Tasks have become an essential feature of second language (L2) learning in recent years. Tasks range from getting learners to repeat linguistic elements satisfactorily to having them perform in "free" production. Along this task-based continuum, task-based scenario interaction lies at the point midway between controlled and semi-controlled extremes. This paper provides examples of how linguistic and pragmatic elements can be developed in natural discourse using a task-based system in the context of scenarios. The paper focuses on language for specific purposes (English for Tourism courses at the tertiary level), it is suggested that these methods can also be used in second language education. In second language learning, the quality and quantity of the learners' exposure to the target language is not nearly as intense as it was for first language acquisition. Planned and unplanned role-playing are explored as pedagogic tools, as well as how space for these devices can be created in the L2 classroom by inducing spontaneity and the use of tutorials. Data from the study is appended. (Contains 16 references.) (KFT)