Role-play
浅谈角色扮演（role-play）在高职高专英语课堂的重要作用
浅谈⾓⾊扮演(role-play)在⾼职⾼专英语课堂的重要作⽤2019-04-06摘要：⾓⾊扮演（role-play）是提⾼⾼职⾼专英语课堂教学效果的重要教学活动。
本⽂分析了⾼职⾼专的英语教师须运⽤⾓⾊扮演这⼀教学活动的原因，并列举了⾓⾊扮演在英语课堂中的⼏点重要作⽤。
关键词：⾓⾊扮演；⾼职⾼专；英语课堂；重要作⽤⾼职⾼专是培养⾼素质，⾼技能，⾼认知型⼈才的重要⽅向。
众所周知，⾼职⾼专的学⽣应达到⼆级教学⽔准；即英语能⼒⽔准应达到的⽬标：A级，能⽤英语进⾏⼀般的课堂交际, 并能在⽇常和涉外业务活动中进⾏简单的交流;B级，能掌握⼀般的课堂⽤语,并能在⽇常涉外活动中进⾏简单的交流。
然⽽，就读⾼职⾼专学⽣的学习基础较本科院校的学⽣相对薄弱，缺乏对学习的积极性和主动性，如果在英语课堂上，⽼师⼀味的强调英语语⾔知识的传授和语法的讲解，⽽没有学⽣的积极投⼊，缺少有意义的交流，就更会使⾼职⾼专的学⽣对英语学习失去兴趣。
那么，这就需要⾼职⾼专的教师花更多的⼼思来设计课堂教学活动，有效的调动起学⽣学习英语的主动性，活化课堂教学。
因此，运⽤⾓⾊扮演（role-play）是⾼职⾼专英语课堂教学能否成功的被学⽣消化的关键。
⾓⾊扮演（role-play）是⼀种常⽤的交际教学法。
它通过游戏的形式反映现实⽣活中的⼀个⽚段，要求参加者⾛出⾃我，融⼊所扮演的⾓⾊中。
这⼀活动有利于学⽣把所学的知识灵活运⽤到所设定的假设场景中，从⽽加深对所学知识的印象,并且⾓⾊扮演（role-play）能巧妙的把本是抽象的⽆形的⼀个⼀个英语单词转化成了具体的形象的⼀个个场景，让学⽣们通过⾓⾊扮演这⼀有趣的活动发挥他们的积极性和主动性，使英语学习不再枯燥乏味，从⽽取得良好的教学效果。
本⽂分析了⾼职学⽣英语⼝语学习现状，并以此为出发点，举例说明⾓⾊扮演活动在改变⾼职⼝语教学的实践教学中具有很⼤的作⽤。
⼀、“⾓⾊扮演”有利于培养学⽣的听说能⼒长期以来，我们的英语教学存在着些许问题，许多学⽣在学习了许多年英语之后，仍然不能成功的运⽤英语与他⼈交流。
销售role play角色扮演
场景设计 --2客户
如果对方能做到以下几点我可以尝试与他们合作：
精彩、具体地讲解多渠道推广的意义…… 将eMedai服务特点讲解清楚 更重要的是让我了解我能获得什么利益 提供证据让我相信所讲的利益是真的 并且提供给我一个能够接受的方案
场景设计--3观察者...
训练主题：特点销售和利益销售 演练说明：首先分组建立3人小组,每人
5分钟时间研究自己的角色和准备. 角色扮演时间 15 分钟
演练目的
通过特点和利益销售介绍公司商展，达到激发 客户购买欲望并采取行动；
让销售人员掌握和运用“利益销售”的技能。
场景设计 1-销售人员
你（小李）加入公司近一年，今天主管给你一家客户 — “XX芯片厂商” 曾经有员工拜访过
2 角色扮演场景
销售角色扮演场景练习题.
初次拜访客户 第二次跟进拜访 与客户续约 *(每个场景至少包含: 客户和销售员二个角色
及相关角色使用的评估表) 每次观摩后应分享：你学到了什么?
