10 IMAGE SCENARIO LESSONS

FOR THE ENGLISH LANGUAGE CLASSROOM

By Nik Peachey

©PEACHEYPUBLICATIONS LTD 2021

10 IMAGE SCENARIO
LESSONS

By Nik Peachey

© PeacheyPublications 2021

i
INTRODUCTION
10 IMAGE SCENARIO
LESSONS
Hello and welcome to these 10 Image Scenario Lessons. I hope
you and your students like using them. They are a little different
from the usual course book and supplementary materials you
may find from other publishers. The lessons have been designed
based on my experience and interaction with countless students
and teachers both in the physical and virtual classroom and their
feedback about the lack of opportunity for creative and
spontaneous use of language in the classroom context.

I hope these lessons give your students the opportunity to

develop their linguistic skills but also to think about and develop
some of the soft-skills and interpersonal skills that are often
neglected by an over emphasis on vocabulary and grammatical
structure as the primary means of communication.

Communicating, as students soon discover in the real world, is so

much more than connecting together some structures around key
vocabulary. It is a messy process that requires negotiation,
collaboration and a degree of sensitivity and compromise. I hope
that these lessons give your students a greater opportunity to
develop those skills and makes them better prepared for the real
world of language use.

Why image scenarios

The key aim of the materials in this book is to help develop

students fluency and their ability to produce language
spontaneously and creatively in what can be potentially difficult
situations.

Most course book speaking activities are very controlled and

predictable and don’t give students the opportunity to use
language in a creative way. The role-plays are often focused on
getting students to regurgitate previously learned expressions in
order to achieve predictable and simplistic goals.

ii
The scenarios for the role-plays in this book are much more unpredictable and
complex. Students look at the characters motivation and try to achieve their
aims. In many of the role-plays the motivation of the characters lead to conflict
and require a degree of tactful negotiation to resolve.

These role-plays are more like the kinds of scenarios students will face in real
life both in their social and work related encounters. In this way the materials
does much for to prepare students for the authentic use of language in the real
world and help them to develop more complex negotiating and skills to reach a
satisfying compromise.

How to use the lessons

This book is not a structured course, but a collection of supplementary

materials that you can select from to use with your students when you want to
challenge them to use language in a more creative and spontaneous way.

Approach

The materials in this series take a very student-centred approach using the
images and situations to stimulate language and then using the teacher to
develop and build on the language the students are able to produce.

Careful monitoring and selective feedback from the teacher is an essential part
of the lessons and can make the tasks for more fulfilling and useful for the
students.

I would advise the teacher to step out of the interaction as much as possible
and give the students the space to work with the language and the tasks. The
teacher does need to be listening carefully though and making notes where
possible of any gaps in the students’ linguistic ability that they can help to
close.

Lesson structure

The structure of each lesson follows the same pattern.

1.! Imagine

In this first section of the lesson students see an image of two people and have
to try to imagine and build a backstory to the image. The main aim of this part
of the lesson is to stimulate students’ imagination and creativity and get them
thinking about the people in the image. Students can’t let their imaginations

iii
create any possible background. There aren’t any correct or incorrect answers
and this should help to reduce the students effective filter and get them
thinking more divergently about the image.

Within this section there is also an optional writing activity. The students can
write a text describing the image. This can be used during the class or at
home before the lesson. The task is computer evaluated based upon the
vocabulary that students use when describing the image. They also have the
opportunity to compare their text to the text another student has written and
decide which features of each text they prefer.

2. Act

In this section of the lesson students have a randomly selected role to play
based on the image, and they work in pairs to try to achieve their aims.

Each of the two characters in the images has a number of possible role cards
available and these are randomly selected by the computer, so different pairs
of students could be performing very different role-plays.

The role cards can be scanned onto each students mobile device or links can
be shared to the cards.

These role-plays can be repeated two or even three more times with different
combinations of role cards giving the character different motivations and
goals.

3. Summarise

In this part of the lesson students think back about what they said and how it
impacted on their achievement of their goals. This section of the lesson is
designed to get students thinking about how they use language during
conversations and should guide them to becoming more aware of the impact
of their language and more autonomous in how they develop their use of
language.

There is a digital note-taking template that students can use for this before
discussing their answers in groups or in their pairs.

4. Reflect

Finally, students reflect on what they have learned from the lesson. They can
use the digital template to make notes of their learning reflection and/or work

iv
together in groups to share and compare. Their notes can be saved and
downloaded to share with the teacher or can become part of a digital portfolio or
learning journal.

I hope you and your students enjoy these lessons.

Nik Peachey - Pedagogical Director - PeacheyPublications Ltd

v
 CONTENTS

1. The cafe 7

2. The Guide 13

3. The Journey 20

4. The Key 26

5. The Meeting 33

6. The New Job 40

7. The Old Friends 46

8. The Phone Call 52

9. Two Men on a Scooter 58

10. Working Late 64

By Nik Peachey

© PeacheyPublications 2021

Your Rights

Buying this book gives you the right to use it and any of the ideas and materials
from it with your students. It does NOT give you the right to copy, share copies
with other teachers or store and redistribute it online.

vi
IMAGE SCENARIOS

©PEACHEYPUBLICATIONS LTD 2020

THE CAFE This lesson is based around an image of a man and a woman in
a cafe together, but what’s their relationship and what is the man
looking at on his computer? Get students to explore this image
and take on the roles of these people as they negotiate this
difficult social encounter.
Aims:
• To enable students to deal with and resolve conflict in a
sensitive way.
• To help students improvise and respond to the unexpected.
Level:
Intermediate + (B1/B2)
Materials:
• Digital presentation: http://bit.ly/3mkYzKT
• Picture description task: http://bit.ly/2K36Upa
• Role card 1: http://bit.ly/3oSlmz7
• Role card 2: http://bit.ly/37l3s26
• Summary task: http://bit.ly/34g8ACC
• Reflection task: http://bit.ly/3qSW4mx

7
Imagine
In this part of the lesson students look at an image and try to imagine what is happening and
what the relationships are between the people. There is a speaking task as well as an
optional writing task.

Slide 1
Procedure:
• Show the students Slide 1.
• Give them some time to look at the image and read through the questions.
• Put the students into pairs or small groups and ask them to discus the questions and find
out what the other students thought about the image.
• Monitor while they discus and make notes of any gaps in their ability that you can help
them with. Also make notes of any really useful comments or expressions that you can
share with the other students.
• Once they have finished their discussion, get some of the students to share their
impressions of the image and see if they can rationalise and explain their views.
• Give some feedback and feed in any new language that you think can help them with the
task.
• Feed in any useful vocabulary and expressions you heard students using during the task.
Optional:
• You can follow up this task by getting students to do the descriptive writing task. They can
either do this during the lesson or at home. The task gives computer generated feedback
based on the vocabulary they use and they also see an example text from another student.
• Picture description task: http://bit.ly/2K36Upa

8
Act
In this part of the lesson students take on the role of one of the people in the image. The role
card gives them some background to their situation, their motivation and their goals.

Slide 2
Procedure:
• Show the students the image on Slide 2.
• Tell the students that they are going to imagine that they are one of the two people.
• Put the students into pairs and get one student to be the woman and the other to be the
man.
• Ask them to scan the QR codes to get their role cards, or share a link with to the role cards
with them. (Note: The role descriptions are randomly selected. You may want to choose a
specific one for each student so that all the role play scenarios are the same, or you can let
the students choose which of the 4 they prefer.)
• Once students have their role cards, give them time to think about what they want to get
from the situation and what they will say.
• Remind the students that the other person in the discussion will also want to communicate
something and have a goal so they should also ask questions to try to understand the other
person’s point of view and be a good listener.
• When the students are ready ask them to start the role play. Monitor while they discus and
make notes of any gaps in their ability that you can help them with. Also make notes of any
really useful comments, vocabulary or expressions that you can share with the other
students.
• Role card 1: http://bit.ly/3oSlmz7
• Role card 2: http://bit.ly/37l3s26

9
Summarise
In this part of the lesson students summarise what happened in the conversation and think
about how well they achieved their goals.

