典型教案role playWord文档下载推荐.docx

典型教案role playWord文档下载推荐.docx

《典型教案role playWord文档下载推荐.docx》由会员分享，可在线阅读，更多相关《典型教案role playWord文档下载推荐.docx（9页珍藏版）》请在冰豆网上搜索。

BetweenEnglishMajorBand4andBand8.

Seniormiddleschool

GENERALOBJECTIVES:

Thetraineeswillbeabletouserole-playsintheELTclassroom.

SPECIFICOBJECTIVES:

linguistic

FUNCTION（S）

Introducingone'

sopinion,askingforotherpeople'

sopinions,showingdisagreement,takingaturn,interrupting,makingrequest,complaining,explaining,givingreasons,objecting.

GRAMMATICAL

STRUCTURESSkipped

VOCABULARY

（includephonologicalSkipped

patterns）

MICRO-SKILL（S）Skipped

CONCEPTS（Culturaland/orcognitiveconceptsrelatedtotopic/situation）

1.Definitionofrole-play.

2.Proceduresofrole-play.

3.Advantagesofrole-play

4.Problemsandsolutionsofrole-play

5.Characteristicsandfunctionsofrole-cards.

6.Characteristicsandfunctionsofcuecards.

MODESOFBEHAVIOURe.g.affective/proceduralobjectives

1.Thelanguageusedshouldbeinformaltosomeextent.

2.Defendingyourview,buttrytoshowrespect,toleranceandunderstandingbybeingpolite,eveninsituationsofstrongdisagreement.

RATIONALE（i.e.whyselecttheselinguistic/conceptualobjectives?

）

LINGUISTIC:

Role-playisanactivephaseoflearning,soitinvolvesanumberoflanguagefunctions.Studentsshouldpayattentiontouserightlanguageformtoexpressthosefunctions.

CONCEPTUAL/CULTURAL:

Theconversationgoesoninabreak,sothelanguageusedshouldbeinformaltosomeextent.Sincetheconversationtakesplaceinastaffroombetweencolleagues,thespeakersshouldkeeppolitemanner.

ASSUMEDKNOWLEDGE（i.e.whatdoyouassumelearnersknow/cando?

Alltraineesarefamiliarwiththevocabularyandgrammaticalrulesrelatedtothetopic,soitisunnecessarytopresentthoselanguageelements.

Mostofthetraineeshavetheexperiencesofrole-play,buttheyarenottheoreticallyclearaboutthedefinition,procedures,advantages,problemsandsolutionsofrole-plays.Itisdifficultforthemtoshowrespect,tolerancebybeingpoliteinsituationsofstrongdisagreement.

AIDS:

Overheadprojector,computer,lessonplaninPPT.

PROCEDURE

Pre-taskactivities

1.Warming-upactivity（1minut）

2.Formingoffourgroups（eachmemberinagroupgettingthesamerole-card）（2minuts）

3.Explainingthesituationofthemaintask.（3minutes）

Situation:

Youarefourteachersmeetinginthestaffroom.Youareverydifferentwithregardtoyourage,characterandteachingexperience.Trytospeaktoyourcolleaguesinthisroleplayasyouwouldspeaktocolleaguesinthestaffroom,whoarenotnecessarilyyourfriends,whoseviewpointsyoumightnotagreewith.Keeptopolitelanguageandsocialconventions.

4.Helpingstudentsdealwithnecessaryvocabulary,functionsandregister.（2minutes）

5.Carryingongroupworktoprepareargumentsforthisroletogether.（10minutes）

Donotlookattheothergroups'

rolecards.Trytofeelforyourcharacter,evenifshe/heissomeoneyouprobablywouldn'

tparticularlylike.

While-taskactivities

1.Secondgrouping.（1minut）

Groupsoffour（eachpersonhavingadifferentrolenow）

2.Role-playing.（15minutes）

Post-taskactivities

1.Evaluatingtheloopinputofroleplay,mappingthecontentandtheprocedureinpairs.（4minutes）

2.Discussingontheaspectsofroleplay.（4minutes）

3.Feedbackanddelayederrorcorrectionoflanguageaspects.（3minutes）

ANTICIPATEDPROBLEMSANDSOLUTIONS

Problem:

Theycreatechaosintheclassroom

Solution:

Carefulconsiderationofclassroommanagementnecessary,thestudentshavetobepreparedgraduallyforthislessformaltypeofofclassroomactivity（pairworkfirst,shortroleplaysfirst）

Theyareinhibiting:

somestudentaretooshytoact

Theydon'

thavetoperform,justplayapart;

emphasison'

play'

ratherthan'

role'

;

carefulpreparation

Thestudentsdon'

tknowwhattosay

Theyneedhelpwithideasandlanguage:

warm-ups,preparation,role-cards;

theyhavetobepreparedfortheconceptoftheirrolesgradually

treallylearnanything

Analysisandevaluationofthelanguageusedisnecessary.Practiceoflanguagetheyknowinafreeanduncontrolledwayisimportant.Role-play=activephaseoflearning.

Thestudentsfinditdifficulttopretendtobesomeoneelse.

Carefulpreparation;

student-generatedrolecards.

Theyaretoounpredictable.

