英語專業(yè)畢業(yè)論文-角色扮演在英語教學中的運用

1、<p>　　The Application of Role-play in Junior English Teaching</p><p>　　Introduction</p><p>　　The ultimate goal of foreign language teaching is to enable the students to use the foreign lang

2、uage in work or life when necessary. But the present practice in the English learning & teaching (ELT) classroom in China could not provide satisfactory conditions for both teachers and students to achieve the goals

3、by the traditional teaching model. How to make English learners feel the real language situation and context when learning English is worth studying. Role-play is an effective way to make </p><p>　　Before th

4、e discussion of the application of role-play in junior English teaching, the writer wants to do a brief introduction about role-play. Role-play is a learning activity in which you behave in the way somebody else would be

5、have in a particular situation from the OXFORD Advanced Learner’s English-Chinese Dictionary. In pedagogy, it is a common language learning activity where students play different roles and interact from the point of view

6、 of the roles they play. As everyone knows, most of</p><p>　　This paper consists of three parts： Part 1 is the causes of using role-play in junior English teaching, Part 2 is the application of role-play in

7、junior English teaching and Part 3 is the important points in role-play in junior English teaching. Let’s study them step by step through this paper.</p><p>　　1．The causes of using role-play in junior Englis

8、h teaching</p><p>　　1.1 The current situation of English teaching</p><p>　　The current situation of English teaching in junior high schools English teachers may often get chances to see an Engli

9、sh lesson taught either by their colleagues or by other English teachers. The following phenomena are observed to quite common in the junior English classroom in many places in china. The teacher enjoys performing on the

10、 stage while the students act as good mannered audiences, listening to the teacher carefully and quietly, copying important notes from the blackboard into their </p><p>　　2.2 The New Curriculum Standards str

11、ess students-centered teaching activities</p><p>　　With the New Curriculum reformation going on in China, more and more English teachers are realizing that the traditional teacher-dominated classroom should

12、be replaced by the student-centered one. New Curriculum Standards stresses student-centered teaching activities. It is recommended that English teachers should adopt pleasing and active teaching methodologies to stimulat

13、e students’ interests, build up their language competence and eventually promote their ideation, imagination and creation. A</p><p>　　The idea behind using role-play as a pedagogical tool relies on the prove

14、rb that experience is the best teacher. It means that students must apply language in the classes. However, role-play is not just including playing some shows. It has been refer to many areas, the main form of role-play

15、in teaching English are talking, interview and free role plays.</p><p>　　2. The application of role-play in junior English classes</p><p>　　2.1 The first main form of role-play ---- talking</

16、p><p>　　2.1.1 Training the students’ spirit of cooperation</p><p>　　Talking means conversation or discussion. Talking is one of the role-play to train the students’ spirit of cooperation. It needs

17、two or more than two students in talking. So in teaching, talking can be divided two ways: pair work and group work. Many times the talk is based on a dialogue or text from books. So the role-play can give students a cha

18、nce to use the language they learned just now in class. Here is a typical sample in junior English teaching. I did it with students in Tang Hu Middle S</p><p>　　------- Good morning/afternoon/evening, Helen.

19、</p><p>　　------- Good morning/afternoon/evening, Alice.</p><p>　　------- Hi, Bob.</p><p>　　------- Hello, Frank. (From Unit 1 in Go for It on Page3)</p><p>　　About thi

20、s conversation, the teacher greets students one by one, and then gives students every situation which is “morning”, “afternoon”, “evening”. At the same time, students can do a pair work which greet their partners. In thi

21、s small activity, students can act as a foreigner to greet their friends. This small pair work not only can let students get new knowledge with unconsciousness but also can let students know how to work with a single one

22、 or greet others by different sentences in differen</p><p>　　Another sample for group-work we finished with students in Tang Hu Middle School Class14 Grade1 on September 29th, 2009.</p><p>　　Dea

23、r Feifei,</p><p>　　Please take these things to your sister: her hat, watch, notebook, keys and ID card. The hat is on the dresser. The watch is under the bed. The notebook is on the bed. The keys are in the

24、drawer. The ID card is on the table. </p><p><b>　　Thanks,</b></p><p>　　Grandma (From Unit 4 in Go for It on Page23)</p><p>　　Under the guide of role-play plan, the teach

25、er asks students to read through this note in order to get the main information, firstly. Next let them close their books and talk in a group to fill these blanks. At this point, teacher should take good preparations, li

