presentation on role play

ROLE-PLAY AS A TEACHING METHOD

Aug 01, 2014

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ROLE-PLAY AS A TEACHING METHOD. By : Yasmeen Rafaq. WHAT IS ROLE- PLAY?. Role play is a classroom activity in which learners take on roles & act out an imagined or real scenario. For example: Students take on the roles of characters in a novel they are reading

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ROLE-PLAY AS A TEACHING METHOD By: YasmeenRafaq

WHAT IS ROLE- PLAY? • Role play is a classroom activity in which learners take on roles & act out an imagined or real scenario.For example: Students take on the roles of characters in a novel they are reading • It is a technique that complements the traditional lecture

WHY ROLE PLAY?

WHY ROLE PLAY? • Students are directly active during the role play, so it is more effective in “embedding concepts” into their long term memory. The excitement of the role play, the interaction and stimulation to visual, auditory and kinaesthetic styles of learning helps a broad range of learners

WHY ROLE PLAY? • It helps to develop all domains of learning, cognitive (knowledge), psychomotor (skills) and affective (emotional) • Role- play is very useful for developing the ‘interpersonal skills’ of learners • The role play method develops a greater understanding of the complexity of professional practice and enables students to develop skills to engage in multi-stakeholder negotiations within the controlled environment of the classroom

WHY ROLE PLAY? • Role- play can help students explore emotive issues For example: Smoking, religious issues, cultural issues • Hirsch argues that role play consists of the key elements of experiential learning • David Kolb defined role- play as “the process whereby knowledge is created through the transformation of experience”

WHY ROLE PLAY? • Role-plays can be simple or complex, short or long and can be adapted to suit the needs of what is being taught or explored • Several groups of students can carry out the same role- play activity simultaneously. This has the advantage that it allows every member of the class to practise the social skill

WHY ROLE PLAY? • It is not suitable for repeated performance of these role- plays to the whole class, as the repetition becomes too tedious • Alternatively, the role- play can be a single performance viewed by the rest of the class

CONSTRUCTING A ROLE-PLAY The key steps in constructing a role-play are: • Define Aims and Objectives (practice skills, explore concepts, etc.) • Define setting/placement • Define clear role descriptors

CONSTRUCTING A ROLE-PLAY • Define time limit • Define observer tasks (if any) • Define ground rules of safety and feedback • Define debriefing agenda • Define facilitator tasks

RUNNING A ROLE-PLAY • Give players time to study the scenarios • Teacher should intervene as little as possible, however, if new information is needed to be added while the activity is running, it must be prepared in advance • Teacher should check that all roles are active. If any students are not participating, she should talk to them directly • The resources made available to students should assist them to participate in the role play and fulfill their role

DEBRIEFING OR PLENARY SESSION • The final stage is a debriefing. Plenty of time should be allocated to this as it is the most important element of the role play • It is always better to have an ice-breaker or a chat about an unrelated topic for a few minutes to break people out of role so any negative emotions or aggressions can dissipate. As role-play is very powerful people may end up staying ‘in role’ for a while after causing disruption to the group or the learning task

DEBRIEFING OR PLENARY SESSION • It is better to follow the simple rules of feedback- where the participants are asked how it went, what emotions they experienced and one is playing a professional and the other a client – to ask each person’s internal emotions and how the other made them feel • If an assessment then the participant should be able to describe what went well and what didn’t go well. The groups will then give positive and constructive feedback

DEBRIEFING OR PLENARY SESSION It is often useful after debriefing to summarise what was gained- by asking each participant for their points learnt or understood. It will be usually quite an assortment of learning points that shows how each role-play can stimulate several strands of learning beyond the original aims and objectives

AND FINALLY... • Role-play is a powerful and effective teaching method for children and adult and can be adapted to deliver any learning objectives from simple to complex concepts • It really lends well to practice communication skills, debate complex ethical issues or explore attitudes and beliefs. The success lies in the construction and delivery with careful facilitation • It is great for teachers and trainers as it is entertaining, more interactive and reduced learner fatigue

GO ON; GIVE IT A TRY IF YOU HAVEN’T ALREADY!THANK YOU FOR YOUR TIME!

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Effective Delegation Role Play Training Scenarios

Time management role play training scenarios, strategic thinking role play training scenarios, collaboration role play training scenarios, critical thinking role play training scenarios, step 1: topic selection and narrowing down, step 2: interviewing an sme/reviewing the recording, step 3: creating a high-level structure.

Step 4: Working on the Interface

Step 5: designing graphics, step 6: polishing the role play, step 7: role play implementation and evaluation.

• Set Clear Objectives:  Before you start, define what you want to achieve with the role-play. What skills or situations are you targeting? Having clear objectives will guide the training.
• Prepare Realistic Scenarios:  Create scenarios that mimic real-life situations as closely as possible. This helps participants connect their learning to their actual roles.
• Provide Guidelines:  Give participants guidelines and background information about their roles and the scenario. This helps them step into character effectively.
• Rotate Roles:  Encourage participants to switch roles during different scenarios. This allows everyone to experience various perspectives and challenges.
• Feedback and Debrief:  After each role-play, have a debriefing session. Discuss what went well and what could be improved. Constructive feedback is essential for growth.
• Encourage Open Dialogue:  Create a safe and open environment where participants can express themselves freely. This builds trust and makes the training more effective.
• Use Video Recording:  If possible, record the role-plays. Watching the recordings can be a powerful learning tool, helping participants see their strengths and areas for improvement.
• Keep it Engaging:  Role-play can be fun and engaging. Inject enthusiasm and energy into the training to keep everyone involved and motivated.
• Practice, Practice, Practice:  Like any skill, the more you practice, the better you become. So, repeat role-play sessions periodically to reinforce learning.

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Role-Playing

Preparing for difficult conversations and situations.

By the Mind Tools Content Team

Think back to the last time you prepared for an important meeting.

Perhaps you needed to convince a prospective client to do business with your organization. Or maybe you had to present to executive board members, and you knew that they would be peppering you with questions about your proposal.

Whatever the situation, chances are that you were nervous about the meeting; and practicing in front of a mirror may not have helped you overcome your anxiety, especially with respect to answering difficult questions.

This is where role-playing can be useful. In this article, we'll look at what it is, and we'll see how you and your team can use this technique to prepare for a variety of challenging and difficult situations.

Uses and Benefits

Role-playing takes place between two or more people, who act out roles to explore a particular scenario.

It's most useful to help you or your team prepare for unfamiliar or difficult situations. For example, you can use it to practice sales meetings, interviews, presentations , or emotionally difficult conversations, such as when you're resolving conflict .

By acting scenarios like these out, you can explore how other people are likely to respond to different approaches; and you can get a feel for approaches that are likely to work, and for those that might be counter-productive. You can also get a sense of what other people are likely to be thinking and feeling in the situation.

Also, by preparing for a situation using role-play, you build up experience and self-confidence with handling the situation in real life, and you can develop quick and instinctively correct reactions to situations. This means that you'll react effectively as situations evolve, rather than making mistakes or becoming overwhelmed by events.

You can also use role-play to spark brainstorming sessions, to improve communication between team members, and to see problems or situations from different perspectives.

How to Use Role Play

It is easy to set up and run a role-playing session. It will help to follow the five steps below.

Step 1: Identify the Situation

To start the process, gather people together, introduce the problem, and encourage an open discussion to uncover all of the relevant issues. This will help people to start thinking about the problem before the role-play begins.

If you're in a group and people are unfamiliar with each other, consider doing some icebreaker exercises beforehand.

Step 2: Add Details

Next, set up a scenario in enough detail for it to feel "real." Make sure that everyone is clear about the problem that you're trying to work through, and that they know what you want to achieve by the end of the session.

Step 3: Assign Roles

Once you've set the scene, identify the various fictional characters involved in the scenario. Some of these may be people who have to deal with the situation when it actually happens (for example, salespeople). Others will represent people who are supportive or hostile, depending on the scenario (for example, an angry client).

Once you've identified these roles, allocate them to the people involved in your exercise; they should use their imagination to put themselves inside the minds of the people that they're representing. This involves trying to understand their perspectives, goals, motivations, and feelings when they enter the situation. (You may find the Perceptual Positions technique useful here.)

Step 4: Act Out the Scenario

Each person can then assume their role, and act out the situation, trying different approaches where necessary.

