Role Play Activities*
Timing of activities Twenty-five minutes, no less than fifteen minutes
Frequency of use Once a week / once every two weeks (block schedule)
Correction Correct very sparingly if at all.
Use of languages other than the target language
You may want to act as a "walking dictionary," reacting to "How do you say ‑ ?" Out of frustration, students may lapse into their native language from time to time. Remind them to use the language being studied. Most likely, this problem will decrease as students become accustomed to the activities.
Use of scripts as writing assignments
Any of the activity scripts can be easily transformed into a writing assignment. Simply give the students, a handout with a problem written out in script form. You may want to add some vocabulary. Correct in your normal manner.
These activities are:
Ø task-oriented.
Ø non-threatening.
Ø role-play throughout.
Ø creative.
Ø predominantly communicative.
Ø self-contained which can be introduced into the course at any point.
Ø not tied to any one culture.
Objectives
To practice describing objects
To establish the value of something
To use descriptive adjectives
Preparation
Select an object that will not be readily identifiable by students. Knickknacks and figurines from faraway places or unusual kitchen gadgets work well. The exact nature of the object is not as important as its being ambiguous and subject to various interpretations.
Tell the class
I'm very puzzled. This morning on the way to school, I was stopped by a man carrying a large paper bag. He took this object from the bag. He assured me that it was of great value, but since he needed the money he would sell it to me for only $100. I can never pass up a bargain, so I bought it immediately. Now I'm not so sure I did well since I have no idea what this thing is. I know all of you are experts in antiques, so I'm asking you to explain this thing to me and tell me whether I have been cheated.
Je ne comprends pas ! Ce matin j'allais à l'école. Un monsieur m'a arrêté(e). Il portait un grand sac en papier. Regardez! Il a sorti cet objet du sac. Il m'a dit qu'il était d'une très grande valeur. Ce monsieur avait vraiment besoin d'argent. Il a voulu me vendre "ceci" pour $100. C'est tout ! Moi, j'adore les bonnes affaires, alors je l'ai acheté tout de suite. Maintenant, je me pose des questions. Je ne sais même pas ce que j'ai acheté. Mais vous tous experts en antiquités. Pouvez-vous m'expliquer ce que c'est? Dites-moi aussi si je me suis fait avoir.
Tengo un problema. Esta mañana caminando a la escuela me encontré con un hombre que llevaba una bolsa grande de papel. El saco de la bolsa este objeto y me aseguro que tenia muchísimo valor. Sin embargo, como a él le hacía falta dinero, ofreció venderme el objeto por cien dólares solamente. Bueno, yo nunca puedo resistir una ganga, así que se lo compré inmediatamente. Ahora bien, no tengo ninguna seguridad de haber hecho una buena compra, puesto que no tengo ni la más mínima idea de lo que puede ser este objeto.
No obstante, como sé que todos Uds. Son expertos en antigüedades, por favor, díganme Uds., qué es este objeto y si me engañó o no.
Check comprehension
Present vocabulary
ancien; artificiel; carré; coûteux; dur; épais; fragile; lourd; mou; rond
antiguo; artificial; blando; costoso; por favor; duro; espeso; frágil; pesado; redondo
Ask the class
What questions will you need to answer? (Write the questions on the blackboard.)
1. What is it?
2. How old is it? What does it do?
3. What color is it? What shape?
4. What does it resemble?
5. Is there a story behind it?
6. Is it valuable? Very valuable?
7. Was the teacher cheated?
8. If it were mine, what would I do with it?
Divide the class
Form groups of three to five students each. Have each group choose a reporter. Remind them of the questions on the blackboard.
Do the activity
Call for reports
The reporters read the conclusions. Encourage other students to ask questions and make comments. Summarize the responses.
