https://www.eslflow.com/wp-content/uploads/2017/10/Jungle-Survivor-game-for-intermediate-ESL-students.pdf
intervista a persona famosi
https://eslflow.com/wp-content/uploads/2019/02/Celebrity-interview-roleplay-2019.pdf
lost friend activity:
https://eslflow.com/wp-content/uploads/2017/11/Lost_person_roleplay.pdf
https://eslflow.com/wp-content/uploads/2019/02/Husband-wife-2-part-verb-request-role-play-2019.pdf
https://eslflow.com/wp-content/uploads/2017/10/Pictures-for-short-roleplays-in-random-business-everyday-situations-PDF.pdf
https://eslflow.com/wp-content/uploads/2017/10/Hotel_reception_counter_conversation_worksheet_red2.pdf
https://eslflow.com/wp-content/uploads/2017/10/Controversial_topics_worksheet_red.pdf
https://eslflow.com/wp-content/uploads/2017/10/Ordering_in_a_restaurant__red.pdf
http://www.waze.net/oea/
https://www.audioenglish.org/english-learning/type_roleplay.htm
https://www.teachingenglish.org.uk/article/a-shopping-role-play
https://www.audioenglish.org/english-learning/english_roleplay_air_travel_passport_control_2.htm
STEP 1 Have a list of jobs prepared. Mix in some unusual ones with the more pedestrian jobs.
STEP 2 Write a job title on the whiteboard. Sometimes I choos “BABYSITTER”. Brainstorm beneath this heading the”pros” of being a babysitter. It is important to make the students realize that for this part of the activity they have no choice. They are only going to think about the positive aspects of the job. You might lead the students into the
activity by choosing one or more students and asking them questions to
get them thinking:
“You are a babysitter, you like your job, why?”
“You work in a home. Why do you like it?”
“You like working with children, why?”
“You often work at night, what are the advantages of this?”
“It’s different from working in an office. How?”
While you are asking the students questions like these start writing the answers on the board in note form as below:
Babysitter Pros
You can watch TV
It’s comfortable.
Children are fun.
Babysitters have free time during the day.
No taxes.
Food is usually free.
No pressure.
You can read books.
Work in a friendly environment.
No boss hanging over your shoulder.
STEP 3 Group the students in pairs, give them an A4 sheet of paper and get them to choose a job and begin writing a list as you modeled on the board (see above).
STEP 4 After a few minutes, rotate the lists around to give each pair fresh brainstorming material. Push the students to think of new ideas as this will make for better and more lively debates in the next part of the lesson.
STEP 5 When the A4 sheets are just about full stop the students. Pick up one of the “Job Pros Sheets” and introduce the notion of a debate if the students aren’t familiar with it.
STEP 6 Select a pair of students and make sure they are aware they are supporting the job from the job pros sheet they are holding.
Supposing they are holding the “Chef”s Assistant Pros” sheet and you (the teacher) are holding the “Babysitter Pros” sheet you might start the
debate by saying:
“Being a babysitter is better than being a chef’s assistant because it’s easier work and you don’t have a boss watching you”.
A student might reply:
“But being a chef’s assistant is more useful because you gain work experience and learn about food”.
This TEACHER-STUDENT exchange (which can be carried on as long as you like because both sides have plenty of firepower ready from the A4 sheets) usually kickstarts the debate proces .
STEP 7 Put the students in opposing pairs and let them go. Rotate the sheets and jobs every so often to give the pairs new and fresh debating
material. This debate activity is wonderful because all the students are
engaged all the time and the subject material (careers) is something
most people have strong feelings about. Often classes can talk for 30- 60 minutes with the material they have created.
Discussion Topic: My New Home
Gerard CounihanprofesorSs [at] blabla.es
Activity A
Your students are going to buy a new home, get them to list off their priorities. For example, I got the following:- It must face South (Why?)
- It must have a lot of natural light
- It should have nice views/Nice location
- It must be near the countryside
- I prefer a house to a flat (Why?)
- It must have amenities nearby (parks, mountains, culture centres, sports centres ...)
- I want my privacy
- I would not live in a tough area (Why not?)
- My flat has to be in the city centre (Why?)
You could also get them to debate the needs/priorities of single people as opposed to married couples with children, for example.
Tastes and priorities differ from country to country so the English might emphasise the importance of the house as an investment, while the Spanish could underline the necessity to have a comfortable home with a good kitchen, for example.
Activity B
- Inside the house, the most important thing for me is ...
- A balcony (Why?)
- Two bathrooms! (If you have sisters ...)
- A big TV
- An enormous bed
- A really comfortable sofa
- Book shelves
- Big kitchen
- A fire place (Why?)
- A big bath
- Distribution of the house (the lay-out), ie having the bedroom far from the
- kitchen or living room (Why?)
Activity C
Name two or three amenities you consider essential for you. The most common answers I got were:- Sports centre
- Public transport
- Mountains
- Open country
- Shopping centre
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Checking into a Hotel
Topics/Conversational Moves- Opening/Greeting
- Request Room
- Specify Room Type and Number of Occupants
- Length of Stay
- Help with Luggage
- Special Needs (wake up call, room service, laundry)
- Sign the Register Book
- Other Business (Can you think of anything else?)
- Closing/Farewell
FAQ Mini-Roleplays (Practicing Present Simple)
INTRO: This roleplay is a suitable activity for:
Elementary students- for present simple requests: “Where is..?”
“Could I ?” “How much?” etc.
Pre-Intermediate students- indirect requests with verb “to be”: “Do
you know where it is?” and “to do”: “Could you tell me how much it costs?”
Intermediate students– requests using “if” and gerunds: “Is it Ok
if?” “Would you mind if?” “Would it be OK if..?” “I wonder if I could? Would you mind telling me if? “I was wondering if..?”
STEP 1
Write the words Airline, Fair, Hospital, Ticket Counter, University, Mall, & Library in a list down the board. Ask the students to give a (local if possible) name to each place. For example:
Airline……Japan Airlines
University…….Bangkok University
Ticket Counter……..Skytrain Ticket Counter etc.
STEP 2
Select a student and ask them to choose one location and tell them they work at the the information counter and that you (the teacher) are a customer requesting information. Suppose they choose the Skytrain Ticket Counter and you are teaching an elementary class you might ask:
“When does the next train to downtown leave?”
“How much does a ticket cost?”
“Is there a train at 1AM?
Can I buy a drink on the platform?”
and so on..
Model a role play with the student.
STEP 3
Ask pairs of students to select one location. Cross out the locations on the board as They are selected. Tell the students to write down 5 requests they might at ask at the information counter of their chosen location. Check their questions as they write.
STEP 4
Finally, for the role play, ask one student from each pair to stand up with the questions. Tell them to walk around the room and talk to the seated students. For example:
STUDENT A (standing): You are the Bangkok University Information Assistant
STUDENT B (seated): OK.
STUDENT A (standing): Excuse me, when does the next term begin?
STUDENT B (seated): : It begins on….
STUDENT A (standing): And can I register late?
STUDENT B (seated):Well,..
STEP 5
After the standing students have roleplayed with a number of students tell them to sit down and get the sitting students to stand and be the customers.
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