at a kiosk

outside the school?

b.

they need Pepsi, chips and chewing gum?

c.

I am not old enough what’s bad for me?

d.

You will be able to buy more Pepsi, chips and chewing

gums?

III. Learning to be relevant / counter arguments or argument

Work with new partner and try to find counter arguments to the arguments

1. Argument: _________________________________________________

Counter argument: I am sorry, but I can not agree with you because……

2. Argument: _________________________________________________

Counter argument: I am not sure, but I think you are wrong because……

3. Argument: _________________________________________________

Counter argument: You are not quit right because………..

Debating

IV.

Learning to be strategic

18

You work in groups of three you can either be a representatives of

school administration who don’t like the idea of a store at school

or a group of students who would like to have such a store.

Plan the debating strategy:

A.

Sum up the strongest arguments supporting your position

-

-

-

-

B. Sum up the weak points and think of the best way to defend

your position

Weak points

Defense

1.

2.

-

«A school administrator and» and « a student» sit together to

discuss the position.

Conclusion

In addition we want to say that Role play is not isolated activity but an integral part of the lesson.

It may be only a small part of lesson for example for presentation of vocabulary or for testing.

19

Perhaps the most important reason for using role play that it is fun and entertainment that leads to

better learning, promote interaction in the classroom and increases motivation.

Role plays develop Ss autonomy and sense of responsibility and also gives pupils the opportunity to

monitor their own progress and built up a feeling of success and achievement.

Ss can predict the results at the beginning of the lesson and than compare it with their actual result.

It should encourage them in evaluating themselves and creating their own Role plays.

There are integrated into series of activities that helps students to go from teacher supported and

controlled practice to late automatic reception and production of language

It is step-by- step preparation of how to organize the role play.

Recommendations

Teachers should create an environment that is conductive to learning by encouraging group

cohesion in the classroom and by using varied and challenging instructional activities to help

learners stay focused and engaged with instructional content. If a teacher is intend to implement

role play game during English lesson it is significant to provide learners with opportunities to share

information and built a sense of community, students will be able to practice vocabulary and

grammar structures they studied during any Unit and at the end of it demonstrate their knowledge,

to express opinions with each other. In such empowering and encouraging environment the students

can themselves feel safe, eager to freely express their opinion and thoughts in English language.

During role play game a teacher performs several roles:

Facilitator role– students may need new language to be ‘fed’ in by the teacher;

Spectator role – the teacher watches the role – play and offers comments and advice at the end;

Participant role – it is sometimes appropriate to get involved and take part in the

role – game, especially if there are not enough participants in the group.

Literature review

The initial survey activity reviewed the literature and developed interview questions.

20

The literature review spanned the body of journals, abstracts, relevant book sections, and references from

articles across the works and similar studies were used to expand the project.

The methods of case study, grounded theory and practice, previously learned materials were presented to

the readers.

Incorporating role play into the classroom adds variety, a change of pace and opportunities for a lot of

language production and also a lot of fun!

It can be an integral part of the class and not a “ one – off” event. If the teacher believes that the activity

will work and the necessary support is provided, it can be very successful.

However, if the teacher is not convinced about the validity of using role play the activity “ will fall flat on

its face just as you expected it to” ( Gillian Porter Ladousse 1987).

Therefore, if you think positive and have a go at, you may be pleasantly surprised.

I experience the “Living contradiction” described by Jack

Whitehead (Whitehead, 1989). Some actions needed to be taken to change the

situation. However, who should I turn to and in what way?

Do something to resolve it, see how successful your efforts are,

and, if not satisfied, try again.

“Students are not passive language receptors who need to be treated as a whole

person. The process of learning is the process of a combination of personal

knowledge, experience, self-esteem and confidence.” (Journal, June 22, 2004)

Therefore, a more important thing than imparting some knowledge to students is helping them

bring their full potential into play and achieve development in all aspects.

I have been working as the teacher of English language at the secondary school in

Chechov.

I work with the textbook «Happy English» by T. Klementyeva.

21

This course book is widely accepted by my colleagues.

