Transcript of LGA 3104 - Role Play Technique

Syazwan, Hidayatul, Varshna, Kanageswary, Norhaszulaikha, Farahani & Nur Amalina LGA
3104
Drama & Play in Literature
Role Play Discussion a) How would you use role-play technique in teaching English?
How you integrate this technique into the playscript?

b) What is the purpose of using this technique for a drama
project? Using role-play in teaching English Let pupils act out several short plays/acts adapted
from children's favorite story books
Explore pupils' imagination (people/situation)
Pupils try out different roles in make-believe play
Using Role Play in the Classroom 1. Decide on the Teaching Materials
The teaching materials should be decided based on students' level and interests, teaching
objectives and appropriateness for teaching

2. Select Situations and Create Dialogs
Then a situation or situations to be role played should be selected. For every role plays situation,
dialogs should be provided (by the teaching materials or by the teacher) or created by the
students themselves.
3. Teach the Dialogs for Role Plays
The teacher needs to teach the vocabulary, sentences, and dialogs necessary for the role play
situations. The teacher needs to make sure the students know how to use the vocabulary,
sentences and dialogs prior to doing the role play activities, otherwise, the teacher should allow
students to ask how to say the words they want to say.

4. Have Students Practice the Role Plays
Students can practice in pairs or in small groups. After they have played their own roles a few
times, have them exchange roles. That way, students can play different roles and practice all of
the lines in the role play. When students are confident enough to demonstrate or perform in front
of the class, the teacher can ask them to do so for their classmates.
5. Have Students Modify the Situations and Dialogs
Once students have finished and become familiar with an original role play situation, they can
modify the situations and/or dialogs to create a variation of the original role play.

6. Evaluate and Check Students' Comprehension
Finally, the teacher shall evaluate the effectiveness of the role play activities and check if
students have successfully comprehended the meanings of the vocabulary, sentences and dialogs.
Teacher can also evaluate students' understanding and comprehension while observing students'
interactions, practices, and performances of their role plays.


Purposes of Using Role play give students an opportunity to practice communicating in different
social contexts and in different social roles
to practice and use English in a more meaningful way as a practical language
helps in improving communication skills, creativity, increased social awareness, independent
thinking, verbalization of opinions, development of values and appreciation of the art of drama
develops fluency in language students, which promotes interaction in the classroom, and which
increases motivation Conclusion Role play is really a worthwhile learning experience for both
the students and the teacher.
Role-play is an effective technique to animate the teaching and learning atmosphere, arouse the
interests of learners, and
make the language acquisition impressive.
THE END THANK YOU
Y(^_^)Y
Transcript of LGA 3104 - Role Play Technique
Syazwan, Hidayatul, Varshna, Kanageswary, Norhaszulaikha, Farahani & Nur Amalina LGA
3104
Drama & Play in Literature
Role Play Discussion a) How would you use role-play technique in teaching English?
How you integrate this technique into the playscript?

b) What is the purpose of using this technique for a drama
project? Using role-play in teaching English Let pupils act out several short plays/acts adapted
from children's favorite story books
Explore pupils' imagination (people/situation)
Pupils try out different roles in make-believe play
Using Role Play in the Classroom 1. Decide on the Teaching Materials
The teaching materials should be decided based on students' level and interests, teaching
objectives and appropriateness for teaching

2. Select Situations and Create Dialogs
Then a situation or situations to be role played should be selected. For every role plays situation,
dialogs should be provided (by the teaching materials or by the teacher) or created by the
students themselves.
3. Teach the Dialogs for Role Plays
The teacher needs to teach the vocabulary, sentences, and dialogs necessary for the role play
situations. The teacher needs to make sure the students know how to use the vocabulary,
sentences and dialogs prior to doing the role play activities, otherwise, the teacher should allow
students to ask how to say the words they want to say.

4. Have Students Practice the Role Plays
Students can practice in pairs or in small groups. After they have played their own roles a few
times, have them exchange roles. That way, students can play different roles and practice all of
the lines in the role play. When students are confident enough to demonstrate or perform in front
of the class, the teacher can ask them to do so for their classmates.
5. Have Students Modify the Situations and Dialogs
Once students have finished and become familiar with an original role play situation, they can
modify the situations and/or dialogs to create a variation of the original role play.

