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1. show a map of uk
2. pick out location and place to go to
3.  pass around old train tickets/ student rail card
4. learn and practice vocabulary that might be useful e.g destination location, single, return, student rail card
5. role play with student or other teacher  'buying a ticket'
6. drill sentence by back chaining "can I have a return student ticket to Rochester please?"
7. learners practice in 2's taking it in turn to be in each role

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BUYING A TRAIN TICKET (SJOC)

Materials/props:

Photos of ticket office, play money.

1. Pre-teach vocabulary, numbers and local place names (destinations).

2. Demo roleplay – by teacher and one student.

3. Roleplay 1 – destinations 1 &2, swop roles when completed.

4. Roleplay 2 – destinations 3 & 4, swop roles when completed.

5. Follow on task – using a ticket machine.

6. Extension task – reading a train timetable.

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- Introduce and practise vocabulary for body parts
- Introduce the situation by showing a photo of a doctor's surgery
- Mention reasons to go to the doctor and introduce and practise vocabulary for minor illnesses (headache, sore throat, stomach ache, a pain in my shoulder, a cold, etc.)
- Write on the board the conversation between the patient and the doctor's secretary to make the appointment (in this stage, try to elicit the conversation from the learners and help where necessary)
- Practice the conversation in pairs changing roles (patient and doctor's secretary
Second part:
- Write on the board the conversation between the patient and the doctor (the doctor asks the patient what is wrong and asks about symptoms, the patient explains what is wrong or how they feel, the doctor prescribes some medicine and explains the dose and times, the patient checks if they have understood correctly and says thank you and good bye) (Again, try to elicit the conversation from the learners and provide help)
- Practise the conversation in pairs, changing roles and changing the illness, the symptoms and the prescription
- If a pair feels confident enough, repeat the role play for the rest of the learners
Cynthia

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Gerard

Practise the vocabulary needed to buy a coffee, such as long black, espresso, cappuccino, latte, take away,  large, medium, small etc.
I would bring in disposable cups for  a simple prop and also I would make a large sign with the costa of the different kids of coffee.
I would give out some denominations of bills and coins, making sure the amounts are all understood and can be repeated.
I would role play with one or two students buying  a coffee, ensuring that the student has chosen which coffee she/he wants. I would reverse roles and then split the class into pairs to practise themselves.
I would end the role play in asking the students what the experience was like.

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Practise basic food items such as fruits and vegetables, and tinned foods, using packaging or actual food items if possible.Give students coins and ask them to hold up 1p, 5p 10p, 20p, 50p, and 1 pound coins.Students receptively practise numbers which they find difficult, for example 13, 30 by circling the number that they hear.Students count how much money they have in total.In groups students price the food items.Divide class in half and give half of the class roles as stall holders at a local market, for example, stalls selling fruit and vegetables, fish, bread, rice, lentils, spices etc and distribute food items between them.Give the other half the opportunity to visit the stalls and buy 1 or 2 food items.Students practise buying items and try to find the cheapest prices at different stalls.

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Practise basic food items such as fruits and vegetables, and tinned foods, using packaging or actual food items if possible.Give students coins and ask them to hold up 1p, 5p 10p, 20p, 50p, and 1 pound coins.Students receptively practise numbers which they find difficult, for example 13, 30 by circling the number that they hear.Students count how much money they have in total.In groups students price the food items.Divide class in half and give half of the class roles as stall holders at a local market, for example, stalls selling fruit and vegetables, fish, bread, rice, lentils, spices etc and distribute food items between them.Give the other half the opportunity to visit the stalls and buy 1 or 2 food items.Students practise buying items and try to find the cheapest prices at different stalls.

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Typical phrases could be asking for the bill, what would you like?, Can I have?, I´d like, please and thank you, how much? To expand on the food vocabulary

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Show picture of health visitor and baby scales etc
have one to play a mum and  one a health visitor
Phrases: my baby does not sleep well
my baby has a rash on the bottom
my baby is refusing to eat the solid food etc.

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First step would be to bring in some train tickets and some photos of a railway station, ticket office etc. so they have some idea of where they would need to go to buy a ticket.

Then  backchain the conversation "I'd like a ticket to London please"  "That'll be £xxxxx"

Then introduce the idea of single and return (I'd leave the concept of off-peak for the moment!)

Then use a regional map to learn some place names.  (This could be a game - guess how this name is said - because British place names have some weird and wonderful spellings!)