It can be useful if the scenarios build up in intensity. For instance, if the aim of your role-play is to practice a sales meeting, the person playing the role of the potential client could start as an ideal client, and, through a series of scenarios, could become increasingly hostile and difficult. You could then test and practice different approaches for handling situations, so that you can give participants experience in handling them.

Step 5: Discuss What You Have Learned

When you finish the role-play, discuss what you've learned, so that you or the people involved can learn from the experience.

For example, if you're using it as part of a training exercise, you could lead a discussion on the scenarios you have explored, and ask for written summaries of observations and conclusions from everyone who was involved.

Further Tips

Some people feel threatened or nervous when asked to role-play, because it involves acting. This can make them feel silly, or that they've been put on the spot.

To make role-playing less threatening, start with a demonstration. Hand two "actors" a prepared script, give them a few minutes to prepare, and have them act out the role-play in front of the rest of the group. This approach is more likely to succeed if you choose two outgoing people, or if you're one of the actors in the demonstration.

Another technique for helping people feel more comfortable is to allow them to coach you during the demonstration. For instance, if you're playing the role of a customer service representative who's dealing with an angry customer, people could suggest what you should do to make things right.

Role-Play Example

In an effort to improve customer support, John, Customer Service Manager for Mythco Technologies, sets up a team role-playing session. Acting as the leader/trainer, John brings together a group of software developers and customer support representatives.

He divides the 12 people into two groups: Group A represents the customer support representatives; Group B represents the customer.

John tells Group A that the customer in this situation is one of Mythco's longest-standing customers. This customer accounts for nearly 15 percent of the company's overall annual revenue. In short, the company cannot afford to lose her business!

John tells Group B that the customer has recently received a software product that did not live up to expectations. While the customer has a long-standing relationship with Mythco, this time she's growing weary because Mythco has previously sold her faulty software on two separate occasions. Clearly, her relationship with Mythco is in jeopardy.

John now allows the groups to brainstorm for a few minutes.

Next – with this particular approach to role-play – each group sends forth an "actor" to take part in the role-play. The actor receives support and coaching from members of the team throughout the role-playing process. Each team is able to take time-outs and regroup quickly as needed.

John runs through the scenario several times, starting with the "customer" behaving gently and ending with the customer behaving aggressively. Each time, a best solution is found. Of course, John can always ask for additional role-playing and suggestions if he feels that the process needs to continue, or that the team has yet to uncover the very best solutions.

Once it's clear that they cannot identify any more solutions, John brings the two groups together and discusses the session. During this, they discuss the strategies and the solutions that the actors implemented, and how they could apply them to a real-life situation.

John also asks each team to write a short summary of what they learned from the exercise. He then combines the summaries and provides a copy of everything learned to all participants.

Role-playing happens when two or more people act out roles in a particular scenario. It's most useful for helping you prepare for unfamiliar or difficult situations.

You can also use it to spark brainstorming sessions, improve communication between team members, and see problems or situations from different perspectives.

To role-play:

• Identify the situation.
• Add details.
• Assign roles.
• Act out the scenario.
• Discuss what you have learned.

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• How to Teach Using Role-Playing

Role-playing exercises can be hard work for the instructor, both in preparation and in execution, but the work tends to pay off in terms of student motivation and accomplishment. As with any big project, it's best to take it one step at a time:

Define Objectives

Choose context & roles, introducing the exercise, student preparation/research, the role-play, concluding discussion.

The details of what you need to do depend entirely on why you want to include role-playing exercises in your course.

• What topics do you want the exercise to cover?
• How much time do you and your class have to work on it?
• What do you expect of your students: research, reports, presentations?
• Do you want the students role-playing separately or together?
• Do you want to include a challenge or conflict element?

In order to prepare for the exercise:

• For problems and settings with lots of detail, have a look at examples in the Starting Point Case Study Module. The module itself contains more information about using cases to teach.
• If the characters(s) used in the exercise are people, define his or her goals and what happens if the character does not achieve them.
• You should work out each characters' background information on the problem or, better yet, directions on how to collect it through research. If possible, prepare maps and data for your students to interpret as part of their background information rather than the conclusions upon which they would ordinarily base their decisions (especially if the characters are scientists).

Engage the students in the scenario by describing the setting and the problem.

• Provide them with the information you have already prepared about their character(s): the goals and background information. It needs to be clear to the student how committed a character is to his/her goals and why.
• Determine how many of your students have done role-playing before and explain how it will work for this exercise.
• Outline your expectations of them as you would for any assignment and stress what you expect them to learn in this lesson.
• If there is an inquiry element, suggest a general strategy for research/problem solving.

Even if there is no advance research assigned, students will need a few moments to look over their characters and get into their roles for the exercise. There may also be additional questions:

• Why they are doing this in character? Why did you decide to make this a role-playing exercise?
• Students may have reservations about the character that they have been assigned or about their motives. It is good for the instructor to find out about these before the actual role-play. It can be very difficult for a student to begin researching an issue from a perspective very different from their own because even apparently objective data tends to be reinterpreted as support for pre-existing world-views.
• The Sierra Club Homepage ( more info )
• Worldwatch Institute Homepage ( This site may be offline. )
• Natural Resources Defense Council Homepage ( This site may be offline. )
• Similar websites representing the very common viewpoint of the worker, property owner, or industrialist whose future may be in conflict with environmental interests are hard to find. One site, Debate Central , has constructed arguments for characters promoting property rights and wary of government intervention. Their topic coverage is still limited, however. A poorer alternative is to send students to the websites of companies involved in an issue to read their PR material.
• Often, the best resource for understanding people is other people. Model UN encourages participants to call the embassy of the country they are to represent for advice. The same can be done with the PR divisions of mining firms and unions, environmental and taxpayer protection groups, etc.
• If there is an inquiry component ( i.e. student-led research), the students may need help coming up with a research plan and finding resources.

Depending on the assignment, students could be writing papers or participating in a Model-UN-style summit. For a presentation or interaction, props can liven up the event, but are not worth a lot of effort as they are usually not important to the educational goals of the project.

• Potential Challenges with Interactive Exercises

Like any inquiry-based exercise, role-playing needs to be followed by a debriefing for the students to define what they have learned and to reinforce it. This can be handled in reflective essays, or a concluding paragraph at the end of an individual written assignment, or in a class discussion. The instructor can take this opportunity to ask the students if they learned the lessons defined before the role-play began.

Generally, grades are given for written projects associated with the role-play, but presentations and even involvement in interactive exercises can be graded. Special considerations for grading in role-playing exercises include:

• Playing in-character
• Working to further the character's goals
• Making statements that reflect the character's perspective
• In an interactive exercise, being constructive and courteous
• For many assignments, being able to step back and look at the character's situation and statements from the student's own perspective or from another character's perspective.

Further Recommendations

• How to Use Individual Role-Playing Projects
• How to Use Interactive Role-Playing Exercises

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Role Play in Therapy: 21 Scripts & Examples for Your Session

It is a technique that doesn’t require any costumes or makeup, and it is a valuable technique for students learning about mental health and psychotherapy, since it is a powerful tool in the treatment itself (Rønning & Bjørkly, 2019).

Role-playing scripts can be particularly helpful with reticent clients, replacing more traditional talk therapy techniques when individuals feel guarded or suspicious.

It is also a helpful and relatively nonthreatening approach that can assess, intervene, and engage clients in therapy, especially children (Hackett, 2011).

This article explores the value of role-play as a therapeutic technique and introduces scripts, exercises, activities, and questions to help.

Before you continue, we thought you might like to download our three Positive Psychology Exercises for free . These science-based exercises explore fundamental aspects of positive psychology, including strengths, values, and self-compassion, and will give you the tools to enhance the wellbeing of your clients, students, or employees.

This Article Contains:

How role-play works in therapy, 4 real-life psychology examples, does it work 9 proven benefits, 3 scripts and worksheets for your sessions, role-playing activities, scripts, games, & exercises, 9 techniques and questions to ask clients, a look at role-play in group therapy, best resources from positivepsychology.com, a take-home message.

“Role-playing in supervised groups seems to promote reflection and insight not only for students in the patient and therapist roles but also for peers observing the group sessions” (Rønning & Bjørkly, 2019, p. 415). Indeed, learning and practicing techniques in such a safe and controlled environment can promote competent practitioners.

