Sample Role Play 1: Role Play
Title: First Aid
Duration: 40+40 minutes, Two periods
Resources Used: Classroom, first aid kit, shawls to be used as curtains, cards, charts, one table and four chairs, worksheets.
Characters: Doctor, three patients, helper of doctor, mother, two volunteers having first aid training.
Students’ Learning Outcomes
- Create a correlation between text and real life situation.
- Develop motivation to improve reading, writing, listening, speaking, comprehension and confidence.
- Take interest in English language class.
Background
Scene of a clinic, doctor is sitting on a chair before the table with stethoscope round his neck, three more chairs for patients, first aid box on the table.
Procedure
The teacher sits at the back.
Phase I: The leader of the Role Play tells the meaning of the first and its importance in emergency situation.
The curtain fells
The teacher is striking the hand of a student with stick. The student expresses her hand joint pain to her class mates who applies a thin layer of ointment and wraps an elastic band age around the hand and when the afflicted feels swelling and severe pain she is brought to the doctor for proper treatment. He uncovers the hand, wipes the hand with cotton, observes it keenly, applies a different ointment and wraps elastic bandage by putting some cotton on the hand. He advises massage lotion after three days.
Curtain
After few minutes the curtain falls
A young girl comes back home suffering from sun stroke and has high fever. Her mother feels her pulses and puts a wet handkerchief on her forehead and after sometime takes her to the doctor. The doctor talks to the patients, checks the temperature with thermometer, give an injection, prepares three doses of medicine and give small envelope to the mother with instruction., the doctor says some soothing words to the patient. Both leave.
Curtain
After few minutes the curtain falls
A student falls, has a minor cut on the palm, her hand bleeds and is supported to stand by her class fellow. She brings her first aid box, put dean cloth on the wound to stop bleeding, applied antibiotic cream without rinsing the wound with clean water.
Curtain
Curtain falls after one minute
A volunteer student shows a card saying “Second Day”. The wound of the girl is infected, has swelling and pus into it. The reflects signs of pain. So she is brought to the doctor who examines the wound, uses hydrogenated liquid to remove the pus and does adhesive free dressing with paper tape.
Curtain
The leader of the role play concludes by highlighting significance and advantages of first aid.
Noise of loudest clapping
Phase II: The teacher her has prepared some question cards to check the attention, interest and comprehension of the leaders. They are given a chance to express themselves in English. Both participants of the role play and the spectators are included in questions session. The learners are given the minutes to write the answers on the given worksheet. Then the teacher takes the first card and ask the question and the learners respond with the help of worksheet. Their answers are appreciated.
Worksheet
Q =1 = What was the play about?
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Q =2 = How many characters were introduced?
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Q =3 = What happened to the first student? Why?
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Q =4 = How did the mother provided first aid to young girl suffering from sun stroke?
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Q =5 = What kind of injury had the third patient?
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Q =6 = Why was the wound infected and had pus into it?
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Q =7 = What is the main idea of the role play?
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Phas=III= The students are asked to think for a while and write down the step by step process of treating the minor cuts in the following work sheet.
Sample Role Play 2: Flow Chart
Title: Chinese New Year
Duration: 40 +40 minutes, two periods
Resources used: Charts, pointer, board, board, marker, worksheets, duster, classroom, volunteer students.
Students’ Learning Outcomes
- Motivation and participation in English language class.
- Develop reading, writing, listening, speaking, comprehension and confidence.
- Skim the important information from the lesson.
Background:
After the completion of the lesson “Chinese New Year”, the teacher draws the flow chart on the board, instructs the learners how to prepare a flow chart of a descriptive essay and appoints a volunteer group to divide the task according to their choice and interest for the next day’s presentation.
Procedure:
The teacher sits at back.