In‑class discussion topics
1. How do we know a bargain?
2. How do we test for quality?
3. Why are antiques and old things important to us?
4. What are the artifacts of the present?
Follow‑up writing topics
1. My greatest bargain
2. The time I was cheated
3. Collecting as a pastime
4. The uses of decorative art
Character sketch—Looks familiar
Objectives
To he1p students visualize what they are reading
To enforce careful reading of descriptive material
To practice descriptive adjectives associated with people
Preparation
This activity works best when done in conjunction with readings which are already part of the coursework Select three to five sections from the reader in which real or fictitious people are described. The selections should cover physical appearance as well as personality traits. They should not be more than one page in length. For an advanced class, the selections could be new to the students. Otherwise, they should be sections with which the students are familiar so that vocabulary will not be a problem. Bring blank paper to class.
Tell the class
The editor of these texts has decided that there must be illustrations in the next edition. This editor believes that having pictures of the main characters will he1p sell more books. Since all of you are well‑known artists, you've received a contract to do the drawings. Remember, your work should picture exactly what you read.
L'éditeur de ces livres a décidé qu'il fallait y ajouter des illustrations pour la nouvelle édition. Il pense que des portraits des personnages principaux sont nécessaires pour mieux vendre les livres. Vous, qui êtes des artistes très connus, avez reçu le contrat pour faire ces portraits. Mais surtout dessinez-les exactement selon les descriptions des personnages qui se trouvent dans le texte.
El editor de este texto ha decidido que la nueva edición que saldrá en un futuro próximo tendrá que incluir una amplia selección de ilustraciones. Esta convencido de que incluir ilustraciones de los personajes principales servirá para aumentar la venta del libro. Puesto que todos Uds. son artistas de renombre, han recibido el contrato para ejecutar los dibujos. Fíjense bien que su trabajo refleje exactamente las descripciones que aparecen en el texto.
Check comprehension
Check vocabulary
Review vocabulary from the selections.
Ask the class
What questions will you have to ask before you start to draw? (Write the questions on the blackboard.)
1. Who is it?
2. What does he or she look like? Tall? Short? Fat? Thin?
3. What is this person’s most important characteristic?
4. When did this person live?
5. What is this person wearing?
Divide the class
Tell the students to choose the person that they would most like to draw. This activity can be done as an individual project with students working alone. Or, form groups of three to five students each. Pass out the drawing paper. Tell them to collaborate in producing one drawing. It is not important that an equal number of students work on each selection. As far as is practical, allow them to work on their favorite. Remind them of the questions on the blackboard.
Do the activity
The individuals or groups draw their illustrations.
Call for reports
Each student or group shows a drawing to the class. They explain what they have done. Encourage other students to ask questions and make comments.
In‑class discussion topics
1. What is the value of having illustrations in books?
2. How do authors describe people?
3. Why do some people prefer comic books to regular books?
4. Does one picture equal one thousand words?
Follow‑up writing topics
1. A picture is worth a thousand words
2. Illustrating children's books
3. Making books and magazines that are attractive
4. My favorite illustrations
Objectives
To practice dealing with an urgent problem
To practice food and cooking vocabulary
Preparation
No props are required for this activity.
Tell the class
We've got a problem! There has been a computer error. Tomorrow, at the time, one million eggs will be delivered to this classroom. It would be terrible waste to let the eggs spoil. Since you are experts in food use and distribution, you should plan as many ways as possible to use and distribute the eggs.
Nous avons un problème, les ordinateurs ont fait erreur. Demain, à cette heure-ci on va nous livrer un milliard d'oeufs--ici dans cette salle de classe. Qu'est-ce que nous pourrons faire? C'est bête de les gaspiller. En tant qu'experts en alimentation, pensez à comment on pourrait utiliser et distribuer ces oeufs.
¡Tenemos un problema muy grande, un problema mayúsculo! La computadora ha cometido un error bárbaro. ¡Mañana, a esta misma hora, se entregará a esta misma clase un millón de huevos! Desde luego sería una grandísima pérdida dejar echarse a perder tantos huevos. Ya que Uds. son expertos en el uso y distribución de alimentos, deben planear todas las posibles maneras de usar y distribuir los huevos.