Tellstudentsthatunpredictabilityispresentindailylife.Roleplayscanhelptoavoidtheshockoflanguagestudentsinreallifesituations.

theytaketoomuchtimetoprepare

theteachercantakemanyideasincoursebooks,inresourcesbooks;

instudent-generatedrole-plays.Preparationitselfcanbelanguagepracticealready.

Theteachercannotheareveryone

Thestudentsaredistractedinfullclassform,too;

theteachercannotcorrectmorethanonestudentinfullclassformeither;

delayedcorrectionasonepossibility.

MATERIALS:

Rolecards

Rolecard1

Youareateacher.Youhavebeenteachingatyourschoolforabout20yearsnow.Youareusedtotraditionalteachingmethods,andyouhavenevertriedrole-playsinyourclasses.

Youhadatiringmorning;

thestudentsinsomeofyourclasseswereparticularlyundisciplinedtoday.Youmeetthreecolleaguesinthestaffroom.Youhave,unusually,timetotalk.Thesecolleaguesarenotyourfriends,butyourespectthemasbeinggoodteachers.

Oneofthesecolleaguesstartsadiscussiononusingrole-playsinclass.Youwanttoconvincetheothersthatrole-playsarenotusefulinclass.Youmightadmitoneortwopositiveaspectsthatrole-playscouldhaveinthelearningprocess,butgenerallyyouarestronglyopposedtoall'

thesenewteachingmethods'

thattakealotofenergyandpreparationtime.

Rolecard2

YouareatraineeteacherandanabsolutebeginnerinthefieldofteachingEnglish.Youareanxioustocopewiththeamountofcoursebookunitsandnottolosecontroloveryourstudents.

Youhadastressfultimethismorning,becauseoneofyourteachertrainersobservedyourlesson.Youmeetthreecolleaguesinthestaffroom.Youhave,unusually,timetotalk.Thesecolleaguesarenotyourfriends,butyourespectthemasbeinggoodteachers.

Oneofthesecolleaguesstartsadiscussiononusingrole-playsinclass.Yousupportoneteacher'

sviewthatrole-playsarenotusefulinclass.Notlongagoyourteachertraineraskedyoutotryarole-playwithoneofyourclasses,which,however,turnedouttobeadisaster.Yousuddenlyrememberallthenegativeaspectsandyoucannotimagineeverusingrole-playsinyourclassesagain;

youmuchrathersticktootherexercisesthecoursebookofferstoyou.

Rolecard3

Youareateacher.YouhavebeenteachingEnglishforashorttimeonly,andyouliketryingnewideas.

Youhavejustusedarole-playinoneofyourclassesandfeelitwasverysuccessful.Youmeetthreecolleaguesinthestaffroom.Youhave,unusually,timetotalk.Thesecolleaguesarenotyourfriends,butyourespectthemasbeinggoodteachers.

Youstartadiscussiononusingrole-playsinclasstellingyourcolleaguesabouttherole-playyouhavejustaskedyourstudentstodo.Youwanttoconvincetheothersthatrole-playsareveryusefulinclass.Whileadmittingoneortwoproblemsthatrole-playscanbringaboutyouareabsolutelyconvincedthatstudentslearnalotthatwayandyoufeelveryconfidentandenthusiasticbecauseoftheexperienceyouhavejustmade.

Rolecard4

Youareateacher.YouhavebeenteachingEnglishforacoupleofyearsalready.YouhavejustcomebackwithlotsofenthusiasmfromtwoexcitingweeksofteachertraininginEngland.

Youhadaninterestingmorning,becauseyoutriedsomenewideasfromtheteachertrainingcourse.Youmeetthreecolleaguesinthestaffroom.Youhave,unusually,timetotalk.Thesecolleaguesarenotyourfriends,butyourespectthemasbeinggoodteachers.

Oneofthesecolleaguesstartsadiscussiononusingrole-playsinclass.Withmissionaryzealyouwanttoconvincetheotherstousestudent-orientedspeakingexercisesonfluencysuchasrole-playsmuchmoreoften.

Definitionofrole-play

Role-playisanactivityinwhichstudentsimaginearoleandhaveunscripteddialoguesordiscussioninagivensituation.. 

Advantagesoftherole-play

Itisarehearsalforreallifesituationsinafriendlyandsafeenvironment

withawidevarietyofexperienceandsituationsbroughtintotheclassroom.

Studentsexplorelanguageasitworksintherealworld

Languageusedisunpredictableasindailylife.,nolongerlimitedtothekindoflanguageusedbylearnersintheclassroom.

Actingoutasituationencouragesthestudentstousenaturalexpressionsandintonationsaswellasgestures.

Itisakindofteachingofsocialskills.

Itincreasesmotivation.

Itdevelopscreativity.

Itpromotesinteraction.

Itencouragespeerlearning.

'

learningbydoing'

isanextremelyeffectivewayoflearning

Somestudentsareliberated

Studentsmightfinditeasiertoexpressthemselvesbehindthemaskofbeingsomeoneelse,communicatemorefreelyiftheyhavearoletohidebehind.Theynolongerfeelthattheirownpersonalityisimplicated

Characteristicsandfunctionsofrole-cards

Givingnecessarybackgroundinformation:

situation/context;

persons:

name,age,job/socialstatus,personality,feelings/aims/beliefs.

Explainingtherelationshiptootherpeopleinvolvedintherole-play

Givingobjectives,ind