回顾
如何进行有组织角色扮演？ 如何评估/分析及反馈每一次角色扮演？ 请选角色扮演场景进行练习
主题论坛
记录示范者每次角色演练中的不足之处， 并同时提出改进要求，然后定期与其安 排角色演练培训，检查改进状况并发现 新的问题
陪同拜访以后的角色演练
在陪同拜访的反馈中不仅向陪同者指出 问题、提出改进方法甚至还给予正确示 范后，要求对方立即通过角色演练的模 拟实验来加深印象
角色演练 设计参考
1.例:有组织的角色扮演
记录小李在销售中的表现：
小李提了多少问题？倾听的如何？ 介绍服务谈到特点和利益了吗？方法？ 有效利用销售工具、成功故事了吗？ 能让客户了解我们的竟争优势吗？ 能主动要求签约吗？ 你认为小李的优点和待改进之处是什么？
英语学校本位课程-角色扮演教学Role-play
學校本位課程-英語教學-角色扮演教學Role-play新北市竹林國民小學-二年級一、設計理念隨著國際化的腳步，各行各業乃至全民都將面對不同的挑戰和考驗，在這樣的環境下，英語能力的培養更顯得重要。
想要學好英文，必須投入相當的精力與時間，但更重要的是，學習的方法要正確有效，才不至於徒勞無功。
竹林國小洞察先機，「英語教學」是本校的學校本位課程，成為新北市品牌特色學校。
此教案的設計，是以錨式教學內涵中的情境教學為主要理念，希望透過多元化、生活化、實用化、趣味化的教材內容，以及生動活潑的教學方式，培養學生學習英語的興趣和基本的語言溝通能力。
學習過程中，不但可以幫助學生認真、快樂地學習，並且勇於嘗試，發揮創意。
竹林國小了解到國小英語教學的重點，除了在學生英語能力的養成，學生更可在學習過程中體驗學習的樂趣和學習的成就感，並具備繼續學好英語的高度企圖心。
在「角色扮演」的情境教學活動的設計中，除了可以引起學生們學習的動機（motivation）、建立起對自我的信心（self-confidence）、增強對語言的敏感度（sensitivity），更重要的是可以讓學生投入真實語言情境中（empathy），藉著互動關係而習得活潑、自然、真實的語言。
因此，在「角色扮演」的教學活動設計中，先透過直接教學法，老師以圖片、簡易英語問答句來呈現相關生字，使學生能先熟悉所需的英文單字；其次運用聽說教學法，由老師演示生字和句型的發音、語調讓學生模仿學習，並代換生字做句型問答；再以溝通式教學法，讓孩子分組互動，以增加練習的機會，最後由學生輪流上台做成果發表的演示。
教案的設計本著以學習者為中心，以及讓學生從做中學的原則；希望學生能藉此教學內容與活動，學會語言實際溝通技巧，體會語言學習的樂趣，朝「活化創新、多元發展、情境學習、實務應用」的核心概念邁進，並締造『永續傳承、適性揚才、積極正向、多元創新』的竹林願景。
二、學生分析學生為二年級，已通過Style 2級英語檢定，具備基礎的英語能力。
roleplay 英文术语
roleplay 英文术语
"Roleplay"是一个英文术语，也被称为"role-playing"。
它源自戏剧和表演的概念，指的是模拟或扮演特定角色或情境的活动。
在不同领域和情境中，"roleplay"都有不同的含义和用途。
在教育领域，"roleplay"常用于教学和培训中，通过模拟真实或虚构的情境，让学生或参与者扮演特定角色，以便更好地理解和应对各种情况。
这种方法可以帮助学生提高沟通能力、解决问题的能力、团队合作和领导能力等。
在商业和职场环境中，"roleplay"常用于培训和演练中，特别是在销售、客户服务和领导力等方面。
通过模拟真实的情境，员工可以扮演不同的角色，练习与客户或同事的互动，并提高他们的沟通技巧、解决问题的能力和情绪管理等。
此外，在角色扮演游戏（RPG）中，"roleplay"是指玩家扮演虚构角色，并通过模拟交互来创造故事和体验。
这种游戏通常包括角色扮演、探索、战斗和解谜等元素，玩家可以根据自己所扮演的角色来做出决策和行动。
总的来说，"roleplay"是一种通过扮演角色来模拟情境、提高
技能和体验的活动。
它在教育、职场和娱乐等领域都有广泛的应用。
通过参与"roleplay"，人们可以更好地理解和应对各种情况，提高
他们的能力和体验。
角色扮演在英语教学中的作用
角色扮演在英语教学中的作用The Role of Role-Play in English Language Teaching.Role-play has emerged as an effective teaching strategy in various disciplines, and English language teaching is no exception. This article delves into the significance ofrole-play in English language classrooms, exploring how it enhances student engagement, language proficiency, and cultural understanding.1. Enhancing Engagement and Motivation.Role-play is an interactive teaching method that involves students taking on different roles in a simulated scenario. This active participation immediately grabs students' attention, making the learning process more engaging and enjoyable. As students are required to immerse themselves in the role, they become more invested in the learning outcome, thus motivating them to put in more effort.2. Improving Language Proficiency.Role-play provides students with ample opportunities to practice their speaking and listening skills. As they engage in meaningful conversations within the context of the role, they learn to use language appropriately in different situations. This practical application of language helps students internalize grammar rules and vocabulary, making them more fluent and confident in their communication.Moreover, role-play often involves solving problems or dealing with real-life situations, which encourages students to think critically and creatively. This cognitive engagement further enhances their language proficiency by promoting deeper understanding and application of language structures.3. Fostering Cultural Understanding.Role-play often