Chapter 2 Role Play – Advanced Communication Skills Laboratory Manual


Role Play


This chapter discusses role play in a language class and explains its various aspects by providing examples for analyses and a practical approach towards planning the activities. The aspects that we consider for this purpose are role behaviour, learning language contextually for specific purposes, and immediacy of oral interaction. Here, a teacher plays the role of a facilitator, a spectator and an evaluator. The language of the student gets strengthened in the evaluation and suggestion process by the teacher, the peer group and also by self-introspection. This exercise develops both intra- (leadership, crisis management, problem solving, better communication, etc.) and inter-personal skills of a student.

To learn a language, various methods and approaches could be adopted. The teacher should implement learner-centric methods for better learning. ’Learning by doing’ is mostly preferred in the process of effective language learning. The student learns through self-experiences when the teacher provides opportunities to learn by getting the mistakes corrected in a given environment. Role play is one such method that creates a platform to improve the students’ speaking skills, non-verbal communication and contextual usage of language and helps them understand how to face real-life situations.


Role play is an activity where one is given a role to play. Role play is any speaking activity where you either put yourself into somebody else’s shoes or you may stay in your own shoes but put yourself into an imaginary situation. In these speaking activities, the student can assume the role of anyone such as a manager, a chef, an officer, etc., and experience the joy of learning by involving himself in the chosen character. While playing the role of someone else, the student reflects either himself/herself or the character. By being involved in the character, the student has to think in a broader way, correct his/her attitude and find facts and responsibilities that are required for an ideal personality.

At the initial stage, role play allows a student to prepare thoroughly for real-life situations and paves a way to think through the language. Later, the student becomes confident in framing grammatically correct structures/ sentences and tries to get into the role.

The most important components of role play are speaking skills, listening skills and non-verbal communication. Speaking skills include the ability to use a vocabulary suited to spoken forms of English and the ability to compose sentences while keeping up fluency. As far as vocabulary is concerned, this manual gives you tips to improve your active and passive vocabulary. Regarding sentence construction, this chapter lists a few tips on sentence construction and various expressions to follow in different contexts. You should follow these tips to maintain the flow of language. It is important to use simple, uncomplicated English as far as possible. High-sounding words, jargon and slang are not advisable. The answers or questions should be in full sentences and not monosyllabic ones. It is also important to note that spoken form of language has to be observed and used by the student.

Active listening during a role play is very essential, as your answers and remarks depend on your ability to understand what the other is trying to communicate to you. It is true that despite a lot of benefits, good listening skills are quite rare in the educated world today. The reasons range from the attitudinal, physiological and environmental to the poor listening habits of the people. One must inculcate good listening habits. To do so, you should find areas of interest and focus on the content, not delivery. You can listen for ideas, then be a little flexible and keep your mind open. Slowly, you will get trained to be objective and alert, and learn to grasp all the available cues.



While speaking to one or a number of persons, it is important to study the distance between the speaker and the listener and also the distractions around. Thus, the entire focus is on proper audibility.

Pitch and Modulation

Role play is an interpersonal communication form and, therefore, it is important to maintain the grip of the dialogue. A monotonous pitch would affect the grip negatively, and variations in the pitch at required places would sustain situational interest. Modulating your voice with the right emphasis on all syllables would make your listener tuned to you.


Audibility and appropriate pace go together. One supplements the other. Thus, maintaining optimum pace is required to be audible and clear.

Pronunciation and Enunciation

Proper pronunciation of words makes a difference. Enunciation or distinctness can be kept up only if you learnt the rules of pronunciation properly in the first year.

Non-Verbal Communication

Role play is an activity where you are constantly observed and studied. The participants study you primarily through your non-verbal cues. So it is required to understand and follow a few aspects of this area of knowledge. Researchers have found out that our non-verbal communication is partly instinctive, partly taught, and partly imitative. Non-verbal communication talks about various aspects of communication beyond verbal communication. Some of them are as follows:

Eye Contact

Eye contact is the most powerful and direct element that conveys your attitude and readiness for the situation. Though non-verbal communication is always associated with culture, we will discuss the internationally accepted norms. Direct, regular and attentive eye contact is suggested in role plays as it is one-to-one communication.

Facial Expressions

The universal facial expressions are those connected with universal emotions—a smile indicates pleasantness, a frown indicates anger, while a wide opening of eyes shows interest, grimacing of mouth shows displeasure, a general sagging of the features shows sadness, a general trembling affecting the face shows fear, and so on.


