Summer is a time of many role-play activities. You’ll probably agree with us when we say that role plays are one of the most effective ways of practising functional language. Unfortunately, not all students love them as much as we do. Let’s have a look at how we can make them more accessible!
Choose the right topic
First of all, the topic. When you think about what scenario to introduce, ask yourself these questions:
- Is it useful?
- Is it interesting?
- Does it fit the class type and level?
- Is it down-to-earth enough for the adult groups?
- Is it fantastical enough for the kids’ groups?
- Is it controversial enough for the teenage groups?
If you teach many different students, it’s not a good idea to recycle the same role plays with all of them. What works with adults will probably be too boring for the teenagers.
Do they know what to say?
A lot of students don’t like role plays because they don’t know what to say. It’s a good idea to give them a list of points to cover. For example, if a student is supposed to play the role of a customer returning a damaged item, give them some prompts:
- what they’re returning (a T-shirt)
- how it is damaged (a hole)
That way they don’t have to think of WHAT to say, but HOW to say it. Or even better – before role-playing, give them some time to think about what they want to say. And if you teach lower levels, this stage should be compulsory!
Make sure your students understand everything on their card. Role plays are not supposed to be an exercise in reading comprehension but a communication activity. Make it short and simple. Don’t overdo it with the text and instructions. And always make sure they understand everything before proceeding with the activity.
For a good role play there has to be a conflict or an information gap between the roles of Student A and Student B. It doesn’t have to be controversial, but it does have to be clear.For example:
- A knows something that B doesn’t and they have to exchange information. It could be: asking for directions, looking for advice, asking for help from a shop assistant, etc.
- A has an opposite opinion to B on an issue, but they have to come to some kind of agreement.
Some students feel self-conscious about role-playing. Make sure the roles you have prepared for them are adequate and not too detached from these students’ reality.For example, if it’s a Business English class, some students might feel uncomfortable playing a role that would make them look unprofessional. Or in an adult group, some students might not want to play “childish” roles.
If all fails, you can always ask your students to come up with role play scenarios themselves. They can create roles that they are comfortable to play in a topic that is interesting to them.