involves scenarios that are culturallydiverse, giving students the opportunity to explore and understand different cultures. As they take on roles from different backgrounds, they gain insights into how people from different cultures communicate, behave, and interact with each other. This cultural immersion helps students develop a more tolerant and inclusive attitude towards diversity, enhancing their cross-cultural communication skills.4. Promoting Collaborative Learning.Role-play often requires students to work in groups, promoting collaborative learning. This team-based approach encourages students to share ideas, provide feedback, and learn from each other. As they work together to achieve a common goal, they develop skills such as teamwork, communication, and conflict resolution. These skills are not only valuable in academic settings but also in their future careers.5. Bridging the Gap between Theory and Practice.English language teaching often focuses on theoretical aspects such as grammar and vocabulary. However, role-play helps bridge the gap between theory and practice by providing students with real-world scenarios to apply their knowledge. This hands-on experience allows students to see the practical applications of the language they are learning, making the learning process more meaningful and relevant.6. Encouraging Creative Thinking.Role-play encourages students to think outside the box as they are required to imagine themselves in different situations and respond creatively. This creative thinking fosters innovation and imagination, skills that are crucial in today's rapidly changing world.In conclusion, role-play is a powerful tool in English language teaching that enhances student engagement, language proficiency, and cultural understanding. By providing students with interactive and meaningful learning experiences, role-play helps make the learning process moreenjoyable and effective. As teachers continue to explore innovative teaching methods, role-play remains a valuable addition to the English language classroom.。
浅谈初中英语Role—play的有效教学方法
浅谈初中英语Role—play的有效教学方法作者：廖娟来源：《教师·上》2018年第12期摘要：Role-play的示范对话包含了本单元的话题和重要的词汇句型，作为一个单元从听说转入中长篇阅读的转折点，对每个单元的语言知识学习起到了一个承上启下的过渡作用。
有效开展Role-play的课堂教学有利于培养学生的综合语言运用能力。
文章先阐述Role-play的理论基础和初中英语Role-play教学的现状，再结合作者的教学实践，总结在常规教学中切实有效的Role-play教学方法。
关键词：Role-play；初中英语；课堂实施英语学习除了需要大量的英语语言信息输入，还需要大量的语言输出来检验和促进学生英语语言知识的掌握和运用能力的形成。
语言的输出对语言学习至关重要。
因此在英语教学中，提高学生的英语口语交际表达能力非常重要。
2d Role-play 的示范对话教学，紧扣单元的主题，有效地运用单元重点句型进行交际运用，实现了语言知识的输出。
但如何有效地开展Role-play的课堂教学是目前大多数英语教师正在探讨摸索的问题。
一、Role-play的理论基础从国内外专家学者的研究和实践来看，交际教学法为Role-play在英语课堂上的应用提供了理论基础。
交际教学法始于20世纪70 年代，是结合了语言学家海姆斯（Hymes）和韩礼德（Halliday）的理论发展而来的，在教学界有着深远影响。
交际学派的观点认为，语言教学的目的是培养学生使用目的语进行交际的能力。
交际教学法重视培养学生的语言能力，主张在真实情境中，采用生活化的情景和地道的语言材料学习语言，倡导学生在交流中提高语言的应用能力和交际能力。
要想让学生学以致用、学会交流，将语言知识和技能转化为实际的应用能力，角色扮演是必由之路。
语言学习的目的在于沟通和交流，而不是生硬地翻译语言或学习语法。
要让语言“活”起来，让学生“动”起来，那么就必须通过切实可行的课堂活动实现，而角色扮演正是实现活动的简单易行、实效性高的途径。
典型教案role play
