ROLE PLAYS FOR TODAY Photocopiable activitiesROLE PLAYS FOR TODAY Photocopiable activities to get students speaking Jason AndersonContents introduction page vi Tove y gle Pode gE & Role Play and description EEE BE) crammar Functions Vocabulary (©) Services Practical, leisure and travel ta Towist information offce |e | oo cee iving dtecions | Tour aac Dinan end oon Mintorgeneat | Saag aca eae any Mere nedelons | tecomendetons | Sterol ete posighion ata 1 ewoliog ata gym ele lele| avworene | cuingpaite | remand neo Fis ect or raw pice acter mates pave ene ecu ae Taice | Sanat, page | Imperstives ory 1 Font off elele CGuenion tems | Mating erques | shopping: pose Sine at pos ofc eee es ene one, ee ‘age 10 isting the Doctor clelel | stouursen | omatngrow | wean anes Polen tod docer surgery Foe at vote! rete ed cae Sree eee ee cungonee, | Stew fe terol cats ele le| | auenon toms | makingenauner | computers Serre at cae estant Rektieg earene | Reais” | Conte ot fa ce eet, Smee fai station elele Hai ect aoe aoe er Toveter ond cet ale Uciedtaue | Motimpemaues | Trevi pene pat | | | See ‘a ‘Ig Passport Control elele) Going to and Expressing future Education: fees, fagite ett out ad fear coomiat | etengwrane (tlic Imran oc at apne orem pisces eeueat aoe Mangarnts and | arteton feetiae oe Sy 1h airport chedin dest fe [ae Venous mined | Asking to Ttamportatne Panga nce cre ace, Tart ket wast SeRlsnicens | Spetostean | Sole bow hing ope a ono 1 Reporting rime cleo] | atneinina | oneiting Phyl sacra eran eee pose eee pelea ee faconinwous | demenngvearees | teens oe ora See oe, ome 4 cheding mo anoct elele Quewion ome | Mekingenques | Hotels aouble cuesard Roel oor parce soon Set som CeLevels Customer and travel agent page 20 £ 3 Role Play and description & BE] Grammar Functions Vocabulary 7 Fiz eo T ‘tk Complaining in a hotet ef elole! wator Complaining Hotels: wake-up call ‘Guest and hotel receptionist spontaneous Prowing excuses | guest reduction page 19 deesions Apolagiing There are. or deseribing rooms 11 Travel Agent @) ete] | avestion form | making enquiries | Travel / holidays: Clarifying details ‘excursion, flight Purchasing: per person, hire E® Shopping supermarkets, clothes and restaurants [an supermartet chopsing —[e [» |e Courbie ard | enquiring about | food sn ti eee ean Cretutae nouns | pro Shon coe page 22 Shopoing See eat 2 Clothes show eles Demonstatner | expressing pena! | che: jam om | Cite el dots hep Chow these tor | preteen re : oe Hs Porn conpimens | Stepnng: brng me coke 2 OW shop elele] | repoitons | oneaingan | stapes ane eotee® ad 0 shop eran Setthcwe | ate und saute Reoreverms | Store mae mee tparapasing) | BN es wero 2a Shoe shop elele Too nd enough | expresing eons! | Ces wy on Eade sop fice Seek so an apnea poe 0 ze. atonal restaurant ele fe] | warrpiaina | enquiring stout | roost: pepren Canoe and nar wre sae Sel og mee | Tadic and deer] Coginening toasontorm | fo Stoning H feateotranamt [6 || conmmes | geempaneran | onan oa Sita ord sant sewntomms — | oneleg ages i 2g Out of stock | © | @| Demonstratives vs. | Reasoning with Purchasing Cite a electrons Prono ee Produc node sorte | ep Suageters | Fens ae | eoogane | maton adie Sin onceBole Play and description ementary Pret Invemediane 5 i Grammar —t Functions Vocabulary Ei Social Ife Going out, tiends and relationships ele Class meet up again 10 years into the future age 50 simple anc continuous to escribe changes Paying compliments Making observations 3a A day out in London ° Structures for Making, accepting | Free time: going Groups of students decide suggestions and refusing out, lve how to spend the day Present continuous | suggestions performance, page 38 and going to for ‘exhibition ‘Tutuee intentions 3b Party strangers eee Various Using formal / Personal details Two strangers introduce informal registers | Free time: interests themselves Introducing yourself | Informal English page 40 Showing interest | naff, and stuf? 3¢ Argument between friends © @/ ©] Question tags Making and Free time: go out ‘Two friends argue outside a Imperatives refuting accusations | nightclub, cinema cinema Making up after an poge 42 argument 3d Telephone phone-around elele Present continuous | Making and Social events Groups of students make | fend going to for | declining {90 out. pub, plans for an evening out | future arcangements | suggestions Testourant, go page 44 and intentions; will clubbing for new decisions 3¢ Flatmates ° verb patterns Making suggestions | Housework and Flatmates decide hove to (verb + gerund Agreeing and shores: vacuum share the housework || verbs infinitive; | disagreeing tive flat, do the page 46 | | preposition » washing up ‘gerund) 3 Breaking bad nows ° Past simple Breaking bad news | Pets: feed, cage, ‘Mack phanes his