For clients in therapy, role-playing scripts offer a replacement for some aspects of more typical talk therapies (Hackett, 2011).  “Role-playing has emotive, cognitive, and behavioral components” that can create disturbances that help clients change “unhealthy feelings to healthy ones” (Corey, 2013, p. 300).

When reenacting scenes from their lives, people typically become more psychologically engaged than if they were simply reporting anecdotes about themselves (Corey, 2013).

Clients can use such exercises to work through their feelings and irrational beliefs in an imagined past, present, or future situation. Children, in particular, can find it helpful as an opportunity to act out problematic behavior while providing a performance-based learning experience (Corey, 2013; Dobson, 2011).

Typical role-play includes two or more people re-enacting a specific problematic scenario–actual or imagined–sufficiently authentic to evoke an emotional reaction. For example, the therapist may play the role of parent or teacher, using words, mannerisms, and responses gathered (by systematic questioning) from the child to explore a situation (Hackett, 2011).

As a therapeutic technique, role-play offers helpful insight into how individuals view their environment and function interpersonally. For that reason, it can be particularly effective in the treatment of trauma, enabling therapist and client to revisit earlier experiences through reenactment (Hackett, 2011).

It may be helpful to move furniture around in the office to recreate the environment, for example, a family living room or work setting, to better capture how clients currently react to a situation (Nelson-Jones, 2014).

Clients can practice and improve their assertive and social techniques while learning to manage their anxiety, aggression, and other interpersonal difficulties (Hackett, 2011).

Real-life examples of role-play, modified from the literature, include:

• A student anxious about their application to graduate school feels stupid and unworthy . Role-playing an imagined interview with the college Dean uncovers the client’s specific beliefs and anxieties, challenging their thoughts about what it could mean not to be accepted (Corey, 2013).
• Client and parent, Rich typically gets excessively angry when his daughter stays out late . The therapist asks him to role-play a prior situation using the new coping skills he has learned, providing a safe opportunity to make mistakes and improve handling going forward (Nelson-Jones, 2014).
• A client consistently performed poorly in interviews for management positions. The client role-plays a future interview, with the therapist acting as the interviewer using a set of questions that could cause the client difficulty. The meeting is video recorded for later review and skills evaluation. Guided mental imagery is then used to rehearse target skills before future interviews (Nelson-Jones, 2014).
• A student has communication and confidence difficulties with their professor . The therapist teaches them assertiveness skills , then role-plays meetings with the professor to try out their newly acquired techniques (before an actual meeting). Practice helps the client manage their fears and improve their relationship with their professor (Corey, 2013).

Role-play is helpful in placing clients in safe environments for practicing difficult or distressing situations and trialing new coping skills and emotional responses (Dobson, 2011).

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Role-playing scripts have many tried-and-tested benefits (some identified anecdotally rather than research-driven) to aid the therapeutic process and improve the likelihood of positive treatment outcomes.

Potential benefits of role-play include (Nelson-Jones, 2014; Hackett, 2011; Corey, 2013):

• Providing valuable assessment opportunities to uncover how clients think and act in situations.
• Offering the chance to practice skills learned during treatment.
• Working together, therapist and client can create and try out styles and approaches for verbal and non-verbal communication .
• Practicing how to cope with a range of responses from others.
• Trialing the transfer of learned skills to real life to recognize their value while practicing overcoming obstacles.
• Benefiting skills training by providing the opportunity to practice social skills, assertiveness, and other interpersonal and communication-related skills.
• Using interruptions from therapists to create disturbances in what clients tell themselves, helping turn unhealthy beliefs into healthy ones.
• Providing the opportunity to role-play problem situations clients face in their daily lives.
• Helping to learn coping strategies to avoid impulsive and aggressive behavior, social anxiety, test fears, eating problems, and public speaking anxiety.

Introducing role-play in therapy is a skill that requires practice and focus to ensure that the client can try out their new skills and coping mechanisms. The therapist must be clear in their expectations and help the client by (Nelson-Jones, 2014):

• Explaining the reasons for role-play
• Setting the scene
• Assessing their current communication skills and behaviors
• Formulating new or changed communication skills and behaviors
• Rehearsing the new skills and behaviors
• Encouraging the client to rehearse their skills inside and outside counseling sessions .

Scripts (even partial ones) can help by focusing attention and providing the client with clarity on what is expected.

Empty chair

The empty chair (sometimes called two chairs work) experiment is one of the most widely used methods in Gestalt psychology and provides a slight twist on the idea of role-play. It “offers a voice to the client’s experience and is a way of recognizing and re-owning alienated qualities” (Joyce & Sills, 2014, p. 100).

The client is asked to imagine someone from their past or present sitting in the chair opposite. They then talk openly about how they feel as though the person were there.

A typical script might be a variation on the following:

If your husband were in the room, how close would he be sitting or standing?

Now, with your eyes closed, imagine what he is wearing. How is he sitting or standing? What expression is on his face?

Now, slowly opening your eyes, imagine looking at him, sitting (or standing) in front of you.

What emotions do you feel?

What would you like to say to him?

At this point, the therapist is likely to begin to grasp the difficulties their client has with the person, situation, or emotions. For example, they may say, “He looks stern and criticizes me.”

The therapist may offer questions such as, “ How risky would it be to tell him to stop ?”

The empty chair role-play encourages the client to think about how they feel regarding the situation and the person and try alternate ways of coping and behaving.

Unfinished business

Sometimes a client can feel stuck regarding their relationship with someone alive or dead. The client may need to stay with such feelings of discomfort or “stuckness.”

Role-play – where the therapist plays the other person – can help push the conversation further and continue without avoiding how they wish things to change (Joyce & Sills, 2014).

The therapist can temporarily halt the role-play to ask the following questions, digging deeper into the client’s thoughts and beliefs on each one (modified from Joyce & Sills, 2014):

What are you afraid will happen if you assert yourself and make demands of X?

[The client answers.]

And then what would happen?

And what then?

And what would that look like?

While the therapist should handle questioning carefully, gently nudging the client’s thought process along, pushing them to face up to realities can be powerful. Once answered, the therapist can resume role-play.

Assertive Message Role-Play

This worksheet provides a helpful script and role-play exercises to help work through issues with assertiveness at work.

Potential scenarios include:

A coworker is being rude about another coworker. Someone in the office comes to you and wants to gossip about your friend. Your coworker won’t return your calls. A coworker is taking personal phone calls in your area and talking about very personal issues you prefer not to hear.

CBT role-play – depressive symptoms and lack of motivation

Activities and games can enhance the effectiveness of role-play and provide new opportunities to explore client thinking, feelings, behaviors, and learned skills (Mann, 2010).

Top dog–underdog

When the therapist notices clients are holding two opposing (and sometimes extreme) opinions or attitudes, it’s helpful to ask them to play each one in a role-play.

The client plays top dog , demanding that everything is done their way, and then underdog , where they play the disobedient, rebellious self who doesn’t do as told.

For example (modified from Mann, 2010):

Top dog: I need to get down to the gym and get in shape . Underdog: Who cares! I want to grab a burger and have a lazy day !

Aha experience

In this variation of the two chairs exercise, the aim is to help the client experience a moment of insight (Mann, 2010).

“The ‘Aha’ experience can be facilitated through experimentation” (Mann, 2010, p. 222). For example, suppose a client is stuck deciding whether to take a new job. In that case, they move to the other seat, representing their new position (literally and emotionally), to comment from that place. They can role-play the impact of inaction and action from both positions and see how it feels, how they think, and the effect on their potential behavior.

Intellectual–emotional role

When other techniques cannot help a client become unstuck, the following Cognitive-Behavioral Therapy role-play can be helpful (Beck, 2011).

In an existing or imagined situation, the client is asked first to play the role of their emotional self. They act and behave according to their dysfunctional or unhelpful beliefs. Next, they approach the same situation using their intellectual self , where they recognize their ideas were wrong or unhelpful. For example:

Emotional self: I am useless because I didn’t get all A’s Intellectual self: It was a tough test; no one got all A’s .

After role-play has ended, it’s helpful to ask the client several questions to encourage metacognition (Beck, 2011; Mann, 2010):

• What did you learn about yourself?
• How did you feel in each role you played?
• What did you discover?
• Did you come to a better understanding of how you or another felt?
• If so, what was that understanding?
• What do you think you will do differently the next time you face this situation?

