ROLE PLAYS FOR TODAY Photocopiable activitiesROLE PLAYS FOR TODAY Photocopiable activities to get students speaking Jason AndersonContents introduction page vi Tove y gle Pode gE & Role Play and description EEE BE) crammar Functions Vocabulary (©) Services Practical, leisure and travel ta Towist information offce |e | oo cee iving dtecions | Tour aac Dinan end oon Mintorgeneat | Saag aca eae any Mere nedelons | tecomendetons | Sterol ete posighion ata 1 ewoliog ata gym ele lele| avworene | cuingpaite | remand neo Fis ect or raw pice acter mates pave ene ecu ae Taice | Sanat, page | Imperstives ory 1 Font off elele CGuenion tems | Mating erques | shopping: pose Sine at pos ofc eee es ene one, ee ‘age 10 isting the Doctor clelel | stouursen | omatngrow | wean anes Polen tod docer surgery Foe at vote! rete ed cae Sree eee ee cungonee, | Stew fe terol cats ele le| | auenon toms | makingenauner | computers Serre at cae estant Rektieg earene | Reais” | Conte ot fa ce eet, Smee fai station elele Hai ect aoe aoe er Toveter ond cet ale Uciedtaue | Motimpemaues | Trevi pene pat | | | See ‘a ‘Ig Passport Control elele) Going to and Expressing future Education: fees, fagite ett out ad fear coomiat | etengwrane (tlic Imran oc at apne orem pisces eeueat aoe Mangarnts and | arteton feetiae oe Sy 1h airport chedin dest fe [ae Venous mined | Asking to Ttamportatne Panga nce cre ace, Tart ket wast SeRlsnicens | Spetostean | Sole bow hing ope a ono 1 Reporting rime cleo] | atneinina | oneiting Phyl sacra eran eee pose eee pelea ee faconinwous | demenngvearees | teens oe ora See oe, ome 4 cheding mo anoct elele Quewion ome | Mekingenques | Hotels aouble cuesard Roel oor parce soon Set som CeLevels Customer and travel agent page 20 £ 3 Role Play and description & BE] Grammar Functions Vocabulary 7 Fiz eo T ‘tk Complaining in a hotet ef elole! wator Complaining Hotels: wake-up call ‘Guest and hotel receptionist spontaneous Prowing excuses | guest reduction page 19 deesions Apolagiing There are. or deseribing rooms 11 Travel Agent @) ete] | avestion form | making enquiries | Travel / holidays: Clarifying details ‘excursion, flight Purchasing: per person, hire E® Shopping supermarkets, clothes and restaurants [an supermartet chopsing —[e [» |e Courbie ard | enquiring about | food sn ti eee ean Cretutae nouns | pro Shon coe page 22 Shopoing See eat 2 Clothes show eles Demonstatner | expressing pena! | che: jam om | Cite el dots hep Chow these tor | preteen re : oe Hs Porn conpimens | Stepnng: brng me coke 2 OW shop elele] | repoitons | oneaingan | stapes ane eotee® ad 0 shop eran Setthcwe | ate und saute Reoreverms | Store mae mee tparapasing) | BN es wero 2a Shoe shop elele Too nd enough | expresing eons! | Ces wy on Eade sop fice Seek so an apnea poe 0 ze. atonal restaurant ele fe] | warrpiaina | enquiring stout | roost: pepren Canoe and nar wre sae Sel og mee | Tadic and deer] Coginening toasontorm | fo Stoning H feateotranamt [6 || conmmes | geempaneran | onan oa Sita ord sant sewntomms — | oneleg ages i 2g Out of stock | © | @| Demonstratives vs. | Reasoning with Purchasing Cite a electrons Prono ee Produc node sorte | ep Suageters | Fens ae | eoogane | maton adie Sin onceBole Play and description ementary Pret Invemediane 5 i Grammar —t Functions Vocabulary Ei Social Ife Going out, tiends and relationships ele Class meet up again 10 years into the future age 50 simple anc continuous to escribe changes Paying compliments Making observations 3a A day out in London ° Structures for Making, accepting | Free time: going Groups of students decide suggestions and refusing out, lve how to spend the day Present continuous | suggestions performance, page 38 and going to for ‘exhibition ‘Tutuee intentions 3b Party strangers eee Various Using formal / Personal details Two strangers introduce informal registers | Free time: interests themselves Introducing yourself | Informal English page 40 Showing interest | naff, and stuf? 3¢ Argument between friends © @/ ©] Question tags Making and Free time: go out ‘Two friends argue outside a Imperatives refuting accusations | nightclub, cinema cinema Making up after an poge 42 argument 3d Telephone phone-around elele Present continuous | Making and Social events Groups of students make | fend going to for | declining {90 out. pub, plans for an evening out | future arcangements | suggestions Testourant, go page 44 and intentions; will clubbing for new decisions 3¢ Flatmates ° verb patterns Making suggestions | Housework and Flatmates decide hove to (verb + gerund Agreeing and shores: vacuum share the housework || verbs infinitive; | disagreeing tive flat, do the page 46 | | preposition » washing up ‘gerund) 3 Breaking bad nows ° Past simple Breaking bad news | Pets: feed, cage, ‘Mack phanes his friend Nicky Sympathising rabbit page 48 39 Mecting old friends @ |e) e] oe! Present perfect Expressing surprise | Various, including 2ppearance, lifestyle, wor, family, i Lifestyle work, accommodation and education 4a Phoning for ajobinterview | | 2 | @| | cuestion forms, | Making polite work: salary, Jab applicant and bumen both direct and | enquires positon resources manager indirect Describing Personaiy page 52 personality adjectives: patient, | polite 4b Job intorviow 4 ele Can for ability Giving personal | Work sala, CY Applicant and incerviener Question forms | information tunerrpioyes {for lower levels) \ page 54 4¢_ Job interview 2 ©) 0/6) caniorabity Giving personal. | Work part-time, Applicant and interviewer Present perfect for | information wages (for higher levels) Deserbing Personality page 56 personality adjectives reoble, frienlya . oo Tevats ] a Te bag a gia: ote Play and dese EB EB) ccommer Functions Vocabulary a ! 4 a 448 University interview @ [0] © | fanre torn fxreting opinions | Education: Applicant and university {going to, will, and beliefs. university degree, 3 profesor fmurepevece. | Responding courte eee poge 38 future continous) | pebely Goons of ty : ueston forms rove a | : 4 Envlling at an English efefe! | comandnave toto | matingrequess: | education wal 3 schoo! Sxpres permission | rdenguiies | feo onre, New student and shoo! sndobigeton | txpresing nies | mtemerogne q receptions Woutdthetor | ond eblgatons page 60 Imartone a 4F international business eee) modavetror | imwoducing business: contact 3 iauette 1° | Shtoeten, youself formal | buyer Bayes sr sles at 9 prohionion and | Regotung Cot top soc, utes mectng pesskty fet a page se Eomoerates 4g 4g Finding accommodation elele Modal verbs of Describing a room | Houses: en suite, Prospective tent and Ahigaton sd | Bapresing sue” | emo 4 IeecordTandlagy |) sre wang Fernie 4 page 63 | | FhereisVaretor | Sppotdment ward obe, drawers deciding ons ; i le pl Sa The ei of fe [ef e] conditional esp. | Making na Varios induding 7 Akking calls his advisers to ‘stand 2nd denying accusations | health, politics and omectng Ninathetensesn | Spealatng ebeur” | pore i page 63 thestonh eiute 3 Sh Fortune teller ef o| | wirandiutue | staking predictors | personaly : Volto and fortune teller contisoustor | Deveriang Soectnes poge 3 predtion peconolly Spontaneous : | Should + verb Giving advice and generous, private ‘commendtions Se interviewing a weter/actor| ||| e| | tresenepertectfor | askingsrer | tteratue ara . Journals ad famous wrt | | ftecrpenereevs | quem genes of iterate recor patampietor’” | Astingtelowep | Binsaca gate ; pages Sects auton film : | Question forms | Showing interest Sel TV chat show @ | 6] Pasivesoie for | expesing opinions | crime and ‘Who cas roe play onthe Eatsttelond | Geting and punches Subect of reg erie ‘eeualivermavcn | Noting aspeaking | foneenc wi age 70 ton teofend Aopeolngtofoct | Sat Se Political dabote ef elo] aaned iniusing | tprening group | Pott nd Tove poe parts toke tate ver orinen Soverttpoiy port nas debate Swucturesond vero | fgreeing ane | Set hae page ae mates Geogrecee The snnronment ponuton SF Murder in Paractse @ fe] Modalversor | beprening chime: murder | Teams of dteevesiterview Geducton both | ocenaty Sapect mothe, ! Imurderenquty septs prevent and part ater | age Reported pecch Iindlox page 88Introduction Role ploy activities have been a part of language teaching for many years. They are popular with teachers and students alike for several important reasons: * They provide the spoken language practice that i vital for all language learning hey provide us with the opportunity to take our students Dut of the classroom for a “test run’ of real world language use + They allow students to become someone else for part of the lesson, and thereby to leave behind their inhibitions and worries © They involve an element of play that provides an enjoyable contrast to the coursebook exercises and helps to develop rapport between students Role Plays for Today includes both role play activities (in which the students pretend to be somebody else) ant simulation activities (in which the students are themselves, bbut in an imaginary situation). Organisation of the book The 39 units ofthe book ore divided into five categ 1) Services Practical, leisure and travel 2) Shopping; Supermarkets, clothes and restaurants 3) Social life: Going out, friends and relationships 4) Lifestyle; Work, accommodation and education 5) Creative role plays These categories have been chosen to enable teachers to browse for role plays that may be suitable for their classas as well a5 to allow fast access for teachers who know which role play they are locking for. The Contents also Inclucle an indication of what grammar, functional language and vocabulary is likely to be activated by the students in each role play. There is also an index of grarnmar, vocabulary and functions at the back of the book Levels Both in the Teacher's Notes and in the Contents | have indicated the range of lovels at which each role play could bbe used. As role play activities involve the students choosing their own language and interacting with other members of the class, they are more flexible than other activities in the range of levels each one can cover. Most of the role plays are suitable for three or more levels, and nearly al are suitable for intermediate level students. However, always check the Target /anguage and the complexity of a role play before taking it into class. Labels such as ‘elementary’, ‘intermediate’ and ‘advanced’ mean different things in different language schools around the world, Selecting the right role play Remember that classes of students vary, and it's a good idea to think carefully about several factors before choosing a role play for your students: + Will my students enjoy this role play? + Isitat the right stage in their syllabus? + Will they find the language practice useful? sit culturally suitable? + Will they be familiar with the situation? © Is the rapport between the students good enough for this, role play to work? The Teacher's Notes have been kept briaf to make them clear, but depending on your answers to the above ‘questions, you may want to adapt the activity, choose a ifferent ‘lead-in’ or spend time familiarising the students with an aspect of UK culture before doing the role play. If you do this, make sure you allow for more time, Making role plays work ‘When discussing the degree of success of an activity such as a role play, teachers often talk about whether the students, “got into it’ or not. Most teachers have, at some time in their career, had one of those classes that seem to ‘get into everything’ and one of those classes that don’t seem able to ‘get into anything’. tt does partly depend on the students, 30 select your role plays carefully. Nonetheless a significant part of the responsibility for whether a rote play works in class lies with the teacher, Here are a few basic tips that will improve the degree of success that any role play has. The lead-in When you're leading into a role play, notice how the students are responding to the discussion questions, oF the task. If they seem familiar with the context and interested in it, you can go straight into the role play. If not, take more time to get clear feedback, check vocabulary and do 2 demonstration before you start the role play, Demonstration Demonstration is extremely useful, especially with classes that lack confidence or are at the lowest level recommended for a rote play. As well as being the clearest way to instruct the activity, demonstration also provides them with a useful ive listening’ task, a model for the conversation they are going to have, and shows how the Target fanguage could be Used. You could get two strong students to perform the demonstration in front of the rest of the class, of, doit yourself with a student, This will enable you to show themhow to mime, act and use intonation appropriately (see below). Make sure the other students are paying attention during the demonstration ~ you could set them a listening (or watching) task, just as you might do for a standard coursebook listening, Classroom dynamics ‘Asa basic rule of thumb, ask the students to stand up if a simitar conversation in ‘the real world! would take.place standing up (e.g, ordering at the counter of a fast food restaurant) and sit down if similar conversation would take place seated (e.g, ordering in a traditional restaurant). If you ‘can move the desks and the chairs, transform the central space of the dasstoom to simulate the ‘real world’ ‘environment (e.g. two chairs facing each other across a desk for a job interview role play). If you can't move the desks or chairs, make sure the students are facing each other and Interacting as naturally as possible Starting the role play VF the start of the role play involves a “Tist meeting’ or an ‘entrance’, why not use the classroom door as a prop? You ‘an send half the students out of the room to reenter ‘in role’ the role play involves a telephone conversation, get the students to mime a ‘ing-zing’ to start the phone call. Get them to form a queue if they are in a post office or at immigration in an aitport. If @ handshake is natural in the role play context, encourage them to do this as well. These prompts often provide the necessary cue for stuclents to get into role. Props and mime A few small props con meke a surprisingly big aiference. Laminated menus (Treltional restaurant), a cardboard mierophone (TV chat show) or business cards made by the students (international business etiquette) will often encourage students to involve far more body language than they otherwise would, which often improves ther ating, If it would take too long to create the necessary props (eg ‘Shoe shop), make sure that you do a demonstration that involves plenty of mime (unpacking and fitting the shoe, wating the air to indicate smelly feet, etc.). Background tmusiccan also be avery effective pron for patie, restaurants, etc Acting Bearing in mind that, during a role play, some students will be finding it dificult enough just producing the sentences, never expect too much acting from low level classes. Conversely it you think they wil find the rote play fairly «asy (often at higher levels), encourage them to act it 2s realistically as possible. As mentioned above, 2 good demonstration with plenty of emotion, facial expression and body language will'give the students plenty of ideas. Always. remember to give students time to practise if you want them to act out their role play in front of the class intonation Role play provides a good opportunity for students to practise using intonation effectively in context. As mentioned above, a good demonstration can bring their attention to this. In addition, focus on the Target language: before the role play and elicit possible intonation pattems {for each sentence or expression from the students, If necessary, provide and drill a model, encouraging the students to copy you as closely as possible Rapport and trust in the class ‘Some of the role plays in the book will work much better ‘when the class know eaeh other well and should not be attempted in the first lesson (Argument between friends, for ‘examplet), Where students are being themselves (Le. in simulation activities), they may be more reluctant to give personal information than in true role plays. So, if in doubt, give them the opportunity to be someone else. Most importantly, remember that role play is undoubtedly one of ‘the best ways to improve rapport and trust between the students in your dass. ‘Many thanks to all the teachers at Oxford House College and Rose of York Language School (London), The English Centre (Sassari taly) and numerous others who trialled material for me. | hope you have as much fun using Role Plays for Today as my colleagues, | myself, and our students have had during the development of the book!Services Practical, leisure and travel Time / Level 30-50 minutes / Elementary to Intermediate Target language Grammar Imperatives (Take the second right) Wil for general future predictions (You'l se ton your feft) Functions Giving directions Take the third right into Park Road.) Moking recommendations (You could vst the caste) Vocabulary Tourist attractions (castle, cathedral, tuntoir) Verbs of motion (go straight on, turn left) Preparation Copy the diractions below and the two tole play cards (one of each per pair. Cut up as indicated. Lead-in suggestion Put these questions on the board for discussion in pairs followed by feedback In your toe, 1) What are the most popular tourist atwactions? 