friend Nicky Sympathising rabbit page 48 39 Mecting old friends @ |e) e] oe! Present perfect Expressing surprise | Various, including 2ppearance, lifestyle, wor, family, i Lifestyle work, accommodation and education 4a Phoning for ajobinterview | | 2 | @| | cuestion forms, | Making polite work: salary, Jab applicant and bumen both direct and | enquires positon resources manager indirect Describing Personaiy page 52 personality adjectives: patient, | polite 4b Job intorviow 4 ele Can for ability Giving personal | Work sala, CY Applicant and incerviener Question forms | information tunerrpioyes {for lower levels) \ page 54 4¢_ Job interview 2 ©) 0/6) caniorabity Giving personal. | Work part-time, Applicant and interviewer Present perfect for | information wages (for higher levels) Deserbing Personality page 56 personality adjectives reoble, frienlya . oo Tevats ] a Te bag a gia: ote Play and dese EB EB) ccommer Functions Vocabulary a ! 4 a 448 University interview @ [0] © | fanre torn fxreting opinions | Education: Applicant and university {going to, will, and beliefs. university degree, 3 profesor fmurepevece. | Responding courte eee poge 38 future continous) | pebely Goons of ty : ueston forms rove a | : 4 Envlling at an English efefe! | comandnave toto | matingrequess: | education wal 3 schoo! Sxpres permission | rdenguiies | feo onre, New student and shoo! sndobigeton | txpresing nies | mtemerogne q receptions Woutdthetor | ond eblgatons page 60 Imartone a 4F international business eee) modavetror | imwoducing business: contact 3 iauette 1° | Shtoeten, youself formal | buyer Bayes sr sles at 9 prohionion and | Regotung Cot top soc, utes mectng pesskty fet a page se Eomoerates 4g 4g Finding accommodation elele Modal verbs of Describing a room | Houses: en suite, Prospective tent and Ahigaton sd | Bapresing sue” | emo 4 IeecordTandlagy |) sre wang Fernie 4 page 63 | | FhereisVaretor | Sppotdment ward obe, drawers deciding ons ; i le pl Sa The ei of fe [ef e] conditional esp. | Making na Varios induding 7 Akking calls his advisers to ‘stand 2nd denying accusations | health, politics and omectng Ninathetensesn | Spealatng ebeur” | pore i page 63 thestonh eiute 3 Sh Fortune teller ef o| | wirandiutue | staking predictors | personaly : Volto and fortune teller contisoustor | Deveriang Soectnes poge 3 predtion peconolly Spontaneous : | Should + verb Giving advice and generous, private ‘commendtions Se interviewing a weter/actor| ||| e| | tresenepertectfor | askingsrer | tteratue ara . Journals ad famous wrt | | ftecrpenereevs | quem genes of iterate recor patampietor’” | Astingtelowep | Binsaca gate ; pages Sects auton film : | Question forms | Showing interest Sel TV chat show @ | 6] Pasivesoie for | expesing opinions | crime and ‘Who cas roe play onthe Eatsttelond | Geting and punches Subect of reg erie ‘eeualivermavcn | Noting aspeaking | foneenc wi age 70 ton teofend Aopeolngtofoct | Sat Se Political dabote ef elo] aaned iniusing | tprening group | Pott nd Tove poe parts toke tate ver orinen Soverttpoiy port nas debate Swucturesond vero | fgreeing ane | Set hae page ae mates Geogrecee The snnronment ponuton SF Murder in Paractse @ fe] Modalversor | beprening chime: murder | Teams of dteevesiterview Geducton both | ocenaty Sapect mothe, ! Imurderenquty septs prevent and part ater | age Reported pecch Iindlox page 88Introduction Role ploy activities have been a part of language teaching for many years. They are popular with teachers and students alike for several important reasons: * They provide the spoken language practice that i vital for all language learning hey provide us with the opportunity to take our students Dut of the classroom for a “test run’ of real world language use + They allow students to become someone else for part of the lesson, and thereby to leave behind their inhibitions and worries © They involve an element of play that provides an enjoyable contrast to the coursebook exercises and helps to develop rapport between students Role Plays for Today includes both role play activities (in which the students pretend to be somebody else) ant simulation activities (in which the students are themselves, bbut in an imaginary situation). Organisation of the book The 39 units ofthe book ore divided into five categ 1) Services Practical, leisure and travel 2) Shopping; Supermarkets, clothes and restaurants 3) Social life: Going out, friends and relationships 4) Lifestyle; Work, accommodation and education 5) Creative role plays These categories have been chosen to enable teachers to browse for role plays that may be suitable for their classas as well a5 to allow fast access for teachers who know which role play they are locking for. The Contents also Inclucle an indication of what grammar, functional