6. Evaluate and Check Students' Comprehension
Finally, the teacher shall evaluate the effectiveness of the role play activities and check if
students have successfully comprehended the meanings of the vocabulary, sentences and dialogs.
Teacher can also evaluate students' understanding and comprehension while observing students'
interactions, practices, and performances of their role plays.


Purposes of Using Role play give students an opportunity to practice communicating in different
social contexts and in different social roles
to practice and use English in a more meaningful way as a practical language
helps in improving communication skills, creativity, increased social awareness, independent
thinking, verbalization of opinions, development of values and appreciation of the art of drama
develops fluency in language students, which promotes interaction in the classroom, and which
increases motivation Conclusion Role play is really a worthwhile learning experience for both
the students and the teacher.
Role-play is an effective technique to animate the teaching and learning atmosphere, arouse the
interests of learners, and
make the language acquisition impressive.
THE END THANK YOU
Y(^_^)Y

Goldilocks and the Three Bears

Part 1
Narrator 1: Once upon a time there was a family of three friendly bears who lived in the
deep dark woods. The woods was as large as a city and as scary as a zombie!

Narrator 2: The three bears that lived there were Father bear, Mother bear and Baby
bear.

Father Bear: Lets eat our delicious porridge.

Baby Bear:I dont want to eat my porridge right away, its as hot as fire!!

Mother Bear: Let's go for a magnificent walk in the woods while it cools off.

Narrator 1: All the bears agreed and went for a walk.

Narrator 2: When the bears left, who should appear but Goldilocks with her yellow curly
locks and naughty thoughts, then she entered the brown wooden house

Goldilocks: (enters the house).



Part 2
Narrator 1 : She saw the three bowls of yummy looking yellow steaming porridge.

Goldilock: Those bowls of porridge look yummy as ice cream dip in chocolate.

Narrator 2: So she tasted the hairy papa bears porridge and said

Goldilock : This bowl of porridge is as hot as red pepper! (and she thought she saw a
yucky looking hair ball).

Narrator 1: Then she tasted the good lucking mama bears porridge and said

Goldilock : This bowl of porridge is to cold.

Narrator 2: Then she tasted cute baby bears bowl and said

Goldilock : This bowl of porridge is not too hot or too cold its just
perfect!

Narrator 1: after she ate all of baby bears porridge she went in
living room

Goldilock : Oh! Look at those beautiful chair, they look so comfortable.

Narrator 2: Then she tries papa bear chair and says

Goldilocks: this chair is too high and too rough

Narrator 1: Then she tried mama bears chair and said

Goldilock: This chair is too soft

Narrator 2: Then she tried baby bears chair and said

Goldilock : This cozy chair is just perfectwooh!

Narrator 1:just than the chair broke beneath her and said


Part 3
Goldilocks: Oh no, I broke the perfect, miniature chair that fits me the best!

Narrator 1: She explored the tiny and cozy house even more by going up elegant
stairs. (Goldilocks walked up stairs)

Narrator 2: She walked in the hall then saw a room with three different beds.

Goldilocks: (yawns) Aoaoaoao Im sleepy, maybe I should try the beds. They
looked as comfortable as a enormous pillow.

Narrator 1: The first bed was large, wide and hard. We could say it was a little bit
fat too.

Narrator 2: The second one was not wide nor large or fat, it was middle size. It
looked extremely soft. As soft as a feature.

Narrator 1: But the last one was not large or wide, it was small and we could say it
was the exact size. It looked perfect. As perfect as an angel.

Goldilocks: Ill start with the gigantic one first.

Narrator 2: When she gets on the enormous bed

Goldilocks: OH NO this bed is too hard for my tired, girlish body!

Narrator 1: Next she tried the second medium size bed

Goldilocks: OH NO this bed is too soft for my delicate body!

Narrator 2: You didnt even see her, she sunk as fast as a anchor!

Narrator 1: Now she tried the last and smallest bed

Goldilocks: OOOH! This bed is just right.

Narrator 2: She fell in a long deep sleep.


Part 4
Narrator1: Moments later, the three bears came back from their peaceful walk in the
woods.

