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Kyrgyz - Russian Slavic University

Theory and practice of the English language and intercultural communication department

Course paper

“Using role-plays in the EFL classroom at senior school”

Tashibekova Dinara

Bishkek-2012



CONTENTS

Introduction

Chapter 1. Using role-plays in the EFL classroom at senior school

1.1 Advantages of using role-plays in the EFL classroom

1.2 The main principles of using role-plays in the EFL classroom

Chapter 2. Analysis of role-play activities developed within the scope of the current course paper

Conclusion

Bibliography

Appendix



Introduction

Role-plays are very important in the development of communicative skills of students learning a foreign language at senior school. Role-plays give students the opportunity to demonstrate how to use English in real life situations and make them focus more on communication than on grammar. Research into this sphere has been done by such authors as Huang I., Blatuer A., Jones K., Poorman P. etc. Nevertheless, role-plays are underestimated and not widely used in the EFL classroom at senior school, although students of senior school have more knowledge of language. Role-plays require more imagination which is difficult to manage even to students of senior school. The effectiveness of using role-plays has not been studied in depth yet. Therefore, the theme of the current course paper is appropriate.

The aim of the current course paper is to examine role-plays as a type of speaking activity used in the EFL classroom at senior school. To achieve the aim, the following objectives have been set:

1. to define a role-play;

2. to list role-plays in the EFL classroom;

3. to identify the main principles of using role-plays in the EFL classroom;

4. to create role-play activities to be used in the EFL classroom at senior school.

The subject of the present course paper is role-plays as a type of speaking activities. The object of the research is principles at using role-plays in the EFL classroom at senior school.

The practical value of the current course paper is that the lesson plans of role-plays displayed in the appendix 1 can be used as a model for further practicing of role-plays in the EFL classroom at senior school. Furthermore, the role-play activities can be used by teachers to teach English with the use of role-plays.

The course paper consists of 28 pages. It contains an introduction, two chapters, a conclusion, a bibliography and 1 appendix.

The introduction describes the general characteristics of the research including the relevance of the theme, the aim, the objectives, the subject and the object of the course paper and its practical value. The first chapter is theoretical. It studies a role-play and displays advantages and main principles of using role-plays in the EFL classroom.

The second chapter is practical. It contains the analysis of the activities developed within the framework of the current course paper.

The conclusion reflects on the results of the course paper and shows whether the aim and objectives of the research have been attained.

The appendix consists of three role-play activities developed for the current course paper. All the lesson plans are aimed at using role-plays in the EFL classroom at senior school.



Chapter 1. using role-plays in the efl classroom at senior school

1.1 Advantages of using role-plays in the EFL classroom

Benjamin Franklin used to say “show me and I forget; teach me and I remember; involve me and I learn”.

Role-plays are important activities in which students assume a role to practice communication skills [4]. They are very useful because they give students an opportunity to practice communicating in different social situations and in different social roles [4].

According to the general meaning of role-play is that role-playing means pretending to be someone else or pretending to be in a specific situation that you are not actually in at the time [12]. Role-playing is an instructional technique which involves a spontaneous acting out of a certain situation or condition [3].

There are many reasons to use role-play in the EFL classroom. Blatuer [1] states that a student can enjoy and profit from a role play experience in terms of improved communication skills, creativity, increased social awareness, independent thinking, verbalization of opinions, development of values and appreciation of the art of drama.

According to Brown [2] the main reasons of using role-plays include the following: role-play teaches empathy; simulates authentic language experiences; provides a memorable learning experience; adaptable for multiple levels; decreases inhibitions and increases motivation; builds confidence; develops social skills.

According to Poorman [9] role-playing involves several advantages for both teacher and student. First, student interest in the topic is raised. Poorman states that according to the research “integrating experiential learning activities in the classroom increases interest in the subject mater and understanding of course content” [9]. Secondly, there is increased involvement on the part of the students in a role-playing lesson. Students are not passive recipients of the instructor's knowledge. Rather, they take an active part. Poorman observes that true learning cannot take place when students are passive observers of the teaching process [9]. Poorman gives the third advantage to using role-play - it teaches empathy and understanding of different perspectives [9]. A typical role-play activity would have students taking on a role of a character, learning and acting as that individual would do in the typical setting. Poorman found a significant increase among students in feeling another's distress as their own [9].

