Help, the English Language-teacher is Dyslexic (held.com.br)
A good way for learners to practice solving problems using the language they are learning is with Roleplay‑Simulations. In analogy with flight simulators, they provide possibilities for learners to prepare themselves for real life situations, including unpleasant ones, without running the real risks. The ones presented here can be used in English and Dutch conversation classes, free of charge.
Because these Roleplay-Simulations might be to difficult for the less advanced learners, simpler communication exercises are provided also on this page.
One of the most difficult communication tasks is to solve problems. The more serious the problem, the heavier the demand on language and communication capacities.
Some textbooks I came across do have tasks to prepare pupils for dealing with possible problems of real life in the target language. Most of the time this is done by presenting a dialogue of a problem situation, suggesting that learners read it and act it out. Sometimes variations to the situations are presented. Although the general idea is nice, results seem to be rather disappointing. They offer too little space for improvised conversation.
The idea of learners preparing themselves for problem situations made me think of flight simulators and how it would be good to have something similar for language training. I had seen a documentary about flight simulators which really impressed me. These flight simulators allow pilots to practice what to do in very risky, even life-threatening situations without running the risks.
In analogy with flight simulators, I wanted to offer my pupils a way to practice the target language in unpleasant and problematic situations without them really being in any. This led to the ideas of providing them with simulations of real life situations, especially unpleasant or problematic ones, in which they take the different roles of the interaction. Hence, Roleplay‑Simulations.
One of the reasons I work with Roleplay-Simulations is that, at the same time pupils learn new expressions, they learn how and when to use these expressions because they are presented in a simulated context where they make sense. These Roleplay-Simulations are not dialogues or scripts, as can be expected from what is said above. To the contrary, they are meant for conversation classes with much space for improvisation while providing guided problem solving practice. They are designed so that, to decide which options make sense, pupils have to think about the meaning of the phrases they are reading and about the phrases their partners use. Solving the problems presented in the Roleplay-Simulations, pupils learn to be flexible in the use of the language, to cope with unexpected situations, to improvise. By using what they are learning when they are learning it and solving problems with it, they are cognitively very active. This enhances learning efficiency.
There are similar training programs, based on the idea that the best way to learn how to do something is by doing it, under guidance. Examples are: hands on training, task based learning and teaching. I prefer the term Roleplay-Simulations because I consider it very important that, as a teacher, I stimulate my pupils to imagine being in problem situations so they can learn how to deal with such situations.
For the Roleplay-Simulations I have made handouts which basically are tables containing useful phrases for certain real life situations. At first, the Roleplay-Simulation Tables may look confusing but this is in function of flexibility. When trying to improve structure and clarity of the tables it reduced flexibility so much that, despite possible confusion, I choose for more flexibility.
Using these Roleplay-Simulation Tables, choices made by pupils themselves determine which of the following expressions can be used and sometimes the sequence in which. The choices one pupil makes limits the choices the other has from then on. In some cases the next meaningful option can be found only several boxes down. There are cases in which Roleplay-Simulation ends at the first or second of, let's say, seven pages. Sometimes, part of a Roleplay-Simulation Table may be used more than once. Things get really nice when pupils get carried away improvising. In such cases, everybody has more fun and learning efficiency is enhanced even more.
Below you can find some examples of my Roleplay-Simulations for teaching English and Dutch. Feel free to use them in your classes. If you do, please, let me know how it worked. Any feedback is appreciated, including suggestions for improvements or variations.
If you would like to make similar Roleplay-Simulations for other situations, feel free but please inform where you got the idea. It would be nice if you share them with other teachers too. This can be through this site, it can be through another medium. In the latter case, I'd appreciate it if you provide details.