2) Where Is 2 good place to have lunch? 3) Could you recommend a good hotel? Elicit from the students who answers these kind of questions for a job (tourist information officer) Role Play instructions Introduce the role play, and hand out a copy of the directions below, and the Assistent’s role play card with the map of Benton, Using the map, they should correct the factual mistakes (n0 graramar or spelling mistakes) in the text. The fist has been done. Do another example if necessary. Check the answers afterwards Tourist information office Tourist information office - Teacher's notes [Answers (in order) ett» right; second» first; Sweet» Road; “park ~ beach; 2000.» 300; eppesize » next to; miles > metres, Beech » Town Square; before > after deft > right Hand out the roleplay cards tothe students in pairs. If ‘there is an odd number of students, create one group of three with two friends visting Benton together, Give them 2-3 minutes to read through, and then point out the Target fanguage, Tel the Assistants that they shauld invent any details that aren't on the role play card (9. hotel prices) ‘and that they can show the map when giving directions When they are ready they can begin. f any pais finish carly, the Tourist can dictate the directions back to the Assistant to check that they got them right, When they finish, they should swap cards and do Situation 2, Follow-up suggestion there is time, the students will enjoy writing and following directions for each other. Give each pair 2 sip of paper on which they should write directions to a place Within the school collage (e.g. cafe, library, reception) Go out of the classroom and tum right Monitor and correct if necessary. When they've finished they can give thei written directions to another pair who: can follow them, then come back and say where they got to. Find out if this was the intended placet Role Plays for Today Look at the map of Benton, and correct the 10 mistakes in these directions: How to get to Dazzle Nightclub right Go out ofthe office and tun Jl. Go along, the High Street and take the second right i 10 Oxford Street. Go straight fon until you come to The Promenade. You'll see the park in front of you. Tum left and go straight on for about 3000 ‘metres. You'll see it on your left, opposite the Grand Hotel. How to get to the Car Park Go out of the office and tum right. Go straight on, along the High Street for about 500 miles, until you come to the beach. Take the FEB Rroteconitie 6 3506 bara PURLISIING fom fale st left before the square, and it will be en your left, opposite Benton Gardens. a. 2 mh mm mm mm ROR OR On meStudent A - Assistant ‘You work in the Benton tourist information off Tourist information office Help the tourists who come in by answering their questions, giving directions and any other Role Plays for Today x eee eee ‘Target language Giving directions information they need. Go our of the office and tum right - - Take the frst lft into Oxford Road. Tourist Attractions Opening Times | Cast Go straight on past the hospital Benton Cathedral oam=4300m | Free until you come to the Tov Square. 1s next to opposite the Regent Hotel ee enion Castle gam 8pm £420 Bee eee ‘Making recommendations Benton Museum Gallery | _VWam—Tem e280 bear Aisne Benton Funfair 2pm 1pm 212.00 Why don't you ty the Regene Hotel? Benton Gardens Gam—330pm | Free Other language “The beach ‘Ai'day! Freel 1S open from... 1... HeCOStS... (©) | Aarow tt an Beaton Museum and A Gallery Tmt | inornation ofce Cu-cost Supermarket Student B - Tourist Situation 1 You are a tourist. You are visting Berton for a weekend. It is summer ‘and the weather’ fine, Go into the tourist information office and find ‘ut about the local tourist stteactions, the best restaurants and ‘hotel for tonight. Dont forget to get directions, check prices and opening times for the tourst attractions! Write down the important information Now swap roles 7 2 | Sea View Drive 2 2 [22] = |e Boston 28 oe | yedral ||P i eee iL Dale | ok tok | estan ightotas fi Reston eee eee Tourist information office Sttuation 2 You are a businesswoman / businessman. You are visiting Benton for one day and one night only. You have a meeting this morning. After that, you are free, Dan't forget to find a good hotel for tonight, a good restaurant for dinner, and something to do this afternoon. Money is no problem — your company is paying! Make a note of the important information. Role Plays for Today EEE EE Eee Ee Ee Eee ‘Target language 11m here for the weekend. | need some information about. | Could you tell me...? I Do you have,.? Hiow do I get there? How far ie? | How much does it cost? What are the opaning times? Could you write that down? Sorry. Could you repeat that, please? GZ ((Phstcopise © 256 TA PORLSTANG Tom Pole Pye Tor Today by Ison Anderson]Encolling at a gym - Teacher's notes Time / Level 40-60 minutes /Pre-intermediate to Advanced Target language Gramme ‘Adverbs and questions of frequency (Wow much I many often? Twice @ week) Imperatives (Stand up, please) Functions ‘Giving polite commands (Coulel you measure your puke please?) Giving advice (You should start with a tle exercise and build up) Vocabulary Fitness Health (muscles, puke, exercise) Sport (athlete, sport”) Preparation Copy role play cards A and & (one set per pair). Cut up as indicated. Lead-in suggestion Presteach any of the following if nocosary Aig fhmess; enrol muscles; pole instructor, cut of fin shape: breothe; out of breoth ‘gk tha students — How ft are you? Let them dics for 2 few minutes in pairs, Meanwhile, put » cline aerow on the lboard and ask ther to come up and put thelr names anywere on the arrow using the Board pen pans Out of shape ‘Average Athlete ‘Ask some of the students who put their nemes on the right shy they think they are 40 ft Enrolling at a gym Role Play instructions Introduce the roe play and tll students that they wl now find out how ft they realy ae, Han! out the cards and give the students 2-3 minutes to ead tei oles. Tell the fines irseutors not to reed through the whole auestionnaire nov, Remind Tower level students that they Cam ack you about anything they don’t understand during the activity. Ask them to use pencil not en, to filin the questionnaires. Encourage them to use the Target language ‘expressions, Start the role play when they are ready. Monitor, help with dificult vocabulary and make sure that the instructors ask appropriate questions and that they realy get their partners to do the activities (eg. measure their pulse or touch their toes), Hote: How to take your pulse Place the third and fourth finger of your right hand on ‘the inside of your left wrist just below the thumb joint ‘ntl you feel the pulse. Press firmly and count the beats ‘or 60 seconds using a lock or a watch \When they have finished, they should rub out the answers fon the questionnaire, swap roles and start again. Follow-up suggestion Under the cline arrow you put on the beard, you could add another going from 0~ 150 points, on which students can mark their partners fitness profiles for comparison with their original opinion. Students could then workin groups of three oF four to compile alist of thet top five ips for saying in shape. Get feedback atthe end Role Plays for Today Student A - New gym member ‘You would like (o improve your fitness, so you have just enrolled at the local gym ~ Welifit. Today is your first day, and you have to do a friness Target language test with your fitness instructor. Answer her /his questions honestly, and Talling about habits ‘ny to do everything sine says. Afeerwards, s/he will tell you how fit you Usually ‘are, Ask for recommendations at the end about how to start exercising, _drink I smoke t exercise. “about once | twice / three times a week Questions to ask Could you repeat the instruction, pléase? Like this? erat do you thik should do? [7 Thatocoprabie © 2006 DELTA PUBUSTING from Role Plays Yor Today by Jason AnderionEnrolling at a gym Student 8 ~ Fitness instructor You work at the Wellft gym asa fitness instructor. It is your job to test the fitness of all new members of the gym. You must complete the following questionnaire and give them @ ‘Fitness Profile’ when you finish, Don't show the Role Plays for Today questionnaire to the new inémber. Think carefully about the correct question to ask, or instructions to give. Use the Target language box to help you. Complete the questionnaire yoursel General Fitness Units of alcohol each week 1 glass of wing, beer or whisky, ete) units: Oo Oi-3 O48 C918 Cover 15 Ser: 1 8 5 3 ° 2) Smoking: humber of cigarettes each week, units: Qo (1-5 L610 (11-20 Dover20 3) Exercising: each week (write number) ‘units: C] Walking (30 mins) C) Aerobics (30 mins) Score: 5 for each unit 10 for each unit Units: C] Running / Swimming f Bell Sports (30 mins) Score:” 15 for each unit, 4) Works activity type (tick t only) Ask the now member to de the following: 5) Moasure your pulse (heartbeat) Before exercise Score Pulse (heartbeats per minute) 20 Under 60 15 (60-80 10 [180-100 5 Clover 100 8) Try to hols your breath for 2 minute Score Result 2 Okay 18 C) successful, but only just 8 (40-60 seconds 3 Cl Under 40 seconds 7) Stand! up and try to touch your toes with your legs straight Score Result 10 LI can touch the floor 6 Ei can touch the toes 3 O)5 to pay a telephone bill © to change £50 into Euros © to buy 10 stamps for letters (not international) Post Office - Customer 0 You need. «© to phone your country, but you don’t have a mobile phone + fo buy 10 postcards © to send an expensive present by registered post (it cost you £300), © to send a tetier to your parents iolocoiebe © 566 DECTA PUBL lam fle Ply Ter Today by anon Rationa B sich the customer question t0 the correct reply. Pest Office AL Witz are these things called? Fin the words in the customer’ aptestions and the sepslies bolow. The words are all unciostinad, Role Plays for Today. CUSTOMER QUESTION 1 Could | sond two pastearde to Italy, please? 2) Could t send this parcel to China please? 3) Could I send this registered post, please? 4) Do you sell international telephone cards? 5) I need to send money by post. What's the best way? 5} Bo you salt envelones? | need Ad size, 7) I need to pay this bl, Can 1 do it here? 8} sit possible to exchange money here? REPLY ©) Yes. Just fill in this form... That's £4.90, please | Is there anything valuable inside? 1b) Yes. They're 5Sp each. How many do you need? ©) postal order. You can buy one here. ist international? Yes, The slamps are 58p each, That's £1.16 please, @) Yes. But you're in the wrong aueus. The Bureau de Change {s over there, OF course. Just put it on the scales, please... Do you want | to sendl it airmail? t 1) Yes. They cost from £5 to £30. sit for 9 mobile phone, or a payphone? hi) Er... No, You need to take it to the hank. There's one on Baker Sree, round the comer. | € Look again at the replies. Which ones will continue? What will they say? Tell your pariner, Rele Play Half the students are post office cashiers. Listen to the customers and try to help therm. Hol the students are customers ‘The teacher will give you role play cards to read. (ci ne eA PRUNE a a i To Ty son Aan ‘Fanget langeage Post office caster ext please. Can elp you? | Where do you want to sond i? That's. They cos...) j Here you are. Here's your change, Customer outs # sand..(whar)(vhere)? o you sol.(aoun)? I need to. (rrb) 1s it possible (verb)? Sorry. Could you repest that? i Here you are.Time / Level 5-60 minutes / Pre-intermediate to Upper Intermediate Target language Gremmer Should « verb (You should get some rest) Have got ve gota sore throat) Functions Describing how you feel (I fee! hot, and | can’t sleep...) Asking for and giving advice (iy not to wall on it for 2 days) Vocstutery Health (ness, “tu, hayfever @ runny nose, sre) Preparation Copy role pay cards A and (one set per pal. Copy the symptoms andl advice table (one per par) Cut up as indicated Lead-in suggestion ‘ke the students What do you do when you are ill? Eliet doctor (often esllad GP in the UK), hospital, make 2 appointment ete Where does a doctor work? ligt or teach: surgery / lini Write any useful vocabulary ‘that comes up on the board. Hand out the symptoms and advice table one per pai) Instruct the students to try to complete the table with symptoms and advice. Avoid pre-teaching any vocabulary with fow level students, The context iteasier to explain afterwarcl. Monitor. Go through the ansvrers when they've finished Senn a Visiting the Doctor Student A ~ Patient ‘You ave a patient at your local doctor's surgery. Choose one of the illnasses from the chart and! tall the doctor the answers to these questions: © How, when and where did it start? @ What symptoms have you got? «© Have you taken any medicine or done anything else to help? ‘Stuclont & will try to provide the corract diagnosis. Aé the end {ell student B if sthe was correct about the illness. 1 Visiting the Dector - Teacher’ of the table will make notes ‘Answers a) asore throat ) cake vitamin € €) take paracetamol 4) diarrhoea 9) don’t eat anything ‘can't sleep {insomnia) 9) can’t move my hand) go to hospital i) a swollen ankle j) use crutches ti) red ayes 1 prescription medicine Explain any expressions the students still don't know. Drill ‘any words which are difficult to pronounce (e.g. diarrhoee, ache), Tell the students Co dscuse the questions belew the table in pairs. Be sensitive during feedback. Some students ‘may not want to reveal their recent illnesses to the whole class. Role Play instructions Inerodce the roleplay much ofthe vocabulary i new, give them a minute to reread and remember the information in the char. Hand out the role play sheets Give the students 3-5 minutes to read through and prepare what they are going to say. Encourage the doctors to work from memory, and to improvise where necessary. Drew their attention othe Target fanguage. start the role pay when they ace ready. When they have finished, they should swap roles and start again. Far more pracic, they could change parters and repeat the procedure xara is: You could turn the clas into a surgery. Divide it into a waiting room, where all he patients it and several consulting rooms, where the daciors receive the patients The waiting patients can dlscuse what is wrong with them This will ao enable ther to open and close the meting with the doctor more naturally Follow-up suggestion Find out briefly who would make a good dactor and wy. Did anybody give the wrong diagnosis or advice? Role Plays for Today ‘Target language Itstarted.,. (@ week ago}. ‘eel... tired, hot, ett). I had an accident when. it hurts here. ve got. @ sore throat, @ swollen ankle) 1 can't... walk /sleep 's it serious? What should do? (BE [Pao © 5 DELTA PURLIING To te Fs Tor Todo son ATO ee Paa a woe we a a ‘om te boxes. Visiting the Bector Look at the table bofows, It doseribes seven common reasons for _going to the dactor. Complete the table using the information Symptoms diarthoea red eves asore throat con't sleep insomnia) ‘can’t move my hand a swollen ankle . Advice prescription medicine 90 to hospital don’t eat anything take vitamin C use crutches take paracetamol Role Plays for Today @nesctCommplaint | Cause Sysiptone acold 2 virus, usually caught | a runny nose, keep warm, get some rast, through contact or a) i sneezing a cough —| the flu 2 virus, usually caught | as for a cold, also a high go to bed, ‘through contact or temperature, aching bones and | @) 7 a sneezing head for the temperature and the aches food poisoning | eating food that isn't} stomach ache, vornting, a fresh, ay for 24 hours, get some rest, sink waver stress ‘00 many problems, |) a ‘ake sleeping pill, take 2 long especially at work worrying too much, holiday, chenge your job! Joss of appetite ‘a broken arm 2 serious fal, 2 very strong pain in my arm, » (eg. off a ladder) a | sot arm in plaster asprained ankle | an unexpected fall, a. ——. | bandage the ankle (e.g. when playing can't walk pe football) get plenty of rest hay fever anallergy to flowers | a runny nose, » — and planis in summer | ky) stay away from parks and gardene © Bo you agree with all this advice? ' Which of these complaints have you had over the last year? © Do you have any other advice for these complaints? © Did you go to the doctor? Visiting the Doctor Rote Peys for Today Student B ~ Doctor You are the dacior Listen to student A, who will describe her symptoms. © Ask questions using the Target language expressions. * Tell the patient what you think the illness is. = Give the patient some advice student A will ell you if your diagnosis was cowect, {toca oe DEA PUBLSHNG Tm el Pa Yor Toy By avon ee ‘Tevget language What seems to be the problem? Does it hurt here? 15 the pain gerting worse? Do you have... (a cough, a temperature, 2 swollen ankle)? Can you... (move your hand, go near parks and flowers)? ‘ry to remember without looking at the chart. At she end, paper ame Try (n0¥) to...