During role-play, it is helpful for the person playing the role to think out loud, explaining their thoughts, beliefs, emotions, and rationale behind their behavior (Baim et al., 2007).

Role reversal

Playing each side of a role-play means that the client enters into each character, walking in their shoes and considering how the same situation may be experienced differently (Baim et al., 2007).

Past and future

Any character (alive or dead) from a real past or an imagined future can be brought to life and worked through as many times as needed. There are no limits, and a situation may become better understood the more it is revisited.

Group therapy should never be thought of as second class when compared with individual therapy, as it offers a wide range of experiences for self-growth, particularly using role-play (Mann, 2010).

Role-play can be helpful with children who may not yet have the words to describe how they feel or to put in place coping mechanisms to handle extreme emotions such as anger (Snowden & Rebar, 2018).

2 Games for your group sessions

Group sessions can use games to explore and understand difficult situations and experience strong emotions.

Best and worst – Anger management

Anger can be a difficult emotion to anticipate and manage.

In a group environment, ask children (or adults) to come up with a list of situations that typically make people angry.

Ask for volunteers to come up to the front and play one person handling a situation well and managing their anger and another handling it poorly and showing their worst side.

Reflect on how the person may have felt when they got angry and how people nearby could have been impacted.

Asking for what I need

It is not always easy asking for what we want.

Ask the group to think of a situation where they fail to speak out (perhaps in class or at work) and how they react. Discuss how they are left feeling.

In pairs, practice asking for what they want in those situations, using one of the following approaches (modified from Snowden & Rebar, 2018):

I’m feeling (e.g., upset) … and I need to (e.g., explain how I feel to you).

It’s hard to talk right now, but I (e.g., need a few moments). Can we talk later?

I feel (e.g., really angry) … And I’m not sure what I need/want. Can you help me figure it out?

Having worked through the exercise in pairs, ask for volunteers to explore what worked well in front of the group.

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Role-playing scripts are one of many ways to learn to manage emotions. We have other techniques available to help therapists work with their clients to understand their feelings.

Some essential free resource include:

• Imagery-Based Exposure Worksheet This helpful worksheet is designed to guide clients through exposing themselves to strong emotions.
• Decatastrophizing Worksheet These five progressive questions take the person through the process of decatastrophizing a catastrophe.
• Radical Acceptance Worksheet This exercise helps the client manage intense negative emotions and experiences by acknowledging that it is possible to respond mindfully rather than emotionally.
• Skills for Regulating Emotions We often focus on negatives more than positives. This valuable exercise helps us redress the balance.

More extensive versions of the following tools are available with a subscription to the PositivePsychology.com Toolkit© , but they are described briefly below:

• Passengers on the Bus Group Activity Acceptance and Commitment Therapy uses the passengers on the bus metaphor to help practice observing and accepting emotional experiences.

The bus driver (volunteer from the group) talks to their passengers (other volunteers, representing distressing emotions), attempting to quiet them and enable the bus to continue in its valued direction. The aim is to learn to acknowledge each one without reacting, seeing them as simply part of the journey.

• Step one – Identify what triggers strong emotional reactions.
• Step two – Understand the reactions.
• Step three – Identify coping strategies.
• Step four – As a group, discuss their effectiveness.

If you’re looking for more science-based ways to help others enhance their wellbeing, check out this signature collection of 17 validated positive psychology tools for practitioners. Use them to help others flourish and thrive.

Role-play in therapy has the potential to help clients not previously helped by other treatments. By creating this safe environment, it offers a controlled place to visit past, present, and future situations that cause clients emotional upset.

Individuals reenact scenes, work through problematic behavior, then reflect on emotional, cognitive, and behavioral aspects of what they experienced.

Role-play is particularly helpful for practicing new skills – social or communicative – in potentially difficult situations. The client can identify coping mechanisms that work for them and uncover unhelpful or problematic behaviors that need addressing.

When appropriate, role-playing scripts can direct attention and focus on particular aspects of a situation. The therapist can stop the action to question what the client was thinking or feeling or suggest alternative approaches for handling what is happening.

Role-play offers a valuable approach that can be integrated into most therapeutic treatments to stimulate changes in thinking and behavior and learn to manage emotional responses.

We hope you enjoyed reading this article. Don’t forget to download our three Positive Psychology Exercises for free .

• Baim, C., Burmeister, J., & Maciel, M. (2007). Psychodrama: Advances in theory and practice . Routledge.
• Beck, J. S. (2011). Cognitive behavior therapy: Basics and beyond . Guilford Press.
• Corey, G. (2013). Theory and practice of counseling and psychotherapy . Cengage.
• Dobson, K. S. (2011). Handbook of cognitive-behavioural therapies . Guilford Press.
• Hackett, D. (2011). Role-playing. In S. Goldstein & J. A. Naglieri (Eds.), Encyclopedia of child behavior and development (p. 127). Springer.
• Joyce, P., & Sills, C. (2014). Skills in gestalt counselling & psychotherapy . Sage.
• Mann, D. (2010). Gestalt therapy: 100 Key points and techniques . Routledge, Taylor & Francis Group.
• Nelson-Jones, R. (2014). Practical counselling and helping skills . Sage.
• Rønning, S. B., & Bjørkly, S. (2019). The use of clinical role-play and reflection in learning therapeutic communication skills in mental health education: An integrative review. Advances in Medical Education and Practice , 10, 415–425.
• Snowden, S., & Rebar, S. (2018). Anger management workbook for kids: 50 Fun activities to help children stay calm and make better choices when they feel mad . Althea Press.

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In this video, I notice that the cause of her feelings is from self abandonment because she has been emotionally invalidated growing up and has experienced abandonment, which has taught her to overlook her needs prioritising the needs of others (husband, kids) from listening to her story. The tone of her voice is flat, empty and has grief in it. She says ‘I’ a lot not ‘we.’ She has had to do all this by her self all these years! And now she barely understand her own self, why or emotional self. Her husband is not taking her out anywhere nice to cheer her up? And just went out to work? And no family time to include kids as well? Why isn’t the counsellor mentioning this to her? 1. She needs good friends who understand her well 2. What does she like doing? Hobbies and interests that being her joy 3. Start journalling 4. Start to self parent 5. Love yourself

i love reading this. it helps a lot. thanks

This is one of the most practical resources I have read on the subject matter

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20 Creative ESL Role Play Ideas for Students of Any Age

From young students to professionals, role play a great way to prepare your ESL students to use English in real world scenarios .

Implementing this activity in the classroom can help students overcome their fear of public speaking  or speaking English in general, use vocabulary in context and clarify any misunderstandings in a safe environment.

Also, it’s fun!

If you don’t know where to start, here are some of the most useful and relevant ESL role play ideas for your students.

1. Time to Eat!

3. is there a doctor in the house, 4. time to teach, 5. let’s go shopping, 6. ace the interview, 7. bizarre job interviews, 8. watch the weather, 9. meet your mate on a date, 10. town hall debate showdown, 11. let’s mail a letter, 12. let’s get down to business, 13. a night out on the town, 14. driving directions improvisation, 15. international space station, 16. lost in the catacombs of paris, 17. eating out at the freaky fast food joint, 18. the interrogation room, 19. surveyed on the street, 20. blind date, how to prepare esl role play activities.

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Goal:  Students will master typical vocabulary and phrases used in a restaurant by understanding and responding appropriately to prompts.

Language used:

• Food-related vocabulary
• Restaurant vocabulary and phrases (Check, please!)
• Understanding and answering to a waiter (May I take your order?)

Description: In this role play, students test their knowledge of food vocabulary and common questions/phrases used at restaurants. For beginners, stick with simple questions like “How can I help you?” and “What would you like to drink?” Vocabulary should also be simple, such as  “soup” and “ice cream.” For more advanced classes, you can introduce higher-level vocabulary and vary the questions.

In order for students to be successful, it’s important to pre-teach some of the more common phrases students might encounter.

For the actual role play, divide the class into small groups. Students should take turns being the server or guest. Circulate to make sure students are using the phrases correctly and instruct the students when to switch roles.

You can add an extra element of practice and creativity by letting students design menus before performing the activity.

