角色扮演在小学英语口语中的运用.docx

角色扮演在小学英语口语中的运用.docx

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角色扮演在小学英语口语中的运用

理工大学工程技术学院

本科毕业论文

题目：

角色扮演在小学英语口语中的应用

作者：

莉

学号：

2

指导教师：

萍

专业：

英语

时间：

二〇一六年五月

TheApplicationofRolePlayinPrimarySchoolSpokenEnglish

Major:

English

Name:

LiLi

Supervisor:

WeiPing

Abstract

TheNewCurriculumStandardforPrimarySchoolEnglishhasproposedthetasksduringthebasiceducationperiod:

tostimulateanddeveloppupils'interestsinEnglish,toenhancetheirconfidence,tocultivatetheirlearninghabitsandmethods,todeveloptheirself-learningandcollaborationabilities,toelevatetheircapabilityinobservation，memorizing,thinking，imaginationandinnovation,todeveloptheirautonomouslearningabilityandthespiritofcooperationandimprovestudents'abilityinobservation,memorizing,thinking,imaginationandcultivatethespiritofinnovation.Now,however,manystudentsdon'tlikeEnglish,theycan’tspeakEnglishaloudorcanjustsayafewwordsandsentences.Thereforethispaperistoseekanefficientwaytostimulatetheprimaryschoolstudents’interestinEnglishandtospeakEnglishout.

ThispaperstartswiththepresentsituationinwhichprimaryschoolstudentslearnEnglish,andshowsthebenefitsofroleplayasateachingapproach.Italsointroducesitsdefinition,classification,problemsaswellasprocedures.Throughthepracticalapplication,itcanbeseenthatroleplaynotonlyhelpsstudentstodevotethemselvestoactivelearning,stimulatestudents’interestinlearning,butalsodeveloptheircommunicativeability,imaginationandcreativity.

KeyWords:

spokenEnglish,roleplay,interests

摘要

《小学英语新课程标准》提出了基础教育阶段的任务：

激发和培养学生学习英语的兴趣；帮助学生树立自信心；养成良好的学习习惯；形成有效的学习策略；培养自主学习的能力和合作精神，提高学生观察、记忆、思维的能力，增强想象力和培养创新精神。

然而现在很多小学生不喜欢英语，怯于说英语或者只会说几个单词句子。

基于此，本论文的出发点便是寻求一种有效途径，以激发小学生的英语学习兴趣，勇于开口并敢于开口说英语。

笔者从当前小学生英语口语学习现状入手，提出了角色扮演作为英语教学法的积极意义；同时介绍了角色扮演的相关理论知识，如定义、分类、来源，以及角色扮演的具体操作步骤。

通过实例可以看出，，角色扮演教学法不仅有利于调动学生学习的积极主动性，激发学生的学习兴趣，而且有利于提高学生的交际能力、想象力和创造力的提高。

关键词：

口语角色扮演兴趣

Contents

Introduction

Withtheageofeconomicglobalizationapproaching,Englishhasbecomeaninternationallanguage.Meanwhile,EnglishteachinginChinaisdevelopingrapidlyandextensively.However,thecurrentsituationisthatthetraditionalteachingapproachcannotmeetthedemandoftheeconomicandsocialdevelopmentinChina.ReformisurgentlyneededinEnglishteaching.NowadaysroleplayteachingisinitiatedaccordingtothenewEnglishcurriculumcriteria,whichwaspublishedrecentlybythegovernment.Itisrequiredthatstudentsshouldbeinvolvedinthelearningactivitieswithaseriesoftaskstoperforminreallanguageenvironment.

Thethesisisdesignedtohaveaprobeintoroleplayandhaveapracticalintroductiontotheapplicationandtaskdesignofroleplay.Roleplayprovidesstudentswithastudent-centeredlearningenvironment.Controls,threats,rewardsandrestrictionsarenotaneffectivemeansofstimulatinglearning,sincenooneiswillingtolearnreluctantly.

Byobservingthestateofstudentsinclass,teacherscanpreliminarilyjudgetheefficiencyofroeplaythroughtheapplicationofthismethod.Thewriterdesignsaseriesofroleplayplansfortheclassandputsthemintoteachingpractice.Fromtheresultofteachingpractice,wecandrawaconclusionthatroleplaycaneffectivelystimulatestudents’learninginterests.

1.ResearchBackground

1.1ProblemsPosinginPrimarySchoolSpokenEnglish

ThereisnodoubtthatEnglishplaysaquiteimportantroleinsociallifeespeciallyintherapiddevelopmentofglobalization.However,thepupilsareaspecialgroup.Theyareactiveandrestless;theycannoteasilyfocusonEnglishlearningunlesstheyfinditinteresting.ThetraditionalmethodsofEnglishteachingmainlyconsistofrepeatingwordmemorizationandgrammarexplanation,whichdefinitelynotbetrueofthepupils'psychological,intellectual,andmentalcharacteristics.

TheproblemsofthepupilslearningEnglishasfollows:

（1）PrimaryschoolstudentsaresoyoungthattheycannotgraspthesignificanceofEnglishlearning.Intheireyes,interestisthebestteacher.Asaresult,theirlearningisaprocessofnaturalacquisition.

（2）PrimaryschoolstudentsarenotabletoortooshytospeakEnglish,whichgraduallyresultsinthatthepupilsarenotconfidentinEnglishlearningand“DumbEnglish”emerges.（3）Primaryschoolstudentscan’tstrivetodeveloptheircommunicationabilityduetothelackoflinguisticenvironment.Aboveofall,tosolvetheseproblemsisurgentandserious.Thereisnodoubtthattheroleplayisagoodmedicine.

