Resource centre - Business English - Roleplay
Role plays and simulations have long been the basis of many ESL and EFL classroom activities. George Stocker tells us why...
Learning a language is a complex and long process as anyone who has tried will
agree. One of the most difficult and frustrating things is making the transition
from the classroom to the 'real' world. In the classroom, everyone knows you are
a student and mistakes are allowed, and the environment is contained and safe.
Speaking another language outside the classroom is completely different and
often students are lost at sea as soon as they step outside the door. Lists of
memorized vocabulary are suddenly useless when ordering in a restaurant.
Role-plays, or simulations are one of the ways ESL instructors can ease
students' transition into using English in real world situations. A simulation
is where students act out a real-life situation, for example checking into at a
hotel, but do not act out a different personality. Role-plays are where students
take on different personalities. In a role-play, for example, one student may be
asked to take on the role of "an angry neighbor" which is out of character for
the student.
Role-plays require more imagination by students and teacher and can be difficult
to manage because they are unpredictable. The initial scenario develops from the
students interacting with each other and can literally go in any direction. This
gives students practice in a non-threatening environment, and gives the
motivation and involvement where they have to think in English. Role-plays are
interesting, memorable and engaging, and students retain the material they have
learned. In their assumed role, students drop their shyness and other
personality and cultural inhibitions, making them one of the best tools
available for teaching a second language.
Here are a few pointers and suggestions to assist ESL teachers using and
managing role-plays:
The more engaging the better. The value of role-plays come from students
immersing themselves in the material.
Choose a 'hot' topic and stage a debate. Assign students positions on the topic
(for/against). This will get students out of their personality and into the role
where they do not have the same inhibitions.
Preparation is very important to success. Give students 'personality cards'
which sketch out their personal characteristics or scenario. Divide students
into groups and give them time to sketch out various scenarios, and go over
extra or special vocabulary ask them to discuss how they will act, think about
the character and plan what they will say. For example, what are possible
responses/replies for the angry neighbor?
The teacher, as facilitator of the role-play must support students in their
role, i.e. they 'are' in the backyard arguing over the fence. Don't do anything
to interrupt the pretend environment. Leave grammar correction to the end.
Correcting students in the middle of an argument interrupts the pretend
environment. Make notes and do a debriefing after.
Exaggeration is good! Encourage students to exaggerate their actions, opinions
and movements. Exaggeration helps students immerse themselves in the role.
Stage a rehearsal first. Have students practice their role in small groups with
coaching from the other students.
While the role-play or debate is in progress, have other students suggest
vocabulary first, and act as backup if they do not know.
Role-plays are unpredictable which makes them both a valuable learning tool and
at the same time difficult to manage. Sketch out the various routes the
role-play can take from the initial scenario. This will give you some idea what
to expect and avoid any surprises.
Suggested topics for role-plays:
Lovers' problems (He has to move away to get a new and better job)
Spending money (Government, United Nations etc. spending money, who gets what)
Traveling (where would you go? what would you do?)
Debates on current affairs/politics. Extreme opinions or opinions at the
opposite ends of the spectrum work well (i.e. left wing/right wing etc.)
Role-plays can range from 30 minutes or one hour to a year-long corporate
simulation for business English. Staging role-plays can be challenging for an
instructor, but is also great fun. After you have done a few, you will know what
to expect and feel more confident.
My experience is students love them, retain what they learn, and often leave the
classroom laughing and still arguing all the way out of the building!
Using drama in the classroom
ESL resources
Downloadable activities
What do you think of this article? Add a comment »
I agree with the article.
It's fun and exciting and it gives everyone a chance to participate.
Macel
I agree too. I'm writing a
course paper about using drama in EFL lessons... and I'm interested in
information which may be used as material for role-plays for high school
students.
This article is very
helpful not only to my teaching job, also to my research on motivating adult
learners to speak English via roleplay.
What's a good way to make
students role-play or come up with their own role-playing ideas? I'm afraid if I
come up with role-playing ideas the students might be confused. I would like
them to use their imagination on how to act or role-play. Are there any good
websites for role-playing ideas?
Role-playing and
dramatization is a good way of motivating ESL students to learn and engage in
conversations. It also boosts their confidence. It encourages them to read
loudly which improves their pronunciation and a lot of them find it enjoyable.
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