language and vocabulary is likely to be activated by the students in each role play. There is also an index of grarnmar, vocabulary and functions at the back of the book Levels Both in the Teacher's Notes and in the Contents | have indicated the range of lovels at which each role play could bbe used. As role play activities involve the students choosing their own language and interacting with other members of the class, they are more flexible than other activities in the range of levels each one can cover. Most of the role plays are suitable for three or more levels, and nearly al are suitable for intermediate level students. However, always check the Target /anguage and the complexity of a role play before taking it into class. Labels such as ‘elementary’, ‘intermediate’ and ‘advanced’ mean different things in different language schools around the world, Selecting the right role play Remember that classes of students vary, and it's a good idea to think carefully about several factors before choosing a role play for your students: + Will my students enjoy this role play? + Isitat the right stage in their syllabus? + Will they find the language practice useful? sit culturally suitable? + Will they be familiar with the situation? © Is the rapport between the students good enough for this, role play to work? The Teacher's Notes have been kept briaf to make them clear, but depending on your answers to the above ‘questions, you may want to adapt the activity, choose a ifferent ‘lead-in’ or spend time familiarising the students with an aspect of UK culture before doing the role play. If you do this, make sure you allow for more time, Making role plays work ‘When discussing the degree of success of an activity such as a role play, teachers often talk about whether the students, “got into it’ or not. Most teachers have, at some time in their career, had one of those classes that seem to ‘get into everything’ and one of those classes that don’t seem able to ‘get into anything’. tt does partly depend on the students, 30 select your role plays carefully. Nonetheless a significant part of the responsibility for whether a rote play works in class lies with the teacher, Here are a few basic tips that will improve the degree of success that any role play has. The lead-in When you're leading into a role play, notice how the students are responding to the discussion questions, oF the task. If they seem familiar with the context and interested in it, you can go straight into the role play. If not, take more time to get clear feedback, check vocabulary and do 2 demonstration before you start the role play, Demonstration Demonstration is extremely useful, especially with classes that lack confidence or are at the lowest level recommended for a rote play. As well as being the clearest way to instruct the activity, demonstration also provides them with a useful ive listening’ task, a model for the conversation they are going to have, and shows how the Target fanguage could be Used. You could get two strong students to perform the demonstration in front of the rest of the class, of, doit yourself with a student, This will enable you to show themhow to mime, act and use intonation appropriately (see below). Make sure the other students are paying attention during the demonstration ~ you could set them a listening (or watching) task, just as you might do for a standard coursebook listening, Classroom dynamics ‘Asa basic rule of thumb, ask the students to stand up if a simitar conversation in ‘the real world! would take.place standing up (e.g, ordering at the counter of a fast food restaurant) and sit down if similar conversation would take place seated (e.g, ordering in a traditional restaurant). If you ‘can move the desks and the chairs, transform the central space of the dasstoom to simulate the ‘real world’ ‘environment (e.g. two chairs facing each other across a desk for a job interview role play). If you can't move the desks or chairs, make sure the students are facing each other and Interacting as naturally as possible Starting the role play VF the start of the role play involves a “Tist meeting’ or an ‘entrance’, why not use the classroom door as a prop? You ‘an send half the students out of the room to reenter ‘in role’ the role play involves a telephone conversation, get the students to mime a ‘ing-zing’ to start the phone call. Get them to form a queue if they are in a post office or at immigration in an aitport. If @ handshake is natural in the role play context, encourage them to do this as well. These prompts often provide the necessary cue for stuclents to get into role. Props and mime A few small props con meke a surprisingly big aiference. Laminated menus (Treltional restaurant), a cardboard mierophone (TV chat