角色扮演在初中英語(yǔ)口語(yǔ)教學(xué)中的應(yīng)用

1、精選優(yōu)質(zhì)文檔-傾情為你奉上On the Application of Role-play in Junior Oral English Teaching 角色扮演在初中英語(yǔ)口語(yǔ)教學(xué)中的應(yīng)用專心-專注-專業(yè)On the Application of Role-play in Junior Oral English Teaching Abstract: Role-play makes students participate in class actively because of its unique advantage of content and flexibility of form, w

2、hich can make junior oral English teaching more effective. This paper states the application of role-play in junior oral English teaching in three aspects. Firstly, it analyzes the objectives and features of junior oral English teaching and then reveals some problems in the present situation of juni

3、or oral English teaching. Secondly, it analyzes the advantages in solving these problems by using role-play in junior oral English teaching, and further expounds the definition, features and criteria of role-play. Lastly, it presents the application of role-play in junior oral English teaching, whic

4、h means the combination of role-play and junior oral English teaching. It can reflect a variety of advantages of role-play and present the effective class in English teaching by combining role-play with junior oral English teaching. There are a great many methods of using role-play depending on what

5、 you need, for example, imitating dialogues on textbooks and restoring textbook highlights. The key of a successful lesson is not only to teach but also to learn; the key of a successful English class is not only about how much language knowledge students have mastered but also how many language ski

6、lls students have mastered. Regularly carrying out the meaningful oral activities can foster students oral English ability effectively, and role-play should be one of the main teaching activities of junior oral English teaching. Key words: role-playjunior oral English teachingapplication 摘要：角色扮演因其獨(dú)特

7、的內(nèi)容和形式的靈活性的優(yōu)勢(shì)等使學(xué)生積極參與課堂。因此角色扮演這種教學(xué)形式可以提高初中英語(yǔ)口語(yǔ)教學(xué)。本論文從三個(gè)方面闡述了角色扮演在初中英語(yǔ)口語(yǔ)教學(xué)中的有效性。首先分析了初中英語(yǔ)口語(yǔ)教學(xué)的目標(biāo)和特點(diǎn)，并揭露現(xiàn)在初中英語(yǔ)口語(yǔ)教學(xué)現(xiàn)狀存在的很多問(wèn)題。其次從這些問(wèn)題開(kāi)始分析角色扮演在解決這些問(wèn)題上所體現(xiàn)的優(yōu)勢(shì)，并闡述了什么是角色扮演以及角色扮演的特點(diǎn)和標(biāo)準(zhǔn)。最后呈現(xiàn)角色扮演在初中口語(yǔ)教學(xué)中的應(yīng)用，也就是把角色扮演和初中英語(yǔ)口語(yǔ)教學(xué)結(jié)合起來(lái)。并在結(jié)合中進(jìn)一步闡述角色扮演在初中英語(yǔ)口語(yǔ)課堂教學(xué)中的各種優(yōu)勢(shì)。教師可以在課堂上根據(jù)客觀需求選擇性地使用角色扮演進(jìn)行教學(xué)；比如，模擬課本上的對(duì)話，還原課本精彩片段等

8、。一節(jié)課的成功與否，關(guān)鍵不僅在于教而更在于學(xué)，英語(yǔ)課的成功與否，關(guān)鍵不僅在于學(xué)生掌握了多少語(yǔ)言知識(shí)而更在于他們掌握了多少言語(yǔ)技能。經(jīng)常性開(kāi)展有意義的口語(yǔ)活動(dòng)能更有效地培養(yǎng)學(xué)生口語(yǔ)能力，而角色扮演正應(yīng)是初中英語(yǔ)口語(yǔ)教學(xué)的主要教學(xué)活動(dòng)。 關(guān)鍵詞：角色扮演初中英語(yǔ)口語(yǔ)教學(xué)應(yīng)用Contents1. Introduction. (1)2. The analysis of junior oral English teaching. (1) 2.1 The objectives of junior oral English teaching. (2) 2.2 The features of junior o

9、ral English teaching. (2) 2.3 The analysis of the present situation of junior oral English teaching. (2) 2.3.1 The roles of teachers in junior oral English teaching. (3)2.3.2 The roles of students in junior oral English teaching. (3) 2.3.3 Teaching models in junior oral English teaching. (3)3. The a

10、nalysis of role-play.(4) 3.1 The definition of role-play. (4) 3.2 The features of role-play. (4) 3.3 The teaching principles of role-play. (5)4. The application of role-play in junior oral English teaching.(5) 4.1 Guiding principles of role-play. (5)4.1.1 The communicative purpose. (5)4.1.2 The comm

