Lesson Plan
Topic Role Play
Date _____________________ No. of Students _______
Time: 45 minutes CLASS PROFILE标题分级
Year level Age
Language level Previous schooling Other The Third
year-- the
Fourth year 22 Between English Major Band 4 and
Band 8. Senior middle school
GENERAL OBJECTIVES:
The trainees will be able to u role-plays in the ELT
classroom. SPECIFIC OBJECTIVES:
l i n g u i s t i c FUNCTION(S)
Introducing one's opinion , asking for other people's opinions,
showing disagreement , taking a turn, interrupting, making request,
complaining, explaining, giving reasons, objecting.等的组词
GRAMMATICAL
STRUCTURES
Skipped VOCABULARY (include phonological Skipped patterns)
MICRO-SKILL(S) Skipped
CONCEPTS (Cultural and/or cognitive concepts related to
topic/situation)
1.Definition of role-play.
2.Procedures of role-play.
3.Advantages of role- play
4.Problems and solutions of role-play
5.Characteristics and functions of role-cards.
6.Characteristics and functions of cue cards.
MODES OF BEHA VIOUR e.g. affective/ procedural objectives
1.The language ud should be informal to some extent.
2.Defending your view, but try to show respect, tolerance and
understanding by being polite, even in situations of strong
disagreement.
RATIONALE (i.e. why lect the linguistic/conceptual objectives?) LINGUISTIC:
Role-play is an active pha of learning, so it involves a number of language functions. Students should pay attention to u right language form to express tho functions.
CONCEPTUAL/CULTURAL:The conversation goes on in a break, so the language ud 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 prent tho 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.
吸草莓的危害
舒克和贝塔动画片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, who 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.
健康知识宣传
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)
亲戚不计较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 ud is necessary. Practice of language they know in a free and uncontrolled way is important. Role-play = active pha of learning.
Problem :The students find it difficult to pretend to be someone el.
Solution: Careful preparation; student-generated role cards.
Problem : They are too unpredictable.
Solution: Tell students that unpredictability is prent 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 prepare
Solution: the teacher can take many ideas in courbooks, in resources books; in student-generated role- plays. Preparation itlf can be language practice already.韩国发型男
Problem : The teacher cannot hear everyone
Solution: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 cards
Role card 1
You are a teacher. You have been teaching at your school for about 20 years now. You are ud totraditional teaching methods, and you have never tried role-plays in your class.
You had a tiring morning; the students in some of your class were particularly undisciplined today. You meet three colleagues in the staffroom. You have, unusually, time to talk. The colleagues are not your friends, but you respect them as being good teachers.
One of the colleagues starts a discussion on using role-plays in class. You want to convince the others that role-plays are not uful in class. You might admit one or two positive aspects that role-plays could have in the learning process, but generally you are strongly oppod to all 'the new teaching methods' that take a lot of energy and preparation time.
Role card 2
You are a trainee teacher and an absolute beginner in the field of teaching English. You are anxious to cope with the amount of courbook units and not to lo control over your students.
You had a stressful time this morning, becau one of your teacher trainers obrved your lesson. You meet three colleagues in the staffroom. You have, unusually, time to talk. The colleagues are not your friends, but you respect them as being good teachers.
One of the colleagues starts a discussion on using role-plays in class. You support one teacher's view that role-plays are not uful in class. Not long ago your teacher trainer asked you to try a role-play with one of your class, 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 class again; you much rather stick to other exercis the courbook offers to you.
Role card 3
You are a teacher. You have been teaching English for a short time only, and you like trying new ideas.
You have just ud a role-play in one of your class and feel it was very successful. You meet three
colleagues in the staffroom. You have, unusually, time to talk. The 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 uful in class. While admitting one or two problems that我的阅读记录卡
role-plays can bring about you are absolutely convinced that students learn a lot that way and you feel very confident and enthusiastic becau of the experience you have just made.
Role card 4
You 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, becau you tried some new ideas from the teacher training cour. You meet three colleagues in the staffroom. You have, unusually, time to talk. The colleagues are not your friends, but you respect them as being good teachers.
One of the colleagues starts a discussion on using role-plays in class. With missionary zeal you w
ant to convince the others to u student-oriented speaking exercis on fluency such as role-plays much more often.
Definition of role-play
Role-play is an activity in which students imagine a role and have unscripted dialogues or discussion in a given situation..
Advantages of the role-play
It is a rehearsal for real life situations in a friendly and safe environment
