tne TPB DYN Photocopiable activities to get students speakingContents Introduction page vi q ‘aves ai ere le ee Services Practical, leisure and travel 1a Tourist information office |e |e |e mgeraives Giving erections | tourist atecions Dastant and tour for generat Making cathedt at tunfair page? future preston: | recommendations | Verbs of notion gostaighton, Sim et tb Enrolling ata gym lee] e| scvors ana Ging polite Fitness and heath Fines ineuctor and new questions of commana, mule pute ‘ym member fteauensy Giving advice Sports othlete pages trporatves wor 1c Post Office elele I Question forms. ‘Making enquiries Shopping: past Customer and post office ; ortce sts caer parel sles page 6 ‘1d Visiting the Doctor efele | shoud vere Descibing how | Health: tres ‘a Patlent and doctor i surgery iiave got youtee! runny nose, reo pages Jsking tor and | yen temperature, j thing advice Ses te internet cafe eo] ele Question rms, — | raking encuines | computers Eustomer and café asstant frcuding indirect | Getting help sranser photos poge 70 uestons “can, broadband, ‘ype up 4f Train station elele Present simple for | Suing tickets Transport single, ‘aveler ang ticket seller Simetbied future | Mekingencuites | fore Io, change page 19 vents a 41g Passport Control efele! | | comnaio.and fxpresing future | Education: fees Engleh student) tourist and prevent continuous | srangements course Immigration officer et airoor fortuture ‘aking for ‘ecommodation: poeta Brangements and | dariteation homestay host plans fanly 1th Airport checkin desk elele Variour-mised | asting for “eansport plane Pastonger and checkin tenses ond dlrifeation Travel take off asian \ | uarticn forms | Explaining atieuts | se ood, hand page 1¢ | words iuogege | 7 11 Reporting a crime el ele] | asking inaiect — | dessibing Physical Auatinof heft and questions appearance Spoerance: fac, polis officer Fost continuous | Expressing dagraes | dlothes pege te cfcerainty ime ole, crmine! 4j_ Checking into a hotel elee Question forms Making enquiries | Hotels: double {Guest and hotel owner ‘oom, en ite page 18 bathroom & VT i-" F FR CO Pe we k Ki ive ¥ ¥Levels al. =. ¥ A i ale | s Role Paya description slate Fnctions Vocal 3 wyinasocoton | SIELLLE " | 1 Complaining ina hott ole ef] sare comping | Wisk wakeweak| = cea naa tere Spemereo | ardingerases | Soetctah 3 page 19 decisions Apologising There is / are... for . 3 describing raame = 11 Wravel Agent etele| | auestion form — | Making encuiries | Travel nolidays: ianet nd wave gen Sagi | Atma he rove actos fe s person, hire 3 , 3 EM Shopping supermarkets, clothes and restaurants S epemsenong le lele] | |comeca|emuneasr Powerman] Eiko sae ae wrccutabe soins | prc ‘Stn sme = pee Shopainge | Fee receipt a 7 238 othe sop olels Semonsratne: | froresing enoral | ces ere ton a tenes tr ches shop Chom ta tet | preven oe oaenne | wm Paying compliments | Shopping: buying | 3 peoe ke one | 2¢ DIY shop eiele Prepesition + Describing an 4 ‘Shapes ond ; a Grae and OY shoo eed Herwaiou | maaan | coame Sepa | Rerane mse / = page 26 | (paraphrasing) BW pliers | g este | = 2d Shoe shop eleje Toa and enough — | Expressing personal | clothes: suit, ty on ' = Endre ed soe step peter | See wi \ a caer tanec ere i 2e Traditional restaurant . Will for placing Enquiring about Food: peppers, 4 Gators andl vee Fire oe i pane Wetec ard cece | Earginntiog ‘ ieee nme | Soe Catonng 2H FastFood rstournt fe @ Contactes Pacing an ore Cette en sant Srosentoms — | Coma sme i Customer and electronics pronouns. someone products: model, ? surement Win Sagestons | kin i me Soocatceg "| Span adlecvex | Sin anosflole Pay and description i 2 Functions” Vocabulary EI Social life Going ou t, friends and relationships 3a A day out In London ele Structures for Making, accepting | ree time: going Groups of students decide | suggestions and refusing out, ive hhow to spend the day Present continuous | suggestions performance, page 38 and going to for ‘exhibition | future intentions ‘3b Party strangers ele! | varicus Using formal / Personal details, ‘Two strangers introduce | Free time: interests shersalves Informal english: page 40 ind stuff 3¢ Argument between friends @ |e) ©) Question tags Making and Free time: go out, ‘Two friends argue outside a Imeeratives refuting accusations | nightel ehnems nema Making uo after an page 42 argument 3d Telephone phone-around, elele Present continuous | Making and Social events: Groups of students make ‘and going zofor | declining {yo out, pub, plans for an evening out future arcangements | suggestions restaurant, go page 43 and intentions; will abbing for new decisions 3e Flatmates elele} | veropatters | Making suggestions | Housework anc Flatmates decide how to (verb + gerund; Agreeing and chores: vacuum share the housework verb + infintive; | disagreeing the flat, do the page 46 preposition + | ashing up gerund) 3f Breaking bad news elele Past simple | Breaking bad news | Pets: feed, cage, | Mark phones his fiend Nicky Sympathising grabbi page 48 3g Meeting old friends of ee) 0 | Present perfect Exoressing surprise | Various, including ‘lass meet up again 10 years simple and Paying compliments | appearance, Into the future ‘continuous to Making lifestyle, work, page 50 describe changes | observations fomily| Ef Lifestyle work, acco mmodation an id education ‘4a Phoning for a job interview | @ |e) e! | Question forms, Making polite Work: salary, Job applicant and human both direct and position resources maneger indirect Personality page 52 personality adjectives: patient, polite Ab Job interview 4 ele can for ability Giving personal Work: salary CY, ‘Applicant and interviewer Question forms information unempleyed (for lower levels) page 54 4c Job interview 2 0 |e) ©} con or abitty Giving personal Work: part-time ‘Agplicant and interviewer |] resent perfect for | information wages (Gor higher levels) life experience Describing Personality page 35 Question forms personality adjectives relable, fienly ®AP alHE Role Play anddescription” = | £| Grammar Functions Vocabulary 4 University interview! fe] 6] Futere toms txeresing opinions. | Eduction: Aeplicnt and university (soins twat, | and belies tive degree, professor future perfect, | Responding forse, reseerch page s8 firore cntindows) | pity Courses of study: Gestion forms marketing 4e Enrolling at an English ele) | canans have toto | Making requests | coucstion: ria? school express permission | apd enquiries feson, enrol Te student ard echoes ard oblgation | Expresting niles | fntersive couse j Feceptionst Would tke tor | and obligations | page 60 intentions 4¢ International business eee] modal vere ot | introducina usines contract, etiquette | obligation, yourself formally: buyer Buyers and sellers at a prohibition ang Negotiating Cars: top speed, _ busines meeting | pesstty | fue! 3 page 62 | Comparatives s 4g Finding accommodation elele Modal verbs of Describing a room | Houses: en suite, Prospective tenant and aligation ard | Expressing ruler | furmshed Ee] lanelord andar prohibition aking an Furnes = page 65 Theres/ore fer | eppeirtment wardrobe, drawers describing rooms | Ef Creative role plays | 5a The elixir of life © © ©) Conditionals asp. | taking ane Verio, including