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