30 Roleplays For TEFL 2020

dieuhuyennguyenmai@gmail.
com 18 Sep 2020
30 ROLE PLAYS FOR TEFL

BY PETE CLEMENTS & RICHARD MCCULLY
PUBLISHED BY PEACHEYPUBLICATIONS 2020

dieuhuyennguyenmai@gmail.com 18 Sep 2020
CONTENTS
Role Plays
1 THE TECHNOLOGICALLY-CHALLENGED CUSTOMER 9
2 TWO PASSENGERS ON A PLANE 13
3 WHO WILL GET THE BILL? 17
4 I’VE DISCOVERED THAT 21
5 FROZEN IN TIME 25
6 WHAT SHOULD I DO? 29
7 THE ART OF PERSUASION 33
8 ART CRITICS 37
9 CHECKING IN TO A HOTEL 41
10 THERE, THERE 45
11 LOST THE GAME 49
12 ANY EXCUSE 53
13 THE REALESTATE AGENT 57
14 TOURIST INFORMATION 61
15 THE MOVIE STAR 65
16 SORRY I DIDN’T CATCH THAT 69
17 THE PARKING SPACE 73
18 IS IT OKAY IF ...? 77
19 HAVE SOME TACT 81
20 TIME TRAVELERS 85
21 I DO APOLOGIZE 89
22 SEEING THE NEW BABY 93
23 HOW OLD WERE YOU? 97
24 ANNOYING NEIGHBORS 101
25 RETURNING A PRODUCT 105
26 TOUGH LUCK 109
27 CAN YOU DESCRIBE 113
28 SAME COSTUME 117
29 GIVING FASHION ADVICE 121
30 SAYING SORRY 125
COPYRIGHT INFORMATION 129
i
INTRODUCTION 30 ROLE PLAYS FOR TEFL

PETE CLEMENTS AND RICHARD MCCULLY
GIVE YOUR LEARNERS A ROLE, GIVE YOUR

LEARNERS A VOICE!
Role plays are a fantastic tool for the EFL classroom. Over the
years, we’ve made use of many different role plays from a variety
of sources – from course books to free online activities, TEFL
cookbooks to staffroom suggestions – even ad hoc ideas on the
spot!
There are so many benefits to using role plays in a class. We

primarily teach teenage and adult learners in Asia, and we’ve
found that role plays have the ability to lift a class and engage
even the most disinterested of learners.
Here are some of the great things about role plays:
• They’re an awesome way to bring drama into the classroom
• Taking on a role is a great way for learners to gain confidence

and to lower the affective filter
• They can serve as an interesting route into a new topic
• They can be a great final task to build up to in a lesson
• They often provide a good context for introducing functional

language
• Depending on the role play itself, they can replicate real world
tasks
Above all, they are highly enjoyable!
ii
ABOUT THIS BOOK
We’ve put together 30 of our favorite, tried and tested role plays. Some of these
will make your learners laugh, others make them think outside the box. Some will
prompt personal responses, others will require zany imagination! Whatever the
purpose or tone you’re going for, you should find something here to meet your
students’ needs.
We don’t like to go overboard with procedures and restrictions: you’re the

teacher, and you know your learners best. We haven’t devised these role plays
with particular levels in mind, we believe a good role play is suitable for all.
Having said that, some language or concepts may need to be pre-taught. We’ve
made general suggestions for topics and target language related to the role play,
but if you’re feeling bold then why not take our approach?
1) Let the students try the task
2) Work out the gaps in their knowledge and language they need
3) Use that, and not the course book, as an engaging springboard to learning
HOW WE LIKE TO USE ROLE PLAYS
We mentioned that role plays can be a great final task for a lesson. On the other
side of the coin, we often find that a good role play can set the tone of the lesson
if used at the beginning. Furthermore, a role play can drive the lesson forward –
they offer a good context for introducing target language or can help to establish
the existing knowledge that learners have at their disposal.
Activating the learners store of passive knowledge is important in our context.

We often find that our learners are often used to fairly didactic, perhaps
teacher-centred approaches to language learning. This means that they have
less chance to use the language they are learning in class and, as a result, can
lack confidence as English speakers. Role plays help our learners tap into their
existing, passive understanding of the language, which is a great way for the
teacher to establish what further input or consolidation is needed.
iii
A FEW TECHNICAL POINTS
Our role plays follow a standard format:
• They’re all designed for two students. This is intentional – we have spent time
teaching in government school contexts, with up to 40 learners sitting in rows.
We wanted to make these resources available for such a context, as well as
classrooms with lower student numbers and different seating arrangements.
• They all include suggested topics and language points, but make of this what
you will. You might prefer a more flexible approach, or see a different focus to
the role play than we do!
• When doing the role plays try to stay out of the interaction. Just listen, monitor
make notes and save comments and feedback until after students have
finished interacting.
• You’ll notice the ‘Follow up’ section at the end of each role play. Teachers can
use these questions as pair/group/whole class feedback.
• We’ve added some teacher tips to most role plays. These are based on our
own experiences of using the tasks. Feel free to ignore them!
• We’ve mixed things up a little. Sometimes there are prompt cards. Sometimes
we leave it up to you to encourage your learners to think of their own ideas.
• Personalisation is key – it’s great to let learners take the lead!
• Each of the role plays has a digital version. You can use these in the classroom
if you have a projector and an internet connection, or you can share the link or
QR code with your students and they can see the materials on their mobile
phones or devices.
• To access the role cards in the digital materials, just click on the faces on the
third slide.
• The students can also access the role cards from the students’ app
iv
WRITING YOUR OWN ROLE PLAYS
Here are 10 things to consider when planning or delivering a role play in the EFL
classroom. They are based on our experiences writing 30 Role Plays for TEFL.
Relate them to the real world
Whilst a few of our role plays involve students imagining strange situations, most
of them have a basis in the real world. Using familiar, everyday tasks, such as
making inquiries over the phone or exchanging information, help students to
understand what they need to do. It also adds real purpose to the task.
Many students learn English to use in their day to day lives. Making role plays
relevant to them is a big deal and helps get buy in from students which could be
the difference between a successful role play and a failure.
Repeat it
There’s nothing wrong with a role play being used at the start of the class and
then being repeated at the end after input has been given. If anything, it allows
the students to see their progress and sets a challenge for them.
Think of role plays which could be done without specific input. Again, a familiar,
everyday situation might help. Then, think about what you could go through in
class to enable the students to complete the role play more successfully.
Creativity can be key
While a role play being based in reality is a good thing, sometimes students want
to use their creativity in class. Don’t be afraid to give students license to adapt
the role play or to be able to bring in their pre-learned knowledge and other
ideas. We find this particularly effective for higher level learners.
When writing your role play, don’t create too many barriers which prevent
students from showing their creative side and using ideas they already have.
Allow students to take ownership
If students have ownership over some part of the role play then it’s more likely
they’ll produce their best work. Sure, there is the chance they don’t hit target
language or make the situation too complicated but, with monitoring, this can be
avoided.
v
For example, rather than saying an airline passenger has X problem, allow
students to imagine their own problems. This simple change can make a big
difference.
Scaffold
Some students do need help and advice when doing role plays. Make sure what
you write is enough for your students, especially weaker students.
Don’t be afraid to differentiate the role plays and give students the option of
doing more difficult versions or one with a little extra support. Also, it sometimes
helps to provide learners with process language – some key phrases that might
help them perform the task. In particular, a phrase to start them off at the start of
the role play can help.
Build in planning time
One thing we allowed for in all of role plays was a planning stage. Students often
need at least a few minutes to plan and prepare before any activity, especially
role plays. However, make sure your planning stage is well thought out. Don’t just
make it a sit down and think in silence activity.
You could allow for group planning, turn it into a game or allow online research.
Don’t set a ‘correct’ ending
Role plays give students the chance to either use target language or take part in
a context. However, don’t set a ‘correct’ ending for the role play when you create
it. Students should be rewarded and praised for their efforts in role plays
regardless of how the conversation ends.
If you insist on students using certain words or grammar points then be sure to
build that into your context creation for the role play. If you find students aren’t
using any target language then perhaps the role play isn’t suitable for the class.
Or, perhaps there were alternatives to the target language which could work just
as well. Make sure the target language in a task doesn’t hold the learners back.
Grade your writing
Younger learners and beginners can have trouble with reading. As role plays
often involve students reading a card or information they need to understand it
before the role play. We’ve used role plays before which were unsuitable for our
vi
learners which either included new, unrelated vocabulary, or were aimed at too
high a level.
Base your writing at the level of the middle of your class and encourage students
to help each other via a group planning stage. If your class struggle then adapt
your role play for the next time you use it.
Don’t be serious
Firstly, students aren’t going to want to take part in a role play which is about a
super serious topic. Some topics are just not suitable for certain age groups or
levels. I recently had a class of 14-16 year old high school students and the role
play suggested in the textbook wasn’t relevant to them at that age.
Secondly, if you create a role play which is based on a serious topic then it might
halt creativity and bring down the energy in the class. For example, a role play on
reporting someone who stole your phone to the police is fine but if you’re
reporting a murder, that might really backfire on you.
More than two people
Don’t be afraid to create role plays which involve more than two students. Many
students enjoy doing role plays in groups and it can give weaker students more
confidence. There is potential for some students not to talk so it needs thorough
planning of the roles and strong monitoring too.
We hope you enjoy using our resources as much as we enjoyed using them
ourselves and hope these tips will help you when it comes to writing and
delivering role plays for your class.
Rich and Pete
vii
ABOUT THE AUTHORS
Peter Clements has taught in various countries including Spain, Scotland,

