Students are divided into 2 groups.
The first group is given roles (teacher, student, principal, vice-principal, cleaning staff, etc., the roles are varied according to the number of students in the group and each student is given a role that they can play) that can reflect a school, classroom, etc. The second group is given roles (father, grandfather, brother, uncle, mother, grandmother, sister, sister, aunt, aunt, etc., the role that each student can play) that can reflect a home environment.

The students are asked to talk among themselves for 4-5 minutes about the roles they will play and when they are ready, they are asked to settle in the classroom (or wherever the lesson takes place) according to the role they will play. The other group becomes the audience. Within 15 minutes, they are asked to act out their roles (as much as they can) without a script (improvisation).

The same procedure is then performed for the second group.

After the games are completed, students are asked the following debriefing questions:
-What went through your mind when you were first given the role you played?
-What did you feel while playing your role?
-How did it feel to pretend to be someone else?

-If we were to repeat the game, would you want to play the same role and why?
Note: It is very important to observe well during the game. Students who do not want to participate in the game or who participate but are hesitant to play their role are usually students who need to develop their social skills. Students who put themselves more in the foreground and are more active are usually students with leadership qualities. The purpose of not having a scenario is to help students transfer their impressions from their social life and develop their ability to think very quickly and make decisions.