Simulation, role- play and games play the same or similar roles in language teaching. They help bridge the gap between the classroom and the real word. These activities offer a variety of ways how to make the learning process more interesting, challenging and lively. As we said in earlier chapters, adults need to avoid being told how to do something; they need to try it out for themselves.
Role-playing refers to the changing of one’s behaviour to assume a role. It is any speaking activity when you either create someone else (The President, a millionaire, a pop star etc.), or when you put yourself into an imaginary situation (‘At the restaurant’, ‘Checking in at the airport’ etc.)
“Role-playing is proposed as an ideal technique to teach language because it prepares learners for the unpredictable nature of real-life communication, teaches appropriate language use, and boosts self-confidence.”
Learning takes place when activities are engaging and memorable. It is always better to bring situations to life and keep them real and relevant.
Some role playing is simple and does not need any special preparation. It is a normal extension of work done practising dialogues and drills; on the other hand, role play can be prepared in advanced when the teacher sets up the scene. The material must be relevant, brief and credible. Before starting the role play, introduce any new vocabulary expected in the topic. After finishing the task, spend some time on evaluation. This process should help learners to be satisfied with themselves, so be careful and do not analyse every mistake made while speaking. Students should feel that they can use their knowledge of the language for something useful. Ask your students opinion about the role-play, e.g.: What did you think of the way you handled X? How did it compare with the way you deal with this in real life? The aim is to discuss what has happened in the role and what they have learned. Finally, do not forget to thank and praise the players for their efforts.