Lesson PlanTopic Role Play Date _____________________ No. of Students _______ Time: 45 minutesGENERAL OBJECTIVES:The trainees will be able to use role-plays in the ELT classroom.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/CULTURAL:Most of the trainees have the experiences of role-play, but they are not theoretically clear about the definition, procedures, advantages, problems and solutions ofrole-plays. It is difficult for them to show respect, tolerance by being polite in situations of strong disagreement.AIDS: Overhead projector, computer, lesson plan in PPT.PROCEDUREPre-task activities1.Warming-up activity (1minut )2.Forming of four groups (each member in a group getting the samerole-card)( 2minuts )3.Explaining the situation of the main task.(3minutes)Situation: You are four teachers meeting in the staffroom. You are very different with regard to your age, character and teaching experience.Try to speak to your colleagues in this role play as you would speak to colleagues in the staffroom, who are not necessarily your friends, whose viewpoints you might not agree with. Keep to polite language and social conventions.4. Helping students deal with necessary vocabulary, functions and register.( 2minutes)5. Carrying on group work to prepare arguments for this role together. ( 10minutes) Do not look at the other groups' role cards. Try to feel for your character, even ifshe/he is someone you probably wouldn't particularly like.While-task activities1. Second grouping. (1minut )Groups of four (each person having a different role now)2. Role-playing. (15 minutes)Post-task activities1.Evaluating the loop input of role play, mapping the content and the procedure in pairs. (4 minutes)2. Discussing on the aspects of role play. (4 minutes)3. Feedback and delayed error correction of language aspects. (3 minutes) ANTICIPATED PROBLEMS AND SOLUTIONSProblem :They create chaos in the classroomSolution: Careful consideration of classroom management necessary, the students have to be prepared gradually for this less formal type of of classroom activity (pair work first, short role plays first)Problem :They are inhibiting: some student are too shy to actSolution: They don't have to perform, just play a part; emphasis on 'play' rather than 'role'; careful preparationProblem : The students don't know what to saySolution: They need help with ideas and language: warm-ups, preparation, role-cards; they have to be prepared for the concept of their roles graduallyProblem : The students don't really learn anythingSolution: Analysis and evaluation of the language used is necessary. Practice of language they know in a free and uncontrolled way is important. Role-play = active phase of learning.Problem :The students find it difficult to pretend to be someone else.Solution: Careful preparation; student-generated role cards.Problem : They are too unpredictable.Solution: Tell students that unpredictability is present in daily life. Role plays can help to avoid the shock of language students in real life situations.Problem : they take too much time to prepareSolution: the teacher can take many ideas in coursebooks, in resources books; in student-generated role- plays. Preparation itself can be language practice already.Problem : The teacher cannot hear everyoneSolution:The students are distracted in full class form, too; the teacher cannot correct more than one student in full class form either; delayed correction as one possibility.MATERIALS:Role cardsRole card 1You are a teacher. You have been teaching at your school for about 20 years now. You are used to traditional teaching methods, and you have never tried role-plays in your classes.You had a tiring morning; the students in some