Admittedly the course book includes a lot of pictures, entertaining texts, texts about the

history and traditions of America, England. Working with the course book Ss have an

idea about English speaking countries

I carefully thought over the plans of my lessons and after careful observation I notified

that the students during its tend to be responsive and did not avoid interactions with the

teacher.

The questions I prepared for them often met with response but I did not avoid

difficulties in communication with students at all.

Students couldn’t speak freely in English, express their opinions draw any conclusions on

the base of the studied material at the end of the previous Units .

I met a lot of problems in the developing of speaking skills.

I should identify a problem in my teaching process, do something to resolve it, see how

successful my efforts are and, if not satisfied, try again.

It was very difficult to make students to speak and all the more to draw any conclusion as

per the theme.

Nevertheless, many grammar tables, schemes, a lot of new words and the complex

sentence structures are overwhelming for the students, it was later confirmed by their

persistently

basic

grammatical

errors

in

their

speaking

and

writing

activities.

The

students were afraid to express their opinion or make mistakes and to be in a laugh

getter.

Some actions needed to be taken to change the situation.

However, should we turn to and in what way

It is necessary to help learners stay focused and engaged with instructional content.

Teachers should encourage group cohesion in the classroom.

Research Findings

The questions were developed and presented to the students in English language, the

teacher’s assistance was provided if some interviewees experienced slight difficulties with

the question and putting down their interpretations. The conducted research among the

students of the secondary school consisted of some open-ended questions addressing to the

young learners.



Are you interested in English learning?



Is learning English of importance to you?

22

What do you think about your textbook?

The research findings were evaluated and showed that most students have some interest but

lack of motivation of any kind.

Most students do not find English language their first priority and do not consider the

foreign language as important in their future life but they do not mind to study it at

secondary schools. All participants responded that -

English is needed to complete the

graduation successfully,

for higher studies abroad,

to become a knowledgeable person, to

get a good and high ranking job and interact with the native speakers comfortably. A lot of

students have some interest

But only twelve students thought to continue to study English language after school

graduation and think that the knowledge of a first foreign language will help them in the

near future.

On the base of these research findings we decided to motivate our students by taking

advantage of their interest. Teachers should encourage group cohesion in the classroom.

The decision of the problem was found it was a role game.

Through using a role play we can train our students in speaking skills in any situation.

And I wanted to use it at my lessons and then I did it in the 7-th A class

The role play I did last year was with a group of teenagers between 11-13 years old.

It was a Christmas Song Activity. A gap fill Christmas pop song (give the words to match

to the gaps to make this easier), use improvisation and then act out it as a conversation

in pairs The topic “Holidays and Celebrations” was familiar to the students. The class

was emotionally engaged into the activity and collaboratively worked in pairs. Despite the

fact that some students had numerous hesitations triggering laughter among the other

participants, students remained serious and involved in this part of the activity as well as

in the learning process.

It was not easy for the students to carry out the role play. It was shown in the self

evaluation card for the students:

Self – evaluation card for the students

23

Student’s name: Mannikov Aleksandr

Questions

Yes(4 points)

Almost

(3 points)

More or less

(2 points)

Not quite

(1 point)

Total score:

(max.20)

Was I prepared

enough ?

V

2

Did I speak

good English?

V

2

Did I look

confident?

V

2

Did I use good

vocabulary?

V

2

Was I active in

the group?

V

3

11

Student’s name: Sizankova Natasha

Questions

Yes(4 points)

Almost

(3 points)

More or less

(2 points)

Not quite

(1 point)

Total score:

(max.20)

Was I prepared

enough ?

V

2

Did I speak

good English?

V

2

Did I look

confident?

V

1

Did I use good

vocabulary?

V

2

Was I active in

the group?

V

3

10

And It happened at one of my lessons, ( the10 th grade) the theme was «Work

Experience» /

And I tried to organize role plays without scripted it in detail instead of it I suggested

students

a general scenario with different elements and they suggested the ideas for complication

for example. My students had to practice the start of the interview with partner/decide

what to say in the gaps. Swap roles and do it twice.