Goal:  Students will utilize their knowledge of direction words and polite requests to accurately give oral directions.

• Direction words (go left/right/straight)
• Giving directions (Take the next right/left)
• Names of locations and local businesses (bank, restaurant, hotel, etc.)

Description: With this ESL role play topic, students have the opportunity to practice giving and clarifying directions. Be sure to pre-teach vocabulary and phrases like stating an address in the proper order: first the number, then the street name. You may also take time to introduce directions such as “left,” “right” and “straight.”

Once students are comfortable with the language, divide students into small groups. Assign the roles of driver and passengers. Students should use the pre-taught phrases to engage in a short dialogue about directions.

It’s best to give the class a time limit. Once time is up, the students should switch roles so that each student has the chance to be both driver and passenger.

Goal:  Students utilize appropriate medical phrases and vocabulary used at a doctor’s office or hospital.

• Body part vocabulary
• Physical ailments
• Common medical terms
• Words and phrases for talking to doctors and nurses

Description: Depending on the age of the students, you can design the vocabulary accordingly. For younger students, stick with words like “runny nose” and “cough.” For older students, you might want to include such things as “high blood pressure.”It may also be a good idea to ask the students what medical words they want to know—some of them may have specific words related to their health they want to practice and you can help them find the right translations.

Divide students into small groups. Assign students the different roles and set a time limit for them to perform the dialogue. Make sure you give each student a chance to be the doctor, nurse and patient. If you have time, ask groups to volunteer to present their skit in front of the whole class.

Goal:  Students practice public speaking by instructing or explaining a chosen topic in detail to the class.

Language used: 

• Vocabulary needed for topic of choice
• Common phrases used by teachers (Can everyone hear/see me?, Today we are going to learn how to ____.)
• Giving directions and instructions (first…, then…, finally…)

Description: “Time to Teach” gives you and the students a lot of flexibility. Students prepare a short lesson on a topic of their choosing and get to be the teacher for a few minutes. You can narrow the parameters by giving specific time limits or giving them a set list of topics. Not only does this give the teacher a bit of a break, it also results in lots of interesting new information for everyone involved.

This ESL role play topic allows students to practice instruction and transition words. For example, if a student decides to teach his classmates how to do origami, he might start with “First, fold your piece of paper in half,” followed by “then…” and “finally…”

Goal: Students have the opportunity to utilize common vocabulary and phrases that arise when shopping.

• Terminology related to grocery stores (aisle, shelf, row, products)
• Phrases for talking with grocery store employees (excuse me, can you tell me where the ___ is?)
• Phrases used by grocery store workers (How can I help you?, Did you find everything today?)

Description: This role play topic allows students to utilize their food vocabulary , ask questions and engage in a money-based transaction.

Divide the class into small groups or turn the whole classroom into a supermarket. If you can, set up the desks as aisles and let students bring items from home to use as products in the store. Create a checkout line and use a desk as a cash register.

Employees should circulate and ask customers if they need help. You might encourage the customers to be lost and needy, constantly seeking assistance. The cashier then rings up the items and finalizes the transactions. Assign them different roles and make sure each student has a chance to act as employee, cashier and customer. You might even have fake money so students can practice counting and using money-related vocabulary.

Goal:  Students practice professional English, proper interview etiquette and responding appropriately to common interview questions.

• Common questions and answers used in interviews (What are your strengths? Why do you want this job?)
• Talking about yourself
• Discussing your past, present and future (I graduated from…, In five years, I see myself…)

Description: This particular ESL role play topic may not be suitable for young students . However, it can be extremely beneficial and worthwhile for business English students, as well as high school and university students. And who does not like talking about themselves?

Divide students into pairs and have them take turns being the interviewer and interviewee. The questions can be as detailed as you would like and can be adjusted for different student levels. Be sure to also use this opportunity to teach students about the importance of body language and interview etiquette.

Goal: Students think outside the box in an interview setting and prepare to respond spontaneously to less common interview questions.

• Asking common interview questions with a twist
• Answering questions spontaneously

Description: 

The jobs your students interview for will be those of a more bizarre nature. This will evoke more English thought, and force your students to go off script from the usual interview questions and answers.

Ask your students as a class about a few jobs they may have had, or possibly some bizarre jobs they may have heard about. This promotes imagination, creativity and will serve as a great warm-up activity. You can even share a bizarre job of your own or of a friend. Maybe you or someone you know spent a summer as a kiwi picker in New Zealand, or cleaned cages at the zoo.

You will need to have made a few worksheets for each job interviewer ahead of time. A fun twist is to let the interviewer know which job the interviewee will be interviewing for, but to keep the interviewee in the dark until the activity begins.

For example, let’s say Student A has a list of questions to ask Student B, the interviewee. Student A might read, “How did you hear about the position for tiger tooth cleaner?” Student B will need to spontaneously come up with an answer.

Student B should also have an opportunity to ask the interviewer any questions he or she may have about the job. For example, “How many tigers are there?” This will evoke a quick, spontaneous response from Student A. Your students should switch roles among the different interview tables and bizarre jobs.

Goal: Students practice weather-related terms and phrases, as well as different verb tenses.

• Weather terms (sunny, cloudy, rain, snow, wind)
• Temporal words (today, yesterday, last night)

Description:  Talking about the weather is a necessity for accurately describing the current conditions, as well as mastering the art of small talk. This ESL role play topic is great for helping students master these terms and using a variety of verb tenses in context.

Students work in small groups to give a weather report, explaining the past, future or present conditions. Depending on the level of your class, you may also let them talk about traffic or current events. For added interest, you might include a “citizen” in the role play for the anchor or reporter to engage with.

Goal:  Students formulate and appropriately respond to personal questions.

• Personal questions
• Describing yourself (My name is…, My hobbies are…)
• Introduction words and phrases (Nice to meet you)

Description: Students can ask any number of questions on their “date.” They can be themselves or you can assign them different professions. Set up the desks or tables so that students can sit across from one another. The dates should be short and students should rotate several times so they have a chance to speak with several classmates.

They should start with simple introductions, but following that, the questions they ask will be determined by the level and whatever it is that they have studied recently. For example, if the class has been studying words for family members, the questions may relate to family. If you have been talking about hobbies, the “date” could start with the question “What do you like doing?”

Goal: Students engage in debate and persuasive speeches to convince their audience of their assigned viewpoint.

• Vocabulary related to the topic at hand
• Persuasive words and phrases (I agree/disagree because…)
• Expressing your thoughts and beliefs (I believe…, I think…)
• Ordered speech (First of all…)

Description: Debating can be a fun and exciting way to practice speaking persuasively and learning how to effectively agree or disagree with someone. This activity can be done in a one-on-one setting or in teams of two or three students against another team.

While the other ESL role play topics can be adapted for any age group or English level, this role play topic is best saved for more advanced speakers.

You should prepare several topics that the students can debate. Make sure the topics have two clear sides to argue. You might pick something current or political for older students. For younger students, something like the school start time or wearing uniforms would be more appropriate.

In any case, you’ll need to give students a chance to prepare their arguments, including opening statements and well-formulated supporting facts and examples.

Goal: Students use words and phrases to successfully make inquiries and/or mail a card or package.

• Post office vocabulary (I’d like to buy stamps, please. What’s the fastest way to send it?)
• Common clerk questions (How can I help you? How would you like to send this?)

Description: A post office might not be the most exciting place in the world, but it’s a pretty important place if you want to get that package to your mom for Christmas!

Give students the opportunity to practice buying stamps, clarifying an address or sending a package in this role play. This is best done in groups of two. You should monitor the students, making sure they are using appropriate phrases and checking pronunciation.

Goal: Students practice going over an agenda, running a meeting or giving a business presentation.

• Business-related terms (agenda, email, meeting, etc.)
• Sequence words and phrases (It’s time to get started. Who would like to go first?)
• Asking questions in a professional setting (I have a question concerning ___. What is our timeline for ___?)

Description: This role play is directed towards older students and gives them the chance to practice their business English. Encourage the “boss” to open the meeting with a greeting and a purpose for the meeting. The “employees” should be encouraged to ask questions and offer thoughts and opinions related to the topic of the “meeting.”

In general, this role play works best with small groups of students. Ask the students to take turns playing the different roles for optimal practice.