The variations in the three most common postures, standing, sitting and lying down, become symbols of negative or positive attitudes. An upright posture with your shoulders in a straight line demonstrates an assertive and positive personal attitude.

Body Movement and Gestures

Body movement talks about the movement of head, hands and feet. Head is moved from side to side to express doubt or denial, nodding is used to recognize someone and shaking it to convey haughtiness. Vigorous hand or foot movement, or a frozen hand indicates either a submissive or an aggressive attitude. Appropriate and recognizable hand movements reveal an assertive and matured personality. Gestures are illustrative, conventional, emotive, religious and attitudinal.


Table 2.1 Universal hand gestures and the meanings they symbolize

Gesture Meaning
1. Pressing the palms together and resting the head on the back of the hand while closing the eyes as if sleeping ‘I am tired’
2. Patting the stomach with the hands ‘I am hungry’
3. Taking the hand and making circle motion over the stomach ‘I am full’ (after eating)
4. Using the hand motion over the throat ‘I am thirsty’
5. Rubbing the hands together ‘It’s cold’, or ‘It’s cozy’.
Or a sign of eager anticipation

Common Hand Gestures

Table 2.2 Common hand gestures and the meanings they symbolize

Gesture Meaning
1. Shaking hands Greeting
2. Raising the hand with the full, open palm, waving the hand back and forth, raising the hand and with a full, open palm waving the hand up and down at the wrist. Farewell
3. Raising the hand, with the index finger, about head high or a little higher, and with the full, open palm waving the hand back and forth to attract attention, curling the index finger in and out. Beckoning
4. Making a circle with thumb and forefinger. OK
5. Thumbs up. ‘Good job, ‘Keep it up.
6. Holding the index and middle fingers upright. Victory or peace

Common Gestures

Table 2.3 Common gestures used in day to day life

Gesture Meaning
1. Nodding the head up and down Yes
2. Shaking the head side to side No
3. Scratching the head Thinking or confused or sceptical
4. Direct eye contact Shows attentiveness
5. Tilting the head Listening
6. Winking with one eye Sharing a secret or being flirtatious
7. Eyebrow flash (raising the eyebrows) Flirtatious gesture by men
8. Rolling the eyes Incredulity/amazement
9. Cupping the ear ‘I can’t hear you’.
10. Rotating the forefinger (index) around or in front of the ear Someone or something has gone crazy
11. Wrinkling the nose Disgust or ‘What’s that smell?’
12. Holding the nose with thumb and forefinger A bad smell
13. Thumbs up Approval
14. Thumbs down/Boo Disapproval
15. Spitting Rude, crude, insulting
16. Yawning Tiredness or boredom
17. Sticking out the tongue Derision
18. Stroking chin, tapping the head with forefinger Contemplation, ‘I am thinking’.

Common Gestures Using Arms, Hands and Fingers

Table 2.4 Common gestures made with the arms, hands and fingers

Gesture Meaning
1. Raising up the arms in the ‘surrender position’ Goal, touchdown, victory
2. Folding arms Defensive, disagree
3. Standing with hands on the hips Aggression, resistance, impatience, or anger
4. Hand-clapping or applause Praise and appreciation
5. Hand-holding Affection, friendship
6. Shaking the fist Anger, resentment or opposition
7. Holding thumb and little finger extended ‘Hand loose’ or ‘relax’
8. Extending the thumb and little finger widely holding it up to the ear with a fist. ‘You have a telephone call’.
9. Making a fist with thumb up with a sweeping motion Hitchhiking, baseball meaning: ‘Out’.
10. Extending the hand outward, palm down, fingers spread, and then bobbing the whole hand up and down Waving goodbye
11. Rubbing the thumb and forefinger together Asking for money
12. Extending the hand with the index finger Pointing
13. Waggling the forefinger back and forth ‘No, no, don’t do that’
14. Crossing the fingers Good luck

Source: Body Language by Dr Shalini Verma.



Along with the above-mentioned cues, another cue that is significant is that of spatial relationships and proximity. The role that is given to you and your relation with the other participants commands this factor. From zero to half feet is the intimate zone, one and a half to four feet is the personal zone, four to ten feet is the social zone and ten feet onward is known as the public zone. You need to analyse the situation and your relation with the other participants to maintain the distance.


