典型教学案roleplay.docx
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典型教学案roleplay.docx
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典型教学案roleplay
LessonPlan
TopicRolePlayDate_____________________
No.ofStudents_______Time:
45minutes
CLASSPROFILE
Yearlevel
Age
Language
level
Previous
schooling
Other
TheThirdyear--theFourthyear
22
BetweenEnglishMajorBand4andBand8.
Seniormiddleschool
GENERALOBJECTIVES:
Thetraineeswillbeabletouserole-playsintheELTclassroom.
SPECIFICOBJECTIVES:
linguistic
FUNCTION(S)
Introducingone'sopinion,askingforotherpeople'sopinions,showingdisagreement,takingaturn,interrupting,makingrequest,plaining,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?
)
LINGUISTIC:
Alltraineesarefamiliarwiththevocabularyandgrammaticalrulesrelatedtothetopic,soitisunnecessarytopresentthoselanguageelements.
CONCEPTUAL/CULTURAL:
Mostofthetraineeshavetheexperiencesofrole-play,buttheyarenottheoreticallyclearaboutthedefinition,procedures,advantages,problemsandsolutionsofrole-plays.Itisdifficultforthemtoshowrespect,tolerancebybeingpoliteinsituationsofstrongdisagreement.
AIDS:
Overheadprojector,puter,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)
Problem:
Theyareinhibiting:
somestudentaretooshytoact
Solution:
Theydon'thavetoperform,justplayapart;emphasison'play'ratherthan'role';carefulpreparation
Problem:
Thestudentsdon'tknowwhattosay
Solution:
Theyneedhelpwithideasandlanguage:
warm-ups,preparation,role-cards;theyhavetobepreparedfortheconceptoftheirrolesgradually
Problem:
Thestudentsdon'treallylearnanything
Solution:
Analysisandevaluationofthelanguageusedisnecessary.Practiceoflanguagetheyknowinafreeanduncontrolledwayisimportant.Role-play=activephaseoflearning.
Problem:
Thestudentsfinditdifficulttopretendtobesomeoneelse.
Solution:
Carefulpreparation;student-generatedrolecards.
Problem:
Theyaretoounpredictable.
Solution:
Tellstudentsthatunpredictabilityispresentindailylife.Roleplayscanhelptoavoidtheshockoflanguagestudentsinreallifesituations.
Problem:
theytaketoomuchtimetoprepare
Solution:
theteachercantakemanyideasincoursebooks,inresourcesbooks;instudent-generatedrole-plays.Preparationitselfcanbelanguagepracticealready.
Problem:
Theteachercannotheareveryone
Solution:
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.YouhavejustebackwithlotsofenthusiasmfromtwoexcitingweeksofteachertraininginEngland.
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,municatemorefreelyiftheyhavearoletohidebehind.Theynolongerfeelthattheirownpersonalityisimplicated
Characteristicsandfunctionsofrole-cards
Givingnecessarybackgroundinformation:
situation/context;persons:
name,age,job/socialstatus,personality,feelings/aims/beliefs.
Explainingtherelationshiptootherpeopleinvolvedintherole-play
Givingobjectives,indicatingpossiblebehaviorandactions
Encouragingspon
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