Vietnam, South Korea. He’s currently based in Bangkok. As well as a teacher,
Pete is an ELT author and editor. He has written digital and print resources for
various global institutions, including the British Council, Macmillan, and Pearson.
He is also an Associate Consultant for ELT Consultants.
Pete is an active member of the ELT online community and an award-winning

blogger. He shares tips, ideas and resources for developing teachers at
www.eltplanning.com.
Richard McCully is a published author with experience teaching in the classroom

and online. He's worked with students from countries all around the world and
has used role plays as a key part to helping students use language in natural
situations. He's been involved in creating and developing materials for a
country-wide project aimed at adult learners of all level with a strong role play
element. He's currently based in Bangkok and outside of teaching runs the expat
website www.lifeinanewcountry.com
viii
THE TECHNOLOGICALLY-CHALLENGED
CUSTOMER
This role play is based around a situation involving a sales assistant and a
customer who is buying a mobile phone and doesn’t know how to use it. The
sales assistant is challenged to keep calm and remain supportive.
Topic: Technology, operating technology, customer services
Possible language points: Sequencing / instructions, verbs related to operating

technology (swipe, scroll, tap, etc.), demonstrations
Digital Presentation: http://bit.ly/30RP-1
9
Slide 1
Procedure:
• Show the students the image (Slide 1) and ask them what is happening in the
image.
• Ask the students how well they know how to use their mobile phone?
• Ask them if there are any things they still don’t know how do on their phones.
• Ask the students to find out how long the other students have had a mobile
phone.
• Get the students to stand in a line so that the person on their right has had a
phone longer than they have and the person on their left has had a phone less
time than they have.
• Now tell the more experienced students that they are B (Sales Assistants) and
the less experienced students that they are A (Customers)
• Put the students into pairs.
• Give the students their role cards and give them time to read and think about
them.
• Now start the role play. Ask student B to start the conversation by saying, “Can
I help you?”
10
• Listen carefully to the learners when they first complete the task. They may
need prompting to use language for sequencing instructions, or using the
correct verb form for instructions.
• Once they have finished as the students to change roles, or you could ask the
customers to pair up with a different assistant.
Tips:
• Remind the customers that they don’t know about technology – they should ask
questions like ‘What is Wi-Fi, exactly?’, ‘Swipe? What do you mean, swipe?’ Etc.
• Remind sales assistants that the customer wants to learn how to do things for
themselves, they don’t simply want a demonstration
Materials:
Student A
You’ve just bought your first mobile phone, but you don’t know how to use
it. You’re not very tech-savvy! You’d like the Sales Assistant (Student B) to
explain how to use the phone. You want to know about...
•charging
• turning on/off
• taking photos
• accessing the internet (connecting to Wi-Fi)
• making a call
You might need the Sales Assistant to explain things a few times...
Student B
You’re a Sales Assistant at a mobile phone shop. Student A is a customer.

Deal with their requests. Try to remain calm and patient. Remember: the
customer is always right.
11
Slide 3
Follow up:
Put the students into groups and show them Slide 3.
Ask the students to discuss:
• Which sales assistant was the most helpful/patient?
• Which customer was the hardest to deal with? Why?
• How do you prefer to learn about using technology?
Get some feedback from around the room and give students some feedback on
their performance.
12
TWO PASSENGERS ON A PLANE

This role play is based around the interaction between two people sitting on a
plane. One person is keen to make conversation and the other person just wants
to be left in privacy. Students are challenged to negotiate this situation without
cause offence to anyone.
Topic: Common interests, meeting new people
Possible language points: Greetings, airplane vocabulary, starting / ending a

conversation
13
Slide 1
Procedure:
• Show students Slide 1.
• Ask students to work in pairs to think of different ways of saying hello.
• Ask students to discuss whether it’s easy to talk to someone you don’t know,
Why/why not?
• Ask students are there any bad times to try to start a conversation with
someone you don’t know?
• Ask students what would they do if someone started talking to them that they
didn’t want to speak with.
• Put students in pairs and explain they are in a situation where they are stuck
sitting next to someone and need to have a conversation.
• Give students time to read their cards and plan what they want to say
• Observe the students carefully and ensure that student B isn’t cheating and
ignoring student A.
• Listen for good tactics from A’s and B’s to share with the class.
• Once they have finished the students could swap roles or change to work with
new partners.
14
Tips:
• Tell Student B they can’t go to the bathroom or run away from Student A, they
need to think of a good way to end the conversation.
• Tell Student A they must try to be as creative as possible to keep the

conversation going.
Materials:
Student A
You’re a passenger on a plane traveling alone. You’re sitting next to

another passenger. You love talking to new people. Try and find out as
much about them as possible.
Plan:
• how to start the conversation
• what questions you can ask
• how to keep the conversation going
Student B
You’re a passenger on a plane traveling alone. You’re sitting next to

another passenger. You hate talking to new people. The passenger next to
you starts asking you questions. Be polite but try to end the conversation.
Plan:
• how to greet someone you don’t know
• how you can end the conversation quickly
15
Slide 3
Follow up:
Ask students to discuss:
• Which passenger was the friendliest?
• Which passenger was the most annoying?
• Have you ever been on a plane in this situation?
their performance.
16
WHO WILL GET THE BILL?

This role play is based around a situation in a restaurant. Two friends are having
dinner together and both would like to pay the bill.
Topic: Payment, celebrations, restaurants
Possible language points: Verbs about paying (grab the bill, settle the bill, pick
up the tab), vocabulary related to money
17
Slide1
Procedure:
• Ask students to think of three local restaurants they like.
• Ask students to stand up and mingle and find three other people who like the
same three restaurants. Tell the students to find out why they like don’t like the
restaurants discussed.
• Show students the picture on Slide 1 and ask them to discuss what is
happening.
• In pairs or small groups ask the students to discuss the question:
• Who should pay when you eat in a restaurant?
• You could make this more difficult by giving different situations such as a family
eating out, two people on a date, a business lunch, a birthday party.
• Ask students what would they do if nobody could decide who should pay the
bill.
• Put students in pairs and explain they are in a situation where they are about to
pay the bill in a restaurant.
• Give students time to read their cards and plan what they want to say.
18
• Monitor the students and look for good conflict resolution skills or language of
persuasion to share with the class.
• Once they have finished the students could swap roles or change to a new
partners.
Tips:
• Make things more interesting by setting the scene: suggest a restaurant or set
the price of the meal (high or low).
Materials:
Student A
You’re eating dinner with your friend. Your friend has just got promoted
and you want to pay for the meal to congratulate them. However, they
want to pay too as it’s your birthday. Think of reasons:
• why you should be the one who pays
• why their promotion is more important than your birthday
Student B
You’re eating dinner with your friend. It’s your friend’s birthday today and
you want to pay for the meal to celebrate. However, they want to pay too
as you’ve just been promoted at work. Think of reasons:
• why you should be the one who pays
• why their birthday is more important than your promotion
19
Slide 3
Follow up:
• Which person was the happiest to let them pay?
• Which person was the most persuasive?
their performance.
20
I’VE DISCOVERED THAT…