According to Scarcella [10] in role-playing the student is representing and experiencing a character known in everyday life. Scarcella states that the use of role-play emphasizes personal concerns, problems, behavior, and active participation.

Teahan [11] claims that role-play improves interpersonal skills and enhances communication.The role-playing approach can be used in a variety of settings, including the classroom [11].

Lloyd [6] states that one possible use of role-playing might be to introduce a topic, using the students'background knowledge to introduce and interest them in a new unit of study. But probably more often, role-playing is used as a strategy in which students use their background knowledge in addition to acquiring new information about the character in order to better play the role [6].

Thus, according to the said reasons and advantages above it becomes clear that using role-plays in the EFL classroom at senior school is very important and necessary method of speaking activities.

1.2 Main principles of using role-plays in the EFL classroom

According to Jones [4] students must accept the duties and responsibilities of their roles and functions and do the best they can in the situation in which they find themselves.

According to Huang [3] for the role play activities, there are six main principles in the process of teaching.

The first is to decide on the teaching materials. The teacher must decide which teaching materials will be used for role play activities. The teaching materials can be taken from text books or non-textbook teaching materials such as picture books, story books, readers, play-scripts, comic strips, movies, cartoons and pictures. The material is selected ahead of time by the teacher. The teacher can also create his or her own authentic teaching materials for role play activities. The teaching materials should be decided based on students' level and interests, teaching objectives and appropriateness for teaching [3].

Second step is to select situations and create dialogs. Huang states that for every role-plays situation, dialogs should be provided by the teaching materials or by the teacher or created by the students themselves [3].

Furthermore is to teach the dialogs for role plays. Huang claims that the teacher needs to teach the vocabulary, sentences, and dialogs necessary for the role play situations, the teacher needs to make sure the students know how to use the vocabulary, sentences and dialogs prior to doing the role play activities, otherwise, the teacher should allow students to ask how to say the words they want to say [3].

The fourth principle is to have students practice the role plays. Students can practice in pairs or in small groups. After they have played their own roles a few times, have them exchange roles. That way, students can play different roles and practice all of the lines in the role play. When students are confident enough to demonstrate or perform in front of the class, the teacher can ask them to do so for their classmates [3].

The fifth step is to have Students modify the situations and dialogs. Once students have finished and become familiar with an original role- play situation, they can modify the situations and dialogs to create a variation of the original role play [3].

The last principle includes evaluation and checking of students' comprehension. Huang suggests teachers to evaluate the effectiveness of the role play activities and check if students have successfully comprehended the meanings of the vocabulary, sentences and dialogs. Teachers can also evaluate students' understanding and comprehension while observing students' interactions, practices, and performances of their role plays [3].

Nickerson [8] suggests the following principles as well: to clearly define the roles that students are to play, and what the various goals of the participants should be; to form groups of appropriate size, to allow time for questions and discussion of the scenarios; to end the role play as soon as the problem is resolved; to leave time for discussion afterwards.

These are the main principles that can be used with role-plays. They are given sequentially which is the right way to use them one by one in order to involve the students in the EFL classroom at senior school into the process of role-plays.



Chapter 2. ANALYSIS OF THE LESSON PLANS DEVELOPED WITHIN THE SCOPE OF THE CURRENT RESEARCH

As a result of the current course paper three role-play activities have been developed. Each role-play activity is based on using role-plays in the EFL classroom at senior school. roleplay еnglish lesson

The first role-play activity is related to practicing of communication skills using small conversations. We used the situation at the wedding. The teacher starts the lesson by introducing new words from vocabulary of wedding conversation to students. At the second stage the teacher explains the role-play activity and gives handouts with activity sheets and role cards to students. After getting familiar with their roles and phrases the teacher and students start to act their roles according to the role-activity plan. After role-play process the teacher and students discuss this activity and share their opinions about it. The final stage includes revising the phrases and giving homework.