Your appearance has a lot of communicative value. Your clothes, jewellery, makeup, shoes, hairstyle, etc., reveal your personality and attitude and readiness to participate in the given situation.

The teacher plays an important role as a facilitator, spectator and an evaluator. The student needs to be guided with a new language at the time of rehearsal. The teacher should motivate the student and maintain a positive attitude for learning. He should watch, take part, evaluate, command and advise at the end of the role play. The methods suggested to correct mistakes when participating in a role play are:


This manual has a self-assessment sheet after almost every exercise to give you a clear picture of your performance. An audio-visual recording of the role play can be done. Students can be given an opportunity to listen and watch their performance to spot their own mistakes and to correct them.

Peer Evaluation

Fellow students are asked to observe and study the performance of the student and evaluate. Peer-group influence is very important nowadays, and, therefore, fellow students are better critics and can help a student. Students could be asked to be observant about great bits of language they would like to use themselves and some mistakes they hear.

Teacher Evaluation

The teacher should negotiate with the student and ask them how they would like to be corrected. He/she can make a note of common mistakes and deal with them in future classes, thereby ensuring that the students do not lose motivation by being corrected on the spot or right after the role play.

Students learn best if objectives are clearly outlined. Students develop and practice new language and behavioral skills by being involved in the roles given. They should be given freedom to choose their own partners whom he/she would feel comfortable with, and this is essential for meaningful communication to take place. Students are asked to discuss the topic and choose their roles to frame dialogues. Each pair will be given 15 minutes to act out the dialogue using expressions, gestures and posture. Students involve themselves in the roles and understand the process of real-life communication. At the end of the activity, a student would judge himself/ herself on the basis of the feedback from the teacher and the peer group, and also through a self-evaluation process.


Role play improves speaking and listening skills. Students develop non-verbal communication techniques. They learn to use language appropriate for real-life communication. By providing an opportunity for students to create and participate in role plays, instructors can gain knowledge of each student, and students can benefit through increased interaction with the material and with each other. Role play also motivates the quieter students to learn by themselves in a more forthright way. Students benefit from explicit feedback that focuses on the learning objectives, and that results in an enriching learning experience.


Speaking skills supplement and complement writing skills. But it is necessary to hone your English-speaking skills separately, quickly and effectively, because speaking in good English is an inevitable demand in all social and professional spaces. All that you need to inculcate is a positive attitude and a little patience to acquire English-language-speaking skills. Try a few of the suggestions given below to improve your English-speaking ability.

  1. Make it a habit to listen to radio everyday. Regular and constant listening to spoken English will automatically introduce you to the nuances of it.
  2. Watch programmes in English, preferably group discussions and debates. This will introduce you to many vital things like non-verbal communications, voice characters, word stress, and intonation of the spoken language.
  3. Try to record your voice and listen with an ear on accent and intonation.
  4. Make it a point to read English newspapers, journals, etc. regularly.
  5. Do not leave any opportunity to speak in English.
  6. Participate in play-reading and try to enact English plays in your college.
  7. You should develop confidence to speak in English and remember that every foreign speaker will have the same hesitation and fear that you experience.
  8. Spoken English is different from written English in the following ways:
    1. It uses short forms like doesn’t (for ‘does not’), shan’t (for ‘shall not’) and don’t (for ‘do not’).
    2. It has simple sentences.
    3. The focus is on right pronunciation and intonation.
    4. Following punctuations should be an important feature.
    5. Feeling and tone are two important features of spoken language.
  9. Imagine a few situations like introducing yourself, disagreeing with someone’s ideas, introducing your friend to someone or asking for information, etc., and then practise.
  10. Also practise constructing suitable questions in different contexts.
  11. Try to improve your vocabulary.
  12. Practice reading aloud and ask a friend or a member of your family to check your pronunciation and intonation.
  13. Make it a point to speak in English with the feel with which you speak in your mother tongue. Do not bother about people laughing at you.
  14. Do not focus on grammar; focus on your communicative ability.
  15. The only and most effective way of speaking in any language, for that matter, is using it continuously and deliberately.

