The Common European Framework of Reference for Languages (CEFR) cites spoken interaction as a necessary skill to enable students to become “social agents”. In fact this social interaction forms the basis for all daily life. Students learn to interact in class so that they can communicate more effectively with native and non-native speakers of the language they are studying.
These role play cards are aimed at students of different language learning levels: from (CEFR) A1 to B2. They enable the teacher to stimulate and evaluate spoken interaction during curricular or extra-curricular lessons (for example when preparing for language certification exams) and they provide students with an opportunity to test themselves in real but guided situational role play.
The cards simulate real situations through role plays which follow the principle of the unexpected. Just as in everyday conversations, when person A is talking to person B and neither knows exactly what the other will say; or when the conversation widens and A and B don’t know exactly what C will contribute to the conversation. Spontaneity in spoken interaction and accurate use of language can be practised using this learning resource.
There are 75 role play cards, covering 36 different situations: 33 are paired role play situations, while 3 situations require small groups of 3 students.
On the front of each card is the model which each student must follow in order to carry out the role play successfully. On the reverse of each card is a range of realia necessary to the role play (for example on the At the restaurant card there is a menu listing dishes, ingredients and prices).
At the bottom of each card there is functional language and specific vocabulary aimed at enriching and expanding the dialogue beyond the limits of the model given.
How to use the cards
Teachers can use the cards at the end of a teaching unit or a lesson, to evaluate how well students have assimilated communicative skills; or to stimulate students with a fun and absorbing activity, which is nonetheless valid from a language learning perspective.
The choice of situation and the allocation of roles should reflect the students’ language ability. Thus
the activities will engage the students, stimulating their competitive instincts without making them feel anxious, as long as they are consistent with their skills and competences.
How should you use these role play cards? After choosing and introducing students to the situation, the teacher should hand out the cards to the students who must simulate the situation in pairs. To facilitate this, the teacher should ask them to:
• carefully read the model on the front of the cards;
• pay special attention to the realia on the reverse of the cards, as this contains elements that the students will need to successfully role play the situations;
• read the box at the bottom of the page with useful functional language and vocabulary to help students prepare for the role play;
• note how long they have to prepare the role play;
• improvise the situation outlined to the best of their language ability;
• act out the situation in front of their classmates.
Spoken interaction activities make it possible for students to role play realistic situations, which do not require evaluation. This means that they are less nervous and more inclined to confidently role play the situations, without the usual emotional barriers that can hinder learning. The teacher can
however use observation grids, which monitor the use of non-verbal communication, use of subjectspecific expressions and vocabulary, without focusing on accurate pronunciation. At a higher language-learning level, students observing their classmates can make notes and comment on the socio-cultural behaviour that emerges from the role play, and even suggest alternative strategies for interaction, which take into account not just language but cultural and social dimensions.
The teacher can develop and diversify the use of the cards by:
• getting students to swap roles, an activity which highlights the cultural and social function of the role play (such as behaviour and attitude in certain situations);
• creating an appropriate setting for the role play (using props and scenery);
• role playing the situations in character, maybe by acting it out comically;
• asking several pairs to act out the situation at the same time in front of the class, without any presentation (the cards can then be photocopied for use in class only).