The next role-play activity is related to the revision of relative clauses and appositives using such phrases as “Jack who plays the guitar”. The name of the role-situation is Have you seen Jack? At the first stage the teacher revises relative clauses and appositives with students building different sentences with them. At the next stage students are given activity sheets and role-cards to get familiar with the role-play they act. The role-play includes as many questions and answers as possible. The final stage includes discussion of the topic and the role-play itself and giving homework to the related topic.

The third role-play activity is devoted to revision of the reported speech and practicing the telephone conversation. The name of the role-play is “can I take a message?” at the first stage the teacher revises the reported speech and phrases related to the telephone conversation. After that the teacher gives handouts to students. When students are divided to callers and receivers and understand the role-play activity they begin to call each other according to the role-play activity. The final stage includes discussion and homework to the related topic.

Thus these role-play activities help to understand lessons more clearly and improve communication skills. These role-play activities not only help to oral fluency but also make the atmosphere of the lesson more fun and lively.



CONCLUSION

The course paper studied the use of role-plays in the EFL classroom at senior school. All the objectives were achieved. The aim of the course paper was also achieved.

In the first chapter we listed and studied the advantages of using role-plays in the EFL classroom as well as principles of using role-plays in classrooms. The theoretical part of this research helped us to develop lesson plans as well as activities for them. All theoretical advantages helped to demonstrate the effectiveness and importance of using role-plays in the EFL classroom.

In the second chapter three role-play activities developed within the scope of the current research were analyzed. We analyzed reasons of using principles in the lesson plans. In the practical chapter we displayed how to include role-plays into a language lesson.

Thus we can infer that role play is an important learning experience for both the students and the teacher. Role play can help students to improve their communicative skills. Students get more opportunities not only to participate and interact with other students but also students' language speaking, listening, and understanding can improve. Role play involves enjoyable and lively atmosphere to the lesson process. Students learn to use the language in a more realistic and practical way. So that they get familiar with the real language. According to the knowledge level of students at senior school teachers should carefully choose role-plays based on their knowledge level.

Therefore role-plays activities are strongly recommended to be used in the EFL classroom at senior school.



BIBLIOGRAPHY

1. Blatuer A. Role Playing in Education// http://www.blatuer.com/adampdntbk/rlplayedn.htm.

2. Brown H. D. Principles of language learning and teaching. N.J.: Prentice Hall. -1992. - P. 14-17.

3. Huang I. Role Play for ESL/EFL Children in the English Classroom// The Internet TESL Journal. - 2002. - Vol.14, #2.

4. Jones K. Simulations in language teaching - Cambridge. -1982. - P. 35-40.

5. Klippel F. Keep Talking - Cambridge: CUP, 2002. - P.121-129.

6. Kodotchigova M. Role-play in teaching culture: Six quick steps for classroom implementation// The Internet TESL Journal. - 2002. - Vol. 8, #7.

7. Lloyd, C. V. Engaging students at the top. Journal of Adolescent & Adult Literacy. -1998. -P.184-191.

8. Nickerson, Stephanie. Role-Play: and Often Misused Active Learning Strategy. -Cambridge. - 2002.- P.19-20.

9. Poorman, P. B. Biography and role-playing:fostering empathy in abnormal psychology. - 2002. - P. 32-36.

10. Scarcella R. The tapestry of language learning. and Boston. - 1992.

11. Teahan, J. E. Role playing and group experiences to facilitate attitude and value changes. Journal of Social Issues. - 1975. - Vol. 31 #1. P. 35-45.

12. http://en.wikipedia.org/wiki/Role-playing - definition of role-play

13. http://www.efl-esl.com/articles/role-play.html - useful advices for using role-plays

14. http://bogglesworldesl.com/lessons/archive.htm - useful role-play activities



APPENDIX

Role-play activity # 1

Subject: English

Level: Intermediate

Topic: Speaking

Aim: to practice communication skills of students making small conversation at a wedding and share secrets.

