Role play situations in teaching English in primary school.           Language learning is hard work. The main aim of learning language is to learn to communicate in that language. In real life the two skills of listening and speaking are fully integrated in most everyday situations involving communication. While teaching spoken language, real and near-real situations should be created to stimulate pupils’ speech. The most difficult task is to teach pupils to use unprepared speech. In this case role plays are preferred.          Role play is a type of drama activities. Some theorists see it as intrinsic to all human behaviour whether in games children play or roles that adults play each day. They concur that role-taking is so flexible that when applied in education, it will suit all personalities and teaching circumstances.            Role play is a class activity which gives the pupils the opportunities to practice the language aspects of role-behaviour, the actual roles they may need outside the classroom. Role play is thus an activity which requires a person to take on a role that is real or imaginary. It involves spontaneous interaction of participants as they attempt to complete a task.           Role plays give pupils an opportunity to practice communicating in different social contexts and in different social roles. Real life situations and communication are unpredictable.  A pupil may learn all the correct forms of communication but may not know when to use them appropriately. Role play provides opportunities to react these situations and give the pupils a taste of real life. In role play situations the pupil remains the same individual while reacting to a task that has been simulated on the basis of his own personal experience or professional training.           All children learn in slightly different ways. Some are tactile learners, others, visual or auditory learners. Using role play situations as a teaching method opens the door to participation for all children at all levels-it is the perfect classroom tool because it involves each child in his or her own learning process. The mix of movement, whether it is handling props, acting or just moving around, listening to the lines and seeing the play coming together allows for a richer experience that sitting over the textbook. The atmosphere in the classroom is less formal and this can reduce tension.           Very young children are easy to teach because they are so full of curiosity and excitedly explore new ideas. They love acting and playing. Using situations and dialogs from teaching materials and acting out some dramatic situations help to teach vocabulary, lines, and the dramatic elements needed for a role play situation. When pupils practice in pairs or small groups, every pupil can be involved in the role play exercises and enjoy the benefits of role play.             There is a whole range of role play activities. It ranges from the simple to the complex, from the structured to the unstructured. Scholars suggest different steps and various successions in applying role play in teaching, for example.  1: choose a situation for a role play, select role plays that will give the pupils an opportunity to practice what they have learned; they need the role play that interests them.  2: come with ideas on how this situation may develop.  3: predict the language needed for it. Before asking them to perform a role play you should prepare the pupils by asking questions. The questions should incorporate the major parts of the role play and the vocabulary or (and) idioms involved.  4: concrete information and clear role descriptions so that the pupils could play their roles with confidence.  5: act out a role play in front of the class, though it might be a good idea to plan in advance what roles to assign to which pupils. Whether taking any part in the role play or not, the role of the teacher is to be as unobtrusive as possible. Listen for pupils’ errors making notes. Mistakes noted during the role play will provide the teacher with feedback for further practice and revision. Avoid intervening in the role play with error corrections not to discourage the students.    6: After the role play, the students are satisfied with themselves, they fell that have used their knowledge of the language for something concrete and useful. This filling or satisfaction will disappear if every mistake is analyzed. It might also make the students less confident and less willing to do the other role play.          Role play is really a worthwhile learning experience for both the pupils and the teacher. Not only can pupils have more opportunities to “act” and “interact” with their peers trying to use the English language, but also pupils’ English speaking, listening, and understanding will improve. Role play lightens up the atmospheres and brings liveliness in the classes.