Getting Students Talking: Making the most of role plays in the new GCSE speaking exam

There’s a lot of talk everywhere about the new 2026 GCSE MFL exams and for good reason! The updates are designed to make language learning more meaningful, focusing on real communication rather than memorised scripts and let's hope they will!

The part, I would like to focus on in this post is the Role-Play section in the speaking exam.

If you’ve ever taught GCSE languages, you’ll know role-plays have always been around in some form but the new version asks students to use their language in much more real ways in real life transactional settings students are likely to encounter when travelling in TL countries. It’s less about reciting a perfect answer and more about understanding a situation and responding naturally, just like they might have to do abroad, online, or even in their future job.

So, what exactly is changing, why does it matter and how can we help our students feel more confident? Let’s dig into what the new role-plays look like, what can make them tricky and how we can practise them in everyday lessons without anyone breaking into a sweat.

What the New Role-Play Looks Like

In the new 2026 GCSE, every student will do a short role-play as part of the speaking exam. The idea is to test how well they can use the language in practical situations; for example, ordering food, booking a hotel room, or asking for information.

Students get a stimulus card written in English. It sets the scene (“You are in a restaurant”) and lists a few things they need to do - five bullet points. These might say things like say what you want to eat, ask a question about drinks, say if you are happy with the food, etc.

One of the points (two in the higher paper) will always ask them to ask a question, so they need to be ready to turn the tables and keep the conversation flowing.

The teacher or examiner has a matching card with their side of the dialogue and any follow-on questions. The whole thing lasts about a minute or so and marks are awarded for communication - not for linguistic accuracy or giving long, complicated speeches. However, one word responses will not be enough!!!

In other words, it’s not about sounding like a native speaker; it’s about sounding like someone who can cope and communicate.

Designed by Drazen Zigic at Freepik

Why Role-Plays Matter

I think role-plays are one of the most useful speaking tasks we can do. They build confidence, promote real interaction and show students that language isn’t just something for the classroom - it’s for real life.

In the new GCSE, they’re also more aligned with what we actually want learners to achieve: the ability to hold a short, functional conversation. That means fewer rehearsed monologues and more natural dialogue.

It also fits perfectly with what the NCLE* have been emphasising lately: resilience in language learning. If students can stay calm, listen carefully and respond even when they’re unsure, that’s a huge win.

The Challenges

Of course, even the best-prepared students can find role-plays nerve-wracking. Over the years, I’ve noticed the same few hurdles cropping up again and again and these are especially relevant for the exam setup.

Here are ten common challenges (and how we can tackle them):

1. Misreading the card – Students misunderstand what they have to do, especially when it says “ask a question.”

   Tip: Practise highlighting or underlining the verbs on the card - say, ask before they start speaking.

2. Missing bullet points or details – They might give lovely responses but skip one of the tasks.

   Tip: Use a simple checklist or tick-box during practice so students get used to covering everything. Introduce scripting as a form of scaffolding at the start.

3. Adding too much – Some go off on a tangent, trying to sound complex but losing focus and becoming ambiguous.

   Tip: Encourage “clear and short” at least two word or full sentence answers.

4. Forgetting to ask a question – A classic!

   Tip: Make “question of the day” a regular routine so asking questions becomes automatic. Model how to form questions (in German).

5. Rushing or running out of time – They speak too fast or pause too long.

   Tip: Use timers in class to get a feel for pacing.

6. Freezing with nerves – Speaking exams can be scary.

   Tip: Normalise mistakes. Celebrate effort. The more they practise short, informal role-plays, the less intimidating it feels.

7. Not knowing high frequency key chunks – Students might not have the words they need for simple things like “I’d like…” or “Could I have…?”.

   Tip: Teach high-frequency chunks and reusable phrases early and often.

8. Sounding robotic or over-rehearsed – Memorised answers make conversations feel flat.

   Tip: Use drama and pair swaps so students practise sounding natural.

9. Not reacting to follow-ons – They stick to their scripted notes instead of listening to what’s said.

   Tip: During practice, throw in surprise questions so they have to respond spontaneously.