Materials: activity sheets and role cards

The Wedding Party

Write on the board: Who's who at a wedding? Elicit the names of different people and roles at the wedding (bride,groom, best man, maid of honour, bridesmaid, father and mother of the bride/groom etc.). Have any of the students been one these people at a wedding? Ask students to tell each other what weddings they have been to and what roles they have played. They should do this in groups.

Note: Another way to do this would be to bring in a wedding photo of your family (if you have one)! Show them the people and explain the roles.

Stage One

Tell the class that they have all been invited to a wedding party (make copies of the invitation on the next page or project it onto the board using an overhead projector). Each person will have a different role. Explain that the bride and groom are not in the role-play, the students must imagine that these two characters are sitting at another table.

Everybody will be gossiping about the married couple and their family! The objective of the role-play is to tell people the gossip you know and find out other gossip.

Stage Two

Before students begin the role-play, tell them that you want them to follow these guidelines each time they talk to someone new.

1) Introduce yourself and greet the other person.

2) Ask some questions to make small talk

3) Tell your gossip, using the sentence stems to start with

4) Listen to the other person's gossip and react

Make a copy for the students or put phrases in activity sheets on the board. When students are ready, give out the role cards, tell them to stand up and begin mingling.

Stage Three

While students are doing the role-play, have some background music playing. Circulate and take notes of language errors good use of the target language,but don't correct at this point.

Stage Four

Ask students to sit down again. What did they find out? Elicit things from the groups. Do a quick feedback on the errors or language you took notes on.

Stage Five

Ask students to turn to a partner and tell their gossip again, using one of the sentence stems below, but this time to slow down, or even pause, just before they give the information. When they have done this, write the following sentence stem on the

board:

Now listen to me carefully, because I am only going to say this once…

Tell the students that you want them to try to say something surprising to their partner, but beginning with these words and pausing. Give them an example (think of something surprising!). Then have them do it in pairs, working on rhytm.

Handout # 1

Activity sheet with phrases

A: Questions to make small talk at a wedding

Are you a friend of the bride or the groom?

What do you do then? (informal, asking about work)

Have you known the bride/groom long?

It's a lovely wedding isn't it?

I don't think we've met, my name is…

Isn't it a beautiful day for a wedding?

Doesn't the bride look wonderful?

B: Sentence stems for a surprising aspect or a secret

I shouldn't really say this but…

I know this isn't the time to talk about it, but…

Did you know that…

You may not believe this but…

Well, I heard that…

Please don't tell anyone I told you…

Somebody told me that…

C: Reacting to surprising news

Really!

No way!

I can't believe it!

You're kidding!

That's terrible!

Role cards for guests at wedding

You are Charlie Richards, You are groom's friend. You work at a bank. You know that the groom had problems with the law and has been arrested once.	You are Jennifer Andrews. You have known the bride for 15 years. You are a model. You know that the bride was secretly engaged to your brother and they broke up.
You are Paula Jones. You are a groom's friend. You are a medical student. You know that the groom's parents have been divorced for two years.	You are Peter Donovsky. You are a business associate of the bride's father. You don't trust to all her family and think that they are dishonest.
You are Kylie Griffith. You are groom's friend. You own a night club. You know that the groom likes to go to clubs.	You are Ann Meller. You are bride's hairdresser. You know that the bride spends a lot of money for her hair styles.

Role-play activity # 2

Subject: English

Level: Intermediate

Topic: Relative clauses and appositives

Aim: To get students to use relative clauses and appositives

Materials: handouts (activity sheets, role cards)

Have you seen Jack?

Stage 1

Hand out materials - activity sheets and role cards. Students of group 1 receive activity A sheet. Students from group 2 receive activity B sheet.

Stage 2

Give students time to look through role cards

Stage 3

Divide class into two groups - group 1 and group 2

In the role-play, students from group 1 will go around the room and ask students from group 2 if they have seen Jack using the dialogue on the activity sheets as a guide. Students from group 2 will ask the students from group 1 to clarify because there are many 'Jacks' around. Group 1 students will clarify using an appositive and a relative clause: Jack, the guy who plays guitar. You know, Jack, the guy who works at the gas station.