Slide 3
Procedure:
• Show the students Slide 3.
• Ask them to look at and think about the questions.
• Put the students into new pairs with a different partner.
• Ask them to use the questions to find out about their partners’ role play conversation.
• Monitor and be supportive and encourage the students to listen to each other and dig
deeper, ask follow up questions and find out more about the views of their partner.
• When they have finished give the students some feedback on the role play task and share
examples of good expressions, vocabulary and behaviour that you saw.
Optional:
• Students can do this task during class time or for homework.
• Give the students a link to the written version of the summary questions and get them to
make notes. They can either keep these as part of a learning journal and/or share them
with you for your comments.
• Summary task: http://bit.ly/34g8ACC

10
Reflect
In this final part of the lesson the students reflect on the lesson and what they
have learned from it.

Slide 4
Procedure:
• Show the students Slide 4.
• Give the students time to read and think about the questions.
• Put the students into pairs or small groups to share their reflections and find
out what other students thought.
• Once they have finished, get some feedback from the students, listen to
what they have to say and make notes.

Optional:
• There is a written version of the questions which you can use with students.
You can either give this to them before the discussion so they make notes
first or you can get them to do it afterwards and save and share their notes
with you.
• Reflection task: http://bit.ly/3qSW4mx

11
© PeacheyPublications 2020

Your Rights

Buying this book gives you the right to use it and any of the ideas and materials from it with
your students. It does NOT give you the right to copy, share copies with other teachers
or store and redistribute it online.

Copyright Information

This book is an independent publication and has been created in my own time and at my
own expense. I depend on the proceeds from my books and materials so that I can produce
more work like this and so that I can feed my family and send my daughters to college.
When you download or share this book without my permission you are stealing from me and
my family.

If you have downloaded this book without permission or paying, please do the right thing
and go buy a copy from: https://www.peacheypublications.com/ or
https://payhip.com/peacheypublications

If you can’t afford or don’t have the means to buy it, then read on in peace and I hope that it
helps you and your students.

All images remain the property of the creator.

Thanks

Nik Peachey - Co-Founder PeacheyPublications Ltd

PeacheyPublications is registered as limited company: 11586696

12
IMAGE SCENARIOS

©PEACHEYPUBLICATIONS LTD 2020

THE GUIDE What’s on the other side of the sand dune? Is it the sea, an
ancient historic site or a band of kidnappers? Get students to
build a story around the image and then role-play the characters
to bring their story to life.
With reflection and summary tasks this lesson will make students
more aware of the way they use language and what they learn
from the lesson.
Aims:
• To enable students to use language for negotiating and
persuading.
Level:
• Intermediate + (B1- C2)
Materials:
• Digital presentation: http://bit.ly/3pnyFY6
• Picture description task: http://bit.ly/3al9OA9
• Role card 1: http://bit.ly/3qlIV4t
• Role card 2: http://bit.ly/3rSPawZ
• Summary task: http://bit.ly/37fF4yo
• Reflection task: http://bit.ly/3dfT9Qi

13
Imagine
In this part of the lesson students look at an image and try to imagine what is happening and
what the relationships are between the people. There is also an optional writing task.

Slide 1
Procedure:
• Show the students Slide 1.
• Give them some time to look at the image and read through the questions.
• Put the students into pairs or small groups and ask them to discus the questions and find
out what the other students thought about the image.
• Monitor while they discus and make notes of any gaps in their ability that you can help
them with. Also make notes of any really useful comments or expressions that you can
share with the other students.
• Once they have finished their discussion, get some of the students to share their
impressions of the image and see if they can rationalise and explain their views.
• Give some feedback and feed in any new language that you think can help them with the
task.
• Feed in any useful vocabulary and expressions you heard students using during the task.
Optional:
• You can follow up this task by getting students to do the descriptive writing task. They can
either do this during the lesson or at home. The task gives computer generated feedback
based on the vocabulary they use and they also see an example text from another student.
• Picture description task: http://bit.ly/3al9OA9

14
Act
In this part of the lesson students take on the role of one of the people in the image. The role
card gives them some background to their situation, their motivation and their goals.

Slide 2
Procedure:
• Show the students the image on Slide 2.
• Tell the students that they are going to imagine that they are one of the two people.
• Put the students into pairs and get one student to be the woman and the other to be the
man.
• Ask them to scan the QR codes to get their role cards, or share a link with to the role cards
with them. (Note: The role descriptions are randomly selected. You may want to choose a
specific one for each student so that all the role play scenarios are the same, or you can let
the students choose which of them they prefer.)
• Once students have their role cards, give them time to think about what they want to get
from the situation and what they will say.
• Remind the students that the other person in the discussion will also want to communicate
something and have a goal so they should also ask questions to try to understand the other
person’s point of view and be a good listener.
• When the students are ready ask them to start the role play. Monitor while they discus and
make notes of any gaps in their ability that you can help them with. Also make notes of any
really useful comments, vocabulary or expressions that you can share with the other
students.
• Role card 1: http://bit.ly/3qlIV4t
• Role card 2: http://bit.ly/3rSPawZ

15
Summarise
In this part of the lesson students summarise what happened in the conversation and think
about how well they achieved their goals.

Slide 3
Procedure:
• Show the students Slide 3.
• Ask them to look at and think about the questions.
• Put the students into new pairs with a different partner.
• Ask them to use the questions to find out about their partners’ role play conversation.
• Monitor and be supportive and encourage the students to listen to each other and dig
deeper, ask follow up questions and find out more about the views of their partner.
• When they have finished give the students some feedback on the role play task and share
examples of good expressions, vocabulary and behaviour that you saw.
Optional:
• Students can do this task during class time or for homework.
• Give the students a link to the written version of the summary questions and get them to
make notes. They can either keep these as part of a learning journal and/or share them
with you for your comments.
• Summary task: http://bit.ly/37fF4yo

16
Reflect
In this final part of the lesson the students reflect on the lesson and what they
have learned from it.

Slide 4
Procedure:
• Show the students Slide 4.
• Give the students time to read and think about the questions.
• Put the students into pairs or small groups to share their reflections and find
out what other students thought.
• Once they have finished, get some feedback from the students, listen to
what they have to say and make notes.

Optional:
• There is a written version of the questions which you can use with students.
You can either give this to them before the discussion so they make notes
first or you can get them to do it afterwards and save and share their notes
with you.
• Reflection task: http://bit.ly/3dfT9Qi

17
About the Author
Nik Peachey is a teacher trainer, writer, conference speaker, learning technology consultant
and Director of Pedagogy at PeacheyPublications.
With almost 30 years experience in education, he has lived and worked all over the world.
He has worked with a wide range of educational companies, publishers and institutions
including Macmillan, CUP, OUP, British Council, International House, Bell Educational
Services, University of Westminster, The Open University, The BBC, Google Creative Labs,
Kings College Online, EtonX and many more.
He is a two-time winner of the British Council Innovations Award and Co - Founder of
PeacheyPublications Ltd
Nik is the editor of the free ‘Learning Technology and ELT Newsletter’ at:
https://tinyletter.com/technogogy/
Nik is also a keen blogger and content curator. You can find his blog at:
http://quickshout.blogspot.co.uk/ and his curation sites at:
http://www.scoop.it/t/tools-for-learners and http://www.scoop.it/t/learning-technology
You can contact Nik at: Nik.Peachey@PeacheyPublications.com

© PeacheyPublications 2021

18
 Thanks for reading this far!

Copyright Information

Your Rights

Buying this book gives you the right to use it and any of the ideas and materials from it with
your students. It does NOT give you the right to copy, share copies with other teachers
or store and redistribute it online.