10. Not knowing what earns marks – Some think longer = better. Not always!

    Tip: Go through a simplified mark scheme together so they know what matters: covering the task, showing understanding and communicating clearly.

    
    

Classroom activities that actually work

Now for the fun part - the how. These activities are simple, adaptable and easy to slot into normal lessons. They help students build up the exact skills needed for the 2026 role-play without it feeling like exam prep every time.

1. Role-Play Carousel

Set up different role-play stations around the room (restaurant, shop, hotel, school). Students work in pairs, spending a few minutes at each before moving on. Each time, they get a new scenario.This is great for building stamina and covering lots of vocabulary in a short time.

Variation: Colour-code cards for Foundation and Higher tiers so students can pick their challenge level.

2. The Examiner Swap

One student plays the examiner, the other the candidate. After each round, they switch roles. Give “examiners” a few optional follow-on questions to make it feel real.This helps students understand both sides of the conversation and improves their listening.

Bonus idea: Let students write one of the follow-on questions themselves.

3. Mystery Role-Play

Here, the student only sees their card. They don’t know exactly what the examiner will say. This forces them to listen carefully and think on their feet. It’s a brilliant way to build resilience and spontaneity and it mirrors what the real exam will feel like.

4. Role-Play Bingo

Give each student a bingo grid with boxes like: “give an opinion”, “ask a question”, “express a preference”. Every time they include one of these in their dialogue, they tick it off. First to complete a line wins. It’s light-hearted, but it also reinforces functional language and range.

5. Question Ladder

On the board, write increasingly complex question stems: Where…? → When…? → What time…? → Could you tell me when…? Students practise forming each one in context. This helps them move from basic to more natural-sounding questions without fear.

6. Speed Role-Plays

Give pairs a set of quick scenario cards. They have 45 seconds to act each one out before moving on. Short, energetic and great for fluency; it keeps students thinking fast and responding without over-preparing.

7. Peer Feedback Circles

After each role-play, students use a simple feedback slip:

✓ Covered all bullet points

✓ Asked a question

✓ Used an opinion

✓ Spoke clearly

They share one “glow” and one “grow” with their partner. It keeps feedback positive and focused.

8. Record and Reflect

Ask students to record themselves doing a role-play on their phones or tablets. Then they listen back and identify one thing they did well and one thing to improve. It’s a great way to get them listening critically to their own pronunciation and fluency and it works brilliantly for progress evidence too.

9. Two-Detail Challenge - Higher

In this game, every time a prompt asks for a “detail,” students must give two. For example:“I will got to the cinema with my friend and we will watch a comedy.” This helps them build slightly longer, more detailed answers (please, note this is not needed based on the spec) without overdoing it, however this could be a good practice and spring board to prepare for the conversation element of the exam.

10. Mock Exam Rotation

Set up three short speaking tasks: a role-play, a photo card and a short conversation. Students rotate every few minutes, just like in the real exam. It gives them a sense of pacing and helps reduce nerves when the real thing comes around.

Building a Supportive Speaking Culture

The best way to help students with role-plays is to make speaking a normal part of every lesson, not something saved for the exam season. Even a read aloud, a 90-second pair task or a quick chat starter can help reduce anxiety and boost confidence.

Create a classroom where mistakes are expected and accepted. I like to tell my classes, “If you’re not making mistakes, you’re not learning anything new.” When they see that even you, the teacher, sometimes slips up and laughs it off, they’re much more willing to take risks.

It’s also worth praising effort over perfection. A hesitant but brave attempt is worth celebrating - it’s the foundation of fluency.

Final Thoughts

The new GCSE 2026 role-play doesn't have to be something to fear - it’s a chance to bring real communication back to the heart of language learning. With the right culture, consistent low-stakes practice and plenty of fun, students can approach it with confidence rather than dread.

These short, everyday activities build the skills they need naturally: listening carefully, responding appropriately, asking questions and using the language in real ways.

If we can make role-plays feel like an ordinary part of learning, the exam itself becomes just another conversation and that’s exactly what it’s meant to be.

*NCLE - National Consortium for Language Education