role

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LessonPlan

TopicRolePlayDate_____________________

ents_______Time:45minutes

CLASSPROFILE

YearlevelAgeLanguage

level

Previous

schooling

Other

TheThird

year--the

Fourthyear

22Between

EnglishMajor

Band4and

Band8.

Seniormiddle

school

GENERALOBJECTIVES:Thetraineeswillbeabletourole-playsintheELT

classroom.

SPECIFICOBJECTIVES:

l

i

n

g

u

i

s

t

i

c

FUNCTION(S)

Introducingone'sopinion,askingforotherpeople'sopinions,

showingdisagreement,takingaturn,interrupting,makingrequest,

complaining,explaining,givingreasons,objecting.

GRAMMATICAL

STRUCTURESSkipped

VOCABULARY

(includephonologicalSkipped

patterns)

MICRO-SKILL(S)Skipped

CONCEPTS(Culturaland/orcognitiveconceptsrelatedto

topic/situation)

tionofrole-play.

uresofrole-play.

agesofrole-play

msandsolutionsofrole-play

teristicsandfunctionsofrole-cards.

teristicsandfunctionsofcuecards.

ive/proceduralobjectives

guageudshouldbeinformaltosomeextent.

ingyourview,buttrytoshowrespect,toleranceand

understandingbybeingpolite,eveninsituationsofstrong

disagreement.

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RATIONALE(ectthelinguistic/conceptualobjectives?)

LINGUISTIC:

Role-playisanactivephaoflearning,soitinvolvesanumberoflanguagefunctions.

Studentsshouldpayattentiontourightlanguageformtoexpressthofunctions.

CONCEPTUAL/CULTURAL:Theconversationgoesoninabreak,sothelanguage

heconversationtakesplaceina

staffroombetweencolleagues,thespeakersshouldkeeppolitemanner.

ASSUMEDKNOWLEDGE(youassumelearnersknow/cando?)

LINGUISTIC:

Alltraineesarefamiliarwiththevocabularyandgrammaticalrulesrelatedtothetopic,

soitisunnecessarytoprenttholanguageelements.

CONCEPTUAL/CULTURAL:

Mostofthetraineeshavetheexperiencesofrole-play,buttheyarenottheoretically

clearaboutthedefinition,procedures,advantages,problemsandsolutionsof

fficultforthemtoshowrespect,tolerancebybeingpolitein

situationsofstrongdisagreement.

AIDS:Overheadprojector,computer,lessonplaninPPT.

PROCEDURE

Pre-taskactivities

g-upactivity(1minut)

goffourgroups(eachmemberinagroupgettingthesame

role-card)(2minuts)

ningthesituationofthemaintask.(3minutes)

Situation:verydifferentwith

regardtoyourage,peaktoyourcolleagues

inthisroleplayasyouwouldspeaktocolleaguesinthestaffroom,whoarenot

necessarilyyourfriends,polite

languageandsocialconventions.

gstudentsdealwithnecessaryvocabulary,functionsandregister.(2minutes)

ngongroupworktoprepareargumentsforthisroletogether.(10minutes)

Donotlookattheothergroups'eelforyourcharacter,evenif

she/heissomeoneyouprobablywouldn'tparticularlylike.

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While-taskactivities

grouping.(1minut)

Groupsoffour(eachpersonhavingadifferentrolenow)

-playing.(15minutes)

Post-taskactivities

tingtheloopinputofroleplay,mappingthecontentandtheprocedurein

pairs.(4minutes)

singontheaspectsofroleplay.(4minutes)

ckanddelayederrorcorrectionoflanguageaspects.(3minutes)

ANTICIPATEDPROBLEMSANDSOLUTIONS

Problem:Theycreatechaosintheclassroom

Solution:Carefulconsiderationofclassroommanagementnecessary,thestudents

havetobepreparedgraduallyforthislessformaltypeofofclassroomactivity(pair

workfirst,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:ceof

-play=active

phaoflearning.

Problem:Thestudentsfinditdifficulttopretendtobesomeoneel.

Solution:Carefulpreparation;student-generatedrolecards.

Problem:Theyaretoounpredictable.

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Solution:ayscan

helptoavoidtheshockoflanguagestudentsinreallifesituations.

Problem:theytaketoomuchtimetoprepare

Solution:theteachercantakemanyideasincourbooks,inresourcesbooks;in

ationitlfcanbelanguagepracticealready.

Problem:Theteachercannotheareveryone

Solution:Thestudentsaredistractedinfullclassform,too;theteacher

cannotcorrectmorethanonestudentinfullclassformeither;delayed

correctionasonepossibility.

MATERIALS:

Rolecards

Rolecard1

ebeenteachingatyourschoolforabout20yearsnow.

Youareudtotraditionalteachingmethods,andyouhavenevertriedrole-playsin

yourclass.

Youhadatiringmorning;thestudentsinsomeofyourclasswereparticularly

e,unusually,

olleaguesarenotyourfriends,butyourespectthemasbeing

goodteachers.

tto

htadmitoneortwo

positiveaspectsthatrole-playscouldhaveinthelearningprocess,butgenerallyyou

arestronglyoppodtoall'thenewteachingmethods'thattakealotofenergyand

preparationtime.