show) or business cards made by the students (international business etiquette) will often encourage students to involve far more body language than they otherwise would, which often improves ther ating, If it would take too long to create the necessary props (eg ‘Shoe shop), make sure that you do a demonstration that involves plenty of mime (unpacking and fitting the shoe, wating the air to indicate smelly feet, etc.). Background tmusiccan also be avery effective pron for patie, restaurants, etc Acting Bearing in mind that, during a role play, some students will be finding it dificult enough just producing the sentences, never expect too much acting from low level classes. Conversely it you think they wil find the rote play fairly «asy (often at higher levels), encourage them to act it 2s realistically as possible. As mentioned above, 2 good demonstration with plenty of emotion, facial expression and body language will'give the students plenty of ideas. Always. remember to give students time to practise if you want them to act out their role play in front of the class intonation Role play provides a good opportunity for students to practise using intonation effectively in context. As mentioned above, a good demonstration can bring their attention to this. In addition, focus on the Target language: before the role play and elicit possible intonation pattems {for each sentence or expression from the students, If necessary, provide and drill a model, encouraging the students to copy you as closely as possible Rapport and trust in the class ‘Some of the role plays in the book will work much better ‘when the class know eaeh other well and should not be attempted in the first lesson (Argument between friends, for ‘examplet), Where students are being themselves (Le. in simulation activities), they may be more reluctant to give personal information than in true role plays. So, if in doubt, give them the opportunity to be someone else. Most importantly, remember that role play is undoubtedly one of ‘the best ways to improve rapport and trust between the students in your dass. ‘Many thanks to all the teachers at Oxford House College and Rose of York Language School (London), The English Centre (Sassari taly) and numerous others who trialled material for me. | hope you have as much fun using Role Plays for Today as my colleagues, | myself, and our students have had during the development of the book!Services Practical, leisure and travel Time / Level 30-50 minutes / Elementary to Intermediate Target language Grammar Imperatives (Take the second right) Wil for general future predictions (You'l se ton your feft) Functions Giving directions Take the third right into Park Road.) Moking recommendations (You could vst the caste) Vocabulary Tourist attractions (castle, cathedral, tuntoir) Verbs of motion (go straight on, turn left) Preparation Copy the diractions below and the two tole play cards (one of each per pair. Cut up as indicated. Lead-in suggestion Put these questions on the board for discussion in pairs followed by feedback In your toe, 1) What are the most popular tourist atwactions? 2) Where Is 2 good place to have lunch? 3) Could you recommend a good hotel? Elicit from the students who answers these kind of questions for a job (tourist information officer) Role Play instructions Introduce the role play, and hand out a copy of the directions below, and the Assistent’s role play card with the map of Benton, Using the map, they should correct the factual mistakes (n0 graramar or spelling mistakes) in the text. The fist has been done. Do another example if necessary. Check the answers afterwards Tourist information office Tourist information office - Teacher's notes [Answers (in order) ett» right; second» first; Sweet» Road; “park ~ beach; 2000.» 300; eppesize » next to; miles > metres, Beech » Town Square; before > after deft > right Hand out the roleplay cards tothe students in pairs. If ‘there is an odd number of students, create one group of three with two friends visting Benton together, Give them 2-3 minutes to read through, and then point out the Target fanguage, Tel the Assistants that they shauld invent any details that aren't on the role play card (9. hotel prices) ‘and that they can show the map when giving directions When they are ready they can begin. f any pais finish carly, the Tourist can dictate the directions back to the Assistant to check that they got them right, When they finish, they should swap cards and do Situation 2, Follow-up suggestion there is time, the students will enjoy writing and following directions for each other. Give each pair 2 sip of paper on which they should write directions to a place Within the school collage (e.g. cafe, library, reception) Go out of the classroom and