典型教案role play.docVIP

Lesson Plan Topic Role Play Date _____________________ No. of Students _______ Time: 45 minutes CLASS PROFILE 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 use role-plays in the ELT classroom. SPECIFIC OBJECTIVES: linguistic FUNCTION(S) Introducing ones opinion , asking for other peoples opinions, showing disagreement , taking a turn, interrupting, making request, complaining, explaining, giving reasons, objecting. GRAMMATICAL STRUCTURES Skipped VOCABULARY (include phonological Skipped patterns) MICRO-SKILL(S) Skipped CONCEPTS (Cultural and/or cognitive concepts related to topic/situation) Definition of role-play. Procedures of role-play. Advantages of role- play Problems and solutions of role-play Characteristics and functions of role-cards. Characteristics and functions of cue cards. MODES OF BEHAVIOUR e.g. affective/ procedural objectives The language used should be informal to some extent. 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/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/