of your classes were particularly undisciplined today. You meet three colleagues in the staffroom. You have, unusually, time to talk. These colleagues are not your friends, but you respect them as being good teachers.One of these colleagues starts a discussion on using role-plays in class. You want to convince the others that role-plays are not useful in class. You might admit one or two positive aspects that role-plays could have in the learning process, but generally you are strongly opposed to all 'these new teaching methods' that take a lot of energy and preparation time.Role card 2You are a trainee teacher and an absolute beginner in the field of teaching English. You are anxious to cope with the amount of coursebook units and not to lose control over your students.You had a stressful time this morning, because one of your teacher trainers observed your lesson. You meet three colleagues in the staffroom. You have, unusually, time to talk. These colleagues are not your friends, but you respect them as being good teachers.One of these colleagues starts a discussion on using role-plays in class. You support one teacher's view that role-plays are not useful in class. Not long ago your teacher trainer asked you to try a role-play with one of your classes, which, however, turned out to be a disaster. You suddenly remember all the negative aspects and you cannot imagine ever using role-plays in your classes again; you much rather stick to other exercises the coursebook offers to you.Role card 3You are a teacher. You have been teaching English for a short time only, and you like trying new ideas.You have just used a role-play in one of your classes and feel it was very successful. You meet three colleagues in the staffroom. You have, unusually, time to talk. These colleagues are not your friends, but you respect them as being good teachers.You start a discussion on using role-plays in class telling your colleagues about the role-play you have just asked your students to do. You want to convince the others that role-plays are very useful in class. While admitting one or two problems that role-plays can bring about you are absolutely convinced that students learn a lot that way and you feel very confident and enthusiastic because of the experience you have just made.Role card 4You are a teacher. You have been teaching English for a couple of years already. You have just come back with lots of enthusiasm from two exciting weeks of teacher training in England.You had an interesting morning, because you tried some new ideas from the teacher training course. You meet three colleagues in the staffroom. You have, unusually, time to talk. These colleagues are not your friends, but you respect them as being good teachers.One of these colleagues starts a discussion on using role-plays in class. With missionary zeal you want to convince the others to use student-oriented speaking exercises on fluency such as role-plays much more often.Definition of role-playRole-play is an activity in which students imagine a role and have unscripted dialogues or discussion in a given situation..Advantages of the role-playIt is a rehearsal for real life situations in a friendly and safe environmentwith a wide variety of experience and situations brought into the classroom. Students explore language as it works in the