w A king cals his advisers to Ist and 2nd drying accusations | health, politics and a meeting Norratve verses im_| Speculsting about | punishment page © testo) the future 3b Fortune teller ee) wittand future Making redition® | Personality Vistor and fortune teller continuous for Desersing adjectives page 72 prediction personality Spontaneous, ‘Should + vers Giving advice and | generous, priate recommendations s Se interviewing a writer/actor | je a | e| | Present pertectfor | Asking starter Urerature and 3 /* Journalist and famous writer lite experince ve. | uetone genres of iterature / oractor past simple for Asking follow-up | Films and genres of page 76 ‘eral uextone fi 3 | Question forms Showing interast 3 Sd, TV chat show 0 | Pasivewoicefor | expressing opinions | crime and | > Whole clas role pay on the | satisical and Getting and puristment prison 3 subject of rising crete factual information | holding aspecking | tentence, tri, age 78 tum reotlerd 2 Appealing to face | Stasties 3 Political debate © © 0 | tied incuaing — | expressing (our) | Potts and “Three political partes take farture verb opinion government pote, parein lass debate structures ond verb | Agreeing and fares ban s page 82 patterns disagreeing The environment: pollution i 2 i Sf Murder in Paradise 0] 6] stodatverbs ot — | expressing rime: murder, i 2 Teonsofdeterives interview Seduction oath | Ueeerhy Sapa mote, I murder enguly suspects ' present ard pat | ait 3 page 84 Reported speech EB ndex page 08Introduction Role play activities have been 2 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 is vital for all language learning 1+ They provide us wih the opportunity to take our students four of the classroom for a ‘test run’ of real world language use + They allow students to become someone else for part of te lesson, and thereby to leave behind their inhibitions + They involve an element ot play that provides an enjoyable contrast to the coursebook exercises and helps to develop rapport between students Role Plays for Teday includes both rola play activities (in which the students pratend to be coabody else) and simuletion activities (in which the students ere themselves, but in an imaginary situation). Organisation of the book ‘The 39 units ofthe book are divided into five categories: 1) Services; Practica, leisure and travel 2) Shoppina; Supermarkets, clothes and resteurants 3) Soca ie; Going wut, tiers and relationships 4) Lifestyle; Work, accommodation and education 2) creative role plays ‘These categories have been chosen to enable teachers to browse for role plays that may be suitable for their classes as, ‘well as to allow fast access for teachers who knew which role play they are looking for. The Contents also include an Indication of what grammar, functional language and vocabulary is likely to he Activated hy the students in each role play. There ic algo an index of grammar, vocabulary and functions at the back of the book. Leveis Both in the Teacher's Notes and in the Contents | have indicated the range of levels at which each role play could be used. As role play activities involve the students choosing their ovin lanquage and interacting with other members cf ‘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 all are suitable for intermediate level students. However. always check the Target language and the complexity of a role play before taking it into class. Labels such ac ‘elementary’. ‘intermediate! and ‘advanced! mean diffarent things in different language schools around the world. Selecting the right role play Remember that classes of students vary, and its « guud ites to think carefully about several factors before choosing & role play for your students: «+ Will my stulents njoy this role play? + ts itat the right stage in their ylabus? + Wil they find the language practice useful? «tsi culturally suitable? «+ Wil they be familiar with the situation? «Is the rapport between the stucients good enough for ths, role play to work? The Teacher’ Notee have bean kept brief to make them clear, but depending on your answers to the above ‘questions, you may want te adapt the activity, choose 2 ifferent ‘eadtin’ oF spend time familiarking the students with an aspect of UK culture before doing the rofe play. If you de thi 1s allow for more time. make sur Making role plays work ‘When discussing the degree of success of an activity such as ole lay, nachos often talk about whether the students “got inte nr nat. Mo teachers have. at sometime in thelr iran had one of thot davies that seem to et to Glonthing’ and one of thoes dosic that don't seem able to ‘Got nce anything’ doe pay depend on the urants o Zit your tol plays carefully Nonedalen, a signiant ortof the reaponsbilty for whether ele ply work in ait es with he teach Here area few base pe that wll inprow he degre of cs thet any roleplay he The lead-in When you're leading into a role play, notice how the students are responding to the discussion questions, or the ‘tack. If they seom familiar with the context and interested in it, you can ga straight into the role play. If not, take more time to get clear feadhark, check vocabulary and do a 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 2 role play. As well as being the clearest way to instruct the activity, demonstration also provides them with a useful ‘live listening’ task, a model for the conversation they are ‘going to have, and shows how the Target language could be used. You could get two stronq students to perform the demonstration in front of the rest of the class, or, do it ‘yourself with a stuctent. This will enable you to show them LA pee me optsSs 3 Ss a s 3 3 3 3 3 3 s B s 3 a 3 3 3 ww ow cy ao Ww ww 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) tase, just as you might do for a standard, coursebook listening. Classroom dynamics ‘As a basic rule of thumb, ask the students to stand up if @ similar 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 a 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 classroom to simulate the ‘real world environment (e.g. two chairs facing sach other across a desk {for @ 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 a8 possible Starting the role play If the start of the role play involves a ‘first meeting’ or an ‘entrance’, why not use the classroom door as a prop? You ‘an send half the students out of the room to re-enter in role. the rele play involves ¢ telephone conversation, get the students to mime a ringing’ to start the phone eal. Get them to form a queue if they are in a post office or ot immigration n an alport Wa handshake is natural in the role play context, encourage them to co this es wll, These prompts often provide the necessary cue for students to get into roe. Props and mime ‘A few smali props can make a surprisingly big difference. Laminated menus (Traditional restaurant, a cardooard microphone (TV cht show) oF business cares made by the students (International business etiquette) wil often encourage students to involve far more body language than ‘they otherwise would, which often improves their acting If it would take too long to create the necessary props (es Shoe shop), make sure that you de e demonstration that involves