РЕФЕРАТ
Тема:
Ролевые игры в системе обучения иноязычной речи
Выполнила:
учитель английского языка
МБОУ «СОШ №1»
Котова
Лариса Сергеевна
г. Курск
2015г.
Plan.
1. Role play. What is it?
2. The advantages and
disadvantages of а role play.
3. Organization of a role play.
1) Teacher’s pre-class preparation.
2) Class’s pre-role play
preparation.
3) Teacher’s role in a role play.
4. Long-term preparation of a
role play.
1) Traditional oral practice or
oral drills.
2) Dialogue work.
3) Miming.
4) Games.
5) Drama.
5. Follow-up.
6. Supplement. Satellite Link
“Moscow-London”
7. Literature
The
increasing tendency nowadays for school classes is to have oral
proficiency as their aim. From this point of view a role play is
the most suitable pedagogical technique in the learning process.
Role play is
a classroom activity which gives the student the opportunity to
practise the language, the aspects of role behaviour, and the actual
roles he may need outside the classroom. It is a form of group
work, where the students in pairs or larger groups have a language
exercise to discuss and complete, some questions to answer, a topic
to discuss, or some similar task to perform. The students have the
opportunity to express their own opinions and feelings and to play
roles within a situation which resembles real life.
Role plays affect the students’ cognitions, develop
their self-dependance, creative initiative. It gives a wide
opportunity to use all language skills: understanding, speaking,
reading and writing. If it is felt that the class needs extra
practice in any one of these, then this can be taken into
consideration when the role play is being planned. Extra writing
practice could have been provided, for example, by asking each group
to write a formal report of their discussion or by getting the
students to write letters expressing different points of view to the
local paper.
To be a success a role play
should meet several requirements:
-
a role play should stimulate
and sustain the students’ interest and motivation by encouraging them
to be creative so that they make discoveries in the language they
are learning;
-
a role play should be
accepted by every student in the group;
-
a role play should be
well-prepared and well-organized;
-
a role play should suit the
level of the class and be closely connected with the work
immediately preceding it;
-
the atmosphere during the
role play should be as natural and friendly as possible;
-
students’ confidence and
pleasure in language must be a central concern in work;
-
most of the time must be
given for students to learn through language, to use the language;
-
the teacher should be taking
a minor part or be as unobtrusive as possible in the role play.
Role plays have got a great number of advantages.
The most obvious of them is that each student is active almost
100% of the time. Coherent speech requires a great deal of mental
activity, both in its formulation, in the monitoring of other’s
reception of it, and in its possible subsequent adaptation in the
light of that monitoring. The listener must show understanding or
otherwise of the speaker, relate what it is being said to his own
opinions and needs in order to be able, when he has judged that
his turn to speak has come, to formulate an appropriate, acceptable
and understandable message. So it does mean that role plays give
maximum use to the students. The language they practise is extended
and developed through the role play.
Besides a role play gives the student a chance
to use the language himself, without the direct control of the
teacher. No student who is interested in what he is doing will
misbehave. And what is more a role play requires mental and bodily
activity, it freshens concentration and interest, thus increases the
possibility of effective learning.
As no learning group is homogeneous, teachers
are always in need of activities that can be graded to suit a
wide range of abilities. A role play is an excellent exercise for
dealing with this problem and can be graded in a number of ways.
Roles, then, can be created to fit not only the linguistic ability,
but also the personality of the individual student.
Role description can be altered to suit varying abilities.
In a role play where the roles require more or less the same type
and amount of student activity from each student, the students can
be given guidance according to their abilities. If the teacher has
judged it necessary to give out role play cards for this role,
they might have looked like this:
Role 1 –
card for a ‘slow’ student
Fill in what you want to buy.
You want to buy:
------------ at the grocer’s.
------------ and ------------- at the
greengrocer’s.
------------ at the butcher’s.