What’s great about this role play is that you can adapt it to any type of situation; you could assign groups of students to different types of business meetings. For example, one meeting might be an advertising meeting while another might be a downsizing meeting.

Goal: Students will learn how to strike up casual conversations in a very informal setting, from a variety of points of view.

• Explaining one’s self
• Conversational, casual language
• Asking and answering improvised questions

Description: This role play activity gives students a chance to practice sparking up a conversation in an informal way with new people in English. Before you dim the lights and turn up the music, talk about your past experiences socializing in casual settings like bars and concerts. Some of your students may have already had a night out in an English-speaking country, and their anecdotes may be helpful for their classmates moving forward. You could even share a story of your own.

Assign students roles, like bartenders, servers and patrons, even the DJ. You and the class can take it a step further and give each character a brief backstory, like the businessman who’s visiting for just one night, or the artist who’s working at the bar to make ends meet.

You’ll also be a patron during this activity, floating and sparking up a conversation with your students’ characters. Roles will be switched and everyone in the class will get an opportunity to be someone new. You could even add a theme to your role play activity, such as New Year’s Eve, St. Patrick’s Day or another English-speaking holiday or a big event like the World Series or the Superbowl.

Goal: Students will learn how to make and follow driving directions.

Key words/phrases:

• Direction words (follow this road, turn right)
• Names for vehicles and people (driver, passenger, pedestrian)

Description: In this role play activity, you’ll employ a few antagonists to throw a wrench in the otherwise traditional ESL lesson for directions. 

Divide your students into groups of four and assign a role to each: driver, front-seat passenger, pedestrian and backseat antagonist. Hand the pedestrian a slip of paper with pre-written directions.

The front-seat passenger asks the pedestrian for directions. Once received, the backseat passenger will try to mix up the driving directions by disagreeing and providing the wrong instructions.

The driver will try to keep things straight in this confusion. After a few minutes go by, the driver must show you how they would navigate to the destination in the correct way. Focusing on the correct directions gives the driver a chance to really practice their listening skills!

Goal: Students practice identifying, discussing and resolving problems and conflicts using various methods and language skills.

• Critical language (Who brings a bag of seeds into space anyway?)
• Descriptive language (It’s long and green, it’s got three eyes, it looks like…)
• Instructional language (Try turning it to the left, you need to open the lid like this…)
• Questions (Did you look under the control panel? When was the last time you saw it?)

Description: In this activity, students pretend to be visiting or working on the International Space Station. Assign roles to students, like astronauts and wealthy space tourists, but also more outside-the-box options like a school teacher invited to give science lessons from space or a common man who has won the visit in a lottery.

Each type of person would think and speak differently! Encourage students to have fun with it. Being enclosed in a vehicle that travels at thousands of miles an hour at zero gravity can lead to some pretty odd situations. Here are a few ideas to get students talking:

• Someone brought sunflower seeds to munch on and they’re floating everywhere.
• A piece of disgusting space garbage is floating outside the window.
• Someone sees an extraterrestrial outside the window.
• Cabin pressure drops and everyone has to find ways to fix the problem.

Set some ground rules by ensuring that students go through each scenario by identifying the problem or issue, discussing the issue and resolving it. It’s a fun way to practice conflict resolution in English.

You can get fun with this by adding props. For instance, an old TV remote can act as a communication device, your ESL textbook can double as a handbook for fixing something on the station, etc.

Goal:  Students will use their English skills to find their way around an unfamiliar and potentially scary situation.

• Directional language (Turn left here! We should retrace our steps…)
• Hypothetical language (It could be rats. That might be sewer water. We might find a way out…)
• Emotional language (I’m really scared! Don’t worry, we’ll be fine. Be brave!)

Description: Your students have strayed from the guided tour of the Catacombs of Paris into uncharted tunnels, full of humidity, bones, rats and spiderwebs. Turn out the lights, hand out flashlights, and have your students talk among themselves as they navigate the catacombs.

Students can come up with roles themselves since there’s a lot of freedom for those who might visit the catacombs. You can provide them with some ideas, like tourists, tour guides, ghost hunters, sanitation workers and even a runaway criminal and the police in search of them.

You could make this a full-class activity by preparing a map and guiding your students through encounters and situations. For instance, your students could make a wrong turn and hear some strange noises (then decide whether to investigate or get out of there quickly!). After a certain amount of time, the water can begin to rise to add to the urgency.

Goal: Students will learn how to discuss unfamiliar food and cuisine, and learn how to talk about potentially unappealing.

• Descriptive language (Describing foods that are disgusting in an attractive manner)
• Persuasive language (Convincing clients to try something that might seem unappealing at first)
• Expression of surprise/disgust language (Oh my gosh, that’s really nasty! What on earth is that supposed to be? You don’t expect me to eat that, do you?)
• restaurant language (ordering, paying, complaining)

Description: This role play activity places students in a fast food restaurant that happens to serve truly unusual and disgusting food. Students can assume pretty normal roles, like a couple of friends on vacation, a local who’s trying to get some tourists to try their cuisine or owners of a neighborhood restaurant who are checking out the competition.

Create the menu before the activity begins by asking your class to come up with some bizarre food types or combinations, like raspberry jam on cheesy fries. Yum! This might even lead to a discussion of foods from different cultures that might be considered disgusting or unusual by someone who hasn’t tried it, like chicken feet, cow tongue or solidified chicken broth (all of which, by the way, are absolutely delicious!).

During the role play, students can work in groups to peruse the menu, discuss the meals between themselves and talking to the waiter. Encourage students to use many adjectives to describe the look, feel, smell and taste of their pretend bizarre meals. 

Goal: Students will spontaneously respond to questions in the past tense under potentially stressful situations.

• Leading questions (Why did you do it? Where were you at the time of the crime?)
• Answering questions / avoiding answering
• Denial language (I didn’t do it! I wasn’t there! I don’t know what you’re talking about!)
• Past tense (I was in another place. I was doing something else at the time.)

Description: This role play is intended for an older audience, and will be especially enjoyed by students who are fans of thrillers or procedural crime shows. Begin by showing your students short videos of interrogations from crime films. Discuss with the class the different roles of the cops and suspects, paying close attention to body language, in particular.

Assign students roles like a detective, good cop, bad cop, witness, innocent suspect and guilty suspect. You can do this as a whole class and call up different witnesses and suspects to the front to be interrogated by the cops and detective(s). Students should all receive brief descriptions of their roles and some facts they need to know (but others might not). For instance, one suspect might be innocent of the crime but guilty of another, which may lead to then lying during the interrogation.

You can make the crime as gruesome or as innocent as you want, depending on your students. For example, you can have an elderly, wealthy man be murdered and his suspects are the family who are set to inherit his riches. You might have a person who’s been stopped by border police for trying to enter the country with a very unusual story. You could even be looking for the thief in a bank heist! 

Goal: Students will learn how to answer information questions and how to politely end a conversation quickly.

• Questions / Answers (More information questions than simple yes/no questions)
• Avoidance language (I’m sorry, I’m in a hurry. I don’t have time right now. I’ve got to pick up my daughter at her dance class.)
• Cold presentation (Cold greeting, quick presentation, participant capture)

Description: Imagine the situation: You’re walking down the street, and someone comes at you with a clipboard and a smile and asks you if you have a few minutes to take a “quick” survey. Students will be paired off, with one person very determined to give the survey, and the other trying to get on with their day.

Have a variety of survey ideas on hand, and encourage the person giving the survey to come up with suitable questions. Some survey topic ideas include political surveys, a basic survey of the neighborhood’s demographics a survey meant to canvass for a particular product (e.g. “Try our new chocolate bar and give your opinion”) and any other interesting topics you and your students might come up with.

Meanwhile, the survey takers can be given personality cards, to encourage them to respond in different ways. They might be in a hurry (give very short answers), they might hate surveys (refuse to answer or give incorrect answers) or they might be the opposite and be extremely talkative (give the survey taker winding answers that keep getting distracted from the main point). Have fun with it!

Goal: Students will use their English conversational skills to get to know someone new. 

• Polite greetings
• “Getting to know you” questions/answers (Where are you from? What do you like to do in your free time? What do your think of current event / famous person  ? Who’s your favorite singer?)
• Making excuses (Well, it’s been nice, but…; I’ve really had a good time, but I’ve got to go now; It’s getting late, I should be on my way…)

Description:  Participants in this ESL role play activity are having blind date in a nice restaurant—a date which was arranged by a computer matchmaking service that purports to hook up perfect couples for eternal love and relationships. What your students won’t know (but will begin to suspect!) is that the computer program couples people with opposing personalities.

