Vocabulary Role-Play for English Language Learners

Using this strategy in the classroom allows students the “opportunity to discuss and use the vocabulary in context through role-playing.” Students work in small groups to create a mini role-play presentation. Students give the audience a look at the various contexts the vocabulary words could be used in.

FIRST: Select a group of vocabulary words to teach the students, choosing about 5-10 words Carefully pronounce the words for the students and have the students practice pronouncing them Discuss with students the various ways the words can be used Work with students by asking them if any words are similar and having them sort them into categories

NEXT: Break the students into small groups and give each group five words, making sure that groups get the same words. Give students time to work in their small groups to create a script that uses all of the vocabulary words. Students will then perform their skit in front of the class.

Implications for Classroom Management Materials needed: a pencil, a paper to write out their role-play script, and any props. This will take approximately 20 minutes to complete. The first 10 minutes should be spent on explaining the strategy, giving out the vocabulary words, and allowing students to settle into their groups. The second half should allow students enough time to work on their role-play script as a group and present their skits in front of the class.

Comprehensible Input Use visuals by displaying each vocabulary word on its own card and holding it up in front of the class. REPEAT words! Use longer and natural pauses to give students time to listen, comprehend, and formulate questions. Ask students questions, frequently, to check for understanding.

It Meets the Needs of the ELL Population It will introduce new vocabulary in a way for students to relate it to their own lives and creatively demonstrate the newly learned vocabulary through role-play. It extends their communicative competence using English to interact with one another inside the classroom, and using English to provide subject-matter information in spoken and written form. They will be able to visualize the vocabulary words through the different contexts that each group chooses.