典型教案role_play

Lesson Plan
Topic Role Play Date _____________________ No. of Students _______ Time: 45 minutes
GENERAL OBJECTIVES:The trainees will be able to use role-plays in the ELT classroom.
RATIONALE (i.e. why select these 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 should be informal to some extent. Since the conversation takes place in a staffroom between colleagues, the speakers should keep polite manner.
ASSUMED KNOWLEDGE (i.e. what do you assume learners know/can do ?) LINGUISTIC:
All trainees are familiar with the vocabulary and grammatical rules related to the topic, 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, tolerance by being polite in situations of strong disagreement.
AIDS: Overhead projector, computer, lesson plan in PPT.
PROCEDURE
Pre-task activities
1.Warming-up activity (1minut )
2.Forming of four groups (each member in a group getting the same
role-card)( 2minuts )
3.Explaining the situation of the main task.(3minutes)
Situation: You 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 agree 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 character, even if
she/he is someone you probably wouldn't particularly like.
While-task activities
1. Second grouping. (1minut )
Groups of four (each person having a different role now)
2. Role-playing. (15 minutes)
Post-task activities
1.Evaluating the loop input of role play, mapping the content and the procedure in pairs. (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 SOLUTIONS
Problem :They create chaos in the classroom
Solution: Careful consideration of classroom management necessary, the students have 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 act
Solution: They don't have to perform, just play a part; emphasis on 'play' rather than 'role'; careful preparation
Problem : The students don't know what to say
Solution: 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 don't really learn anything
Solution: Analysis and evaluation of the language used is necessary. 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.。