tum right Monitor and correct if necessary. When they've finished they can give thei written directions to another pair who: can follow them, then come back and say where they got to. Find out if this was the intended placet Role Plays for Today Look at the map of Benton, and correct the 10 mistakes in these directions: How to get to Dazzle Nightclub right Go out ofthe office and tun Jl. Go along, the High Street and take the second right i 10 Oxford Street. Go straight fon until you come to The Promenade. You'll see the park in front of you. Tum left and go straight on for about 3000 ‘metres. You'll see it on your left, opposite the Grand Hotel. How to get to the Car Park Go out of the office and tum right. Go straight on, along the High Street for about 500 miles, until you come to the beach. Take the FEB Rroteconitie 6 3506 bara PURLISIING fom fale st left before the square, and it will be en your left, opposite Benton Gardens. a. 2 mh mm mm mm ROR OR On meStudent A - Assistant ‘You work in the Benton tourist information off Tourist information office Help the tourists who come in by answering their questions, giving directions and any other Role Plays for Today x eee eee ‘Target language Giving directions information they need. Go our of the office and tum right - - Take the frst lft into Oxford Road. Tourist Attractions Opening Times | Cast Go straight on past the hospital Benton Cathedral oam=4300m | Free until you come to the Tov Square. 1s next to opposite the Regent Hotel ee enion Castle gam 8pm £420 Bee eee ‘Making recommendations Benton Museum Gallery | _VWam—Tem e280 bear Aisne Benton Funfair 2pm 1pm 212.00 Why don't you ty the Regene Hotel? Benton Gardens Gam—330pm | Free Other language “The beach ‘Ai'day! Freel 1S open from... 1... HeCOStS... (©) | Aarow tt an Beaton Museum and A Gallery Tmt | inornation ofce Cu-cost Supermarket Student B - Tourist Situation 1 You are a tourist. You are visting Berton for a weekend. It is summer ‘and the weather’ fine, Go into the tourist information office and find ‘ut about the local tourist stteactions, the best restaurants and ‘hotel for tonight. Dont forget to get directions, check prices and opening times for the tourst attractions! Write down the important information Now swap roles 7 2 | Sea View Drive 2 2 [22] = |e Boston 28 oe | yedral ||P i eee iL Dale | ok tok | estan ightotas fi Reston eee eee Tourist information office Sttuation 2 You are a businesswoman / businessman. You are visiting Benton for one day and one night only. You have a meeting this morning. After that, you are free, Dan't forget to find a good hotel for tonight, a good restaurant for dinner, and something to do this afternoon. Money is no problem — your company is paying! Make a note of the important information. Role Plays for Today EEE EE Eee Ee Ee Eee ‘Target language 11m here for the weekend. | need some information about. | Could you tell me...? I Do you have,.? Hiow do I get there? How far ie? | How much does it cost? What are the opaning times? Could you write that down? Sorry. Could you repeat that, please? GZ ((Phstcopise © 256 TA PORLSTANG Tom Pole Pye Tor Today by Ison Anderson]Encolling at a gym - Teacher's notes Time / Level 40-60 minutes /Pre-intermediate to Advanced Target language Gramme ‘Adverbs and questions of frequency (Wow much I many often? Twice @ week) Imperatives (Stand up, please) Functions ‘Giving polite commands (Coulel you measure your puke please?) Giving advice (You should start with a tle exercise and build up) Vocabulary Fitness Health (muscles, puke, exercise) Sport (athlete, sport”) Preparation Copy role play cards A and & (one set per pair). Cut up as indicated. Lead-in suggestion Presteach any of the following if nocosary Aig fhmess; enrol muscles; pole instructor, cut of fin shape: breothe; out of breoth ‘gk tha students — How ft are you? Let them dics for 2 few minutes in pairs, Meanwhile, put » cline aerow on the lboard and ask ther to come up and put thelr names anywere on the arrow using the Board pen pans Out of shape ‘Average Athlete ‘Ask some of the students who put their nemes on the right shy they think they are 40 ft Enrolling at a gym Role Play instructions Introduce the roe play and tll students that they wl now find out how ft they realy ae, Han! out the cards and give the students 2-3 minutes to ead tei oles. Tell the fines irseutors not to reed through the whole auestionnaire nov, Remind Tower level students that they Cam ack you about anything they don’t understand during the activity. Ask them to use pencil not en, to filin the questionnaires. Encourage them to use the Target language ‘expressions, Start the role play when they are ready. Monitor, help with dificult vocabulary and make sure that the instructors ask appropriate