Expression Bank

  1. Greeting and taking leave:
    • Hi, how are you?
    • Hello! What a lovely surprise!
    • Hello! It’s nice meeting you again.
    • Hi! It’s great to see you too.
    • How’re you and where have you been?
    • Just fine, thanks. How’re things with you?
    • Everything’s okay. Thanks.
    • Wish I could have stayed longer, but I must run.
    • Sure, see you sometime. Bye, bye!
    • Good bye/see you/so long/till we meet again, bye!
  2. Enquiring/making requests for help, to seek directions:
    • Excuse me, could you help me please?
    • At what time will the show start?
    • Is there a medical store close by?
    • Can you tell me the departure time of the bus?
    • Could I ask a favour of you?
    • I’m sorry to trouble you, but I need your help.
    • Would you mind helping me with this, please?
    • Certainly, I shall be glad to help.
    • Of course, by all means.
    • Sure. I’d be glad to help.
    • Thank you/thank you very much/thanks a lot.
    • You’re most welcome.
  3. Complaining:
    • I regret to bring to your notice that some of the items supplied have been slightly damaged.
    • I’m sorry to say this, but your music is too loud.
    • I’m sorry to trouble you, but there’s a problem I’d like to speak to you about.
    • It would help if you have the leaking pipe repaired.
    • That’s very kind of you.
    • I hope you didn’t mind.
    • I have a complaint to make.
    • My new washing machine is not working.
    • Your dealer has not responded to my calls.
    • I’d like to have the piece replaced.
    • Thank you for being so understanding and helpful.
    • I’m afraid I have to make a complaint about the computer I bought last week.
  4. Offer suggestions, to advise or to persuade:
    • Stop using polythene bags immediately.
    • Let’s stop now.
    • Why don’t we stop now?
    • If I were you, I’d stop now.
    • I suggest you repeat these expressions twice each.
    • I think you should repeat these expressions as often as you can.
    • Let’s repeat these expressions for practice.
    • Why don’t we repeat these expressions a few more times?
    • I really advise you to repeat these expressions several times.
    • You should repeat these expressions in order to perfect them.
    • They ought to repeat these expressions if they wish to speak fluently.
    • Why don’t you try repeating these expressions?
    • Could I persuade you to repeat these expressions as many times as possible?
  5. Congratulate on an achievement, to express sympathy and to offer condolences:
    • Congratulations!
    • We are proud of you!
    • You really deserve this honour.
    • Very well done! Keep it up!
    • I’m sorry about what happened.
    • You mustn’t let this depress you.
    • I’m sure this won’t happen again.
    • I’ve no doubt that you’ll do much better next time.
    • I just got the sad news. This must be a terrible blow to all of you. ^ It is a great loss indeed.
    • You must be brave.
    • Remember that we are all with you.
  6. To extend invitations and also to accept and decline them:
    • There’s some good news.
    • I’m so happy to hear that.
    • My son is getting engaged.
    • I’ll be happy if you and your family could come.
    • Are you free tomorrow evening?
    • Why don’t you join us at a get-together?
    • Thank you for the invitation. We’ll certainly come.
    • It’ll be a pleasure.
    • Oh, sure I’d love to come!
    • Thank you for inviting me. I wish I could have come.
    • I’m afraid I’ll not be able to come.
    • I’m sorry, but I’ll have to miss the engagement.
    • What a pity I won’t be able to come!
    • Thank you so much. We look forward to seeing you.
    • Thanks for saying yes. Be there on time.
    • It’s disappointing that you won’t be there.
    • We’ll all miss you.
    • It can’t be helped, I suppose. But we’ll make it up some other time.
  7. Making apologies and responding to them:
    • I must apologize for…
    • I’m terribly sorry about…
    • Please accept my sincere apologies.
    • I hope you’ll excuse me.
    • Please forgive me.
    • I’m so sorry.
    • It won’t happen again, I promise.
    • I’m really ashamed of myself.
    • It’s quite all right.
    • I really hope it won’t happen again.
    • No need to feel so bad about it. These things happen.
  8. Introduce yourself:
    • Good morning!/Hello! My name is…
    • Good morning!/Hi! I’m…
    • I have just joined…
    • I have just moved in to…
    • I’m from…
    • I work for…
    • I’m the new…
  9. Asking people’s opinions and giving opinions to others:
    • I don’t think it’s possible.
    • I’d say…
    • I think…/I feel…/I believe…
    • In my mind…/In my opinion…/In my view…/It seems to me… As far as I can see…/As far as I am concerned…
    • I’m convinced…
    • What would you say about…?
    • What do you think of…?
    • What is your opinion of…?
    • What are your views on/about…?
    • Are you in favour of…?
  10. Asking and giving directions:
    • How do I get to…?
    • What is the best way to…?
    • Where is…?
    • Go straight on (until you come to…)
    • Turn back/go back.
    • Turn left/right.
    • Go along…
    • Cross…across (across from the park).
    • Take the first/second road on the left/right.
    • It’s on the left/right.
    • Straight on.
    • Opposite (it’s opposite to the book store).
    • Near (it’s near the bank).
    • Next to (next to the bus station).
    • Between (between the post office and the law court).
    • At the end (of).
    • On/at the corner (it’s on the corner of the fourth lane).
    • Behind.
    • In front of.
    • Crossroads, junction.

