角色扮演在小学英语口语中的运用.docx

1、角色扮演在小学英语口语中的运用 成都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：李 莉学 号：201220701212指导教师：魏 萍专 业：英 语时 间：二一六年五月The Application of Role Play in Primary School Spoken EnglishMajor: English Name: Li LiSupervisor: Wei Ping AbstractThe New Curriculum Standard for Primary School English has proposed the tasks

2、during the basic education period: to stimulate and develop pupils interests in English, to enhance their confidence, to cultivate their learning habits and methods, to develop their self-learning and collaboration abilities, to elevate their capability in observation，memorizing, thinking，imaginatio

3、n and innovation, to develop their autonomous learning ability and the spirit of cooperation and improve students ability in observation, memorizing, thinking, imagination and cultivate the spirit of innovation. Now, however, many students dont like English, they cant speak English aloud or can just

4、 say a few words and sentences. Therefore this paper is to seek an efficient way to stimulate the primary school students interest in English and to speak English out.This paper starts with the present situation in which primary school students learn English, and shows the benefits of role play as a

5、 teaching approach. It also introduces its definition, classification, problems as well as procedures. Through the practical application, it can be seen that role play not only helps students to devote themselves to active learning, stimulate students interest in learning, but also develop their com

6、municative ability, imagination and creativity. Key Words: spoken English, role play, 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

7、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ContentsIntroduction With the age of economic globalization approaching, English has become an international language. Meanwhile, English teachin

8、g in China is developing rapidly and extensively. However, the current situation is that the traditional teaching approach can not meet the demand of the economic and social development in China. Reform is urgently needed in English teaching. Nowadays role play teaching is initiated according to the

9、 new English curriculum criteria, which was published recently by the government. It is required that students should be involved in the learning activities with a series of tasks to perform in real language environment.The thesis is designed to have a probe into role play and have a practical intro

10、duction to the application and task design of role play. Role play provides students with a student-centered learning environment. Controls, threats, rewards and restrictions are not an effective means of stimulating learning, since no one is willing to learn reluctantly.By observing the state of st

11、udents in class, teachers can preliminarily judge the efficiency of roe play through the application of this method. The writer designs a series of role play plans for the class and puts them into teaching practice. From the result of teaching practice, we can draw a conclusion that role play can ef

12、fectively stimulate students learning interests.1.Research Background1.1 Problems Posing in Primary School Spoken EnglishThere is no doubt that English plays a quite important role in social life especially in the rapid development of globalization. However, the pupils are a special group. They are

13、active and restless; they cannot easily focus on English learning unless they find it interesting. The traditional methods of English teaching mainly consist of repeating word memorization and grammar explanation, which definitely not be true of the pupils psychological, intellectual, and mental cha

14、racteristics. The problems of the pupils learning English as follows: (1) Primary school students are so young that they cannot grasp the significance of English learning. In their eyes, interest is the best teacher. As a result, their learning is a process of natural acquisition. (2)Primary school

15、students are not able to or too shy to speak English, which gradually results in that the pupils are not confident in English learning and “Dumb English” emerges. (3) Primary school students cant strive to develop their communication ability due to the lack of linguistic environment .Above of all, t

16、o solve these problems is urgent and serious. There is no doubt that the role play is a good medicine.1.2 The Necessity of the Application of Role Play Role play has many advantages. It not only meets the requirements of English textbooks, but also Primary School English New Curriculum Standard.1.2.

17、1 Requirements of Curriculum Reform The compulsory Education Curriculum Standard of English Language propose the goals as follows: pupils keep their interest in English. They can use simple English to exchange simple information about individual, friends and family. They can play little short plays

18、with the help of teachers. They can also understand, read, and describe some simple stories with the help of pictures. Therefore, it stresses pupilsinterests, their language and communication skills.1.2.2 The Significance of Application of Role Play Many experts at home and abroad hold that role pla

19、y teaching is conducive to pupils English learning.（1）To Stimulate Learning Interest Acting different characters and exploring different kinds of temperaments, especially some funny characters, is fairly amusing for the pupils. Once they find the charm, they will be unknowingly fond of English.（2）To

20、 Improve Communication of Role Play There are so many conversions in the process of role play teaching, teachers have many chances to develop their communication ability. As times goes by, pupils will not just speak only a few words or sentences. More important, they will be able to fluently express

21、 their ideas in English. （3）To Strengthen the Communication and Operation between Teachers and Students No one is an isolated land. We cant survive alone without others. In particular, the exchange and cooperation becomes more and more important in the modern information society. The pupils all toge

22、ther finish the tasks by exchanging and cooperation according to the requirements and theme of role play. They overcome obstacles, brainstorm, eliminate anxiety and tension, and deal with interpersonal relationship, which provides a good basis for cooperation in the future.2.The Basic Knowledge of R

23、ole Play This chapter mainly introduces role play, including its definition, classification, theoretical bases. Some problems in the process will also be presented. 2.1 The Definition of Role Play Van Ments (107-108) defined role-play as“to give students the opportunity to practice interaction with

24、others in certain rolesThe situation is defined by producing as scenario and a set of role descriptionsThe scenario gives a background to the particular problem or environmentThe role description gives profiles of the people.”LiVingstone(6-7) pointed out that:“roleplay is a classroom activity that g

25、ives the students the opportunity to practice the language，the aspects of role behavior, and the actual roles he may need outside the classroom”2.2 The Classification of Role Play Different scholars have different classification standard for the type of role play. According to the number of roles in

26、 the role play, it can be divided into single angle role play and multi angle role plaIULy. William Littlewood(73) holds that as follows: 1 Role playing controlled through cues dialogues；2 role playing controlled through cues and information；3 role playing controlled through situation and goals；4 de

27、bate or discussion role play；51arge scale simulation activities role play)；6 improvisation role play. The author agrees with Luo Yongqing(20-21). Four types as follows(1) Controlled role play. Language, action and behavior have been set up in advance, the pupils just play in the light of the establi

28、shed content .but its not conducive to their personality and creativity.(2)Half controlled role play. Only one or some roles can be provided with all information, and then they often start the dialog with those roles that just have rough content. This type of role can help pupils ability to improvis

29、e and creativity, but those pupils who have rough or less information will suffer from tension and psychological pressure. For example, on the fourth grade English book, Module 9,Are you going to run sports day ? What about your classmates?Teaching process:First: preparation for the role play activi

30、ty The teacher prepares two cards including role A and role B. Role A has detailed messages.Second: situation introduction The teacher said: the sports day is coming, What are you going to do on sports day ?Third: role play Role ARole A: Tom, We are going to have a sports day this month.Role B: _Rol

31、e A: Are you going to run on sports day?Role B：_Role A: Are you going to school now?Role B: _Role A: Goodbye, Tom! Good luck!Role BRole A:_Role B: So great!Role A:_Role B: Yes, I am going to run the 100 metres.Role A:_Role B: No, I am going to run in the park.Role A:_Role B: Thank you! See you! .Fou

32、rth：feedback (3) Halffree role play. Teachers decide the task and provide the pupils some target clues regardless of the lines of content and means of expression .It favors the pupils activeness, personality and communication ability. At the same time, they all together seek common solution with extremely great enthusiasm. For example, on the fourth grade