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1. Introduce students to the theme or topic
via the lead text.
2. Reading comprehension questions on lead text (for classroom use or
homework).
3. Work through 'Focus on function' and associated grammar and exercises.
4. Stress that it is essential that students use these structures during
the simulation.
5. Tell students to read through all the roles and other documentation
for the simulation.
On the day of the simulation:
1. Introduce the simulation, explaining
what the activity entails.
2. Go through the 'Seven Golden Rules' with students.
3. Stress that students breaking the rules (e.g. using English) are
'policed' by their peers.
4. Assign individual roles. Some students may have to change sex!
5. Remember that the list of roles for each simulation is set out in
order of priority:
a) in order of importance to the debate.
b) alternating between those who are
broadly for and against the 'motion'.
6. Minimum number of participants: 6. Maximum: 15. For larger groups,
two simulations should be run simultaneously.
7. Give students about ten minutes to re-read and familiarize themselves
with their role.
8. Following the 'etapas de la simulación', students are first physically
separated into two groups (normally for and against the proposal) to
prepare their arguments. Tables and chairs will often need to be rearranged
in the classroom to separate these groups.
9. After approximately 15 minutes, reconvene the students for the final
debate.
10. After the simulation, there may be a free vote as to who has won
the argument. All participants abandon their adopted character for this
and vote as themselves.
11. Leave at least ten minutes at the end for feedback to the class.
Encourage students to reflect upon their performance and how to improve
in the future.
12. Set written work (the Tareas escritas at the end of each chapter).
Remember, the success of any simulation
depends upon strict adherence to the
'The Seven Golden Rules'
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checklist for teachers