questions and that they realy get their partners to do the activities (eg. measure their pulse or touch their toes), Hote: How to take your pulse Place the third and fourth finger of your right hand on ‘the inside of your left wrist just below the thumb joint ‘ntl you feel the pulse. Press firmly and count the beats ‘or 60 seconds using a lock or a watch \When they have finished, they should rub out the answers fon the questionnaire, swap roles and start again. Follow-up suggestion Under the cline arrow you put on the beard, you could add another going from 0~ 150 points, on which students can mark their partners fitness profiles for comparison with their original opinion. Students could then workin groups of three oF four to compile alist of thet top five ips for saying in shape. Get feedback atthe end Role Plays for Today Student A - New gym member ‘You would like (o improve your fitness, so you have just enrolled at the local gym ~ Welifit. Today is your first day, and you have to do a friness Target language test with your fitness instructor. Answer her /his questions honestly, and Talling about habits ‘ny to do everything sine says. Afeerwards, s/he will tell you how fit you Usually ‘are, Ask for recommendations at the end about how to start exercising, _drink I smoke t exercise. “about once | twice / three times a week Questions to ask Could you repeat the instruction, pléase? Like this? erat do you thik should do? [7 Thatocoprabie © 2006 DELTA PUBUSTING from Role Plays Yor Today by Jason AnderionEnrolling at a gym Student 8 ~ Fitness instructor You work at the Wellft gym asa fitness instructor. It is your job to test the fitness of all new members of the gym. You must complete the following questionnaire and give them @ ‘Fitness Profile’ when you finish, Don't show the Role Plays for Today questionnaire to the new inémber. Think carefully about the correct question to ask, or instructions to give. Use the Target language box to help you. Complete the questionnaire yoursel General Fitness Units of alcohol each week 1 glass of wing, beer or whisky, ete) units: Oo Oi-3 O48 C918 Cover 15 Ser: 1 8 5 3 ° 2) Smoking: humber of cigarettes each week, units: Qo (1-5 L610 (11-20 Dover20 3) Exercising: each week (write number) ‘units: C] Walking (30 mins) C) Aerobics (30 mins) Score: 5 for each unit 10 for each unit Units: C] Running / Swimming f Bell Sports (30 mins) Score:” 15 for each unit, 4) Works activity type (tick t only) Ask the now member to de the following: 5) Moasure your pulse (heartbeat) Before exercise Score Pulse (heartbeats per minute) 20 Under 60 15 (60-80 10 [180-100 5 Clover 100 8) Try to hols your breath for 2 minute Score Result 2 Okay 18 C) successful, but only just 8 (40-60 seconds 3 Cl Under 40 seconds 7) Stand! up and try to touch your toes with your legs straight Score Result 10 LI can touch the floor 6 Ei can touch the toes 3 O)5 to pay a telephone bill © to change £50 into Euros © to buy 10 stamps for letters (not international) Post Office - Customer 0 You need. «© to phone your country, but you don’t have a mobile phone + fo buy 10 postcards © to send an expensive present by registered post (it cost you £300), © to send a tetier to your parents iolocoiebe © 566 DECTA PUBL lam fle Ply Ter Today by anon Rationa B sich the customer question t0 the correct reply. Pest Office AL Witz are these things called? Fin the words in the customer’ aptestions and the sepslies bolow. The words are all unciostinad, Role Plays for Today. CUSTOMER QUESTION 1 Could | sond two pastearde to Italy, please? 2) Could t send this parcel to China please? 3) Could I send this registered post, please? 4) Do you sell international telephone cards? 5) I need to send money by post. What's the best way? 5} Bo you salt envelones? | need Ad size, 7) I need to pay this bl, Can 1 do it here? 8} sit possible to exchange money here? REPLY ©) Yes. Just fill in this form... That's £4.90, please | Is there anything valuable inside? 1b) Yes. They're 5Sp each. How many do you need? ©) postal order. You can buy one here. ist international? Yes, The slamps are 58p each, That's £1.16 please, @) Yes. But you're in the wrong aueus. The Bureau de Change {s over there, OF course. Just put it on the scales, please... Do you want | to sendl it airmail? t 1) Yes. They cost from £5 to £30. sit for 9 mobile phone, or a payphone? hi) Er... No, You need to take it to the hank. There's one on Baker Sree, round the comer. | € Look again at the replies. Which ones will continue? What will they say? Tell your pariner, Rele Play Half the students are post office cashiers. Listen to the customers and try to help therm. Hol the students are customers ‘The teacher will give you role play cards to read. (ci ne eA PRUNE a a i To Ty son Aan ‘Fanget langeage Post office caster ext please. Can elp you? | Where do you want to sond i? That's. They cos...) j Here you are. Here's your change, Customer outs # sand..