The 'slower' student could make more detailed notes while the preparation was taking place so that he had some support when in the actual role play situation. Students are often willing to help each other in this way, especially in smaller groups, and should be encouraged to do so. (D) Alternately, students of similar abilities can prepare roles together, and the amount of time given to groups for role preparation can vary. 'Slower' students might be given the role card for the 'slow' student and, say, twenty minutes' preparation time. 'Faster' students might spend ten minutes of this time on another role play-related exercise, and the final ten minutes on preparation (using the role card for the 'fast' student above).
After a little practice in the composition of role plays, teachers will find that there are many ways of relating role cards and role preparation to the abilities of the individual students. If the main aim of the class is oral / aural proficiency, then it is difficult, from a pedagogical point of view, to find any disadvantages in using role play as a teaching and learning technique. But there is no doubt that in certain classes, and in certain teaching situations, there may well be some practical drawbacks.Organisation Few teachers operate in ideal circumstances. The majority work in classrooms which are too small, and with classes which are, numerically, too large. Often the furniture is bolted to the floor, and equipment other than books and a blackboard almost non-existent.