(verb) I think you have, | Youshoot seulme f Level 20-30 minuies /Preincermectiats to Upper intermediate Target language Geommnse Question forms including incest questions Wim not sure how to.) Functions Making enquiries Us ie possibe o..2) Getting help (How do?) Vocabulary Computers and the internet (san, transfer) Learkin suggestion Put the following questions onthe board for dicusion in pars followed by feedback 1) What services do iniernet cates provide? 2) When old you last use one? Wit for? caté ~ Teacher's notes Prepavation Copy role play cards A and B (one set per pair). Cut up as indicated, Role Play instructions Pre-teach the follwing vocabulay W necessary ‘ope up; prin out transfer photos: can Prt students into A pairs and hand out the we role play cards. Give them 2 few minutes to read ther card. Monior and help with any dificult vocabulary, Let them begin wen they'e ready. Encourage them to uie the Target Janguage expressions. Make sre they swap roe play cards ater they fing Situation 1 Follow-up suggestion ‘Ask the students if they think Internet cafés wil become ‘more oF less popula in the future and why Siudent A ~ Customer Stivation 1 You are a journalist, anc you've just done an interview with an English rock star. Go into the Internet café and! find ‘out if you can do the following: You ‘need to type up the interview in ‘Microsoft Word. You need to print out 20 photos from your digital camera (in colour). You then need Broadband Internet access to sendl the photos and the interview via e-mait to your head office, which isin the USA. You alo need a sandwich for lunch, and a receipt (Wien you've finished, swap role play (ards with your partner) ae internet café Situation 2 You are a student of English, and have just taken the IELTS exam*. Your university course at Oxiord University starts next month, The universicy has requested some documents, Go into the Iniemet café and find ous if you cen do. the following: You need to sean your passport and your IELTS exam easult Which hotel are you staying at? To copabi © 2008 DELTA BUSHING rom Roe Pl Tor oa 6 sn Anarion Here is my passport / ticket Sorry. Could you speak more slowly? Sorry. don't understand the question. Could you repeat that please? What does mo om oom om eeImmnigration offices’s questions oe. : n : | Good morning. Your passport and landing card, please. Thank you. How long are you staying in the UK? | Until May. tsee, And what is the purpose | of your visit? | Have you studied English befere in your couniry? | So why do you need to come here to study English? (see. Where are you studying? Do you have a letter of invitation? | Thank you. That’s fine. | Where are you staying? ‘Thank you, How are you going to support | yourself here in the UK? | tmean how will you pay for your accommodation, food and so on? Do you have evidence of this money? Evidence means proof... For example, | arrecent bank account statement. | And what are you going te de when your course finishes? | Okay. Enjoy your stay in the LK. Sia 6 DTA NLT TR pT Ty yon RN GB] Siudents’ answers Good morning. Here you are. 8 months. Until May next year, | lm going to study English. Yes. At school, for about 5 years, and also a little when I was at university, Because | want to learn real English, here in England. Also, my friend said that English schools are very good for conversation practice. At Oxford House College, in Landon. Yes, here is the letter. The schoo! fees are paid. In homestay accommodation. The schoo! organised it. Here is the address. Support? What do you mean? 1 see. I'm going to open a bank account and transfer some money from Japan. Eviclence? What does evidence mean? Yes, Here you are. From my bank in Japan. '1m going back to Japan to get a job, I hope! Thank you.{ Airport check-in desk ~ Teacher's notes Time / Level Role Play instructions Functions Answers: Asking tor clarification (What does ... mean?) ‘window 2 pack 3unattended 4 parcels: Expiaining difficult words (‘Fiommable’ means it burns 5 hand baggage 6 boarding card 7 departure gate ce eee a Copy the main worksheet (one each oF one per pair) and Alte, yes a you have a double room for tonight? Let me see... Yes, we do. Good, How much 3 ie 00. '€40 per person oF per room? Per person, Ft means that it has a private bathroom, Time | Level 30-45 minutes / Elementary 10 Torget language Grerminat ‘Question forms (Does that include breakfast?) Functions Making enquires (the bathroom en suite?) vocabulary Hotels (double room, en suite bathroom) Preparation Copy the role play card below (one per pair) Leadhin suggestion ‘write the following tek on the booed Think of five questions you need! to ask when you check into = hotel Tell the students to work in pairs and give them 4 minutes. Get feedback. White a ist on the board, Role Play instructions Hand out the roleplay card (one per pai) and read out the fits vask, Do en example together. Give them 2-4 minutes {and then check the answers Checking into a hotel Road the dialogue and complete the questions with do, does, & oF are. - that include breakfast? the bathroom en suite? Sorry. What 6. No. Breakfast is 10 extta, per person, Ah, yes! That's another €10, per person, ‘Yes. Come with me, Where 6 Yes, please. That's €120, pleace, Yes, and €10 for the car park. & Checking iimto a hotel - Teacher's notes Arewers 1Do 200 2ic A Does Sls Gdoes 7's Bare 9 Are Wo Vs Check the students understand double room and teach twin room I single room, Diseuts the wo questions undernesth the dialogue with them. Anewors sa small hotel (no credit cards; wife cooks breakfast.) ‘The main problem is all the exira costs that the hotel owner keeps adding! I them to read through the conversation twice in pals, hanging roles after the first reading, Encourage them <0 ‘work from memory especially at higher levels. Tell the students to practise similar crwersations, using the situations given underneath, They should change roles aftr ‘each one, At the end, get sore ofthe pais to perform their third conversation in Font of the whole cats. Follow-up suggestion find out i any ofthe students have had similar problems vith extra cons when staying at a hotel Role Plays for Today ‘en suite’ mean? you from? — you on holiday? From 8 t0 9. My wife gets up early! Right, 7____it possible to see the room? From England. Really? 9 Yes. With my husband. He's in the car. Ah, see. Here is the room, ‘OK. This is fine, Shall t pay now? Fe. fsn't $1202 Right. 10, you accept credit cards? Ho. Only cash ‘OK, Here you are, What time's breakfast? Ont ts, it possible to have it at 107 Yes. For an extra $5. ‘Another @5t Per person? on, Per person, allright! Here you are. Is iva big hotel? What problem does the guest have? How practise similar conversations, using the information below, Situation 1 4 guests ~ mum, dad and 2 children 2 rooms for tonight; both en suite. They reed dinner tonight and breakfast at 7am tomorrow as they are leaving early ‘Situation 2 need £€50 per night. 1 guest needs a single room for 3 nights. Sthe doesn't like getting up early and doesn’t want to pay over ‘And here is your key. Goodnight. Sktuation 2 Be yourself! You are on holiday swith your family or friends (Fecopinble © 3058 SELTA PUBUSTIING Ton Ral Pays Tor Today by Joven Aneson ee eekaa tse a Complaining in a hotel - Teacher's notes Yime f Level 20-30 minutes /Pre-intermediate to Advanced Role Play instructions Hand out the worksheet (one copy per pal] and give them five minutes to do exercise A. As the pairs finish, cell thern ‘0 discuss the question in exercise B. Gat feedback, Write up any other complainis the students thought of on the board, Give them 3-4 minutes to do exercise C and then elicit 9 possible response to each of the complaints Target language reemmnar ‘Wil or spontaneous dedione (te them.) There is! there are {There arent any towels) Functions Complaining (That relly in’ good enough) Providing excuses (We're very busy sr) Apologising ('m trib sorry sr madam.) Put students into AB pairs and hand out the two role play cards. Give them a few minutes 10 read their card. Make sue they don't show it to their partner. Let them begin when they're ready. Encourage them to use the Target Vocaiosiry language expressions, They can swap roles when they finch Hotels (wake-up call, guest, reduction) koa: Students may enjoy watching an episode of the Fawlty Preparation Towers BBC TV series before they do the role play if you can Copy the worksheet and role play cards A and B (one of get the recording ‘each per pair). Cut up as indicated. Complaining im a hotel A\ Look at this ist of complaines in a hotel. Working in pairs, put ‘doin in onder fon the most serious (1) to the least serious (7). Give reasons for your chotces. Role Plays for Today [_] "there is a party in the room next door. t can't get to sleep. "The TV remote control doesn’t work.” I didn't get 2 wake-up call this moming. | was late for my meeting,” "ty camera was stolen from the room.” "There aren‘t enough pillows in the room.” _| “There was no hot water left when | took a shower this morning.” "The walter spile wine all over my dress at dinner last night.” 18 hie of these problems have you had at hotel? Con you think of any odher problems? ink of a possible response to each complaint from the receptionist. 1 so somty! They're here for a wedding. I'l tell them to keep the noise down.” Student A - Receptionist You are a receptionist a the Faulty Towers Hotel. hs vary busy and lots of guest are complaining Try to calm them dovin, explain the problems and be polite. Try not to offer any reductions. any guests are really engry, tke 10% off the price, and offer them fvee dinner tonight Student 8 - Unhappy guest You are a guest at the Faulty Towers Hotel, bt it's been a nightmare since you arrived. You are now very angry. Go down to the reception and compen. Use some of the complaints you studied. Ty to get a reduction in the price, or a better room, Taogat Ramyaage 1m teriby sorry, mada sn. {Oh dest! This has never happened before. 1 sce. What can Ido to help? | rm sorry, but reductions are not possible. an we offer you free dinner tonight? Funderstand. 11) take 10% off the price. Enjoy the rest of your stay. [ 4 (orocopiabie © zone DELTA PULISHING rom Pele lays Yor Toy by Iason averion | ‘Torget laaguage {'m extremely unhappy with The fist problem is Wat are you going to do about it? {'m sorry. That really fn't good enough I'sno good making excuses! I demand a reduction! Hn goin toreperyourote 7&{! Travel Agent ~ Teacher's notes Time / Level 30-45 minutes /Pre-intermediate to Upper intermediate Role Play instructions Introduce the roleplay by telling the students that they are ina travel agant’s and would lke to choose a hold. Target language Gramraae Question forms (How for ii from the airport to the Hand out the instruction shest below (one per pair) and read through A with them, Give them 2-3 minutes to walk around the class and choose ther holiday. Then give then pote) 3-5 minutes to think of some questions (and write them Functions Making enquiries (Could you tel! me atout..?) Clarifying details is that inclucied in the price?) Vocabulary Travel / holidays (excursion, fight) Purchasing (per person, hire) down if they need to) 3B) Tell therm to decide who wll play the travel agen and hand out a copy of the appropriate Notes for Travel Agent {o the appropriate student in each pair. Emphasse to the ‘rayel agents that they should not show their cards or ofler any information that isnt asked for. Encourage them to use the Target language. The role play should take from 4 t0 7 Preparation minutes Copy the instruction sheet betowe (one per pat, the holiday advertisements and the notes fr Wravel Agen (one set per 3-4 students). Cu up a8 inca. Stck the hfiday ‘2avertisemenis around the walls of the cesroom atthe Start ofthe lesson, Thete should be several copes of each ‘one so thatthe pais have plenty ta choote frm. Lead-in suggestion Pre-teach the following it necessary Included inthe price excursion; accommodation; transfer, halt-boord; bed and breakfoststf-cotering: available; hire cr ‘ite the following onthe boar sightseeing holiday beach holley theme park hotday Elicit oF explain the eiference Between the three iypes of holiday with examps (9. Disneyana). el the students te note down three things yu can do on each type of holiday. Get feedback atthe end °p és Teavel Agent A. Work in pairs. Look at the holiday advertisements on the walls of the ‘classroom. Choose one holiday that you both like. Think of four to eight questions to ask the travel agent about this holidey. Use the Target lorguage for ideas. B One of you should play the role of the travel agent, The teacher will give you more information about the holiday you chose, Read it arefully but don’t show ie ¢o your pariner! Ansiwer their questions but don't give any more information. ow choose another holiday and think of four to eight question to ask about this hola, BD ‘the other student will play the role of the second travel agent. As before, don't show the information te your pattner, and dont give any information they don't ask for! EE Now together, decide which of the iwo holidays you would like to go ‘on and why. Tell the other students about your decision, capable © 06 DELTA PUBUTING a Te Pl To Toy Ton Bron (©) & 0) The students repeat the above proceclure with a sifferent advertisement taken from the walls ofthe classroom. As the pairs finish, tell them to look aE, and to prepare to report back to the class on their choice Follow-up suggestion Each pair tell the whole class which two holdoys they found out more about, which one they chose togo.0n and wi. After thi, find out from the students If an of them have ever had any problems on holiday caused by "hen centas (Le. prices oF problers trot they weren't tok about by the travel agent Role Plays for Today ‘Toryet langeage Is. suncladed in the price? How far & from... t0..? Could you te me more about the hotel? For example. how many meals do we get? how many stars does the hotel have? What else do have to pay for? What about. the excursions? the hire car? the transfer? Do you have any photos? ae Thanks for your help. [ ra 7o BOP Pe me TR mh rm orm opm Roam momo mmmwoe td Costa del Sol, Spain ORLY £126 (7 doye) ov C208 (14 daya} 4 hotel near the sea 4 flights and hotel included price Rome and Naples, Italy OWLY 6065 (7 days) pil, & luxury tour bus % bed and breakfast hotel accommodation Figg included in price 4 city guide Trinidad, Caribbean OMY E320 (14 daya) 4 self-catering beachiront hotel = te direct flight and! transfer «included in price FUN 4 scuba diving and windsurfing Florida, USA ORLY 580 (20 days) 4 visit Miami or Disney World st flights, half-board hotel and hire car included in the price + available all year round Costa del Sol, Spain Ietes for Travel Agou £185 (7 says} oF £208 (10 days) 1) 3.star hotel is 10 kilometres from the sea, Free minibus every 30 minutes, 2) Flights are included in the price, but transfer from the ‘aleportis an extra £35 per person, 3) 2-star hotel. Greakfast is included in the price, but not lunch or evening meats. 4) Excursions are available for £55 per person’ 2) visit to 2 vineyard (wine farm) 1) vist to Barcelona fishing boat trip on the sea 5) This price only available trom September to April Trinidad, Caribbean Hotes for Travel Agow £240 (14 days) 1) Self-catering accommodation means that the guests have to cook for themselves, All apartments include kitchen, lounge, bedroom andl bathroom, 2) Direct flight is only available on Wednesday. Saturday. flight is via Miami (2 hours longer), 3) Beachfront hotel (2-star) isin the middle of a town, 4) Scuba diving and windsurfing equipment costs £10 per day to hire. 5) Transfer from the airport is by bus, every 30 minutes 65) This price is for July to October (rainy season, Rome and Naples, Italy Sotes for weve Agant £905 (F doy) 1) Lusury tour bus departs from Rome 2) Price does not inchade the flight to Rome. 3) 2-siar hotels are not in the city centre. 4) 3 days in Rome, 3 days in Naples and 1 day travelling between the two cities. 5) Clty guide only for 1 day in Rome and 1 day in Naples. ‘The guide speaks intermediate English, and excellent Nalian, 6) This price is only available in Kloverber, January and February. 