The main belief of this method is that if we can delicately create the imaginary atmosphere in and also outside of the language classroom, the students become more likely to adapt themselves to use the language through the context without even being aware of the learning process. Therefore at the beginning of the first lesson, the teacher underlines the basic rules to create the appropriate atmosphere according to this method.

The first step is to specify the base camp for learning English which might be Oxford, England. (It is good to have a poster of Oxford in the classroom.)
Then students assume different identities: name, job, country, personal history, character (likes, dislikes, etc.). They all had a different foreign identity that they used in place of their own Turkish names. So instead of hearing them talking to Ayşe or Emre, they call each other by their new identity; "Bryant" or "Claudia". Students research their character and learn about the country of origin. So part of their success have to do with the fact that they wear these new identities like a mask or costume through which they can comfortably communicate in English. They do not feel like to switch into their mother tongue, though all the students literally share the same tongue and culture. In addition, they carry the responsibility of learning everything about the culture they belong to in their dream world. They come to the next lesson with their new identity cards attached on their chests. This technique also promotes acceptance of different cultures of our own. In a way, they pace the ways towards world citizenship.

Each language classroom has a map which made by students. They create a special map of the world by scanning each student's picture and sticking it onto the country he/she chooses to adopt along with their flags. Throughout this process we eventually create a virtual classroom consisted of international students from all over the world.

Authentic materials are brought into class to make this well prepared imaginary atmosphere more realistic and even music is used to help establish the atmosphere.
Students approach course content through their new identities by turning reading/listening passages into role-plays with assumed characters. Students' roles are incorporated into the picture stories in course books.

Using a colourful and task based course book is strongly recommended for this method. In any course book the topic of the unit should be introduced with a warm-up activity which encourages the students to make predictions about the subject, or to say something about their background knowledge of it. This stage is vital as it mentally prepares the students for the unit, and gives the teacher an opportunity to generate interest in the lesson and to find out how much the students already know. The method contains teaching English through 'clumsy pictures' , which the teacher draws on the board just after the warm-up stage. Alternatively, the teacher can use OHP or computer to reflect the prepared material to the board. It allows for not only improving the quality of the material but also reducing the time consuming.

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