11、unicative desire. (5) 4.1.3 Acceptable requirement of students language levels. (6) 4.2 The various forms of role-play. (6)4.2.1 Text-based role-play. (6)4.2.2 Dialogues making. (9) 4.3 Suggestions on the application of role-play in junior oral English teaching. (10) 4.3.1 The limit class time. (10)

12、 4.3.2 The level of students and the range of the activity. (11)5. Conclusion. (11)Bibliography. (12)Acknowledgements. (13)Name: Wang TengyunClass: 10.1Number: 15Tutor/Title: Chang Ming/LecturerDate: 2014.5.30 On the Application of Role-play in Junior Oral English Teaching1. IntroductionThe ultimate

13、 goal of foreign language teaching is to let students use the foreign language in their lives when necessary. The more students talk, the better they learn; however, oral English is not given special attention to in junior oral English teaching in China. Traditional English education in China focuse

14、s heavily on word teaching and grammar teaching. Also, many Chinese students and even teachers are “examination-orientated”. In our traditional junior oral English teaching, teachers are the central part, while students play passive roles. Teachers chief task is to transfer knowledge to students bec

15、ause they act as the possessor, the disseminator of the knowledge and the treasure house of information. With time going on, students think that teachers are the authority and they even do not know what they should do without teachers help. As a result, the traditional junior oral English teaching c

16、an not help students development, and it produces a lot of students of high score with poor oral English ability. However, what the society pays more attention to is the oral English, and the society usually prefers people who can speak English fluently rather than writing articles quickly. So, teac

17、hers should change their views to relook the needs of society and try to improve students oral English in their junior time.Thus, a way to improve junior students oral English comes up as the times require, which is role-play. Role-play is very important in teaching oral English because it gives stu

18、dents an opportunity to practice communicating in different social contexts and in different social roles. According to Stephen D. Hattings, based on his observation in the conversation class, role-play would seem to be the ideal activity in which students could use their English creatively and it a

19、ims to stimulate a conversation situation in which students might find them and give them an opportunity to practice and develop their communication skill. Consequently, this is a new way for teachers to teach oral English by using the role-play in class. The importance of role-play and the applicat

20、ion of junior oral English will be stated here, and the effect will be shown in this paper. 2. The analysis of junior oral English teaching As the author has mentioned above, oral English is not given special attention to in junior oral English teaching in China. In this part, the author will first

21、introduce the objectives and features of junior oral English teaching, and then analyzes the current situation of junior oral English teaching which contains the roles of teachers, the roles of students and teaching models in junior oral English teaching.2.1 The objectives of junior oral English tea

22、chingThere is no doubt that English is one of the worlds most widely used languages. Generally speaking, English is much more important than any other language. It has become a global language. As a matter of fact, there are more than ten countries speaking English, for example, Canada, Australia an

23、d England. They are all developed countries. If students dont have the good oral English, how can they communicate with these developed counties and how can they learn their advanced knowledge. So students should spend much time on learning English, especially for oral English. Therefore, it can be

24、seen that oral English is very important in the modern world. Junior students oral English is always under the standard that students can simply communicate with teachers or classmates in English speaking and writing, and they can give brief descriptions according to their judgments. The main task o

25、f the New English Curriculum objective of junior English is to stimulate and cultivate students interest and their confidence in learning the language, help them develop good learning habits and form effective learning strategies, and at the same time facilitate autonomy and cooperative spirit in le

26、arning, enable students to master basic English language knowledge and skills in listening, speaking, reading and writing; cultivate students abilities to observe, to memorize, to think, to imagine and to create; increase their awareness of the culture differences between the East and the West; enla

27、rge their vision, cultivate their patriotic spirit, and help them form healthy views of life. Therefore, the main objective of the junior oral English teaching is to impart the basic knowledge of oral English and cultivate the ability of using English in real life which can expand students social an

28、d cultural knowledge in order to provide a solid foundation for senior year.2.2 The features of junior oral English teachingJunior oral English teaching has the following features, the first one is English class pays more attention to the oral English teaching; the second one is junior oral English

29、teaching follows the quest of curriculum of the quality-oriented education.As for oral English teaching, the most significant part is to teach students how to speak and communicate with others. However, teachers in most junior schools do not pay attention to oral English teaching, and their oral Eng

30、lish is always poor. Therefore, English class should give more time to students to practice their oral English, besides, junior time is the key time for students to develop and improve their basic English, which is also the key time to standardize English pronunciation and intonation. The author has

31、 introduced the importance of junior oral English above, so teachers should pay more attention to oral English teaching. In addition, in junior oral English teaching, teachers should also follow the request of the New Curriculum Standard of quality-oriented education to pay more attention to oral En

32、glish teaching to change their traditional teaching views. 2.3 The analysis of the present situation of junior oral English teaching After knowing the objectives and features of junior oral English teaching, it can be found that junior students speaking ability is so far from the request of the obje

