| Learning a language is a complex and long
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| | them time to sketch
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| process as anyone
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| | out various scenarios, and go over
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| who has tried will agree. One of the
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| | extra or special
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| most difficult and
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| | vocabulary ask them to discuss how they
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| frustrating things is making the
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| | will act, think
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| transition from the
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| | about the character and plan what they
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| classroom to the 'real' world. In the
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| | will say. For
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| classroom, everyone
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| | example, what are possible responses
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| knows you are a student and mistakes are
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| | replies for the angry
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| allowed, and the
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| | neighbor? - The teacher, as facilitator
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| environment is contained and safe.
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| | of the role-play
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| Speaking another language
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| | must support students in their role,
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| outside the classroom is completely
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| | i.e. they 'are' in the
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| different and often
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| | backyard arguing over the fence. Don't
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| students are lost at sea as soon as
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| | do anything to
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| they step outside the
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| | interrupt the pretend environment. Leave
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| door. Lists of memorized vocabulary are
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| | grammar correction
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| suddenly useless
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| | to the end. Correcting students in the
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| when ordering in a
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| | middle of an argument
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| restaurant.Role-plays, or simulations are
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| | interrupts the pretend environment.
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| one of the ways ESL
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| | Make notes and do a
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| instructors can ease students'
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| | debriefing after. - Exaggeration is
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| transition into using
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| | good! Encourage
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| English in real world situations. A
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| | students to exaggerate their actions,
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| simulation is where
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| | opinions and
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| students act out a real-life situation,
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| | movements. Exaggeration helps students
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| for example
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| | immerse themselves inthe role. - Stage a
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| checking into at a hotel, but do not act
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| | rehearsal first. Have students
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| out a different
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| | practice their role in small groups
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| personality. Role-plays are where
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| | with coaching from the
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| students take on
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| | other students. - While the role-play
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| different personalities. In a
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| | or debate is in
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| role-play, for example, one
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| | progress, have other students suggest
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| student may be asked to take on the role
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| | vocabulary first, and
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| of "an angry
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| | act as backup if they do not
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| neighbor" which is out of character for
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| | know.Role-plays are unpredictable which
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| the student.Role-plays require more
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| | makes them both a
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| imagination by students and teacher
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| | valuable learning tool and at the same
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| and can be difficult to manage because
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| | time difficult to
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| they are
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| | manage. Sketch out the various routes
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| unpredictable. The initial scenario
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| | the role-play can
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| develops from the
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| | take from the initial scenario. This
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| students interacting with each other and
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| | will give you some
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| can literally go
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| | idea what to expect and avoid any
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| in any direction. This gives students
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| | surprises.Suggested topics for
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| practice in a
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| | role-plays:- Lovers problems (He has to
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| non-threatening environment, and gives
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| | move away to get a new and
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| the motivation and
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| | better job) Spending money
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| involvement where they have to think in
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| | (Government, United Nations
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| English. Role-plays
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| | etc. spending money, who gets what)-
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| are interesting, memorable and engaging,
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| | Traveling (where would you go? what would
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| and students
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| | you do?)- Debates on current affairs
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| retain the material they have learned.
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| | politics. Extreme opinions or
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| In their assumed
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| | opinions at the opposite ends of the
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| role, students drop their shyness and
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| | spectrum work well (i.e. left
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| other personality and
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| | wing/right wing etc.)Role-plays can
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| cultural inhibitions, making them one
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| | range from 30 minutes or one hour to a
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| of the best tools
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| | year-long
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| available for teaching a second
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| | corporate simulation for business
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| language.Here are a few pointers and
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| | English. Staging role-plays can
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| suggestions to assist ESL
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| | be challenging for an instructor, but
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| teachers using and managing
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| | is also great fun. After you
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| role-plays:-The more engaging the better.
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| | have done a few, you will know what to
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| The value of role-plays
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| | expect and feel more
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| come from students immersing themselves
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| | confident.My experience is students love
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| in the material. -
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| | them retain what they learn, and
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| Choose a 'hot' topic and stage a debate.
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| | often leave the classroom laughing and
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| Assign students
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| | still arguing all the way
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| positions on the topic (for/against).
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| | out of the building!George and Daisy
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| This will get studentsout of their
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| | Stocker have traveled the world teaching
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| personality and into the role where they
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| | ESL to children and adults. Their
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| do
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| | website,
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| not have the same inhibitions. -
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| | offers ESL curriculum, activities, an
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| Preparation is very
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| | online forum for ESL teachers and
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| important to success. Give students
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| | students, plus a free newsletter for ESL
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| 'personality cards'
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| | teachers. Their second site, offers
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| which sketch out their personal
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| | storybooks and ESL curriculum for
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| characteristics or scenario.
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| | children.
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| Divide students into groups and give
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|