1.2TheNecessityoftheApplicationofRolePlay

Roleplayhasmanyadvantages.ItnotonlymeetstherequirementsofEnglishtextbooks,butalsoPrimarySchoolEnglishNewCurriculumStandard.

1.2.1RequirementsofCurriculumReform

ThecompulsoryEducationCurriculumStandardofEnglishLanguageproposethegoalsasfollows:

pupilskeeptheirinterestinEnglish.TheycanusesimpleEnglishtoexchangesimpleinformationaboutindividual,friendsandfamily.Theycanplaylittleshortplayswiththehelpofteachers.Theycanalsounderstand,read,anddescribesomesimplestorieswiththehelpofpictures.Therefore,itstressespupils＇interests,theirlanguageandcommunicationskills.

1.2.2TheSignificanceofApplicationofRolePlay

Manyexpertsathomeandabroadholdthatroleplayteachingisconducivetopupils’Englishlearning.

（1）ToStimulateLearningInterest

Actingdifferentcharactersandexploringdifferentkindsoftemperaments,especiallysomefunnycharacters,isfairlyamusingforthepupils.Oncetheyfindthecharm,theywillbeunknowinglyfondofEnglish.

（2）ToImproveCommunicationofRolePlay

Therearesomanyconversionsintheprocessofroleplayteaching,teachershavemanychancestodeveloptheircommunicationability.Astimesgoesby,pupilswillnotjustspeakonlyafewwordsorsentences.Moreimportant,theywillbeabletofluentlyexpresstheirideasinEnglish.

（3）ToStrengthentheCommunicationandOperationbetweenTeachersandStudents

Nooneisanisolatedland.Wecan’tsurvivealonewithoutothers.Inparticular,theexchangeandcooperationbecomesmoreandmoreimportantinthemoderninformationsociety.Thepupilsalltogetherfinishthetasksbyexchangingandcooperationaccordingtotherequirementsandthemeofroleplay.Theyovercomeobstacles,brainstorm,eliminateanxietyandtension,anddealwithinterpersonalrelationship,whichprovidesagoodbasisforcooperationinthefuture.

2.TheBasicKnowledgeofRolePlay

Thischaptermainlyintroducesroleplay,includingitsdefinition,classification,theoreticalbases.Someproblemsintheprocesswillalsobepresented.

2.1TheDefinitionofRolePlay

VanMents（107-108）definedrole-playas

“togivestudentstheopportunitytopracticeinteractionwithothersincertainroles．Thesituationisdefinedbyproducingasscenarioandasetofroledescriptions．Thescenariogivesabackgroundtotheparticularproblemorenvironment．Theroledescriptiongivesprofilesofthepeople.”

LiVingstone（6-7）pointedoutthat:

“role—playisaclassroomactivitythatgivesthestudentstheopportunitytopracticethelanguage，theaspectsofrolebehavior,andtheactualroleshemayneedoutsidetheclassroom．”

2.2TheClassificationofRolePlay

Differentscholarshavedifferentclassificationstandardforthetypeofroleplay.Accordingtothenumberofrolesintheroleplay,itcanbedividedinto"singleangleroleplay"and"multiangleroleplaIULy.WilliamLittlewood（73）holdsthatasfollows:

1Roleplayingcontrolledthroughcuesdialogues；2roleplayingcontrolledthroughcuesandinformation；3roleplayingcontrolledthroughsituationandgoals；4debateordiscussionroleplay；51argescalesimulationactivitiesroleplay）；6improvisationroleplay.TheauthoragreeswithLuoYongqing（20-21）.Fourtypesasfollows

（1）Controlledroleplay.Language,actionandbehaviorhavebeensetupinadvance,thepupilsjustplayinthelightoftheestablishedcontent.butit’snotconducivetotheirpersonalityandcreativity.

（2）Half–controlledroleplay.Onlyoneorsomerolescanbeprovidedwithallinformation,andthentheyoftenstartthedialogwiththoserolesthatjusthaveroughcontent.Thistypeofrolecanhelppupils’abilitytoimproviseandcreativity,butthosepupilswhohaveroughorlessinformationwillsufferfromtensionandpsychologicalpressure.Forexample,onthefourthgradeEnglishbook,Module9,Areyougoingtorunsportsday?

Whataboutyourclassmates?

Teachingprocess:

First:

preparationfortheroleplayactivity

TheteacherpreparestwocardsincludingroleAandroleB.RoleAhasdetailedmessages.

Second:

situationintroduction

Theteachersaid:

thesportsdayiscoming,Whatareyougoingtodoonsportsday?

Third:

roleplay

RoleA

RoleA:

Tom,Wearegoingtohaveasportsdaythismonth.

RoleB:

_____________________

RoleA:

Areyougoingtorunonsportsday?

RoleB：

____________________

RoleA:

Areyougoingtoschoolnow?

RoleB:

_____________________

RoleA:

Goodbye,Tom!

Goodluck!

RoleB

RoleA:

____________

RoleB:

Sogreat!

RoleA:

_____________

RoleB:

Yes,Iamgoingtorunthe100metres.

RoleA:

_____________

RoleB:

No,Iamgoingtoruninthepark.

RoleA:

____________

RoleB:

Thankyou!

Seeyou!

.

Fourth：

feedback

（3）Half–freeroleplay.Teachersdecidethetaskandprovidethepupilssometargetcluesregardlessofthelinesofcontentandmeansofexpression.Itfavorsthepupils’activeness,personalityandcommunicationability.Atthesametime,theyalltogetherseekcommonsolutionwithextremelygreatenthusiasm.Forexample,onthefourthgradeEnglishbook,M