plenty of mime (unpacking and fitting the shoe, waiting the alr to indicate smelly feet, ete). Background music can also be a very effective prop for parties, restaurants, ete Acting Bearing in mind that, during a role play. some students will be finding it difficult enough just producing the sentences, never expect too much acting from low level classes. Conversely, if you think they will find the role play fairly <2sy (often at higher levels), encourage them to act it as realistically as possible, As mentioned above, @ good demonstration with plenty of emotion, facial expression and body language will ve 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 ciass. Intonation Role play provides 8 good opportunity for students to practise using intonation effectively in context. As mentioned above, a good demorstration can bring their attention to this. n 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 each other well and should net be attempted in the first lesson (Argument between friends for cexample!). Where students are being themselves (ie. in simulation activities), they may be more reluctant to give personal information than in true role plays. $0, ifn 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 dss, ‘Many thanks to all the teachers at Oxford House College and Rose of York Language SchoolLondan), The English Centre (Sassari, Italy) and numerous othars who willed material for me. I hope you have as much fun using Role Plays for Today a5 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.) ail for general future predictions (You'll see it on your left) Functions Giving directions (Take the third amt Into Park Road) Making recommendations (You tout wise the castle.) ‘vocabulary Tourist attractions (castle, cathedral, Funfair) Verbs of motion (go straight on, turn left) Preparation ‘Copy the directions below and the two role play cards (one of each per pait). Cut up ae indicated Lead-in suggestion rut these questions on the boerd for dlzeuzion in pare followed by feedback: In your town. 1) What are the most popula (outst attractions? 2] Witenes guod place to fave lunch? 3) Could you recoramend 2 good hotel? [ict trom the students win answers these kind of questions for a Job (tours infurmation office Role Play instructions Introduce the role play, and hand out a copy of te irections below, and tie Assistant’ role play card with the map of Benton. Using the map, they should correct the factual mistakes (s0 grammar or epeling mistakes) in the text. The fiet has bean done. Da annther example Ht snecestary. Check the ancwors afterwards How to get to Dazzle Nightclub right Tourist information office Look at the map of Benton, and correct the 10 mistakes in these direct Tourist information office - Teacher’s notes [Answers (in order) eft» right second > first; Steeet + Road: -patle-» beach; 3000--+ 300; opposite» next to; smiles > metres: beach > lown Square; before after, | [st rare Hand out the role play cards to the studers i ais ‘there is an odd number of studens, create one group of three with te friends visting Benton together. Give thom 2-3 minutes to read through, and then point out the Targat Janguage. Tell the Asiztants that they should invent ary ‘dotale that seen’? on the role elay card (e.g. hotel prices) and that they can show the map when giving directions. When they are ready they can beain. If any pats finish early 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 I thee ste, the student wil enjoy writing and following crections for each other. Give each para sip ot paper on which they sould write directions 10 a place tathin the sehoot/ collage (09, c3te, trary, reeption. Goourof Monitor and corvect necessary. When they've finished they can ave their writen directions to another par who can follow them, then come beck and say where they got 4 Find out ths was the intended place! 4 fassroom and turn right. Role Plays for Today Go out of the ofice ana tum Jf. Go along the High Suect and take the sesond right into Oxford Steet. Go suaight ‘on uatil you come fo The Promenede, Youll gee the pare in feont of yon, Turn left and go straight en for about 3000 -metres, You'll see it on your left. opposite the Grand Hotel. How to get to the Car Park Go ou of the office and tum right. Go s ight on, along the High Street for about 500 mites, until you come to the ‘beach. Take the first left before the square, and it will be on your left, opposite Benton Gardens. EW [ier 6 2008 7A PURLSANG To Fee Pins Tor Toy by son RDG] a 2D fhe H AL m £ ™ mH mmTourist information office a ub WWW WW Ww i i a Ww Ww oe Role Plays for Teday ag Student A - Assistant a 3 You workin the Benton tourist information office. Help the toursts who | Target language =q__ ate by answer thee avestons, ing drecion and ary ather Givion directions “ information they need. Go out of the office and turn right. a 1 | take tn frst ttt into Oxford Road Tourist Attra ame Go straight on past the hospital... a Benton Cathedral 30pm ee nti you come tothe Town Square, oe a Tea | lénext opposite the Regent Hotel ; ‘Making recommendations a Benton Mureurn/Gateey | ~Ter—Tem | 2280 Making rcommendat a Benton Funfair 3pm — opm £12.00 Why don you try the Regent Hotel? Benton Gardens Ytum= 2:30pm | Free Other language The beath Aaa! Freer Its open from... to... It costs... ¢) Student B - Tourist Situation 1 You are a tourist. You are visiting Benton for = weekend. it is summer and the weather’ fine. Go into the ‘tourist information office and find ‘out about the local tourist attractions, the best restaurants and 2 hotel for tonight. Don’t forget 10 get directions, check prices and opening times for the tourist ettractions! Write own the important information, Now swap roles. Tourist information office Situation 2" You are 2 businesswoman / businessman, You are visiting Benton far one day and one night only. You have 3 meeting this morning. After that, you are free. Don't forget to find a good hotel for tonight, 2 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 Target language 1'm here forthe weekend. | need some information about... Coutd you tell me...? Do you have...? Host do | get there? How far iit? How mach does ft cost? What are the opening times? Could you vite that down? Sorry. Could you repeat that, please? ([Bestsropnbe © 2005 DELTA PUBLISHING To fol Pa Tor Toby By arn Arron | EMHI Enrolling at a gym - Teacher’s notes Time / Levet 40-60 minutes! Prentermediane to Advanced Target language Grammar ‘Adverbs and questions of requency (Gow much 1 many foften? Twice @ week) imperatives (tam up, please) Functions ‘Giving polite commande (Could you meacure your pulse ploase?, {ving advice (YOu should start with a itle exercise and build uo.) Vocabulary Fitness / Health (muscles, pute, exercise) Sports (athiete, sporty) Preparation Copy role py cards A and (one st pr pai. Cut up 28 indicated. Lead-in suggestion Pre-teach any of the following if necessary ‘ ftnece enrol: muscles: pues instructor ‘ut of ln shape: breathe; out of breath. ‘sk the students How ft are you? Let them dikeutefor 3 few minutes in pairs. Meanushila, ut cline arcow on the board and ade them to come up and put their names anywhere on the arrow using the Doard