Phase I: The leader of the flow chart activity comes in front of class and introduces the lesson “Chinese New Year” The volunteers have pasted the charts in proper arrangement. Then the first student comes, points to the chart and defines the lunar calendar followed by Chinese people. She tells about the prominent items of celebrations, all of them focusing on good luck for the new year and coming of spring. The second student describes the cleaning of houses and buying new clothes before the new year celebrations. By pointing to the colorful charts representing cleaning and clothes, she explains how black dress is associated to death and red clothes associated to warding off bad spirits and cleaning after ‘New Year’s Day’ is associated with throwing out the good fortune for the new year. The third student tells about decorating the house by pointing to the pictures representing decoration of house and windows. She also explains that the Chinese word ‘fu’ means luck and happiness and flowers symbolize coming of spring and a new beginning. The fourth learner tells the class about the ‘New Year’s Eve Dinner’ containing eight or nine foods by pointing to the chart having pictures of nine different dishes. She also describes that the word. She also describes that the word “eight” means “prosperity” and the word “nine” means “long-lasting”. The fifth presenter explains the giving of good luck gifts which are presented by the elders to the children and unmarried members of the family. What do the red packets contain and when are opened is also told with the help of charts. Sixth student describes the association of each Chinese year with twelve animals. She points to the chart having pictures of animals honored by the Chinese people like goat, snake, rabbit, dog etc. She tells that the Chinese believe that the child who born during the year of a particular animal may have the traits of that animal. At the end the leade4r of the flow chart activity concludes by telling ‘Chinese New Year’, unity and cultural harmony resulting from such festivals. The whole class appreciate the performance of the volunteers with clapping and encouraging remarks.
Phase II: The teacher asks the whole group of activity in front of class again and ask some questions related to their specific charts. Then a worksheet is distributed among the students having ten questions about the ‘Chinese New Year’. Students write the answers working in pairs. Then the teacher asks the questions one by one. The responses of the learners are appreciated both by the teacher and learners.
Worksheet
Q =1 = Define solar calendar and lunar calendar?
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Q =2 = When does the Chinese New fall?
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Q =3 = When should all the cleaning be finished before the New Year’s Day?
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Q =4 = With what are the black and red colors associated?
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Q =5 = What is the meaning of Chinese word “fu”?
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Q =6 = How many foods are served on New Year’s Eve Dinner and what is your favorite dish on Eid?
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Q =7 = What is the meaning of “eight” and “nine” in Chinese language?
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Q =8 =What is in the red packets of good luck gifts?
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Q =9 = What is the belief of the Chinese people about the traits of a new born child?
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Q =10 = What is the significance of festivals?
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Phase III: The teacher divides the whole class in eight groups, six learners in each. Then she draws the flow chart on the board and asks the students to fill in the required information in proper sequence while working in groups. The teachers moves and guide each group while they work.
Sample Role Play 3: Blindfold
Title: Prepositions based on the poem The Rain
Duration: 45 minutes, one period
Resources Required: Decorated basket, chits, cards, blind fold, trumpets, board, board marker, duster, worksheets, recording, record player, lawn.
Students’ Learning Outcomes
- Enhance motivation to learn English language.
- Participate physically and mentally.
- Learn prepositions.
- Comprehend foreign speaker.
Procedure:
The teacher instructs the learners about the game and takes keen interest in keeping discipline.
Phase I: The learner sit in a big circle and six students serve as volunteers. Five of them stand out of the circle at equal distances with trumpets and other one is blind folded. The blind folded students stands inside the circle with a decorated basket having paper chits are which sentences are written with blanks to be filled in by the other students. For example A baby was born—her early in the morning. The chits consist of the sentences taken from the “English Grammar and Composition for 9th and 10th Punjab Text Book Board”. The teacher points to the trumpeters, who starts playing and the blind folded moves along the circle with basket. After a while the teacher raises her hand and the trumpeters stops blowing and the blind folded as well as before a student sitting in the circle. She stands takes a chit from the basket and reads the sentence aloud by filling in the blank with appropriate preposition. Correct preposition is appreciated with clapping and if the preposition is not suitable then the responding student is blind folded. The process goes on for twenty minutes. The students raise hands if preposition is not suitable and do the correction at the spot.
Phase II: The teacher shows picture cards to the students sitting in circle and ask them to describe the pictures using proper prepositions. The learners describe the picture cards with the help of proper prepositions e.g. ‘flowers are on the wall’, ‘ice cream is in the cup’, ‘the stranger is knocking at the door’, ‘Sara is fond of reading stories’.
