role-play_activities1

--WangYaThemainaimofEnglishteachingistocultivatestudents’communicativeabilityintheEnglishlanguageandthetraditionalteachingmodelcouldnotmeetthisexpectation.CurrentELT(Englishlanguageteaching)methodsoftenneglectstudents’needandfailtoproviderealworldsituationforstudentstopractisewhattheyhavelearned.Inclassroom,teachersshouldcultivatestudentsandorganizethestudent-centeredactivityeffectively,providingmoresimulatedsituationsforstudentstopractiseEnglish.Role-playisaveryeffectivewayofcultivatingstudents’interests.Theoretically,itisconsistentwithmanytheories;practically,itnotonlyarousesstudentslearningenthusiasm,butalsogivesstudentsachancetoconsolidateknowledgebyusingit.Inrole-playing,studentsinteractinsmallgroupsothattheyhavelesspressurewithenoughroomofcreativity.Roleplayhelpsstudentsdeveloptheirunderstandinginmanydifferentareas.Itcanbeusedtodevelopsocialandemotionalskills,tobuildunderstandinginthelanguageartsandhistoryandcanalsobeusedasatoolwhenteachingstudentsaboutothercultures,holidaysandcelebrations.Roleplayisversatile;itcanbeusedwithanyageofstudents,fromtheyoungesttotheoldest.Itencouragesactivestudentsparticipationandisanexcellentwaytomotivatereluctantstudents.“Theprimarygoalofmostforeignlanguagelearningistodeveloptheabilitytouserealandappropriatelanguagetocommunicateandinteractwithothers，andthegoalofforeignlanguageteachingistoextendtherangeofcommunicativesituationinwhichthelearnerscanperformwithfocusonmeaningwithoutbeinghinderedbytheattentionhemustpaytolinguisticform”.ButthepresentpracticeintheELTclassroominChinacouldnotprovidesatisfactoryconditionsforbothteachersandstudentstoachievethegoals.HowtoletEnglishlearnersfeelthereallanguagesituationandcontextwhenlearningEnglish?Role-playisaneffectiveway.AQUESTforSocialSkillsforStudentswithAutismorAsperger's:Ready-to-useLessonswithGames,Role-playActivities,andMore!writers~JoellenCumpataSusanFelltime2010-5-15“Role-playisanactivity(esp.inlanguageteachingortreatingmentallyillpeople)inwhichapersonactsapart.”Herewediscussitsmeaninginpedagogy.Itisacommonlanguagelearningactivitywherestudentsplaydifferentrolesandinteractfromthepointofviewoftherolestheyplay.Doingrole-playactivitiesisawaytopractise,orrehearse,situationsthatmayhappeninreallife.Thepurposeofthisistopreparethestudentsforthereal-lifelanguageuse.Role-playisvaluableinalanguageclassroomforseveralreasons:1)Itismotivating;2)Studentsinteractinsmallgroupssothattheyhavelesspressure;3)Studentshavethechancetopracticethenewlylearnedlanguage;4)Thereisenoughroomforcreativity.TheoreticalbasisRole-playhasbeenusedasatoolforteachinginmanyareasanddisciplines.Theideabehindusingrole-playasapedagogicaltoolreliesontheideathatexperienceisthebestteacher.Besides,role-playalsoisconsistentwithothertheories.BehaviouristtheoryCognitivetheoryCooperativelearningtheoryEnglishcurriculumstandardsSpecificstepsRole-playisnoteasytomanoeuvre.Inordertohaveitprocesseffectively,carefulstepsshouldbeassuredtocarryout.1Explaintherolesandsettingupgoals.2Pairing/groupingstudentsandassigningroles.3Preparation.4Role-playinpairs/groupsinfrontoftheclass.5Classviewing/demonstration6Teachergivesfeedbackbasedonactivemonitoring.ClassificationThekeystudentsmasterlanguageisthatthestudentslearnthelanguagethroughengaginginavarietyofcommunicativeactivities.Role-playissocialinteractionactivitiesclassifiedasfollows:type1,roleplaycontrolledthroughcueddialoguestype2,roleplaycontrolledthroughcuesandinformationtype3,roleplayintheformofdebateordiscussionCardA:YoumeetBinthestreet.A.GreetB.B.A.AskBwhereheisgoing.B.A.Suggestsomewheretogotogether.B.CardB:YoumeetAinthestreet.A.B.GreetA.A.B.Sayyouaregoingforawalk.A.B.Expresspleasure.FunctionsItdevelopsstudents’listeningdevelopsstudents’speakingpromotesknowledgeacquisitionenhanceslanguageproficiencystimulatesstudents’interestsandactivateclassroomclimatetokeepstudentsengagedinclassimprovessocialcompetencepromotesinterpersonalrelationshipsTheendThankyouMakesurestudentsunderstandthetaskandthegoalssothattheyhaveaclearideaabouttheincomingperformance.1Explaintherolesandsettingupgoals.Studentsinteractinsmallgroups,andtheyhavelesspressurebuttheyshouldhaveclearresponsibility.Ifcertainrolesdidnotallotted,toodiffuseinresponsibilitywillalsospoiltheperformance.2Pairing/groupingstudentsandassigningroles.Thewholeclassstudentspracticetherole-playaccordingtotheassignmentintheirowngroup.Asforthetask-achievingactivity,studentsplayingthesamerolesgointoagrouptoworkoutthequestions,doingthepreparationforincomingdemonstration.3Preparation.Trytoselectdifferentgroupseverytimesothateverystudentshastheperformanceexperience.4Role-playinpairs/groupsinfrontoftheclass.Avoidtoonoisefromtheaudience.Theactorsandactressesneedaquietenvironment.5Classviewing/demonstrationPositiveassessmentisexpected,foritcanincreasestudents’confidenceandreinforcetheiractivebehaviour.Toomucherror-correctingwillstiflestudentsdesireoflearning.6Teachergivesfeedbackbasedonactivemonitoring.