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1、典型教案role play Lesson Plan Topic Role Play Date _ No. of Students _ Time: 45 minutes CLASS PROFILE Year level Age Language Previous Other level schooling The Third 22 Between Senior middle year- the English Major school Fourth year Band 4 and Band 8. GENERAL OBJECTIVES: The trainees will be able to u
2、se role-plays in the ELT classroom. SPECIFIC OBJECTIVES: FUNCTION(S) Introducing ones opinion , asking for other peoples opinions, showing disagreement , taking a turn, interrupting, making request, complaining, explaining, giving reasons, objecting. GRAMMATICAL STRUCTURES Skipped VOCABULARY (includ
3、e phonological Skipped patterns) MICRO-SKILL(S) Skipped CONCEPTS (Cultural and/or cognitive concepts related to topic/situation) 1. Definition of role-play. 2. Procedures of role-play. 3. Advantages of role- play 4. Problems and solutions of role-play 5. Characteristics and functions of role-cards.
4、6. Characteristics and functions of cue cards. MODES OF BEHAVIOUR e.g. affective/ procedural objectives 1. The language used should be informal to some extent. 2. Defending your view, but try to show respect, tolerance and understanding by being polite, even in situations of strong disagreement. lin
5、guistic RATIONALE (i.e. why select these linguistic/conceptual objectives?) LINGUISTIC: Role-play is an active phase of learning, so it involves a number of language functions. Students should pay attention to use right language form to express those functions. CONCEPTUAL/CULTURAL: The conversation
6、goes on in a break, so the language used should be informal to some extent. Since the conversation takes place in a staffroom between colleagues, the speakers should keep polite manner. ASSUMED KNOWLEDGE (i.e. what do you assume learners know/can do ?) LINGUISTIC: All trainees are familiar with the
7、vocabulary and grammatical rules related to the topic, so it is unnecessary to present those language elements. CONCEPTUAL/CULTURAL: Most of the trainees have the experiences of role-play, but they are not theoretically clear about the definition, procedures, advantages, problems and solutions of ro
8、le-plays. It is difficult for them to show respect, tolerance by being polite in situations of strong disagreement. AIDS: Overhead projector, computer, lesson plan in PPT. PROCEDURE Pre-task activities 1.Warming-up activity (1minut ) 2.Forming of four groups (each member in a group getting the same
9、role-card)( 2minuts ) 3.Explaining the situation of the main task.(3minutes) Situation: You are four teachers meeting in the staffroom. You are very different with regard to your age, character and teaching experience. Try to speak to your colleagues in this role play as you would speak to colleague
10、s in the staffroom, who are not necessarily your friends, whose viewpoints you might not agree with. Keep to polite language and social conventions. 4. Helping students deal with necessary vocabulary, functions and register.( 2minutes) 5. Carrying on group work to prepare arguments for this role tog
11、ether. ( 10minutes) Do not look at the other groups role cards. Try to feel for your character, even if she/he is someone you probably wouldnt particularly like. While-task activities 1. Second grouping. (1minut ) Groups of four (each person having a different role now) 2. Role-playing. (15 minutes)
12、 Post-task activities 1.Evaluating the loop input of role play, mapping the content and the procedure in pairs. (4 minutes) 2. Discussing on the aspects of role play. (4 minutes) 3. Feedback and delayed error correction of language aspects. (3 minutes) ANTICIPATED PROBLEMS AND SOLUTIONS Problem :The
13、y create chaos in the classroom Solution: Careful consideration of classroom management necessary, the students have to be prepared gradually for this less formal type of of classroom activity (pair work first, short role plays first) Problem :They are inhibiting: some student are too shy to act Sol
14、ution: They dont have to perform, just play a part; emphasis on play rather than role; careful preparation Problem : The students dont know what to say Solution: They need help with ideas and language: warm-ups, preparation, role-cards; they have to be prepared for the concept of their roles gradual
15、ly Problem : The students dont really learn anything Solution: Analysis and evaluation of the language used is necessary. Practice of language they know in a free and uncontrolled way is important. Role-play = active phase of learning. Problem :The students find it difficult to pretend to be someone
16、 else. Solution: Careful preparation; student-generated role cards. Problem : They are too unpredictable. Solution: Tell students that unpredictability is present in daily life. Role plays can help to avoid the shock of language students in real life situations. Problem : they take too much time to
17、prepare Solution: the teacher can take many ideas in coursebooks, in resources books; in student-generated role- plays. Preparation itself can be language practice already. Problem : The teacher cannot hear everyone Solution: The students are distracted in full class form, too; the teacher cannot co
18、rrect more than one student in full class form either; delayed correction as one possibility. MATERIALS: Role cards Role card 1 You are a teacher. You have been teaching at your school for about 20 years now. You are used to traditional teaching methods, and you have never tried role-plays in your c
19、lasses. You had a tiring morning; the students in some of your classes were particularly undisciplined today. You meet three colleagues in the staffroom. You have, unusually, time to talk. These colleagues are not your friends, but you respect them as being good teachers. One of these colleagues sta
20、rts a discussion on using role-plays in class. You want to convince the others that role-plays are not useful in class. You might admit one or two positive aspects that role-plays could have in the learning process, but generally you are strongly opposed to all these new teaching methods that take a