This role play is based around a situation involving two scientists. One has just
made an amazing discovery and the other scientist wants to find out more about
it.
Topic: Science, discoveries
Possible language points: Past / narrative tenses
21
Slide 1
Procedure:
• Show students the following image and ask them to discuss what’s happening.
Elicit the idea of research or discovery.
• Ask students what do they think the scientists are researching?
• Put students into pairs or small groups and ask them to discuss what they think
is the most important recent discovery.
• Put students in pairs and explain that one of them has made a huge scientific
discovery and the other is going to try and find out more about it.
• Give students time to read their role cards and plan what they want to say.
• Monitor the students and check their question formation and use of language
to express surprise.
• Once they have finished the students could swap roles or work with a new
partners.
Tips:
• Allow Student A some planning time to make up the details of their story.
During this time, encourage Student B to consider what questions they can ask
about the discovery.
22
Materials:
Student A
You’re a scientist. You’ve just made an interesting discovery.
• Explain your discovery to your partner.
• Begin by saying: I’ve discovered that…
Student B
Your partner is a scientist. They’ve just made an interesting discovery.
• Ask them at least three questions about their discovery.
Here are some discoveries that you could get the students to use.
Mars doesn’t exist Jupiter is made of chocolate
Marshmallows are actually flamingo There are diamonds inside human

poo brains
Jellyfish are filled with strawberry

Blood can be changed to gold
jam
Chickens can speak Humans are related to dinosaurs
Zebra stripes are actually a

Teachers are actually robots
barcode
23
Slide 3
Follow up:
• Which scientist was the most believable?
• Which of the discoveries would change their lives the most?
• Which of the discoveries would you most like to be true?
their performance.
24
FROZEN IN TIME
This role play is base around a situation in which scientists have just woken up a
caveman/woman who has been frozen in ice. They now need to inform the
person about what has happened.
Topic: Asking questions, past and present, emotions and feelings
Possible language points: Past simple, present perfect, comparisons
25
Slide 1
Procedure:
• Show students the following image and ask them to discuss who they think the
people are.
• Ask students to discus:
• What difficulties would these people have, if they were suddenly living in
modern times?
• What would you find difficult if you lived in prehistoric times?
• Put students in pairs and explain that one person is from the past, the other is a
modern scientist. They are going to have their first conversation.
• Give the students time to read their cards and plan what they want to say.
• Monitor the students and check their question formation and use of language
to express surprise and empathy.
• Once they have finished the students could swap roles or work with new
partners.
Tips:
• Tell Student A to start off very nervous and scared but then to become more
relaxed during the conversation.
26
• Remind Student B to use simple language to help Student A understand.
Materials:
Student A
You’re a caveman/cavewoman and you were in a bad snowstorm. You’ve

just woken up and found yourself in a strange room with another person
claiming to be from the future. You’re confused, shocked and scared. Ask
questions about:
• your family and friends
• how did you get here
• what’s changed since your previous life in prehistoric times
Student B
You’re a scientist. You have just woken up a caveman/cavewoman who’s

been frozen in ice for 10,000 years. They have lots of questions and seem
very scared. You want to know about their life but you also need to keep
them calm. Plan:
• how you can calm them down
• how to tell them all their friends and family are long gone
• how to explain technology and world events to them
27
Slide 3
Follow up:
• Which scientist was the most empathetic?
• Which cave person was the most nervous/curious?
their performance.
28
‘WHAT SHOULD I DO?’

This role play is based around a conversation between a doctor and a patient.
The patient is explaining a rather unusual problem and the doctor has to find
more information and recommend a treatment.
Topic: Making suggestions / giving advice, at the doctors
Possible language points: Language for suggestions (should/shouldn’t, why

don’t you +V1, how about V+ing, illnesses
29
Slide 1
Procedure:
• Show students the image on Slide 1 and ask them to guess how the doctor is
feeling. See if they suggest ‘confused’.
• Ask the students why they think the doctor might be confused.
• Put the students in small groups and ask them to brainstorm treatments that a
doctor might offer.
• Next put students in pairs and explain that one person is a doctor, the other is
a patient. They are going to have their first conversation.
• Give each Student B one of the problems below (or let them choose one).
Your thumb has fallen off! You’re turning into a chicken!

You think you’re becoming invisible! You’ve been bitten by a snake!
You think you’ve just swallowed a
You keep forgetting things!
spider!
You’ve accidentally glued some
You can’t stop hopping!
paper to your hand!
You have a fear of doctors! You’re growing three extra arms!
30
• Monitor the students to check for structures to give advice and that the doctors
are being professional.
partner.
Tips:
You could start this activity by scaffolding part of the conversation between
doctor and patient:
Doctor: Hello, and how are you today?
Materials:
Student A
You’re a doctor. Listen to the problem each patient has. Try to find out as
much about the problem as you can and offer them some
advice/treatment.
Student B
Read your problem card. Describe to the doctor your problem and how it
started. Include as much detail as you can.
Ask each doctor for advice.
31
Slide 3
Follow up:
• Which patients had the worst problems?
• Which doctors were the most sympathetic and gave the most useful
treatments?
• How would you like to be a doctor?
their performance.
32
THE ART OF PERSUASION

This role play is based around a conversation between two friends. One friend
wants to borrow somethings from the other, but the other friend doesn’t want to
lend them. They are challenged to be polite and reasonable, but firm and
assertive during their conversation.
Topic: Persuading others
Possible language points: Persuasive language
33
Slide 1
Procedure:
• Show students Slide 1.
• Ask the students when was the last time that they had to persuade someone to
do something for them. What was it? and Did the person do it?
• Ask the students to discuss possible ways you could persuade someone to do
something for you. Teacher example: demonstrate ‘pleading’.
• Monitor the students to check for persuasive language. Pick some pairs of
students who did well to give an example, then repeat the role play.
partner.
Tips:
• This task is an enjoyable lead-in to teaching persuasive language, whether

spoken or written. Techniques include: repetition, rhetorical questions,
pleading, reasoning, exaggerating, alliteration, etc.
34
• After the students try the role play for the first time, you could teach/elicit some
of the language items mentioned. They could repeat the task with a new
partner, incorporating some of the techniques taught.
Materials:
Student A
You want to borrow some things from your partner. Try to persuade them to
let you borrow these objects:
• A pen
• Homework so you can copy it.
• A piece of clothing.
• Some money for lunch.
• An umbrella
• Their course book
• A tissue
• Their phone
Student B
Your partner wants to borrow some things from you. You don’t want to lend
them to them.
• Refuse to help your partner, no matter what, but be sure to be polite.
35
Slide 3
Follow up:
• What methods of persuasion were most successful/difficult to refuse?
• Did you find it easier to play role A or role B?
• How trusting are you about lending people your possessions?
• How difficult do you find it to say now to people?
their performance.
36
ART CRITICS
This role play is based around a situation in an art gallery. Two friends are looking
at a work of art and they disagree about it.
Topic: Art, debating, feelings
Possible language points: Adjectives, quantifiers (really, very, quite),