Phase III: Students are given worksheets. They are asked to fill in the spaces with appropriate prepositions with lead pencils. All of them work individually. As they have done, the teacher switch on the recording to listen carefully while they are sitting on the desks in their classroom. They listen the recording and correct their mistakes on the basis of self-evaluation. They worksheet and recording is downloaded from Google’s Free English teaching website. www.toleranenglish.com
Worksheet
Sample Role Play 4: Career Masks
Title: Selecting the Right Career
Duration: 45 minutes, One period
Resources Required: Masks representing different professionals, newspapers clips of advertisements for career opportunities, chart, board, board marker, duster, worksheets.
Students’ Learning Outcomes
- Develop sound sense of selecting right career.
- Make argumentative speeches.
- Write job application.
Procedure:
Phase I: Teacher enters the classroom while the learners greet her with great excitement as they have prepared their speeches on the topic “My choice of career”. The teacher discusses with the students about the requirements of different professions. She also shares her own experience to find the teaching job. Meanwhile the debaters have worn their masks are fully prepared to express their views, opinions and arguments about their choices of professions. Feeling their enthusiasm the teacher announces the name of the first speaker who is wearing the mask of Halloween. She is interested to become an artist and studio director. She expresses her strong arguments in favor of doing Master in Mass Communication. As she ends, students claps for encouragement. Then comes the learner with the mask of a lawyer. She says that she wants to study political science and L. L. B to become a successful barrister or advocate. She speaks barrister or advocate. She speaks about her inclinations towards politics too. The class appreciates her with clapping. Now the masks is of a lady constable. She wants to do graduation to join police force. She takes about the physical and academic requirements of police department. She expresses her determination to control the crimes and ensures justice for high and low. Student’s great applause for her. Then comes the girl wearing the masks of a nurse. She is eager to apply for “Diploma in Nursing after Matriculation with science subjects. She expresses her strong desire to treat and nurse the poor patients and support her family financially. She says that thought nursing is not appreciated in our society but even then she will try to change the opinion of the people through her solid character. Students clap as she ends. Then a student comes with the mask of a teacher. She argues how a teacher is the backbone of a society. She says that she will do Master in English and B.Ed. from recognized universities to make her stable in the field of education. After getting a job she will get more professional degrees to meet the demands of the world. She receives applause as well at the end.
Phase II: The teacher pasts a chart on the board showing a column. The learners are requested to match the careers with qualifications.
Phase II: The teacher distributes some clips of the newspaper advertisements for career opportunities and asks them to write an application for job of their own choices.
Worksheets for Application
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Sample Role Play 5: Success Bridge
Title: Narrations based on the lesson Faithfulness
Duration: 40+40 minutes, two periods
Resources Required: Cards, Paper strips, gum, worksheets, two colorful envelops, ribbon, board, board marker, duster classroom.
Student Learning Outcomes
- Accelerate mind for English language learning.
- Learn direct and indirect speech in student centered teaching learning process.
Procedure:
Phase I: The teacher makes the learners to identify direct and indirect sentences present in the lesson “Faithfulness” which is in form of dialogue. She writes a direct narration on the board and helps the learners to convert it into an indirect narration e.g. Direct: She says, “I am working in the drawing room”. Indirect: She says that she is working in the drawing room. Then she introduces the cases of pronoun, kinds of sentences and basic rules to change direct into an indirect speech. Two kinds of sentences are taught. Then the students work in pairs, one of them has the card of direct speech and the other has indirect speech of the same sentence. Both of them come in front of class and explain the narrations.
All pairs of the class are given a chance to explain narrations before the class.
Phase II: Once again the teacher talks about the rules and kinds of sentences to be changed from direct to indirect narration. She checks the comprehension of the learners by writing some direct narrations on the board. The teacher value the responses of all who raise hands to tell the indirect speech. In raise hands to tell the indirect speech. In this way the learners are facilitated to activate the already learnt information. Then the teacher divides the whole class into two teams of odd roll numbers and even roll numbers. Two volunteer students stand at distance in front of two teams, take ribbon-ends in their hands and stretch them having one foot width forming two parallel lines between them. The teacher gives two colorful envelops to the teams to take one. There are colourful chits inside the envelops on which indirect narrations are written. The learners are asked to write down indirect narration on the other side of the strip and bring it to the teacher who checks it on the spot and the correct is pasted by the learner on that particular end of the ribbon which is specified for their team. The process goes on and the team wins who has more correct strips on their side. The winner and the runner up, both teams are encouraged for their endeavor.