Copyright Information

This book is an independent publication and has been created with love and attention to
detail in my own time and at my own expense. I depend on the proceeds from my books and
materials so that I can produce more work like this and so that I can feed my family and
send my daughters to college. When you download or share this book without my
permission you are stealing from me and my family.

If you have downloaded this book without permission or paying, please do the right thing
and go buy a copy from: https://www.peacheypublications.com/ or
https://payhip.com/peacheypublications

If you don’t have the means to buy it, then read on in peace and I hope that it helps you and
your students.

All images and the video remain the property of the creator.

PeacheyPublications is registered as limited company: 11586696

19
IMAGE SCENARIOS

©PEACHEYPUBLICATIONS LTD 2020

THE JOURNEY This lesson is based around an image of a man and a woman on
holiday together. The students use the image to build a
background story to the couple’s situation and then role play a
conflict between them.
Aims:
• To enable students to deal with and resolve conflict in a
sensitive way.
• To help students improvise and respond to the unexpected.
Level:
Intermediate + (B1/B2)
Materials:
• Digital presentation: https://bit.ly/2HPcQB6
• Picture description task: https://bit.ly/2VgB5eH
• Role card 1: https://bit.ly/33srHJu
• Role card 2: https://bit.ly/3o51b0w
• Summary task: https://bit.ly/3lpsyR3
• Reflection task: https://bit.ly/3qdmizO

20
Imagine
In this part of the lesson students look at an image and try to imagine what is happening and
what the relationships are between the people. There is a speaking task as well as an
optional writing task.

Slide 1
Procedure:
• Show the students Slide 1.
• Give them some time to look at the image and read through the questions.
• Put the students into pairs or small groups and ask them to discus the questions and find
out what the other students thought about the image.
• Monitor while they discus and make notes of any gaps in their ability that you can help
them with. Also make notes of any really useful comments or expressions that you can
share with the other students.
• Once they have finished their discussion, get some of the students to share their
impressions of the image and see if they can rationalise and explain their views.
• Give some feedback and feed in any new language that you think can help them with the
task.
• Feed in any useful vocabulary and expressions you heard students using during the task.
Optional:
• You can follow up this task by getting students to do the descriptive writing task. They can
either do this during the lesson or at home. The task gives computer generated feedback
based on the vocabulary they use and they also see an example text from another student.
• Picture description task: https://bit.ly/2VgB5eH

21
Act
In this part of the lesson students take on the role of one of the people in the image. The role
card gives them some background to their situation, their motivation and their goals.

Slide 2
Procedure:
• Show the students the image on Slide 2.
• Tell the students that they are going to imagine that they are one of the two people.
• Put the students into pairs and get one student to be the woman and the other to be the
man.
• Ask them to scan the QR codes to get their role cards, or share a link with to the role cards
with them. (Note: The role descriptions are randomly selected. You may want to choose a
specific one for each student so that all the role play scenarios are the same, or you can let
the students choose which of the 3 they prefer.)
• Once students have their role cards, give them time to think about what they want to get
from the situation and what they will say.
• Remind the students that the other person in the discussion will also want to communicate
something and have a goal so they should also ask questions to try to understand the other
person’s point of view and be a good listener.
• When the students are ready ask them to start the role play. Monitor while they discus and
make notes of any gaps in their ability that you can help them with. Also make notes of any
really useful comments, vocabulary or expressions that you can share with the other
students.
• Role card 1: https://bit.ly/33srHJu
• Role card 2: https://bit.ly/3o51b0w

22
Summarise
In this part of the lesson students summarise what happened in the conversation and think
about how well they achieved their goals.

Slide 3
Procedure:
• Show the students Slide 3.
• Ask them to look at and think about the questions.
• Put the students into new pairs with a different partner.
• Ask them to use the questions to find out about their partners’ role play conversation.
• Monitor and be supportive and encourage the students to listen to each other and dig
deeper, ask follow up questions and find out more about the views of their partner.
• When they have finished give the students some feedback on the role play task and share
examples of good expressions, vocabulary and behaviour that you saw.
Optional:
• Students can do this task during class time or for homework.
• Give the students a link to the written version of the summary questions and get them to
make notes. They can either keep these as part of a learning journal and/or share them
with you for your comments.
• Summary task: https://bit.ly/3lpsyR3

23
Reflect
In this final part of the lesson the students reflect on the lesson and what they
have learned from it.

Slide 4
Procedure:
• Show the students Slide 4.
• Give the students time to read and think about the questions.
• Put the students into pairs or small groups to share their reflections and find
out what other students thought.
• Once they have finished, get some feedback from the students, listen to
what they have to say and make notes.

Optional:
• There is a written version of the questions which you can use with students.
You can either give this to them before the discussion so they make notes
first or you can get them to do it afterwards and save and share their notes
with you.
• Reflection task: https://bit.ly/3qdmizO

24
© PeacheyPublications 2020

Your Rights

Buying this book gives you the right to use it and any of the ideas and materials from it with
your students. It does NOT give you the right to copy, share copies with other teachers
or store and redistribute it online.

Copyright Information

This book is an independent publication and has been created in my own time and at my
own expense. I depend on the proceeds from my books and materials so that I can produce
more work like this and so that I can feed my family and send my daughters to college.
When you download or share this book without my permission you are stealing from me and
my family.

If you have downloaded this book without permission or paying, please do the right thing
and go buy a copy from: https://www.peacheypublications.com/ or
https://payhip.com/peacheypublications

If you can’t afford or don’t have the means to buy it, then read on in peace and I hope that it
helps you and your students.

All images remain the property of the creator.

Thanks

Nik Peachey - Co-Founder PeacheyPublications Ltd

PeacheyPublications is registered as limited company: 11586696

25
IMAGE SCENARIOS

©PEACHEYPUBLICATIONS LTD 2020

THE KEY Engage your students’ curiosity and creativity and get them to
explore the relationship between the people in the image and the
purpose of the key.

Students will enjoy playing one of a variety of roles that create

unique short role-plays with unpredictable outcomes.

Aims:
• To enable students to use language in a creative way to
negotiate unpredictable situations.
Level:
• Intermediate + (B1- C2)
Materials:
• Digital presentation: http://bit.ly/2LvbqxD
• Picture description task: http://bit.ly/3aYX815
• Role card 1: http://bit.ly/36RHDXn
• Role card 2: http://bit.ly/3tFOe10
• Summary task: http://bit.ly/3aEfMuQ
• Reflection task: http://bit.ly/3rDvuNP

26
Imagine
In this part of the lesson students look at an image and try to imagine what is happening and
what the relationships are between the people. There is also an optional writing task.

Slide 1
Procedure:
• Show the students Slide 1.
• Give them some time to look at the image and read through the questions.
• Put the students into pairs or small groups and ask them to discus the questions and find
out what the other students thought about the image.
• Monitor while they discus and make notes of any gaps in their ability that you can help
them with. Also make notes of any really useful comments or expressions that you can
share with the other students.
• Once they have finished their discussion, get some of the students to share their
impressions of the image and see if they can rationalise and explain their views.
• Give some feedback and feed in any new language that you think can help them with the
task.
• Feed in any useful vocabulary and expressions you heard students using during the task.
Optional:
• You can follow up this task by getting students to do the descriptive writing task. They can
either do this during the lesson or at home. The task gives computer generated feedback
based on the vocabulary they use and they also see an example text from another student.
• Picture description task: http://bit.ly/3aYX815

27
Act
In this part of the lesson students take on the role of one of the people in the image. The role
card gives them some background to their situation, their motivation and their goals.