But it was not easy to complete this final task for the students too.

It was shown in the self evaluation card for the students:

Evaluation of criteria

24

Classroom observation focused on learners.

You may give 1 – 5 points to each criteria.

Maximum 20 points.

Self – evaluation card for the students

Student’s name: Kazarin Ilya

Questions

Yes(4 points)

Almost

(3 points)

More or less

(2 points)

Not quite

(1 point)

Total score:

(max.20)

Was I prepared

enough ?

V

3

Did I speak

good English?

V

2

Did I look

confident?

V

2

Did I use good

vocabulary?

V

3

Was I active in

the group?

V

2

12

Research Findings

Content

Appropriateness of the theme

Fluency

Speaking confidently and without long pause.

Activity

Different types of Ss forms of working at the lesson.

Participation

Ss` ability to react to the teacher`s questions

spontaneously

Class atmosphere

It was positive

Using AIDS

(visual aims)

A map, cards, pictures…. .

25

After using these role games (according to the results given in the sheets) the survey was conducted

again by me and my colleagues among the students, age between 12 – 13/14-16 years old. The

conducted research among the students of the secondary school consisted of some open-ended

questions addressing to the young learners.

1.Do you like to take part in the role playing games?

2.Can you see your progress in the English class?

3.Why don’t you like role games?

Students noticed that role plays and situations in English language - help them to think and

behave like the native speakers, to better understand and comprehend English story books.

Responding to the question under number

3 Why don’t you like role games? Some students

wrote that sometimes they are discouraged and not interested in role playing games as they

felt themselves not confident, lacking in good communication skills and therefore cannot

express their thoughts freely in English. They are afraid of making a mistake when providing

a teacher with the answer to the given task. They are afraid of expressing their opinion or to

make mistakes and to be an object of fun.

Therefore, these students prefer a teacher to give them tasks on reading or give a lecture

rather than presenting questions and be involved in a conversation or a role play game.

Moreover young learners feel themselves frustrated and not safe, some of them got

unpleasant

experiences

from

previous

lessons

when

the

teacher

failed

to

appreciate

students’ efforts to try the best, did not “warm up” the class and assign the roles. The

students did not get clear instruction or directions from their teacher therefore could not

perform the task alone and made mistakes when playing the situation. Students did not like

being interrupted and corrected during playing the situation; they were lost, demotivated,

disempowered, worried and continued to make more mistakes.

The teacher should indicate that students have choice to be active players of the game while

other participants may be actively perform the role of the observers and evaluate the strong

26

and weak sides of the players. It is very significant and the teacher should pay attention that

No one should feel left out or unduly pressured to participate in the game.

Most of students did not have good results. Such results made me think about

better preparing my students for the final task – role play and motivate them to it.

The lack of any preparing tasks for role play in our textbooks provoked some

difficulties in my teaching process too.

And so while studying the Units «Around London» and «My future profession» in

the same class (the 10 th grade) I suggested my students to take part in the role

game “Seminar of the future tour operators.”

The theme of the seminar is “London is the most beautiful city of the world.”

Before starting the role game my students gathered additional information about

London: My students worked in groups, each group had to be responsible for their

task

There were given some questions for students:

1.How long does it take you to get to Hampton court? Is it far from London?

2.How much is a ticket for a famous musical?

3.What London shops are popular among young shoppers?

4.What sights can we see from the boat during a boat ride along the Thames?

5.Can teenagers attend London pubs?

6.What museums are free for admission?

7.What monument can we see in front of Kensington Palace?

8.Who does shopping at Harrods?

9.Is it true that you can send a letter to Harrods and write only “Everything London “ on the envelope?

10.Does a travel card give discount for a boat ride along the Thames?



went to the library



work with the map



gathered pictures about sightseeing in London/ make photos



use projection camera

we work at the lessons with vocabulary/ grammar structures as it is the main part of

speaking skills or use of language.

