Role 1 – card for ‘fast’ student Buy things at three shops. Make a list of what you want first. The newspapers mentioned Keith McLoughlin not as a source, but as a related topic. Similarly, in the advanced example, all the ‘parents’ have the same type of role, but these too can be rewritten to suit varying abilities and situations: Role 2 – card for ‘slow’ student You are a parent with children at the school . (How many? How old are they?) Decide if you are for or against the move.
Note down your arguments. Be prepared to give your opinions clearly and politely. Remember to use phrases like: In my opinion … I think … Try to agree or disagree with what the other people say, remember phrases like: I agree entirely … I’m not sure I agree.
I think … Role 2 – card for ‘fast’ student You are a parent with children at the school. Decide whether you are for or against the move, and be prepared to give your opinion clearly and politely, and to counter any arguments against it. When designing role cards of this type, the teacher should be careful not to give a slow student so much help that the student has no possibility of choosing his own language. This would make the exercise guided dialogue work, not role play. (C) Another possibility is to have students of mixed abilities prepare roles together. In the advanced example, a ‘slower’ student could prepare the role with a ‘faster’ student (in which case only the role card for the ‘fast’ student would be given out).