Role play
Author(s)
Bibliographic Information
Role play
(Resource books for teachers / series editor, Alan Maley)
Oxford University Press, 2003, c1987
15th impression
Available at 3 libraries
  Aomori
  Iwate
  Miyagi
  Akita
  Yamagata
  Fukushima
  Ibaraki
  Tochigi
  Gunma
  Saitama
  Chiba
  Tokyo
  Kanagawa
  Niigata
  Toyama
  Ishikawa
  Fukui
  Yamanashi
  Nagano
  Gifu
  Shizuoka
  Aichi
  Mie
  Shiga
  Kyoto
  Osaka
  Hyogo
  Nara
  Wakayama
  Tottori
  Shimane
  Okayama
  Hiroshima
  Yamaguchi
  Tokushima
  Kagawa
  Ehime
  Kochi
  Fukuoka
  Saga
  Nagasaki
  Kumamoto
  Oita
  Miyazaki
  Kagoshima
  Okinawa
  Korea
  China
  Thailand
  United Kingdom
  Germany
  Switzerland
  France
  Belgium
  Netherlands
  Sweden
  Norway
  United States of America
Note
First published: 1987
Bibliography: p. 178-181
Description and Table of Contents
Description
Provides guidance on the use of role play to develop fluency and to train students to deal with the unpredictable nature of language.
Table of Contents
- Note: A full contents list at the front of the book provides a complete list of the activities, the suggested level and approximate time for each activity, and a description of what students are required to do. The summary below aims to give a general idea of the book's organization.
- The author and series editor
- Foreword
- Introduction
- How to use this book
- 1. Preparing the ground (11 activities)
- Activities which introduce students to the concept of role, particularly useful for classes in which students are self-conscious and reticent.
- 2. Off the cuff (17 activities)
- Improvised role plays, with particular attention paid to making sure students are not lost for words.
- 3. Now tell me (13 activities)
- Role plays based on an information gap, ensuring there is a good reason for communication to take place.
- 4. Make up your mind (15 activities)
- Role plays based on tasks which involve the students in reaching a group decision.
- 5. Simulations (4 activities)
- This section includes a complete simulation, followed by guidelines for writing simulations in a particular context. There are also descriptions of experiments by teachers who have adapted simulations to their own teaching environment.
by "Nielsen BookData"