1、典型教案role play Lesson PlanTopic Role Play Date _No. of Students _ Time: 45 minutes CLASS PROFILE Year levelAgeLanguagelevelPreviousschoolingOtherThe Third year- the Fourth year22Between English Major Band 4 and Band 8.Senior middle school GENERAL OBJECTIVES: The trainees will be able to use role-play
2、s in the ELT classroom.SPECIFIC OBJECTIVES:linguisticFUNCTION(S)Introducing ones opinion , asking for other peoples opinions, showing disagreement , taking a turn, interrupting, making request, complaining, explaining, giving reasons, objecting.GRAMMATICALSTRUCTURES SkippedVOCABULARY(include phonolo
3、gical Skippedpatterns)MICRO-SKILL(S) SkippedCONCEPTS (Cultural and/or cognitive concepts related to topic/situation)1. Definition of role-play.2. Procedures of role-play.3. Advantages of role- play4. Problems and solutions of role-play5. Characteristics and functions of role-cards.6. Characteristics
4、 and functions of cue cards.MODES OF BEHAVIOUR . affective/ procedural objectives1. 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. RATIONALE . why select thes
5、e 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 goes on in a break, so the language used sh
6、ould be informal to some extent. Since the conversation takes place in a staffroom between colleagues, the speakers should keep polite manner.ASSUMED KNOWLEDGE . what do you assume learners know/can do )LINGUISTIC:All trainees are familiar with the vocabulary and grammatical rules related to the top
7、ic, 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 role-plays. It is difficult for them to show respect,
8、tolerance by being polite in situations of strong disagreement. AIDS: Overhead projector, computer, lesson plan in PPT. PROCEDUREPre-task activities activity (1minut ) of four groups (each member in a group getting the same role-card)( 2minuts ) the situation of the main task.(3minutes)Situation: Yo
9、u 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 colleagues in the staffroom, who are not necessarily your friends, whose viewpoints you might not a
10、gree 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 together. ( 10minutes)Do not look at the other groups role cards. Try to feel for your characte
11、r, even if she/he is someone you probably wouldnt particularly like.While-task activities1. Second grouping. (1minut )Groups of four (each person having a different role now) 2. Role-playing. (15 minutes)Post-task activities the loop input of role play, mapping the content and the procedure in pairs
12、. (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 SOLUTIONSProblem :They create chaos in the classroom Solution: Careful consideration of classroom management necessary, the students ha
13、ve 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 actSolution: They dont have to perform, just play a part; emphasis on play rather than role; careful preparationProblem :
14、The students dont know what to saySolution: They need help with ideas and language: warm-ups, preparation, role-cards; they have to be prepared for the concept of their roles gradually Problem : The students dont really learn anythingSolution: Analysis and evaluation of the language used is necessar
15、y. 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 else.Solution: Careful preparation; student-generated role cards.Problem : They are too unpredictable.Solution: Tell st
16、udents 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 prepareSolution: the teacher can take many ideas in coursebooks, in resources books; in student-generated role- plays. Prepa
17、ration itself can be language practice already.Problem : The teacher cannot hear everyoneSolution: The students are distracted in full class form, too; the teacher cannot correct more than one student in full class form either; delayed correction as one possibility.MATERIALS: Role cardsRole card 1Yo
18、u 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 classes. You had a tiring morning; the students in some of your classes were particularly undisciplined today. You meet three colle
19、agues 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 want to convince the others that role-plays are not useful in class. You might a
20、dmit 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 lot of energy and preparation time.Role card 2You are a trainee teacher and an absolute beginner in the field of teaching English.
21、 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 teacher trainers observed your lesson. You meet three colleagues in the staffroom. You have, unusually, time to talk. These colleagues ar
22、e 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 view 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, wh
23、ich, 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 much rather stick to other exercises the coursebook offers to you.Role card 3You are a teacher. You have been teaching English for a short
24、 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 staffroom. You have, unusually, time to talk. These colleagues are not your friends, but you respect them as being good teachers.You start
25、 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 that role-plays are very useful in class. While admitting one or two problems that role-plays can bring about you are absolutely convinced t
26、hat students learn a lot that way and you feel very confident and enthusiastic because of the experience you have just made.Role card 4You are a teacher. You have been teaching English for a couple of years already. You have just come back with lots of enthusiasm from two exciting weeks of teacher t
27、raining in England.You had an interesting morning, because you tried some new ideas from the teacher training course. 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 colleag
28、ues 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 fluency 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 di
29、alogues or discussion in a given situation.Advantages of the role-play It is a rehearsal for real life situations in a friendly and safe environmentwith a wide variety of experience and situations brought into the classroom.Students explore language as it works in the real worldLanguage used is unpr
30、edictable 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 to use natural expressions and intonations as well as gestures. It is a kind of teaching of social skills.It increases motivation.It develops creati
31、vity.It promotes interaction.It encourages peer learning.learning by doing is an extremely effective way of learningSome students are liberatedStudents 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 n
32、o longer feel that their own personality is implicatedCharacteristics and functions of role-cardsGiving necessary background information: situation/context; persons: name, age, job/social status ,personality, feelings/aims/beliefs .Explaining the relationship to other people involved in the role-playGiving objectives, indicating possible behavior and actionsEncouraging spontaneous i