Slide 2
Procedure:
• Show the students the image on Slide 2.
• Tell the students that they are going to imagine that they are one of the two people.
• Put the students into pairs and get one student to be the woman and the other to be the
man.
• Ask them to scan the QR codes to get their role cards, or share a link with to the role cards
with them. (Note: The role descriptions are randomly selected. You may want to choose a
specific one for each student so that all the role play scenarios are the same, or you can let
the students choose which of them they prefer.)
• Once students have their role cards, give them time to think about what they want to get
from the situation and what they will say.
• Remind the students that the other person in the discussion will also want to communicate
something and have a goal so they should also ask questions to try to understand the other
person’s point of view and be a good listener.
• When the students are ready ask them to start the role play. Monitor while they discus and
make notes of any gaps in their ability that you can help them with. Also make notes of any
really useful comments, vocabulary or expressions that you can share with the other
students.
• Role card 1: http://bit.ly/36RHDXn
• Role card 2: http://bit.ly/3tFOe10

28
Summarise
In this part of the lesson students summarise what happened in the conversation and think
about how well they achieved their goals.

Slide 3
Procedure:
• Show the students Slide 3.
• Ask them to look at and think about the questions.
• Put the students into new pairs with a different partner.
• Ask them to use the questions to find out about their partners’ role play conversation.
• Monitor and be supportive and encourage the students to listen to each other and dig
deeper, ask follow up questions and find out more about the views of their partner.
• When they have finished give the students some feedback on the role play task and share
examples of good expressions, vocabulary and behaviour that you saw.
Optional:
• Students can do this task during class time or for homework.
• Give the students a link to the written version of the summary questions and get them to
make notes. They can either keep these as part of a learning journal and/or share them
with you for your comments.
• Summary task: http://bit.ly/3aEfMuQ

29
Reflect
In this final part of the lesson the students reflect on the lesson and what they
have learned from it.

Slide 4
Procedure:
• Show the students Slide 4.
• Give the students time to read and think about the questions.
• Put the students into pairs or small groups to share their reflections and find
out what other students thought.
• Once they have finished, get some feedback from the students, listen to
what they have to say and make notes.

Optional:
• There is a written version of the questions which you can use with students.
You can either give this to them before the discussion so they make notes
first or you can get them to do it afterwards and save and share their notes
with you.
• Reflection task: http://bit.ly/3rDvuNP

30
About the Author
Nik Peachey is a freelance teacher trainer, writer, conference speaker, learning technology
consultant and Director of Pedagogy at PeacheyPublications.
With almost 30 years experience in education, he has lived and worked all over the world.
He has worked with a wide range of educational companies, publishers and institutions
including Macmillan, CUP, OUP, British Council, International House, Bell Educational
Services, University of Westminster, The Open University, The BBC, Google Creative Labs,
Kings College Online, EtonX and many more.
He is a two-time winner of the British Council Innovations Award and Co - Founder of
PeacheyPublications Ltd
Nik is the editor of the free ‘Learning Technology and ELT Newsletter’ at:
https://tinyletter.com/technogogy/
Nik is also a keen blogger and content curator. You can find his blog at:
http://quickshout.blogspot.co.uk/ and his curation sites at:
http://www.scoop.it/t/tools-for-learners and http://www.scoop.it/t/learning-technology
You can contact Nik at: Nik.Peachey@PeacheyPublications.com

© PeacheyPublications 2021

31
 Thanks for reading this far!

Copyright Information

Your Rights

Buying this book gives you the right to use it and any of the ideas and materials from it with
your students. It does NOT give you the right to copy, share copies with other teachers
or store and redistribute it online.

Copyright Information

This book is an independent publication and has been created with love and attention to
detail in my own time and at my own expense. I depend on the proceeds from my books and
materials so that I can produce more work like this and so that I can feed my family and
send my daughters to college. When you download or share this book without my
permission you are stealing from me and my family.

If you have downloaded this book without permission or paying, please do the right thing
and go buy a copy from: https://www.peacheypublications.com/ or
https://payhip.com/peacheypublications

If you don’t have the means to buy it, then read on in peace and I hope that it helps you and
your students.

All images and the video remain the property of the creator.

PeacheyPublications is registered as limited company: 11586696

32
IMAGE SCENARIOS

©PEACHEYPUBLICATIONS LTD 2021

THE MEETING What’s the meeting about? What’s the relationship between the
two people and which one has a dark secret?
Students will create a backstory to the image and then play
through a randomly generated role-play scenario the gives them
the chance to use language creatively and spontaneously to
negotiate an awkward situation. They will then summarise and
reflect on their learning.
Aims:
• To enable students to use the language they know to negotiate
difficult situations.
Level:
• Intermediate + (B1- C2)
Materials:
• Digital presentation: http://bit.ly/307dWhc
• Picture description task: http://bit.ly/383PuBL
• Role card 1: http://bit.ly/3kGJ2G4
• Role card 2: http://bit.ly/2Pptf2B
• Summary task: http://bit.ly/2MHnsVh
• Reflection task: http://bit.ly/3bc1Nhg

33
Imagine
In this part of the lesson students look at an image and try to imagine what is happening and
what the relationships are between the people. There is also an optional writing task.

Slide 1
Procedure:
• Show the students Slide 1.
• Give them some time to look at the image and read through the questions.
• Put the students into pairs or small groups and ask them to discus the questions and find
out what the other students thought about the image.
• Monitor while they discus and make notes of any gaps in their ability that you can help
them with. Also make notes of any really useful comments or expressions that you can
share with the other students.
• Once they have finished their discussion, get some of the students to share their
impressions of the image and see if they can rationalise and explain their views.
• Give some feedback and feed in any new language that you think can help them with the
task.
• Feed in any useful vocabulary and expressions you heard students using during the task.
Optional:
• You can follow up this task by getting students to do the descriptive writing task. They can
either do this during the lesson or at home. The task gives computer generated feedback
based on the vocabulary they use and they also see an example text from another student.
• Picture description task: http://bit.ly/383PuBL

34
Act
In this part of the lesson students take on the role of one of the people in the image. The role
card gives them some background to their situation, their motivation and their goals.

Slide 2
Procedure:
• Show the students the image on Slide 2.
• Tell the students that they are going to imagine that they are one of the two people.
• Put the students into pairs and get one student to be the woman and the other to be the
man.
• Ask them to scan the QR codes to get their role cards, or share a link with to the role cards
with them. (Note: The role descriptions are randomly selected. You may want to choose a
specific one for each student so that all the role play scenarios are the same, or you can let
the students choose which of them they prefer.)
• Once students have their role cards, give them time to think about what they want to get
from the situation and what they will say.
• Remind the students that the other person in the discussion will also want to communicate
something and have a goal so they should also ask questions to try to understand the other
person’s point of view and be a good listener.
• When the students are ready ask them to start the role play. Monitor while they discus and
make notes of any gaps in their ability that you can help them with. Also make notes of any
really useful comments, vocabulary or expressions that you can share with the other
students.
• Role card 1: http://bit.ly/3kGJ2G4
• Role card 2: http://bit.ly/2Pptf2B

35
Summarise
In this part of the lesson students summarise what happened in the conversation and think
about how well they achieved their goals.