Narrator 2: To their surprise, the door was as wide as an elephant. Had someone been
in their house?

Narrator1: The bears walked in with a mysterious face.

The bears walk in and look around.

Narrator 2: They looked around and noticed the eaten porridge.

Papa Bear: Someone has been eaten in my porridge!

Narrator1: Growled Papa Bear as an ferocious lion.

Mama Bear: Someone has been eating in my porridge!

Narrator 2: Replied Mama Bear.

Baby Bear: Someone has been eating my porridge and theyve eaten it all up!

Narrator1: Cried baby bear.

Narrator 2: The three bears walked to the living room as angry as tigers and noticed
their chairs.

Walk to the living room and look at the weird chairs.

Papa Bear: Someone has been sitting on my chair!

Narrator1: Yelled Papa Bear.

Mama Bear: Someone has been sitting in my favorite red chair!

Narrator 2: Complained Mama Bear.

Baby Bear: Someone has been sitting in my chair and theyve broken it as if an
elephant sat on it!

Narrator1: mumbled Baby bear.

Narrator 2: The three brown bears were very disappointed in what they were seeing.


Part 5

Narrator 1: Then the three terrifying bears went to take a very good look upstairs.

Narrator 2: After Papa said

Papa bear: who has been sleeping in my gigantic bed,

Narrator 1: Mama said in a frustrated voice

Mama bear: who has been sleeping in soft my bed,
Narrator 2: Then baby bear says

Baby bear: Someone has been sleeping in my small and perfect bed, and shes still
there.

Narrator 2: Goldilocks's face was as red as a tomato,

Goldilocks: oh, my gosh.

Narrator 1: Then Goldilocks slipped away of the bears house and ran through the
woods past the river and back home. After this adventure Goldilocks was as sweet as
an angel, for the rest of here life.



The End















Task 1 ( Section A (ii) )
The Ant and the Dove Play Script

Characters : Ant, Dove, Hunter
Setting : Place - In a forest
Props : Bow, Arrow

One day, a thirsty ant goes to the river to drink some water. A strong wind suddenly
makes a wave that pulls the ant into the river. The poor ant struggles in the water. He
thinks he would surely die.

Ant : Help! Help! Anyone please help me! (A dove sitting on a tree nearby sees
the drowning ant).
Dove : Oh no! The little Ant is in trouble! I must help him.
Ant : Help! Help! Anyone please help me! (The ant cries for help).
Dove : Dont worry, ant! I will help you. (She quickly plucks a leaf and lets it fall onto
the water close to the ant).
Ant : Help! Help! Help! (Struggling in the water)
Dove : Hurry little Ant, climb onto the leaf! (The ant climbs onto the leaf and it
carries him safely to the river bank).
Ant : Thank you, my friend. I will help you one day, too. Thank you so much.
Dove : You are welcome Ant.



A few days later, a hunter comes into the forest to look for birds.

Hunter : What a lovely day. I am sure I will catch many birds today. (Hunter
walks through the forest).
Hunter : I can hear the sounds of birds. I cannot wait to catch some birds for
dinner. Aha, I see a lovely dove.
Dove : What a lovely weather. It is a lovely day for me to sing. Lalalala (The dove
sings happily on the tree).

Hunter : She does not sense that I'm here. I will surely catch her! (The hunter
whispers to himself without realizing the ant is walking next to him).
Ant : Oh no, my friend, Dove is in danger! The hunter is going to catch her. I must
save her.
Hunter : Get ready little white bird. You will be my dinner tonight. I cannot wait.
(The man raises his bow and aims an arrow right at the dove).
Ant : I must find a way to help Dove. Dove is my friend. I need to save her. (The ant
quickly runs up to the hunter and bites the hunters foot).
Hunter : Ouch! Ouch! My foot! It is hurt. (The hunter jumps up and down in
pain).
Dove : What is happening? Why the hunter is here? (The dove hears the cries and
quickly flies away).
Ant : Phew, I am so glad you are safe.
Dove : Thank you, little ant. You did help me after all. Thank you so much.
Ant : You are most welcome! It was the least I could do.

Moral of the story : A good deed is rewarded by another good deed.