On the board I wrote the word:

destination a journey

to unpack

to cancel

an itinerary to leave behind

27

a cruise

a travel agent

accommodation

luggage

a voyage

to look over

to delay

to declare

to check in

a package tour

to hitch-hike

guest-house

arrival and departure dates

For self-evaluation card we used the students’ card

We noticed increasing of students’ interest to such kind of role play.And after that they were

suggested again to fill self evaluation card

Self – evaluation card for the students

Student’s name: Kazarin Ilya

Questions

Yes(4 points)

Almost

(3 points)

More or less

(2 points)

Not quite

(1 point)

Total score:

(max.20)

Was I prepared

enough ?

V

4

Did I speak

good English?

V

3

Did I look

confident?

V

4

Did I use good

vocabulary?

V

4

Was I active in

the group?

V

4

19

Self – evaluation card for the students

Student’s name: Mannikov Aleksandr

Questions

Yes(4 points)

Almost

(3 points)

More or less

(2 points)

Not quite

(1 point)

Total score:

(max.20)

Was I prepared

enough ?

V

3

Did I speak

good English?

V

3

Did I look

confident?

V

4

Did I use good

vocabulary?

V

3

Was I active in

the group?

V

V

4

17

28

Self – evaluation card for the students

Student’s name: Sizankova Natasha

Always

(3 points)

Sometimes

(2 points)

Not quite

(1 point)

Never (0)

Total

(max 15)

Did I speak English.

V

3

Did I work well on my own?

V

3

Did I use expressions we learned

in class ?

V

3

Did I get message across without

much efforts?

V

2

Did I use vocabulary suitable for

topic?

V

3

14

It shows efforts to improve and develop, and demonstrates progress over time.

Changes over time are clearly shown.

Holistic Rating Scale for the structured Interview (3 points)

Rating

Understand little or no English

1

Produce only simple phrases

1

Use limited vocabulary

2

Get messages across with difficulty

2

Get message across without much efforts

3

Use basic vocabulary suitable for topics

3

Use expressions we learned in class

3

Listen to each other and take turns

3

18

Self – evaluation card for the students

Student’s name: Sherbakov Kirill

29

A simple self-reflection task to show how much the students enjoyed the activities in the

course book. They colored in one of three simple face icons.

-

sad face – didn’t enjoy it

-

neutral face – it was OK

-

smiley face – enjoyed it

I have been working as the teacher of English language at the secondary school

Activity

Always

Sometimes

Rarely

I practiced my oral speech

I spoke slowly and clearly

I glanced at my notes while talking.

I gave details to support my main points

I answered questions on my report

I gave details to support my main points

30

number 8 in Kholmsk. I have been teaching for 23 years.

I work with the textbooks « English III» by Vereshagina I.N, Pritykina T.A.;

«English IV» by Vereshagina I.N, Afanasyeva O.V, «English V», «English VII» by

Afanasyeva O.V, Mikheeva I.V.

This year I am teaching the pupils of the next classes: 1A, 3A,4A,5A,6A,7A,9A.

Attending our courses in Yuzhno – Sakhalinsk I have read and known a lot about a role

play.

The main idea of it - through role play we can train our students in speaking skills in any

situation.

And I wanted to use it at my lessons and then I did it in the 7-th A class on the theme

«The place we live». At one of the last lessons on the theme I divided the students into 3

groups and asked them to be «flat designers» and «furnish » the rooms of their flats.

But it was not easy for the students to carry out the role play. It was shown in the self

evaluation card for the students:

Self – evaluation card for the students

Student’s name: Alexandrov Sergey

Questions

Yes(4 points)

Almost

(3 points)

More or less

(2 points)

Not quite

(1 point)

Total score:

(max.20)

Was I prepared

enough ?

V

2

Did I speak

good English?

V

2

Did I look

confident?

V

1

Did I use good

vocabulary?

V

2

Was I active in

the group?

V

3

10

Most of students did not have good results. Such results made me think about better

preparing my students for the final task – role play and motivate them to it.

The lack of any preparing tasks for role play in our textbooks provoked some difficulties

in my teaching process too.