Slide 3
Procedure:
• Show the students Slide 3.
• Ask them to look at and think about the questions.
• Put the students into new pairs with a different partner.
• Ask them to use the questions to find out about their partners’ role play conversation.
• Monitor and be supportive and encourage the students to listen to each other and dig
deeper, ask follow up questions and find out more about the views of their partner.
• When they have finished give the students some feedback on the role play task and share
examples of good expressions, vocabulary and behaviour that you saw.
Optional:
• Students can do this task during class time or for homework.
• Give the students a link to the written version of the summary questions and get them to
make notes. They can either keep these as part of a learning journal and/or share them
with you for your comments.
• Summary task: http://bit.ly/2MHnsVh

36
Reflect
In this final part of the lesson the students reflect on the lesson and what they have learned
from it.

Slide 4
Procedure:
• Show the students Slide 4.
• Give the students time to read and think about the questions.
• Put the students into pairs or small groups to share their reflections and find out what other
students thought.
• Once they have finished, get some feedback from the students, listen to what they have to
say and make notes.

Optional:
• There is a written version of the questions which you can use with students. You can either
give this to them before the discussion so they make notes first or you can get them to do it
afterwards and save and share their notes with you.
• Reflection task: http://bit.ly/3bc1Nhg

37
About the Author
Nik Peachey is a teacher trainer, writer, conference speaker, learning technology consultant
and Director of Pedagogy at PeacheyPublications.
With almost 30 years experience in education, he has lived and worked all over the world.
He has worked with a wide range of educational companies, publishers and institutions
including Macmillan, CUP, OUP, British Council, International House, Bell Educational
Services, University of Westminster, The Open University, The BBC, Google Creative Labs,
Kings College Online, EtonX and many more.
He is a two-time winner of the British Council Innovations Award and Co - Founder of
PeacheyPublications Ltd
Nik is the editor of the free ‘Learning Technology and ELT Newsletter’ at:
https://tinyletter.com/technogogy/
Nik is also a keen blogger and content curator. You can find his blog at:
http://quickshout.blogspot.co.uk/ and his curation sites at:
http://www.scoop.it/t/tools-for-learners and http://www.scoop.it/t/learning-technology
You can contact Nik at: Nik.Peachey@PeacheyPublications.com

© PeacheyPublications 2021

38
 Thanks for reading this far!

Copyright Information

Your Rights

Buying this book gives you the right to use it and any of the ideas and materials from it with
your students. It does NOT give you the right to copy, share copies with other teachers
or store and redistribute it online.

Copyright Information

This book is an independent publication and has been created with love and attention to
detail in my own time and at my own expense. I depend on the proceeds from my books and
materials so that I can produce more work like this and so that I can feed my family and
send my daughters to college. When you download or share this book without my
permission you are stealing from me and my family.

If you have downloaded this book without permission or paying, please do the right thing
and go buy a copy from: https://www.peacheypublications.com/ or
https://payhip.com/peacheypublications

If you don’t have the means to buy it, then read on in peace and I hope that it helps you and
your students.

All images and the video remain the property of the creator.

PeacheyPublications is registered as limited company: 11586696

39
IMAGE SCENARIOS

©PEACHEYPUBLICATIONS LTD 2020

THE NEW JOB This lesson is based on an image of two women working at a
desk. The students discuss the possible relationships between
the two woman and build a back story to the image. They then
role play a conversation between them.
Aims:
• To enable students to open conversation and build trust and
relationships with new people.
• To enable students to deal with misunderstandings and
unpredictable elements in conversation.
Level:
Intermediate + (B1/B2)
Materials:
• Digital presentation: https://bit.ly/3lxaRiQ
• Picture description task: https://bit.ly/37skqdP
• Role card 1: https://bit.ly/3mzRmHr
• Role card 2: https://bit.ly/36vWdUH
• Summary task: https://bit.ly/3qq6PMA
• Reflection task: https://bit.ly/33DeaPm

40
Imagine
In this part of the lesson students look at an image and try to imagine what is happening and
what the relationships are between the people. There is also an optional writing task.

Slide 1
Procedure:
• Show the students Slide 1.
• Give them some time to look at the image and read through the questions.
• Put the students into pairs or small groups and ask them to discus the questions and find
out what the other students thought about the image.
• Monitor while they discus and make notes of any gaps in their ability that you can help
them with. Also make notes of any really useful comments or expressions that you can
share with the other students.
• Once they have finished their discussion, get some of the students to share their
impressions of the image and see if they can rationalise and explain their views.
• Give some feedback and feed in any new language that you think can help them with the
task.
• Feed in any useful vocabulary and expressions you heard students using during the task.
Optional:
• You can follow up this task by getting students to do the descriptive writing task. They can
either do this during the lesson or at home. The task gives computer generated feedback
based on the vocabulary they use and they also see an example text from another student.
• Picture description task: https://bit.ly/37skqdP

41
Act
In this part of the lesson students take on the role of one of the people in the image. The role
card gives them some background to their situation, their motivation and their goals.

Slide 2
Procedure:
• Show the students the image on Slide 2.
• Tell the students that they are going to imagine that they are one of the two people.
• Put the students into pairs and get one student to be the woman and the other to be the
man.
• Ask them to scan the QR codes to get their role cards, or share a link with to the role cards
with them. (Note: The role descriptions are randomly selected. You may want to choose a
specific one for each student so that all the role play scenarios are the same, or you can let
the students choose which of the 3 they prefer.)
• Once students have their role cards, give them time to think about what they want to get
from the situation and what they will say.
• Remind the students that the other person in the discussion will also want to communicate
something and have a goal so they should also ask questions to try to understand the other
person’s point of view and be a good listener.
• When the students are ready ask them to start the role play. Monitor while they discus and
make notes of any gaps in their ability that you can help them with. Also make notes of any
really useful comments, vocabulary or expressions that you can share with the other
students.
• Role card 1: https://bit.ly/3mzRmHr
• Role card 2: https://bit.ly/36vWdUH

42
Summarise
In this part of the lesson students summarise what happened in the conversation and think
about how well they achieved their goals.

Slide 3
Procedure:
• Show the students Slide 3.
• Ask them to look at and think about the questions.
• Put the students into new pairs with a different partner.
• Ask them to use the questions to find out about their partners’ role play conversation.
• Monitor and be supportive and encourage the students to listen to each other and dig
deeper, ask follow up questions and find out more about the views of their partner.
• When they have finished give the students some feedback on the role play task and share
examples of good expressions, vocabulary and behaviour that you saw.
Optional:
• Students can do this task during class time or for homework.
• Give the students a link to the written version of the summary questions and get them to
make notes. They can either keep these as part of a learning journal and/or share them
with you for your comments.
• Summary task: https://bit.ly/3qq6PMA

43
Reflect
In this final part of the lesson the students reflect on the lesson and what they
have learned from it.

Slide 4
Procedure:
• Show the students Slide 4.
• Give the students time to read and think about the questions.
• Put the students into pairs or small groups to share their reflections and find
out what other students thought.
• Once they have finished, get some feedback from the students, listen to
what they have to say and make notes.

Optional:
• There is a written version of the questions which you can use with students.
You can either give this to them before the discussion so they make notes
first or you can get them to do it afterwards and save and share their notes
with you.
• Reflection task: https://bit.ly/33DeaPm

44
© PeacheyPublications 2020

Your Rights

Buying this book gives you the right to use it and any of the ideas and materials from it with
your students. It does NOT give you the right to copy, share copies with other teachers
or store and redistribute it online.