Here are some examples:

• A loud, obnoxious person with a timid person
• An elderly person with a teenager
• Two strong-willed people who never agree with anyone else

The situations in this role play will emerge from the conflict of two opposing personalities assuming they’ve been perfectly matched and finding out that that’s not the case. As they “get to know each other,” they should gradually discover that the computer has made a huge mistake.

While you can use your standard personality cards, you may want to prepare additional cards that add a conflict:

• You are very bossy
• You are always right and everyone else is always wrong
• You are really loud and obnoxious
• You are a calm, timid person
• You are 102 / 21 years old

Remember the best idea or activity can go south very quickly if it’s not adapted to meet the needs of your students . So, be sure to pre-teach any necessary vocabulary and allow them to practice their dialogues, if needed. You can always add more elements of fun by allowing students to dress up and allowing lots of improv!

A great way to get started is by modeling some language and action with video content. By representing interactions and native forms of English you’ll perfectly showcase a role play situation.

For this, you can use a program like FluentU . This language-learning program teaches English through authentic video clips like movie trailers, music videos, funny vlog clips and other media your students will enjoy learning with. 

You can use FluentU in the classroom and watch a video together to get into character. Or, you can send students home with homework to do on their own time. Students will have the benefit of interactive subtitles to help ensure they never get lost (no matter what their level is). They’ll also be able to practice new vocabulary selected by them right from the videos, or provided by you through custom flashcard lists.

Practice takes the form of multimedia quizzes that adapt to each student’s needs, ensuring that everyone gets targeted learning for their specific strengths and weaknesses. You can find out more about pricing and features and set FluentU up for your classroom through this link .

These ESL role play topics can be adapted in so many different ways. Get creative and be flexible!

Happy acting!

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ARIA: presentation role

The presentation role and its synonym none remove an element's implicit ARIA semantics from being exposed to the accessibility tree.

The content of the element will still be available to assistive technologies; it is only the semantics of the container — and in some instance, required associated descendants — which will no longer expose their mappings to the accessibility API.

Description

While ARIA is primarily used to express semantics, there are some situations where hiding an element's semantics from assistive technologies is helpful. This is done with the presentation role or its synonym role none , which declare that an element is being used only for presentation and therefore does not have any accessibility semantics.

Writing <h2 role="presentation">Democracy Dies in Darkness</h2> removes the heading semantics of the h2 element, making it the equivalent of <div>Democracy Dies in Darkness</div> . The heading role semantics are removed, but the content itself is still available.

When an element has required descendants, such as the various <table> , elements and <li> s children of a <ul> or <ol> , the presentation or none role on the table or list removes the default semantics of the element on which it was applied and their required descendant elements.

If presentation or none is applied to a <table> element, the descendant <caption> , <thead> , <tbody> , <tfoot> , <tr> , <th> , and <td> elements inherit the role and are thus not exposed to assistive technologies. But, elements inside of the <th> and <td> elements, including nested tables, are exposed to assistive technologies.

Because the presentation role was applied to the <ul> element, every child <li> element inherits the presentation role. This is because ARIA requires the listitem elements to have a parent list element. While the <li> elements, in this case, are not exposed to assistive technologies, descendants of those required elements are exposed. If we had nested a list within one of those <li> 's, they would be visible to assistive technologies. For elements with no required children, any elements nested inside the element with role="presentation" or role="none" preserve their semantics. In this case, the <a> elements contained inside of those <li> elements are exposed.

The <a> is a special case. Its role would have been exposed even if it had the presentation or none role directly applied to it. Browsers ignore role="presentation" and role="none" on focusable elements, including link and inputs, or anything with a tabindex attribute set. Browsers also ignore the inclusion of the role if any of the element contains any global ARIA states and properties, such as aria-describedby .

Note: The element with role="presentation" is not part of the accessibility tree and should not have an accessible name. Do not use aria-labelledby or aria-label .

Associated WAI-ARIA roles, states, and properties

None. If a global ARIA state and property is set, presentation or none will be ignored, and the implicit role of the element will be used.

Specifications

• aria-hidden versus role="presentation/none" - by Scott O'Hara

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More From Forbes

The 10 top role playing games (rpgs).

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Both video and tabletop RPG games have many options for beginners.

When people hit the internet for a topic, often they are looking for the best. “Best RPG,” for example, can be a subjective search. Do they mean top role playing games (RPGs) as far as sales? Do they mean RPG games that are critically acclaimed? RPG also means different things to different people. Role playing games can mean sitting around a table with friends rolling dice and telling stories, while role playing video games involve players interacting with a pre-programmed storyline on a screen. This list compiles the best of both.

Top RPG Video Games

Role playing video games cast the player as the main character in an ongoing story, where sometimes their choices affect the narrative. These changes can alter the direction of the storyline, or they can simply offer different scenes on the same path to one ending. As one plays, they unlock new abilities and character options. RPG video games are found everywhere from consoles to personal computers to phones and tablets. I chose the games on this list for their popularity and influence on the gaming industry.

5. World of Warcraft

World of Warcraft was the first Massively Multiplayer Online Role Playing Game (MMORPG) that showed the true power of internet gaming. Players created characters, went on raids and experienced an emerging storyline as new expansions were released. But they also created their own stories through guilds, staying in character and even engaging in real life activities like weddings between players.

World of Warcraft was released on November 23rd, 2004. It is available for Microsoft Windows and Mac OS X. It’s a great game for RPG players who want to explore a dymanic world on their own while also being open to meeting new friends online.

Team Method: Triforce competes with Team Grmbl at "World of WarCraft" during BlizzCon 2017 at the ... [+] Anaheim Convention Center in California.

WWE WrestleMania 40 Results Winners And Grades From Night 2

Wwe wrestlemania 40: la knight topples aj styles in grudge match, cena undertaker and everything that happened after cody beat roman at wrestlemania 40, 4. final fantasy.

This legendary franchise has spawned multiple systems and multiple game worlds. That’s part of the appeal of Final Fantasy. Each new entry in the series is a stand alone, allowing players to explore new worlds, meet new characters and have all new epic battles. There are some themes that remain throughout the series. The players have to manage a party of heroes with big personalities—and those characters often have personal connections to the bad guys that will be revealed —and each world features some combination of technology and magic.

Final Fantasy XVI was released in 2023 for Playstation 5 and Microsoft Windows. The Pixel Remaster series allows Playstation 4, Ninten do Switch and Microsoft Windows owners to replay the classic Final Fantasy I-VI Nintendo and Super Nintendo RPG games on modern hardware. These RPG games are great for players who want to get swept up in epic storylines while exploring the history of video game RPGs.

Though Skyrim is technically the fifth entry in The Elder Scrolls series, it has become the entry point for millions of fans into the world of role playing games. Players develop the character they want to have take on the role of the Dragonborn in the icy fantasy world of Skyrim. They can chose to pursue the main storyline, experience dozens of side stories, or even simply wander the open world in search of battle and treasure.

The Elder Scrolls V: Skyrim was released on November 11, 2011. It is availible for Microsoft Windo, PlayStation 3, Xbox 360, PlayStation 4, Xbox One, Nintendo Switch, PlayStation 5 and Xbox Series X/S. It’s a great game for new players new to RPG games as it’s been around for a decade and there are a lot of helpful resources on the internet for it.

2. Mass Effect

Fantasy generally dominates the RPG market. Bioware already had several role playing games under its belt when Mass Effect launched in 2007. The game puts players in the role of Commander Shepard as they help humanity find its place in a universe full of aliens, politics and existential threats. Each game is a complete adventure, though playing through the original trilogy shows the impact of player choices throughout each episode.

Mass Effect has RPG games on Xbox 360, Microsoft Windows, iOS, PlayStation 3, Android, Windows Phone, Wii U, PlayStation 4 and Xbox One. The original core trilogy of role playing games was recently released as Mass Effect Legendary Editon for PlayStation 4, Windows and Xbox One. Players fell for this series of role playing games because of the memorable characters, romantic subplots that affected gameplay, and the chance to see an epic storyline where choices matter and play out over a trilogy of games.