Phase III: The teacher distributes worksheets among the learners to change the direct narration into indirect narration. At the end the teacher tells the correct indirect sentence for self-evaluation.
Worksheet
Change the following narrations
- Ana asked me, “Have you done your homework”?
- The teacher said, “Be polite to elders”.
- They said, “Our demand is life for life”.
- The tourist said, “What a beautiful lake”.
- The student will say, “I am late”.
Sample Role Play 6: Not Cost Low Cost
Title: Great Expectations
Duration: 45 minutes, one period
Resources Required: Board, board marker, duster text book of English, Common broken, extra, useless or useful articles, brown envelops, classroom.
Student Learning Outcomes
- Improve reading, writing, listening comprehension and self-efficacy.
- Learn creative writing.
Procedure:
Phase I: The teacher ask the learners if they have learnt an exciting story. “Great expectations” The teacher asks about the brief summary, main characters, events, setting and the main idea of the lesson Great Expectations. The teacher encourages and motivates the learners to raise their hands for responses either correct or not. Then she tells the students the kinds of story and writes them on the board. She also explains the beginning, climax and end of a story by drawing a diagram on the board.
Phase II: The teacher draws a story map on the board having the following particulars.
Then the teacher divides the class in eight groups, six members in each group. They are given brown envelops containing three four articles like top, balloon, trumpet, duck, bear, pencil, rubber stamp, keys, flower, ball etc. the groups are instructed to think about the articles in the given envelop. First draw their story map after group discussion and then write down the story describing all of the given articles. The teacher advises them to keep in mind their choice of the kind of story and gradual development of the story and the sequence of the events.
Phase III: After twenty minutes the teacher calls the groups one by one. One of the group leader tells the story and the other group members of the group display the articles as they occur in the progress of the story. Each group receives appreciation and applause through clapping and encouraging remarks both by the teacher and students. The teacher asks some questions about the main idea, kind and events of the story of a specific group. At the end the teacher takes story maps and stories for further comments.
Sample Role Play 7: Magic Bottle
Title: Present participate verses gerundà based on the poem “Peace”
Duration: 45 minutes, one period
Resources Required: Gerund tags, paper strips, gum, thread, balloons, paper flowers, cotton stars, one litter size bottle, basket, think long broom sticks, board, board marker, duster, classroom, text book, scissors.
Student Learning Outcomes
- Learn present participates and gerunds.
- Improve grammar.
- Participate mentally and physically in teaching learning process.
Procedure:
Phase I: After learning and paraphrasing the poem “Peace” the learners are asked about present participles, past participles, gerunds and infinitives as “too depressing”, “amused”, “swimming” and “to direct” etc. Then she asks the learner to stand straight who, she speaks the verb without “ing” and sit when “ing” to added, for example “inflate”, “inflating”, ‘deflate’, ‘deflating’, ‘spin’, ‘spinning’ an ‘smash’, ‘smashing’. Then she writes two sentences on the board in the first verb is working as present participate and in the second verb serves as a noun.
- Ayesha was stitching a bag.
- Stitching is her favorite hobby.
- She is sleeping on the ground.
- Sleep on the ground is dangerous.
The teacher explains how verb is working as present participate in the first and third sentence and the same verb works as noun in second and fourth sentences. Then the teacher asks the learners to provide same examples of the sentences in which verb works as present participate and gerund.
Phase II: After ensuring students’ comprehension of present participates and gerunds, the teacher arranges bottle and wide plastic basket on the table. The basket has gerund tags, scissors, paper strips, thread, gum, paper flowers, cotton stars, balloons and newspaper cuttings. The learners are excited to see all that. The teacher instructs the class how to decorate the ugly bottle. She makes their eight groups, six members in each group. She shows the gerund cards to the groups. She asks them to read the sentences carefully and fill in the blanks with suitable gerunds according to their choice. As they fill in all items with gerunds they may pass the paper strip through the whole in the upper corner of the tag and insert the strip ends into the bottle. The groups who fill in the gerund tag at first place will win the balloons, the second paper flowers and next cotton stars. The teacher will check their tags either the blanks are properly filled in or not. The winners of balloons will inflate the balloons, bind the opening of balloons with thread and write their favorite gerunds on them. As all the groups have finished they would be asked to tell their two favorite gerunds and use them in their own sentences. They should try flowers and stars. Then the teacher will write sentences of the gerund tag on the board and will fill in the blanks taking the responses of the groups. After that the learners will be asked embellish the bottle with their balloons, flowers and cotton stars so that the bottle may turn into a vase.