(whar)(vhere)? o you sol.(aoun)? I need to. (rrb) 1s it possible (verb)? Sorry. Could you repest that? i Here you are.Time / Level 5-60 minutes / Pre-intermediate to Upper Intermediate Target language Gremmer Should « verb (You should get some rest) Have got ve gota sore throat) Functions Describing how you feel (I fee! hot, and | can’t sleep...) Asking for and giving advice (iy not to wall on it for 2 days) Vocstutery Health (ness, “tu, hayfever @ runny nose, sre) Preparation Copy role pay cards A and (one set per pal. Copy the symptoms andl advice table (one per par) Cut up as indicated Lead-in suggestion ‘ke the students What do you do when you are ill? Eliet doctor (often esllad GP in the UK), hospital, make 2 appointment ete Where does a doctor work? ligt or teach: surgery / lini Write any useful vocabulary ‘that comes up on the board. Hand out the symptoms and advice table one per pai) Instruct the students to try to complete the table with symptoms and advice. Avoid pre-teaching any vocabulary with fow level students, The context iteasier to explain afterwarcl. Monitor. Go through the ansvrers when they've finished Senn a Visiting the Doctor Student A ~ Patient ‘You ave a patient at your local doctor's surgery. Choose one of the illnasses from the chart and! tall the doctor the answers to these questions: © How, when and where did it start? @ What symptoms have you got? «© Have you taken any medicine or done anything else to help? ‘Stuclont & will try to provide the corract diagnosis. Aé the end {ell student B if sthe was correct about the illness. 1 Visiting the Dector - Teacher’ of the table will make notes ‘Answers a) asore throat ) cake vitamin € €) take paracetamol 4) diarrhoea 9) don’t eat anything ‘can't sleep {insomnia) 9) can’t move my hand) go to hospital i) a swollen ankle j) use crutches ti) red ayes 1 prescription medicine Explain any expressions the students still don't know. Drill ‘any words which are difficult to pronounce (e.g. diarrhoee, ache), Tell the students Co dscuse the questions belew the table in pairs. Be sensitive during feedback. Some students ‘may not want to reveal their recent illnesses to the whole class. Role Play instructions Inerodce the roleplay much ofthe vocabulary i new, give them a minute to reread and remember the information in the char. Hand out the role play sheets Give the students 3-5 minutes to read through and prepare what they are going to say. Encourage the doctors to work from memory, and to improvise where necessary. Drew their attention othe Target fanguage. start the role pay when they ace ready. When they have finished, they should swap roles and start again. Far more pracic, they could change parters and repeat the procedure xara is: You could turn the clas into a surgery. Divide it into a waiting room, where all he patients it and several consulting rooms, where the daciors receive the patients The waiting patients can dlscuse what is wrong with them This will ao enable ther to open and close the meting with the doctor more naturally Follow-up suggestion Find out briefly who would make a good dactor and wy. Did anybody give the wrong diagnosis or advice? Role Plays for Today ‘Target language Itstarted.,. (@ week ago}. ‘eel... tired, hot, ett). I had an accident when. it hurts here. ve got. @ sore throat, @ swollen ankle) 1 can't... walk /sleep 's it serious? What should do? (BE [Pao © 5 DELTA PURLIING To te Fs Tor Todo son ATO ee Paa a woe we a a ‘om te boxes. Visiting the Bector Look at the table bofows, It doseribes seven common reasons for _going to the dactor. Complete the table using the information Symptoms diarthoea red eves asore throat con't sleep insomnia) ‘can’t move my hand a swollen ankle . Advice prescription medicine 90 to hospital don’t eat anything take vitamin C use crutches take paracetamol Role Plays for Today @nesctCommplaint | Cause Sysiptone acold 2 virus, usually caught | a runny nose, keep warm, get some rast, through contact or a) i sneezing a cough —| the flu 2 virus, usually caught | as for a cold, also a high go to bed, ‘through contact or temperature, aching bones and | @) 7 a sneezing head for the temperature and the aches food poisoning | eating food that isn't} stomach ache, vornting, a fresh, ay for 24 hours, get some rest, sink waver stress ‘00 many problems, |) a ‘ake sleeping pill, take 2 long especially at work worrying too much, holiday, chenge your job! Joss of appetite ‘a broken arm 2 serious fal, 2 very strong pain in my arm, » (eg. off a ladder) a | sot arm in plaster asprained ankle | an unexpected fall, a. ——. | bandage the ankle (e.g. when playing can't walk pe football) get plenty of rest hay fever anallergy to flowers | a runny nose, » — and planis in summer | ky) stay away from parks and gardene © Bo you agree with all this advice? ' Which of these complaints have you had over the last year? © Do you have any other advice for these complaints? © Did you go to the doctor? Visiting the Doctor Rote Peys for Today Student B ~ Doctor You are the dacior Listen to student A, who will describe her symptoms. © Ask questions using the Target language expressions. * Tell the patient what you think the illness is. = Give the patient some advice student A will ell you if your diagnosis was cowect, {toca oe DEA PUBLSHNG Tm el Pa Yor Toy By avon ee ‘Tevget language What seems to be the problem? Does it hurt here? 15 the pain gerting worse? Do you have... (a cough, a temperature, 2 swollen ankle)? Can you... (move your hand, go near parks and flowers)? ‘ry to remember without looking at the chart. At she end, paper ame Try (n0¥) to...(verb) I think you have, | Youshoot seulme f Level 20-30 minuies /Preincermectiats to Upper intermediate Target language Geommnse Question forms including incest questions Wim not sure how to.) Functions Making enquiries Us ie possibe o..2) Getting help (How do?) Vocabulary Computers and the internet (san, transfer) Learkin suggestion Put the following questions onthe board for dicusion in pars followed by feedback 1) What services do iniernet cates provide? 2) When old you last use one? Wit for? caté ~ Teacher's notes Prepavation Copy role play cards A and B (one set per pair). Cut up as indicated, Role Play instructions Pre-teach the follwing vocabulay W necessary ‘ope up; prin out transfer photos: can Prt students into A pairs and hand out the we role play cards. Give them 2 few minutes to read ther card. Monior and help with any dificult vocabulary, Let them begin wen they'e ready. Encourage them to uie the Target Janguage expressions. Make sre they swap roe play cards ater they fing Situation 1 Follow-up suggestion ‘Ask the students if they think Internet cafés wil become ‘more oF less popula in the future and why Siudent A ~ Customer Stivation 1 You are a journalist, anc you've just done an interview with an English rock star. Go into the Internet café and! find ‘out if you can do the following: You ‘need to type up the interview in ‘Microsoft Word. You need to print out 20 photos from your digital camera (in colour). You then need Broadband Internet access to sendl the photos and the interview via e-mait to your head office, which isin the USA. You alo need a sandwich for lunch, and a receipt (Wien you've finished, swap role play (ards with your partner) ae internet café Situation 2 You are a student of English, and have just taken the IELTS exam*. Your university course at Oxiord University starts next month, The universicy has requested some documents, Go into the Iniemet café and find ous if you cen do. the following: You need to sean your passport and your IELTS exam easult Which hotel are you staying at? To copabi © 2008 DELTA BUSHING rom Roe Pl Tor oa 6 sn Anarion Here is my passport / ticket Sorry. Could you speak more slowly? Sorry. don't understand the question. Could you repeat that please? What does mo om oom om eeImmnigration offices’s questions oe. : n : | Good morning. Your passport and landing card, please. Thank you. How long are you staying in the UK? | Until May. tsee, And what is the purpose | of your visit? | Have you studied English befere in your couniry? | So why do you need to come here to study English? (see. Where are you studying? Do you have a letter of invitation? | Thank you. That’s fine. | Where are you staying? ‘Thank you, How are you going to support | yourself here in the UK? | tmean how will you pay for your accommodation, food and so on? Do you have evidence of this money? Evidence means proof... For example, | arrecent bank account statement. | And what are you going te de when your course finishes? | Okay. Enjoy your stay in the LK. Sia 6 DTA NLT TR pT Ty yon RN GB] Siudents’ answers Good morning. Here you are. 8 months. Until May next year, | lm going to study English. Yes. At school, for about 5 years, and also a little when I was at university, Because | want to learn real English, here in England. Also, my friend said that English schools are very good for conversation practice. At Oxford House College, in Landon. Yes, here is the letter. The schoo! fees are paid. In homestay accommodation. The schoo! organised it. Here is the address. Support? What do you mean? 1 see. I'm going to open a bank account and transfer some money from Japan. Eviclence? What does evidence mean? Yes, Here you are. From my bank in Japan. '1m going back to Japan to get a job, I hope! Thank you.