7) No excursions are included in the price. Florida; USA Hetes far Trescl Agent £300 (10 dys} 1) rie is fr Miami or Disney World, not both, 2) All ight goto Mion 3) Hire car fee, but insurance cost $280 per cor for to deys, 4) Price does net include enty into Disney Werle ($520 extra per person for a 1-day vst 5) Miarni hotel (3-star is in city centre, 3 kitomeices from the beach. Disney World Hotel (3star) isa 10-minute walk from the resort 6) Hotel price includes breakfast and evening meal 7) You must organise and pay for your own visa, ((ristoconabie © 3006 BEET PUBLISHING Tom Rae Map Tor Today by Jat Rarcon] EBShopping Supermarkets, clothes and restaurants Supermarket shopping - Teacher's notes Time / Level 30-45 minutes / Elementary to Intermediate Target language Grommar Countable and uncountable nouns (rhere aren't any plastic bags) Functions Enquiring abou product (00 you have any fresh comatces?) Vocabulary Food (fresh fh, banenes, eggs) Shopping (checkout, sold out receiat) Preparation ‘Copy the main worksheet (one per student Leadsin suggestion athe folowing questions on the board for discussion in pais followed by feedback 1) Bo you lite shopping in spermarkets? Wy trot? 2) Does everybody shop in supermarkets in your country? 53) Where else con you buy food? ‘9 What did you buy fos time you vent shopping fr food? ow much ee cost? Role Play instructions Hand out the worksheet, ane per student A) Get students to complete exercise & by drawing arrows. ‘AL feast one logical answer is given for each customer question in the same section on both lists, 8) Tell the students that all the words in the box are rom ‘the questions or ansmers. Give them three minutes to ‘explain any that they know to their partner. When they have finished, get feedback and explain any words the students don’t know. Drill he pronunciation of ‘aisle’ ) Show them how to fold thelr plece of paper so that each student can only see either Customer or Store assistant. Let them practise asking and answering questions for 2-5 minutes depending on the level, Make sure they swap over and do both roles D} Divide the class equally into assistants and customers. Tell ‘the customers to tale the worksheets, and get them all to stand up for a mingle activity, The customers should choose {questions in random order to ask the assistant ~ one ‘question to each. The assistants should try to remember or improvise an answer. You coulk choose one (oF two) of the assistants to be on the checkout - create alittle sian, saying ‘checkout’ and ask the student to sit down at a desk near the doar. Encourage them co act ft out and to extend the speaking tums by pardeipating yours. After tive minutes, they all swap roles. This time, the customers should change the underlined words in the questions for suitable alternatives. Elicit a feww examples co ensure they understand, Follow-up suggestion Play the alphabet memory dome. Star ike tis: “Lwrent © the supermarket and! Bought... 29 apple.” The next student must repeat this and add a supermarket item begining with b ome Biscuits. The game contines with each student adding another item all through the alphabet. Omit Q, XZ. Do the lat one ata whee group, (BBY (Restos © ane ei Ta UTI ras Rae Pas Tr Toy by ise AO | ee ee3 i d 3 a i a a a i i i a 4 4 Supermarket s| A Read the customer's questions and match them with the assistamt’s Fale! here opping Role Plays for Taday ‘Teuget language - Customer Finding your way alaut Excuse me. (0 you have any wolleve baskets? : Where can I find fresh vegetables? Do you have a frazen fish section? Asking shout products Do you have any fresh tomatoes? Asking for help i Could you recommend 9 good red wine? What the difference between these two types of calles? Which is the best washing power for everyday use? At the checkout Could | pay here? V've only got 2 items Could you check the price on this? Is this ‘buy one, get ane free’? Paying How much is that? Con | pay by ccedit card Leash L cheque? | think there's a mistake on the receipt After paying Where's the nearest bus sion? How can f apply for 2 storecard? Do you have a toilet in the store? B Useful vaccbulary on you explain these words ond expressions to your partner? trolley frozen basket fresh aisle storecard sellout ill special offer buy one, get one free Finding your way about They're in aisle 12, next to the fresh fruit. Yes. Its over there. Can you see? > They're by the entrance, Asking about procucts ron not sure. (1! have a look in the storeroom. Lak rim sorry. We've sold out. Asking foe fal Thy the supermarket brand. It washes very well What about this one? t's on special offer. This one is much stronger, for espresso. At the checkout Yes But this ls cash only. Yes. The second one is ‘ree Yes, of courses £1.15. Paying 1s there? Let me see. Yes, of course That's £43.52, plese aster paying Yes. W's by the entrance. Just across the street, opposite the stove. Fil n this form and bring ie back next time ‘you are here, Cheek the enswers with yaur teacher. € Practise in pairs Fold your pioce of peper atong the line. One siuclont is the customar, Ono student is the store assistant. ‘The customer should ask questions. The store assistant shoul give B Role Play othe answer. Swap over after a four minutes. Everybody stand up. The teacher will divide you inéo customers andl store assistants. ‘Tevget language - Store assistant VV | | | | ] Customers E ‘You can look at your piece of paper. Ask one of the ‘questions to each of the store assistants. Listen to thelr answer, and correct thelr mistakes. tore assistants Swap over after 5 minutes. This time, the customers should chenge the underlined words in the questions: “Where can find éresh-yegetables fruit juice?” You can’t look at your piece of paper. Ty to remember the correct answer ta the customers’ questions. [[Rrsteconiae © 2000 DELTA PURLISSING om Role Faye fr Today by Inean Anderton ]& Clothes shop Time / Level 45-60 minutes / Elementary to Intermediate Target language Grammar Demonstratves (Oh, those are nce) Factions Expressing personal preferences (don't colour) Paying compliments (They suit you!) Vocabulary Clothes (jeans shir, top) Shopping (vy on, just looking, look greet) Praparation Copy the worksheet (one per ai andthe 3 customer fle lay cards below (one set por 6 students) Cut up as indicated Leadhin suggestion ‘ell the students to discuss the following questions in pairs followed by feedbock 1) Bo you enjoy shopping for clothes? Why (not)? 2) What clothes do you need to buy? Why? 3) What was the lst thing you bought? Role Play instructions Introduce the rote play and hand out the worksheet, 1A) Give the students minutes to complete the «conversation. Check the answer, ‘Answors ‘just looking 2eolour 2 size 4 will suit 5 tey them on Gtops 72 medium &ge with Ydoesn't ft Ccheck students understand the meaning of sult: 90 with: Ag try om op. Customer A You ate a cusiomer in ¢ clothes Customer B shop. You would fke to buy shop. You would like to buy. some joes. During the role play & cane. During the role pley you must say: you must say: 1) 1 don’t tke that colour! 2) Can {try them on? 3) They don't fit me ‘You can say them in any order. ‘Try to remember them without looking at this card, looking at ‘You are a customer in a clothes 1) Fm looking for a coat, 2) That one’s too expensive, 3) It goes with my bag. You cen say them in any order, ‘ry (© remember them without card, Teacher's notes 6) First students read the conversation out in pairs. Then the assistant should pick up the copy, so that the customer can't see and must perform their role from memory. Demonstrate if nacessary. They . large steal wrench Goce) £13.95 ‘outs and bolts (pack of 20) £4.50 plug socket (Uk) £1.32 each (single) small long-nose pliaes 359 large bole pliers all purpose pliers £450 £3.99 NG Tors Rola Fay Tr Toy by asan RadeonEI Shoe shop ~ Teacher's notes ime / Level 25-40 minutes / Elementary to Intermediate Target language Grammar Toa and enough (These are too tight) Funetions Expressing personal preferences (Idon’t like the colour) Vocabulary Shoes (sandals slip-ons, high heels) Clothes (suit (9), ry on, style) Preparation Copy the worksheet (one per student) Cut yp a indicated Lead-in suggestion Tall the students about the shoes footwear you're wearing, Answer the following questions: Whece did you buy them? When? ow much did they cost? How often do you wear them? Put the questions on the board for students to ask ond answer in pois, followed by feedback Role Play instructions ‘Al Hand out the worksheet, one per student, and tell them ‘to complete the descriptions of the pictures. Answers 8) white trainers with laces ©) brown slip-ons for work } black boots with high heels Use the pictures to check the vocabulery in the descriptions (eg, buckies, spor, etc) 8) Read through the role play instruction with them and check the Torget language. Do a demonstration yourself (as assistant) with a strong student (customer). Include plenty ‘of mime (olcking up a shoe, fitting it on the foot). Then send the customers out af the ‘shop’, The role play begine ‘when the customers enter the shop. When they've finished, swap them over and repeat the process. Idea: Ifthe floor isn't too ditty, you could get the customers 10 take off their shoes end glve them to the assistants ‘before they leave the shop. This makes for 2 much more «ealstic role-play! Alternatively, use photos cut up from a e@taiogue. A. Draws lines t0 complete the descriptions of the shoos in the pictures: colour A) beige B) white aS © brown D) Black ¥m looking for some, B take it in turns to be the customer and the Customers: You are looking for some shoes. Decide which style and colour, Assistants: The classroom is your shop, Imagine you have lots of different styles in the shop. Use the following rote play model and the target language expressions: Shoe shop type extra of shoe information slip-ons with buckles. sendals with high heels. boots with laces trainers for work shop assistant. Role Plays for Today ‘Target language — Assistaut Whst sive re you looking for? How about these? These are very fashionable. Wieuutel you ike to try them on? Wihat size are you? itere you are. How do they feel? They really suit yout Moybe you need a different siee? Those ones cost £55 ene al [siecle @ 36 DELTA FU 16 fom Fle 1 | Assistant greets customer 2 | Customer says what she wants 3 | Assistant shows customer some shoes 4 | Customer chooses 2-3 pairs to ty on 5 | Assistant asks for size and gets the shoes 6 | Customer tries shoes on, makes comments 7 | They discuss fit style /colour 8 | Customer makes a detision Target language - Customer Could | try on those ones? My size (. They're (2 bit) too tight, They're not big enough. | don’t ike the colour. They're very comfortable. lave you got. the next size up f down? something a bit cheaper? How much are they? 1 think (1 feke them I think 11 leave it SL Fr cay by Jason And ai)ae eee ee ee a a a z 2 a a a a 2 a a 2 a a a a Cl a fl Traditional restaurant - Teacher's notes Time / Level 30-60 minutes /Pre-intermediate to Upper intermediate Target language Grammar Wil for placing orders (rt have.) Indirect and direct question forms (Could you tell me. Would you lke...?) Fusctions Enquiring about dishes (Could you tell me what. is?) complimenting fod (This is delicfous!) Complaining (This soup is cold’) Vocabulary Food (peppers, stewed, pudding, pravms) Preparation Copy the role play cards. For every 3-6 customers, you'll need at east one walter Copy the menu (one par pat) ‘Cut up as indicated. Copy the restaurant language activity below (one per pai; optional) Lead-in suggestion Put the following questions on the board far discussion in pairs followed by feedback When did you last vst 9 restaurant? Who with? What ald you have? What was the meal like? Optional: Restaurant language Hand out the activity (one per pair) and read instruction A. with the students. Give them 3 minutes to doit in pairs then check the answers. Next ask them to do exercise B, also working in pairs, and check the answers again. Answers ANCW AWE ICC ACW SPCC B)CW 7) CC B)CW OCC 10) WC before or during the orden time, get feedback to the board for the possible replies. ‘This language wil be useful during the role play. ¥ AL Look at the comments below. Who is speaking? Who to? Write: C— W (customer 10 waiter), WC or CC B Most ikely order: 10; 3; 9; 16; 754i 2; 8 5 (8 could be Traditional restaurant 1) Sorry. Could you explain what this is, please? 2) Would you like to see the dessert menu? Role Play instructions Divide the clas into waiters and customers (depending on student numbers, you can put 3-6 customers at each table, and have one walter per table), Hand out the roleplay Cards and give the stents 2-3 minutes to read ther, Tell the customers that they have al got different characters, and that they should keep them secret. Cheek thatthe all Understand that they have to guess each othe" characters When they'e ready to start, give the waiters the menus and send the customers out ofthe room for @ moment, Tell ‘the waiters to organise the chars into a restaurant-ike environment and put on some background music, The role play begins when the waters ‘open the rectaurant and ‘feet the customers as they walk in. Tes for the role play itself wil vary from 12-25 minutes, depending on the students! Avoid explaining difficult vocabulary on the menu ntl after the role pay (more realise. Follow-up suggestion ‘writ the following on the board Who was. complaining — 2) enthusiastic 3) worried 4 talkative —5)mean 5) inexperienced? Get feedback, frst from the waiters, and then the other customers. ie should be easy to guess. Answers 118 2) 3)D 4c S)E OF ‘Students may ako have some questions about the vocabulary on the menu. Role Plays for Today 6) Wl have the salmon, please 7) The soup’s delicious. How's the salad? 2) Let’ get something to drink while we're deciding. 8) Could we have the bill, please? 4) Excuse me, This steak is rare. | asked for medium. 9) What are you going to have, dear? 5) How much shall | leave for the tip? B now put them in the most likely order. whic Also, think of a possible reply for each statement. 10) Will this table be allright for you? inst, second. ast? [Rhatscpinbe 6 2006 DELTA PUBUSNG fom Role Bla Tor Toy by oso AnaBragg’s Traditional English Restaurant since 1749 Menu Starters All starters are 4.25. Fresh bread rolls and butter are include Grilled Rice and Tuna Peppers Cornish Omelette Hall a rec and a yellow pepper with a delicious Made with wild mushrooms and cheddar cheese tuna filling ‘Tomato and Basil Soup Caesar Salad Fresh tomatoes, roasted with fresh basil in a A light, low-fat salad with bacon and parmesan creamy soup Main Courses All main courses are £9.80 unless otherwise sate, Served with any of the following accompaniments: vegetables: side salad: chips: new potatoes Steal, Guinness and Mushroom Pie Honey Glazed Roast Chicken £10.95 Chunks of steak in a Guinness and mushroom Half a slow-roast chicken served with an apple sauce inside a pastry casing and walnut stulfing Cod and Chips in a Tartare Sauce Prawn and Salmon Fish Cakes on a bed of Rice [Fresh cod in batter and deep fried, served with Prawns and salmon mixed with mashed potato, tartare sauce and chips onion and parsley Roast Beef and Yorkshire Pudding, 802 Organic Fillet Steak £12.50 Organic beef served with roasted red onion, Scottish beef, cooked 10 your choice and served vegetables and Yorkshize pudding ‘with caramelised onions Puddings and Desserts All puddings are just €3.50. Al served with eream, ice-cream or eusiard. Go on, treet yourselft spotted Dick Apple Crumble Talione! sponge pudding with raisins Stewed apples with an oat crumble topping Chocolate Chip Pudding Homemade Devon ice Cream Chocolat sponge with cea ehips~ tromemade ice ream, salle in ani for comvieted coca Stauber chocolate eee Drinks eee ec Red Wines 7 Cabernet Seuvignon, Chile Champosne, France Serre fries Botte BOs Clas E3695 bt area te Cotes du Rhone, France outer Drinks ityovave any E1sesiotte 35 Glas «Riker inks fan dane? Barbera, Italy £3.95 Bottle £1.25 Glass French wine? £13.95 Bottle £3.95 Glass {Fit have the (soup) for starters and the col Lemonade, rang sce | a er rn White Wines £1.25 Can I have my steak. Saungron lan Prance _Rers= Halse i tl tn et doe fitaftone avn Ras Cons “D0 rie tomtben aac fit city Tenant cote xprna, | Tatwerdeene manejo 7 genowte #5 che Spud se tepsiga | Le Customers may leave tips atthe discretion. Any comments or complaints, please ask for the manager. | Fama <1 2006 DELTA PUGLISHING Tom Fle Flys Tar Todoy by Toven Anderon |i woe eum ao kkk 2 Traditional restaurant Waiter You are a waiter at Bragg's English Restaurant. You must be patient, polite and ‘punctual at all times. Follow this order for the role play: 1) Show the customer to the table, give the menu and take orders for drinks. 2) Return with the drinks, serve the wine and take orders for starters and main course (ask: "What accompaniments would you like with your main course?”) 2) Bring the starter, 4) Take away the starter and bring the main course 5) Return to check everything is OK and offer more drinks. 4) Return to take their orders for dessert (ask: “With cream, ice-cream or custard?") 