 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.  FIRST:  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 used  Work with students by asking them if any words are similar and having them sort them into categories  NEXT:  Break the students into small groups and give each group five words, making sure that groups get the same words.  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 class. Implications for Classroom Management  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 understanding. It Meets the Needs of the ELL Population  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 role-play.  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 chooses.