26、ke the following column.</p><p>　　Students should think these blanks and discuss with each other to find the answers. And then let students try to find the main forms for a note in a group. After that, the t

27、eacher will call three students to the front, one is Feifei, another is Grandpa to ask and answer, the third students will try to draw out their description. At last, students will get free time to practice in a group. T

28、hough group work, students will feel how to play a role to communicate with others by useful information an</p><p>　　These jobs we discussed look like practising under teachers’ controlled, but they also giv

29、e students chances to act many roles to use English language. Here is a theory named “Presentation, Practice, Production (PPP) model” which is close to our role-play talking.</p><p>　　2.1.2 Discussing the te

30、aching theory of PPP and role-play talking.</p><p>　　Many teachers may be familiar with the PPP model of teaching. A typical PPP lesson starts by the teacher introducing a new language item in a context foll

31、owed by some controlled practice, such as drilling, repetition, dialogue reading, etc. Students then move on to produce the language in a more meaningful way. In fact, PPP model is a usual way in China. “The detailed tea

32、ching of role play is categorized into three steps: presentation, comprehension, consolidation and utilization” (Li Yun, 2006:</p><p>　　So the writer believes that there is not another way to get the point e

33、xcept talking. Talking is not only to make students read the context but also let students produce more reference knowledge by learning. We can use pair work or group work to practice these conversations from the books a

34、gain and again. In PPP cycle, it needs to offer a simplified approach to language learning. It is based upon the idea that you can present language in a neat and clear way. Everyone knows how to talk and imita</p>

35、<p>　　2.1.3 Using the theory of PPP model to lead the activity of talking role play in the classes.</p><p>　　Some experts of PPP cycle said that the ideal study environment should follow this graph.<

36、;/p><p>　　(A Course in English Language Teaching, 2006:32)</p><p>　　We can find it includes 3 main points. Now we used this PPP cycle to lead an activity of talking role- play in Section A Unit 1 f

37、rom Go for It in Tang Hu Middle School Class14 Grade1 on October 20th, 2009.</p><p>　　-------- My name is Jenny. </p><p>　　-------I’m Gina. Nice to meet you!</p><p>　　-------What’s

38、your name?</p><p>　　------- Alan.</p><p>　　-------Hello, I’m Mary.</p><p>　　--------Hi, Mary. I’m Jim. (From Unit 1 in Go for It on Page1) </p><p>　　Step 1, the teacher

39、 gives students a self-introduction. (Presentation)</p><p>　　Teacher: My name is Sally. Nice to meet you!</p><p>　　Students: Nice to meet you, too.</p><p>　　During the first step, t

40、he teacher presents today’s teaching material. Although many students have already known today’s teaching material, the teacher will also give some simple introductions to more single students to motivate students to use

41、 it. And then teacher guides students to read the conversations.</p><p>　　Step 2, the teacher let students do some controlled dialogue practice by pair work or group work. (Practice)</p><p>　　A:

42、 My name is….</p><p>　　B: I’m….Nice to meet you.</p><p>　　A: Nice to meet you, too.</p><p>　　The second step is to practise today’s teaching material and know the contents about tod

43、ay’s material by doing.</p><p>　　Step 3, the teacher gives students free time to find new friends in our class in English. (Production)</p><p>　　At this step, students have free time to use Engl

44、ish language to help them find new friends in our classroom. But they must learn to produce new sentences to get more information by our former knowledge.</p><p>　　From this typical lesson, we can see role-p

45、lay talking activities can be one part of PPP model. On the other hand, every talking activity should be based on a situation, so that students can use new knowledge naturally to reach the final goal of the teaching by t

46、alking role-play. </p><p>　　2.2. The second main form of role-play ----interview.</p><p>　　2.2.1 Training the students’ initiative skills.</p><p>　　The second main form of role-play

47、 the writer wants to discuss is interview. The word interview has two meanings: the first one is a reporter, which asks somebody questions in order to find out his views; the other one is a meeting at which somebody is a

48、sked questions to find out if he/she is suitable (e.g. Somebody applying for a job)(OXFORD Advanced Learners’ English-Chinese Dictionary, 2006:926). For these two meanings of interview, we can divide it into two main rol

49、e-play activities of interv</p><p>　　For the first activity, we can suppose a situation which a superstar like Jay will take a meeting with journalists. We can choose one of the students to act as Jay, and o

