ROLEPLAY AND SIMULATIONS Eva Fernndez Berrios Jess Bravo

ROLE-PLAY AND SIMULATIONS Eva Fernández Berrios Jesús Bravo Sánchez Mari Carmen Valero Sales

DEFINITION OF ROLE-PLAY Ø Students play a part (their own or somebody else’s) in a specific situation. Ø Give student information about who they are, and what they think and feel.

FEATURES OF ROLE-PLAY (1) Ø Ø Ø Student(s): Alone, in pairs, groups. Short or long. Open or tightly controlled. Defined by teacher/students. Types of roles: a) b) c) Useful for real-world needs Roles from TV, newspapers, books… Fictional roles.

FEATURES OF ROLE-PLAY (2) Ø Language already acquired. Ø Language practice (rather than learning). Ø Fluency over accuracy. Ø It is a low input-high output technique. (The presentation by the teacher is very short). Ø CAN be performed for other students or recorded in a video (extrovert students).

SIMULATIONS (1) The students feel they are real participants of the situation. Ø Simulated environment away from the real world. Ø Simulations must have a structure. The students do not invent anything. They are provided all the facts. Ø More complex. Ø Lengthier. Ø More fixed. Ø

SIMULATIONS (2) Ø Less open-ended. Ø Includes other types of activities: l l Analysis of data. Reading. Writing. Discussion of options. Ø Students find themselves in a different world. Ø Enriching experience.

ROLE-PLAY vs. DRAMA Ø Drama: they “think like” Mr. Smith. VS. Role-play: they are Mr. Smith. They directly experience the unpredictability of language in use. Ø Drama: practised, memorized and performed for other students. Ø Role-play: no audience.

ROLE CARDS Ø Minimum information for students to understand what to do. Ø Memorised or read. Ø Structures: already studied or very simple.

ROLE-PLAY: HOW TO (1) Ø No over-complex emotional or psychological features (inhibition, acting). Emotion should arise naturally. • Choose subjects that are safe. • Emphasis on “play” rather than “role”. Ø Begin with pair work rather than group work (less self-conscious). Ø Short activities until students get used to it.

ROLE-PLAY: HOW TO (2) Ø Make sure the students have understood the situation and the role cards before you start. Ø If they use Spanish, start with pair work and easy information-gap role-plays. Ø Always have a follow-up activity for those who finish soon. Ø Set a time limit and stick to it.

ROLES OF THE TEACHER (1) Ø Facilitator: l Students do not know what to say next → • Leave them on their own. • Discrete suggestions without interrupting. Ø Participant: l Help in a hidden way by: • Introducing new information for the development of the role play. • Ensure students’ involvement. l Do not participate too much.

ROLES OF THE TEACHER (2) Ø Feedback provider: l l l After the role play. 1 st: positive (creativity, originality, correct expressions). 2 nd: mistakes: • Walk round the classroom listening to the students and noting down the mistakes you would like to deal with. • Asking the students what can be improved. • Write them on the blackboard. • Remedial exercise prepared before hand. l About the content and language.

AIMS AND ADVANTAGES (1) Ø Improve speaking skills. Ø Promote interaction. Ø Practice all language aspects: structures, vocabulary, pronunciation, … Ø Train for real specific situations in a safe context. Ø Fun, motivating.

AIMS AND ADVANTAGES (2) Includes the outside world (vs. Activities based on tasks). Ø Small talk. Ø l l Ø Expressions to start a conversation. Important in social relationships Missing in traditional teaching. E. g. : ‘Beatiful day, isn’t it? ’ ‘Are you enjoying yourself? ’ ‘Have you worked here long? ’ ‘Pretty nice place, huh? ’ Help shy students by providing them with a mask.

DISADVANTAGES Ø Time-consuming. Ø Noise, chaos. Ø Use of mother tongue. Ø Difficulty of assuming somebody else’s personality: l Allowed to choose their own roles. Ø Shyness.

PRACTICE ACTIVITIES 1. 2. 3. 4. 5. 6. Booking in a hotel. Picture role-play. The Lost Property Office. Igartiburu’s People. Role switching. Simulation: Supermarket magic

BIBLIOGRAPHY Harmer, J. 1991. The Practice of English Language Teaching. London: Longman. Ø Ladousse, G. P. 1987. Role Play. Oxford: Oxford University Press. Ø Ladousse, G. P. 1983. Speaking Personally. Quizzes and questionnaires for fluency practice. Cambridge: Cambridge University Press. Ø Matthews, A. et al. (eds. ) 1985. At the Chalkface. Practical Techniques in Language Teaching. London: Edward Arnold. Ø