conceding (Well I can see that. Some people might think…., I guess….)
37
Slide 1
Procedure:
• Ask the students to name some famous artists and works of art.
• Put students into groups and ask them to discuss these questions:
• Why do some pieces of art sell for millions of dollars?
• What are the best art galleries you’ve been to?
• Put the students into pairs and explain they are going to visit an art gallery.
Show some pictures of art and get students to discuss the pictures and think of
some adjectives to describe them.
• You could pin pictures on the walls, display on a screen or ask the students to
visit: https://artsandculture.google.com/
• Give students their role play cards and some time to think of what they want to
say.
• Monitor the students to check for good use of adjectives and quantifiers.
• Once they have finished the students could swap roles or work with new a
partner.
38
Tips:
• Remind students to talk about the painting, their feelings and to give examples.
• Remind students that they should think of a reason why some people might
like/dislike the painting even if they have the opposite view themselves.
• Use a range of photos for the students to look at and get them to do the role
play multiple times describing different types of paintings.
Materials:
Student A
You’re at an art gallery with your friend. You’re both looking at a painting.
You think that it’s the best piece of art you’ve ever seen. Your friend
doesn’t agree. Explain to them why this is a fantastic painting. Describe:
• how the painting makes you feel
• why it’s a great piece of art
• why some people may not like it
Student B
You’re at an art gallery with your friend. You’re both looking at a painting.
You think that it’s the worst piece of art you’ve ever seen. Your friend
doesn’t agree. Explain to them why this is a terrible painting. Describe:
• how the painting makes you feel
• why it’s a terrible piece of art
• why some people may like it
39
Slide 3
Follow up:
• Which person had the strongest opinions?
• Which arguments were most persuasive?
• Which of the pictures do they really like/dislike the most?
their performance.
40
CHECKING IN TO A HOTEL
This role play is around a situation in a hotel. The customer at the hotel has a
number of requests, but the receptionist needs to stay at their desk. They have
the challenge of remaining calm and polite even though the customer becomes
insistent.
Topic: Polite language. special requests, asking questions
Possible language points: Greetings, hotel vocabulary
41
Slide 1
Procedure:
• Show the students Slide 1.
• Ask students to try to remember the last time they stayed at a hotel.
• Ask them to discuss these questions:
• How good was the hotel?
• What did you like/dislike about it?
• What services would you expect hotel staff to do for you?
• Get students to stand in a line based on how long ago they last stayed in a
hotel. Put students into pairs starting with the students from the opposite ends
of the line.
• Give students their role play cards and give them time to read and plan what
they want to say.
• Observe the students carefully and check for good examples of polite
language and persuasive language to share with class.
partner.
42
Tips:
• Tell Student B they can think of other tasks for the Receptionist if they want to
change.
• Tell Student A they can say no, but only if they give a reason and do so in a
polite way.
• Change the city for each role play to make it more interesting.
Materials:
Student A
You’re a receptionist at a hotel. You have a customer to check in. You must
try and help your customer in any way possible. Plan:
• how to use polite language
• what questions you need to ask your customer
• how to politely refuse a request
Student B
You’re a customer checking into a hotel. The receptionist is helping you.

You have lots of questions about the city and also want the receptionist to
carry your bags to the room, park your car and cook your dinner. Plan:
• questions to ask about the city
• how to persuade the receptionist to do tasks for you
43
Slide 3
Follow up:
• Who was most/least polite?
• Who was most persuasive?
• A time when you had a problem in a hotel and how it was resolved.
their performance.
44
10
‘THERE, THERE…
This role play is based around a range of situations in which the students need
to be sympathetic, supportive and understanding.
Topic: Showing sympathy
Possible language points: Phrases for showing sympathy (e.g. never mind, it’s
ok, don’t worry about it)
45
Slide 1
Procedure:
• Put the students into groups and show them Slide 1.
• Ask them why they think the man is sad.
• Ask the students to discuss these questions:
• Who do you talk with when you feel sad?
• What can you do/say when someone you know is feeling sad?
• Give an example of when you felt sad and get responses from the students. For
example “Yesterday I bought a new phone but when I got home I dropped it
and it smashed, now it won’t even turn on”.
• Put students in pairs and explain that one of them is feeling sad about
something and the other student has to make them feel better.
• Observe the students carefully and make notes of good examples of language
use and some errors to correct.
• Once they have finished the students could swap roles or work with new a
partner.
46
Tips:
• Students could change roles after each situation.
• This usually works better when Student B can speak to different partners.
Materials:
Student A
Your partner looks upset about something. Find out if they are okay and try
to help with their problem.
Student B
You’re really upset. Read the prompt card to find out why. Explain your
problem to your partner and see if they can help you.
You took an English test yesterday.

You were playing in a football semi-
You prepared for the test, but the
final earlier. You missed a penalty –
questions weren’t what you
your team lost. You feel like
expected. You don’t think you
everybody blames you.
passed.
The car you were in hit a cat on the

Your boyfriend/girlfriend just dumped
way to class. Well, you think it’s dead.
you. They were the love of your life.
You feel terrible about it.
47
Slide 3
Follow up:
• Who gave the best advice?
• Which problem was the most difficult?
• Who was the most sympathetic?
their performance.
48
11
LOST THE GAME

This role play is based around a sporting situation in which one student has
made a mistake and the other students needs to console him/her.
Topic: Consoling, focusing on positives, sport
Possible language points: Showing empathy and sympathy, vocabulary to

make someone feel better, motivating people.
49
Slide 1
Procedure:
• Put the students into small groups. Show them Slide 1 and ask them to
speculate about what has just happened.
• Put the students into groups and ask them to discuss these questions:
• Do you play team sports and if so how do you feel when you lose?
• Is sport only fun if you win?
• Why do you play sport?
• Put students in pairs and explain the situation. One of the students has made a
huge mistake in a game and other is trying to console them.
• Give students the role cards and time to read and plan what they want to say.
• Observe the students carefully while they do their role play and make notes of
good examples or errors to correct.
partner.
50
Tips:
• Get students to agree on a sport. Get them to change sports each time they do
the role play.
• This role play can be done in larger groups of with multiple people making
mistakes or a whole team trying to console one person.
Materials:
Student A
You were playing sport and you made a huge mistake which meant your
team lost the championship game. You feel terrible and think everyone is
angry at you. You really wanted to win and don’t feel like speaking to your
teammate. Try to remember:
• what you did
• why it happened
Student B
Your teammate made a huge mistake during the championship game

which meant your team lost. Your team mate looks sad and hasn’t spoken
to anyone since the game. You want to make them feel better. Consider:
• how you can make them feel better
• what you can say to show them it’s not their fault
51
Slide 3
Follow up:
• Who was best at making Student B feel better?
• What were the best arguments to make them feel better?
• How forgiving are you when a teammate makes a mistake?
• Do you think we all take sport too seriously?
their performance.
52
12
‘ANY EXCUSE…’
This role play is based around a conversation between two friends. One is late for
an appointment because they are watching TV. They have to speak to their friend
and make excuses.
Topic: Telling lies, making excuses
Possible language points: Adverbs / phrases for sounding genuine (e.g. really,
seriously, honestly, hand on heart!)
53
Slide 1
Procedure:
• Show your students the picture and ask what they think the machine does? Ask
if they think they could beat the test.
• Put students into pairs or small groups and ask them to discuss:
• Are there any times where it’s okay to lie?
• How often do you lie and do you think it’s a bad thing to do?
• How do you feel when you lie?
• Get students to make a line based on how many lies they think they tell in a
day. Use this line to make pairs from the end of each line i.e. pair the people
who lie the least with those who lie the most.
• Give students their role cards and give them time to read and plan what they
want to say.
• Observe the students carefully and make notes of good examples or errors to
correct. Look for creative excuses.
partner.
54
Tips:
• Before starting the role play, ask Student A to decide if they will lie or tell the
truth. You could also choose this for them at random or write ‘TRUTH’ and ‘LIE’
on cards and they select one at random.
Materials:
Student A
You’re at a friend’s house watching football. You were supposed to meet

Student B at a coffee shop half an hour ago, but you wanted to watch the
game instead. Student B is calling you. Think of a good explanation.
Student B
You’re in a coffee shop. You’ve been there nearly half an hour. You were
supposed to meet Student A there, but they haven’t turned up. Ring them
and find out where they are.
While you’re on the phone you hear football in the background.
55
Slide 3
Follow up:
• Who had the most persuasive lie?
• How do you feel when people lie to you?
• Tell us about a time you lied and were caught out.
their performance.
56
13
THE REALESTATE AGENT