Check comprehension
Present vocabulary
bouillir; brouiller; décorer; déshydrater; diviser; en poudre; frire; pain griller, m.; pourri; rouler
decorar; deshidratar; dividir; en polvo; freír, hacer un revoltillo; hacer rodar; hervir; podrido; tostada
Ask the class
What questions will you ask about the eggs? (Write questions on the blackboard)
1. Where can we put the eggs?
2. Where can we send the eggs?
3. How can we use the eggs?
4. How long will it be before the eggs spoil?
Divide the class
Form groups of three to five students each. Have the groups choose a reporter. Tell them to make lists of uses and methods of distribution. Remind them of the questions on the blackboard.
Do the activity
Call for reports
The reporters read their lists. Summarize the lists on the blackboard.
In‑class discussion topics
How can we waste less food? How can countries use surplus food? Do countries with a good food supply have an obligation to poorer countries? Why or why not?
Follow‑up writing topics
1. Eating well
2. Cooking creatively
3. Better ways to distribute food throughout the world
4. Consumer food cooperatives and other ways of saving money by buying food in quantity
Objectives
To consider the relationship between symbols and meaning
To practice vocabulary of colors, shapes, and patterns
Preparation
While this activity can be done without props, you may want to bring a pad of blank paper and colored crayons to class.
Tell the class
Hooray! Long live the Republic of Bartonia! Bartonia has just been granted its independence. There is dancing in the streets! There is one problem, however. Bartonia's founders have not been able to agree on a flag for the new state. The ambassador asks you, expert flag makers, to design a flag. The colors and patterns that you choose should have great meaning for the citizens of Bartonia. If there is time, you can also compose a pledge of allegiance to the flag.
Hourra! Vive la République de Bartonie! Elle vient de recevoir son indépendance. On danse dans les rues. Maintenant il faut un drapeau à ce nouveau pays. Alors l'ambassadeur de la Bartonie vous demande, en tant que fabricants de drapeaux, de leur créer un drapeau qui fera le bonheur de tous les Bartoniens. Il faut être prêt à expliquer vos choix de couleurs et de motifs. Si vous avez le temps, vous pouvez également créer une devise pour eux.
¡Hurra! ¡Viva la República de Bartonia! Bartonia acaba de conseguir su independencia. ¡La gente esta bailando por las calles! No obstante, hay un problema difícil de resolver. Los fundadores de Bartonia no han podido ponerse de acuerdo con respecto a la forma, los colores y el diseño de la bandera del nuevo país. El embajador les ruega a Uds., que inventen y diseñen la nueva bandera. Los colores y el diseño que Uds. elijan, tendrán un significado muy profundo para los ciudadanos de Bartonia.
Check comprehension
Present vocabulary
aigle, m.; bouclier, m.; constellation, f.; flèche, f.; flotter; étoile, f.; octogonal; rayure, f.; rectangulaire; triangle, m.
águila; constelación; escudo; estrella; flecha; octágono; ondear; raya; rectangular; triángulo
Ask the class
What questions do flag makers ask? (Write these questions on the blackboard.)
1. How big will the flag be?
2. What colors will it have?
3. What do these colors stand for?
4. What will the flag look like?
5. Will there be any symbols on it?
Divide the class
Form groups of three to five students each. If you wish, pass out drawing paper to the groups and make crayons available. Remind them of the questions on the blackboard.
Do the activity
Call for reports
The groups present their flag designs. They explain the meaning of the colors and patterns they have chosen. Encourage students to ask questions and make comments.
In-class discussion topics
Why do countries have flags? What purpose do they serve? Why are there so many ceremonies relating to flags? What kinds of flags are used? When? Which countries have the most beautiful flags?
Follow‑up writing topics
1. The significance of national flags
2. Famous flags
3. Flag-raising ceremonies
4. Unusual types of flags
Objectives
To consider positive qualities of people
To practice describing‑people
To practice vocabulary related to character traits and physical characteristics
Preparation
No props are required for this activity.
