Teach English in Shiliyuan Zhen - Xianyang Shi

(Please note I have created two parts for this topic) Question: Part 1: List a number of role play situations that would be appropriate for beginner and low intermediate level students. These role play situations should include variety with multiple structures for students to exploit. Answer: 1. Asking where the closest hospital is 2. Buying a bus fare 3. Enquiring about train times and buying a ticket at a train station 4. Discussing a movie you just saw 5. Withdrawing money from a teller at a bank 6. Booking accommodation at a hotel 7. Colleague asking an employee to complete a task 8. Enquiring and making a purchase in a bookstore 9. Making plans to meet a friend in the city 10. Making a booking at an internet cafe 11. Ordering and buying a drink at a bar 12. Asking and talking about where someone is from Question: Part 2: A) – Choose one of the situations on your list and design a dialogue. Make sure that the dialogue your students are expected to come up with is also included. Explain the main functions and structure your students are practising. Situation – Informal Roles – Customer and Ticket officer Setting – At the train station Level – Low intermediate The linguistic aim of this activity is to teach students how to ask for information at a train station. This role play gives students the opportunity to practice the function of ‘asking for something’ (e.g. directions, times, a ticket) in a practical everyday situation. I provide the students with cards to prompt the dialogue. Students can develop their speaking and listening comprehension, practice their intonation and learn which words to stress when forming interrogative and WH-questions in English. Students can choose different exponents to reply to the questions. They can also observe how questions in the present continuous/progressive sound in connected speech. Both students would take turns in each role and can adapt the activity to suit their local area. The prompts are clear and direct without giving the students the exact answers they are expected to reproduce. Students will need to swap between the roles of “customer” and “ticket officer” so that they can both practice the target language and key structures. As this is a role play with prompts and not a dialogue, students have some scope to personalise their answers which should avoid repetition and the activity becoming boring. Below is a sample dialogue I would like the students to practice. Sample Dialogue: Customer: Hello. Ticket officer: How can I help you? Customer: Can you please tell me how to get to Brighton? Ticket officer: Yes. You need to take the Sandford line. Customer: When is the next train? Ticket officer: The next train departs at 3.00 pm from platform eight. Customer: Can I buy a ticket please? Ticket officer: Yes. That will be five dollars please. Customer: Thank you. Ticket officer: Goodbye. B) – Design the role cards or guidelines your students might follow to role play the dialogue. Remember that without those prompts the only way the students can act it out is by reading the dialogue aloud. Reading aloud could be good for pronunciation, and fluency, but it is not role playing. (Customer approaches counter) Customer: Greet ticket officer Ticket Officer: Ask what the customer needs Customer: Ask for directions to..... (insert destination) Ticker Officer: Tell customer about train lines Customer: Ask about train times Ticket Officer: Tell customer about train times Customer: Ask to buy a ticket Ticker Officer: Tell the customer cost and give ticket Customer: Thank ticket officer Ticket Officer: Thank. Say goodbye or something similar ---END---