This role play is based around a conversation between a real estate agent and a
customer. The customer is trying to buy a house, but they want to get a discount.
Title: Topic: Selling, persuading, describing
Possible language points: Vocabulary related to houses, verbs related to living

in a house, phrases for persuasion, question formation, adjectives
57
Slide 1
Procedure:
• Show students the Slide 1 and ask what the image is.
• Put the students into teams. Get students to name different rooms in a house.
For each room give them one minute to write down all the furniture you could
find in that room. The team with the most words wins points for their team.
• Put students into pairs or small groups and ask them to describe their dream
house, e.g. where is it? what does it look like? what rooms does it have?
• Put the students in pairs and tell them one of them is looking to buy a house,
the other is a real estate agent.
• Give the students time to read their cards and plan what they want to say.
• Group the customers together to brainstorm potential questions.
• Observe the students carefully and make notes of good examples or errors to
correct.
partner.
58
Tips:
• Remind the customer that buying a house is a serious decision, they should
take their time and ask lots of questions.
• Remind the real estate agent that they must make the house sound amazing
even if it’s not.
• Put pictures of a house around the classroom showing different rooms for the
students to move around the classroom rather than being static.
• Give the real estate agents time to look at the images and think about what
they can say to help sell the house.
Materials:
Student A
You’ve decided you want to buy a house. You’ll meet with a real estate
agent who plans to show you a house. You’ve seen pictures of the house
online and you aren’t sure it’s a good choice. Your budget is $250,000 but
you would prefer to get a house for $200,000. Ask the real estate agent
about the following:
• rooms and features
• local area and facilities
• price
Student B
You’re a real estate agent. You’re meeting a customer to try and sell them
a house. You’ll make a lot of money if you get the customer to buy it. Try to
make the customer love the house. The selling price is $200,000 but you
think you can get $250,000. Think about the following:
• adjectives to describe the house and rooms
• what the local area is like
• why this house is perfect for your customer.
59
Slide 3
Follow up:
• Who bought a house?
• Who was the best salesperson?
• Who was the hardest customer to bargain with?
their performance.
60
14
TOURIST INFORMATION
This role play is based around a situation in a tourist information office. Students
have to give and ask for advice about local tourist activities.
Topic: Travel, advice and recommendations
Possible language points: Making suggestions (e.g. It’s worth… You might want
to…)
61
Slide 1
Procedure:
• Show the students Slide 1 and ask what is happening.
• Ask the students if they have ever given travel advice or information in English
to a friend or tourist. Was it easy? Have they ever asked for travel advice in
English?
• Put the students into pairs or groups and ask them to discuss what would be
the top five tips for tourists who are visiting their local region?
• Put students in pairs and tell them students B is a tourist, and student A works
in a tourist information office.
• Give the students time to read their cards and plan what they want to say. You
could pair the group of tourists together and the information officers together
and ask them to share useful language.
• Give all the B students their information card.
• Observe the students carefully and make notes of good examples or of advice
or mistakes to correct during the role play.
partner.
62
Tips:
• This is a good springboard for discussing and researching local tourism.
• You could also bring in some brochures from the local tourist information centre
if you’d like to make this activity more authentic.
Materials:
Student A
You work in a tourist information office. A tourist will approach your desk
and ask for some recommendations.
Advise the tourist based on your knowledge of the city. If they ask a
question and you’re unsure of the answer, make it up!
Student B
You’re a tourist visiting a city for the first time. You decide to visit a tourist
information centre to find out about the city.
Ask the information officer for recommendations based on your

information card.
Information cards for Student B
You’re on holiday with a friend, You’d like to buy some souvenirs for
who’s in a wheelchair. You’d like to friends back home. Ask for
check whether the transport links in recommendations. You don’t want
the city have disabled access. anything too expensive.
You’ve heard that the cafes around You only have two days in the city.
town are very good. Ask the You’d like to visit the most popular
information officer to recommend tourist attractions. Ask the
some of the best coffee shops. You information officer to help plan your
don’t want to visit franchises. two days.
63
Slide 3
Follow up:
• Which information officers were most helpful?
• Which questions were most difficult to answer?
• What do you think are the best places for tourists to visit where you live?
their performance.
64
15
THE MOVIE STAR

This role play is based around a conversation between and actor/actress and
director. The film director isn’t getting the results they want and needs to give the
actor/actress some feedback and guidance in a polite but assertive way.
Topic: Movies, directing, acting
Possible language points: Verbs of movement, giving directions, giving

alternatives.
65
Slide 1
Procedure:
• Show the students Slide 1 and ask what the job is and what they have to do.
• Ask the students who is more important, the director or movie star?
• Put the students into small groups and ask the to discuss these questions:
• How do you watch movies?
• How often do you see a film at the cinema?
• Who is your favorite actor/actress?
• Can you name any directors?
• Divide the class into As - film directors and Bs - actors/actresses. Get them to
brainstorm possible problems they could have with the other group when
making a movie. Offer advice if needed.
• Give students the role cards and some time to read and plan what they want to
say.
• Observe the students carefully and encourage use of hand gestures and acting
techniques if possible. You could tell them the genre of movie if they need help.
66
partner.
Tips:
• For lower level groups give them the scene to base their role play on. For
higher level groups tell the director that they must describe the scene at the
start of the role play.
Materials:
Student A
You’re a director working on a big Hollywood movie. The main

actor/actress isn’t acting the way you’d like them to. You need to tell them
how you want them to perform the scene and give them some advice. Tell
the actor/actress:
• what the scene is about
• what they are doing wrong
Give them directions in an assertive way without being rude.
Student B
You’re an actor/actress. You’re filming a big Hollywood movie but your

director doesn’t seem happy. Talk to them about the scene and how the
director wants you to act it. You think that you have some ideas to make it
better. Tell the Director:
• why you think the director is wrong
• how you can improve the scene
67
Slide 3
Follow up:
• Which directors were most patient and helpful?
• Who in the class do you think would be a good actor/actress?
• Why do you think people become actors/directors?
• Which would you prefer to be?
their performance.
68
16
‘SORRY, I DIDN’T CATCH THAT…’

This role play is based around a conversation between a tourist and a local. The
tourist needs directions and the local has to try to help them.
Topic: Directions, local places
Possible language points: Giving directions, sequencing, clarifying information,

showing you don’t understand
69
Slide 1
Procedure:
• Show your students the picture and ask what problem the man is having.
• Put the students into small groups and ask them to discuss these questions:
• Would you feel confident giving someone directions in English?
• Have you ever done this?
• Have you ever asked for directions in English before?
• What do tourists visit in your town/city?
• Put the students in pairs and ask them to give directions from their current
location to: The building exit, the nearest bus/train/subway station, the nearest
major attraction in the town/city.
• Give students their role cards and time to read and plan what they want to say.
• Observe the students carefully and note any good examples and errors to
correct.
• Once they have finished the students could swap roles or change to work with
new partners.
70
Tips:
• If your school is near a train station, change that part!
• You could get Student A to list three places they want to visit and ask for
directions to each.
• While students repeat the task, pick up on any useful language they use that
you could share with class. Also, listen for any phrases you think they need (‘I
didn’t catch that… / Was that ‘turn left’?, etc).
Materials:
Student A
You’re a tourist. You speak quite good English, but sometimes you need
people to repeat things.
Ask your partner for directions to the train station/nearest cinema/a local
supermarket/the nearest police station/the nearest public toilet.
Student B
Your partner is a tourist. They will ask you for directions.
Offer to help them, but make sure that the directions you give are:
• long
• very detailed
• quite fast
71
Slide 3
Follow up:
• Tell other students about a time you had to ask for directions in English.
• How useful are things like Google Maps?
their performance.
72
17
THE PARKING SPACE

This role play is based around an argument over a parking spot. Both students
believe they saw the spot first. They need to be assertive but the shouldn’t get
angry.
Topic: Cars, arguments, reasoning
Possible language points: Modal Verbs, vocabulary related to cars and

parking
73
Slide 1
Procedure:
• Show your students Slide 1 and ask them what problems the drivers have.
• Put the students into small groups and ask them to discuss these questions:
• Is it easy to park in your town/city?
• If you were trying to park your car in a space and someone else wanted
the same space, what would you do?
• Put the class into pairs.
• Give students the role cards and time to read and plan what they want to say.
• Observe the students carefully while they do the role play and encourage them
to get emotional but to also use rational arguments.
• Once they have finished the students could swap roles work with new a
partner.
Tips:
• Before the class you could review language related to cars and parking
(Reverse, Parallel Park, Mother and Baby zone, Disabled Space).
74
• Show video of this situation from YouTube or similar to show the frustration of
someone stealing your space.
Materials:
Student A
You’re parking outside the supermarket and just as you find a space
another car arrives. You think that you saw the space first, but the other
person thinks they did. You have a baby with you so you need this space
close to the entrance. Try to reach an agreement with the other driver. Talk
about:
• how you know you saw the space first
• why you should get the space
• why the other person shouldn’t get the space
Student B
You’re parking outside the supermarket and just as you find a space
another car arrives. You think that you saw the space first, but the other
person thinks they did. You have elderly relatives in the car with you so
need this space close to the entrance. Try to reach an agreement with the
other driver. Talk about:
• how you know you saw the space first
• why you should get the space
• why the other person shouldn’t get the space
75
Slide 3
Follow up:
• Who do you think should have the space?
• Why do you think people get so angry when driving?
• What can be done to make more parking space available in towns?
their performance.
76
18
‘IS IT OKAY IF…?’