1. Baldur’s Gate

The Baldur’s Gate series shaped modern role playing video games. The series takes place in the Dungeons & Dragons world of the Forgotten Realms. These games moved RPGs into the modern era with animation, voice acting and plotlines that felt like an epic D&D campaign. The most recent entry, Baldur’s Gate 3, is a smash hit thanks to its flexible storyline, character romance options and utilization of rules based on the most popular edition of Dungeons & Dragons.

Enhanced editions of the original Baldur’s Gate games can be played on Microsoft Windows, iOS, OS X, Android, Linux, Nintendo Switch, PlayStation 4 and Xbox One. Baldur’s Gate 3 was released in 2023 for Windows, PlayStation 5, macOS and Xbox Series X/S. This RPG is a great choice for people who want to experience a Dungeons & Dragons story without finding a Dungeon Master.

Top Tabletop RPG Games

Tabletop games offer a more tactile gaming experience.

5. Blades In The Dark

Heists live at the heart of many RPGs. Blades In The Dark became the best heist tabletop role playing game on the market by letting players play out the rise of a criminal gang on the streets of the industrial fantasy city of Doskvol. The gameplay loop features low-prep jobs that players can accomplish using narrative flashbacks that lead into downtime where the gang consolidates power, collects their cut of ill-gotten gains and deals with the consequences of their actions.

Blades In The Dark came out in 2017. The system has since gone on to power multiple RPGs about space scoundrels, mercenary companies and more, under the label Forged In The Dark. It’s a top RPG choice for players who can think on their feet and worry about the fallout later.

Most tabletop RPGs feature larger than life characters using amazing powers to save the world. Fiasco tells hilarious stories of normal people reaching beyond their grasp with awful consequences. Players use different playsets to generate a starting web of characters, relationships and needs, then spend an hour pulling at the strands and watching it all fall apart in massive heaps of heatbreaking failure.

Fiasco was first released in 2009 with a second edition featuring cards to speed up gameplay in 2019. This RPG can be played in person, online and using digital toolsets like Roll20 . This role playing game plays quickly, makes relatable characters and lets players tell the story without the need to make one player the Game Master.

3. Call of Cthulhu

Chaosium opened the door to allow players to explore the terror filled world of the Cthulhu Mythos in 1981. Unlike other role playing games at the time, it told the story of characters breaking down under the discovery of horror after horror rather than gaining power and wealth. Every adventure means another encounter with bloodthirsty cultists, cursed artifacts and sanity rending horrors. But players love battling the Mythos, whether in the classic 1920s era, the modern day or one of several books set in different times and places.

Call of Cthulhu 7th Edition came out in 2014. This RPG can be played in person, online and using digital toolsets like The Dhole’s House online character builder. Fans love this RPG game because they play ordinary people caught up in an epic battle between humanity and the forces of darkness.

2. Pathfinder

As Dungeons & Dragons moved away from its third edition in 2007, many of the folks who created characters, storylines and other content for it decided they wanted to stick with the system they knew best. Pathfinder began as an offshoot of Dungeons & Dragons but has since eveolved into its own fantasy role playing game. Players who enjoy the character customization and tactical combat of role playing games love Pathfinder because of its robust design that support many playstyles.

Pathfinder Second Edition Remaster was released in spring of 2024. This RPG can be played in person, online and using digital toolsets like Pathfinder Nexus and the Pathfinder Systems Reference Document. Players can puchase the books but also play the game using the free SRD document that includes updates whenever a new book is released.

1. Dungeons & Dragons

D&D is the founder of this feast. Without it, none of these other RPG games would likely exist. This game features players going on a fantasy adventure led by a Dungeon Master. The players control a single character defined by their class and race and the Dungeon Master controls everything else about the world; the people the players meet, the monsters they battle and the places they explore.

Dungeons & Dragons was created in 1974. The most recent Fifth Edition was released in 2014 with a new edition due out in 2024. This RPG can be played in person, online and using digital toolsets like D&D Beyond and Roll20. This role playing game has been the gateway for millions of people into the hobby and its popularity makes finding a game to jump into easy.

"Dungeons & Dragons" books, dice and map.

Bottom Line

There’s never been a better time to get into role playing games. Any of the games on either of these lists offer a great opportunity to experience unique stories. Whether playing out a storyline from professional designers or sitting around a table creating one with friends, role playing games are a unique creative outlet that anyone can enjoy.

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Director's Blog

National Institute on Alcohol Abuse and Alcoholism (NIAAA)

Alcohol Awareness Month: Raising Awareness about the Dangers of Alcohol Use Among Teens

March 27, 2024

April is Alcohol Awareness Month, an opportunity to update your knowledge about the adverse effects of alcohol misuse on health and society. It is also a good time to talk to teens about drinking and to equip them with the knowledge to handle situations involving alcohol. Even teens who would not normally be tempted to drink alcohol may be drawn in by certain social situations, so don’t assume they have all the facts they need to resist peer pressure. Parents and trusted adults can play a meaningful role in shaping youth’s attitudes toward drinking.

Alcohol-related problems continue to take a heavy toll on individuals, families, and communities. Researchers estimate that each year there are more than 178,000 alcohol-related deaths, making alcohol a leading preventable cause of death in the United States. Alcohol is a significant factor in the deaths of people younger than age 21 in the United States. This includes deaths from motor vehicle crashes, homicides, alcohol overdoses, falls, burns, drownings, and suicides. Research indicates that alcohol misuse during the teenage years can interfere with normal adolescent brain development. Alcohol use during adolescence also significantly increases the risk of developing alcohol use disorder later in life, and the earlier a teen starts, the higher the risk. In addition, more than 200 disease and injury-related conditions are associated with alcohol misuse.

Here are some resources from NIAAA to inform teens and their parents—as well as people such as educators, coaches, and faith group leaders who work with teens—about the detrimental health effects of underage alcohol use:

• Facts About Teen Drinking : Designed for teens, this website contains in-depth information about how alcohol affects health, how to identify signs of an alcohol problem, and how to get help.
• NIAAA for Middle School : This website contains interactive activities to help parents, caregivers, and teachers introduce and reinforce key messages about peer pressure, resistance skills, and other important topics related to underage drinking.
• Alcohol and Your Brain: A Virtual Reality Experience : This educational experience shares age-appropriate messages through engaging visuals, informative billboards, and narration.
• Kahoot! quiz about underage drinking : This quiz can be taken at home or in the classroom to help teens gain a better understanding of underage drinking. Topics covered in the quiz are negative health consequences associated with drinking, signs of an alcohol problem, and how to find support.

More NIAAA resources about drinking during adolescence are available on our underage drinking landing page , including resources for talking to kids about alcohol. Parents and other adults can make a difference in helping teens make the right decisions when it comes to alcohol and preventing underage drinking. Having conversations with them about alcohol is a strong start. Another strong start is to understand your key function as a role model when it comes to alcohol. Adolescents are less likely to drink heavily when the adults in their life demonstrate responsible behavior regarding their own alcohol use and when they live in homes where parents/guardians have specific rules against drinking at a young age.

In addition, for adults, the Rethinking Drinking website features interactive calculators as well as tips and strategies to cut down or quit drinking. The Alcohol Treatment Navigator walks individuals through the process of finding treatment options and recovery resources. Whether you are seeking more information about what alcohol use disorder is, are thinking about cutting back on alcohol, are a parent looking for information about how to talk to your child about alcohol, or a health care professional looking for how to help patients with alcohol-related problems, NIAAA can help.

Best wishes, George F. Koob, Ph.D. NIAAA Director

Need Help for an Alcohol Problem?

If you’re having an emergency, call 911. If you are having suicidal thoughts, call 911, go to the nearest emergency room or call the toll-free, 24-hour  National Suicide Prevention Lifeline  at 1-800-273-TALK (8255) to help you through this difficult time.

The  NIAAA Alcohol Treatment Navigator  can help you recognize and find high quality treatment for alcohol use disorder. If you drink excessively, seek medical help to plan a safe recovery as sudden abstinence can be life threatening. NIAAA’s  Rethinking Drinking  can help you assess your drinking habits and provides information to help you cut back or stop drinking.

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niaaa.nih.gov

An official website of the National Institutes of Health and the National Institute on Alcohol Abuse and Alcoholism