Download - Specimensection ROLE PLAYS FOR TODAY
Jason Anderson
Photocopiable activities to get students speaking
ROLE PLAYSFOR TODAYROLE PLAYSFOR TODAY
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1a Tourist information officeAssistant and touristpage 2
1b Enrolling at a gymInstructor and new gymmemberpage 4
1c Post OfficeCustomer and post office clerkpage 6
1d Visiting the DoctorPatient and doctor in surgerypage 8
1e Internet café Customer and café assistantpage 10
1f Train stationCustomer and assistant atticket officepage 11
1g Passport ControlEnglish student/tourist andimmigration officer at airportpage 12
1h Airport check-in deskPassenger and check-in clerkpage 14
1i Reporting a crime to the PoliceA victim of theft and police officerpage 16
1j Checking into a hotelGuest and hotel receptionistpage 18
Introduction page vi
1 Services Practical, leisure and travelImperatives Will for generalfuture predictions
Adverbs andquestions offrequency Imperatives
Question forms
Should + verbHave got
Question formsincluding indirectquestions
Present simple fortimetable future
Going to andpresent continuousfor futurearrangements andplans
Various – mixedtenses andquestion forms
Asking indirectquestionsPast continuous
Question forms
Giving directionsMakingrecommondations
Giving politecommandsGiving advice
Making enquiries
Describing howyou feelAsking for andgiving advice
Making enquiriesGetting help
Buying ticketsMaking enquiries
Expressing futurearrangementsAsking forclarification
Asking forclarificationExplaining difficultwords
DescribingappearanceExpressing degreesof certainty
Making enquiries
Tourist attractions:cathedral, funfairVerbs of motion: go straight on,turn left
Fitness and health:muscles, pulse,Sports: athlete,sporty
Shopping: postoffice, stamps,parcel, scales
Health: illness, flu,runny nose, redeyes, temperature,stress
Computers: transfer photos,scan, broadband,type up
Transport: single,fare, ID, changeat…
Education: fees,courseAccommodation:homestay, hostfamily
Transport: planetravel, aisle, board,hand luggage
Physicalappearance: face,clothes Crime: stole,criminal
Hotels: doubleroom, en suitebathroom
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Role Play and description Grammar Functions Vocabulary
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Contents
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2 Shopping Supermarkets, clothes and restaurants
1k Complaining in a hotelGuest and hotel receptionistpage 19
1l Travel AgentCustomer and travel agentpage 20
Will forspontaneousdecisionsThere is / are… fordescribing rooms
Question forms
ComplainingProviding excusesApologising
Making enquiriesClarifying details
Hotels: wake-up call,guest, reduction
Travel / Holidays:excursion, flightPurchasing: perperson, hire
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2a Supermarket shoppingCustomer and supermarketshop assistantpage 22
2b Clothes shopCustomer and clothes shopassistantpage 24
2c DIY shopCustomer and DIY shopassistantpage 26
2d Shoe shopCustomer and shoe shopassistantpage 30
2e Traditional restaurantGroup of friends and waiterpage 31
2f Fast Food restaurantCustomer and assistantpage 34
2g Out of stockCustomer and electronicsstore assistantpage 36
Countable anduncountable nouns
Demonstratives(those, these, that,this)
Preposition +gerundVerb patterns
Too and enough
Will for placingordersIndirect and directquestion forms
Contractedquestion forms
Demonstratives vs.pronouns
Enquiring aboutproducts
Expressing personalpreferencesPaying compliments
Describing anobject without its name(paraphrasing)Negotiating
Expressingsatisfaction anddissatisfaction
Enquiring aboutdishesComplimentingfoodComplaining
Placing an orderComplaining in arestaurant
Reasoning withsomeoneMaking suggestionsApologising
Food: fresh fish,bananas, eggsShopping:supermarkets
Clothes: jeans, top,shirtShopping: buyingclothes
Shapes andmaterials: round,plasticTools andhardware: pliers
Clothes: suit, try onShoes: sandals,high heels
Food: peppers,stewed, pudding
Food: fast food
Purchasingproducts: model,refund Emotion adjectives:calm, annoyed
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Role Play and description Grammar Functions Vocabulary
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3a A day out in LondonGoups of students decide how to spend the daypage 38
3b Party strangersTwo strangers introducethemselvespage 40
3c Argument between friendsTwo friends argue outside acinemapage 42
3d Telephone phone-aroundGroups of students makeplans for an evening outpage 44
3e FlatmatesFlatmates decide how to share the houseworkpage 46
3f Breaking bad newsMark phones his friend Nickypage 48
3g Meeting old friendsClass meet up again 10 yearsinto the futurepage 50