This role play is based around a range of situations in which students have to
politely ask for permission to do things. The other student also has to politely
refuse.
Topic: Asking for / giving permission, politeness
Possible language points: Phrases for asking for / giving permission, levels of
formality (E.g. Can I…? Could I…? Would you mind If I…?)
77
Slide 1
Procedure:
• Show your students the picture and ask what they think the man is doing. Elicit
asking for permission.
• Ask the students “What do you normally ask permission to do in daily life?”
• Split class into two groups. One group are parents, the other group are
children.
• Ask them to think about what children ask their parents for permission to do
and how parents respond.
• Put the class into pairs with one parent and one child.
• Give the students their role cards and their situation cards and give them time
to read and plan what they want to say.
• Observe the students carefully and look for good language examples to share
with the whole class.
partner.
78
Tip:
• Some situations here are a good springboard for discussing of social etiquette
in general, and how to be polite when refusing permission.
Materials:
Student A
Read the situation card. Ask your partner for permission.
Student B
Your partner will ask you for permission to do something. Read your
situation card. Consider your situation when you answer your partner.
Student A Student B
You want to smoke a cigarette. You You are sitting close to your partner.
are sitting in the outside area of a You have two young children with
café. Nobody else is smoking. you.
You are friends with Student B. You Student A is your friend. You’re in a
are in a café together. They’ve coffee shop. You’ve ordered a
ordered a delicious piece of cake. delicious piece of cake. Student A
You want to try it. didn’t order anything.
You are in an office. You are sitting

You’re in an office. It’s very hot. You next to the window. You’re not that
want to open the window. cold – the temperature feels just
right.
79
Slide 3
Follow up:
• Who do you think was most polite?
• What was the most difficult thing to ask for?
• How do you feel when you have to ask people for things?
their performance.
80
19
‘HAVE SOME TACT!’

This role play is based around a range of situations in which students need to
give a friend some unpopular feedback. They have to try to be honest while at
the same time not offending the other student.
Topic: Being tactful/diplomatic, telling white lies
Possible language points: Softening language, indirect criticism (E.g. it’s not
the best… I’m not sure it’s your color)
81
Slide 1
Procedure:
• Show your students the picture.
• Ask your students what they think of the clothes.
• Ask your students what they would say if a friend or colleague was wearing
similar clothes.
• Ask them why it is important to be tactful.
• Put the students into groups and ask them to tell the other students about a
time when they had to be tactful.
• Give the students their role cards and give them time to plan what they want to
say.
• Start the role play.
• Observe the students carefully and look for good examples to share with the
whole class.
partner.
82
Tips:
• This role play is good for introducing the topic of tact. It is a good springboard
for useful phrases related to tact.
• It is also a good discussion starter – is it sometimes okay/better to be direct?
Materials:
Student A
Read your situation card. Share your situation with Student B.
Student B
Listen to Student A explain their situation. Read your prompt and respond
to them appropriately.
Student A Student B
You’re wearing a new dress. You Your friend is wearing a new dress. It’s
bought it yesterday. You love it. awful! It doesn’t fit well, and the color is
Ask your friend what they think of horrible. Respond to their question.
it. Remember, they are a friend.
You’ve just written a new book. It’s Student A has written a new book. The
about a young boy who is actually story sounds familiar…
a wizard! He goes to a school for
witches and wizards and he uses You don’t want to hurt Student A’s
magic to fight evil people! It’s feelings, but you think the story isn’t
totally original! original.
83
Slide 3
Follow up:
• Which of the people was the most tactful?
• How important do you think it is to tell the truth in these situations?
• How do you feel when your friends criticise you?
their performance.
84
20
TIME TRAVELERS
This role play is based on a conversation between two scientists who have just
finished building a time machine. They now have to decide whether to go to the
future or the past.
Topic: Suggestions, giving opinions, arguing, talking about the future, talking
about the past
Possible language points: Modals for suggestion, verbs related to science and
travel, phrases for compromise / persuasion, past and future tenses
85
Slide 1
Procedure:
• Show your students the picture.
• Ask the students what they think it does.
• Tell them it’s a time machine.
• Ask your students if they would choose to travel to the past or future.
• Split class into two groups.
• Ask the students to decide where they would like to go in the future/past and
what they would hope to see.
• Put the class into pairs (one future, one past if possible)
• Give students time to read their role cards and plan what they want to say
• Once they have finished the role play students could swap roles or work with a
new partner.
86
Tips:
• Remind both scientists that they must choose one option, they can’t make two
trips.
• Remind both scientists to think carefully about the tenses they will use.
• Monitor carefully and review any errors before changing pairs for the second
attempt at the role play.
• Let students change roles if you feel they would benefit from practicing the
alternative view.
Materials:
Student A
You and your colleague have just finished building a time machine, the
problem is you can’t agree where to visit first! You’re certain that visiting
the future is the best option. You need to persuade your colleague that
your idea is best. Discuss:
• meeting future celebrities
• knowledge you can bring back from the future
• places to visit
Student B
You and your colleague have just finished building a time machine, the
problem is you can’t agree where to visit first! You’re certain that visiting
the past is the best option. You need to persuade your colleague that your
idea is best. Discuss:
• changing the past
• saving the environment
• meeting historical people
87
Slide 3
Follow up:
• Who do you think had the strongest argument?
• Do you think time travel will ever be possible?
• Who would you like to meet if you could travel to the past?
their performance.
88
21
‘I DO APOLOGIZE…’
This role play is based around a number of situations in a restaurant. Students
have to politely make and deal with complaints about the food and services.
Topic: Complaints, restaurants
Possible language points: Language for empathizing, politeness, apologies
89
Slide 1
Procedure:
• Show your students Slide 1. Ask the students what they think is happening.
• Ask students how important they think customer service is? Does it affect their
choice of restaurant?
• Give the students time to read their role cards and plan what they want to say.
partner.
Tips:
• This can extend into a much larger role play for different stages of visiting a
restaurant (greeting customers, ordering, special requests, etc)
90
Materials:
Student A
You’re a customer in a restaurant. You’re not happy.
Read your situation card and explain your problem to the waiting staff.
Student B
You’re a waiter/waitress in a restaurant. A customer has called you over –

they look unhappy.
Listen to the customer’s problem and deal with it.
Customer problems
You ordered your steak cooked

There are lots of ants in your food.
medium. It’s rare, almost blue.
You asked for vegetarian pasta. You ordered the homemade

However, you can see some meat in lasagna. However, you can tell that
it. this is a microwave meal!
You are allergic to peanuts. This

Your meal is so bland. It’s probably
meal definitely has peanuts in it. You
the most flavorless meal you’ve ever
can’t see any peanuts, but you know
eaten.
they are there!
You just saw the chef drop a steak

Quick! Quick! You need water! Your on the floor, then put it back on the
meal is far too spicy. plate! You are eating a steak right
now…
91
Slide 3
Follow up:
• Which waiter was the most polite?
• Which customer was the most difficult?
• Have you ever complained in a restaurant?
• Have you ever worked as a waiter/waitress?
their performance.
92
22
SEEING THE NEW BABY

This role play is based around a conversation between a student who has juts
had a baby and a friend visiting to see the new child.
Topic: Greetings, family, babies
Possible language points: Vocabulary related to babies, family and pregnancy,

verb to be with he / she, adjectives (e.g. cute, adorable)
93
Slide 1
Procedure:
• Show your students Slide 1.
• Ask your students to discuss these questions:
• Do you enjoy looking after babies?
• Have you ever been to a baby shower? What gift did you take?
• What do you think would be a good gift to buy a new baby? Why?
• Brainstorm different adjectives you could use to describe a baby. Are there
different words for boys/girls?
• Put the class into pairs
• Start the role play
partner.
94
Tips:
• Get the class to brainstorm ideas of gifts for babies.
• Remind students that the baby is a he or she, not an it.
Materials:
Student A
You and your partner have just had a baby. Your friend is coming over to
see you for the first time. They sent you a lovely gift for your baby,
remember to thank them for it. Try to imagine:
• what gift your friend sent you
• how you felt at the hospital having the baby and how you feel now at
home
Student B
Your friend has just had a baby and you are going to their house to meet
their new child for the first time. You sent them a gift, ask your friend if the
baby likes what you bought. Remember to compliment the baby and ask
how the family are doing. Think about:
• why you bought the gift for the baby
• a few nice things to say about the new baby
• ask a few questions about how the family find living with a new baby
95
Slide 3
Follow up:
• Which was the nicest gift?
• Which friend had the nicest compliments about the bay?
• Which student you think will make the best parent?
their performance.
96
23
‘HOW OLD WERE YOU?’

