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