INDOAMERICA PUBLIC PEDAGOGICAL HIGHER EDUCATION COLLEGE

LEARNING GUIDE N°15

SEMINAR AREA
ENGLISH PROFESSIONAL CAREER - V

WEEK N°15

WEEK N°15

PERFORMANCE CRITERIA OF UNIT

Talking about Education through a role play
N°4
communicative activity for developing speaking skill.

THEMATIC CONTENT

 Education through a role play activity in a

speaking class.

Date: 09 - 08 -2021
Hours: 2 hours

Teacher: Luz Urquiaga Fernández

Fernández
 INTRODUCTION

Most institutions of higher education in Peru have in their mesh the compulsory
learning of a foreign language. Likewise, it has been part of the curricular
designs of Peru for a long time.
Learning other languages allows you to enrich your life, experience new ideas,
exercise your mind, benefit from world cultural diversity, obtain scholarships for
postgraduate studies, work in a transnational company, as well as an ability to
express yourself to others in a way understandable. It is time to reflect on the
importance of these studies.

LEARNING ORGANIZATION

a. Competence
It creates a comfortable climate to learning, democratic coexistence and the
experience of diversity in all its expressions with a view to forming critical and
intercultural citizens.

b. Capacities
Generates an environment of respect, trust and empathy based on the
appreciation of diversity.

Explaining the importance of learning the English language through the

development of speaking activities in the English language teaching .and
learning.

I. DIAGNOSTIC ACTIVITIES
1.1. Motivation:

Talking about how to develop a speaking class in the English language

teaching.

1.2. Previous knowledge:

Students answer some questions related to the lesson topic in the ELT.

1.3. Challenging conflict question

How do teachers develop a role-play activity for developing speaking skill?

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 II. CONTENT DEVELOPMENT

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. If
the teacher believes that the activity will work and
the necessary support is provided, it can be very
successful.

1. What is a role play in the ELT?

Role play exercises give students the opportunity to assume the role of a person or
act out a given situation. These roles can be performed by individual students, in
pairs, or in groups which can play out a more complex scenario. Role plays engage
students in real-life situations or scenarios that can be “stressful, unfamiliar,
complex, or controversial” which requires them to examine personal feelings toward
others and their circumstances (Bonwell & Eison, 1991, p.47)

2. Why use role-play?

It is widely agreed that learning takes place when
activities are engaging and memorable. (Harmer,
Jeremy. 2012. Essential Teacher knowledge)
advocates the use of role-play for the following
reasons:

Role playing can be effectively used in the classroom to:

 Motivate and engage students

 Enhance current teaching strategies
 Provide real-world scenarios to help students learn
 Learn skills used in real-world situations (negotiation, debate, teamwork,
cooperation, persuasion)
 Provide opportunities for critical observation of peers
 Quieter students get the chance to express themselves in a more forthright way

3. What’s the teacher’s role? Some of the possible teacher roles are:

Facilitator - students may need new language to be 'fed' in by the

teacher. If rehearsal time is appropriate the feeding in of new
language should take place at this stage.
Spectator - The teacher watches the role-play and offers comments and advice at
the end.

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 Phrases for discussion
1. Introduction
Let's begin/start with ...
2. What you think about
somebody/something
As far as I'm concerned ...
I think ...
In my opinion ...
As far as I know ...
In my view ...
I don't think ...
I don't believe that ...
Well, if you ask me ...
If you want my honest opinion ...
I've never come across the idea that
...
3. How to agree/disagree
I must admit that ...
I agree/don't agree with you.
I believe/don't believe ...
I'm convinced that ...
It seems to me that ...
I wouldn't say that ...
I don't think so.
You're right up to a point.
You could be right.
I don't agree at all.
That's right/wrong.
It's hard to say.
It's a fact that ...
However, ...
That's why ......
4. Asking for clarification
What do you think?
What's your opinion?
Would you like to say something?
What do you mean?
What are your ideas?
What are you trying to say?
5. How to interrupt politely
I'm sorry, but ...
Can/May I add something?
Sorry to interrupt, but ...
6. Other opinions
On the one hand ... on the other
hand ...
They claim that ...
They also say ...
Opinion among teachers is that ...
That's a matter of opinion.
7. Phrases to keep a discussion
going
Let's get back to ...
As we just heard ...
Where were we?
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 IV. LEARNING ACTIVITY

ROLE PLAY ACTIVITY IN THE SPEAKING PROCESS

I. INTRODUCTION PHASE.

Motivation: In order to motivate the students, teachers can present some visual
aids, authentic material, realia, pictures, games, video etc. which are concerned with
the lesson topic, so teachers can catch student’s attention.