This situation is based around a conversation between a prodigy and a journalist
who wants to find out more about their achievements.
Topic: Achievements
Possible language points: Past / narrative tenses, past questions
97
Slide 1
Procedure:
• Show your students Slide 1. Ask them what they think has just happened.
• Put the students into groups and ask them to discuss:
• What was your biggest success when you were younger?
• Can you think of good examples of people who have done amazing things
at a young age?
• What did they do?
• Observe the students carefully and look for good examples of question making
and answering.
partner.
98
Tips:
• Allow Student A some planning time to make up the details of their story.
• You could focus on the use of past/narrative tenses when students are telling
anecdotes about their achievement. However, this activity is probably better for
focusing on past question forms.
Materials:
Student A
Read your situation card. You were the youngest person EVER to do this.
Explain to your partner:
‘I was the youngest person ever to…’
They will ask you questions about your achievement. Be ready to answer
them!
Student B
You are a journalist for a local magazine. Your partner was the youngest
person ever to do something. Listen to their achievement. Ask them
questions to learn more about it.
… win the FIFA World Cup … travel into space
… use a wingsuit … bungee jump
… become World Chess Champion … graduate from Oxford University
… read all the Harry Potter books … have a Number 1 song
… see a unicorn … climb Mount Everest
99
Slide 3
Follow up:
• Who asked you the hardest questions?
• Did you find it easy to create information about your success?
• Whose achievement was the most interesting?
Get some feedback from around the room and give students some feedback on their pe
100
24
ANNOYING NEIGHBORS
This role play is based around a problem between two neighbors. One is having
a part and the other is complaining about the noise. they both need to deal with
the situation politely.
Topic: Houses, complaints, relationships
Possible language points: Vocabulary related to houses and problems,

requesting (Please, Could you…? Do you mind…?) consequences (Do this or
I’ll….)
101
Slide 1
Procedure:
• What is the relationship between these people?
• What do you think has just happened?
• Do you get on with your neighbor? Why/why not?
• What problems could neighbors have?
• Start the role play
• Observe the students carefully and look for good examples of polite language
and negotiation.
partner.
102
Tips:
• Remind Student B that they should try and be polite when making requests.
• Remind Student A that they should only accept a good reason to stop/turn
down the music.
• Monitor for correct forms of requests especially ‘Would you mind V+ing, Could
you + V’ etc.
Materials:
Student A
You’re having a party in your garden with your friends. You’re celebrating
your friend’s birthday and promotion. It’s 8pm and you plan to finish the
party by 10pm. You’re playing music and don’t think it’s too loud. Explain
why:
• you’re not being a bad neighbor
• your neighbor should let you continue the party
Student B
Your neighbor has a lot of people in their garden and they’re making a lot
of noise. You’re trying to enjoy your weekend but the party’ is annoying
you. Speak to your neighbor about the problem. Plan:
• how you’ll ask them to be quiet
• what you’ll do if they don’t be quiet
103
Slide 3
Follow up:
• Which neighbor gave the best reason to stop the party?
• Which neighbor was most polite?
• How do you think the relationship between neighbors has changed over recent
years?
their performance.
104
25
RETURNING A PRODUCT
This role play is based around a conversation between a customer services
assistant and a customer who has some complaints about a piece of clothing
they have bought and want to return.
Topic: Shops, customer service, products
Possible language points: Describing problems
105
Slide 1
Procedure:
• Do you think this customer is happy with the clothes she bought?
• What does she want to do?
• Make a list of clothes/accessories and think of possible problems you

could have with them.
• Observe the students carefully and look for good examples of polite customer
service and good product description.
partner.
106
Tips:
• Remind customers that they need to think of a good reason to return the item.
• Remind shop assistants that they can refuse a refund or exchange if they feel
the reason is not good enough or the item has been misused.
Materials:
Student A
You purchased an item of clothing from a shop last week. You’ve got a
problem with it. You want to either swap it for an alternative or get your
money back. Speak to the shop assistant and describe the problem. Think
about:
• what the item is
• what’s wrong with it
• if you would prefer a refund or an alternative product
Student B
You’re a shop assistant. A customer has come to your shop because they
have a problem with something they bought last week. Listen to them, ask
some questions and decide if you think you can give a refund or swap
their item. Plan:
• questions about what is wrong with the product
• reasons why you will or won’t give a refund
107
Slide 3
Follow up:
• Which person gave the best/worst customer service?
• Which customer had the worst reason to return their item?
• Have you ever returned an item of clothing? Why? What happened?
their performance.
108
26
‘TOUGH LUCK…’
This role play is based around a situation in an airport. A passenger has arrived
late for their flight and wants to get on the plane. The ground staff have to explain
that they can’t get on the plane and keep them calm.
Topic: Dealing with confrontation, customer service
Possible language points: Softening language, language for empathizing,

apologies, politeness
109
Slide 1
Procedure:
• Show your students Slide 1 and ask them what they think is happening.
• Split class into two groups. Group A are passengers and group B are airline
employees.
• Ask group A to think of excuses why they were late and reasons they should be
allowed to fly.
• Ask group B to think of reasons why a late passenger can’t board a plane.
• Next, give students time to read their role cards and plan what they want to say.
• Observe the students carefully and look for good examples of polite customer
service and creative excuses from customers.
partner.
110
Tips:
• Depending on your context, you may need to really reinforce that this role play
is acting. In some countries we’ve taught in, confrontation is often avoided.
However, from the context of learning a language for global communication it is
very useful to learn hedging and softening language to help deal with
confrontation.
• Students could repeat this task multiple times. Feedback and input useful
language between tasks.
• This task would be particularly good for a pronunciation focus as language

such as emphatic auxiliary verbs may come up (‘I do apologise.’)
Materials:
Student A
You’re at an airport. You’ve arrived at your boarding gate to find that staff
closed the gate just 30 seconds ago.
It wasn’t your fault you were late! The bus broke down, then your suitcase
broke!
Persuade the staff to let you on the plane. If they don’t, you’ll be angry.
Student B
You work for an airline. You’re a staff member on a boarding gate. You’ve
just closed the gate, so nobody else can board the flight.
A passenger has just come to the gate with their ticket in their hand. They
want to get on the plane.
Don’t get angry with them, but DON’T let them on the plane!
111
Slide 3
Follow up:
• How did the airline staff show that they understood your feelings?
• Which customer was the most persuasive?
• Do you prefer to get to the airport early or leave it until the last minute?
• Have you ever missed a flight?
their performance.
112
27
‘CAN YOU DESCRIBE…?’

This role play is based around a conversation between a police officer and the
victim of a pickpocketing crime. The police officer has to get as much detail as
possible about the crime.
Topic: Describing everyday objects, giving clear details
Possible language points: Describing objects (colors, materials, shapes),

question forms for past and present, past tenses for narrative (chain of events)
113
Slide 1
Procedure:
• Ask students about crime in their city/town.
• Is this crime a problem in your town/city/country?
• What types of crime should visitors/tourists be aware of?
• What should the punishment for this crime be?
• Get the students to line up in order of how long they think someone should go
to jail for pick pocketing.
• Use the line to create pairs for the role play by pairing the people from each
end.
• Observe the students carefully and look for good examples of describing
people and questioning to get more information.
partner.
114
Tips:
• You could use this activity for describing everyday objects. Alternatively, it
could be useful for introducing a grammar point such as the past continuous
(e.g. ‘I was walking home when I felt someone put their hand in my pocket’)
• After inputting some useful language, you could repeat this task with a similar
role play, such as reporting some lost property at a train station.
Materials:
Student A
You’ve just been pickpocketed! The thief took your wallet and your phone!
Report the crime. Share as many details as possible.
Student B
You’re a police officer. Student A has just had some things stolen. Ask
them for details, such as:
• what was stolen
• where the crime took place
• a description of the items stolen
Reassure them that you will help!
115
Slide 3
Follow up:
• How helpful was the police officer? Did they seem genuinely concerned about
the crime?
• Did the victims describe their objects well? Did they share enough details?
• How likely are the victims to get possessions back?
• Have you ever been pickpocketed?
their performance.
116
28
SAME COSTUME
This role play is based around a situation at a costume party. Both students have
come to the party in the same costume and one student feels that the other has
stolen their idea.
Topic: Feelings, fashion, parties, excuses
Possible language points: Adjectives related to feelings, vocabulary related to