Rolecard2

YouareatraineeteacherandanabsolutebeginnerinthefieldofteachingEnglish.

Youareanxioustocopewiththeamountofcourbookunitsandnottolocontrol

overyourstudents.

Youhadastressfultimethismorning,becauoneofyourteachertrainersobrved

e,unusually,timeto

olleaguesarenotyourfriends,butyourespectthemasbeinggood

teachers.

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port

oneteacher'gagoyourteacher

traineraskedyoutotryarole-playwithoneofyourclass,which,however,turned

denlyrememberallthenegativeaspectsandyoucannot

imagineeverusingrole-playsinyourclassagain;youmuchrathersticktoother

exercisthecourbookofferstoyou.

Rolecard3

ebeenteachingEnglishforashorttimeonly,andyoulike

tryingnewideas.

Youhavejustudarole-playinoneofyourclassandfeelitwasverysuccessful.

e,unusually,

colleaguesarenotyourfriends,butyourespectthemasbeinggoodteachers.

Youstartadiscussiononusingrole-playsinclasstellingyourcolleaguesaboutthe

ttoconvincetheothers

dmittingoneortwoproblemsthat

role-playscanbringaboutyouareabsolutelyconvincedthatstudentslearnalotthat

wayandyoufeelveryconfidentandenthusiasticbecauoftheexperienceyouhave

justmade.

Rolecard4

havejustcomebackwithlotsofenthusiasmfromtwoexcitingweeksofteacher

traininginEngland.

Youhadaninterestingmorning,becauyoutriedsomenewideasfromtheteacher

e,unusually,

olleaguesarenotyourfriends,butyourespectthemasbeing

goodteachers.

missionaryzealyouwanttoconvincetheotherstoustudent-orientedspeaking

exercisonfluencysuchasrole-playsmuchmoreoften.

Definitionofrole-play

Role-playisanactivityinwhichstudentsimaginearoleandhaveunscripted

dialoguesordiscussioninagivensituation..

Advantagesoftherole-play

Itisarehearsalforreallifesituationsinafriendlyandsafeenvironment

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withawidevarietyofexperienceandsituationsbroughtintotheclassroom.

Studentxplorelanguageasitworksintherealworld

Languageudisunpredictableasindailylife.,nolongerlimitedtothekindof

languageudbylearnersintheclassroom.

Actingoutasituationencouragesthestudentstounaturalexpressionsand

intonationsaswellasgestures.

Itisakindofteachingofsocialskills.

Itincreasmotivation.

Itdevelopscreativity.

Itpromotesinteraction.

Itencouragespeerlearning.

'learningbydoing'isanextremelyeffectivewayoflearning

Somestudentsareliberated

Studentsmightfinditeasiertoexpressthemlvesbehindthemaskofbeingsomeone

el,longerfeel

thattheirownpersonalityisimplicated

Characteristicsandfunctionsofrole-cards

Givingnecessarybackgroundinformation:situation/context;persons:name,age,

job/socialstatus,personality,feelings/aims/beliefs.

Explainingtherelationshiptootherpeopleinvolvedintherole-play

Givingobjectives,indicatingpossiblebehaviorandactions

Encouragingspontaneousinteractionby'information-gaps'

Helpingwithlanguage:vocabulary,functionsandregister.

Students'cognitive,linguisticandemotionalpreparationforfreeroleplays

Characteristicsandfunctionsofcue-cards

Namingofsituationandpeopleinvolved

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Givingexplicitinstructiontowhatshouldbesaidaboutcontentandlanguage.

Encouragingspontaneousinteractionby'information-gaps'

Consideringdifferentlevelsandlinguisticskills.

Offeringvisualcluesandverbalclues.

Offeringavarietyofsuggestedanswerstochoofrom.

Allowingstudents'ownphrasing

Introducingdifferentregisters

Introducingdifferentfunction

Reductionoferrors

Directedpracticeofspecificspeakingskills

BuildingconfidenceinusingtheEnglishlanguage

Introducingstudentstofreediscour

Introducingstudentstopair/groupworkandstudent-orientedlearning

Possibilityofvaryinglevelofdifficulty

Rolecards1-4:

Sinceyouhavethistalkinabreak,thelanguageyouucanbeinformaltosome

yourview,buttrytoshowrespect,toleranceandunderstandingby

beingpolite,eveninsituationsofstrongdisagreement.

Herearesomelanguagefunctionsyoucanu:Introducingone'sopinion,askingfor

otherpeople'sopinions,showingdisagreement,takingaturn,interrupting,making

request,complaining,explaining,givingreasons,objecting.

CRITERIAFOREVALUATION

(lyoudecideobjectiveshavebeenmet?)

ineescancompletetherole-playsuccessfully.

2Thetraineescanmapthecontentandtheprocedureinpairsandrealizethe

advantageoftheloop-input.

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ineescansummarizetheaspectsofroleplay.

ineesareabletouinformallanguageandspeakinapolitemanner.

ACTUALEVALUATION

(extentwereobjectivesmet/

whatcouldyouhavedonetoimproveeffectivenessoflesson?)

Thetraineeshavecompletedtherole-playsuccessfully,mappedthecontentandthe

nuinformal

yfeeldifficulttoretellallaspectsof

emanner.