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in the dialogue. The mood and expressions act on the actors’ pronunciations, tones and intonations in the dialogue, so they should pay attention to their moods and expressions. 

After choosing a context for a role play, the next step is to come up with ideas on how this situation may develop. Students level of language proficiency should be taken into consideration. If you feel that your role play requires more profound linguistic competence than the students possess, it would probably be better to simplify it or to leave it until appropriate. On low intermediate and more advanced levels, role plays with problems or conflicts in them work very well because they motivate the characters to talk. To build in these problems let the standard script go wrong. This will generate tension and make the role play more interesting. For example, in a role play situation at the market the participants have conflicting role information. One or two students have their lists of things to buy while another two or three students are salespeople who dont have anything the first group needs, but can offer slightly or absolutely different things. Once you have selected a suitable role play, predict the language needed for it. At the beginning level, the language needed is almost completely predictable. The higher the level of students the more difficult it is to prefigure accurately what language students will need, but some prediction is possible anyway. It is recommended to introduce any new vocabulary before the role play. 

At the beginning level, you might want to elicit the development of the role play scenario from your students and then enrich it. For example, the situation of the role play is returning an item of clothing back to the store. The teacher asks questions, such as, “In this situation what will you say to the salesperson?”, “What will the salesperson say?” and writes what the students dictate on the right side of the board. When this is done, on the left side of the board the instructor writes down useful expressions, asking the students, “Can the customer say it in another way?”, “What else can the salesperson say?” This way of introducing new vocabulary makes the students more confident acting out a role play. 

Fifthly, students role play the text. Because of the time limitation on the classs, the teacher will give students fixed time to practise. And in the process of practice, the teacher should walk around the classroom to observe students’ practice, to arouse some students’ enthusiasm, and to encourage some students who are a little shy to take part into the practice. After the practice, the teacher will ask students to play on the platform. Usually the teacher will ask the volunteers to play firstly, because the volunteers are always very outgoing and self-confidant, and would like to show themselves. This will give it a good beginning. If there is no volunteers. The teacher can arrange some humorous students to play firstly to arouse the mood. The students’ role play will push the creative thinking to the creative act. Through the dramatization, the culture teaching becomes communicative. The first step implies providing the students with concrete information and clear role descriptions so that they could play their roles with confidence. For example, in the situation at a railway station, the person giving the information should have relevant information: the times and d本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。