A selection of English ESL role play cards printables

Role-play cards for speaking about Environmental problems

Role-play cards

A mixed speaking and writing activity for pairs. One student role plays a manager and the other roles play the job applicant with given characteristics. 

Job interview role play cards

A selection of role play cards set out in 4 sections (symptoms, ailment, how, treatment), divided between a patient who is ill and a medical professional (doctor, nurse, dentist or pharmacist).



Ailments/illnesses include chicken pox, flu, infected piercing, scratch, migraine, allergy, broken rib and broken wrist. 



In pairs students must play either the patient or proffessional and ask each other questions (what symptoms do you have? How did it happen? What treatment do you recommend?) and give answers using the card to guide them. 



Illness/ailment Role Play Cards

Use these cards to give children cues about what to say when they go to a pizza restaurant. Some children will be waiters and some children will be costumers.

Pizza restaurant role play cards.

Practice vocabulary and expressions related to health problems and medications, while developing conversation skills. Distribute cards with specific problems to guide the patient's actions. 

Role-playing cards about health problems

This took forever to put together, but it was SO worth it! 



Includes 3 Bingo cards and 17 Role-play cards. 

I make everything in Open Office and then convert to Doc.. so check that everything looks right before using. 



Start the class with the 7 target questions on the board. 

I have the students ask me the questions and I answer them with the target answers. 

Students ask each other the questions in pairs, then report their partner's responses if there's time. 



Then I give the role-play cards. Students might need help with some pronunciations  You might have to teach "Spouse, Swahili, Unemployed, and Household."

 

Next I hand out the Bingo cards… I explain how to play by having students ask me the questions (I use the Taxi Driver card).  Go around and help them look for the info on their cards.  They figure it out quickly. 



Now students stand up and play!  Monitor for correct target language… 

I folded the top of the paper where the questions are when it looked like the students had started to memorize the questions. 



Once students have a BINGO (5 up and down, 5 left to right, or 5 across) they can sit down. They don't have to ask questions, but they still have to answer. 



After everyone has a BINGO, I have the students make sentences with their winning squares… ____ is a _____, ____ lives in_____, etc… 



This lesson was designed for 1 hour class of adult (mixed) beginners and a 2 hour class of (pre) beginners.  



7 Questions Talking Bingo with Role-play Cards

This activity is for practicing speaking. You can assign a sketch or  the situation and they can improvise and create their own. There are two sketches: one is called the fly soup and the other is about thanksgiving day. They are good for drama and very short. I hope you can find it useful!!! 


Role plays 

I created this worksheet for role play activities: the tags are to be cut out and folded, and put into a bowl. The student picks one and that is the role play that has to be carried out. 

Role play 

3 Pages of conversation ideas about everyday annoyances.What really gets your goat? (Gets you really annoyed?) It's a good idea to think about and speak about what annoys you, because then you recognize that a problem exists. From there you can try to find a solution to the situation- and if that's not possible- then change your attitude from annoyance to acceptance. Not easy but doable. The 4th page has blank cards for the student to come up with his/her own ideas and then have paired conversations.

Role Play : What Drives You Mad? Everyday Annoyances

This is a role play game in which students have to discuss who should be the new captain of a tiny lifeboat. You can play it in three rounds: 1) Individual students get a card, read it out and try to convince the others why they should be chosen; 2) personal decision of each student, 3) group discussion. My students liked it a lot and were very imaginative in justifying their leadership. And, for a change, no one must leave the ship...

Captain wanted - A role play game

Use these Minions cards to discuss the characters and events in the movie Minions. Describe the characters- add your own information. On the word cards- explain the meaning of the terms and how they relate to the movie. The class might also retell the plot in sequential order. 



There is a wiki with further information- found here: 



http://despicableme.wikia.com/wiki/Minions. 



