Module 8.3: Role Play and Drama

In some ways, it seems artificial to separate drama and role-play from storytelling as each holds a part of the other. From the beginning levels of language acquisition, children are exposed to modelling and role-play by you, their teacher, within a communicative curriculum. The teacher mimes emotions such as happy, sad, angry; animal noises; like and dislike, and so on, to help make the target language more accessible. In most cases then, it is not difficult to make the transition into longer and more complex dialogues and role-plays as the children gain proficiency in English. Moving from scripted and well-rehearsed dialogues and roles to freer, more creative roles are expected.

Role-Play Situations For Young Children: 
“Mother/Mum/Mama, come here. Come here. The cat is stuck up in the tree. He won’t come down. Come quick.”

For Pre-adolescents: 
“Look, I’m as big as you,” Annie says to her brother Jonathon. She stretches up on her tiptoes. “Why can’t I go to the movie with you?”
“Look, you stay home this time, okay. This movie is not for you because . . . “

For Teenagers: 
Mai comes home from school all excited. Joe, an Australian boy, has asked her out to a movie. She tells her mother. Her mother is very upset.
“In Japan you do not do such thing,” her mother reminds her.
“But, Mother, this is not Japan. This is Australia.”
“But we are Japanese,” her mother insists. “You are Japanese. This is not what we do. In time you will be ready. Your father and I will arrange a nice Japanese man for you. We will not let you go alone with this boy.”
“Oh, Mother, . . . but . . . I . . .”