21、 lot of energy and preparation time. Role card 2 You are a trainee teacher and an absolute beginner in the field of teaching English. You are anxious to cope with the amount of coursebook units and not to lose control over your students. You had a stressful time this morning, because one of your tea
22、cher trainers observed your lesson. You meet three colleagues in the staffroom. You have, unusually, time to talk. These colleagues are not your friends, but you respect them as being good teachers. One of these colleagues starts a discussion on using role-plays in class. You support one teachers vi
23、ew that role-plays are not useful in class. Not long ago your teacher trainer asked you to try a role-play with one of your classes, which, however, turned out to be a disaster. You suddenly remember all the negative aspects and you cannot imagine ever using role-plays in your classes again; you muc
24、h rather stick to other exercises the coursebook offers to you. Role card 3 You are a teacher. You have been teaching English for a short time only, and you like trying new ideas. You have just used a role-play in one of your classes and feel it was very successful. You meet three colleagues in the
25、staffroom. You have, unusually, time to talk. These colleagues are not your friends, but you respect them as being good teachers. You start a discussion on using role-plays in class telling your colleagues about the role-play you have just asked your students to do. You want to convince the others t
26、hat role-plays are very useful in class. While admitting one or two problems that role-plays can bring about you are absolutely convinced that students learn a lot that way and you feel very confident and enthusiastic because of the experience you have just made. Role card 4 You are a teacher. You h
27、ave been teaching English for a couple of years already. You have just come back with lots of enthusiasm from two exciting weeks of teacher training in England. You had an interesting morning, because you tried some new ideas from the teacher training course. You meet three colleagues in the staffro
28、om. You have, unusually, time to talk. These colleagues are not your friends, but you respect them as being good teachers. One of these colleagues starts a discussion on using role-plays in class. With missionary zeal you want to convince the others to use student-oriented speaking exercises on flue
29、ncy such as role-plays much more often. Definition of role-play Role-play is an activity in which students imagine a role and have unscripted dialogues or discussion in a given situation. Advantages of the role-play It is a rehearsal for real life situations in a friendly and safe environment with a
30、 wide variety of experience and situations brought into the classroom. Students explore language as it works in the real world Language used is unpredictable as in daily life., no longer limited to the kind of language used by learners in the classroom. Acting out a situation encourages the students
31、 to use natural expressions and intonations as well as gestures. It is a kind of teaching of social skills. It increases motivation. It develops creativity. It promotes interaction. It encourages peer learning. learning by doing is an extremely effective way of learning Some students are liberated S
32、tudents might find it easier to express themselves behind the mask of being someone else, communicate more freely if they have a role to hide behind. They no longer feel that their own personality is implicated Characteristics and functions of role-cards Giving necessary background information: situ
33、ation/context; persons: name, age, job/social status ,personality, feelings/aims/beliefs . Explaining the relationship to other people involved in the role-play Giving objectives, indicating possible behavior and actions Encouraging spontaneous interaction by information-gaps Helping with language:
34、vocabulary, functions and register. Students cognitive, linguistic and emotional preparation for free role plays Characteristics and functions of cue-cards Naming of situation and people involved Giving explicit instruction to what should be said about content and language. Encouraging spontaneous i
35、nteraction by information-gaps Considering different levels and linguistic skills. Offering visual clues and verbal clues. Offering a variety of suggested answers to choose from. Allowing students own phrasing Introducing different registers Introducing different function Reduction of errors Directe
36、d practice of specific speaking skills Building confidence in using the English language Introducing students to free discourse Introducing students to pair/group work and student-oriented learning Possibility of varying level of difficulty Role cards 1-4: Since you have this talk in a break, the la
37、nguage you use can be informal to some extent. Defend your view, but try to show respect, tolerance and understanding by being polite, even in situations of strong disagreement. Here are some language functions you can use: Introducing ones opinion , asking for other peoples opinions, showing disagr
38、eement , taking a turn, interrupting, making request, complaining, explaining, giving reasons, objecting. CRITERIA FOR EVALUATION (i.e. how will you decide objectives have been met?) 1.The trainees can complete the role-play successfully. 2 The trainees can map the content and the procedure in pairs
39、 and realize the advantage of the loop-input. 3. The trainees can summarize the aspects of role play. 4. The trainees are able to use informal language and speak in a polite manner. ACTUAL EVALUATION (i.e. to what extent were objectives met/ what could you have done to improve effectiveness of lesso
40、n?) The trainees have completed the role-play successfully, mapped the content and the procedure in pairs and realized the advantage of the loop-input. They can use informal language and speak in a polite manner. But they feel difficult to retell all aspects of the role play. The time for post-task activities should be longer. a polite manner.