The students from group 1 will keep clarifying until the students from group 2 finally figure out which Jack the student from group 1 are talking about. The students fill out the tables on their activity sheets recording items such as things they didn't know about Jack, the reason for looking for Jack, where Jack was last seen and what Jack was doing.

Stage 4

Discuss this role-play, give homework on relative clauses and appositives.

Handout #2

Activity A sheet for student 1

Have you seen Jack?

You are looking for your friend Jack, but you can't remember his last name. go around to your other friends and ask if they have see Jack. Then clarify which Jack you mean.

Dialogue

A is looking for his friend Jack and asks B if B has seen Jack.

A: Hi, Jill.

B: Hi, Jim. What's up?

A: Not much. Have you seen Jack?

B: Jack, Jack who? There are a lot of Jacks around here.

A: Jack, the guy who plays guitar.

B: Hmm. Plays guitar? I don't know anybody who plays guitar.

A: You know, Jack, the guy who wears purple glasses.

B: Wears purple glasses? That doesn't ring a bell either.

A: Jack, the guy who works at the restaurant next to the school.

B: Ah! You mean Jack Horner.

A: Yeah. That's right. Jack Horner.

B: Let's see…The last I saw him, he was in the library reading a book. What do you want him for?

A: I owe him some money and I want to pay him back.

Activity B sheet for student 2

Have you seen Jack?

Your friends are looking for Jack. Find out which Jack they are looking for and tell your friends where you last saw Jack.

A is looking for his friend Jack and asks B if B has seen Jack.

A: Hi, Jill.

B: Hi, Jim. What's up?

A: Not much. Have you seen Jack?

B: Jack, Jack who? There are a lot of Jacks around here.

A: Jack, the guy who plays guitar.

B: Hmm. Plays guitar? I don't know anybody who plays guitar.

A: You know, Jack, the guy who wears purple glasses.

B: Wears purple glasses? That doesn't ring a bell either.

A: Jack, the guy who works at the restaurant next to the school.

B: Ah! You mean Jack Horner.

A: Yeah. That's right. Jack Horner.

B: Let's see…The last I saw him, he was in the library reading a book. What do you want him for?

A: I owe him some money and I want to pay him back.

Role cards for student 1

Have You Seen Jack?

You are looking for Jack because you borrowed his book and you want to return it. Ask your friends if they have seen Jack. Unfortunately, you can't remember his last name so you will have to describe him to your friends. Use these clues to help your friends know who you are talking about. Jack is . . . . . . the guy who plays guitar . . . the guy who wears black clothing all the time. . . . the guy who has a shaved head. . . . the guy who works at the bank Note: Jack's last name is Sparrow but you can't remember that until your friend says it.		You are looking for Jack because you need to talk to him. Ask your friends if they have seen Jack. Unfortunately, you can't remember his last name so you will have to describe him to your friends. Use these clues to help your friends know who you are talking about. Jack is . . . . . . the guy who plays the drums. . . . the guy who works at the school cafeteria. . . . the guy who wears a large gold necklace. . . . the guy who has a moustache. Note: Jack's last name is Ketch but you can't remember that until your friend says it.
You are looking for Jack because you found his cell phone on the ground. Ask your friends if they have seen Jack. Unfortunately, you can't remember his last name so you will have to describe him to your friends. Use these clues to help your friends know who you are talking about. Jack is . . . . . . the guy who plays piano. . . . the guy who works at the pub. . . . the guy who wears army boots to class. . . . the guy who has a ponytail. Note: Jack's last name is Beenimble but you can't remember that until your friend says it.		You are looking for Jack because you want to ask him a favour. Ask your friends if they have seen Jack. Unfortunately, you can't remember his last name so you will have to describe him to your friends. Use these clues to help your friends know who you are talking about. Jack is . . . . . . the guy who plays the trumpet. . . . works at the cafй across from the school. . . . the guy who wears a dress to class. . . . the guy who has a beard. Note: Jack's last name is Sprat but you can't remember that until your friend says it.