Copyright Information

This book is an independent publication and has been created in my own time and at my
own expense. I depend on the proceeds from my books and materials so that I can produce
more work like this and so that I can feed my family and send my daughters to college.
When you download or share this book without my permission you are stealing from me and
my family.

If you have downloaded this book without permission or paying, please do the right thing
and go buy a copy from: https://www.peacheypublications.com/ or
https://payhip.com/peacheypublications

If you can’t afford or don’t have the means to buy it, then read on in peace and I hope that it
helps you and your students.

All images remain the property of the creator.

Thanks

Nik Peachey - Co-Founder PeacheyPublications Ltd

PeacheyPublications is registered as limited company: 11586696

45
IMAGE SCENARIOS

©PEACHEYPUBLICATIONS LTD 2020

THE OLD FRIENDS Two old friends meet in the street, but are they really friends? Do
they even know each other?
This lesson is based on an image of two old people meeting in
the street. The students discuss the possible relationships
between the two people and build a back story to the image.
They then role play a conversation between them.
Aims:
• To enable students to negotiate difficult situations in a polite
and tactful way.
Level:
Intermediate + (B1/B2)
Materials:
• Digital presentation: http://bit.ly/3rHYF34
• Picture description task: http://bit.ly/2KvIkxH
• Role card 1: http://bit.ly/3mSA9bP
• Role card 2: http://bit.ly/3mSYY7m
• Summary task: http://bit.ly/34P3Iou
• Reflection task: http://bit.ly/34LQQiO

46
Imagine
In this part of the lesson students look at an image and try to imagine what is happening and
what the relationships are between the people. There is also an optional writing task.

Slide 1
Procedure:
• Show the students Slide 1.
• Give them some time to look at the image and read through the questions.
• Put the students into pairs or small groups and ask them to discus the questions and find
out what the other students thought about the image.
• Monitor while they discus and make notes of any gaps in their ability that you can help
them with. Also make notes of any really useful comments or expressions that you can
share with the other students.
• Once they have finished their discussion, get some of the students to share their
impressions of the image and see if they can rationalise and explain their views.
• Give some feedback and feed in any new language that you think can help them with the
task.
• Feed in any useful vocabulary and expressions you heard students using during the task.
Optional:
• You can follow up this task by getting students to do the descriptive writing task. They can
either do this during the lesson or at home. The task gives computer generated feedback
based on the vocabulary they use and they also see an example text from another student.
• Picture description task: http://bit.ly/2KvIkxH

47
Act
In this part of the lesson students take on the role of one of the people in the image. The role
card gives them some background to their situation, their motivation and their goals.

Slide 2
Procedure:
• Show the students the image on Slide 2.
• Tell the students that they are going to imagine that they are one of the two people.
• Put the students into pairs and get one student to be the woman and the other to be the
man.
• Ask them to scan the QR codes to get their role cards, or share a link with to the role cards
with them. (Note: The role descriptions are randomly selected. You may want to choose a
specific one for each student so that all the role play scenarios are the same, or you can let
the students choose which of them they prefer.)
• Once students have their role cards, give them time to think about what they want to get
from the situation and what they will say.
• Remind the students that the other person in the discussion will also want to communicate
something and have a goal so they should also ask questions to try to understand the other
person’s point of view and be a good listener.
• When the students are ready ask them to start the role play. Monitor while they discus and
make notes of any gaps in their ability that you can help them with. Also make notes of any
really useful comments, vocabulary or expressions that you can share with the other
students.
• Role card 1: http://bit.ly/3mSA9bP
• Role card 2: http://bit.ly/3mSYY7m

48
Summarise
In this part of the lesson students summarise what happened in the conversation and think
about how well they achieved their goals.

Slide 3
Procedure:
• Show the students Slide 3.
• Ask them to look at and think about the questions.
• Put the students into new pairs with a different partner.
• Ask them to use the questions to find out about their partners’ role play conversation.
• Monitor and be supportive and encourage the students to listen to each other and dig
deeper, ask follow up questions and find out more about the views of their partner.
• When they have finished give the students some feedback on the role play task and share
examples of good expressions, vocabulary and behaviour that you saw.
Optional:
• Students can do this task during class time or for homework.
• Give the students a link to the written version of the summary questions and get them to
make notes. They can either keep these as part of a learning journal and/or share them
with you for your comments.
• Summary task: http://bit.ly/34P3Iou

49
Reflect
In this final part of the lesson the students reflect on the lesson and what they
have learned from it.

Slide 4
Procedure:
• Show the students Slide 4.
• Give the students time to read and think about the questions.
• Put the students into pairs or small groups to share their reflections and find
out what other students thought.
• Once they have finished, get some feedback from the students, listen to
what they have to say and make notes.

Optional:
• There is a written version of the questions which you can use with students.
You can either give this to them before the discussion so they make notes
first or you can get them to do it afterwards and save and share their notes
with you.
• Reflection task: http://bit.ly/34LQQiO

50
© PeacheyPublications 2020

Your Rights

Buying this book gives you the right to use it and any of the ideas and materials from it with
your students. It does NOT give you the right to copy, share copies with other teachers
or store and redistribute it online.

Copyright Information

This book is an independent publication and has been created in my own time and at my
own expense. I depend on the proceeds from my books and materials so that I can produce
more work like this and so that I can feed my family and send my daughters to college.
When you download or share this book without my permission you are stealing from me and
my family.

If you have downloaded this book without permission or paying, please do the right thing
and go buy a copy from: https://www.peacheypublications.com/ or
https://payhip.com/peacheypublications

If you can’t afford or don’t have the means to buy it, then read on in peace and I hope that it
helps you and your students.

All images remain the property of the creator.

Thanks

Nik Peachey - Co-Founder PeacheyPublications Ltd

PeacheyPublications is registered as limited company: 11586696

51
IMAGE SCENARIOS

©PEACHEYPUBLICATIONS LTD 2020

THE PHONE CALL This lesson is based on an image of two girls posing with old
fashioned landline telephones. In the lesson students try to
understand what is happening in the image and build a
backstory to it. They then role-play a conversation between the
two girls.

Aims:
• To enable students to develop influencing skills
• To enable students to deal with unpredictable situations
Level:
Intermediate + (B1/B2)
Materials:
• Digital presentation: http://bit.ly/37ZGo9q
• Picture description task: http://bit.ly/3rCI94p
• Role card 1: http://bit.ly/3pABzJz
• Role card 2: http://bit.ly/3n1oUho
• Summary task: http://bit.ly/3aXAaZM
• Reflection task: http://bit.ly/35eHUTB

52
Imagine
In this part of the lesson students look at an image and try to imagine what is happening and
what the relationships are between the people. There is also an optional writing task.

Slide 1
Procedure:
• Show the students Slide 1.
• Give them some time to look at the image and read through the questions.
• Put the students into pairs or small groups and ask them to discus the questions and find
out what the other students thought about the image.
• Monitor while they discus and make notes of any gaps in their ability that you can help
them with. Also make notes of any really useful comments or expressions that you can
share with the other students.
• Once they have finished their discussion, get some of the students to share their
impressions of the image and see if they can rationalise and explain their views.
• Give some feedback and feed in any new language that you think can help them with the
task.
• Feed in any useful vocabulary and expressions you heard students using during the task.
Optional:
• You can follow up this task by getting students to do the descriptive writing task. They can
either do this during the lesson or at home. The task gives computer generated feedback
based on the vocabulary they use and they also see an example text from another student.
• Picture description task: http://bit.ly/3rCI94p

53
Act
In this part of the lesson students take on the role of one of the people in the image. The role
card gives them some background to their situation, their motivation and their goals.