Structures forsuggestions (Let’s;We could…?)Future forms(going to)
Various
Question tagsImperatives
Present continuousand going to forfuture arrangementsand intentions; willfor new decisions
Verb patterns (verb + gerund;verb + infinitive;preposition +gerund)
Past simple
Present perfectsimple andcontinuous todescribe changes
Making, acceptingand refusingsuggestions
Using formal /informal registersIntroducing yourselfShowing interest
Making andrefuting accusationsMaking up after anargument
Making anddecliningsuggestions
Making suggestionsAgreeing anddisagreeing
Breaking bad newsSympathising
Expressing surprisePaying compliments
Free time: goingout, liveperformance,exhibition
Personal detailsFree time: interestsInformal English:naff, …and stuff
Free time: go out,nightclub, cinema
Social events: go out, pub,restaurant, goclubbing
Housework andchores: vacuum the flat, do thewashing up
Pets: feed, cage,rabbit
Various, includingappearance,lifestyle, work,family
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3 Social life Going out, friends and relationships
4 Lifestyle Work, accommodation and education4a Phoning for a job interview
Job applicant and humanresources managerpage 52
4b Job interview 1Applicant and interviewer (for lower levels)page 54
4c Job interview 2Applicant and interviewer (for higher levels)page 56
Question forms,both direct andindirect
Can for abilityQuestion forms
Can for abilityPresent perfect forlife experienceQuestion forms
Making politeenquiriesDescribingpersonality
Giving personalinformation
Giving personalinformationDescribingpersonality
Work: salary,positionPersonalityadjectives: patient,polite
Work: salary, CV,unemployed
Work: part-time,wages Personalityadjectives: reliable,friendly
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Role Play and description Grammar Functions Vocabulary
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4d University interviewProspective student anduniversity professorpage 58
4e Enrolling at an EnglishschoolNew student and schoolreceptionistpage 60
4f International businessetiquetteBuyers and sellers at abusiness meetingpage 62
4g Finding accommodationProspective tenant andlandlordpage 66
Future forms(going to, will,future perfect,future continuous)Question forms
Can and have to toexpress permissionand obligation Would like forintentions
Modal verbs forobligation,prohibition andpossibility Comparatives
Modal verbs ofobligation andprohibitionThere is / are fordescribing rooms
Expressingopinions/beliefsRespondingpolitely
Making requestsand enquiriesExpressing rulesand obligations
Introducingyourself formallyNegotiating
Describing a roomExpressing rulesMaking anappointment
Education:university studiesuniversity lifeCourses of study:marketing
Education: triallesson, enrol,intensive course
Business: contract,buyerCars: top speed,fuel
Houses: en suite,furnishedFurniture:wardrobe, drawers
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5 Creative role plays5a The elixir of life
King calls his advisers to ameetingpage 69
5b Fortune tellerClient and fortune tellerpage 72
5c Interviewing a writer/actorJournalist and famous writeror actorpage 76
5d TV chat showWhole class role play on thesubject of rising crimepage 78
5e Political debateThree political parties takepart in class debatepage 82
5f Murder in ParadiseTeams of detectives interviewmurder enquiry suspectspage 84
Conditionals, esp.1st and 2nd Narrative tenses (inthe story)
Will and futurecontinuous forprediction Should + verb
Present perfect forlife experience vs.past simple fordetailsQuestion forms
Passive voice forstatistical andfactual information
Mixed, includingfuture verbstructures and verbpatterns
Modal verbs ofdeduction, bothpresent and pastReported speech
Making anddenying accusationsSpeculating aboutthe future
Making predictionsDescribingpersonalityGiving advice andrecommendations
Asking starterquestionsAsking follow-upquestionsShowing interest
Expressing opinionsGetting andholding a speakingturnAppealing to fact
Expressing (group)opinionAgreeing anddisagreeing
Expressinguncertainty
Various, includinghealth, politics andpunishment
Personality:spontaneous,generous, private
Literature andgenres of literatureFilms and genres offilm
Crime andpunishment: prisonsentence, trial,reoffendStatistics
Politics andgovernment: policy,taxes, banThe environment:pollution
Crime: murder,suspect, motive,alibi
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Index page 88
1d Visiting the Doctor – Teacher’s notesTime / Level45–60 minutes / Pre-intermediate to Upper Intermediate
Target languageGrammar
Should + verb (You should get some rest.)Have got (I’ve got a sore throat.)