50、thers act as the journalists. It will be an attractive topic for students. They may ask a large number of questions and even give us some unexpected questions or answers. If they want to change roles, we can give the cha

51、nce to other students to act as popular stars.</p><p>　　The other activity of interview is job interview. It is a formal situation for people, so we should take more attention. Here is an interview for judgi

52、ng. Three interviewers are applying for a secretary in a company. One is young, just out of school. One is an elder with many years’ experience. The third one is beauty but no education. The principle, judgers will inter

53、view one at a time (others leave the room), in order to decide which one is best suited for the position. Each of them will try h</p><p>　　According to the two role-play interview activities, we can find stu

54、dents finish a set of small tasks in every way. So it is easy to connect Task-based Approach with the role-play interview. Let’s discuss what the relationship between them in theory is as follows</p><p>　　2.

55、2.2 The teaching theory of TBLT and interview.</p><p>　　The Task-based Approach to learn a language is to emphasize on learning to communicate through purposeful interaction in the target language. For China

56、, Zhou Xueya points out the Tasked-based Teaching will completely change the traditional grammar-based teaching methods in China. “He also holds out the important points of Tasked-based Teaching: the key of task-design,

57、the core of activity-design, the prerequisite of instructors’ guiding” (Zhou Xueya, 2007:01). It is easy to get the aim of the Ta</p><p>　　A purpose: making sure the students have a reason for undertaking th

58、e task.</p><p>　　A context: this can be real, simulated or imaginary, and involves sociolinguistic issue such as the location, the participants and their relationship, the time, and other important factors.&

59、lt;/p><p>　　A process: getting the students to use learning strategies such as problem solving reasoning, inquiring, conceptualizing and communicating.</p><p>　　A product: there will be some form o

60、f outcome, either visible (a written plan, a play, a letter, etc.) or invisible (enjoying a story, learning about another country, etc). (A Course in English Language Teaching, 2003:28)</p><p>　　Above the el

61、aborations, the writer thinks the task’s main points share a same belief, which language should be learned as close as possible to use language in the real life. In China, more and more teachers attend to choose this tea

62、ching way in their class. But it is just a beginning, not a whole teaching way. On the other point, interview also asks students to get some goals by the role-play activities, so it is a special task for learners. In tot

63、al, the Tasked-based Approach and the role-play </p><p>　　2.2.3 Practicing interview role-play according to the requirements of TBLT </p><p>　　Tasked-based approach has three stages as next colu

64、mns.</p><p>　　(A Course in English Language Teaching, 2006:31)</p><p>　　We can analyze this column into six stages: pre-task, task, planning, report, analysis and practice. Let’s analyze these s

65、tages according to the second interview role-play activity. For the pre-task, the teacher introduces the topic and gives the students clear instructions on what they will have to do at the task stage and might help the s

66、tudents to recall some language that maybe useful for the task. The introduction gives the students a clear model of what will be expected of them. The studen</p><p>　　In this interview, students can think a

67、bout how they can finish their tasks and get the job or choose the suitable person. Then they should repeat and analyze time and again to find out which is the most suitable. The most important for interview is practice.

68、 The teacher selects the language areas and the students do practice activities to increase their confidence and language abilities.</p><p>　　The students can get some advantages from the practice of the int

69、erview role-play by the guiding of the Task-based Approach: the students are free of language control; they will be exposed to a whole range of lexical phrases, patterns as well as language forms; the language explored a

70、rises from the students’ needs which means the needs are from the students rather than the teacher or the course book; it is also a strong communicative approach where students spend a lot of time communication. In </

71、p><p>　　2.3 The third main form of role-play---- the free role-play.</p><p>　　The last but not least main form of role-play is the free role-play. It is clear to see that the free role-play means t

72、o make somebody act as a role to play a show without arranging. In the class, the writer makes it as two ways: one is role-play with books (it means act as some books listed or other stories), the other one is role-play

73、with thinking (it means act with thinking stories by students’ make).</p><p>　　2.3.1 Stimulating the students’ learning motivation by playing many attractive shows on books.</p><p>　　We can find

74、 many interesting conversations or many stories be appeared on our books, and we also can search many interesting shows from books, TV or other medias. We can motivate the former actors’ playing or other interesting stor