Slide 2
Procedure:
• Show the students the image on Slide 2.
• Tell the students that they are going to imagine that they are one of the two people.
• Put the students into pairs and get one student to be the woman and the other to be the
man.
• Ask them to scan the QR codes to get their role cards, or share a link with to the role cards
with them. (Note: The role descriptions are randomly selected. You may want to choose a
specific one for each student so that all the role-play scenarios are the same, or you can let
the students choose which of the 3 they prefer.)
• Once students have their role cards, give them time to think about what they want to get
from the situation and what they will say.
• Remind the students that the other person in the discussion will also want to communicate
something and have a goal so they should also ask questions to try to understand the other
person’s point of view and be a good listener.
• When the students are ready ask them to start the role-play. Monitor while they discus and
make notes of any gaps in their ability that you can help them with. Also make notes of any
really useful comments, vocabulary or expressions that you can share with the other
students.
• Role card 1: http://bit.ly/3pABzJz
• Role card 2: http://bit.ly/3n1oUho

54
Summarise
In this part of the lesson students summarise what happened in the conversation and think
about how well they achieved their goals.

Slide 3
Procedure:
• Show the students Slide 3.
• Ask them to look at and think about the questions.
• Put the students into new pairs with a different partner.
• Ask them to use the questions to find out about their partners’ role-play conversation.
• Monitor and be supportive and encourage the students to listen to each other and dig
deeper, ask follow up questions and find out more about the views of their partner.
• When they have finished give the students some feedback on the role play task and share
examples of good expressions, vocabulary and behaviour that you saw.
Optional:
• Students can do this task during class time or for homework.
• Give the students a link to the written version of the summary questions and get them to
make notes. They can either keep these as part of a learning journal and/or share them
with you for your comments.
• Summary task: http://bit.ly/3aXAaZM

55
Reflect
In this final part of the lesson the students reflect on the lesson and what they
have learned from it.

Slide 4
Procedure:
• Show the students Slide 4.
• Give the students time to read and think about the questions.
• Put the students into pairs or small groups to share their reflections and find
out what other students thought.
• Once they have finished, get some feedback from the students, listen to
what they have to say and make notes.

Optional:
• There is a written version of the questions which you can use with students.
You can either give this to them before the discussion so they make notes
first or you can get them to do it afterwards and save and share their notes
with you.
• Reflection task: http://bit.ly/35eHUTB

56
© PeacheyPublications 2020

Your Rights

Buying this book gives you the right to use it and any of the ideas and materials from it with
your students. It does NOT give you the right to copy, share copies with other teachers
or store and redistribute it online.

Copyright Information

This book is an independent publication and has been created in my own time and at my
own expense. I depend on the proceeds from my books and materials so that I can produce
more work like this and so that I can feed my family and send my daughters to college.
When you download or share this book without my permission you are stealing from me and
my family.

If you have downloaded this book without permission or paying, please do the right thing
and go buy a copy from: https://www.peacheypublications.com/ or
https://payhip.com/peacheypublications

If you can’t afford or don’t have the means to buy it, then read on in peace and I hope that it
helps you and your students.

All images remain the property of the creator.

Thanks

Nik Peachey - Co-Founder PeacheyPublications Ltd

PeacheyPublications is registered as limited company: 11586696

57
IMAGE SCENARIOS

©PEACHEYPUBLICATIONS LTD 2020

TWO MEN ON A Your students will enjoy creating a back story to this image. Who
are these two men? Where are they going? What could be in their
SCOOTER black box? Why do they have a sticker with a British flag on their
scooter?
Once they have created a back story they will become the men
on the scooter and use language creatively to role-play one of a
number of possible roles and scenarios.
Aims:
• To enable students to spontaneously use language to negotiate
unpredictable circumstances.
Level:
Intermediate + (B1/B2)
Materials:
• Digital presentation: http://bit.ly/38sIpv5
• Picture description task: http://bit.ly/3ovi4lB
• Role card 1: http://bit.ly/38sFkuX
• Role card 2: http://bit.ly/2JXGi98
• Summary task: http://bit.ly/3sbJgbA
• Reflection task: http://bit.ly/2Lxdt3O

58
Imagine
In this part of the lesson students look at an image and try to imagine what is happening and
what the relationships are between the people. There is also an optional writing task.

Slide 1
Procedure:
• Show the students Slide 1.
• Give them some time to look at the image and read through the questions.
• Put the students into pairs or small groups and ask them to discus the questions and find
out what the other students thought about the image.
• Monitor while they discus and make notes of any gaps in their ability that you can help
them with. Also make notes of any really useful comments or expressions that you can
share with the other students.
• Once they have finished their discussion, get some of the students to share their
impressions of the image and see if they can rationalise and explain their views.
• Give some feedback and feed in any new language that you think can help them with the
task.
• Feed in any useful vocabulary and expressions you heard students using during the task.
Optional:
• You can follow up this task by getting students to do the descriptive writing task. They can
either do this during the lesson or at home. The task gives computer generated feedback
based on the vocabulary they use and they also see an example text from another student.
• Picture description task: http://bit.ly/38sIpv5

59
Act
In this part of the lesson students take on the role of one of the people in the image. The role
card gives them some background to their situation, their motivation and their goals.

Slide 2
Procedure:
• Show the students the image on Slide 2.
• Tell the students that they are going to imagine that they are one of the two people.
• Put the students into pairs and get one student to be the woman and the other to be the
man.
• Ask them to scan the QR codes to get their role cards, or share a link with to the role cards
with them. (Note: The role descriptions are randomly selected. You may want to choose a
specific one for each student so that all the role play scenarios are the same, or you can let
the students choose which of them they prefer.)
• Once students have their role cards, give them time to think about what they want to get
from the situation and what they will say.
• Remind the students that the other person in the discussion will also want to communicate
something and have a goal so they should also ask questions to try to understand the other
person’s point of view and be a good listener.
• When the students are ready ask them to start the role play. Monitor while they discus and
make notes of any gaps in their ability that you can help them with. Also make notes of any
really useful comments, vocabulary or expressions that you can share with the other
students.
• Role card 1: http://bit.ly/38sFkuX
• Role card 2: http://bit.ly/2JXGi98

60
Summarise
In this part of the lesson students summarise what happened in the conversation and think
about how well they achieved their goals.

Slide 3
Procedure:
• Show the students Slide 3.
• Ask them to look at and think about the questions.
• Put the students into new pairs with a different partner.
• Ask them to use the questions to find out about their partners’ role play conversation.
• Monitor and be supportive and encourage the students to listen to each other and dig
deeper, ask follow up questions and find out more about the views of their partner.
• When they have finished give the students some feedback on the role play task and share
examples of good expressions, vocabulary and behaviour that you saw.
Optional:
• Students can do this task during class time or for homework.
• Give the students a link to the written version of the summary questions and get them to
make notes. They can either keep these as part of a learning journal and/or share them
with you for your comments.
• Summary task: http://bit.ly/3sbJgbA

61
Reflect
In this final part of the lesson the students reflect on the lesson and what they
have learned from it.

Slide 4
Procedure:
• Show the students Slide 4.
• Give the students time to read and think about the questions.
• Put the students into pairs or small groups to share their reflections and find
out what other students thought.
• Once they have finished, get some feedback from the students, listen to
what they have to say and make notes.

Optional:
• There is a written version of the questions which you can use with students.
You can either give this to them before the discussion so they make notes
first or you can get them to do it afterwards and save and share their notes
with you.
• Reflection task: http://bit.ly/2Lxdt3O

62
© PeacheyPublications 2020

Your Rights

Buying this book gives you the right to use it and any of the ideas and materials from it with
your students. It does NOT give you the right to copy, share copies with other teachers
or store and redistribute it online.

