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These are a subset to role play I suppose but they are creative activities where the role or the situation are not necessarily realistic.
For example:Conscience alley- where a character who is torn between two sides of an argument walks between two rows of students, one arguing one way, one the other, to try to persuade the character to take one side or the other; Hot seating- where a student takes on the role of a particular character and the other students discover his/ her perspective by asking his/ her opinion on relevant matters.

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Role played situations, role played roles

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Panel discussions, panel of experts

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Great for building self esteem and promoting team building
Definition games (stick post-its on everyone's head and they mingle and have to guess who/ what they are by are asking other players questions), "Just a minute" (Talk for minute without hesitation or repetition on a topic that is assigned you), construction ( a team create a construction that is hidden from view, the other team have to recreate it with the same materials made available, eg lego, based on information provided by the "builders") or story games.

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This is a type of role-play roles using scripts and characters. Reader's theatre activities are great for many reasons. Students can practice repetitively in order to allow their speech to sounds more natural. They can work on specific things like pronunciation, emphasis and tone. It also allows them to all participate and takes away the pressure of having to think spontaneously. Finally, it can be easily linked to different types of literature. It would be classified under the prepared and role-heavy area.

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Generally a paired discussion activity, TPS is helpful for allowing students to have some type to think about their answers to questions before speaking. Since the waiting time for thinking is limited, it would be considered somewhere closer to the middle of prepared or spontaneous speech. It is also in the middle of the role-light to role-heavy spectrum as there are not as many rules other than waiting and responding to a prompt or question. It's a terrific way to encourage discussion throughout a lectures.

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Author:

Derek Spafford

Preparation
Prepare a set of pictures that are likely to stimulate the interest and imagination of your students.

Procedure

Show the picture to the students and have them work in groups to prepare some questions about the photo. Below is an attachment with an example photo. Here are some example questions the students may ask.

Who is the man?
How old is the man?
Where does he live?
Who is he talking to?
What is he talking about?
What is he saying?

How does he feel?
Why is he looking worried?
What will happen to him?

When the students are working together monitor and help with the question forming. Provide advice and correction if necessary. If students are struggling to think of questions, provide prompts.

When you feel the students have produced enough questions ask students to ask you the questions orally.

When you receive a question ask another group to answer.

When they answer (using their imaginations) write their answers on the board.

When you have exhausted all the questions, have the students work in pairs and tell a story to each other based on the answers given. If they want to change any details tell them that this is fine.

Change pairs and have the students tell their stories again.

Now change pairs again. This time ask them to write the story they have told together.

Monitor and offer advice and help if necessary.

Stick the finished stories on the walls and encourage students to read each others and comment.

Extension
Give each pair of students a different picture. They must write a story based on the picture. If you have recording equipment available students could record their completed stories. This could then be played to all students while they look at a copy of all the original pictures. Students could then match the pictures to the recorded stories. Alternatively they could read the stories and match them to the pictures.

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This learner-centred activity also practises question forms and encourages collaboration and teamwork. The idea was influenced greatly by Jacosta Von Achten of the British Council, Bangkok.
Preparation
Prepare a picture that is likely to stimulate the interest and imagination of your students.
Procedure

Show a picture to the students and have them work in groups to prepare some questions about it. Below is an attachment with an example photo. Here are some example questions the students may ask.
Who is the man? How old is the man? Where does he live? Who is he talking to? What is he talking about? What is he saying? How does he feel? Why is he looking worried? What will happen to him?

When the students are working together monitor and help with the question forming. Provide advice and correction if necessary. If students are struggling to think of questions, provide prompts.

When you feel the students have produced enough questions ask students to ask you the questions orally.

When you receive a question ask another group to answer.

When they answer (using their imaginations) write their answers on the board.

When you have exhausted all the questions, have the students work in pairs and tell a story to each other based on the answers given. If they want to change any details tell them that this is fine.

Change pairs and have the students tell their stories again.

Now change pairs again. This time ask them to write the story they have told together.

Monitor and offer advice and help if necessary.

Stick the finished stories on the walls and encourage students to read and comment on them.

Extension
Give each pair of students a different picture. They must write a story based on the picture. If you have recording equipment available students could record their completed stories. This could then be played to all students while they look at a copy of all the original pictures. Students could then match the pictures to the recorded stories. Alternatively they could read the stories and match them to the pictures.

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This learner-centred activity also practises question forms and encourages collaboration and teamwork. The idea was influenced greatly by Jacosta Von Achten of the British Council, Bangkok. Preparation Prepare a picture that is likely to stimulate the interest and imagination of your students. Procedure