Remember to say: ‘I’d like…’ and ‘Thank you’.
Role 1 –
card for a ‘fast’ student
Buy things at three shops.
Make a list of what you want first.
If the main aim of the class is oral
proficiency, then it is difficult to find any disadvantages in using
a role play as a teaching and learning technique. But there is no
doubt that in certain classes and in certain teaching situations,
there may be some practical drawbacks. But with care in selection,
and a little imagination, many practical problems are not
insurmountable.
A role play cannot be successful unless it has
been chosen with the level, needs and interests of the students in
minds. Any role play should form an integral part of the logical
progression of a class’s course plan. The teacher must asses what
the role play requires with regard to linguistic competence, cultural
and situational understanding, and so on. If there is too great a
gap between this and the student’s present competence in the
language, then the role play should be left until the class is
nearer the level required, or, if it is possible, simplified to
suit the present level of the class.
Once the teacher has selected a role play
suitable for his particular class, it is necessary for him to assess
what class work will have to be done prior to the role play
phase. Good introduction and explanation by the teacher, and
extensive oral production in the form of repetition, oral exercises,
pair work, group work, and role play , is in itself not sufficient
to give the students a real ‘feel’ for the language. It is also
necessary to provide a wide exposure to different kinds of spoken
and written English through the use of authentic tapes and text
materials.
The teacher should make a plan of which
students are in each group, and where each group should be, so
that the practical organization goes smoothly and quickly. When
deciding on composition of the group, the teacher should consider
both the abilities and the personalities of the students. A role
play group consisting solely of the shyest and quietest students
will not be a success. Similarly, one ‘weak’ student should not be
put into a group of ‘good’ students or vice versa.
The class has been introduced to, and has
practised the material that the teacher has predicted will be
necessary for the role play. The situation and the necessary facts
surrounding it have been given out or discussed. The students now
have their role cards and are ready to prepare their roles. The
amount of preparation time depends on the type and scope of the
role play, and the type and the scope of the individual role.
In most role plays the teacher will not take
part. If he does, it will not be in his role as a teacher. The
teacher’s role during the role play phase is to be as
unobtrusive as possible. There are two ways in which this can be
done. The first is when the teacher either sits somewhere where he
can hear much of what is going on; or, when the role requires a lot
of moving around on the part of the students, the teacher can move
quietly round the room. The second way in which the teacher can
observe the role play is by taking a role himself. This should not
be a major role, or the teacher may quickly become the dominating
personality and the role play will turn into something resembling
teacher-guided group work. The advantage of the teacher’s new role,
either as observer or minor player, is that he is freed from the
task of running and organizing the class. A well-planned,
well-prepared role play runs itself. The teacher is therefor free to
listen for mistakes, misunderstandings and problems, which would be
worked with at a later date.
The only legitimate for the teacher to
interrupt a role play is when it has been broken down completely,
i.e. the participants cannot get it to function. Here the task of
the teacher is to stop the role play, and try to analyze with the
students the reasons for its collapse. It might be, however, that
the group lacked some information or misunderstood the instructions
in some way. In such cases the answer may be to stop the role
play and discuss the missing information, or clarify the
misunderstanding. The role play can then start again from the
beginning.
Preparation and the subsequent role play
can be expected to be fully successful if the other oral activities
done in class, the materials chosen as a basis for these, and the
attitudes of the teacher and the class towards the learning
situation are of such a nature as to make role play a natural and
logical part of language learning.
Long-term preparation of a role play includes
several steps among which are:
-
traditional oral practice or
drills;
-
dialogue work;
-
miming;
-
games;
-
drama.
The main feature of drills is a series
of rigidly controlled stimuli and responses. The number of similar
exercises continues until the students are making automatic and
structurally correct responses. But such exercises should contain an
element of choice, so that the student can select from a limited
range of responses the response which is the most appropriate to
his own personal feelings. For example:
S 1: Do you like travelling?
