典型教案role play

Lesson PlanTopic Role Play Date _____________________ No. of Students _______ Time: 45 minutesGENERAL 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 ofrole-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.PROCEDUREPre-task activities1.Warming-up activity (1minut )2.Forming of four groups (each member in a group getting the samerole-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 ifshe/he is someone you probably wouldn't 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 activities1.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 SOLUTIONSProblem :They create chaos in the classroomSolution: 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 actSolution: They don't have to perform, just play a part; emphasis on 'play' rather than 'role'; careful preparationProblem : The students don't 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 graduallyProblem : The students don't really learn anythingSolution: 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.Solution: Tell students 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. Preparation 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 1You 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 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 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 admit 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. 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 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 support one teacher's 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, which, 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 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 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 that 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 training 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 colleagues 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-playRole-play is an activity in which students imagine a role and have unscripted dialogues or discussion in a given situation..Advantages of the role-playIt 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 unpredictable 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 creativity.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 no 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 interaction by 'information-gaps'Helping with language: vocabulary, functions and register.Students' cognitive, linguistic and emotional preparation for free role plays Characteristics and functions of cue-cardsNaming of situation and people involvedGiving explicit instruction to what should be said about content and language. Encouraging spontaneous interaction by 'information-gaps'Considering different levels and linguistic skills.Offering visual clues and verbal clues.Offering a variety of suggested answers to choose from.Allowing students' own phrasingIntroducing different registersIntroducing different functionReduction of errorsDirected practice of specific speaking skillsBuilding confidence in using the English languageIntroducing students to free discourseIntroducing students to pair/group work and student-oriented learningPossibility of varying level of difficultyRole cards 1-4:Since you have this talk in a break, the language you use can be informal to some extent. Defend your view, but try to show respect, tolerance and understanding by being polite, even in situations of strong disagreement.Here are some language functions you can use: Introducing one's opinion , asking for other people's opinions, showing disagreement , taking a turn, interrupting, making request, complaining, explaining, giving reasons, objecting.CRITERIA FOR EV ALUATION(i.e. how will you decide objectives have been met?)1.The trainees can complete the role-play successfully.2 The trainees can map the content and the procedure in pairs and realize the advantage of the loop-input.3. The trainees can summarize the aspects of role play.4. The trainees are able to use informal language and speak in a polite manner.ACTUAL EV ALUATION(i.e. to what extent were objectives met/what could you have done to improve effectiveness of lesson?)The trainees have completed the role-play successfully, mapped the content and the procedure in pairs and realized the advantage of the loop-input. They can use informal language and speak in a polite manner. But they feel difficult to retell all aspects of the role play. The time for post-task activities should be longer. a polite manner.。