7) Bring the dessert 8) Prepare the bill while the customer is eating dessert. '9) Wait for the customer to request the bill, ake payment and show the customer ‘out (if they give you a tip) Role Plays for Today ‘Target language waiter Good evening Madam ! Sic Atable for 31415? What would you like © order? Would you like... to ty the wine? to order dessert? Anything else? Here you are. Heres the menu / your starter! the bill. Enjoy your meal Is everything OK? =) During the role play, the customers will have special characters. You should try to ‘guess what is unusual about each customer. Traditional restaurant - Customer A You are a customer at Braga’s English Restaurant. Your chavacter: You love this restaurant, I's your favourite. It was your idea to came here, and you're going to enjoy ‘yourself, whatever happens. Order lots of everything! During the meal, try to guess what is unusual about ‘tho other customers’ characters. aditional restaurant - Customer € You are a customer at Bragg’s English Restaurant. Traditional restaurant - Customer B You are a customer at Bragg's English Restaurant. Your character: You love complaining about anything - food, music, chairs, other people, the weather, ate. ‘Make sure you complain about everything in the restaurantt During the meal, ty to guess what is unusual about the other customers’ characters. Traditional restaurant ~ Customer D You ara a customer at Bragg’ English Restaurant. Your character: ‘You love to talk, especially about food. Try to start a conversation about the food on the menu, and keep it going. Ask everybody's opinion, and agree with them as much as possible! Your character: You are very worried about your health, and what you eat, You have read lots of terrible stories about how all the foad on the menu can be bad for the health. Don’t forget to tell everyone! During the meal, try t0 guess what is unusual about ‘the other customers’ characters. Traditional sestaurant - Customer E You are a customer at Bragg’s English Restaurant. Your character: You are very mean, and hate spending money. | | suggest a cheaper restaurant. Try to avoid ordering wine ~ get water, Ordar the cheapest things on the menu and try to get 2 reduction! During the meal, try to guess what is unusual about ‘the other customers’ characters, ‘Traditional restaurant ~ Customer F ‘You are a customer at Bragg's English Restaurant. ‘Your characte ‘You have never been to 2 restaurant before, Everything is new to you. Ask for explanations about everything, such as the menu, the different ‘food, the knife and fork, ete During the meal, try to guess what is unusual about ‘the other customers! characters. During the meal, try to guess what is unusual about the other customers’ characters. (sea RS DEA FOSS Re yo YR ys JYFast Food restaurant - Teacher's notes Time / Level Role Play instructions 25-35 minutes / Elementary to Presintermediace ‘Option + ~ Pairs: Give out one copy of the menu to each pair. Check any difficult vocabulary. Hand out the role play Target language cards. Give the students 2-2 minutes to read the cards. Four Piuieherialinhae possible situations are given on the customers carl Tell 7 them to start with the fist one (the simplest), Start the role Contracted question forms (Eatin or take away?) " eet " v play wehen they are ready. When they have finshed, they Placing an order (Con J have...2) should swap roles and start again Complaining (This cheeseburger is t00 cots!) Option 2 Whole class: To make the role play more Vocabulary authentic, turn the class into a fast food restaurant. Create Food (fries doughnut, milshake, ketchup) 2 counter in the middle of the room and divide the studonts into customers and assistants. Ifyou have a few Preparation more customers, it will make the restaurant busier. Give them the appropriate role play cards and 3 minutes to Copy the menu below (ane per pair) and the role play cards A.and B (one set per pai). Cut up as incicated, If you would PrePare, Put the A3 size menus on the wall behind the Tike to-do the whole clase role ploy, incease the siseof the cOUnLY. Tell the customers to choose any of the situations, menu below to A3 and make several copies. ee EEE pe Peppers Lead-in suggestion Put the following questions on the board for discussion in Follow-up sugigestion pats ofomed by feedback Students dics how healthy fst food i 1 How often co you eatin fst food restaurants? 1,00 yu tink fat fo is heat Why no? 2) hint eo pou wast order? cd darren ere oe yu like fast food? Why? Why nat? — Den ee ta eo ahen, dey eatuhen you 3120 70 tink chien sha be allowed to et fst are out? + food? Why (nat)? Burgers 4 Fries Hamburger 70p regular £0.85, regular large Cheeseburger 8p targe Ae Cola / Orongeace / Lemonade Chiokenburger £2.25 PeeereeeeEreeee £0.90 £1.15 Quarterpounder £1.80 Meals Oronge juice £1.50 £1.80 Masterburger £2.75 (include fries and drink} Lsiddedeubeatevaeeeevaseaetany Fish burger £2.95 regular large Tea/Coffee £0.80 £1.00 Vegeburger £3.20 Hamburger / Cheeseburger Cappuceine £1.30 £1.60 £2.95 £3.25 Milkshake = «£1.10 £1.50 Chicken sticks Quortorpoundor£3s0 395 (Chocolate / strawberry / vail 8 £2.48 Chickenburger / Mesterburger Beeserta 6 £2.25 £3.95 £4350 = nw a £1.85 Fish burger 4.10 caso Apple ple i Doughnut £0.70 Ohian rings Special Offer (chocolate / cinnarmont er aC Bonue meal) addon3opS«CHHFGA == regular’ large ceguiar E20 Bonus meal: add on 30p ae largo (chocolate / strawberry / vanilla) Burger Master wish you a pleasent meal Ifyou have any comments about our food or service, please inform our manager, Photoropiable 6 2506 DELTA PUBLISHING Tram fae Plays for Today by Jason AndeHon mm ee mmm momo ooeee ee eee ee eee eee eee Fast Food restaurant Student A ~ Customer Situation 1 You are a customer in a fast food restaurant. Go up to the counter {and order lunch from the menu. You've only got £5. Situation 2 ‘You don't like ice in your drinks, ketchup, or too much salt on your fries, Place an order for two people. Your friend is coming soon. She is a vegetarian. You've only got a £50 note, You are interested in the Masterburger. Ask: Whar's in it? I it sounds {g00d, order one. You'd also like a milkshake, but you don’t know what chocolate, strawberry and vanilla are. Ask the assistant to explain them, Situation 4 You have just started your meal, but your cheeseburger is cold and your cola is too warm. Take therm back to the counter and complain, ‘sk for another cheeseburger and another drink, Student B ~ Assistant You ate an assisiant in a fast food restaurant. I's very busy today. After you take the order, repeat it to the customer at the end, and ‘ell him/her how much it costs. Remember... © Don't forget to ask if the customer wants regular or large, + Don't accept £30 notes, Ask Yor something smaller, «If somebody has a spacia! request (2.9. no ketchup) tell them they'll have to wait for 5 minutes = If anyone complains, say ‘Sorry’ and explain that it's very busy today. Don’t give them their money back, © Note: The Masterburger is a large cheeseburger with onion rings Fast Food restaurant Role Plays for Today ‘Target language 11 She was tt. Do you have any special offers? Cant have. ‘@ hamburger /@ cheeseburger? /2 chickenburger meal? large fries! milkshake | cola coffee? without ketchup J alt ice. Have you got. ketchup | barbecue sauce? How much is that? 1 wane to eat in take avoy This is too cold | These are too sally. Role Plays for Today ‘Target language Can I help you? Whos next? Would you ie. regular or forge? fries | a drink (with thaw)? | Eatin or take any? Do you mind waiting § minutes? i Here you are Js that everthing? Anything osc? Thats £3.13 Sorry, Have you got anything smaller? Enjoy your meat?Time / Level 440-50 minutes / Upper intermediate to Advanced ‘Target language Grammar ‘Demonstratives vs, pronouns (These are out of stock. ! No they're not) Functions feasoning with someone (Can't I. anyway?) Making suggestions (Why don’t just..?) Apoloatsing Wm afraid... can't et you do that) Vocahutary Out of stock - Teacher’s notes Role Play instructions A) Hand out the main worksheet, one per pal, and give them 3 minutes to read the conversation and answer the {question in A. Check that they all understand the problem: “The aerial was out of stock only on the computer system, 6) Tell he student to put one of the adjectives In each of the brackets to express the emotion thay would be feeling © Students practice performing the dialogue to express ‘these emotions 1) ut each pair of students with another pair. I necessary, create a group of six. Each pair should perform their version of the dialogue, and the others should ir to guess the emotion after each line. At the end, get one or two alls to come out to the front to perfor to the whole class Purchasing products (model, refund, exchange) Aajectives to describe emation (caim, annoyed) Preparation Copy the main role play sheet and the role play cards fer Customer and Assistant / Manager (one of each per pat) Cut up as indicated. ‘Optional: Draw the stusoats’ attention to the kind of ‘expeessions in the original dialogue that were used for the following functions (examples in brackets}: Making suggestions (Why don’t just..?) Reasoning with someone (Well, can't! buy ft anyway?); Apologising ('m afraid.) Lead-in suggestion Pre-teach the following vocabulary i necessary ‘ut of tock aria: refund: printer cartridge Write the following question on the board for students to discuss In groups for 5 minutes: ow hand out a set of the Customer and Assistant / Manager role pay cards to each pair. Give the students 2-3 minutes to read their cards. Sart the vole play when they are ready. Encourage them to use the Target language ‘expressions. When they have finished, thay should swap cards and do the second role play. Get feedback on who had the most success as customers and who would make the most annoying assstont / manager. What do you think are the top 5 compiaines about customer service in shops in the UK? Build up a list ofthe students ideas, then give them the answers, You could even score points for the answers (69. 31 points for answer 1), ‘Acknowledgement Thanks to Shaun Sweeney for bringing the original article to my attention, ‘Anserers 1) slow service long queues (319%) 2) problems with returning goods (17%) 3) rude inflexible staff (15%) 4) staff with inadequate knowledge (9%) 5) items out of stock (7%) Find out ifthe students have recently had any of the above problems Out of stock Role Plays for Today Customer Role Play 4 Role Play 2 ‘Target language Making suggestions (One of your Soundblaster computer speakers has, broken, You go into Dickson's, and you're in luck! There is one computer speaker left on the shelf. I's the same model and colour as yours. The price is £19.95 for 2. Take it to the checkout and buy it You bought a cartridge for your computer printer from Dickson's yesterday for £8.25. Unfortunately, when ‘you got home and opened 't, you found it was the wrong size. Take it back to ‘the store and try to get a refund, The cartridge you need costs £8.60, Why dan’t you... What about if .? Reasoning Couldn't you just..? Look, I just want (0. Can’... anyway? Getting angry {don't believe this! A Are you being serious? When you've finished, Could I speak to the aeop ole ply cards with manager please? — |) (EB [Protocopibie © ans alta RUALSING fom Rae Fla fr Today by las Andon |3 a i 3 a a z el ll J Out of stock A. Read the conversation below. How would you react if you wero the customer? Role Plays for Today ‘A customer went into an electrical store to buy an indoor television aerial She found one and took it to the checkout, The assistant tapped a number into the computer and the following conversation took place: Assistant ( Customer ( »: No they're not! There's a big pile of them over there. Assistant ( d: No, They/re out of stock. = Customer ( Well, can’t buy it anyway? Since it's here and we know how rnuch it costs? ssistant( ) IH have to ask the manager. D ‘Manager ( Customer ( I'm afraid these are out of stock. Look over thee, there's doven of thom onthe se Why cant by is?) Manager (_ Because it's out of stock Customer ( Look, I've got the exact money here. B_ now think carefully about the conversation and the ‘emotions of the people involved. Working i choose one of these adjectives from the box below and write it in each gap. There are no right or wrong, pairs, answers ~ you decide! You can repeat some of the ‘adjectives if you like. te Assistant / Manager Role Play 4 There is only one Soundblaster computer speaker lft. However, you «en only sell them in pars. The price for two is £19.95. Also... The ecedit card ‘rachine is broken. Don't sell anything without a receipt. You don’t have any paper for the receipt machine, ow snap role play cards with your partner confident surprised insistent calm annoyed firm confused thoughtful sarcastic stubborn Why don't {just putiton the counter, { Atueston, a ———.»| | walk away with the aerial and you can | ated fom tant let you do that. Yousee, its | | Waaway with Pete out of stock ) BEE EHH EEE HEHE eee ae ee © Practise reating the conversation in pois, One of you should play the role of customer andthe other should play the ols of assistant and manager. to express {he emotions you wrote Act out your conversation for another pair of students. Out of stock Role Play 2 A-customer will bring a computer printer cartridge back today, but the package has been opened. No refunds can be given ifthe cartridge has been ‘opened. Offer to exchange the product for something else. However... your ‘manager is away today, and you don't know how to enter exchanges into the till Tell the customer to try to find something at exactly the same price: £8.35. (In fact, the only item for this price is a mobile phone battery) Don’t show the other students the adjectives you wrote, After each line, they should try to guess the adjective. So act it out as well as you ant Role Plays for Today Target lanynage Apolagising politely 1m sorry madam I siz 1m afraid | | se can’t do that because. | we can only do that if. | J can't let you do that, | Expressing uncortainty t 1 don’t know. I 1m not sure I The manager might trove 111 just go and get him. Photecoplable © 2006 DFITA PUBLISHING from Role Plays Yor Today by Jason Anderson | SMa Social life Going out, friends and relationships A day out in London - Time / Levet 40-60 minutes / Elementary to intermediate Target language Grammar Structures for making suggestions (Let's go to the exhibition. We could ty this) Song to and present continuous to tlk about future intentions (We're going fo have lunch atthe street market) Functions Making suggestions (Shall we go there fate?) Accepting and refusing suggestions (That's fine byrne) Vocabulary Free time and going out (exhibion, five performance, concessions) Preparation Copy the timetable below and the page from Good Times Magazine (one per group of 34 students). Cut up a8 indicated Lead-in suggestion Pre-each any ofthe folowing it neces concersions that sounds feat: entrance fe lve performance Put the students into groups of 3-4 and write the following ‘question on the board for discussion: A day out in London ‘You have just arrived in London for one day only. t's suinmer and the weather's sunny! Choose act Write your plans for the day here. You each have a one-day traveleard, £20 for act Teacher's notes Which city in the world would you most like to visit for 3 day? Why? Got feedback. fF anyone mentions London, find out why, Role Play instructions Keep the studersn groups of 3-8 andl intaduce the role play, Hand out a copy of the timetable below and the page from Good Times Magazine to each group, Tel them 11 They must decide what they are going to do, and write their notes onthe timetable 2) They should agree before they vite 3) They each have only £20 t spend (+ £10 fo lunch) 4) They ot have student cards 5) They must stay together forthe day 6) They shoul allow time for traveling between events {and time fides for hunch 7 They have 15 minutes to complete the timetable Monizor and encourage them to use the Target language. Help with vocabulary if necessary. Make sure they all contribute to the decision-making process Follow-up suggestion Students from different groups get together to tell each other about what they are going to do. They will need to 40 their Gmetables to help them remember, You can swap the timetables round every 2-3 minutes, Encourage thein 10 se going to and present continuous, as these af arranged future plane intentions. Role Plays for Today 5 from the magazine, jes and £10 for lunch. Activity Cost (eacts) Time _| ach] Target language 9:00am t Making suggestions ~ We could. ise the o0em | =: et’ go ta the aan : Shall we. have lunch...? aa a Why con't we. ty the.2 2:00pm fetonret sett i if Agreeing and Disagreeing “i00pm z This sounds good. on Thats a great isoat 2:00pm 7 £ 0K. That's fine by me. 3:00pm = {fm not sure that’s a good idea. | Sorry, but! don't like “00pm e That sounds really Boring! ‘00pm € aa - 00pm £ 8 em mmm rm rm rm mm mammaeC LLLP LLe LLLP eee OUT & ABOUT IN LONDON Saturday 12th Good Times Magazine Exhibition of Italian Renaissance Avt Including works by Raphael & Michelangelo National Gallery ‘Trafalgar Square (Charing Cross Tubs) pen Daily Sau ta 6pm Entrance foc: £3.50 (£2 students) Children: Free Free Entry after 4:30pm Camden Lock Street Market Haymarket (Piscadilly Circus Tube) Films Showing Siar Wars Episode 12 ~ The End of the Universe (USA; 105 mins) Dragonmaster (Kung Fu action movie staring Bruce Chan: ChinajUSA: 37 mins.) Mt Postino (The Postman: lay, subtitled: 6 mins.) Start times ~ 11:30am, 2:15pm, 6:000m, 7:45pm Tickets: £8.00 (£5.00 students} 11:20am only. £11.00 (£8.50 students) alf other times. Hayma ket Cinema “il Ertan yy a Renee Serie lt cya fromeloties (new and Seqoni-fiand); Books. brie-a-btao, miso, souvenite and naira] foe ee Mires igie imei tareuth Ber teen qe a Ac acute Live Performance of traditional eee ‘Come and see the knights of the ‘Tih century. Jousting, archery, sword fighting and a mock battle seene, Have your photo taken swith the knights. Cost: £7.90; £4.00 under 12s (includes free ‘medieval food and dink?) Saturday 3:00-5:00) at Regent's Park (Baker St. Tube) Caml Ten Trovelling times ~ allow Narita | about S minutes per station, | Eee ‘Sine Sen ering Stent anon ‘ee tn ‘Sew Lunchtime Classical Music Recital ‘This Saturday a¢ 12:00pm Organ Recital of Bach, Pachelbel and Handel Organist: Graham Weltricht AU St, Martin’ in the City ‘Trafalgar Square (Charing Cross Tbe) Prices: £3.00; £2.00 roncessions Rio children imder 5 Selection of sandwiches, cakes ‘ad drinks availabe fm the church café Church wor included ineatrance price} ANTIQUES FAIR, (Oxford House, Oxford Cireus Tube) $:30qa1- 4:00pm £4.00 entrance FOOD OF THE WORLD Foxington Food Tasting Event (Rose of York School, fasten Barisan Baker St. Tube) 1:30-4:30pm Se £8 entrance (includes 3 ftee dishes!) oe Hoos CHELSEA VS. ARSENAL S.a-Side Charity Football Maich at Green Park (Green Park Tube) 00pm Tickets £7 LONDON 200 Open every day {Oam- 4:30pm Regent's Park (Baker St. Tube). £8.00 entrance KNIGHTSBRIDGE CAR SHOW Continues until Sunday: Ferrari, Jaguae, Larborghini, Aston Martin all on display £8 (£6 concessions) 9am--Spm Knightsbridge Tube station i le ys Tey en Andean] EYG3 Party strangers - Teacher's notes Time / Level 40-50 minutes J Pre-intermediate to Upper intermediate Target language Grammar Various Funetions Using format and informal spoken registers (How do you do?) Introducing yourself (vice to meet you.) Showing Interest (Oh, really. Wow!) Vocabulary Personal details and interests (dance music, line of work, an Ma) Informal English (naft stuf) Preparation Copy the Create a personality roleplay card (one per student) and conversations A and 8 (one set per four sturdents). Cut up as indicated. Lead-in suggestion Wirite the following task on the board Write down 10 paces where you con meet new people and brave conversations with them Put thom in pairs and tllhem ita race. When one pair hos 10, stop them and! write fst on the board. Wectings will probably come up Pre-teach any of che following if necessary: wedding; bride; groom; mingle; nat folk Role Play instructions Hand out conversation Ato half the class, and corwersation B to the other half, one copy per pa. necestary, create 2 group of three. Instruct them to complete the gaps with ‘the expressions in the box. Check the answers with the two halves of the clas separately. Answers Conversation A: 1) How's going? 2) aren't they? 3) That's true. 4) What about you? 5) Oh, really. 6) Sure! Conversation B: 1) How do you do? 2) Nice to ‘meet you 3) So, what do you do? 4) Interesting, 5) We've already met. 6) Nice meeting you Tell the students to practise reading theie conversations in pairs. Then put two paies together ~ one conversation A with one conversation B. Ifnecessary, put three pairs together to make a group of sis. Tell them to read out their ‘coewersations to each ether and to decide which is more {formal (8) and which is more successful (A), eliciting why. Now zell them to underline words or expressions used to show inierest in both conversations, working in their ‘groups of four. Write these on the board, Answers Conversation A: Right; That's true; Oh, really; Wowk: Sure. Conversation B: Right; Interesting. (Note: Sue is less interested in Terry) ‘ell the students that they are going to go to a wedding reception party, where they can practise formal and informal introductions. Hand out a copy af the Create > personality sheet to each student and go through the Instructions, It’s best to get ther to invent personalities, $0 that they really ae ‘strangers. tabs inspires creathity Give them three minutes. When they are ready, ask them to stand up and let them begin. Tell them to ty to remember everyone they meet. Background music will help to create 2 arty atmosphere, Follow-up suggestion In sal groups, students discus who they mat atthe porty shat their jos and Interests were and who they got on with, Round up with group feedbec, Party stramgers - Create a personality rote piays for today You are going to meet ather people at 2 wedding reception. Create a personality for yourseli, Don’t use your raal name or details: Target language Informal ‘Nome: Home City { Town: Job: Married? Family? Favourite music Favourite drinks Hi, there, Al ight. How's it going? How do you know the bride (Liz) ar the groom (Garyl? Formal How do you do? Nice to meet you. What do you do? ‘Nice meeting you. What ate your intoroste? ‘Showing interest ight sure, | Thats trve. Oh, really! Interesting! Wow! Stand up and meet the other people at the reception! Remember - if somebody starts a format conversation with you, keap it formal. f you start a conversation, choose — formal or informal (Ei (Biatocnstle © aioe Dera FUELING tom ROE Hae Tor Toy by i Rae] sm NS em mo Mom oom oom fParty strangers Role Plays for Today Put ona word or expression from the box into each gap in the conversation: That’stiue._Howsitgoing? What about you? _arenvt they? Sure! Oh. really, Conversation A 6 there, I'm Guy. 1 S: Allright Guy. 'm Sve. G re you one of Liz's mates? feah. We used to go to school together G: Right. So what do you think of the band? S: They're abit naff,2 : Yeah. Good for the elder folk, though S35 Liz's parents are heving a really good dance. G: feah, her dad's quite a mover. So, what line of work are you in? work in a hairdressers on the high street 4 G:1'm studying for an MA, up in London, __ What in? G: Photography. want to be a fashion photographer. S: Wow! | love fashion! Have you ever been to any of the shows and stuff? Ge ‘Actually, last night | was... (continues) Now reed your conversation out to two other students, anc! listen to their conversation. Which conversation is more formal? How do you know? Which Is more successful? Why? 3<. - - Party strangers Put one word or expression from the box into each gap in the conversation: Rote Plays for Today [[eetomectyou Wes mesng you _lteretg. We andy wet_Sowhot do youdo? ow do yous? Conversation B TE: How do you do? Allow me to introduce myselt. My name's Tery Slater. si 1m sue. Sue. $0, are you a friend of the bride? fs. I'm an old school friend a Right. So what's your opinion on the entertainment? lot my style, really fl expect you like more motern music, do you? Not exactly. just don’t like this band. see. 3 "ma hairdresser a I'm in advertising. | work up in London hate London. It's to0 noigy and crowded. Yes... It can be. Anyway, let me introduce you to my brother, Neil. He's just over there. S: Don't bother. Look, I'l see you later, Tony. F'm just going to go and mingle. T: Right, OK. The name's Terry, by the way. 6 _______ susan. see you later. Now read your conversation out to tw other students, and listen to their conversation Which conversation is more format? How do you know? Which Is more successful? Why? {isos 2005 BETA PUBUBNING Fo Roe Pl or Toy by in Ra]Ea Argument between friends ~- Teacher's notes Time / Level 20-40 minutes / Intermediate to Advanced Target language Grammar Question tags (te was your idea to see this fim, wasnt ey Imperatives (Don't le? Shur a!) Functions Making and reluting accusations (I your foul! That's ft eve!) Making up after an argument (Lets ust fave it there) Vocabulary Free time (go ou, rightteb cinema Preparation Copy roleplay cards and & (one set per pai) For extra work on question tags, aso copy the exercise below, one er pair. Cut up as indicated Lead-in suggestion Pre-teach: (go) clubbing: on purpose; admit: avoid i necessary, Put the following questions on the board for ciscussion in pairs followed by feedback 1) How often do you have arguments with your family or friends? 2) When did you fast have an argument with someone? What about? Who was right? Argument between friends you've recently done work on question tags, hand our the worksheet below to revise the forms and to show students hhow they could use them in ths role play, When you've finished, remind the students that they should make up their own (different) dialogue for the role play Answers (in order) wasn't it; dit isnt i; shouldn't you; can ty didn't we; aren't are you Note: When expressing emotion, intonation often becomes more exaggerated, nevertheless these tags are likely to have fall or rise fll intonation, due to the fact that the. speaker knows (or thinks she knows) the answer Role Play instructions Students work in pairs, each geting one of the two role play cards. Give them ime to read ther cards before they begin. With intermediate eases, you could put the student As into pair an the student Bs into separate pas to prepare together, alscusing the ‘before the role play question, Make sure they make fiends agein ot the end! Follow-up suggestion Students in small groups bralnstorm ss of Dos and Dow ts for having siguments: Do. Don't Keep a5 calm as possible Get violent Contradict yours Role Plays for Today Question tags in arguments 41 complet she eps withthe correct question tags: A : Where have you been? Am | Late? Yes, but | didn’t know that the film started at seven, That's why you're late, Well, that’s not my fault. You should have waited inside, can't do that, PEP RRR Re Did we? Oh, yes. Anyway, I'm here now, Br I don’t believe this. You're not even going to apologise, % OF course you are. It was your idea to come to the cinerma, 2 We agreed to meet outsidk 7 You dicin't want to see the film. And now I'm soaking wet! 2 Listen to your teacher saying the question tags, and repeat. Listen carefully for the correct intonation. 3 Now act out the conversation in pairs. im Re ij Yar Today by Taian Anda | Pm mm mmm mt ee ee rtee el lel el Argument between friends Student A - Your role You are student B's bestfriend. Tonight sthe wants to see a film, Dangerous Instinct. Unfortunately, ou have already seen it, didn’t lke it and you don't want to see it again. The film starts at 7 o'clock and you arranged to meet at 6:45 ‘outside the cinema.You arrive at 7:20 on purpose (but don’t ‘admit this to student B). You want to go to a nightclub tonight (Cosmos: only £4 entry before 8 o'clock) and you are already wearing your favourite ‘clubbing’ outfit Before the role play, think about these point » You need a good excuse to explain why you are late + Why didn’t you like the film? © What will you do if student 8 still wants to see the film? + How will you convince student 8 to come clubbing tonight? During the role play, make sure you ask student B... + Why did you invite me? You know | hated the film! ‘© Why don't we go clubbing instead? + Could you lend me £4 to get into the night club? (You're broke) Don't forget to make friends again at the end! (See Target language) Argument between friends Student B - Your role You are student A's best friend. Tonight you have arranged to see a film, Dangerous Instinct. You've never seer it before, but student A has (and didn’t like it). You really ‘want to see it, and you don't have any other friends to go ‘with, The film starts at 7 o'clock and you arcanged to meet a 6:48 outside the cinema, I's been raining and you're wet, ‘and cold. Student & arrives at 7:25! You are very angry. Sfhe probably arrived late on purpose to avoid the film. What's more, sihe is dressed up to go clubbing Before the role play, think about these points: © Why did you want to see the film? Were you looking forward to the film? © How are you feeling now? What are your feelings towards student A? © Do you still want to pay to see the film even though it’s already started? During the role play, make sure you ask student A... * Where have you been? Why are you so late? © Why didn't you call me to say you'd be late? * Why are you wearing your ‘clubbing’ outfit? * How am I going to go clubbing in these wet clothes? © Why don’t you pay for the night club, since you were so late? Don't forget to make friends again at the end! (See Target language) Role Plays for Today ‘Target language Decicling fautt 1s your foult (because...) [eS not my foul (because...) Getting angry That's rubbish! Don’t fie! | Don't shout at me! Don't interrupt met That's got nothing to do with you! You always say that! ‘Question tags J didn’t know that, did |? Thatswhy youre te, batt? | inane ; Role Plays for Today Target language Deciding faut Ws your fault (because...) It’s not my fault (because...) Getting anory Thats rubbish! Don't lie! Don't shout at me! Don't interrupt me! That's got nothing to do with you! You always say that! Question tags 1 didn’t know that, did 1? That's why you're late, isn't it? Malking friends again 1m sorry I shouted at you. Lat me buy you drink Z 11 try not to do that againTelephone phome-around - Teacher's notes Time / Level 30-45 minutes /Pre-intermediate 10 Upper intermediate Target language Grammar Fracent continuous and going to for future arrangements intentions (We'"e meeting in the restaurant at 7) Ul for new decisions (OK, $0 Ft al him) Functions ‘Making and decining suggestions (Why don't we, 7 Actually | don't realy want ta.) Vocstuary Social events (go out, nightclub, pub) Preparation Copy conversation 1,2 and 3 (one ofeach per pal) Take a mobile phone into last you have one Lead-in suggestion “ell the students to listen to.one haf of a pone conversation. Put theie questions onthe beard 1 What isthe conversation about? 2) How does the speaker use ls that’ and This i’? 3) What arrangements does sthe make? Toko out your mobile and pretend to call 2 fiend to arrange a night out en the town, Start by using the above tw phrases (Hi Is that Tim? Hi, Tim, This és Jason... ete) and ad fib the conversation. Elicit the answers to the three {questions and write them on the board. Role Play instructions Sic the students In a cle, and check that there is an even number. Parcipate yourealff necessary, Put the students into A-B pairs so that each Aig taking to the student on ‘hee lft (important). Make sue they al know the names ofthe students on their left and ight Hand outa copy of conversation 1 to each pit, Tell them that they must perfor the conversation, improvising the missing information appropriately (ie, using their real nomes, Geciding where they are going, ete). Do 2 quick example, and let them act the conversation out thelr pair. Monitor to make sute they 60 it only once, and dont swap roles Tip If all the students have mobile phones, get them to pretend to use them. tt makes the conversations and the body language much more realistic, ‘When they finish, they should understand that each B now needs to phone the person on their left (the A of the next pair). Thus they change partners. Give out conversation 2 and let them act it out in pairs. Note that in this conwersation, they have to remember the details of Conversation 1. Make sure that the 8s notice that they start ‘the conversation Now the Bs have to call back theit original A partner to try to reorganise the plans. Hand out Conversation 3. They wil notice that they have to improvise the corwersation from the third line onwards. Encourage them (o use the Target language if necessary. They wil then have to call back thele ‘other partner to try to reorganise thelr plans! This will go ‘on for several more conversations. Monitor carefully, and, if recessary, speed up any pairs who are taking longer for ‘their conversations than the others. Most groupe will begin to agree on a set of plans after about 5-8 conversations, however this varies, and you will need to watch carefully ta decide when to bring the activity 10 a conclusion, Follow-up suggestion Put the students into pairs with someone whe they haven't Sooken to yet. Put the folowing questions on the board for ddecutsion: 11. Where are you going tonight? 2) Did you manage to agree with both your partners? Why (oot)? vs fun to get feedback on the answers to these questions. Often there will be aot of different idees about whois going where with whom. I you like, ge them to make spontaneous dechons now to finalise the plans once and forall (Photocpiaie 6 306 GET POBLEIING Wom Ra Hs ar Toy by laton AGEN] sm mmm mm mm mm mm mmm mm mmTelephone phone-around Role Pays for Todey Conversation 1 ‘As Hello. Is that (name)? B: Yes, speaking, This ts (name). How are you? B: I'm (2), And you? A: Vm (2). Listen, tonight 'm going (where?) with some of the other students from our class. 