S 2: Yes, I like travelling.
Yes, I do.
Not really.
No, I don’t.
At a later point such exercises can be made
a little more natural by the use of a simple tag-question:
S 1: Do you like travelling by train?
S 2: Not really, do you?
S 1: Yes, I like travelling by train.
Students can also be encouraged to expand
‘yes /no’ answers:
S 1: Do you like travelling by train?
S 2: Not really. I like travelling by plane.
S 1: Do you like buying tickets in advance?
S 2: Yes, I like buying tickets in advance.
Dialogue work contains several teaching
techniques under its heading, beginning with reading dialogues and
repeating them after native speaker, writing skeleton dialogues and
finishing with composition of freer dialogues. The dialogue, using
the teacher as a model, is first used for choral and individual
repetition. The aim is to get the students saying the dialogue with
the closest approximation to native speaker’s pronunciation, stress,
intonation, etc.
Skeleton dialogue is a refined form of
‘filling-in-the blanks’ exercise. It can be done in groups or pairs.
As skeleton dialogues give a very limited choice, they can be used
where the situation is concrete, e.g. asking for and giving
information at a station:
S 1: Excuse me, when is the next train to
--------------------- ?
S 2: At ------------------------ .
S 1: How much is a -----------------------
ticket ?
S 2: ----------------------------.
S 1: And which platform does it leave from ?
S 2: ----------------------------.
S 1: Thank you.
This dialogue with blanks can be put on the
blackboard. The class must be divided into pairs and one student in
each pair be given a card with a simple railway time-table:
Train to time
single return platform
London 10.45 10
pounds 18 pounds 2
Cardiff 9.10 15
pounds 28 pounds 3
Bristol 11.20 8
pounds 14 pounds 5
York 12.35 12
pounds 24 pounds 7
After this work the students can be asked,
in pairs or threes, to compose their own dialogues. Weak students can
be given special cards, for example:
Agreement Disagreement
That’
true. I’m afraid you’re wrong.
Yes, you are right. I don’t think so.
I think so. I disagree.
I agree ( with you
) I can’t quite agree.
I believe. I
don’t believe.
Certainly. Certainly not.
That’s
right. That’s not right.
Miming, games and drama are three activities
which help to prepare students for role play. They can be used to
practise any of the skills - speaking, listening, reading and
writing - at any stage of the learning process, from controlled
repetition through guided practice to free expression.
Miming can be initiated with the
students sitting at their desks. One student mimes an action, and
the other student guess what it is:
S 1: What am I doing ?
S 2: You are ----------ing.
S 1: That’ right. / No, I am not.
Other questions could be: ‘ What did I do
last night?, or ‘ What am I going to do tomorrow? ‘
All games should involve interaction
and conversation between pairs or small groups, giving every student
maximum language practice. Here is a description of several games.
Where Is It ?
One student is asked to leave the room, while
the rest of the class ‘hides’ a small object ( a hat, a book,
etc.). The student is then asked to return to the classroom and
he asks:
S 1: Is it in a desk ?
S 2: No, it isn’t.
Comment on What You Hear.
One student is suggested to tell few sentences
about his journey, for example:
S 1: My name is Jane Brown. Last summer I
traveled to Moscow. My journey lasted three weeks…
Other students should comment on what S 1
has just told:
S 2: Her name is Jane Brown.
S 3: Last summer she traveled to Moscow.
S 4: Her journey lasted three weeks.
Going Sightseeing.
The class is divided into two groups:
‘tourists’ and ‘guides’. ‘Tourists’ ask questions about sights of a
town, ‘guides’ answer them. Then the groups should exchange their
roles.
Guess Which City It Is.
One of the students thinks the name of any
city, and all the rest ask him questions, for example:
S 1: Is it in Great Britain ? ( the USA,
Canada, etc.)
S 2: Is it the capital of Great Britain ?
S 3: Is it on the river Thames ?
