Copy of Language-Activities-for-Teenagers-25

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ROLE CARD FOR MR BUMBLE
You are a teacher. You go by car to school every day. Because you often arrive
later than the other teachers, you often find no parking space. You usually have to
spend ten minutes or so looking for a space in the street. On Monday, you could
find no spaces in the street and, worried about being late for class, you parked
behind another car. You left your keys with the school secretary in case anybody
needed to move your car. The next day, you found an angry note on your desk,
from Ms Parker. She demanded money from you. You are very angry because the
letter was not very nice and you feel you had no choice about where to park. You
think the school should make more parking spaces and that anybody who double-
parks should leave their keys with the school secretary. You think this is perfectly
sensible.
© Cambridge University Press 2004
Tessa Woodward
1.9 Dry run, with role reversal and solutions brainstorm
Age 15 and up
Level Lower-intermediate–Advanced
Time 50–70 minutes (can be done over two lessons)
Focus Speaking, listening intently and remembering what has been said,
role-switching, a little reading
Material Large index cards or sheets of blank paper, the ground rules poster
(from 1.7), copies of a scenario, role cards and instructions for
observers (see p. 38), a notebook for each learner, a sheet of paper for
each mediator on which to write the agreement 
This complete peer mediation simulation can be done in two lessons if you
break somewhere in the middle (e.g. after Step 11). Just make sure everyone
brings their materials and/or notes to the lesson that follows.
Preparation
1 Prepare the right number of role cards for disputants and instruction
cards for mediators and observers (for Step 6). 
2 You also need your ground rules poster as well as three large index cards
or sheets of blank paper for each mediation group and an additional
sheet of blank paper for the mediator(s) in each group.
Language Activities for Teenagers
36
Role card for 2, Mr Bumble 
You are a teacher. You go by car to school every day. Because you often arrive
later than the other teachers, you often find no parking space. You usually have to
spend ten minutes or so looking for a space in the street. On Monday, you could
find no spaces in the street and, worried about being late for class, you parked
behind another car. You left your keys with the school secretary in case anybody
needed to move your car. The next day, you found an angry note on your desk,
from Ms Parker. She demanded money from you. You are very angry because the
letter was not very nice and you feel you had no choice about where to park. You
think the school should make more parking spaces and that anybody who double-
parks should leave their keys with the school secretary. You think this is perfectly
sensible.
© Cambridge University Press 2004
Procedure
1 Divide the class into mediation groups, or ‘teams’. With a small class,
the minimum you need for a team is two people in conflict (the
‘disputants’), one mediator and one observer. With large classes, form
teams of six, each comprising two disputants, two mediators and two
observers.
2 The mediators sit opposite the disputants with the observers (or both
observers) sitting at either the left or right side of the table. The result is
participants sitting on three (not four) sides of a table.
D D
■■ O
M
3 Hand out index cards and ask students to write on them, as appropriate
to their role, either a huge M (= mediator), O (= observer) or
D (= disputant). Each participant then lays their card face up on the
table so that the others can see it. 
4 Display your ground rules poster and review the rules. 
5 Give everyone a copy of the scenario and allow time for them to read it. 
SCENARIO
Sue and Keiko are classmates. Sue asks to borrow Keiko’s dictionary for the
weekend for some extra homework she has to do. Keiko agrees. On Monday Sue
brings the dictionary back, in a plastic bag. Later when Keiko looks at the
dictionary carefully, she sees that it is rather battered, has juice stains on some
pages, and other pages are torn or missing. She feels angry. She thinks Sue
should have apologised and offered to buy her a new dictionary. She stops
speaking to Sue. Sue tries to talk to Keiko, but Keiko simply turns and walks
away. Sue is hurt and upset.
© Cambridge University Press 2004
6 Give the disputants their role cards and the observers their instruction
cards. 
Maintaining discipline in the classroom
37
Scenario 
Sue and Keiko are classmates. Sue asks to borrow Keiko’s dictionary for the
weekend for some extra homework she has to do. Keiko agrees. On Monday Sue
brings the dictionary back, in a plastic bag. Later when Keiko looks at the
dictionary carefully, she sees that it is rather battered, has juice stains on some
pages, and other pages are torn or missing. She feels angry. She thinks Sue
should have apologised and offered to buy her a new dictionary. She stops
speaking to Sue. Sue tries to talk to Keiko, but Keiko simply turns and walks
away. Sue is hurt and upset.
© Cambridge University Press 2004