real worldLanguage used is unpredictable as in daily life., no longer limited to the kind of language used by learners in the classroom.Acting out a situation encourages the students to use natural expressions and intonations as well as gestures.It is a kind of teaching of social skills.It increases motivation.It develops creativity.It promotes interaction.It encourages peer learning.'learning by doing' is an extremely effective way of learningSome students are liberatedStudents might find it easier to express themselves behind the mask of being someone else, communicate more freely if they have a role to hide behind. They no longer feel that their own personality is implicatedCharacteristics and functions of role-cardsGiving necessary background information:situation/context; persons: name, age, job/social status ,personality, feelings/aims/beliefs .Explaining the relationship to other people involved in the role-playGiving objectives, indicating possible behavior and actionsEncouraging spontaneous interaction by 'information-gaps'Helping with language: vocabulary, functions and register.Students' cognitive, linguistic and emotional preparation for free role plays Characteristics and functions of cue-cardsNaming of situation and people involvedGiving explicit instruction to what should be said about content and language. Encouraging spontaneous interaction by 'information-gaps'Considering different levels and linguistic skills.Offering visual clues and verbal clues.Offering a variety of suggested answers to choose from.Allowing students' own phrasingIntroducing different registersIntroducing different functionReduction of errorsDirected practice of specific speaking skillsBuilding confidence in using the English languageIntroducing students to free discourseIntroducing students to pair/group work and student-oriented learningPossibility of varying level of difficultyRole cards 1-4:Since you have this talk in a break, the language you use can be informal to some extent. Defend your view, but try to show respect, tolerance and understanding by being polite, even in situations of strong disagreement.Here are some language functions you can use: Introducing one's opinion , asking for other people's opinions, showing disagreement , taking a turn, interrupting, making request, complaining, explaining, giving reasons, objecting.CRITERIA FOR EV ALUATION(i.e. how will you decide objectives have been met?)1.The trainees can complete the role-play successfully.2 The trainees can map the content and the procedure in pairs and realize the advantage of the loop-input.3. The trainees can summarize the aspects of role play.4. The trainees are able to use informal language and speak in a polite manner.ACTUAL EV ALUATION(i.e. to what extent were objectives met/what could you have done to improve effectiveness of lesson?)The trainees have completed the role-play successfully, mapped the content and the procedure in pairs and realized the advantage of the loop-input. They can use informal language and speak in a polite manner. But they feel difficult to retell all aspects of the role play. The time for post-task activities should be longer. a polite manner.。
新教材“Role-play”的有效教学研究
现代农业2016年12斯学术园地新教材“R ole-play”的有效教学研究班洪艳临开市工业学技[摘要]“Role-play”的示范对话对每个单元的语言知识学习起到一个承上启下的重要过渡作用，跟学 生的语言运用能力有着密切联系有效开展“Role-play”的课堂教学有利于培养学生的听说能力和合作究精神，激发学生的创新思維和英语学习的积极性。