31

After reading methodical literature I came to the conclusion : if you want to achieve

success in effective carrying out role play it is necessary to create environment that is

conductive to learning by encouraging group cohesion in the class and by using varied and

challenging instructional activities to help learners stay focused and engaged with

instructional content.

And so while studying the theme: «Town Life London» in the same class I suggested my

pupils to conduct the role play «Excursion about my Native Town» for arousing students’

motivation and interest to their native town. Before it they had to take an interview with

townspeople about Kholmsk. They were given such questionnaires:

Questions

Answers

1.When was our town founded?

2. Where is it situated?

3. How many people live in our town?

4. What places of interest in our town do you know?

5.What are they famous for?

6. Where are they situated?

They did it for three days and took a lot of pictures of the town. But at the lessons we

continued to work - with vocabulary as it is the main part of speaking skills or use of

language.

On the board I wrote the word:

Town

And ask students to choose the words on this topic in the list:

Town, coat city ,road ,furniture,

square, cooker …….

Main, wonderful, lovely, quite,

rich ……

To become, to lead, to go

straight, to live, to turn to the

right/left, to cook

Point out that role play can often based on dialogues.

32

Used in this way role plays give a chance to use the language to have practiced in a more

creative way as to plan a similar roles based on the material ex.6,7 p. 156 from the

textbook.

While talking they show their pictures with different routes to different places.

And there I prepared another evaluation card (see appendix)

And then my students presented their results of their interviews , telling us about

sightseeing of our town . And another students ask them how to get there.

And after that they were suggested again to fill self evaluation card

Self – evaluation card for the students

Student’s name: Alexandrov Sergey

Questions

Yes(4 points)

Almost

(3 points)

More or less

(2 points)

Not quite

(1 point)

Total score:

(max.20)

Was I

prepared

enough ?

+

3

Did I speak

good English?

+

4

Did I look

confident?

+

3

Did I use good

vocabulary?

+

4

Was I active

in the group?

+

4

18

So we could remark the results were better than previous ones on the other theme

and it was very easy to carry out because it was prepared better. And then I could

prepare the role play «Excursion about London» and they played it very well.

I came to the conclusion that it is necessary to prepare a role play step by step.

And a step- by- step guide to each activity will help you to set up the role plays

successfully in your classroom . And I can add that this activity is enjoyable and does

not threaten the students or the children’s personality

33

You can see the results of emotional students’ mood in my classes done by my our

school phychologist through using role plays .

I want to advise my colleagues to use role plays at their lessons. So the pupils study

the language with great interest and desire.

A teacher and pupils become the united integral body where they have confidence

and ease appearing thanks to the whole role play atmosphere. And all that taken

above provoke pupils to the serious talking, debates, discussion any real situations at

the lesson in future.

References:

Carr W., & Kemmis, S. (1986). Becoming critical: Education, knowledge and

action research. Philadelphia, PA: The Falmer Press

Freeman, with S. Cornwell(eds.). New Ways in Teachers Education.

Alexandria, VA: TESOL.

McNiff, J.(1993). “Teaching as Learning”, Routledge, London.

34

McNiff, J. (1988). Action Research: Principles and Practice. New York: Macmillan

Educational Ltd.

McNiff, J. & Whitehead, J. (2002). Action Research: Principles and Practice.

London: Rougledge.

McNiff, J., Lomax, P., Whitehead, J.(2002) You and Your Action Research

Project [M]. London: Routledge Books.

Cheng Xiaotang. (2004). The New English Curriculum: changes and

challenges. Beijing Normal University.

Tina Tao. 2003. How can I improve my students’ motivation so they can improve their

learning. AR report in GTC.

Whitehead, J. (1989) Creating a living educational theory from questions of the kind,

"How do I improve my practice?'. Published in the Cambridge Journal

of Education, Vol. 19, No.1,1989, pp. 41-52

House,J(2002).Developing fluency in English as a foreign language. Studies in second language

acquisition 18., 225-252.

Budden, J., “Role play at the lessons of English Language”

Harmer, J., (1989) -

The Practice of English Language

Dialogue work is necessary part of language learning and preparing to role play and developing a

degree of fluency.

