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.
 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
 Work with students by asking them if any words are
similar and having them sort them into categories
 Break the students into small groups and give each
group five words, making sure that groups get the same
 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
Implications for Classroom
 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
It Meets the Needs of the ELL
 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
 It extends their communicative competence using
English to interact with one another inside the
classroom, and using English to provide subjectmatter information in spoken and written form.
 They will be able to visualize the vocabulary words
through the different contexts that each group