[关键词]Role-p l a y角色扮演英语学习C义务教育英语课程标准》强调“面向全体学生，注重个体差异，关注每个学生的情感，激发他们的学 习兴趣，培莽学生学习的成就感和自信心………‘兴趣 是最好的老师，致力f培养学生的学习兴趣,设计趣 味性活动......”“关注课程情感态度，学习策略和文化意识、，把学生带人到一个多姿多彩，连动丰富的语言氛围，实现语官知识的输出......”让学生轻松自如地掌握重点语言知识，使每个学生开口说英语，培养学生积极向上的学习情绪及学习兴趣，发挥学生的创造性 思维，及时给予鼓励，肯定，培养学生的自信心，引导 学学以致用，感受中外文化的差异，实现语#知识的输出，将知识回归到实际运用中。
Go for i t新教材力求实现英痦学习I具性和人文性的统一，实现了知识和能力的有效结合，增加了 Role-play的示范对话教学，有效运用所学语嘗知识，进行交际运用，实现语言知识的输出。
Role-play的学 习对发展学座的綜合语1賈运用能力起到一定的促进作.用。
但如何有效地开展.有效开展Role-play这一新 増环节的课堂教学是目前大多数英语教师IH在探讨摸索的问题6那么，我们究意该如何有效利捃Role-play环 节，提高学的综合运用能力呢？Go for i t新教材中的“Role-play”的示范対话对 每个单元的语言知识学习起到一个承上启下的重要过渡作用，跟学生的语肓运用能力有着密切联系。
有 效开展“Role-play”的课堂教学有利于培养学生的听说能力和合作探究精神，激发学生的创新思维和英语 学习的积极性。
roleplay技巧
Roleplay
开场白—设定目标 同理心、赞美等
Roleplay
探寻、聆听--寻找需求
原则一：简单 重复 重点
原则二：通过提问 开放式 封闭式
Roleplay
介绍产品—特性利益转换
原则：FAB F: Feature 属性 A：Advantage 作用 B：Benefit 益处
例：因为 --- （属性），所以 （作用），这意味 着 ---（客户得到的益处）
执行不在于知 而在于行
不在于逻辑 而在于结果
不知道做什么— 不知道工作内容 不知道怎么做—不知道工作流程 不知道做与不做的后果—不知道意义和影响 做了之后没有跟进和反馈 敬业度不高，责任心欠佳
Roleplay
开场白 探寻、聆听 介绍产品 异议处理 加强印象 主动成交
Roleplay
异议处理—把握机会
原则 ： 缓冲 探询 聆听 答复
Roleplay
加强印象—强调共鸣 主动成交—缔结
原则：SMART S Specific M Measurable A Attainable R Relevant T Time-bound
Role play三问五答 翻译技巧
Role play就是三问五答，三问中译英考查的是瞬间翻译造句能力。
I.中译英翻译步骤如下：找出三问句子中的中文关键词，套用哪种句型，时态语态，助动词和疑问词的选择。
范例如下：一、意味着, 是什么意思=mean1. 特殊疑问句1) 2011B, 你说的学习风格是什么意思？What do you mean by learning styles?2) 2011E, 你什么意思呢？What do you mean?3) 2016C, 那是什么意思呢？What does that mean?/ What do you mean?4) 2017A, 那是什么意思呢？What does that mean?/ What do you mean?5) 2018D, 那是什么意思？What does that mean?/ What do you mean?6) 2019D, 慢旅行”是什么意思？What does “slow travel”mean?2. 一般疑问句1) 2018A, 那意味着我们应该多睡觉吗？Does that mean we should sleep more?2) 2018C, 那意味着我们可以穿任何衣服吗？Does that mean we can wear any clothes?二、有＝there be＝have/has1. 某处有某物＝there be sth +定语（介词短语等）某处有某物吗？＝Are there any sth +定语（介词短语等）某处还有某物吗？＝Are there any other sth +定语（介词短语等）1) 2016D, 有什么成功的秘诀吗？Are there any secrets to success?2) 2018A, 睡眠好还有其他什么好处吗？Are there any other benefits of good sleep?3) 2018D,这栋大楼里还有其他新设计吗？Are there any other new designs in this building?2. 某人有某物＝sb have/has sth. Do you have any +sth+定语（介词短语等）?你有某物吗？＝Do you have any+sth+定语（介词短语等）?你还有某物吗？＝Do you have any other+sth+定语（介词短语等）?1) 2016D, 你有什么成功的秘诀吗？Do you have any secrets to success?2) 2011A, 你还有别的困难吗？Do you have any other problems?3) 2013D,你们晚上有哪些活动？What activities do you have in the evenings?What are your evening activities?主谓宾和主系表4) 2015C, 好老师有什么特点？What features do good teachers have?5) 2016E, 他们在行为上有什么差异？What differences dothey have in their behaviors? What are the differences in their behaviors?6) 2017A, 你有很多空闲时间旅游吗？Did you have a lot of free time for traveling?7) 2017C, 你有什么建议给家长呢？What advice do you have for parents? What is your advice for parents?8) 2017D, 网络医生看病的弊端是什么？What are the disadvantages of seeing an e-doctor?(同义）网络医生看病有哪些弊端？What disadvantages doesit have to see an e-doctor?9) 2018B, 你们有哪些活动？What activities do you have？二、某人/物是怎样的?＝what is sth like?=how is sth?用来询问别人的看法1) 2016A, 在大家庭中成长是怎样的？What was it like growing up in a big family?/ How is growing up in a big family?2) 2016B, 你12岁时，学校是怎样的？What was theschool like when you were twelve?/How was the school when you were twelve?3) 2017E, 丝绸工业的现状是什么？What is the silkindustry like now?What’s the current situation of silk industry? =How is the current situation of silk industry?