To prepare my students to complete the final task (role - play) of the Unit № 3

the title of the Unit is «English – Speaking countries» I should practice the material suggested in

the course – book in a more creative way through the dialogues and models of spoken language

visual support.

Open dialogue

35

A: I like traveling during my holidays and feel much better now.

B: As for me, I never traveled widely, but I think…….

A: I want to go to England with my parents to see interesting places there.

B: Well, traveling all over the world you have a chance ……

A: Traveling abroad is very expensive. Do you think that before your trip you should draw up a

program ( where you should go and what are you going to see).

B: No doubt …….

The participants in the dialogue have some freedom for self expression.

In next example conversation can not begin until the students have seen second line.

Frank: Hi. How are you?

You: _________________________

Frank: Fine .It’s nice to meet you.

You: _________________________.

Frank: Would you like to see London?

You:__________________________

Frank: It’s really grate. You’ll take a ride there.

You: ___________________________________________

Frank: Yes. Everyone has to buy a ticket to go on a ferry ride.

You: ____________________________________________

Frank: You can buy one at the harbor. Have a great time!

Unlike skits, role plays shouldn't be scripted out in detail; instead you should give the student a general scenario with

different elements and suggested ideas for complications to occur.

Materials:

• Whiteboard/markers or chalkboard/chalk

• Paper and pens/pencils (or computers with word processing

Role play cards can be a very useful tool here.

For example:-

36

Student A

You are booking into a hotel.

Elements

Book in to the hotel - you have a reservation.

Complications

You are on your own.

You want a shower.

You want breakfast in the morning.

You have an early meeting and must not be late.

Student B

You are a hotel receptionist.

Elements

Welcome the guest.

Find them a room.

Complications

You can't find their reservation.

You only have a double room with bath available.

Dialogue example:

Checking out of the hotel

I´d like to check out now.

Receptionist:

— Good morning. May I help you?

You:

— ...

Receptionist:

—

One moment, please, sir. ... Here´s your bill. Would you like to check and see if the

amount is correct?

You:

— ...

Receptionist:

— That´s for the phone calls you made from your room.

You:

— ...

Receptionist:

— Certainly. May I have your passport, please?

You:

— ...

Receptionist:

— Could you sign each cheque here for me?

You:

— ...

Receptionist:

— Here are your receipt and your change, sir. Thank you.

You:

— ...

Before asking them to perform a role play you should give clear instructions and prepare the students by asking

questions. The questions should incorporate the major parts of the role play and the vocabulary/idioms involved.

After the question answer session the students should be comfortable with what they need to do.

37

Allow students a few minutes to study the role cards and work out some key sentences. Give help and assistance

where needed. Each role play should be performed at least twice with the students changing roles. In group

situations have the stronger students act out the role play to the whole class. You as the teacher can take one of the

roles if you need to. Avoid making corrections until the role play is finished. Recording or videoing role plays can be

a very useful tool for giving feedback, but only if the students are comfortable with this. Students could be asked to

listen out for both great bits of language they'd like to use themselves, and some mistakes they hear. The teacher

should try to keep such type of peer-correction a positive and profitable experience for all involved. Making a note of

common mistakes yourself and dealing with them in future classes ensures that the students don't lose motivation by

being corrected on the spot or straight after the role play. Negotiate with student students and ask them how they

would like to be corrected.

Then I gave my students the task to work with the text, stress the main idea of it, find out the

important information/ facts and have a discussion on the suggested questions.

The title of the text was:

“ Glimpses on the history of England”

In this text were given facts and illustrations about the history of England, Universities, famous

sightseeing,

theatres, hotels, parks.

Pupils in process of reading mark out texts with colored crayons.

The title with red, about events with green and so on.

And on the base of it pupils answer the questions( for example):

What is the title of the text?

Who is the author of the text?

What parts constitute Great Britain?

What port and industrial towns in Great B retain do you know?

What is Westminster Abbey famous for?

What parks would you like to go? Why

What is the oldest University in Britain? …..

And after the discussion Ss can make their own retelling of the text.

