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.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
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