Tell the class
It bothers me a lot that every single person I meet is imperfect! I'm really tired of it! Everyone I know has faults, weaknesses, bad habits, and other imperfections. I'm asking you, as biologists, to design the perfect person.
Il me semble que chaque personne que je rencontre a des défauts. J'en ai assez! Tout le monde a des faiblesses, de mauvaises habitudes--bref, des imperfections de quelque sorte. A vous, biologistes, de me créer la personne parfaite.
A mí me molesta mucho que todas las personas que conozco tengan algún defecto. Ninguna es perfecta. ¡Esta situación me tiene hasta la coronilla! Todas las personas que conozco tienen faltas, debilidades, flaquezas, malos hábitos e imperfecciones. Uds., que son biólogos, ¿pueden resolver mi problema? ¿Pueden diseñarme la persona perfecta con todos sus atributos?
Check comprehension
Present vocabulary
aimable; bien fait; créateur; courageux; généreux; prévenant; riche; sage; sens de l'humour, m.; sûr(e) de lui (elle)
bondadoso; cariñoso; confiado; creativo; de buen cuerpo; generoso; maduro; rico; sabio; valiente
Ask the class
What questions do you need to ask about a perfect person?
(Write the questions on the blackboard.)
1. What does this person look like?
2. What type of personality does this person have?
3. How can we describe this personality?
4. What makes this person special?
5. What sort of work does this person do?
6. What has this person achieved?
Divide the class
Form groups of three to five students each. Have thee groups choose a reporter. Remind them of the questions on the blackboard.
Do the activity
Call for reports
The reporters read the descriptions to the class. Ask the students if they agree that this person is indeed perfect. Summarize the answers.
In-class discussion topics
1. What makes a person admirable?
2. Why do some people become national heroes?
3. What are the best qualities a person can have?
4. If you meet a "perfect person," would you like him or her?
Follow‑up writing topics
1. My ideal person
2. My favorite person; my hero
3. Building character
4. Type of person I want to be
Dinner party--They'll be here soon
Objectives
To plan a meal
To practice using food vocabulary
To practice weights and measures
Preparation
Collect beforehand copies of newspaper supermarket ads in the language being studied (one for every five students is sufficient). Teachers of Spanish and E SL will find these easy to obtain. Teachers of other languages will have to search; if necessary, a facsimile can be made up and copied.
Tell the class
I hope you didn't forget that there will be six people coming for dinner at your house (or dormitory) tomorrow night Since there isn't much time, it would help a great deal if you could choose the menu based on what one store is selling. Fortunately, they advertise in the language we've been studying. Using the information in the ad, plan a delicious meal. You can spend as much as you want but record your expenses.
J'espère que vous n'avez pas oublié qu'il y aura six personnes à dîner chez vous demain soir. Etant donné que vous n'aurez pas beaucoup de temps pour faire les courses, vous ferez mieux de les faire dans un seul magasin.
Regardez--nous avons des circulaires en français ! Quelle chance ! Alors, pensez à un repas délicieux, en vous servant de ce qui est en réclame. Vous pouvez dépenser autant d'argent que vous voulez, mais il faut noter vos dépenses.
Espero que Uds. no se hayan olvidado que tienen seis personas para cenar en su casa (o en su residencia) mañana por la noche. Puesto que no hay mucho tiempo, sería de gran ayuda que seleccionaran el menú usando los productos de una sola tienda. Afortunadamente, los dueños de esta tienda han hecho su publicidad en español. A partir de la información que encuentren en el anuncio, planeen una comida deliciosa para seis invitados. Pueden gastar lo que quieran, pero hagan una lista de sus gastos.
Check comprehension
Present vocabulary
Familiarize students with units of weights and measures.
Ask the class
What questions do you have to keep in mind when planning a menu? (Write the questions on the blackboard.)