fashion and parties
117
Slide 1
Procedure:
• Ask you students to discuss:
• When do you get dressed up like this in your country?
• How you celebrate Halloween?
• What do people commonly dress up as?
• Observe the students carefully and look for good examples of reasons for
wearing the costumes or why their costume is different.
partner.
Tips:
• Remind Student B to think of a good reason for copying their friend’s idea.
• Remind Student A to be angry with their friend.
118
Materials:
Student A
You’re at a Halloween party and have decided to dress as a character

from a famous movie. You told everyone about this and spent a lot of time
finding the perfect costume. When you arrive at the party you see one of
your friends with an almost identical costume. Tell them about:
• how you feel seeing someone with the same costume
• why they shouldn’t have copied your idea
Student B
You’re going to a Halloween party and your friend had a great idea for a
costume. You think you’d look better in the costume than your friend so
you decided to use it yourself. At the party your friend comes to speak to
you and doesn’t look happy. Think about:
• why you wore the costume
• an excuse to give your friend
• how you can make your friend happy again
119
Slide 3
Follow up:
• Which person gave the best reason for wearing the costume?
• Which person was most angry about the costume?
• What’s the best costume you have worn?
• When do you like dressing up?
their performance.
120
29
GIVING FASHION ADVICE

This role play is based around a situation in which one students really wants to
give their friend some fashion advice. The friend is really not interested in the
advice. Both have the challenge of being assertive but polite.
Topic: Giving advice, accepting/rejecting suggestions
Possible language points: Vocabulary related to clothing and fashion, verbs

related to clothing, phrases for persuasion
121
Slide 1
Procedure:
• How important is fashion to you?
• How do you keep up with fashion trends?
• How would you feel if your friend gave you fashion advice?
• Where do you like shopping?
• How do you feel about branded clothes?
• Next put the students into pairs, give them time to read their role cards and
plan what they want to say.
• Observe the students carefully and look for good examples of students giving
advice in a tactful way.
partner.
122
Tips:
• Remind all students this is imaginary and not to pick on other students or
comment on the clothes their partner is actually wearing at the time.
• Remind Student B they can accept advice if they feel it is reasonable.
Materials:
Student A
Your friend isn’t fashionable and sometimes they wear very strange
clothes. You feel like they need some advice. You read an article in a
magazine which you think might help them. However, you don’t want to
hurt their feelings. Talk to them about:
• clothes or styles your friend should try
• why your friend should change their style
Student B
Your friend wants to meet you and says they have something important to
tell you about an article they read in a fashion magazine. You’re worried
they want you to change your clothing style. You know you aren’t very
fashionable but you are comfortable with what you wear. Talk to them
about:
• why you like the clothes you wear
• why you feel fashion isn’t important
123
Slide 3
Follow up:
• Which person gave the best advice?
• Do you ever give people fashion advice?
• Has anyone ever given you good advice on how to style your clothes?
• If you could buy one really expensive piece of clothing what would it be?
their performance.
124
30
SAYING SORRY
This role play is based around a breach of trust between friends. One friend has
done something to offend the other. they have to explain what they did and
apologise.
Topic: Apologizing
Possible language points: Showing regret, explaining mistakes
125
Slide 1
Procedure:
• Show your students Slide 1 and ask the students what they think has
happened.
• Are words enough when saying sorry?
• What gifts could you buy someone to say sorry?
• What do friends normally argue about?
• Next, put the students into pairs and give them time to read their role cards and
plan what they want to say.
• Observe the students carefully and look for interesting examples, good excuses
and use of questions/tone of voice.
partner.
126
Tips:
• Instruct Student A to start the conversation by saying “I’ve got something I

need to tell you….”
• Remind students not to choose topics which are too serious.
Materials:
Student A
You need to talk with your friend. You did something that you know will
upset them. You feel really bad and want to tell them about it and say
sorry. You’ve agreed to meet up to talk about it. Plan how you will explain:
• what you did and why you did it
• what you will do to make up for it
Student B
Your friend has said they want to meet you. You don’t know what they want
to talk about, but it sounds serious. They tell you they’ve done something
bad to you. Think about:
• how to ask them why they did it
• how will you react to this bad thing (imagine what it might be…!)
• whether you will forgive them
127
Slide 3
Follow up:
• Which person was the least forgiving?
• Which person did the worst thing to you?
• How forgiving are you?
• Which of your friends do you trust the most?
their performance.
128
COPYRIGHT
© Peter Clements - Richard McCully - PeacheyPublications 2019
Your Rights
Buying this book gives you the right to use it and any of the ideas
and materials from it with your students. It does NOT give you the
right to copy, share copies with other teachers or store and
redistribute it online.
Copyright Information
This book is an independent publication and has been created by

teachers in their own time and at their own expense. We rely on the
income from this book to enable us to produce more books like
this.
When you download or share this book without permission you are
stealing from people like yourselves.
If you have downloaded this book without permission or paying,

please do the right thing and go buy a copy from:
https://www.peacheypublications.com/ or
https://payhip.com/peacheypublications
If you can’t afford or don’t have the means to buy it, then read on in
peace and I hope that it helps you and your students.
All images remain the property of the creator.
Thanks
Nik Peachey - Co-Founder PeacheyPublications Ltd
PeacheyPublications is registered as limited company: 11586696
cxxix

30 Roleplays For TEFL 2020

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

30 Roleplays For TEFL 2020

Uploaded by

Copyright:

Available Formats

dieuhuyennguyenmai@gmail.

com 18 Sep 2020

30 ROLE PLAYS FOR TEFL

PUBLISHED BY PEACHEYPUBLICATIONS 2020

INTRODUCTION 30 ROLE PLAYS FOR TEFL

GIVE YOUR LEARNERS A ROLE, GIVE YOUR

There are so many benefits to using role plays in a class. We

Here are some of the great things about role plays:

• They’re an awesome way to bring drama into the classroom

• Taking on a role is a great way for learners to gain confidence

• They can serve as an interesting route into a new topic

• They can be a great final task to build up to in a lesson

• They often provide a good context for introducing functional

Above all, they are highly enjoyable!

ABOUT THIS BOOK

We don’t like to go overboard with procedures and restrictions: you’re the

1) Let the students try the task

HOW WE LIKE TO USE ROLE PLAYS

Activating the learners store of passive knowledge is important in our context.

A FEW TECHNICAL POINTS

Our role plays follow a standard format:

• Personalisation is key – it’s great to let learners take the lead!

WRITING YOUR OWN ROLE PLAYS

Relate them to the real world

Creativity can be key

Allow students to take ownership

Build in planning time

Don’t set a ‘correct’ ending

Grade your writing

More than two people

Rich and Pete

ABOUT THE AUTHORS

Peter Clements has taught in various countries including Spain, Scotland,

Pete is an active member of the ELT online community and an award-winning

Richard McCully is a published author with experience teaching in the classroom

Topic: Technology, operating technology, customer services

Possible language points: Sequencing / instructions, verbs related to operating

Digital Presentation: http://bit.ly/30RP-1

• Put the students into pairs.

• accessing the internet (connecting to Wi-Fi)

You’re a Sales Assistant at a mobile phone shop. Student A is a customer.

Put the students into groups and show them Slide 3.

Ask the students to discuss:

• Which sales assistant was the most helpful/patient?

• Which customer was the hardest to deal with? Why?

• How do you prefer to learn about using technology?

TWO PASSENGERS ON A PLANE

Topic: Common interests, meeting new people

Possible language points: Greetings, airplane vocabulary, starting / ending a

Digital Presentation: http://bit.ly/30RP-2

• Show students Slide 1.

• Ask students to work in pairs to think of different ways of saying hello.

• Tell Student A they must try to be as creative as possible to keep the

You’re a passenger on a plane traveling alone. You’re sitting next to

• how to start the conversation

• what questions you can ask

• how to keep the conversation going

You’re a passenger on a plane traveling alone. You’re sitting next to

• how to greet someone you don’t know

• how you can end the conversation quickly

Put the students into groups and show them Slide 3.

Ask students to discuss:

• Which passenger was the friendliest?