Nobody can guaranty that all our pupils will love books but a positive attitude to books and to

reading will help them in developing speaking skills.

On pre-reading stage I motivate and involve students, revise vocabulary, making scanning and

predicting what the story may be about.

On while - reading stage I decided to use method of academic Oleg Andreev, the founder of

famous school of quick reading.

Nobody become to read the text which is not understandable.

Oleg Andreev suggested teaching reading using integral algorithm which contains 5 blocks.

So, we have reading as well organized single minded process with conscious choice of

information and arrangement into concrete block.

38

Every block has its own colour. They are brown, blue, yellow, green and red. Pupils in process

in reading mark out texts with colored crayons. After some training students read more quickly

and learn to think. After reading they formulate main content and write it with red crayons.

This stage is a compulsory. Text become understandable, events and feelings are appreciated .

And then children looking at any text choose and mark out facts and actions automatically.

Reading become creative and fascinating process with own ideas and imaginations.

Such process formulates critical thinking.

The benefits of this kind of reading include:



Helping the students develop autonomy and a sense of responsibility for their work



Have been provided surveys and problem- solving task.

Integral algorithm of reading

1.The title of story or article

2.

The author of story or article

3. Facts. Names. Main hero. Geographical data. Place and time of

action.

4. Actions and events

5. Short retelling story or making your own story

Discuss in pairs and write other pluses or minuses of visiting other countries:

Pluses

Minuses

1.

39

2.

3.

-

Share you ideas with your classmates:



Speaking about advantages/ disadvantages of the traveling.

I would say that ……..



I am absolutely sure that…….



In my opinion, …….

I am under the impression that

Work with new partner and try to find counter arguments to the arguments

1. Argument: _________________________________________________

Counter argument: I am sorry, but I can not agree with you because……

2. Argument: _________________________________________________

Counter argument: I am not sure, but I think you are wrong because……

3. Argument: _________________________________________________

Counter argument: You are not quit right because………..

4. The visual supports

We use the walls and corners of our English class as much as possible put up messages

everywhere, to give our pupils messages to use them in a real life communication.

Pupils store the expressions better if the spoken phrases are supported by its visual representation

and the more they hear, the better they will be able to speak.

The models of spoken language (language box).

Learning to be objective

(talking about pluses and minuses)

16. If we talk about pluses/minuses of this idea, I would say that…..

17. Speaking about advantages/disadvantages of this idea I believe that……

18. From my point of view,……

19. Although the idea of ……. sounds appealing,….

20. I am absolutely sure that….

21. In my opinion,…..

22. I am under the impression that…..

23. Speaking about this idea I would say that….

24. The main reason why I am against this idea is….

25. Personally, I believe that…..

26. It seems to me that…..

27. As for me,….

28. I definitely think that…..

40

29. If you ask me,…..

30. I must say that…..

-

-

-

Learning to be accurate (clarification).

8.

Am I right in understanding you that…..

9.

Do you mean to say that….

10. I am not sure I get your point. Do you mean to say that…..

11. Can I get this clear? You mean…

12. Just to be certain about this-you mean….

13. So what you mean is …..

14. If I’ve got your right you mean to say that….

Learning to be relevant (expressing disagreement).

17. I am sorry but I can not agree with you because…..

18. I am not sure but I think you are wrong because…

19. I am afraid I have to disagree because…..

20. You are not quit right because……

21. Do you really think so?......

22. That’s highly debatable . ……

23. I don’t agree at all…..

24. I am not sure about that…..

25. That’s not the way I see it…..

26. I just don’t see the logic behind it. …..

27. I see thinks rather differently myself. ….

28. You can’t be serious. ….

29. I don’t think that’s right. …..

30. That’s wrong surely …..

31. I can’t say that I share your point of view…..

32. Oh, surely not……

-

-

-

To get information

I’d appreciate it if you could give me some information on…….. .

-

-

41

-

- Asking for help

I could not tell you off-hand

Could you help me

-

-

-

-

Regret

I wish I knew…..

-

-

-

-

Reaction

Really!

Never!

I can’t believe it. Impossible!

42