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1、. Lesson PlanTopic Role Play Date _No. of Students _ Time: 45 minutes CLASS PROFILE Year levelAgeLanguagelevelPreviousschoolingOtherThe Third year- the Fourth year22Between English Major Band 4 and Band 8.Senior middle school GENERAL OBJECTIVES: The trainees will be able to use role-plays in the ELT
2、 classroom.SPECIFIC OBJECTIVES:linguisticFUNCTION(S)Introducing ones opinion , asking for other peoples opinions, showing disagreement , taking a turn,interrupting, making request, plaining, explaining, giving reasons, objecting.GRAMMATICALSTRUCTURES SkippedVOCABULARY(include phonological Skippedpat
3、terns)MICRO-SKILL(S) SkippedCONCEPTS(Cultural and/or cognitive concepts related to topic/situation)1. Definition of role-play.2. Procedures of role-play.3. Advantages of role- play4. Problems and solutions of role-play5. Characteristics and functions of role-cards.6. Characteristics and functions of
4、 cue cards.MODES OFBEHAVIOURe.g. affective/proceduralobjectives1. The language used 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 select these linguistic/c
5、onceptual 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 informa
6、l 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 i
7、s 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 b
8、y being politein situations of strong disagreement. AIDS: Overhead projector, puter, lesson plan in PPT.PROCEDUREPre-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.(3min
9、utes)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
10、 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
11、 your character, even if she/he is someone you probably wouldnt 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
12、and the procedure in pairs. (4 minutes)2. Discussing on the aspects of role play. (4 minutes)3. Feedback and delayed error correctionof language aspects. (3 minutes)ANTICIPATED PROBLEMS AND SOLUTIONSProblem :They create chaos in the classroom Solution: Careful consideration of classroom management n
13、ecessary, 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 dont have to perform, just play a part; emphasis on play rather than role; care
14、ful preparationProblem : The students dont 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 gradually Problem : The students dont really learn anythingSolution: Analysis and evaluation of the
15、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 pr
