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Metodología y Recursos… Eva Fernández y Mari Carmen Valero ROLE PLAY AND SIMULATIONS PRACTICE 1. Booking into a hotel Useful vocabulary. (To be written on the blackboard, as an orientation for students). - Businessman. - Meeting room. - Folder. - Luggage. - Reserve. - Cancellation. - Completed / Full. Role-cards. Divide the students in pairs and give them these role-cards: STUDENT A - You are booking into a hotel where you have a reservation. - You are on your own. - You want: o A shower. o Breakfast in the morning. - You have an early meeting and must not be late. STUDENT B - You are a hotel receptionist. - Welcome the guest. - Find him/her a room. - You can’t find his/her reservation. - You only have a double room with a bath available. 2. Picture role play Time: 15 minutes. You will need some photographs which reflect your class’s needs. Students use these photographs to help them identify with a specific person in a particular situation. See one example of a photograph in the attached document: Picture role-play.jpg Useful vocabulary and expressions. PICTURE A - Wife - Husband - Sweetheart - Remote control - To have an argument - I can’t stand... - What were you thinking about? - What happened when...? Metodología y Recursos… Eva Fernández y Mari Carmen Valero PICTURE B - Andalusian frilly dress - Lilo (colchoneta) - Swimsuit - I can’t stand... - What were you thinking about? - What happened when...? Procedure: 1) Group the class according to the number of people in the photograph, (ideally pairs or groups of three). 2) Ask each student in the groups to identify with a different person in the photograph. 3) Ask them to write down an imaginary biography of the person he or she has chosen. 4) Give your students time to think about the person they have chosen, and make sure they all feel confident to talk about what is happening in the photograph before you proceed. 5) Ask your students to interview each other in their roles. 3. The Lost Property Office. Students attempt to claim back and object at the lost property office. Take A and B cards from the attached document: Role-play_The lost property office.jpg You will need enough sets of A cards for half the class and enough sets of B cards for half the class. Arrange all the briefcases together in a pile in random order, all the handbags, etc. Useful vocabulary and expressions. Ask students if they know the meaning of these words before carrying out the activity. - Handbag Briefcase Wallet Umbrella Strap Handle - Leather - Fabric - Patterned - Square - Round Excuse me... What does it look like? Would you mind...? Metodología y Recursos… Eva Fernández y Mari Carmen Valero A mind map may be more useful: Vocabulary: - - Square - Round Handbag Briefcase Wallet Umbrella - Leather - Fabric - Patterned - Strap - Handle Expressions: Excuse me... What does it look like? Would you mind...? Procedure: 1) Organize your students in pairs, with one group of three if there is an odd number. 2) Give an A card to one student in the pairs, and a B card to the other student. Make sure they do not show one another their cards. 3) If you like, you can demonstrate the role play with a pair of students, as follows: - Student A begins the role play by asking if the lost property clerk (student B) has the lost item on the card. - If student B has picked up a card with the same picture as on student A’s card, he or she will say ‘yes’ and give the card to student A. If student B has picked up a different picture, he or she will say ‘no’, apologize, and the cards will be replaced. 4) The students should then reverse roles, and the role play is carried out again. 5) The game is continued until all the cards have been picked up. Here are two sample dialogues at a very simple level: A Excuse me, I have lost my briefcase. B Yes, madam, what does it look like? A It is square and has my name on the front. B Is this it? and then either A Yes, thank you very much. B Would you mind signing for it here, please? A Yes, of course. or A No, it is not like that. It is made of leather. B Sorry, madam, this is the only one we have got. A Oh, dear! What shall I do? Metodología y Recursos… Eva Fernández y Mari Carmen Valero 4. Igartiburu’s People. The classroom is a TV show in which the presenter, Anne Igartiburu (also a student), will interview different fictional characters. Students may disguise with colorful clothes, wigs and hats. Role-cards. - For the presenter Igartiburu. o You are Anne Igartiburu, a TV presenter. o You are going to interview different fictional characters. o Ask them… - about basic data: who they are, why they are famous, who their friends / enemies are,… - about additional data: Their grandpa’s name, their underwear size,… - For the fictional characters. - You are a fictional character from a book, a film, etc. - Answer Igartiburu’s questions; you can make up some facts according to your character’s personality. 