That student who gives the right answer
becomes the ‘it’.
Dramatizing dialogues should be a
regular class activity. Drama is used for consolidation of specific
language points, both structural and functional. The dialogues for
dramatizing may come from the textbook, or be written by the
students themselves. The students are encouraged to act out the
stories and create their own endings to them. Diagrams, where two
roles are written out side by side may be very useful in dialogue
work, e.g.:
You wake up one morning and the sun is
shining, the birds are singing, and there is not a cloud in the
sky. You decide to go to the seaside for the day. So you phone a
friend.
YOU
YOUR FRIEND
Greet your friend and invite
him to the seaside.
Accept
the invitation.
Suggest how to go.
Accept your friend’s suggestion.
Make arrangements when and
where to meet.
Agree. Say you will
come soon.
Say goodbye.
Role play itself can be arranged in
different forms. The simplest and the easiest of them is the ‘interview’.
It can be used with any material based on oral English, and can
be easily adapted to suit different topics. One student pretends to
be a certain person and prepares a ‘story’. The second student
prepares questions to ask him, and then, ‘interviews’ him, for
example:
Role 1.
You are the person in the picture. Say your
name. Say about where you live, about your job, about your family.
Say about what you do in the evenings and at weekends.
Role 2.
You are interviewing the person in the
picture. Ask his name. Ask what his job is, and where he lives.
Ask when he starts work, etc. Ask about his family. Ask what he
does in the evenings and at weekends.
The development of the student’s knowledge
and active command of all aspects of linguistic competence and role
behaviour can be done by expanding role plays based on one
situation. Each successive role play revises the language required
in the previous ones, while adding another dimension to the
situation. The example, given below, is “asking for information at a
travel office”.
Role 1.
You work at the station. Help the customer.
The next train to Edinburgh leaves at 12.15
from platform 6
arrives
to Edinburgh at 15.15
single ticket 18 pounds
return ticket 32 pounds
Role 2.
You want to go to Edinburgh. Ask about the next
train, the platform. Ask about the price of a ---------------------
ticket, and buy one.
Similar role cards can be written for other
destinations.
Many of the new functionally based materials,
and those that aim at communicative competence, take many of the
aspects of the role behaviour into consideration, and provide for
excellent presentation and practice phases for them. When this
preparation is already part of the material, developing detailed role
plays is relatively easy. For example, in a textbook we have the
task:
‘You arrive at a hotel abroad and ask to
see a foreign friend who is staying there. The receptionist asks
for your name and the name of your friend. The friend is not in
his room. But the receptionist asks you for a description in case
he has seen him in the hotel and knows where he is.’
There is not enough information provided to
make a realistic and smooth-running role play. It can deal only
with the following role cards:
Role 1.
You go into the Ascot Hotel, where your
friend Bob Evans is staying. Ask the receptionist which room he
has, and if he is in his room. Describe Bob to the receptionist.
( The student is given a coloured picture of a
person from a magazine.)
Role 2.
You
are the receptionist at the Ascot Hotel. Mr. Evans has room 357. He
is not in his room. Ask for a description of him. You saw him go
---------- a moment ago.
Different names, room numbers and pictures can be
used.
Role play is an exercise which gives the
student freedom to select and use his own language and accompanying
para-linguistic and extra-linguistic behaviour, without the interference
or guidance of the teacher. As the student is not yet proficient
in the foreign language, it is obvious that the students will make
mistakes in the execution of such an exercise. Those mistakes that
will be made during the role play cannot be corrected immediately.
The role play is finished. If it has been
successful, then the students feel satisfied and pleased that they
have used the language for something concrete and useful. This
feeling of satisfaction will quickly disappear if their every mistake
is then going to be analysed and corrected. It may also make them
less confident and fluent in subsequent role plays.