Interview with Minions ws found here: 



https://en.islcollective.com/resources/printables/worksheets_doc_docx/interview_the_minions/past-simple-tense/81342

Role Play : The Minions 

My name is

Culture, intercultural communication, cross-cultural communication

Adjectives to describe feelings, emotions

Adjectives to describe personality and character

Adjectives: Gradable / Non-gradable adjectives

Articles: Definite or indefinite article (a, an or the)

BE + infinitive structures (e.g. he was to become famous)

Clauses of contrast (e.g.  although, while)

Clauses of purpose (e.g. in order to, so that, so as to)

Clauses of reason (e.g. because, because of, due to, as, since)

Cleft sentences (e.g. It's Joey we're looking for)

Comparison: Comparative adjectives and structures

Comparison: Superlative adjectives and structures

Conditional 2 (second conditional) - would

Conditionals: Conditional phrases (e.g. unless, provided that, as long as)

Conjunctions (aka connectives, e.g. and, but, or, so, then)

Contractions (shortened forms, e.g. don't, aren't, etc.)

Determiners (words that can come before nouns)

Formal and informal English (politeness or colloquial language)

Future perfect continuous (progressive) tense

Future perfect simple and continuous (progressive) tense

Future phrases (e.g. be about to, bound to, likely to, due to, set to + INF)

Homonyms (two words with the same pronunciation - homophones and homographs)

It as preparatory subject (e.g. it's raining, it's nice of you to)

Linking verbs (aka copulas, e.g. I am a student)

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how to accuse somebody of something in English

how to apologize, say sorry, forgive and express regret in English

how to ask for information and make inquiries in English

how to ask for something, make requests in English

how to blame somebody for something in English

how to defend yourself from criticism in English

how to deny or admit something in English

how to describe things or people in English

how to emphasize important things in English

how to encourage or discourage people in English

how to evaluate people or progress in English

how to express agreement /disagreement in English

how to express approval and disapproval  in English

how to express cause and effect in English

how to express interest in something in English

how to express likelihood, probability in English

how to express likes and dislikes in English

how to express sequence and chronology in English

how to express shock and disbelief in English

how to express sympathy and condolences in English

how to give permission, authorization in English

how to inform somebody about some news in English

how to interpret what was said in English

how to keep a conversation going in English

how to make guesses about something in English

how to make, accept and refuse offers in English

how to order or make a booking in English

how to persuade, convince people in English

how to praise people and express appreciation in English

how to reassure somebody of something in English

how to refuse and object to something in English

how to remind people of something in English

how to rephrase, paraphrase what was said in English

how to say thank you, express gratitude in English

Nouns: Collective nouns (team, class, family, committee)

Nouns: Proper nouns (names of people, cities, companies)

Oxymorons (phrases with words of contradictory meaning, e.g. living dead)

Participles: Past participle (e.g. HAVING DONE)

Participles: Present participle (e.g. DOING)

Parts of Speech (aka word classes, e.g. nouns, verbs, adjectives, adverbs)

Past perfect continuous (progressive) tense

Phonetics (pronunciation, IPA, phonetic symbols)

Plural nouns: regular plurals with S ending

Prefixes (e.g. A, UN, IM, DIS, MIS, EN, etc. )

Prepositions vs adverbs (e.g. before me, saw him before.)

Prepositions: Double prepositions (e.g. out of)

Prepositions: Participle prepositions (e.g. pending, concerning)

Prepositions: Phrase prepositions (e.g. by means of)

Present perfect continuous (progressive) tense

Present perfect simple or present continuous tense

Present simple tense: S for third person singular verbs

Present simple vs continuous (progressive) tense

Pronouns: EACH OTHER, ONE ANOTHER (reciprocal pronouns)

Pronouns: Possessive pronouns (e.g. my, mine)

Pronouns: Reflexive pronouns (e.g. myself, yourself))

Pronouns: SOMEBODY, ANYBODY, EVERYBODY, NO ONE, NOTHING, etc.