Phase III: The teacher gives newspaper cutting to the group and asks them to find gerunds, underline them, make a sentence of any gerund and past the gerund chit on the bottle. The responses and the active participation of the learners is appreciated at each and every step of the activity without creating discipline problems. The teacher and the learners clap at the end for learning gerunds successfully in a happy classroom.
Sample Role Play 8: Music and Singing
Title: Try Again
Duration: 45 minutes
Resources Required: Chart, textbook, dictionary, recordings, record player, worksheets, board, board marker, duster, shool choir, volunteer.
Student Learning Outcomes
- Learn English language in an entertaining way.
- Learn rhymes through singing and music.
- Learn adjectives, similes and alternation.
Procedure: The teacher enters the classroom and is greeted by the learners. They are very excited and are whispering with each other. Feeling their enthusiasm the gets to the back desks sits there and lets the students to start.
Phase I: The first student comes and pasts the chart on the board representing ants walking in line loaded with heavy sacks. They fall but rise again and try to reach the destination. The student introduces the poem and the golden pieces of advice given by the poet in respect of continuous struggle.
Phase II: The school choir come in front of the chars. The leader of the choir starts singing the poem. Tis a lesson you should heed.
Chorus Try again;
If at first you don’t succeed.
Chorus Try again,
Then your courage should appear;
For if you will preserve,
You will conquer, never fear,
Chorus Try again;
One or twice thought you should fail,
If you would at last prevail,
Chorus Try again;
If we strive, tis no disgrace
Thought we did not win the race…
What should you do in that case?
Chorus Try again;
If you find your task is hard.
Chorus Try again;
Time will bring you your reward,
Chorus Try again;
All the other folk can do,
Why with patience should not you?
Only keep this rule in view,
Chorus Try again;
The choir leader sings the verses or verses as they occur in the poem and when the occur ‘Try again the whole choir sings in chorus and the whole class claps rhythmically with the chorus and the process goes on until the poem end.
The choir goes
Phase III: The volunteer again comes and explains the theme of the poem, also highlights the value and significance of constant attempt. Then the teacher comes in front of the class and explains the mean in the simile with examples. She tells that when one object is equated with the other because of some similar qualities it is called simile e.g. as busy as a bee
As black as a crow
Brave like a lion
Long like a lower,
She clarifies that ‘as’ and ‘like’ re mostly used for equation.
Then she picks an adjective from the poem and explains a word which shows quality and quantity is called adjective and it has three degree e.g.
Hard harder hardest
The learners provide more examples of adjectives using their prior knowledge.
After that the teacher writes two examples of tongue twisters on the board and ask the learners to repeat them for five times in chorus.
“Nine nice nurses nursing nicely”.
“She sells seashells by the seashore”.
The teacher explains the news literary term to the students. She tells that the repetition of the same sounds is called alliteration. The same sound in stressed syllables and the same kinds of sounds at the beginning of words is also called alliteration. She writes some examples of alliteration on the board and explains the repetition of certain sounds. Then the learners are given worksheets to check their comprehension of similes, adjectives and alliteration.
Worksheets
- Convert five nouns of the poem into adjectives and write the other two degree.
Positive degree Comparative degree Superlative degree
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- Write down five example of similes.
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- Read the poem and write five examples of alliteration.
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Sample Role Play 9: Find Differences and Similarities
Title: Television vs Newspapers
Duration: 45 minutes
Resources Required: Newspaper, pictures, chart, cards, textbook, board, board marker, duster.
Student Learning Outcomes
- Activate analytical thinking in English language learners.
- Develop a sense to compare and contrast.
- Structure arguments in respect of differences and similarities to write and speak in coherent logical manner.