33、ctives and features. Thus, this part mainly presents the present situation of junior English teaching, which includes the roles of teachers and students they play in junior oral English teaching in order to reveal the problems. Besides, the author will also introduce teaching models in junior oral E

34、nglish teaching.2.3.1 The roles of teachers in junior oral English teachingMany people consider the roles of teachers as an important component of efficient English teaching, for teachers actually play an important role as a controller, an assessor, an organizer, a prompter, a participant and a reso

35、urce-provider respectively. This is the specific requirement for teachers; however, most teachers are unqualified. At present, in junior English teaching process teachers can not realize the real needs of students and the goal for the students long-life learning. In traditional oral English teaching

36、, teachers hold the dominant position while students are led by teachers. Students thoughts and behaviors are all influenced by teachers, so that students can not have independent thinking abilities. Besides, teachers from junior schools are simply playing the roles of controllers, and they dont lik

37、e even dont know to play their other roles, and so the teaching process is very stiff which will lead to disliking of oral English by many students. However, for junior students, they are more active so that teachers should try to change their roles properly to attract students attention. According

38、to Fu Daochun (2001), the roles of teachers are not static, and they should change with the development of the society. Therefore, changing the roles of teachers can control the class atmosphere and improve junior students learning interest and passion.2.3.2 The roles of students in junior oral Engl

39、ish teachingAccording to the New Curriculum Standard of junior English, students need to change their roles to be a more active controller of the class and truly realize student-centeredness in junior oral English teaching. Whats more, students need to speak English and try to express themselves. At

40、 present, however, most students in real class just write while teachers are reading. Students are always led by teachers so that students are lacking in speaking and even the speaking ability, which is why the dumb English appeared in China. Students oral English abilities can not be improved in th

41、e previous teaching, and all this is because of the simple roles of students. So the present situation of students is not optimistic. It is obvious that students need to change their roles. During the teaching process, students should be paid more attention to and put student-centeredness. According

42、 to the New Curriculum Standard of junior English, the student-centered position should be carried out powerfully to make junior students find oral English interesting.2.3.3 Teaching models in junior oral English teachingThe way of oral English teaching is simplification and at present. The way that

43、 students are reading after teachers has been a frequently used teaching model in long time in junior oral English teaching, and this is why the junior oral English teaching is still stayed on the original level. In the modern times junior students oral English can not reach the requirement of the N

44、ew Curriculum Standard of junior English, and their oral English level is not high enough.Besides, there also exist some shortages of teaching models in junior oral English teaching. Teachers overemphasize the interpretation of the vocabulary and grammar and ignore the analysis of the structure of t

45、he whole passage, characteristics and flow of the thinking, which make students lack the ability of thinking and analyzing the passage. Teachers also usually overemphasize the explanation the usage of the grammar, and they do not cultivate students coherence of language thought. Students who are cul

46、tivated under this way can only present their strong points in test but they can not speak English or write a short English passage, and they can not express their ideals and thought completely. This is the biggest shortage of traditional teaching models, and it is also the teaching failure. Therefo

47、re, there are many shortages of teaching models in junior oral English teaching, and the author thinks that role-play can help solve the problems in junior oral English teaching.3. The analysis of role-play Most teachers prefer the traditional teaching models in junior oral English teaching, while t

48、he modern teaching models do not give the much attention to, so the junior oral English teaching is still boring. However, in this part the author will introduce a new activity to teach junior oral English and make the teaching atmosphere interesting, which is role-play. 3.1 The definition of role-p

49、layRole-play can be divided into “role” and “play”. Gillian (2002, p.7) refers role as to “play a part” in a specific situation. He also indicates that “play” represents “the role is taken on in a safe environment in which students are as inventive and playful as possible”. This teaching activity en

50、ables students to enjoy the experience of having conversation with people in real life so as to develop their social communication.Later American famous educator and sociologist Shaftel f. established the teaching model of role-play. This teaching model can influence the individual conduct and habit

51、 though the words, emotion and behavior of the roles they have played. It can urge students to study the personal value and social value and understand the interpersonal relationship to have a better understanding of the text.The above part is the definition of role-play and it can be summarized tha

52、t role-play is a teaching activity which can make students learn oral English under the active and free atmosphere. It is not only distributing the roles to students but also teaching students how to communicate with others and how to practice their oral English. In the process of oral English teach

53、ing, role-play can attract students attention and interest. Junior students like to play games, so role-play can satisfy the needs of junior students. Hence, they can experience the feelings of other roles in the specific situation and communicate with others and express themselves in the specific s

54、ituation. 3.2 The features of role-playRole-play has the following features. Firstly, role-play can cultivate students interpersonal relationship. The process of study is not only the simple input but also involving the study of emotion and communication strategies. Secondly, role-play can help students form self-evaluation. Role-play emphasizes