Pronouns: THIS, THAT, THESE, THOSE (demonstratives)

Pronouns: YOU and THEY to talk about people in general

Quantifiers (e.g. some, many, much, any, few, little)

Questions: WH questions (open-ended questions)

Reported speech: reported questions (indirect questions)

There is / there are / there was / there were / there will be, etc.

Verbs: Transitive or intransitive verbs (words that can or cannot stand with objects)

Working with Paragraphs: ordering, titling

Role play, miming, drama activity or improv game

Pictionary (picture dictionary) or picture matching

Writing an opinion essay (persuasive essay)

Learners who are Pre-A1 have just begun learning English and will first learn how to:<ul><li>Say the letters in the alphabet and numbers</li><li>Say hello, talk about names and age</li><li>Name the colors and dates, express likes and dislikes</li></ul>

Absolute beginners who have begun to learn the letters and numbers

Learners taking the A1 Elementary exam should be able to:<ul><li>Introduce themselves and ask and answer questions about personal details such as where he/she lives, things he/she has, people he/she knows.</li><li>Communicate using very basic phrases as long as the other person talks slowly and clearly and is prepared to help.</li><li>Main grammar points to know: common adjectives & adverbs of frequency, going to, how much/how many, imperatives, I'd like, 's – possessive, common prepositions of place and time, present simple & continuous, there is/are</li></ul>

A very basic tourist level, which is enough for buying food and a bus ticket

Learners taking the A2 Pre-intermediate exam should be able to:<ul><li>Understand sentences and frequently used expressions (e.g. very basic personal and family information, shopping, local geography, employment).</li><li>Complete tasks that are routine and exchange information about familiar matters.</li><li>Describe matters of immediate need in simple terms.</li><li>Main grammar points to know: countable/uncountable nouns, adverbs of frequency, future will/going to, much/many, present perfect, past simple, past continuous, common phrasal verbs, common modals: can/should</li></ul>

A tourist who can do basic conversations about the past, present and future

Learners taking the B1 Intermediate exam should be able to:<ul><li>Understand points regarding family, work, school or leisure-related topics.</li><li>Deal with most travel situations in areas where the language is spoken.</li><li>Create simple texts on topics of personal interest.</li><li>Describe experiences, events, dreams, and ambitions, as well as opinions or plans in brief.</li><li>Main grammar points to know: question tags, intensifiers: too/enough, future tenses, past tenses, modals, conditionals, wh-questions in the past</li></ul>

Learners who can deal with both familiar and routine situations, in friendly and work contexts

Learners taking the B2 Upper-intermediate exam should be able to:<ul><li>Understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialization.</li><li>Interact with fluency and spontaneity that makes regular interaction with native speakers quite possible without difficulty for either party.</li><li>Produce clear, detailed text on a wide range of subjects and explain an opinion on a topical issue giving the advantages and disadvantages of various options.</li><li>Main grammar points to know: perfect tenses, mixed conditionals, modals in the present, phrasal verbs, reported speech, wish, relative clauses</li></ul>

The level where you can be a tour guide for your foreign friends and talk about a lot of topics, even abstract ones, with ease and fluency

Learners taking the C1 Advanced exam should be able to: Express ideas fluently and spontaneously without much obvious searching for expressions. Use language flexibly and effectively for social, academic and professional purposes. Understand a wide range of demanding, longer texts. Produce clear, well-structured, detailed text on complex subjects, using linking phrases (=words that connect ideas between sentences). Main grammar points to know: inversion, mixed conditionals, modals in the past, all passive forms, phrasal verbs (all patterns), wish/if only for regrets

Learners who can smoothly communicate in every walk of life, read long texts and write well

Learners taking the C2 Proficient exam should be able to:<ul><li>Understand almost everything read or heard with ease.</li><li>Summarize information from a variety of sources into a coherent presentation.</li><li>Express themselves using precise meaning in complex scenarios.</li><li>Can express him/herself spontaneously, very fluently and precisely, differentiating finer shades of meaning even in the most complex situations</li></ul>

Get here and you are ready to study in English at university

331 Role play cards English ESL worksheets pdf & doc