FunctionsDescribing how you feel (I feel hot, and I can’t sleep…)Asking for and giving advice (Try not to walk on it for 3 days.)
VocabularyHealth (illness, ‘flu, hay fever, a runny nose, stress )
PreparationCopy role play cards A and B (one set per pair).Copy the symptoms and advice table (one per pair).Cut upas indicated.
Lead-in suggestionAsk the students:
What do you do when you are ill?
Elicit doctor (often called GP in the UK), hospital, make anappointment etc.
Where does a doctor work?
Elicit or teach: surgery / clinic. Write any useful vocabularythat comes up on the board.
Hand out the symptoms and advice table (one per pair).Instruct the students to try to complete the table withsymptoms and advice. Avoid pre-teaching any vocabularywith low level students. The context of the table will makeit easier to explain afterwards. Monitor. Go through theanswers when they’ve finished.
Explain any expressions the students still don’t know. Drillany difficult to pronounce words (e.g. diarrhoea, ache ). Tellthe students to discuss the questions below the table inpairs. Be sensitive during feedback. Some students may notwant to reveal their recent illnesses to the whole class.
Role Play instructionsIntroduce the role play. If much of the vocabulary is new,give them a minute to reread and remember theinformation in the chart. Hand out the role play sheets.Give the students 3–5 minutes to read through and preparewhat they are going to say. Encourage the doctors to workfrom memory, and to improvise where necessary. Draw theirattention to the Target language. Start the role play whenthey are ready. When they have finished, they should swaproles and start again. For more practice, they could changepartners and repeat the procedure.
Extra idea: You could turn the class into a surgery. Divide itinto a waiting room, where all the patients sit, and severalconsulting rooms, where the doctors receive the patients.The waiting patients can discuss what is wrong with them.This will also enable them to open and close the meetingwith the doctor more naturally.
Follow-up suggestionFind out briefly who would make a good doctor and why.Did anybody give the wrong diagnosis or advice?
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Visiting the Doctor Role Plays for Today
Student A – PatientYou are a patient at your local doctor’s surgery. Choose one ofthe illnesses from the chart and tell the doctor the answers tothese questions:
• How, when and where did it start?
• What symptoms have you got?
• Have you taken any medicine or done anything else to help?
Student B will try to provide the correct diagnosis. At the endtell student B if s/he was correct about the illness.
Photocopiable © 2006 DELTA PUBLISHING from Role Plays for Today by Jason Anderson8
Answersa) a sore throat b) take vitamin C c) take paracetamold) diarrhoea e) don’t eat anything f) can’t sleep(insomnia) g) can’t move my hand h) go to hospital i) a swollen ankle j) use crutches k) red eyes l) prescription medicine
Target languageIt started… (a week ago).I feel… (tired, hot, etc.).I had an accident when…It hurts here.I’ve got… (a sore throat, a swollen ankle).I can’t… walk / sleep Is it serious?What should I do?
Visiting the Doctor Role Plays for Today
Role Plays for Today
Look at the table below. It describes seven common reasons forgoing to the doctor. Complete the table using the informationfrom the boxes.
Student B – DoctorYou are the doctor. Listen to student A, who will describeher/his symptoms.
• Ask questions using the Target language expressions.
• Tell the patient what you think the illness is.
• Give the patient some advice.
Try to remember without looking at the chart. At the end,student A will tell you if your diagnosis was correct.
Visiting the Doctor✂
8Photocopiable © 2006 DELTA PUBLISHING from Role Plays for Today by Jason Anderson
Target languageWhat seems to be the problem?Does it hurt here?Is the pain getting worse?Do you have… (a cough, a temperature, a swollen ankle)?Can you… (move your hand, go near parks and flowers)?Are you allergic to anything?I think you have…You should / shouldn’t…Try (not) to…(verb)
• Do you agree with all this advice?
• Do you have any other advice for these complaints?
• Which of these complaints have you had over the last year?
• Did you go to the doctor?