After all this information, when you are virtually ready to participate in a role play, you are supposed to remember some dos and don’ts.

  1. Understand and analyse the situation.
  2. Identify your role and then act accordingly.
  3. Frame sentences, questions and answers properly.
  4. Be as natural as possible. Be yourself.
  5. Check the posture and move a little.
  6. Use your hands to express.
  7. Maintain very good eye contact with the other person.
  8. Make use of shortened forms of words like shan’t and don’t, which are special for spoken form of the language.
  9. Understand the question and then answer.
  10. Check voice modulation, stress, intonation and speed.
  1. Do not be in a hurry to say something.
  2. Do not keep yourself detached from the role given.
  3. Do not speak unchecked.
  4. Do not put on an accent or look animated.
  5. Do not plant yourself to a particular point, bend or move excessively.
  6. Do not use your hands excessively.
  7. Do not avoid eye contact, roll your eyes or stare continuously.
  8. Do not read out the written form of communication.
  9. Do not answer in urgency.
  10. Do not be too fast or slow or shout unnecessarily.

Personality, attitude and communication are very much associated with each other. The word ‘personality’ is derived from the Latin word ‘persona’, which means ‘to speak through’. Each person follows a set of values and beliefs. In each situation, he reacts in a particular way. So personality is how an individual understands himself/herself and how he thinks, reacts, interacts with others, and behaves in each situation. Every individual exhibits measurable traits, which are significant for interpersonal relations.

Psychologists are continuously studying the personality traits of human beings, and here are a few important personality traits they have observed:

  1. Extroversion: Sociable, talkative, assertive.
  2. Agreeableness: Good natured, co-operative and trusting.
  3. Conscientiousness: Responsible, dependable, persistent, achievement oriented.
  4. Emotional Stability: Viewed from the negative dimension, tense, insecure and nervous.
  5. Openness to Experience: Imaginative, sensitive and intellectual.
  6. Aggressive: Forms opinions quickly, rigid, not ready to learn.

Of course, there is no rule that an individual is either extroverted or aggressive in every situation. The situation also has its own role to play in shaping the personality of an individual along with his/her family, teachers, friends, exposure to the outside world and society.

Non-verbal communication and verbal communication are manifestations of your personality. We have discussed about verbal and non-verbal dimensions in the light of personality traits throughout this book. Please check and mend your personality, if required.

Again, attitude is another dimension of personality. Both are highly complex cognitive processes. The attitude of a person is determined by three important components—emotion, cognition, and behaviour. The emotional component always dominates the attitude. Attitudes are acquired from the family, especially parents, teachers, school, friends and the society. One can distinguish broadly between positive and negative attitudes, as shown in Table 2.5:


Table 2.5

Positive Negative
1) Looks at every thing in a constructive way. 1) Looks at every thing in a destructive way.
2) Rarely finds fault with anyone. 2) Finds fault with everyone frequently.
3) Friendly, open and amiable. 3) Unfriendly, not open.
4) Ready to learn a new thing in every situation. 4) Not ready to learn from others.
5) Believes in himself/herself. 5) Only believes himself/herself.
6) Always has energy to learn and do new things. 6) Has limited energy, exhausts energy in criticizing others.
7) Composed, listens to others before responding. 7) Emotional, does not listen to others before reacting.
8) Empathizes with fellow beings and ready to appreciate others. 8) Does not empathize and appreciates only himself/herself.
9) Pleasant and spreads the pleasantness around. 9) Worries, is usually irritated, spreads negativity around.
10) Not an egotist, gives the impression that he is ready to learn. Humble, approachable. 10) Egotist, gives the impression that he knows everything. Not approachable.

EXAMPLE: A customer comes to a bank to apply for a loan and approaches the manager. The conversation goes as follows:

Customer: Good morning, Sir.

Manager: A very good morning. Tell me, how can I help you?