During immediate follow-up phase the
whole class is together to find out what was done in the role
play. A few questions may be asked or a report or summary of the
groups’ findings can be given. This phase can also take the form
of an informal discussion about the formal composition of the role
play. Did the students feel they had enough preparation ? If not
what was lacking ? Did their group work well ? Was there enough or
too much information on their role cards or were there any other
aspects they may wish to comment on ? This should not be a
follow-up to every role play, it would be very boring if it were,
but it should be done formally a few times so that the students
feel they are free to comment or criticise if they want to. These
criticisms and comments should be taken into consideration by the
teacher and can help him to improve the role play for future
classes, and, perhaps, even give ideas for new role plays.
Long-term follow-up concerns the mistakes
the teacher noted during the role play. Exercises designed to
revise, practise, and so hopefully eradicate them, should form part
of the ongoing activities of the class. Subsequent role plays and
other forms of freer work will show whether these exercises have achieved
their aim, or whether yet more work will have to be done. Remedial
exercises can be given either to the whole class, to the group of
students making the same mistake, or to individuals.
Thus, we may say, that a role play is one of
the most effective teaching and learning techniques, which provide
opportunities for pupils to use the language. The teacher’s role is
to make learning English a joyful activity thus making children
happy and willing to study it. Children learn what language is and
what it can do by communicating with other people. Role play
provides the opportunity for the teacher to organize the lesson time
in such a way that the children speak more than the teacher.
Satellite Link
“Moscow-London”
Aims: to enable students to communicate
effectively in English, to revise the material about daily life in
Britain, about peculiarities of Russian and English traits of
character, likes and dislikes in fashion and sport.
Visual aids: role cards, pictures with
views of Moscow and London, maps of Moscow and London, emblems with
names and countries of the participants.
The class is divided into two groups: the
Russians and the English. The students are given their role cards.
Teacher: Dear ladies and gentlemen,
dear boys and girls. We welcome you at our Satellite Link
“Moscow-London”. My name is Rona Grand. I am a leader of our show.
Today we are going to discuss and answer such questions as:
·
What are the British and the Russians like?
·
What would you like to see in the UK and in Russia?
·
What are the main holidays of these two countries?
·
What are your favorite kinds of sports?
·
What’s your personal attitude towards fashion?
Let’s start our conversation with the discussion
of person’s traits of character. I am sure that some of you are
interested very much in differences between habits and lifestyles of
the British and the Russians.
Role 1.
Your
name is Olga Solodova. You are a student of Moscow school №125.
You are interested in some characteristics of British character.
You’ve heard that the English are well-mannered, reserved and serious
and you want to know if it is so. Ask questions about British
traits of character and be ready to answer about Russian ones.
Role 2.
Your
name is Alice Adams. You are a student of London grammar school.
You are interested in some characteristics of Russian character.
You’ve heard that Russian people are very kind-hearted, generous and
self-sacrificed and you want to know if it is so. Ask questions
about Russian traits of character and be ready to answer about
English ones.
Teacher:
Now let’s
have a glance at two magnificent cities – Moscow and London. How do
they differ? What can you tell a foreigner about their places of
interest?
Role 3.
Your
name is Victor Svetlov. You are a Russian student. Your family like
to live in Moscow. Tell your foreign friend about the main sights
of Moscow. You are interested in what London looks like. In the
picture you have, it looks rather grey and foggy. Ask questions
about the main tourist sights of the British capital.
Role 4.
Your
name is Richard Dawson. You are an English student. Your family
like to live in London. Tell your foreign friend about the main
tourist sights of the British capital. You are interested in what
Moscow looks like. You imagine it as a very cold place with
beautiful buildings all around.
Teacher:
I know that there are some students who
like changes on holidays. Almost all of them would rather travel
than stay at home. Let’s discuss different ways of travelling.
Role 5.
You
are a reporter of “Komsomolskaya Pravda”. Your readers want to know
about the best way to see the UK on holidays, about the weather
in June and July, about travel procedures. Ask the travel agent
about the ideal holiday for the teenagers in the UK. Don’t forget
to be polite.