Symptoms diarrhoea red eyes a sore throat can’t move my handcan’t sleep (insomnia) a swollen ankle
Advice prescription medicine take vitamin C go to hospital use crutches don’t eat anything take paracetamol
Illness/Complaint
a cold
the ‘flu
food poisoning
stress
a broken arm
a sprained ankle
hay fever
Cause
a virus, usually caughtthrough contact orsneezing
a virus, usually caughtthrough contact orsneezing
eating food that isn’tfresh
too many problems, especially at work
a serious fall, (e.g. off a ladder)
an unexpected fall, (e.g. when playingfootball)
an allergy to flowersand plants in summer
Symptoms
a runny nose,a) ____________________________ ,a cough
as for a cold, also a hightemperature, aching bones andhead
stomach ache, vomiting,d) _____________________________
f) ____________________________ , worrying too much, loss of appetite
a very strong pain in my arm, g) _____________________________
i) ____________________________ , can’t walk
a runny nose,k) _____________________________
Advice
keep warm, get some rest,b) ______________________________
go to bed, c) ______________________________for the temperature and the aches
e) ______________________________for 24 hours, get some rest, drink water
take sleeping pills, take a longholiday, change your job!
h) ____________________________ , set arm in plaster
bandage the anklej) ____________________________ , get plenty of rest
l) ____________________________ , stay away from parks and gardens
1j Checking into a hotel – Teacher’s notesTime / Level30–45 minutes / Elementary to Intermediate
Target languageGrammar
Question forms (Does that include breakfast? )Functions
Making enquiries (Is the bathroom en suite? )Vocabulary
Hotels (double room, en suite bathroom)
PreparationCopy the role play card below (one per pair).
Lead-in suggestionWrite the following task on the board:
Think of five questions you need to ask when you checkinto a hotel.
Tell the students to work in pairs and give them 4 minutes.Get feedback. Write a list on the board.
Role Play instructionsHand out the role play card (one per pair) and read out thefirst task. Do an example together. Give them 2–4 minutesand then check the answers.
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Checking into a hotelRead the dialogue and complete the questions with do, does, is or are.
Role Plays for Today
Photocopiable © 2006 DELTA PUBLISHING from Role Plays for Today by Jason Anderson18
Situation 14 guests – mum, dad and 2 children – need2 rooms for tonight; both en suite. Theyneed dinner tonight and breakfast at 7amtomorrow as they are leaving early.
Situation 21 guest needs a single room for 3nights. S/he doesn’t like getting upearly and doesn’t want to pay overP50 per night.
Situation 3Be yourself! You are on holidaywith your family or friends.
Is it a big hotel? What problem does the guest have? Now practise similar conversations, using the information below.
Guest Hello. 1________ you speak English?
2________ you have a double room for tonight?
Good. How much 3________ it?
P40 per person or per room?
4________ that include breakfast?
OK. 5________ the bathroom en suite?
It means that it has a private bathroom.
Right. 7________ it possible to see the room?
From England.
Yes. With my husband. He’s in the car.
OK. This is fine. Shall I pay now?
Er… Isn’t it P120?
Right. 10________ you accept credit cards?
OK. Here you are. What time’s breakfast?
Oh! 11________ it possible to have it at 10?
Another P5! Per person?
Oh, all right! Here you are.
Answers:It’s a small hotel (no credit cards; wife cooks breakfast.)The main problem is all the extra costs that the hotelowner keeps adding!
Check the students understand double room and teach twinroom / single room. Discuss the two questions underneaththe dialogue with them.
Tell them to read through the conversation twice in pairs,changing roles after the first reading. Encourage them towork from memory especially at higher levels. Tell thestudents to practise similar conversations, using thesituations given underneath. They should change roles aftereach one. At the end, get some of the pairs to performtheir third conversation in front of the whole class.
Follow-up suggestionFind out if any of the students have had similar problemswith extra costs when staying at a hotel.
Answers:1 Do 2 Do 3 is 4 does 5 is 6 does 7 Is 8 are 9 are 10 Do 11 Is
Hotel ownerA little, yes.
Let me see… Yes, we do.
P40.
Per person.
No. Breakfast is P10 extra, per person.
Sorry. What 6________ ‘en suite’ mean?
Ah, yes! That’s another P10, per person.
Yes. Come with me. Where 8________ you from?
Really? 9________ you on holiday?
Ah, I see. Here is the room.
Yes, please. That’s P130, please.
Yes, and P10 for the car park.
No. Only cash.
From 8 to 9. My wife gets up early!
Yes. For an extra P5.
Per person.
And here is your key. Goodnight.