pen: | Average Athlete ‘ut of shape [Ask some of the students who put thelr nemes om the right why they Urink they are so fit, Pos Student A - New gym member ‘You would like to improve your ficress, so you heve just enrolled at the local gym ~ Wellft. Today is your Fist day, and you have to do o fitness ‘test with your fitness instuctor, Answer her / his questions honestly and {try 10 do everyting sfhe says, Afterwards, she will tell you how fit you late, Ask for recommendations at the end about how to start exercising, [ Frtecoviable © 200s betta POBUSRING Tam Woe Fe Pr Toa by Ben ae Enrolling at a gym Role Play instructions Introduce the role ploy and tell tudent that they will now Find cut how fit thoy really ara. Hand out the cards and: give the stirlents 2-3 minutes to read thelr roles. Tell the fitness instructors not to read through the whole ‘uestionnaire now. Remind lower level students thar they ‘an ask you about enything they don’t understand during the activity Ask thm to use penail, not pen, to fll in the ‘questionnaires. Encourage them to use tie Target language expressions. Start the role play when they are ready. Monitor, help with diticut vocabulary aid stake sure thot the Instructors zak epropriate questions and shat they, rely get their pertners to do the octvtis (e.g. moaxure thelr pulze or touch their tows). J Note: ttow to take your pulzo Place the third and fourth finger of your right hand on tha inside of your left wrist just below the thumb joint ‘until you feel the pulse. Press firmly and count the Beats ‘or 60 seconds using a clock or a wateh, ‘When they have finished. they should rub out the answers fon the cuestionnaite, swap roles and start again. Follow-up suggestion Lunder the cline arowy you put on the board, you could add another goina from 0~ 150 points, on which students can ‘mark their pariners' fitness profiles for comparison with ‘their origina opinions. Students could than workin groups of three or four to ‘compile a Fst oftheir 209 five tips fr staying in shape. Get feedback atthe end Role Plays for Today Target language Talking about habits, Usually 1. drink | smoke / exercise. ‘oabout once / twice (three times @ week. Questions to ask Could you repsat the instruction, peace? Like this? What de you think | should do? TEE & = c c & ba nm m =WwW WWW eoe da db ww Yow ede ww ow wo Enrolling at a gym Student B - Fitness instructor ‘You work at the Welifit gym asa fitness instructor. tis your Job to test the fitness of all new members of the gym. You ‘must complete the following questionnaire and give them a ‘Fitness Profile’ when you finish, Don't show the {questionnaire to the new member. Think carefully about the ‘correct question to ask, or instructions to gle. Use the Target language box to help you, Complete the questionnaire yourself. Role Plays for Today General Fitness 4) Drinking: Units of alcoho! each week (unit = 1 glass of wine, beer or whisky, etc) Units: Oo O13 as (915 Doverts Sere: 108 553 2) Smoking: Number of cigarettes each week units: Clo 1-5 i610 [11-20 Dover zo 3) Exercising: each week (write number) units: C] Walking (30 mins) [) Aerobics (30 mins) Score: 5 for each unit 10 for each unit Unite: C) Running J Swimming / Ball Sports (0 mins) Score: 15 for each unit 4) Work: activity type (tick 1 only) ‘Ask the new member to do the follawing: 5) Measure your pulse (heartbeat) Before exercise Score Pulse (heartbeats per minute) 20 (]Under 60 1s Ceo-80 10° “}80-100 5 Clover 100 6) Tiy to hold your bresth for a minute Score Result 2 Desay 18 successful but only just @ — ap-60 seconds 3 Under #0 seconds 7) Stand up and try te touch your toes with your legs straight Score Result 10 D1Can touch the floor 5 Cian touch the toes 3 DScmfrom toss 0 B10 cm from toes Results Score Fitness Prof ver 150. Athlete Extremely fit. You cen exarcise every day, but you probably already do, 120-150 Sporty You are very fit, and enjoy exercise. Start exerelsing 2-3 ‘a week for one hour and see hows you feel. 70-120 Imshape You are fit, but you can Improve further, Exercise twice a week for 40 minutes for two weeks, and gradually improve. Score: 15 53 1 0 Score Activity 0 sitting down all day (2.9. at 8 computer) 19 L) standing up all day (e.g. in a shop) 15 (J Walking all day (e.g. trafic warden) 30 Using musctes (e.g, builder) Fitness Test 8) Stand on one leg for a minute with your eyes dosed Score Result 20 CJ Easy. Sine didn't even move 10) successful, but nearly lost her / his balance 5 1]30-60 seconds © Ghunder 30 seconds 8) Put your hands on the side of your chai, and fit yourself up off the chair without touching the ground 3 times for 3 seconds Score Result 25 Lie was easy. Not even out of breath 18 Gj successful, aut bredthing heavily 8 (Only able to do 1-2 lifts 0 Diet able todo 1 Hitt 10) Measure your pulse again After light exercke Score Pulse (heartbeats per minute) 20° ClUnder 80 1s [80-100 10 Ct00-120 5 Dover 120 _—_ ‘Target language ‘Questions and instructions How much ! many loften...? What kind of... do you...? Now I'd like you ta. Could you... please? What we have to clo now is. 40-70 Average You have nothing to worry about, but now is the time to Results start working on your health. Exercise twice a week for 20 minutes, then build up to 40 minutes after three weeks, Under 20. Out of shape You need to start thinking seriously about your health. ‘ry fo cur out the bad habits and start with a little gentle exercise: 20 ‘minutes ance a week for two weeks, then move up to twice a week Here’s your fitness profile, You are (+ adjective / noun)... You should f shouldn't (+ verb). recommend that you (4 verb).Eq Post Office - Teacher's notes Time / Level 35-60 minutes Elementary to Intermediate Target language Grammar (Question farms (Could 1..? How many do you want?) Functions Making enquiries (Do you sefl..? fit possible to...2) Vocabulary Shopping (post office, stamps, parce, scales) Preparation ‘copy the main worksheet (one per student or per pai) and the four Customer roe play cards below (4 per 8 students) Cut up as indicated. Lead-in suggestion With pre-intermediace or intermeciate students, ask them te brainstorm the following question for two minutes: What things can you do at 2 post office (In your country}? Write alist. (ag. posta letter) With elementary students, elicit past office end go straight Jnte the first exercise on the worksheet, <- a Post Office - Customer A You need.. + to send three postcards to your country + to pay a gas bill + to change $190 into pounds sterling + to find out how much a parcel costs to send to your country (don't send it yet!) Post Office - Customer B | You need... + to buy an Intemational phone card (£10) | + to buy an envelope ‘+ to send £50 to your courtly by post I + te send your passport registered post Worksheet stages Hand out the worksheet, Exercise As a quick vocabulary check, ané can be done with the whole cass. Exercise B: Do ‘ene of two examples and then give students 5-7 mites to match the remaining cstomnet questions withthe appropriate reply. Note: In the UK, ‘registered post’ is a wy to prove that an item has been sent and received. The recipiont has to sign forit ‘Answers Dé 2)f 3)a ag S}e 6)b 7)h Be Exercise