Role 6.
Your
name is Marry Morris. You are a travel agent. Be ready to speak
about the British means of transport and about the best way to see
the UK for teenagers from other countries. Describe the weather
during summer months in London and the most interesting places to
see in the UK.
Teacher:
It’s well-known that Britain is the country
of traditions. And what about Russia? Let’s speak on this topic now.
Role 7.
Your
name is Helen Maslova. You are a Russian teenager. Recently you
learned a new material about British customs and now want to know
more about them. Ask your British friend about British celebrations.
Be prepared to speak about the most interesting celebrations,
holidays and customs in Russia ( e.g. Christmas-tide, Shrovetide and
so on.)
Role 8.
Your
name is Ulaf Sanders. You are an English teenager. Your Russian
friend asks you some questions about customs and traditions observed
in your country. Speak about some of them and be prepared to say
a few words about your favourite holidays. Ask your interlocutor
about the main Russian holidays and festivals.
Teacher.
Both in the UK and in Russia there are a
lot of people who go in for different sports. What are the most
popular sports and the most famous sportsmen in these two countries?
Role 9.
Your
name is Sergey Smolin. You are a member of Sport Committee. Speak
about traditional Russian sports. Ask questions about national sports
in Great Britain.
Role 10.
Your
name is Henry Hudson. You are a member of London Sort Club. Be
ready to speak about popular teenagers’ sports and famous British
sportsmen. Ask questions about traditional Russian sports and games.
Teacher:
Sport… Is it exciting and dangerous? Some
people like to participate in sports contests, other people like to
watch them. What reasons can you give for sport and against it?
Role 11.
Your
name is Irene Kruglova. You are a person who hates going in for
sports. The only thing you like is to sit in a comfortable
armchair and watch sport programmes on TV. You think sport takes a
lot of energy and time and moreover it causes a lot of injuries.
Try to persuade your English opponent in your point of view,
disagree with him and give your arguments.
Role 12.
Your
name is Frank Foreman. You are a member of a school rugby team.
You think that it is very useful to participate in sports contests,
but your Russian friend doesn’t think so. Try to persuade him.
Speak about the advantages of playing sports, give your arguments.
Teacher:
We have one more important problem today -
fashion and tastes of British and Russian teenagers. Young people
have different attitude towards fashion.
Role 13.
Your
name is Kristina Novikova. Fashion is your passion. You enjoy
wearing stylish clothes. But you have a friend who doesn’t care
what he wears. Ask the British about clothes and fashion in Britain.
Role 14.
Your
name is Olivia Osborne. You are a famous British dress-maker. Answer
the girl’s questions about clothes and fashion in Great Britain,
show some pictures of traditional items of clothing and give their
description.
Teacher:
Dear friends. Our time is out. Today we’ve
learned and discussed a lot of interesting and important questions.
Let us finish our Satellite Link “Moscow-London” with the song “The
more we get together”.
Литература.
1. К.Ливингстоун «Ролевые
игры в обучении иностранным языкам», М., Высшая школа, 1988
г.
2. Е.И.Пассов «Урок
иностранного языка в школе», М.,Просвещение,1988г.
3. И.С.Кон «Личность и её
социальные роли», М, Наука, 1969г.
4. Д.Б.Эльконин «Психология
игры», М., Педагогика, 1978г.
5. Н.К.Скляренко,
Е.И.Онищенко, С.Л.Захарова «Обучение речевой деятельности на английском
языке в школе», К., Радянська школа, 1988г.
6. С.И.Заремская «Развитие
инициативной речи учащихся»,М., Просвещение, 1983г.
7. М.Ф.Стронин «Обучающие
игры на уроке английского языка», М., Просвещение, 1984г.
8. Журналы «Иностранные
языки в школе», 2011-2015гг.
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