1. What do my guests and I like?
2. What is available?
3. How much food do we need?
4. What foods go well together?
5. What is a bargain this week?
6. What should we avoid?
Divide the class
Form groups of three to five students each. Give the students copies of the newspaper ads. Have die groups choose a reporter. Remind them to read over the ad for comprehension. Remind them of the questions on the blackboard.
Do the activity
Call for reports
The meals planned are reported to the class and compared.
In‑class discussion topics
1. What are your favorite foods?
2. Where can we find food bargains?
3. What foods from other countries do we eat regularly?
4. Supermarkets, specialty shops, or outdoor stalls‑which are the best sources of food?
Follow‑up writing topics
1. Inflation and its effect on what we eat
2. Imported foods‑what are they and are they important to our diet?
3. How to give a successful dinner party
4. What sort of diet is best for you?
Objectives
To make vacation plans
To practice adverbs of time and distance
To practice travel vocabulary
Preparation
No props are necessary for this activity, but it is helpful to have on hand several road maps of different places.
Tell the class
I'm exhausted! This class has worn me out. I need a vacation, but I'm so tired that I don't have enough energy to plan for it. Since you are all experts, experienced travelers, Fm asking you to plan it for me. I don't care how much it costs.
Je suis exténué(e), épuisé(e). J'ai besoin de vacances, mais je suis tellement fatigué(e) que je ne peux même pas réfléchir à où il faudrait aller. Vous qui êtes voyageurs passionnés et qui connaissez tant de pays, choisissez et préparez mon voyage. Le prix m'est égal.
¡Que cansancio tengo! Esta clase me tiene con la lengua afuera. Necesito tomar unas vacaciones, pero estoy tan fatigado(a) de trabajar que no tengo bastante energía para planearlas. Puesto que todos Uds. son viajeros expertos y experimentados, les ruego que me hagan el favor de planear mis vacaciones. No me importa cuánto puedan costar. Tengo un presupuesto muy grande.
Check comprehension
Present vocabulary
bord de la mer, m.; se bronzer; faire du camping; faire du stop; lieu de séjour, m.; prendre une photo; se reposer; tranquille, vue, f.
acampar; animado; costa; descansar; hacer auto-stop; lugar de veraneo; sacar una fotografía; tranquilo; vista
Ask the class
What questions arise when planning a vacation? (Write the questions on the blackboard.)
1. How long is the trip?
2. Where will the teacher go? Why?
3. What methods of transportation will he or she use?
4. Will he or she stay in hotels, private homes, or camp out?
5. How will he or she pass the time?
6. What will it cost?
Divide the class
Form groups of three to five students each. Have, each group choose a reporter. You may want to give each group a map and tell them to use it when planning the trip. This is a particularly useful strategy if you have maps of the country or countries being studied in the course. Remind them of the questions on the blackboard.
Do the activity
Call for reports
The reporters announce the vacation plans. The students can vote on which is best.
In‑class discussion topics
Why do people travel in spite of the expense? Why do people take strenuous travel vacations? Why do some people dislike travel? How much vacation time per year does the average person need?
Follow‑up writing topics
1. The best vacation I ever had
2. Planning a low‑cost vacation
3. Restful versus hectic vacations
4. Practicing foreign. languages while traveling abroad
Student Center-I’ll meet you after class
Objectives
To consider the importance of sports and extracurricular activities to student life
To practice vocabulary relevant to student activities
Preparation
No props are required for this activity.
Tell the class
I have exciting news! The administration has selected you, to design a new student center. As architects, you are to plan the most complete and up-to-date center of its kind. Spend as much money as you wish and give the students a center they will use and enjoy.