C requires the students to predict how the conversations might continue, Fist ect an example from ‘them, then put them into pais forthe rest, You'll probably need to teach the key phrase: Here you aré. Note: 7h and ‘je would probably net continuc. Role Play instructions As far as possible, create (or imagine) a counter in the riddle of the classroom. Put half the students behing i (cashier). Give the other half the role play cards below (Customers A-D). Use some of them more than once # you have over eight students. Put the customers in a queue, and tell the cashiers to cal up the customers by saying ‘Next please’ Encourage them to use the Target language ‘expressions, When they have finished, they should swap roles and start again Follow-up suggestion Round up by finding out who was the most difficult ‘astomer, and who was the most polite cashier. Post Office - Customer C You need... + te send two parcels to your country (one big, one smali) + to pay a telephone bill + to change £50 into Euros + to buy 10 stamps for letters (not international) Post Office - Customer D i ‘You need... + to phone your country, but you don't have a ‘mobile phone + to buy 10 posteards + to send an expensive present by registered post (reost you £300) * to senda letter to your parentsPost Office Roe Plays for Today A. What are these things called? Find the words in the customer questions and the replies below, ‘The words are all underlined. www b B natch the customer question to the correct reply. CUSTOMER QUESTION REPLY 1) Could | send two postcards to italy, ) Yes, Just fill in this form... That's £4.90, please, please? 's there anything valuable inside? |? Cale tsend wis pase te china 1b) Yes. They're 55p each. How many do you need? please? 9. Apostal order. You can buy one here. iit international? 3) Could | send this registered post, plesse? @) Yes, The stamps are Sp each, That's £1.16 please, 3 4) Bo you sllimernatona telephone ©) Yes, But you're in the wrong queue. The Bureau de Change cards? is over there. a f) Of course, Just put it on the scales, please... D9 you want 5) | need to send money by post just pu 3 Whats the best way? j Benita fs. They cost from Ist for a mobile phone, 6) Do you sell envelopes? | need A4 size. 9) Yes, They cost from £5 to £30. Is it fo obile phone, 3 se ora pavehane? ‘need is bill. Can 1 da it here? 7) (need to pay this bill. Ca ver ‘hy Er... No. You need to take it to the bank. There’s one on a 8) Is possible to exchange money here? Baker Street, ound the comer. a BC Look again at the replies. Which ones wil continue? What wl hey say Tel your partner, | Target language 3 Post office cashier ‘Next please. Con ! help you? Where de you want to send it? 3 Role Play Thats .(&}. They cost...(é) . Half the students are post office cashier. Here you are. Here's your change. 3 Listen to the customers and try to help them, Sarton! 2 Half the students are customers. out send..(what) (where)? ‘The teacher will give you role play cards to read. Do you sell...(noun)? 3 I need to. ver 3 ‘sit possible to. (verb)? 3 Sorry. Could you rapeat that? Here you are,E) Visiting the Doctor - Teacher’s notes e / Level 45-60 minutes /Precintermediate to Uppar intermediate Target language Grammar ‘Shoutd + vere (You should get some rest) Have got Wve got a sore throst) Functions Describing how you fe! (feel hot and can’t sleep.) Asking for and giving acvice (iy not to wall on it for Says) Vocabulary Heath dines, Pu, hay fever a runny nose, stress) Preparation = Copy role play cards A and B fone set per pai) Copy the symptoms and advice table (one er pait).Cut up as incicated, Lead-in suggestion ‘Asc the students: Whee do you do when you are if? Elie doctor (often celled GP in the UK), hospital, make an appointment ete. Where does a doctor wark? Elat or teach: surgery clini, Write any useful vocabulary ‘that comes up on the board. Hand out the symptoms and advice table (one per pat) Instruct the students to try to complete the table with symptoms and advice. Avoid pre-teaching any vocabulary With low level students, The context of the table will make fe easier to explain afterwards. Monitor, Go through the answers when thay've finished. Student A - Patient You are a patient at your local doctor's surgery. Choose one of ‘the illnesses from the chart and tell the doctor the answers to these questions: ‘+ How, when and where did it start? + What symptoms have you got? * Hove you taken any medicine or done anything else to help? Student B will try to provide the correct diagnosis, At the end tell student B if s/he was correct about the illness. Visiting the Doctor Answers a)a sore throst ) take vitamin © ¢ take paracetemol 9) diarthoea @) don't ext anything f) con't sleep (insomnia) 9) can't move my hand_h) go to hospital Daswollen ankle ))use crutches Kr |) prescription medicine ewe Explain any expressions the students stil don't know. Drill any words which are dificult to pronounce (e.. darchoea, ache), Tell the students to discuss the questions below the ‘blo in pairs, Be sensitive during teadback, Some students may not wer to reveal their recent ilinesics to the whole ass Role Play instructions Introduce the role play. If much of the vocabulary is new. give them a minute to reread and remember the information in the chart. Hand out the role play sheets. Give the students 3-5 minutes to read through ane prepare ‘what they are going to say. Encourage the doctors te work ‘rom memory, and 10 improvise where necessary. Drave their artention to the Target language. Start the role play when ‘thay are ready. Whon they have finished, they should swap roles ond stert again. For more practice, they cou! change partners and repeat the procedure Extra idea: You cou! tumn the cass into a surgery. Divide it into a walting room, wnete all the patients sk, and several consulting rooms, where the doctors raceive the patients The waiting patients can discuss what is wrong with them. This will also enable them to open and close the meeting with the doctar more naturally Follow-up suggestion Find out briefly whe would make a good doctor and why. Did anybody give the wrong alagnesis or advice? t Role Plays for Today ‘Target language Istarted.. fa week 290) ‘fee. ted, hot, et) 1 had en accident vben, fe ures here | tveagot- (a sore trot a swoten ante | Nean’s.. walk sleep ss itaerous? Whe should? do? PT A AN PA rm PA ory om pon Pom mpm rm AGawebdui@aeadadeowa = Doon of a = fs MY Mm ww z Visiting the Doctor Look at the table below. It describes seven common reasons for doing to the doctor. Complete the table using the information ‘rom the boxes. Role Plays for Today Symptoms diarrhoea red eyes a fore throat Can't move my hand Con'tsleep Grsomnis) 2 swollen ankle ‘Advice prescription medicine take vitamin € 0 to hospital use crutches | don'teat anything take paracetamol WinessiComplaint | cause Symptoms ‘Advice cold virus, esually caught | a runny nose, keep warm, ge some rest, through contactor | a) _ y _ sneezing 2 cough thet 2 Vins usualy aught | a8 fora cold also a high goto bed, through contactor | temperature, eching bores and | hn meezing head {forthe eemporature and the aches food poisoning | eating food that ant | stomach ache, vomiting, ° _ tress a for 2a outs, get some ret drink water sires too many problems | P| take sleeping pile take along especially atwork | worying too much, holiday, change your jobt Joss of appetite broken arm — | aserious all avery strong pain ary arm, | hp _ fg offaladdey) | | set amin pater asrained ankle | an unexpected fal | + | bardege the aie (eg. wher paying) | cami wak D _. footwall) | set plenty ofrext hay fever an allergy to lowers | a sunny nose, po and plartsin summer | |. stay ancy from parkv and gardens + Do you agree with all this advice? ‘+ Which of these compisints have you had over the last year? * Do you have any other advice for these complaints? * Did you go to the doctor? eect a aon Visiting the Doctor Role Plays for Today Student B ~ Doctor You are the doctor. Listen to student A, who will describe hhec/his symptoms. Ask questions ‘Target language Vinat seems to be the problem? Does it hurt here? 1s the pain getting worse? Do you have... f cough, @ temperature, a swollen ankle}? Can you. (move your hand, go near parks and flowers)? ‘Are you allergic t0 anything? 1 think you have. You shoutd / shoulda’... ‘Try (not) to... (verb) the Target language expressions. + Tell the patient what you think the ilines is. + Give the patient some acvice Try to remember without looking at the chart At the end, student A will tll you if your diagnosis was correct. (Photocopbie © 200s DETTA PuBLINGi Internet café - Teacher’s notes Time / Level 20-30 minutes / Pre-termeaiate to Upper Intermediate Target language Grammar ‘Question forms, inciuaing indirect questions {tm not sure hove (2) Fantions Making enquiries (possible to..?) Getting haip aw do ..2) Voeatlary Computers andthe iternet (can, trarsfer) Lead-in suggestion ut the felewing pais followed by feedback: 1) What services do internet cafés provide? 2) When did you last use one? What for? wstions on the board for discussion in Preparation copy role ply core A end 9 (one 2 per pal). Cu up ae indicated Role Play instructions Fresteach the following vocebulery if necessary: type up: print out transfer photos: san Put suidants into V8 pairs and hand ut the two role olay ‘ar Give thera Sew mints to read thei card. Monitor and help with any afficult vocabulary. Let them begin ‘when they're ready, Encourage them fo use the Target farquage expressions. Make sure they swap roleplay ards after they finish Situation 1, Follow-up suggestion ‘Ask the students f tay think internet cafés wil become more or less popular the future and why. Studer Situation 1 You are a journalist, and you've just A- Customer done an interview with an English rock star. Go into the Internet café and tind ‘out if you can do the following: You ‘eed to type up the interview in ‘Microsoft Word. You need to print out 20 photes from your digital carera (in colour). You then need Broadvarid Invern acvess tu send the photos end ‘the imerview via e-meil to your head ‘office, which fs In the USA. You also ‘need 2 sandwich for lunch, and a recelpt. (vinen youve Tintshed, swap rofe play ‘ards with your partner) < - Student 8 - Assistant Internet café Situation 2 You are a student ot English, and have just taken the IELIS exam. Your University course at Oxford University starts next month, The university fas requested some documents. Go inte the Internet café and find out if you cen do the following: You need to scan your passport and your IELTS exam result certificate into the computer. You need: to write 3 cover letter to send to the univerety, which you need ta print to check for mistakes You then need Intemet access to send the letter, and the scans of your passport and certificate to the university. Find out the ‘otal price before you pay. Internet café You work at an Internet café in London. Your partner will come into the café an make enquiries about your services. Here i alist of all the services you pro and costs. Motes: All students must show ID. Microsoft Word®,Excol®, cto. Broadband Internet access Printing Scanning | Troneforring photos from a digital camera [1.50 per nour Of all nail wucoums | anintmum 90 mins.) Includes use of all email imum 90 ‘Standard Price | Student Price Word processing / Office Suite | £1.00 per liour 7Op per hour (minimum 30 mins.) | (minimum 20 mine.) 20 per hout (eninimum 30 mine.t 0p a sheot (AA) biack and white ‘B0p 8 sheet (44) colour 0p par scan 200 per camora or memory cara | Café facies include too, coffee, eof drinks and a selection of sanduiches and eakan hoceplable ©2006 DELTA FERSTING om Re FY ody By avon Anon] | pes | is R possible to.,. ...Jrere? fovea otic. 9 rose Clini | ute poe? Vrs re hows 3 Voice? ion? Tou eat aca * IELTS is a university entrance exem used mainiy in the UK and Australia. Rote Plays for Today — ‘Target language How cent heip? Do you need any help using...? Which program do you need? Pjust show you. Sure, we cen de that, The price is. It costs more for | 0 you have student 10? | 2 you needa rect? ee ee " mamaAnmnr mm om &au ime / Level 20-30 minutes / Elementary to intermediate Target language Grammar Present simple fr timetabled future events (The next tran leaves at 07.41) Fenctione Buying tickets (How much & 2 return to..2) Making enouities (Hh tine docs leave?) Vocabulary “rain travel and sransport (sale, fare 1D, etc) Lead-in suggestion \write tran station on the board and ask the students for vocabulary associated with this place (e.9. tier, platform, antve, delayed), Build up alist and check the meaning if neces. WH Ga ww w wt 3 - Student A - Ticket seller ‘Train fares and times Train station You work at Brighton train station, Read the information about train prices and times. itis 7.30a.m. and the station is very busy! Try to help your customers. Wi Train station - Teacher's notes Preparation ‘Copy role play cards A and & (one sat per pair). Cut up at indices Role Play Pre-teach the following vorabulary If necessary: returns ciscount fare; change; iD; deperture Put students inte A pals and hand out the two role play arcs. Give them a few minutes to read thelr ard. Make sure they dort show fo their partner. Do a quick ‘demonstration with one student and then let them begin when they'e reedy.Encourege them to use the Target Janguage oxpretsions and to make note, Make sure they swap over after doing tree situations Follow-up suggestion ‘Ask the students what train travel i like in thelr country 7 counties. sit reliable fst cheap / enjoyable? Why? Why rot? Role Plays for Today Target language an help you? Where would you like to go? “| Siegie | Retum [Noe Wain t.. [Journeydime] | Wher woul yo London Viewria | f540”~[ F100 [onan] mine Dovou have stale 7 Gatwick Airport £5.80 £7.20 07:41 38 mins. That's £10.40, please, Heathrow Alport | _€980 | €1200 | osii® [aw 1@ mina] | THe Mer tan avs a.