5. Role switching. Time: 15 minutes. Divide the class into two groups. They all choose a topic for discussion. One group will adopt the role of being in favour of the idea suggested and the other group will be against it. These were the topics discussed at our classroom: - Monarchy: pro or against. - Piracy: pro or against. Explain that at a certain signal the roles pro and against will change. For example, at one hand clap, or blast of a whistle, those who supported monarchy will be now against it. Continue swopping roles in this way until the time limit for the activity (15 minutes) is reached. Useful vocabulary and expressions. - Dictatorship. - Democracy. - Contribution of citizens. - Freedom. Auxiliary role-cards. If there is a student who does not speak, fill up the role-card below with his/her name and a topic he/she could talk about. Then give the role-card to one of their classmates, who will make the intended question to his shy mate, in order to start a brief exchange between the two of them. Ask ______________________ about ______________________ Metodología y Recursos… Eva Fernández y Mari Carmen Valero 6. Simulation: Super Market Magic. Time: 1 ½ hours - 2 hours. The simulation is a meeting to decide whether to introduce subliminal messages onto taped supermarket music or not, in an attempt to fight shop-lifting. Make enough photocopies of the notes to participants opposite, and prepare role cards for the whole class. Make sure there are multiple copies of the library documents, that is, the extract from the Home Office report, the newspaper articles, and the article form Supermarket Management. Procedure: 1) Organize students in groups of five to eleven. 2) As a warm-up, you can ask the class what they know about shop-lifting, and if they have any anecdotes to tell. If this is not productive, move straight into the simulation. 3) Distribute the notes to participants and talk through the situation with your students to make sure everyone understands what is involved. 4) Distribute the role cards. Either let your students choose their own cards, or give them out according to which role fits which student. 5) Set up the “library” on a table in the corner of the room, and explain to the students that they may need to consult some of the documents in the “library” to help them in their role, but not necessarily all of them. 6) Once the simulation begins, you should only be concerned with problems of organization, and should not intervene in the process of decision-making. 7) When the allotted time is up, stop the simulation and bring the class together. 8) Conduct a feedback on: - how the final decision was reached; - any language problems that arose which you think need correcting. Notes to all the participants. You are about to take part in a meeting at which a decision will be taken on whether or not to introduce subliminal messages onto taped supermarket music in order to discourage people from shop-lifting. The people taking part in the meeting are as follows: - Mr/Ms. Brand, Managing Director of the ABC chain of supermarkets. - Mr/Ms. Jones, Manager of the Rington branch of ABC Supermarkets. - Mr/Ms. Smith, Assistant Manager of the Rington branch of ABC Supermarkets. - Mr/Ms. Stacey, representative of Marketing Magic Ltd (company which sells tapes of canned music to supermarkets). - Mr/Ms. Edmonds, President, National Consumer Association. - Mr/Ms. Powell, Managing Director of Security Risks Ltd. - Mr/Ms. Robinsons, a regular customer at the Rington branch. You will find all the information you need on your role cards, and in the documents in the “library” that you may consult freely. It is the Managing Director’s job to start the meeting, act as a chairperson, and finally to make sure that a decision is reached. Only Mr/Ms Brand, Mr/Ms Jones, and Mr/Ms Smith take part in the decision-making. It is up to the other participants to influence this decision in their own interest. Metodología y Recursos… Eva Fernández y Mari Carmen Valero Mr/Ms Stacey, Mr/Ms Edmonds, Mr/Ms Powell, and Mr/Ms Robinson may be played by one or two people according to the number of people taking part in the simulation. It is also possible to leave out Mr/Ms Smith. Library documents - Extract from Home Office report on shop-lifting. - Recent articles on shop-lifting from the Evening Post, the Daily Record, and The Echo. - An article from The Gazette on subliminal messages in supermarkets in America. - An article on “How to keep shop-lifters at bay” from Supermarket Management. Role cards. See the following attached documents: Simulation_Role card A.jpg Simulation_Role card B.jpg Simulation_Role card C.jpg Simulation_Role card D.jpg Simulation_Role card E.jpg Simulation_Role card F.jpg Library documents. - Extract from Home Office report on shop-lifting. See the attached document: Home Office report.jpg - Recent articles on shop-lifting from the Evening Post, the Daily Record, and The Echo. See the attached documents: Simulation_The Evening Post.jpg Simulation_The Daily Record.jpg Simulation_The Echo.jpg - An article from The Gazette on subliminal messages in supermarkets in America. See the attached document: Simulation_The Daily Gazette.jpg - An article on “How to keep shop-lifters at bay” from Supermarket Management. See the attached document: Simulation_Supermarket Management.jpg