J'ai des nouvelles formidables! Les membres du conseil d'éducation vous ont choisi pour dessiner les plans du nouveau centre d'étudiants. En tant qu'architectes et dessinateurs, vous devez créer un centre qui soit à la fois complet et ultra-moderne. Vous pouvez dépenser autant d'argent que vous voulez. Donnez aux étudiants un centre unique au monde
¡Tengo una gran noticia! ¡No lo van a creer! La administración de la universidad (o de la escuela) les ha elegido para diseñar un nuevo centro estudiantil. Ya que Uds. son arquitectos, han de planear el centro estudiantil más moderno y más completo. Pueden gastar cualquier cantidad de dinero para asegurar que los estudiantes tengan el mejor centro donde divertirse y pasar el rato.
Check comprehension
Present vocabulary
bavarder; causer; foyer, m.; gymnase; jouer aux cartes; piscine, f.; salle de conférences, f.; tournoi, m.; vestiaire, m.
auditórium; campeonato; charlar; gimnasio; jugar; a los naipes; piscina; salón social; taquilla
Ask the class
What questions would an architect ask about the student center? (Write the questions on the blackboard.)
1. How big will the center be?
2. What types of rooms will it have?
3. What kinds of activities will be held there?
4. What types of sports will be played there?
5. What else will people do there?
6. What special features will it have?
7. How will. it be decorated?
Divide the class
Form groups of three to five students each. Have the groups choose a reporter. Tell them to describe the student center and, if they desire, also draw a plan. Remind them of the questions on the blackboard.
Do the activity
Call for reports
The reporters read the descriptions and show the plans. Encourage other students to ask questions and make comments.
In‑class discussion topics
1. Why are student activities important?
2. What student activities are most popular?
3. Why do students need a student center?
4. What part do sports play in education?
Follow‑up writing topics
1. The ideal student center
2. The importance of extracurricular activities
3. Student clubs
4. Balancing sports, activities, and study
Objectives
To consider the possibilities inherent in an empty building
To practice vocabulary related to houses and public buildings
Preparation
No props are required for this activity. A large picture of a mansion would help make the activity more realistic.
Tell the class
The mayor needs your help. A wealthy bachelor has died and left his huge eighteen‑room house to the city. The mayor asks that you, as architects, list the ways in which the, city could use the house and then describe in detail your favorite plan.
Le maire a besoin de votre aide. Un vieux célibataire très riche vient de mourir. Il a légué à la ville sa maison de dix-huit pièces. Le maire donc demande à vous, architectes, d'énumérer toutes les utilisations possibles de cette maison et ensuite de décrire en détail le plan que vous préférez.
El alcalde de este municipio necesita la ayuda de Uds. Un solterón muy rico acaba de fallecer y ha legado su mansión de diez y ocho habitaciones a la cuidad. El alcalde les pide Uds. que son muy buenos arquitectos, que hagan una lista de sugerencias de cómo la comunidad podría utilizar esta casa tan grande. Por favor, describan detalladamente su plan preferido.
Check comprehension
Present vocabulary
auberge de jeunesse, f.; bureau, m.; clinique, f.; cuisine, f.; jardin d'enfants, m.; magasin, m.; salle à manger, f.; salle de classe, f.; théâtre, m.; vestibule, m.
casa de huéspedes; clínica; cocina; comedor; jardín de infancia; oficina; pasillo; sala de clasa; teatro; tienda
Ask the class
What questions would an architect ask about the house? (Write the questions on the blackboard.)
1. What does the house look like?
2. Where is it located?
3. How big are the rooms?
4. What does the city need?
5. What can the house be used for?
6. What would the best use be?
7. What changes would need to be made?
Divide the class
Form groups of three to five students each. Have the u s choose a reporter. Remind them of the questions on the blackboard. Remind them to make a list first and then decide which use is best.
Do the activity
Call for reports
The reporters read the lists and the plans. Encourage the students to ask questions and make comments. Summarize the results on blackboard.
In-class discussion topics
How can old houses be used? Where in this area are the interesting houses? What social services should a city or town provide? How can local officials find out what their city or town really needs?
Follow-up writing topics
1. Remodeling old houses
2. The obligations of local government
3. Improving rundown neighborhoods
4. Types of charity
5. Providing social services for the local community