Role cards for student 2

Have you seen Jack?

You have a lot of friends named Jack. And your other friends are looking for `Jack'. Find out which Jack your other friends are looking for and tell them where you last saw that Jack. Jack Sparrow: your friend who plays guitar. Last seen in the science lab doing an experiment. Jack Ketch: your friend who works at the school cafeteria. Last seen in the hallway talking to a teacher. Jack Beenimble: your friend who wears army boots to class. Last seen at the gym playing basketball. Jack Sprat: your friend who has a beard. Last seen in the cafeteria having lunch. Jack Daniels: your friend who works in the library. Last seen sitting on the grass outside reading a book. Jack Brown: your friend who wears an orange cap. Last seen at the bus stop waiting for a bus. Jack Beanstalker: your friend who plays on the school baseball team. Last seen in the bathroom washing his hands. Jack Monterey: your friend who has a Mohawk. Last seen at the vending machines getting a cup of coffee.		You have a lot of friends named Jack. And your other friends are looking for `Jack'. Find out which Jack your other friends are looking for and tell them where you last saw that Jack. Jack Sparrow: your friend who works at he bank. Last seen in the hallway talking to a teacher. Jack Ketch: your friend who wears a large gold necklace. Last seen at the gym playing basketball. Jack Beenimble: your friend who has a ponytail. Last seen in the cafeteria having lunch. Jack Sprat: your friend who plays the trumpet. Last seen sitting on the grass outside reading a book. Jack Daniels: your friend who wears a nose ring. Last seen at the bus stop waiting for a bus. Jack Brown: your friend who plays on the school soccer team. Last seen in the bathroom washing his hands. Jack Beanstalker: your friend who has really long hair. Last seen at the vending machines getting a cup of coffee. Jack Monterey: your friend who works at the supermarket. Last seen in the science lab doing an experiment.

You have a lot of friends named Jack. And your other friends are looking for `Jack'. Find out which Jack your other friends are looking for and tell them where you last saw that Jack. Jack Sparrow: your friend who wears black clothing all the time. Last seen at the gym playing basketball. Jack Ketch: your friend who has a moustache. Last seen in the cafeteria having lunch. Jack Beenimble: your friend who plays piano. Last seen sitting on the grass outside reading a book. Jack Sprat: your friend who works at the cafй across from the school. Last seen at the bus stop waiting for a bus. Jack Daniels: your friend who plays on the school basketball team. Last seen in the bathroom washing his hands. Jack Brown: your friend who has a bald spot. Last seen at the vending machines getting a cup of coffee. Jack Beanstalker: your friend who works at the post office. Last seen in the science lab doing an experiment.		You have a lot of friends named Jack. And your other friends are looking for `Jack'. Find out which Jack your other friends are looking for and tell them where you last saw that Jack. Jack Sparrow: your friend who has a shaved head. Last seen in the cafeteria having lunch. Jack Ketch: your friend who plays the drums. Last seen sitting on the grass outside reading a book. Jack Beenimble: your friend who works at the pub. Last seen at the bus stop waiting for a bus. Jack Sprat: your friend who wears a dress to class. Last seen in the bathroom washing his hands. Jack Daniels: your friend who has purple hair. Last seen at the vending machines getting a cup of coffee. Jack Brown: your friend who works at the gas station. Last seen in the science lab doing an experiment. Jack Beanstalker: your friend who wears a suit to class. Last seen in the hallway talking to a teacher.

Role-play activity # 3

Subject: English

Level: Intermediate

Topic: Reported speech

Aim: To practice with students reported speech and speaking over the phone

Materials: handouts (activity sheets, role cards)

Stage 1

Hand out materials - activity sheets and role cards

Stage 2

Give students time to look through role cards

Stage 3

Give students some pieces of paper with instructions to call the teacher. You can use a cell phone if you have one, or you can just use your hand and say, "Bring! Bring!" When the students ask for you, say, "Sorry. he's not here right now. Can I take a message?" and see what kind of response this gets. After trying this a few times, you can write some expressions on the board, focusing on the function of taking messages and the grammar of reported speech.

