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Trw-ne .eved HoOe Pday 6rnstruarions


30-40 minutes / Pre-intermediate to Upper intermediate Split the class into two halves - customers (A) and shop
assistants (B). Give out the respective role play sheets and
Target hmgmage. give them a few minutes to read Part 1. If possible,
rearrange the room to create a long counter, and a table
Grammar
behind it where the assistants can put their items. This
Preposition gerund (...for opening bottles.)
Verb patterns (It helps you dig holes.) should be far enough away so that the customers can't see
Functions the items. Stand the assistants behind the counter and give
Paraphrasing / Describing an object without its name each one a set of the cut up items for student B's shop.

(You use it for pouring water into a bottle.) They should spread them out on the back table. Emphasise

Negotiating a solution (Have you got something a bit that they should try to sell the most expensive items to the

smaller?) customers. Start the role play when they are all ready by
Vocabulary having the customers come into the shop. Monitor carefully
to ensure that neither customers nor assistants start
Shapes and materials (round, plastic)
showing the images of the items, but that they use
DIY (pliers, funnel, padlock)
language to explain what they need. When most of the
customers have finished, find out if they got what they
Preeparation needed for their 20. They can then move onto Part 2,
Copy role play sheets A and B (one set per pair) and the which requires them to swap roles and start again. Don't
hardware items for Student A's shop and Student B's shop forget to give the As the other set of hardware items.
(one set of both per pair). Cut up as indicated.
Fo011ow-up suggestkon
Lead-tin suggesMorn students may be interested to learn the correct names and
Act out the following (or similar) situation: Pretend you've pronunciation for the objects they paraphrased in the role
lost something, and start looking round for it. The students play. Write the following words on the board:
should become interested. Say something like: I've lost trowel pliers dustpan (and brush) plug socket
my...er... I've forgotten what it's called. It's long, made of wrench plug funnel hole punch padlock
metal and nylon. It's black and silver and it's for keeping tool box nuts and bolts plunger
you dry in the rain. Students should come up with Drill pronunciation of each, and ask students to show the
'umbrella'. Tell them that what you just did is a very appropriate image on their role play sheets. If time, elicit
common, natural feature of spoken language the function of each.
(paraphrasing) when we don't know or can't remember the
word for something. Elicit from the students the sentences
you used to paraphrase 'umbrella' and write them on the
board. Tell students to try paraphrasing the following in
pairs:

c o r k s c r e w h e ad p h o n e s b a t t e r i e s c o m b
(You can draw pictures if necessary). Get feedback. Elicit
kinds of shop where paraphrasing might be quite common
(even for native speakers). DIY shop or similar should come
up.

01 -
1 I Photocopiable 0 2006 DELTA PUBUSI-IING from Role
Plays for Today by Jason Anderson]

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