80 you fancy corning? Bs Ef... What time are you going? : We're meeting at about (time). Yeah, I'd love to come! Ill give (the person an my left) a call, to see if s/he’s free. Il call you back in § minutes. 1004 idea. Bye. B: Bye, Telephone phone-around Role Plays for Today Conversation 2 B: Hello, Is that (name)? A es, speaking his is (name). How are you? m (2), And you? B: I'm (2). Listen, tonight Ym going (where?) with some of the other students from our clas. bo you fancy coming? A .. What time are you going? 8: We're meeting at about (when?). ‘A: 1 love to come, but I've already got plans. en going (where?) with (who?). We're meeting at about (when?). ‘why don’t you come with us? B: Et... That's a good idea. II just give (who2) a call to see if s/he’s OK to change her/his plans. 1 call you back in 5 minutes. ‘A: OK, Bye. Bye, Telephone phone-around Role Pays for Today Conversation 3 aaa 7 Target language B: Hello. Is that (name)? Making suggestions: A: Yes, speaking. Do you fancy (verb+ing)...? Why don‘ we (verb)? B: This is (name) again. Listen. I've just been speaking to (who?). ‘Actually, | don’t realy want to. Apparently, s/he... Aaaulanen pend We're meeting at. (Continue the conversation as necessary. You will need to make other phone calls. —_|_'d ove to come! (0 finalise your arrangements.) changing plans Could you call her? 4 "1 call hirm andi tell him, WA ‘BUBLSTTS rom Role Pye or Toy by Jason Andean}£3 Flatmates - Teacher's notes Read out this conversation in groups of three, Don't waite anything. Say the verbs in the 1) verb + ing (e.g. cleaning) Te Phit: Map Phils Tara: Max: don’t mind [ elean | the lounge, but I don't want ime / Level 50-60 minutes (+10 minutes for verb patterns) Pre-intermediate to Upper intermediate Target language Gremmer ‘Verb patterns: vetb + gerund; verb ¢ infinitive: preposition + gerund (don’t mind doing the washing. I want him to do the shopping...) Functions Making suggestions (How about if do thot?) ‘Agreeing and disagreeing (That's 9 good point) Vocabulary Housework and chores (vacuum the lat do the washing Lup, do the shopping) Preparation Copy the Worksheet with the table (one per group of 3-4 students) and the four roleplay cares (one pe stucent, Copy the Memorising verb patterns worksheet (one pet group of 3) you would ike todo thisas well. Cut up 65 indicated Optional stage: Verb patierns: Ifyou would like to do some extra grammar work, pst ‘them into oroups of thvee and hand out the worksheet below (Memorising verb petteens) Make sue they don't write the answers. They should try to proces the information in real time! After they have done it once, get feedback Answers, {in order) cleaning; 0 cook; cook; cooking: doing; do; t0.do; ironing; doing; to wash; washing How get them to do i nwice more, changing rales exch time. Flatma Lead-in suggestion Preteach the following if necessary: housework; chores; dl your far shore (ofthe work) ironing repair; vacuum (vs rota. Culturat notes If necessary, check that your students are familiar with ‘the concept of flat sharing. f they've seen the TV show ‘Friends, you could elicit the names of the characters, approx ages, background, etc Put students into groups of 3-4 (four if possible ~see below) and hand out the worksheet, Teil them to diseuse ‘the five questions, followed by feedback (5 minutes) Role Play instructions Read the introduction tothe role play with them (on the worksheet). Tell them they are going to roleplay the meeting aad point out the Target language. Give each student in each group a ole play card Leave out card 9 for ‘oups of thre, although groups of four are best if possible, When they are ready they can begin. The roe play will take from 10-20 minutes, depending on level, group size and character. Follow-up suggestion Reorganise the groups 0 that all the students wi played role A ore sitting together, and the seme with ole B,C ete Put the following questions on the boar for discussion {imagining that they ae stil the person on thei ole ply ard) followed by feedback 1) Which jobs do you have 0 do In your fat? 2) Are you happy with ths? 5) Did you argue about anything? Why? ites Role Plays for Today Memorising verb patterns 2) (0 + verb (e.g. to clean} cook why don’t you [eo0ke | dinner, Max? You enjoy Let me [do ] the shopping. aut etuse [do boxes {in one of three forms: 3) verb (clean) dinner every day. ‘cook |, don't you? «Yes. OK. But | can’t stand [do | the shopping, and | haven't got a car, the toning aswel Taras much better at OK. 1 don’t mind [do wash the ironing. But who's going the dishes? Not me! | hate ish | the dishes! Now change roles and read! the conversation again. Try to de it more quickly this time, Then change roles and do it again, even more quickly! Correct any mistakes your partners make. [ Ferocanabie © 2006 DFTA PUBLISHING Trem Rol Fay Tor Today by Taean Ander] t-_ ew ee ae eae area Flatmates Discussion 1), Who do you live with? 2) Who does most /all of the housework? Do you think ths is fair? 3) Do you do your fair share? Could you do more? 4) Do you ever argue about doing the housework? 5) Are there any chores that you enjoy doing? Role Play You have a problem. You have all been sharing a flat for a month, but It’s very dirty because nobody ever does the hausework or the chores, You are going to have a meeting to decide how to organize the work The teacher will give you a role play card. Read it and remember the information. Then start the meeting. Your aim is to agree on who will ‘do which chores and to fill in the rota below. Role Plays for Today Target language Using verb patterns don’t mind (verb+ing) I'd prefer (not) to (verb) J want him to (verb), becouse She's much better at (verb+ing) Agreeing and disagreeing Sony. 1 don't agree with you That's a good point Lat me do that. don't mind Making suggestions How about if. and you..? Why don’t you...?, Who wants to...? ‘The chores: How often? How long? Who will do it? Doing the shopping once 3 week 2 hours Weshing the dishes Cooking Cleaning the kitchen Cleaning the bathroom Cleaning the lounge Vacuuming Weshing and Ironing Ropair Jobs oo Flatmates - Student A ‘You want to organise a rata for all the chores, so that ‘everybody does their fair share of the work, Student B has, car, which makes it easier for hinvher to do the shopping. ‘Student C is a builder, so he can do the repair jobs well You hate cocking and cleaning, and you aren't very good at ironing. ( you have student D in your group, she is a professional chef.) Flatmates - Student € ‘You work as a builder, and you are very good at repairing things. You think everybody should do ther fair share of work, You don’t like student B because she is very lazy and never helps with the housework. You want hiner to do more ofthe chores or to move out of the flat, You like «ooking, but only with meat. Vegetarians really annoy you. Ty to do as itle housework a8 posible. SSS Flatmates - Student B You work very hard as 2 fashion designer and you are too busy to do much housevvork, but you don’t mind paying someone else t0 do your share of the work. You are the ‘only one with a car. You are a vegetarian, but student C ‘often cooks food with meat, which you can’t eat. You are ‘300d at ironing, but you don’t want to wash everybody's clothes as well. Try to do as itle housework as possible Flatmates - Student D ‘You work as a chef. ut you den't want to come home and «00k for your flatmates. Try to get out of the cooking, if you can. You can get food cheaply ata special discount shop, and you don’t mind doing repair jobs. But you hate cleaning, You don't lke student & because sthe is abways telling everybody what to do. Try to do as litle housework 2s posible ((Photocopatie © 2006 DELTA PUBLISHING Irom Male Als Yor Today by lon Anderton |Breaking bad mews - Teacher's notes Time / Level 30-45 minutes /Pre-intermediate to Upper intermediate Target language rom: Past simple (He spilt champagne on your laptop.) Functions Breaking bad news (Vm affaid to say that Ihave some ‘bad news about Futfy) Sympathising Uf there's anything can do.) Voeabiary Pets (feed, coge, rabbit, bulge) Preparation Copy the worksheet ded News Day (one pet pa, roleplay ‘ards A and 8 (one of each per pat), Mare Sad News below {one per pair), and the discussion questions below (one pee 3 to 4 student) Cut up as indicated Lead-in suggestion Pur the following questions on the beard 1) When ol you lost gat some bad news? 2) What about? Provide your own answer, using something quite light hearted (e.g. you failed your eying test). Tell students to discuss the questions in pais. Monitor carefully and be sensitive if any very bad news comes up. Get general ‘feedback on the board, eliciting a range of tapics for bad news (e.g. exam results, losing something, death, etc). Hand out the Bad News Day worksheet (one per pai) and give them three minutes to read the e-mail and answer the questions in A without using dictionaries. Get feedback. tf ‘they aren't sure, focus thelr attention on the word "and! (Vy, Answers 1A) Toby is a budgie, He has died, probably from the cold and /oF old age. Breaking bad news - Discussion questions 1) Have you ever had to break any bad news to anyone? 2) How did you break it in a letter, over the phone oF face to face? 3) Did you prepare what you wanted to say? 4) What is the best way to break bad news? L 5) Some people break bad news for a living, such as Crime support officers. Could you do this job? Why (noo? 6) When did you last give someone some good news? More Bad News - Mark While you have been talking to Nicky, the post has arrived. There was a letter with Nicky's exam results, Unfortunately, she failed all her exams. Tell her gently, More Bad News - Mark While you have been talking to Nicky, the post has arrived. There was. letter with Nicky's exam results. Unfortunately, she failed all her exams. Tell her gently. L '8) Put them in pairs to work out the meanings of the ‘exptessions through context, Get feedback and clarify if recessay. C) Students discuss the questions in nals, followed by feedback, ‘Answers (©) Maurice was probably on holiday. Marie was quite sensitive and she broke the news gently by telling the story first, and using ‘pass away’ Cultural note In the UK people are often very attached to their pets. If this is dlfferent in your country discuss the following ‘questions withthe students What animals do people often keep as pets? Which animal makes the best pet in your opinion? Role Play instructions Introduce the ol play and put the student nt par: A and 8, Give out the relevant role ply crds and give them 2-3 minutes to rea ther crc, Monitor and help with dita vocabulary, Before you star the role pay remind them (o ve the Target languoge expressions, and 0 break the news tol and gent. ter they hove both broken the tad news, but before they fnsh, give the More Bod News card to Mark, He should Bro this now to Nicky a wel Follow-up suggestion uta dline arrow on the board and as each pai finishes, get them to mark thelr partners names onthe arrow, and ind out vy Insensitive a ‘Then hand out the discussion questions, one per group of 3-4 students. Give them 5-10 minutes to discuss, and get feedback at the end. Remember to be sensitive a thisstage Sensitive Discussion questions 11) Have you ever had to break any bad news to anyone? 2) How did you break it ~in a letter, over the phone or face to face? 3) Did you prepare what you wanted to say? | 4) What is the best way to break bad news? '5) Some people break bad news for a living, such as crime support officers. Could you do this job? Why (not)? 6) When did you last give someone some good news? More Bad News - Mark While you have been talking to Nicky, the post has arrived. There was a letter with Nicky's exam results. Unfortunately, she failed all her exams, Tell her gently. j ( Forcconabie © 2008 OHTA PUBLISHING Tram Ree Plays for Today by iason Anderson fLime ee eee ee a a Bad News Day Role Plays for Today A\ Read the e-mail. ‘Who is Toby? ‘What has happened to him? Ei Eait Mew oc Font: Tools for you to deal with Jt was down to old age. B What do you think these To: expressions mean? He perked up. From: marie_blake@supamail.com tne had passed away ieee ener Se Subject: | Bad News about Toby € Where do you think Mauri ‘was when this happened? Bo you think Marie was Sensitive in her e-mail? | Helio Maurice, Did she break the news gently? BD the teacher will give you a role play card, Read it carefully and work in pairs when you are ready. One of you will begin the role play by phoning the other one. you to deal with when you get back. Marie coos: IEEESESSEEES o< sanee! Bad News Day ~ Student A (Mark) Your fiend Nicky asked you to look after her pet rabbit, Fluffy, for Christmas while she went away to her parents She borrowed your new laptop computer when she went) Unfortunately, you lost the keys that Nicky gave you and you couldn gt into the fat to feed the rabbit for ore day. So, you broke the window to get in, and fed the rabbit but you gave it to0 much food. This morning, when you came back, it was deo You'te good friends with Nicky, but she really loved her rabbit. Call her and break the news gently, You'll also have to explain why the window is broken. You could offer to buy her a new rabbit, if you think that's a good idea. = : Bad News Day ~ Student B (Nicky) You are visting your parents for a week at Christmas. You needed to do some work, so your friend Mark let you borrow his new laptop computer. Unfortunately, on Christmas Exe, when you were out, your dad spilt some champagne on it, and it stopped working. ‘Your mum decided to try washing it... in the washing machine. It broke into little pieces. Mark isn't going to be very pleased. He was already quite angry that you asked him to look after your pet rabbit called Fluffy because he doesn’t like animals. ‘The phone rings. Pick it up, Who could it be? Message ''m afraid | have some bad news sbout Toby, much and didn’t want to wash. Early on Ssturcay morning | brought him to my flat, Because in your flat it was so cold, He perked up and chatied a bit, | tried to feed him, but he didn’t want any seed. That evening | noticed when he landed on my shoulder that he wes breathing heavily. | thought that it was down to old age. He didn’t wash, and didn't say anything, | wanted to take hira to the clinic but the one near the park was closed for the weekend. We thought maybe he was depressed, 50 we took him back to your Nat. And the next morning, when we went {0 see him, he had passed away, I'm 0 sorry. | went to see him on Friday evening. ft was cold in the fat, so | turned the heating on and sat with him for about half an hour. He didn't move about | really wasn't sure what to do with his body, so I put it in the freezer for | | Target language Leading up to bad news I have some bad news. 1m atric (that) 7 ha I'm sorry to say (that) Affer the news | If there's anything tcan do... | Vdon‘t know what to soy. | Vm s0 sorry. L 7 Leading up to bad news hove some bad news. Vo afraid (nat) If he, Von sorry to say (that). After the news, If there's anything Ian do. | don’t krow what to say. im so sorry, 7 = Target language | ocopible © 206 DELTA PUBLETING Vom Rol Paya Yar Tadby by Tan densa] EE]Meeting old friends - Time / Level 50-60 minutes / Presintermediate to Advanced Target language Grammar Present perfec simple and continuous to tak about recent and fong term changes, and unfinished time periods (You've changed your hair! 