Procedure:
The whole has learnt the lesson “Television vs. Newspapers”. The generate analytical thinking in the activity for the learners to practice in the class. For this purpose the teacher has appointed a group to prepare that certain actively for next day’s presentation.
Procedure:
The teacher sit at the back of the class facing the presents.
Phase I: The leader of the activity comes in front of the class and pointing the pictures of different means of communication asks about their uses in respect of conveying messages. Then she draws a mange and an apple on f the board and inquires about the similarities in the upper box and the differences in lower two boxes facing each other. Most of the students participate in telling the similarities and differences in short responses to find similar qualities and different qualities.
Phase II: Two other students arrive, one has a newspaper in her hands and the other pasts a chart on the board representing television. They stands at proper distances in front of class displaying newspaper and television. One by one both of them present their arguments in favor of their tool of communication. The learners listen them and are asked some questions related to the advantages and disadvantages merits and limitations of newspapers and television. When the learners were given a chance they expressed their own ideas and opinions for their favourtie device of communication.
Phase III: The learners are asked to write an argumentative or persuasive paragraph worksheet.
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Sample Role Play 10: Wonder World of Sounds
Title: Silent letters, stress, sound, of “C” based on “Hazrat Muhammad(SAW) on embodiment of Justice, Chinese New Year, ‘Television vs. Newspapers’.
Duration: 45 minutes
Resources Use: Dictionary, recordings, textbook, board, duster board marker.
Student Learning Outcomes
- Improve pronunciation with the help of dictionary and sounds.
- Lean primary and secondary stress.
- Develop spellings and listening.
Background: The teacher has already taught phonetic symbols of received pronunciation according Oxford Advanced Learners’ Dictionary. They also have an idea about the silent letter in English language, primary stress and secondary stress.
Phase I: The teacher has selected some words from the lesson ‘Hazrat Muhammad(SAW)” an embodiment of justice, which have the letter ‘C’ sounding as /k/ or /s/. The teacher has recorded the sounds of those words from the speaking dictionary.
She asks the learners to listen the recorded words carefully and try to guess the sound of /k/ and /s/ produced by the letter ‘c’ in the spoken words. The teacher questions them as how many words have they been able to recognize. The learners raise their hands showing number of words by fingers. The number of the understood words is very low. Some learners say that they have understood nothing. So the teacher makes them to open their books on page no. 2 lesson no. 1. All of the students quickly scan the words having letter ‘c’ in all paragraphs. The teacher switchs on the recording again and the learners horridly find the words and how the number of words is greater than before. Looking at their progress the teacher once again make them listen the recorded sounds of ‘c’ as /k/ and /s/. Now the students shows greatest progress. The writes the words on the board and explains the sound of ‘C’ sometimes /k/ and sometimes /s/. She says that English language has no definite rules of pronunciation but even then there are some simple rules to be followed for correct pronunciation. If ‘i’, ‘e’, ‘y’ occur after ‘C’ then ‘c’ will be sounded as /s/ with some exceptional word for example.
Success
Guidance
Perfection
Cases
Once
Could
Protect
Practical
Accordance
Ancestors
In ‘success’, the first ‘c’ sounds as /k/ and the next sounds as /s/ because the second ‘C’ has the letter ‘e’ after it. And the same is the case with other words except ‘Ocean’, Species’ ‘Special’ and in two or three words more.
Phase II: Now the students open the page no. 24 lesson no. 2 ‘Chinese New Year’. The teacher again switches on the recording and make the listeners to listen the sounds. The learners keenly listen the recorded sounds and process in their mind the two kinds of stress, primary and secondary. The teacher make them listen the word for three times and have a clear understanding of primary and secondary stress. For example Mes’siah /masaia/ and meta-morph-ic /meta’mc:flk/. The teacher explains the stress marks by writing the words on board.
Phase III: Then the learners open their books on page No. 75 lesson No. 6 ‘Television vs. Newspapers’. This page have same common words in which some letters are spelled but not pronounced. For example ‘B’ is not pronounced, in the words ‘climb’, ‘crumb’, ‘dumb’, ‘comb’. In the same way ‘gh’ is silent in the words like ‘thought’, ‘through’, ‘light’ might’, ‘right’, ‘fight’, and ‘weight’ and so on.
Also Study:
Sample Restaurant One Act Play
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