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| Role-plays
and skits provide a dress rehearsal for real life, and give
meaning to the language learnt in the classroom. They enable
students not just to acquire set phrases, but also to learn
how to interact in a variety of situations. Through role-plays
and skits students of various levels can learn cooperatively
in an enjoyable, non-threatening environment, and can showcase
their learning to a wide audience. |
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| ADVANTAGES
OF USING ROLE-PLAYS AND SKITS IN JAPANESE CLASSES |
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they give students the opportunity to practise speaking
skills in different situations
- they
bring a variety of Japanese settings into classrooms
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they allow students freedom of choice in language
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they maximise students’ language potential
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they provide a safe environment in which students
can take risks with the language
- they
help students overcome their reticence to use the
language by providing a ‘mask’
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they develop students’ creativity and acting skills
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they encourage a cooperative attitude
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| ROLE-PLAY |
| In
order to cater for the differences in learner’s language
levels and the different stages of the learning process,
we have presented each role-play in two different forms,
supported role-play and cued role-play. |
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| 1.
Supported role-play |
| This
type of role-play consists of a scenario and linguistic
support in the form of a dialogue with some gaps to
allow substitution of words or phrases. This provides
a model dialogue for the role-play, allowing students
to check/revise their language and to familiarise themselves
with the necessary structures and the phrases.
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| Example:
at the obento shop |
| (
A - Shop assistant ) (
B - Customer ) |
| A: |
いらっしゃいませ。 |
| B: |
すみません。 _________と、________と、_______をください。 |
| A: |
はい。どうぞ。 |
| B: |
いくらですか。 |
| A: |
________えんです。 |
| B: |
はい。 |
| A: |
ありがとうございました。 |
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| 2.
Cued role-play |
| For
this type of role-play role cards with cues are used.
This requires students to compose a dialogue in Japanese
by following the cues given in English. This can be
a next step after the supported role-play introduced
above, or it can be used directly as a productive task
to reinforce language students have learnt. |
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A:
You work at an obento shop. Greet the customer
and take their order. |
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B:
You are a customer at an obento shop. Order
an obento with misoshiru with and ocha,
ask how much it is and pay. |
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| You
can give more details in the following way: |
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| PRE-TASKS
FOR ROLE-PLAY |
| Read
sample dialogue in groups/pairs |
| Each
role-play task in this resource includes a model dialogue.
Students read aloud the model dialogue together or individually.
They can then substitute their own words. |
| Recreate
fractured dialogue |
| The
teacher cuts the dialogue into strips. Students in groups
or individually reconstitute the dialogue. This task
can be used to present a dialogue before showing the
model dialogue, requiring guessing strategies and logic,
or it can simply be used to check students’ understanding
after the model dialogue has been practiced. |
| Act
out dialogue in different personality |
| Once
the students become familiar with the dialogue, they
can be given a set of personality
cards(PDF:194kb). Each student picks up a card,
and acts out the dialogue according to the personality.
For example, if a student picks up an ‘
いじわるな’
card, s/he must play the role as a mean person. Students
can also act out the dialogue in front of the class
without telling the class what their personality is,
and their classmates guess the personality. |
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| SKITS |
| Skits
provide students with interesting scenarios which they
can act out in a non threatening environment. By memorising
language students enhance their learning, and students
who may have difficulty composing language can still
enjoyably practise their Japanese. With each skit, we
include lists of useful ideas and vocabulary to help
students extend the skit. We also provide some scenario
ideas for students to create their own. |
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| HINTS
FOR FACILITATING ROLE-PLAYS / SKITS |
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use simple props to enable students to ‘get into’
their role and to create atmosphere
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begin with pair work rather than group work.
- have
a follow-up activity for the groups that finish
their role-play/skit before the others
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| PRIZES |
| Role-play
and skit performances can be judged by an audience of
fellow students, and prizes can be awarded to each group.Suggested
categories for prizes are: |
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えんぎ賞
(performance
prize) , ユーモア賞 (humour
prize), アイデア賞 (idea
prize) ,
チームワーク賞 (teamwork
prize), コスチューム賞(costume
Prize) ,
クリエイティブ賞(creative
prize), ダンス賞(dance
prize) ,
エンターテイメント賞(entertainment
prize) |
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| The judges
may use a criteria sheet. |
グループ名
group
names |
にほんご
Japanese
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えんぎ
acting
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チームワーク
team
work |
ユーモア
humour
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コメント
comment |
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| Certificate しょうじょう |
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