Customer: Sir, I would like to apply for a loan of two lakh rupees.

Manager: Sure, please fill this form. Do you have the required documents?

Customer: Yes, here they are. I have brought all the documents you need.

Manager: We will verify these documents. If everything goes well, your loan will be sanctioned in a week.

Customer: Thank you, Sir. Have a nice day!

Manager: A good day to you too!


Teachers are advised to give the students a number of situations and ask them to react accordingly. You must also give the students particular roles to play in a situation. Please monitor their verbal, non-verbal and analytical skills. After the exercise is completed, stimulate them to go through selfassessment, peer-group assessment and teacher’s assessment, and understand the lacunae in their performance.


  1. Priya requests her neighbour, Amitha, to teach her how to bake a cake.
  2. Mr Kiran has just arrived in Annanthapur and asks a person for directions to a hotel where his office has made arrangements for his stay.
  3. Uday forgets to wish his friend, Sushma, on her birthday and calls her to apologize. Sushma assures him that it is all right.
  4. Raghu is suffering from fever and cold. He goes to Dr Bharath for medication. Dr Bharath examines Raghu and prescribes medicines.
  5. Prathyusha goes to the manager with a requests a day’s leave.
  6. The General Manager visits a software company in the USA. He decides to call a meeting to ascertain the given project’s progress. One of the employees arranges a video conference, where the employees will present a report of their project to the manager.
  7. Suchitha has been mistakenly sent a huge bill by the telephone department for calls made on another number. She goes to meet the officer in charge of billing at the BSNL office in her area, and makes a formal complaint.
  8. Kusuma works in an organization. She decides to open an account in a bank, to save her earnings. She meets the Manager of a city bank and enquires how to open an account and deposit the amount.
  9. Madhav, the reporter of DTV, gets a chance to interview the Finance Minister. He decides to interview the minister on the budget proposals for 2007.
  10. Bhargav, an applicant for the post of commercial executive, reports for the interview, first to the secretary, and then to the Commercial Manager, Mrs Samyuktha. Note the exchange of information between him/her and the secretary before he is shown into the officer’s room. The tone of the secretary is courteous and that of the officer, though polite, is ringed with a note of authority. Bhargav’s responses are marked by zeal and confidence.
  11. Neetha is new to college. She wants computer graphics and literature books from the library, to study. You guide Neetha on how the books are to be found. Direct her how to move through the different categories to get these books.
  12. Raju and Kiran find coloured blocks in the kids’ room. Both decide to arrange them one above the other. First Raju is blindfolded and blocks are placed in front of him. Now Kiran helps him in arranging the blocks by giving him proper directions.

A note to the teachers: Divide the entire class into groups and allot one parameter to each, for peer-group observation.



  1. I understood the situation:
    • Very well
    • Well
    • Not so well
  2. I could get into the role:
    • Immediately
    • After the greeting
    • Only before the closing
  3. The most difficult part of the exercise was:
    • Spoken English
    • Sentence construction
    • Finding suitable vocabulary
  4. I could understand other participants of the exercise and their role:
    • Yes
    • No
    • If no, why?_____
  5. I could maintain good eye contact with all the participants:
    • Yes
    • No
  6. I was:
    • Standing straight
    • Leaning on one leg
    • Leaning on the table
  7. I was:
    • Pleasant
    • Sad
    • Serious
    • Angry
    • Tense
  8. My speed of speaking is:
    • Fast
    • Moderate
    • Slow

Role Play: Teacher’s Evaluation

Peer Group Evaluation



  1. I understood the situation:
    • Very well
    • Well
    • Not so well
  2. I could get into the role:
    • Immediately
    • After the greeting
    • Only before the closing
  3. The most difficult part of the exercise was:
    • Spoken English
    • Sentence construction
    • Finding suitable vocabulary
  4. I could understand other participants of the exercise and their role:
    • Yes
    • No
    • If no, why?_____
  5. I could maintain good eye contact with all the participants:
    • Yes
    • No
  6. I was:
    • Standing straight
    • Leaning on one leg
    • Leaning on the table
  7. I was:
    • Pleasant
    • Sad
    • Serious
    • Angry
    • Tense
  8. My speed of speaking was:
    • Fast
    • Moderate
    • Slow
  9. Do you see any improvement in your performance?
    • Yes
    • No
    • If no, then why?_____

Role Play: Teacher’s Evaluation

Peer Group Evaluation