Then put the whole thing together as a role play in pairs. bringing money into it as well probably adds too much complexity - too many things to think about - but an extension might be "What time does the train go?" or "What platform will the train be on?" for those who have the basic language already. I'd model these first - but beware of bringing in too many ideas too soon. A better plan might be to re-use the "I'd like a ticket..." for other situations - buses, entrance tickets etc.

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I would go with the timetable
Pictures of train station on PowerPoint or printed out
Sample timetables
I would use a simplified timetable
One student has timetable and is the information person
The other asks,
Excuse me what time is the next train to .....
How long does the journey take?
Do you know what platform it goes from?
Student 1 uses the timetable to provide answers

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The lady I was working with wanted to work in a Beauty Salon, as a volunteer, so the Role play we worked on was how to treat a Customer. We just used the classroom as a pretend Salon. I was the Customer(C) and she was the Assistant(A).

A: Good Morning, how can I help you?
M: I would like a manicure please.
A: Do you have an appointment?
M: Yes, with Zara.
A: OK ...would you like to come this way and I will show you to your seat. Would you like a cup of tea or coffee while you are waiting? I will let Zara know you are here.

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Using role play to practice buying a rail ticket

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Using role play to practice buying a rail ticket

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Look at selection of rail tickets and timetables to show how they are set out.

Have aselection of coins ranging from 1p,2p,5p,10p,20p,50p,£1,£2 and get the learners to practice holding up coins they are asked to identify.

Practice holding up correct coins if having difficulty with any in particular and if having difficulty with certain numbers then get them to circle the correct one out of two choices.

Have a selection of A4sheets on the wall. Each sheet displaying a starting train station to a destination train station. On each sheet will be a price for that single journey.

Split group into pairs and get 1 learner to be the ticket seller and the other the traveller.

Get a couple of volunteers or assistant to show class both roles.

Get the ticket seller to ask where the traveller would like to go. Then get the traveller to pick their destination from the A4 posters. Get ticket seller to read price from appropriate poster. Get traveller to hand over correct money and get ticket seller to give change if needed.

Get each learner to play both the role of ticket seller and traveller.

Let it Land-If learners wish to come up in front of class and show how they got on.

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I would ask students to perform this in pairs, one being the receptionist/telephone operator at the Health Centre (R), the other the patient (P).

I'd probably act it out myself with a volunteer first and have the transcript given out to help.

R: Good morning, Dr. Smith's office. How may I help you?
P: Hello. I want to make an appointment to see a doctor please.
R: OK. Is this an emergency?
P: No
R: What seems to be the problem?
P: I have a pain in my ankle and it will not go away.
R: A pain in your ankle? Which one, right or left?
P: Ah, it's the right one.
R: Have you been to Dr Smith's clinic before?
P: No
R: So, you'll need to bring some identification with you, and your NHS number if you have one. If you're a refugee or asylum seeker, please bring your refugee Home Office card or Home Office letters if you have them, OK?
P: I can bring my refugee card and some identification.
R: Yes, that would be fine. Now, Dr Smith could see you at 9.30 on Thursday morning. Would that suit?
P: Yes, that is fine. Thank you.
R: OK, that's great. In that case we'll see you then. Thank you. Goodbye.
P: Goodbye.

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My suggestion is to buy a train ticket.  Take along some train tickets and look at them. Discuss the vocabulary, single, return, day-return, off-peak, first class, second class, fast train, etc. Talk about how to pronounce place names. Provide vocabulary for the cost of the ticket. E.g. £5.75, £12.95 etc. Practice answers to questions such as ‘are you paying by cash or card?’Give a few scenarios and let them work in pairs to ask for the ticket they need and respond with the cost.More advanced work could be on questions like ‘is it cheaper to travel after 10?’ or ‘will I have to change trains?’ ‘Which platform for the train to Tring?’ ‘Is this ticket valid for the next train?’Look at departure boards (perhaps get photos from different stations) and discuss how to work out where to get your train. Look at train timetables and plan a journey to Birmingham. 

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My suggestion is to buy a train ticket.  Take along some train tickets and look at them. Discuss the vocabulary, single, return, day-return, off-peak, first class, second class, fast train, etc. Talk about how to pronounce place names. Provide vocabulary for the cost of the ticket. E.g. £5.75, £12.95 etc. Practice answers to questions such as ‘are you paying by cash or card?’Give a few scenarios and let them work in pairs to ask for the ticket they need and respond with the cost.More advanced work could be on questions like ‘is it cheaper to travel after 10?’ or ‘will I have to change trains?’ ‘Which platform for the train to Tring?’ ‘Is this ticket valid for the next train?’Look at departure boards (perhaps get photos from different stations) and discuss how to work out where to get your train. Look at train timetables and plan a journey to Birmingham. 