Divide class into two groups: callers and receivers. Callers get an activity A sheet and a role card. Receivers get an activity B sheet. Receivers sit facing the wall and callers sit behind the receivers as in the picture to the right. When a caller wants to make a call, they tap the receiver on the shoulder and say, "Bring! Bring!" Receivers put the name tag on the back of their chair so that the callers know who they are calling.

Class Activity:

Callers sit down behind the receivers, tap them on the shoulders and the conversation begins. Callers ask to talk to their friend. Receivers tell them that the friend is out and gives them the details in the 'Will Be Back' note. The receivers then ask if they can take a message. The callers leave a message. When they are finished, the callers get up to call another friend on the list.

Handout # 3

Activity A sheet for caller

A role card with a list of friends to call up and invite somewhere. When you call, they will not be home, so leave a message with their roommate.

Sample conversation between A - receiver (parent) and B - caller

A: Hello.

B: Hello. Is John there please?

A: No, he's not here right now.

B: This is Mark, John's classmate from university.

A: Oh. Hi, Mark.

B: Do you happen to know where he went?

A: He said he was going downtown to do some shopping.

B: Do you know when he'll be back?

A: He told me he would be back by 4 o'clock.

Can I take a message?

B: Yes. Please tell him there's a party tonight.

And could you tell him to call me when he

gets in?

A: Sure. Does he know how to get a hold of you?

B: I'm at Harold's Department Store right now.

My number is 250-684-3234.

A: I'll right. I'll tell him you called.

B: Thanks a lot. Bye.

Activity B sheet for receiver

Your roommate has gone out and left a note. When your roommate's friends call, convey the information in the note and take a message.

“I am going downtown to do some shopping, be back at 4 pm.”

Sample conversation between roommate - A and caller - B:

A: Hello.

B: Hello. Is John there please?

A: No, he's not here right now.

B: This is Mark, John's classmate from university.

A: Oh. Hi, Mark.

B: Do you happen to know where he went?

A: He said he was going downtown to do some shopping.

B: Do you know when he'll be back?

A: He told me he would be back by 4 o'clock.

Can I take a message?

B: Yes. Please tell him there's a party tonight. And could you tell him to call me when he gets in?

A: Sure. Does he know how to get a hold of you?

B: I'm at Harold's Department Store right now.

My number is 250-684-3234.

A: I'll right. I'll tell him you called.

B: Thanks a lot. Bye.

Caller Role Cards

Mark: You are at Harold's Department Store. There is a sale at Harold's Department store. You want to call your friends and invite them. Your number is 017-432-7283 Your friends are: Anita: friend from high school Lorenzo: team-mate from soccer Minsu: co-worker Tomoko: classmate from university Frieda: old roommate Yoon: friend from middle school Dinesh: buddy from the army		Anita: You are downtown. There is a film festival tomorrow. You want to call your friends and invite them. Your number is 215-728-3452 Your friends are: Mark: friend from high school Lorenzo: buddy from the army Minsu: friend from middle school Tomoko: old roommate Frieda: team-mate from volleyball Yoon: co-worker Dinesh: classmate from university
Lorenzo: You are at the park. There is a soccer game on Saturday. You want to call your friends and invite them. Your number is 714-312-6543 Your friends are: Mark: team-mate from soccer Anita: buddy from the army Minsu: classmate from university Tomoko: co-worker Frieda: friend from high school Yoon: old roommate Dinesh: friend from middle school		Minsu: You are at the gym. There is a play on Friday night. You want to call your friends and invite them. Your number is 011-328-3498 Your friends are: Mark: co-worker Anita: friend from middle school Lorenzo: classmate from university Tomoko: team-mate from hockey Frieda: buddy from the army Yoon: friend from high school Dinesh: old roommate

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