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TitleRole Plays Download Able Pages
TagsCommon Cold Languages Wellness
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Total Pages8
Document Text Contents
Page 4

iv

3a A day out in London
Goups of students decide
how to spend the day
page 38

3b Party strangers
Two strangers introduce
themselves
page 40

3c Argument between friends
Two friends argue outside a
cinema
page 42

3d Telephone phone-around
Groups of students make
plans for an evening out
page 44

3e Flatmates
Flatmates decide how to
share the housework
page 46

3f Breaking bad news
Mark phones his friend Nicky
page 48

3g Meeting old friends
Class meet up again 10 years
into the future
page 50

Structures for
suggestions (Let’s;
We could…?)
Future forms
(going to)

Various

Question tags
Imperatives

Present continuous
and going to for
future arrangements
and intentions; will
for new decisions

Verb patterns
(verb + gerund;
verb + infinitive;
preposition +
gerund)

Past simple

Present perfect
simple and
continuous to
describe changes

Making, accepting
and refusing
suggestions

Using formal /
informal registers
Introducing yourself
Showing interest

Making and
refuting accusations
Making up after an
argument

Making and
declining
suggestions

Making suggestions
Agreeing and
disagreeing

Breaking bad news
Sympathising

Expressing surprise
Paying compliments

Free time: going
out, live
performance,
exhibition

Personal details
Free time: interests
Informal English:
naff, …and stuff

Free time: go out,
nightclub, cinema

Social events:
go out, pub,
restaurant, go
clubbing

Housework and
chores: vacuum
the flat, do the
washing up

Pets: feed, cage,
rabbit

Various, including
appearance,
lifestyle, work,
family

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3 Social life Going out, friends and relationships

4 Lifestyle Work, accommodation and education
4a Phoning for a job interview

Job applicant and human
resources manager
page 52

4b Job interview 1
Applicant and interviewer
(for lower levels)
page 54

4c Job interview 2
Applicant and interviewer
(for higher levels)
page 56

Question forms,
both direct and
indirect

Can for ability
Question forms

Can for ability
Present perfect for
life experience
Question forms

Making polite
enquiries
Describing
personality

Giving personal
information

Giving personal
information
Describing
personality

Work: salary,
position
Personality
adjectives: patient,
polite

Work: salary, CV,
unemployed

Work: part-time,
wages
Personality
adjectives: reliable,
friendly

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Role Play and description Grammar Functions Vocabulary

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Levels

Page 5

v

4d University interview
Prospective student and
university professor
page 58

4e Enrolling at an English
school
New student and school
receptionist
page 60

4f International business
etiquette
Buyers and sellers at a
business meeting
page 62

4g Finding accommodation
Prospective tenant and
landlord
page 66

Future forms
(going to, will,
future perfect,
future continuous)
Question forms

Can and have to to
express permission
and obligation
Would like for
intentions

Modal verbs for
obligation,
prohibition and
possibility
Comparatives

Modal verbs of
obligation and
prohibition
There is / are for
describing rooms

Expressing
opinions/beliefs
Responding
politely

Making requests
and enquiries
Expressing rules
and obligations

Introducing
yourself formally
Negotiating

Describing a room
Expressing rules
Making an
appointment

Education:
university studies
university life
Courses of study:
marketing

Education: trial
lesson, enrol,
intensive course

Business: contract,
buyer
Cars: top speed,
fuel

Houses: en suite,
furnished
Furniture:
wardrobe, drawers

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5 Creative role plays
5a The elixir of life

King calls his advisers to a
meeting
page 69

5b Fortune teller
Client and fortune teller
page 72

5c Interviewing a writer/actor
Journalist and famous writer
or actor
page 76

5d TV chat show
Whole class role play on the
subject of rising crime
page 78

5e Political debate
Three political parties take
part in class debate
page 82

5f Murder in Paradise
Teams of detectives interview
murder enquiry suspects
page 84

Conditionals, esp.
1st and 2nd
Narrative tenses (in
the story)

Will and future
continuous for
prediction
Should + verb

Present perfect for
life experience vs.
past simple for
details
Question forms

Passive voice for
statistical and
factual information

Mixed, including
future verb
structures and verb
patterns

Modal verbs of
deduction, both
present and past
Reported speech

Making and
denying accusations
Speculating about
the future

Making predictions
Describing
personality
Giving advice and
recommendations

Asking starter
questions
Asking follow-up
questions
Showing interest

Expressing opinions
Getting and
holding a speaking
turn
Appealing to fact

Expressing (group)
opinion
Agreeing and
disagreeing

Expressing
uncertainty

Various, including
health, politics and
punishment

Personality:
spontaneous,
generous, private

Literature and
genres of literature
Films and genres of
film

Crime and
punishment: prison
sentence, trial,
reoffend
Statistics

Politics and
government: policy,
taxes, ban
The environment:
pollution

Crime: murder,
suspect, motive,
alibi

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Role Play and description Grammar Functions Vocabulary

El
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Pr
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in
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In
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U
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p
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Levels

Index page 88

Page 6

1d Visiting the Doctor – Teacher’s notes
Time / Level
45–60 minutes / Pre-intermediate to Upper Intermediate

Target language
Grammar

Should + verb (You should get some rest.)
Have got (I’ve got a sore throat.)

Functions
Describing 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.)

Vocabulary
Health (illness, ‘flu, hay fever, a runny nose, stress )

Preparation
Copy role play cards A and B (one set per pair).
Copy the symptoms and advice table (one per pair).Cut up
as indicated.

Lead-in suggestion
Ask the students:

What do you do when you are ill?

Elicit doctor (often called GP in the UK), hospital, make an
appointment etc.

Where does a doctor work?

Elicit or teach: surgery / clinic. Write any useful vocabulary
that comes up on the board.

Hand out the symptoms and advice table (one per pair).
Instruct the students to try to complete the table with
symptoms and advice. Avoid pre-teaching any vocabulary
with low level students. The context of the table will make
it easier to explain afterwards. Monitor. Go through the
answers when they’ve finished.

Explain any expressions the students still don’t know. Drill
any difficult to pronounce words (e.g. diarrhoea, ache ). Tell
the students to discuss the questions below 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
Introduce the role play. If much of the vocabulary is new,
give them a minute to reread and remember the
information in the chart. Hand out the role play sheets.
Give the students 3–5 minutes to read through and prepare
what they are going to say. Encourage the doctors to work
from memory, and to improvise where necessary. Draw their
attention to the Target language. Start the role play when
they are ready. When they have finished, they should swap
roles and start again. For more practice, they could change
partners and repeat the procedure.

Extra idea: You could turn the class into a surgery. Divide it
into a waiting room, where all the patients sit, and several
consulting 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 meeting
with the doctor more naturally.

Follow-up suggestion
Find out briefly who would make a good doctor and why.
Did anybody give the wrong diagnosis or advice?



Visiting the Doctor Role Plays for Today
Student A – Patient
You are a patient at your local doctor’s surgery. Choose one of
the illnesses from the chart and tell the doctor the answers to
these questions:

• How, when and where did it start?

• What symptoms have you got?

• Have you taken any medicine or done anything else to help?

Student B will try to provide the correct diagnosis. At the end
tell student B if s/he was correct about the illness.

Photocopiable © 2006 DELTA PUBLISHING from Role Plays for Today by Jason Anderson8

Answers
a) a sore throat b) take vitamin C c) take paracetamol
d) 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 language
It 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?

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