Copyright Information

This book is an independent publication and has been created in my own time and at my
own expense. I depend on the proceeds from my books and materials so that I can produce
more work like this and so that I can feed my family and send my daughters to college.
When you download or share this book without my permission you are stealing from me and
my family.

If you have downloaded this book without permission or paying, please do the right thing
and go buy a copy from: https://www.peacheypublications.com/ or
https://payhip.com/peacheypublications

If you can’t afford or don’t have the means to buy it, then read on in peace and I hope that it
helps you and your students.

All images remain the property of the creator.

Thanks

Nik Peachey - Co-Founder PeacheyPublications Ltd

PeacheyPublications is registered as limited company: 11586696

63
IMAGE SCENARIOS

©PEACHEYPUBLICATIONS LTD 2021

WORKING LATE Students build the background story to this image and then
role-play a range of different situations based on the motivation
of the characters in the image. They then self-assess their
performance and reflect on their learning from the activity.

Help build students’ awareness of how they use language in

challenging situations.

Aims:
• To enable students to negotiate difficult situations.
Level:
• Intermediate + (B1- C2)
Materials:
• Digital presentation: http://bit.ly/3vu8Z0o
• Picture description task: http://bit.ly/3bRvGnC
• Role card 1: http://bit.ly/3bSkdDW
• Role card 2: http://bit.ly/2OsUF7R
• Summary task: http://bit.ly/3eGmnsb
• Reflection task: http://bit.ly/3eKarGa

64
Imagine
In this part of the lesson students look at an image and try to imagine what is happening and
what the relationships are between the people. There is also an optional writing task.

Slide 1
Procedure:
• Show the students Slide 1.
• Give them some time to look at the image and read through the questions.
• Put the students into pairs or small groups and ask them to discus the questions and find
out what the other students thought about the image.
• Monitor while they discus and make notes of any gaps in their ability that you can help
them with. Also make notes of any really useful comments or expressions that you can
share with the other students.
• Once they have finished their discussion, get some of the students to share their
impressions of the image and see if they can rationalise and explain their views.
• Give some feedback and feed in any new language that you think can help them with the
task.
• Feed in any useful vocabulary and expressions you heard students using during the task.
Optional:
• You can follow up this task by getting students to do the descriptive writing task. They can
either do this during the lesson or at home. The task gives computer generated feedback
based on the vocabulary they use and they also see an example text from another student.
• Picture description task: http://bit.ly/3bRvGnC

65
Act
In this part of the lesson students take on the role of one of the people in the image. The role
card gives them some background to their situation, their motivation and their goals.

Slide 2
Procedure:
• Show the students the image on Slide 2.
• Tell the students that they are going to imagine that they are one of the two people.
• Put the students into pairs and get one student to be the woman and the other to be the
man.
• Ask them to scan the QR codes to get their role cards, or share a link with to the role cards
with them. (Note: The role descriptions are randomly selected. You may want to choose a
specific one for each student so that all the role play scenarios are the same, or you can let
the students choose which of them they prefer.)
• Once students have their role cards, give them time to think about what they want to get
from the situation and what they will say.
• Remind the students that the other person in the discussion will also want to communicate
something and have a goal so they should also ask questions to try to understand the other
person’s point of view and be a good listener.
• When the students are ready ask them to start the role play. Monitor while they discus and
make notes of any gaps in their ability that you can help them with. Also make notes of any
really useful comments, vocabulary or expressions that you can share with the other
students.
• Role card 1: http://bit.ly/3bSkdDW
• Role card 2: http://bit.ly/2OsUF7R

66
Summarise
In this part of the lesson students summarise what happened in the conversation and think
about how well they achieved their goals.

Slide 3
Procedure:
• Show the students Slide 3.
• Ask them to look at and think about the questions.
• Put the students into new pairs with a different partner.
• Ask them to use the questions to find out about their partners’ role play conversation.
• Monitor and be supportive and encourage the students to listen to each other and dig
deeper, ask follow up questions and find out more about the views of their partner.
• When they have finished give the students some feedback on the role play task and share
examples of good expressions, vocabulary and behaviour that you saw.
Optional:
• Students can do this task during class time or for homework.
• Give the students a link to the written version of the summary questions and get them to
make notes. They can either keep these as part of a learning journal and/or share them
with you for your comments.
• Summary task: http://bit.ly/3eGmnsb

67
Reflect
In this final part of the lesson the students reflect on the lesson and what they have learned
from it.

Slide 4
Procedure:
• Show the students Slide 4.
• Give the students time to read and think about the questions.
• Put the students into pairs or small groups to share their reflections and find out what other
students thought.
• Once they have finished, get some feedback from the students, listen to what they have to
say and make notes.

Optional:
• There is a written version of the questions which you can use with students. You can either
give this to them before the discussion so they make notes first or you can get them to do it
afterwards and save and share their notes with you.
• Reflection task: http://bit.ly/3eKarGa

68
About the Author
Nik Peachey is a teacher trainer, writer, conference speaker, learning technology consultant
and Director of Pedagogy at PeacheyPublications.
With almost 30 years experience in education, he has lived and worked all over the world.
He has worked with a wide range of educational companies, publishers and institutions
including Macmillan, CUP, OUP, British Council, International House, Bell Educational
Services, University of Westminster, The Open University, The BBC, Google Creative Labs,
Kings College Online, EtonX and many more.
He is a two-time winner of the British Council Innovations Award and Co - Founder of
PeacheyPublications Ltd
Nik is the editor of the free ‘Learning Technology and ELT Newsletter’ at:
https://tinyletter.com/technogogy/
Nik is also a keen blogger and content curator. You can find his blog at:
http://quickshout.blogspot.co.uk/ and his curation sites at:
http://www.scoop.it/t/tools-for-learners and http://www.scoop.it/t/learning-technology
You can contact Nik at: Nik.Peachey@PeacheyPublications.com

© PeacheyPublications 2021

69
 Thanks for reading this far!

Copyright Information

Your Rights

Buying this book gives you the right to use it and any of the ideas and materials from it with
your students. It does NOT give you the right to copy, share copies with other teachers
or store and redistribute it online.

Copyright Information

This book is an independent publication and has been created with love and attention to
detail in my own time and at my own expense. I depend on the proceeds from my books and
materials so that I can produce more work like this and so that I can feed my family and
send my daughters to college. When you download or share this book without my
permission you are stealing from me and my family.

If you have downloaded this book without permission or paying, please do the right thing
and go buy a copy from: https://www.peacheypublications.com/ or
https://payhip.com/peacheypublications

If you don’t have the means to buy it, then read on in peace and I hope that it helps you and
your students.

All images and the video remain the property of the creator.

PeacheyPublications is registered as limited company: 11586696

70
COPYRIGHT

© PeacheyPublications 2021

Your Rights

Buying this book gives you the right to use it and any of the ideas
and materials from it with your students. It does NOT give you the
right to copy, share copies with other teachers or store and
redistribute it online.

Copyright Information

This book is an independent publication and has been created in

my own time and at my own expense. I depend on the proceeds
from my books and materials so that I can produce more work like
this and so that I can feed my family and send my daughters to
college. When you download or share this book without my
permission you are stealing from me and my family.

If you have downloaded this book without permission or paying,

please do the right thing and go buy a copy from:
https://www.peacheypublications.com/ or
https://payhip.com/peacheypublications

If you can’t afford or don’t have the means to buy it, then read on in
peace and I hope that it helps you and your students.

All images remain the property of the creator.

Thanks

Nik Peachey - Co-Founder PeacheyPublications Ltd

PeacheyPublications is registered as limited company: 11586696

lxxi