 What are the pictures about?

Previous knowledge: Students remember what they have studied before or

express their ideas with what they already know.

Gym Computer centre Tutoring Science lab

The teacher shows some visual aids to reinforce some ideas.

 What can we find in an Educational Institution?

We can find the gym, the principal’s office ……etc.

 What’s the lesson about?

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II.DEVELOPMENT PHASE

1. Pre-communicative activity

Journalist: Hi, how are you, Mr. Anderson?

Principal: Not bad at all. What about you?

Journalist: Fine. Thank you. Well, can you tell me about the importance of
education in the development of a nation?

Principal: Why not? Education is very important for the overall development
of a nation. Without education, we can’t go ahead.

Journalist: Can you show any ground?

Principal: Actually education widens our outlook and orientation. It broadens

your mind and mentality. It refines our sense and sensibility. It helps us how
to earn and spend.

Journalist: Right you are. Education helps us to get a job. We can earn our bread
and butter and play a significant role in strengthening our national economy if we
take education.

Principal: Yea, I agree with you. An educated person is not a burden to his/
her family as well as the country. Rather he/ she tries his/ her best to
remove the burdensome conditions of his/her family as well as the country.

Journalist: In fact, we can stand upright and create coruscation all over the world
if we take education.

Principal: Therefore, every one of us should take education.

Journalist: Yea, thank you very much.

Principal: Thank you too

Broaden your mind

coruscation burdens
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The teacher introduces the new topic using the picture and the dialogue. The
teacher reads the dialogue, explains new expressions, vocabulary or new grammar
structure (e.g. “Can” expressing possibility) using a video, flashcards, posters,
etc. Students role play the dialogue and practice the pronunciation.

EXPLAINIG SOME VOCABULARY AND EXPRESSIONS ABOUT SCHOOL LIFE

A. The discipline here is very strict.

B. We have to wear a uniform
C. I love math. It’s my favourite subject.
D. Look! The exam results are on the notice board.
E. My timetable’s terrible this term.

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2. Practice stage

A. Students work in pairs and do the exercise. (Teacher reads, explains the
instruction, says the time limit and monitors the class.)

 Asking for any volunteer or using games which allow students’

participation at random.

B. Work in pairs: Read the dialogue again, then act out a role play as a
journalist and principal by answering the following questions. (The
teacher explains the instruction and says the time limit.)

1.Why is education important in the development of a nation?

2. Can we get a good job with the Education?
3. Who is an educated person?
4. Why should we be educated?

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III. EVALUATION PHASE.

3. Communicative stage

Role play activity.

 Work in pairs: Do a role play as a journalist and a student by making questions

and answers below, then act out in class.

Methacognition

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 III. BIBLIOGRAPHIC REFERENCES

- Jack C. Richards (2007) La enseñanza comunicativa de las lenguas.

- Harmer, Jeremy, (2007). “How to Teach English” Pearson Education Limited,
Malaysia
- MED, (2001) Didáctica General de la Enseñanza de los idiomas.
- MED, (2007) OTP para el área Idioma Extranjero. “Orientaciones para el Trabajo
- Pedagógico”
- UR, penny (1996) A course in Language Teaching, Practice and Theory Cambridge
University Press, UK Work in pairs or in group of four:

V. EVALUATION

Work in pairs or in group of 4

1. Read the information given in this learning guide and develop a class using a role
play activity related to education for developing speaking skill which will be
explained in class.

Desarrolló Acierto de Orden y Nivel

toda la ideas e coherencia académico e
tarea en información en tema investigación Nota
un 100% pertinente al presentado al realizar el
Estudiantes tema en clase trabajo.
(0-8 p) sustentado en
clase. (0-4p) (0-4) (0-5 p)

1.

2.

3.

4.

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