- Conterbury eoao [ena [ost twasmins ] | bovt per toss e300 en20 | 0525 [0 mins cava [e570 [0305 [31 mins Worthing ea [exeo [0608 | 25 nine “Change at Gatwick ee Student B - Traveller You ate at Brighton train station in England. I situations below and go to the ticket off ‘and then change over. Make notes on the prices and train times. ‘A: Your friend flies into Heathrow Airport this morning at 9:30am. You are going to meat her and bring her +o Brighton. You have student ID. You need to go to London for the day. You are a student but you don't have ID. three children, tickets now, ‘You would like to go to Canterbury 's cheapest, and when tive next train 's. Then decide which city you would like to visit. You are an adutt and you are travelling with two children, You only have £5. Note: All child and student fares are half pric, Train station 7.30a.m, Choose one of the Each student should do three situations D: You would like to visit Dever, and return to Brighton today with your ‘You are a businessman, Todey you need to go to Dover, and tomorrow you need to return to Brighton and ‘then go to London (sinate). Buy both ‘or Dover for one day. Find out which Fr _You would lke to visit either Eastbourne or Worthing today. ( Pretocopiabie © 2006 DELTA PUBLSHING rom Role Paya or Tou by lason Arceron | Role Plays for Today ‘Target language I need to travel to... How much is a single! retin to... Can Feta student discount? How much ist for children? How long does it tke? When does it eve n..? When does the next tain eave? oi need to change wains? Could you spell that for me, please?{ | EI Passport Control - Teacher's notes Time / Level 45-60 minutes / Elementary to Intermediate Target language Grammar Present continuous and going to for future arrangements and plans (/'m going to study Engish: Where are you staying?) Funetions Expressing future arrangements (Where are you studying?) ‘Asking for clarification {What does... mean?) Vocabulary Education and accommodation (fees. homestay) Preparation Copy the immigration officers questions and the student's answers (one st per pai) and et up ar indicated, Shue ach se, but donot me the questions an the answers Also copy the role play cards Beto (nese per pai). Lead-in suggestion Elicit passport control and ask the students: Why & cesar? lit teach inmigration officer and elt some ‘of the questions the immigration officers ask lther in the students country erin the UK Passport Control Student A You are at Passport Control at Heathrow Airport. You have come to the UK ‘to study English. Use your real name and details. Decide: + Where are you staying and studying English? How long are you hare for? * How will you support yourself? + what are your future plans? Give each pair of students the immigration officers questions and the student’s answers, both sets shuffled up. Tell them to match the questions and the answers. Monitor and check the answers. Then tell them to put the cenvertation in the mest lagical arder. Lower level students can read out the conversation once in pars. Ask higher level students to identify the tenses used in the immigration office's questions to refer to the future, and why they are _2ppropriate (present continuous — future arrangements; ‘g0ing to — future intentions / plan). Role Play instructions ‘Ask students to stand up. Divide them into equal groups: A and B, ve out the role play ards. et them read for 2-3 minutes Stand the iumigration officers (0) sce by side, {and create a queue of the ‘student (A), Officers begin the roleplay by each shouting: “Next pleace.” They change roles after the fst roleplay and student 8 becomes @ fouret. Make sure student A adapts the questions appropriately Follow-up suggestion ‘As the students whieh questions were more difut and ‘why, and whether they geve the best answers. Find out Briel if they all ‘passed! passport contra succesful Role Plays for Today Target language Sorry. Could you speak more slowly? Sorry. idon’t understand the question. Could you repeat that please? Wat does .. mean? Student 4 Here you are. ‘Here is my passport | ticket. When you finish, change roles with student B. You are an immigration officer. Student B is a tourist. Decide which questions to ask. Some will be the same as the example role play, but you will also need to ask about: shotels + return ticket + places to vist + money Passport Control Role Plays for Today Student B You are an immigration officer at Heathrow Alport. Interview student A Using the questions from the example role play. Target language Tourist Here you are, Here is my passport | ticket ‘When you finish, change roles with student A. You are a tourist, not a student. Decide: Sorry, Could you speak mare stowly? Sorty. I don't understand the question, Could you repeat that please? What does... mean? ‘= How long are you here for? ‘+ Which towns / cities are you going to visit and what will you do? ‘+ How much money do you have and what do you plan to buy? + Whicl-hotel are you staying 2? ™ a he ci cfImmigration officer’s questions Good morning. Your passport and landing card, please, Thank you. How long are you staying in the UK? | Until May. I see. And what is the purpose | of your visit? Have you studied English before in your country? So why do you need to come here to study English? | see. Where are you studying? 3 Do you have a letter of el & | Thank you. That's fine. 2 Where are you staying? 2 ee ve — | Thank you. How are you going to support 3 | yourself here in the UK? i BF — ~ 3 | Tmean - how will you pay for your accommodation, food and so on? z ee) i z i 3 | Evidencé means proof... For example, 3 | a recent bank account statement. 3 And what are you going to do when z | your course finishes? 3 3 rd * 3 ets Students’ answers Good morning. Here you are. Yes. At school, for about 5 years, and also a little when I was at university. i | Because I 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 London. Yes, here is the letter. The school fees are paid, In homestay accommodation. The school organised it. Here is the address. — Support? What do you mean? | I see. I'm going to open a bank account | and transfer some money from Japan.re I Airport check-in desk Time / Level 20-40 minutes / Elementary to intermediate Target language Grammar Various ~ mixed tenses and question forms Functions ‘Asking tor clarification (What does... mean?) Explaining citficut words (Fiammaable’ means it burns easily) Vocabulary ‘Transport Plane travel (take off, asl, board) Preparation Copy the main worksheet (one each or one per pat) and the role play card for student A below (one per pair). Cut up as indicated, Lead-in suggestion ‘Write te following on the boat! 2) The plane takes off £2) You wale the departure tounge. You chest in your baggage 1 You go trough security. @) You Bosra the plane, Tell the students to pu these Inthe same order as they always happen, working in pairs. After a minute or two get feedback, end check they understand the voebulasy used (eg. board checkin. ae itis Student A - Passenger ‘You are a passenger at an airport check-in desk. Listen carefully to student 8's questions and give the «correct answors. They will be in a different order to the conversation in exercise A, Also, to make it more interesting, ask some of the Target fanguage questions. Swop over after you finish. Target language - Teacher’s notes Airport check-in desk Sorry. Could you explain what (firearms 1 flammable | sharp) means? Sorry. Could you repeat the question more slowly, please? Is it possible to get a seat with extra leg room? Could t check in this bag 2s well, please? Could you be careful with this bag? It's very fragile. fragile’ means it can break) Is it OK If take my dog on the plane? Do you know what is for lunch taday? How do i get to the departure lounge? Role Play instructions troduce the role play, hand out the worksheet and ask ‘them to complete exercise A, Monitor and help where necessary, but avoid explaining all the technical language (Hammable, etc) at this stage. [ Answers _ ‘twincow 2 pack 3 unattended 4 parcels 5 Shand baggage 6 boarding card 7 departure gate _ & "Next the students complete the passonger’s lines (B) by - ‘iting them underneath the questions to create a E: dialogue. Note how the passenger does’t sey much, but ‘that the correct answers are nonatheless very important, so comprehension is essential here. When they have finished, check the answers and explain any vocabulary the students are still unsure about ‘Answers (in order) Window, please: Yes; Yes; No: No; No; Ne: ‘What time does the plane take off; Thank you. Let lower level students practise reading the conversation ‘rom the sheet twice. Now they are ready to do the role play. Give student A in each pair the role play card below. Tell student to pick up the worksheet. Give the students 2-3 minutes to read their cards. Start the role play when they are ready. Encourage them to use the Target fenquage expressions and to improvise freely. When they have finished, they shovke swap roles and start again. You could ‘encourage strong students to improvise the whole ‘conversation from memory the second time. Follow-up suggestion Pat the following questions on the Board for students to Giscus, followed by feedback 4 Bo you enjoy traveling by plane? Why (nad)? here do you prefer to sit? wy? How do you pass the time wien you ae ona fight? Do you ever get bored? Role Plays for TodayWHR Wedded doe de ww SW WW ww WW Ww a Airport check-in desk Role Plays for Today A when you check in for a flight at an airport, they often ask you some very difficult questions. Read the questions belaw and put one word or expression in each box: boarding card departure gate parcels pack window handbaggage unattended | || Hello. Your ticket and passport please. Thank you... Aisle seat or Is it Just the one bag to check in? id you [2 your bags yourselt? Any flammable or chemical items, compressed gases of firearms in your baggage? Have you left your bags | 3 at any time since you packed them? Are you carrying any gifts or [ 4 ‘on behalf of other peopl And does your [5 contain any of the following items: knives, sharp objects, matches ot lighters? _ Thank you. Right... Here’s your passport and ticket. And here’s your [6 Seat 48A. The [7 is number 14. Make your way to the departure lounge at least 40 minutes before departure. 4 13.20. It says just here. But check the information screens in the departure lounge, as this might change. Enjoy your flight. B Under each ofthe questions, write what you think the passenger say. choose from the words and expressions below. You will need io use "Ys" and ‘No’ many times. Yes. No. Thankyou. Window, please. What time does the plane take off? Role Play —________ Take it in turns to practise the conversation, Student A the teacher ‘Target language vill give you a role play cerd. Student B ~read the information below. ‘means, for exaraple, Sorry. Let me explain. Student B - Ter me have look in assi Yes, we can do that for you : Check-in assistant Pca ee we don't allow. «I'm afraid I don’t know. Let me ask. Pick up this piece of paper. Don't show it to student A. You are the check-in assistant at an airport. Ask him / her all ‘the questions, but change the order. Be | Directions prepared for some difficult questions. Yes. OF course. Just turn left over there Use the Target language to answer and follow the signs. them. Swap over after you finish.Time / Level 30-40 minutes /Precintermediate to Upper Intermediate Target language Grammar ‘Asking inclrec questions (Could you tell me...?) Past continuous (I wae waking. Functions Describing appearance (ie wes quite tal his thirties...) Expressing degrees of certainty Vm not sure) Vocabulary Physical appearance (in his wantieg Jong dark air) Clothes (jeans, T-shirt) Grime (iol, criminal) Preparation Copy role play cards A and B (one per studen’), and the thief pictures below (one set per four students — not necessary if you use students in the lass as explained below), Cur up as indicated Lead-in suggestion : Put the following questions on the board for discussion in Pers followed ty feesback: 1) What are the most commen things that criminals tea in sur country? 2) Hove you ever had anything stolen? 3) What sould you do 2 criminal seals your mobile lion, for example? Hi Reporting a crime - Teacher's notes Role Play instructions Introcuce the roleplay ond hand out the sheets. In pais, fone student gets Student A ~ Victim, the other student gets 8 ~ Police officer. Give them 2-3 minutes to read that sheets. ‘Option 2: you think yeur class would enjay this, let the victims choose other students inthe dass to describe to the police officer. Afterwards, you can checks how accurate the descriptions were by getting the officers to stand up and ‘arrest the criminals! Option 2: if you feel it would be more appropriate, use the thief pleures below, giving out different pictures te different victims. At the end, you can put all the pictures on the board (enlorge them on a photacopier), and get the officers to ‘arcest the criminal by identifying the appropriate pictur Hote: With both options, make sure the victims keep the identity ofthe thief a secret. ‘Once the pairs have finished, get them to change roles Hand out new copies of the role play sheets, Follow-up suggestion Studlents create an 44+size Wanted’ poster for one of their ‘riminais.On it, tiey draw a picture ofthe crits, and virite a description of the criminal underneath, and a reward for capture, my) Lin iMReporti Student A - Victim ing a crime be f_——_Yourmabile phone was stoten by somebedy an hour ago. ————— You must decide: Target language 3 \Where were you when it was stolen? Describing appearance How did the thie take it?) The tet vee nfs twenties / 3 uit tal ‘Most importantly. you should give the police a detailed He I She had... tong dark hair 1 a description of the thief. Tell them abot etn res : 95 wearing. old pair g ‘approximate age of jeans /a green Tshirt. sy meahart cin ora When you're not rune + face and hair I eantt remember exactly ral rm not sure BB 1 think sihe was. + When you have finished, ask the police afficer to repeat He / She was probably. a} ‘the description to check itis correct. ee 3 : s _ _ - 3 Reporting a crime *3 Student B - Police officer z You are a police offer. Student A needs help. Listen tothe problem and fillin te stolen item form. 3 ‘Ask any questions you need to get al the Information: B = London Metropolitan Police - Stolen Item Form B738 B Nore: Address: B 3 Description of crime 4 3 ‘What was stolen? Value (£}: 3 ‘Where was iectolen? a 3 Date of eine: Time of Day: 2 what happened? 3 3 Descrtotion of thiet 3 Age: —_ 3 Height and bil: I 3 Face: 3 suthat happened exact? Hoi: lahere you were atthe tine? 3 sulwbat he joked like? > Clothes: vat time fe was? 2 3 (Piston @ 2005 DEA PURLSHING Wom Tole Py fo ody by Ison ANCE]