've been working there for 3 years, now) Functions Expressing surprise (Haven't you changed!) Paying compliments (You look greet!) Making observations ('ve put on weight) Vocabulary ‘Various, including appearance, Mes, work, forily Preparation Copy the worksheet once, and personalise the invitation for your class. I the first (big) gap, write the name of your school, After ‘during’ wtite the current year. After ‘on write 9 date about 10 years into the future from today’s date. Make copies from your personelised sheet (one per student) Lead-in suggestion Put the following questions on the boat for dcussion in pars fllowed by feedback 1) How has your hfe changed over the last 10yeors? Think abou studytwork home family appearance hobbies 2) Howr do you think i wil change over the nent 10 years? Pre-teach reunion, and tell them about some common sypes {echoo!, family, world. Find out if such reunions are common ‘ad popular in their county and if any students have ever been tone, Teacher's notes Role Play instructions Introduce the role play and hand out the worksheets (one per student). Give them 3-5 minutes to read through. Tell ‘them that they have $ minutes to prepare thelr own future Encourage them to think creatively, to be ambitious and to make brief notes. Refer them to the Target language "Questions to ask’ for more ideas if necestary. afore they start, go through the Target language expressions, modeliing and drilling the correct intonation for showing surprise, etc. Then stat the roleplay, Get them all to leave ‘the room, and to come in one by one, as if ey have just ‘arrived, Background music will help get them into the ‘mood! Allow 15-20 minutes for this stage. Exact timings ‘il depend on the number of students Ieee: During the role play, listen in on their conversations. Male notes on what everybody is doing and what changes hhave occurred in ther life (e.g, Maria has just had a baby boy, Peter is lving in Los Angeles etc) See below Follow-up suggestion Use the notes you made during the roleplay to organise @ ‘ve / fase quiz. Put the students into teams of 2-4. Read (out 5-10 statements, such as 1) Maria has just had a boby gil (alse) 2) Peters now living in Los Angeles. (rue) After each one, the students have 10 seconds to decd in their team if each is true or fase, The team with the most correct answers are the winners [Protocopiabie 7006 DELTA PORCISINNS Fram Roe Ply Tor Tedy by lator Rnderon]| mmm &se a a i ae eaeneaeUaeeUcerhCUchUCc RUC rUlUrAUlUrrRrUCrRUlUCARCUCUC RCAC CKO ae ee ae a Meeting old friends Role Plays for Today A imagine that it is 10 years in the lretues eras uc at ENGLISH STUDENTS’ REUNION school where you ae now studying: B You decide to go along and see your old friends. Before you do, decide on the following: Were you a student at the school during _ Would you like to meet up with old frkends? + What job do you have now? ere ‘Then come along to the reu © Where do you work? In your country? Abroad? Somewhere else? Free to all past students and teachers, bocce ohopnuuadelcenaaaune Picase bring ofd photos of your time at the school! famous? “+ Have you got married / divorced? + Family? ‘Think of some interesting things that have happened to you since you ‘wore at the school, * Where have you travelled to? “+ What other languages have you learnt? + Has your English improved? € When you meet the other students, comment on how different they are Use some of the Target language below. Thy to speak to everyone. Target language Expressing surprise Talking about yourself 's that you, ? Pm living. Good to see you! I've started... What a surprise? | work for. Wow! Haven't you changed? ye been working there for. | ve just changed, | Paying compliments ve got married. You look fantastic / great! Here's a photo of. What have you done with your hair? Hove that colour! Questions to aste || iereally suits you! Have you kept in touch with the other students? How long have you been. Making observations married | divorced? ve f You've. living in 2 lost / put on weight. a doctor / pop star? dyed I lost my / your hair grown a beard. changed my J your image, Are you living in the centre of town? Have you passed any English exams? Have you done much travelling? ‘Small tale Do you know what happened t0 ..? So... How are things going? Do you recognise anyone else here? How life treating you? ‘Oh! Who's that? I've forgotten her name! ONES ee Fines | Well! | Fantastic! { Terribly! (Fheioceiaie & 2006 BELA PURLSNG Tot Role Py fa Today by Ton Rao}Lifestyle Work, accommodation and education Time / Level 50-60 minutes /Previntermediate to Upper intermediate Target language Grammar Question forms, both direct and indirect (Mow much is the salary? Would you mind if..?) Functions Making polite enquiries (Could you tell me...?) Describing personality (Um very organised!) Vocabulary ‘Work (salary positon, duties, applicant) Personality adjectives (patient, polite) Preparation Copy the worksheet with the job advertisement (one per pair), and the role play cards A and B (one set per pair. Cut up as indicated. Lead-in suggestion Pre-teach any of the following as necessary position; salary duties; applicant; apply for, keen on; workload, work under pressure, Hand out the Job advertisement worksheet, one per pait, A) Students think of five questions to ask about the job, IF Ahey think of more, tel ther to note them down as well ~ they'l come in useful later, Possible questions: ‘What isthe salary for the position? What duties I responsibilities does it involve? What are the exact hours? How mech training & given? Are any qualifications necessary? Whereaboutsis the office? Why has the position become vacant? ex x Student A - Job applicant You are very interested in the Office Administrator job. Phone up to find ‘out more about it. Ask al! the questions you prepared and any more that ‘are necessary, Try to arrange a job interview If it sounds fine. Note down the time and date, and get the address of the office: Phoning for a job interview Phoning for a job interview - Teacher's notes 8) Instruct the pairs to swap worksheets and check each others’ questions. Monitor and check that the corrections are valid ln pairs, students try to agree on the mast important factors when phoning for ajob interviev. ) The pairs compare with each other. if you have an odd umber of pairs, split three pairs to make two groups of ‘three. Encourage them to explain their choices. Role Play instructions Tell the students that they are now going to role play a telephone callo arrange a job interview Hand out role play cards A and 8 and give the students 2-3 minutes to rad them. The human resources managers will need litle ‘more time, s0 while they are reading, you can cheek with the applicants: Wha isthe aim of the phone cal? (To get 2 job interview - not the job isel) What do you have to varite down? (ne time, date and address For the interview) Start the role play when they ae al eady. Encourage them to use the Target language expressions. Monitor and provide help with vocabulary if necessary. When they have finished, they should swap roles and start again. They can change partners if another pair finish at the sama time, to enable them to respond to a different set of questions Follow-up suggestion Put the following prompts on the boord experience voice personality honesty ability Tell each student to provide feedback on how well their partner came across as an applicant, referring to these 5 points as they do, Note: Another role play in this book, Job interview T or 2, ‘would be 2 natural follow on from this one. Role Plays for Today ‘Target language My name is. I'm calling about. ‘Time of interview Bate Do you mind if I ask a few questions? Would you like to ask me any questions? Is it possible to arrange an interview? I'm free any time next week Address of office (EB (Pocicopisbie © Tons DAA PUBLISHING far Role Pa To ely Oy Ton Rica] ret &Phoning for a job interview Rolo Plays for Today [A Have a look at this internet job advertisamont. t contain basic details about the job. tf you ware interested inthe job, ‘hat else would you want to know? White five questions in the spaces provided. oe » Office Administrator Z for the Daily Ward Newspaper a : [35 hours per week a (& interesting work oe 2 UH training given 2 [if tively atmosphere > ( solery on apptication ia Please e-mail: personnel@dailyword.co.uk ‘or call 020 0528 7810 for further information Closing date for applications: Sra March B Now give your questions to another pair of students, They will chock thom for mistakes. I's important that your English ‘2 good as possible when phoning for a job interview. First impressions count? C Which of these factors is most important when phoning to enquire about a job? Put them in order (1-8): sound friendly have a joke with them be direct and honest don't lie [J be organised O00 ‘ell them all about yourself [find out as much as possible about the place let them know you're really en on the jb B now compare with other students. Discuss your diferences and justy your opinion, as Phoning for a job interview Role Plays for Today Student 8 - Human resources manager at the Daily Word newspaper ‘You need to hire somebody to replace the Office Administrator, who is leaving in three weeks. 1 : } | | Target tangnage =| | Giving information Satory: £23,000 The position begins Hours: Bam to 4pm Mon =F; 1 hour for lunch. Some evenings late, |_| The duties include... (verb}sing You ako need to... (verb) | Location of office: 28 Bridge Road (5 mins walk from the vain station) | Asking questions | What would you like to know? | Do you mind if lask a few questions? | = To contect politicians, celebrities, et. and organise interviews Do you have any experience of .? Duties: ~ To send reporters to get news stories an you work under pressure? Can you...? How would you describe your personality? Would you like t0 come in for ant interview? Fl give you the address rl see you on, ~ To organise 3 meetings a dey between editor and journalists ~ To administer the office database, which contsols all the staff, and thelr daily workload (training on database is provided) The correct applicant must. = have come computer experience, ideally with database administ = be able to work under pressure every day ~ be very organised, hard-working, polite and patient have an interest in news Note: No specific qualifications are necessary, but all are useful Hf someone calls, answer their questions and find out if they have the nocessary skills, Use the Target language to help you. I they seem suitable, arrange a date and! time for an interview. Dhatecopable 8 2006 DELTA PUBLISHING fram fale Plas Yor Today by Iason AndonTime / Level 45-60 minutes | Elementary to Pre-intermediate Target language Grammar an for ability can use computer) Question forms (Where do you work now?) Functions Giving personal information (D0 you tke working with people? Yes, tm avery sociable person) Vocabulary ‘Werk (salary, unemployed, CV) Preparation Copy the worksheet (one per pair, of one each) Lead-in suggestion Write the fllowing words on the board in random order: job you want this do why ‘Ask the students to rearrange the words to make a ‘question (Why do you want this job?) Elicit the most hikely context for the question (job interview) and give them & ‘minutes, working in paits, to think up 2-5 more questions that could be asked at a job interview. Write these on the board. Find out how many of the students have been to a job interview recently, and how it went. El job interview 1 - Teacher's notes Role Play instructions ‘A Hand out the worksheet (one pe pat) and tel the students to read the 12 questions and the five ansters Tell them to match each ofthe five answers fo ane of the auestions. Avoid explaining vocabulary now that comes in she next exercise ‘Answers A) 12 &)6 C9 0)1 HS B} Now ask the students to ook at the vocabulary in the box in B, Tell them to underline the same words in the ‘questions / answers in exercise A. Give them 5 minutes to ‘ry to explain the words to their partner. Allow them to use dictionaries, and monitor. Elicit feedback and clarify it necessary. © Do an example for exercise C by getting a student to atk you one of the unansmared questions, and providing an improvised generic answer. Then tell them to do the same with the remaining questions, speaking if possible. ) inthis activity, students are choosing a job that they ‘would lke to be interviewed for. Give them 3-4 minutes, ang help with vocabulary. Check that each student has ‘chosen one job, and then introduce the role pay. Read through the instructions in exercise , and get two students to stand up and demonstrate the start of the Interview. Start the role plays. Encourage them to use the Target language expressions. When they have finished, they should swap roles and start again, Follow-up suggestion the classi their partner got the job or not aceite © Ns DELTA PUBLISHING fh Ra Pa Tor Toy exon ReonJob interview 1 Rolo Plays For Today AL Match cach of the five answers to one of the questions: 41) What qualifications do you have? AA) Here is the name and address of |) _ my English teacher; and here's 2) Can you use a computer? <= ster one from a Fl & another ene from my university 3) Can you drive a car? See 4) What languages can you speak? 8) 1am unemployed. | finished T = | _— 5) Where are you studying English? | univers two months ago, | 6) Where do you work now? 2) Why do you want this job? NY - 7 ©) At least £20,000 6) bo you ke woring wth people? Wy hs te “a aan 9) What salary are you looking for? ee - Economics from the | ancl setae £) Yes. Thay make ajob | A mmremteerina tna [] very sociable person! “7 41) Do youhave a cv? 12) Do you have any references? 'B Check the meaning of these words. Explain them to your partner if you can: [ ualfcations degree _salrance slay G/ eniloyed ook fr socio © tow think of answers fr the other questions. Practise asking and answering thom with your partner. B which ofthese jobs would you most ike to do? Why? Toll your partner > wa SHOP ASSISTANT TV NEWS REPORTER fara women’s clothes shop i travel the world for the BBC selling designer labels 40 his per week Central London 2 learn now languages 1B 2-woek trips 18 good salary! ct. o—| °* mH 9— RECEPTIONIST AMBULANCE DRIVER in a busy hotel for a large hospital 30 hrs per week doy and night shifts available evenings only 45 Ins pet week some weekend work ‘good satary! E interview your partner for the job s/he would like to do. Remember to ask the questions above, Think of other questions ‘that are important for this job. Start your interview like this: ‘Target language Applicant Sorry, could you repeat the question, please? That's a good question? I 1 think it depends on the situation. | _} Interviewer: Hello. Come in. 'm (name), Pleased to meet you. | (hake hands) Applicant: Hello. 'm (name). Pleased to meet you. Interviewer Could you tell me about... Do you have any questions for me? Could you give me an example? What do you mean? i [ istcopitie © 2008 UELTA PUBLISHING rom Ra lay or Toy Sata Bnd Interviewer: Have a seat. Would you like a coffee?Time / Level 50-80 minutes Intermediate to Advanced Target language Grammae Can for ability (Ican use a computer) Present perfect for life experience (hove worked os @ receptionist before} Question forms Ure you good with people?) Functions ‘Giving personal information (1m currently working for a software company) Desebing personaly (Sometimes! can be 2 lite too demanding) Vocabulary Work (part-time, Cv, wages, apply fo) Personality adjectives (vellble fendly) Preparation Copy the worksheet (one per student) and starting the imervew below (one per pai ~ optional). Cut up 3¢ indicated Lead-in suggestion H necessary, pre-teach: strength; weakness criticism: deal with; challenge; responsibility Find out how many students have been to job interviews ‘and what the jobs were, Then put the following on the board for students to do in pais Write alist of five tips for job interviews: 1) Wear smart clothes After five minutes get feedback and build up alist on the board, eliciting reasons for their choices. Other possible ‘answers: Be police; research the company: ask questions, ete Job interview 2 & Job interview 2 - Teacher's notes Role Play instructions Optional Activity ~ Starting the interview: Hand out the dialogue (one per par) and give them 2 minute to read through. Co 3 demonstration yourself with cone ofthe studerts. You tale the pat of interviewer. Make sure they stand up, shake hands and acti out well Get them to swep over and do ita second time (without the dialogue if posible), Worksheet: £8) Tel the students that you have the five most difficult job interview questions. Elicit suggestions to se if they can guess what they afe, Hand aut the worksheet and tell thern| to match the questions to the answers ‘Answers }C 2)D 3)8 E S)A Next, ask them to discuss the questions below for five minutes and get feedback B) Tell the students to find out from their partner what job sihe would like to do and to maka notas in the box provided. Make sure they understand that this is not the job interview, just preparation. Refer them to the example, and encourage them to use corteet question forms. Allow B-12 minutes and monitor wel Read through C with them, and get a few examples of possible questions using the prompts in the Target language box. Then tel ther to decide who is going to Interview who first f possible, send the applicants out oF ‘the room, and get the interviewers to start by greeting the applicants in the corridor (as inthe dialogue: Starting the fotorview), and then bringing them into the classroom for the interview. Allow 10 minutes for each interview, ancl ‘swap them over after the frst one. Follow-up suggestion Students tll he clas whether thelr partner got the ob of not and why. You might aso want to ele which questions ere most ifficlt to answer and why. Role Plays for Today Starting the interview Stand up and practise the start of the interview with your partner, Decide what to say in the gaps (don’t write). Shake hands when you meet. Smile and be friendly! Swap roles and do it twi Interviewer: Hetfot You must be. Applicant: Interviewer: Pleased to meet you. My name is... tm the ... of the company, Corne this way. Did you find the office OK? Nello! Nice fo meet you Applicant: Interviewer: Have a seat. Would you like a tea or a coffee? Applicant: Yes please. rl have a..., thanks. tocepabe BOGE DELTA PUBLISHING Kar RAE My Te Tody Ison Bdeon é &