Writing through role play activities
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writing through role play activities. Aosta 2011. Role play. Role-play is a natural part of a child’s every day life. By role playing, children gradually learn to think in the foreign language.

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Writing through role play activities

www.paoloiotti.net

writing through role play activities

Aosta 2011


Role play

Role play

  • Role-play is a natural part of a child’s every day life.

  • By role playing, children gradually learn to think in the foreign language.

  • They develop confidence, good pronunciation, good intonation and.. they don’t need to translate into their mother tongue.

www.paoloiotti.net


Role play for young learners can be

Role-play for young learners can be...

  • warm ups

  • free expression, improvisation

  • based on sketches and stories

  • related to the “here and now” of the classroom

  • simulations of future or past situations

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Various aspects of language where role play works

Various aspects of languagewhere role-play works

  • Social dimension

  • Affective dimension

  • Pragmatic dimension

  • Self dimension

  • Choice dimension

  • Time dimension

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From stories to role plays

From Stories to Role Plays

  • 1- Pupils listen to the story or follow it on the video.

  • 2- The teacher reads the story and mimes the different scenes, modulating and changing tone of voice; the pupils listen and repeat the gestures.

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From stories to role plays1

From Stories to Role Plays

  • 3- The pupils listen to or watch the story again and mime the characters’ gestures; the teacher does not ask them to repeat the dialogues, but if some pupils want to try, they should be encouraged, (making mistakes is a valid learning process).

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From stories to role plays2

From Stories to Role Plays

  • 4- The teacher reads the story again, without miming while the pupils do the correct gestures.

    • The children are not required to speak, but anything they choose to say is welcome!

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From stories to role plays3

From Stories to Role Plays

  • 5- Pupils follow the story again this time they have to concentrate on what they see (either in the book or on the video) : the expressions of the characters, colours, objects, and backgrounds.

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From stories to role plays4

From Stories to Role Plays

  • 6- The teacher asks the pupils to close their eyes, listen to the story and mime as many details as possible of what they have seen and heard.

  • 7- Now the pupils are ready to speak.

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From stories to role plays5

From Stories to Role Plays

  • 8- The pupils, divided into groups, are now ready to study the story; they know they will be asked to act out their stories in front of the class.

  • 9- The teacher invites the pupils to bring or create objects or masks to make the story more realistic.

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