75、ies.</p><p>　　Every child likes fairy tales. And it is a good way to let students act roles in the fairy tales in our English class. Here is a good and simple tales for students to practice. We searched it i

76、n Tang Hu Middle School Class14 Grade1 on October 23rd, 2009.</p><p><b>　　Duck Gaga</b></p><p>　　Gaga is a little duck. He is small, dirty and ugly. His friends don’t like to play wi

77、th him. </p><p>　　One day, Gaga walked behind his friends quietly. But his friends did not want him. Gaga</p><p>　　was very sad and ran to the river and cried loudly。 </p><p>　　Just

78、 then, a big beautiful bird heard him crying and flew down. She said, “Please don’t cry. Tell me, what do you want? I can help you.” </p><p>　　Gaga told the truth. The beautiful bird said, “OK, I can help yo

79、u to become a good-looking duck.” Then she took out a blanket and put it on the duck’s body. She said something which the little duck didn’t understand. Then she took away the blanket. There stood a good-looking duck. &l

80、t;/p><p>　　Gaga was very happy. He thanked the big bird and quickly went to play with his friends. </p><p>　　From this tale the teacher divides students into some groups. And let every group show o

81、ut this story. One student acts as Gaga, 2 students act as Gaga’s friends, and one student acts as the beautiful bird. During the preparation, the teacher can give them some suggestions, but not tell them how to play. Th

82、e students in the middle school are in the age of motivating others, so this kind of playing not only can attract students’ interesting, but also stimulate Ss’ learning motivation by showing o</p><p>　　2.3.2

83、 Improving the students’ creativity by making some shows by their thoughts.</p><p>　　This is a challenge task for students. They must do everything about shows by themselves. During the preparation, they can

84、 ask the teacher for help, but the teacher should not give them ready-made dialogue to learn. We should point out that, for the free role- play activities, it is a good idea to choose situations which are not exactly the

85、 same as those in the text-book, but which are based on the general topics. These topics will be familiar to the students, and they will be able to use the la</p><p>　　Topic 1: health</p><p>　　P

86、ossible situation: You got a cough, and you must to look doctor, but you don’t know where the hospital is. You should ask one people to find the hospital.</p><p>　　Topic 2: school</p><p>　　Possi

87、ble situation: There are some new students in your school. And the teacher asks you to be their guide. You should guide them to visit your school and answer their any questions.</p><p>　　Then the teacher ask

88、s students to play the free role-play they have thought about. The contents about role- play should not be based on our text book. So in order to use an activity like this in class, carefully preparation would be necessa

89、ry. About this activity, we should divide the class into pairs, and let them discuss their topics and thoughts. And then let them all “try out” the role-play by free practice. At last, call one or two pairs to act it out

90、.</p><p>　　During the process of preparing and showing the shows, students can learn to how to make one imperfect text to be perfect. On the process, the free role-play can help to improve the students’ crea

91、tivity. Maybe the free role-play is very simple to organize but it is also a great influence upon English teaching. For example, it can stimulate the students’ learning motivation and enliven their thinking. We also can

92、find that if students want to finish a show about the free role-play, they must lear</p><p>　　2.3.3 Teaching theory CLT and free role-plays.</p><p>　　The communicative Approach or simply Communi

93、cative Language Teaching (CLT) came into being in the 1970s in the west. “It refers to any approach to language teaching which emphasizes the meaning and use, rather than the form of language which aims at developing the

94、 learner’s communicative competence in foreign language teaching and learning” (Hymes, 1974:1). “It emphasizes the process of communication, such as using language appropriately in different types of situations, using la

95、nguage for socia</p><p>　　2.3.4 The application of free role-plays in English classes by CLT.</p><p>　　Ss can choose some familiar topics to do this free role-plays like we have talked. Here is

96、a typical lesson: Unit 8 from Go for It in Grade 7, students will learn to ask others’ birthday date. We did this activity in Tang Hu Middle School in Class 14 Grade 1 on November 11th, 2009.</p><p>　　Under

97、this situation, students act as researchers and then investigate each other’s information to get others’ birthday date. It looked like a simple role-play for students, but it demands students make sentences without sampl

98、es. On the other hand, it also demands students to make communication with others to get useful information.</p><p>　　The role-play makes strong influence on English Teaching: It can guide students to widen

99、considerations of what are accurate; widen the range of language; improve learners’ knowledge and experience. At the same time, under the leading of communicative approach, the students can get many advantages from the f