三、不＝助动词+not1) 2012A, 为什么你不直接与他们谈一谈？Why don’t you have a talk directly with them?2) 2012B, 我为什么不能与朋友们一起开车？Why can’t I drive with my friends?3) 2014F, 为什么你不买些京剧DVD作为礼物？Why don’t you buy some Beijing Opera DVDs as gifts?4) 2014E, 你不是说你想当一名语言教师吗？Didn’t you say you wanted to be a language teacher?5) 2015F, 穿同样的衣服不烦吗？Isn’t it boring to wear the same clothes?Don’t you feel bored to wear the same clothes?四、情态动词引导的疑问句1. 能/可以＝could/can, Could you do sth?2011B, 你能再多说点吗？Could you please speak a little more?2011C, 你能说说英国人吗？Can you talk about English people?2012D, 我一次可以借几本书呢？How many books can I borrow at one time?2012D,我可以借多长时间呢？How long can I keep the books?2017F, 为什么运动能使我们更聪明？Why can sports make us smarter?2. 应该/该/要＝should2011D, 那我该做什么呢？What should I do?2011D,我还需要(该)注意什么吗？What else should I pay attention to?2013E, 我去别人家吃饭时，我要(应该）带些什么？What should I take if I go to others’house for dinner?2013F, 我应该知道的下一个重要事情是什么？What is the next important thing I should know?2013F, 如果我不记得某一个英语词，该怎么办呢？What should I do if I don’t remember an English word?2017B, 如果我们被机器人取代了该怎么办？What should we do if robots take place of us?2018A, 那意味着我们应该多睡觉吗？Does that meanwe should sleep more?五、HOW系列1. How=如何，怎样＝in which way，以……的方式2012A, 你和你的室友相处得如何？How do you get along with your roommates?2012C, 报纸怎么评论这本书？How do the newspapers comment on this book?2012E, 你是如何发展出对历史的兴趣的？How do you develop an interest in history?2013A, 将来学生如何参加考试？How will students take exams in the future?2013B, 作为领导，我应该怎样对待团队成员呢？How should I treat my teammates as a leader?2013F, 我怎样才能留下良好的印象呢？How can I leave a good impression?2014A, 颜色怎样影响我们的购买行为？How do colors affect our buying decisions?2014B, 你们怎么解决老人的健康问题？How do you solve old people’s health problem?2014D, 你们是如何训练这些狗的？How do you train these dogs?2014E, 你第一天教课感觉如何？How do you feel the first day of teaching?How was your first day of teaching?2015B, 颜色怎样影响我们的情绪？How do colors affect our moods?2015G, 大学课程是怎样安排的？How are the university classes arranged?2016C, 作为老师，你怎样使用这个系统？How did you use the system as a teacher?2016E, 你怎么知道女性在学习语言方面做得更好？How do you know that women can do better in learning languages?2017D, 那个医生是如何帮助你的？How did the doctor help you?2017E, 中国丝绸如何传播到其他国家？How did/was Chinese silk spread to other countries?主动/被动2017F, 你怎么知道的呢？How did you know that?2017F, 运动如何帮助提升我们的课堂表现？How do sports help us improve class performance?2018A, 学生是如何受到睡眠影响的?How does sleep have an influence on students?主动语态How are students affected by sleep?被动语态。
初一英语课件 Role-play
price today.
Quiz
I. 根据句意及汉语提示写出正确的单词。 1. —_M_a_y_ (可以) I have one apple, Mum?
Li Mei wants to cook a meal on _M__o_th_e_r_’_s __D_a_y____. 3. 盼盼每天都有太多的作业做。 Panpan has __to_o__ _m_u__ch__ homework to do every day.
4. 张力，你还想要其他什么东西？ __W__h_a_t_ _e_l_s_e_ would you like, Zhang Li?
—OK, my child. 2. The boy always has some _b_i_sc_u_i_t_s_ (饼干)
and milk for breakfast. 3. This shirt is nice. What is the _p_r_ic_e_ (价格)
of it?
4. —Where does your mother work? —She works in a _s_u_p_e_r_m_a_r_k_e_t_ (超市).
6.等等
Wait a minute!
7.今天打折。
There’s a sale on today.
8.每件东西都半价。
Everything is half price.
9.我买这个了。
I’ll take it.
10.我也有些食物要买。 I’ve got some food to buy too.
如何解读Role-play对话文本？
如何解读 Role-play 对话文本？[摘要]Role-play作为单元示范对话，在听说课教学中有着重要的作用。
本文从Role-play文本的特殊性出发，结合人教版中的对话文本从语音语调、话语者的情感色彩、话轮功能、语用知识和文化价值方面谈谈如何对role-play对话文本进行解读。
希望对初中英语Role-play对话文本解读提供一定的借鉴。
[关键词]Role-play; 对话文本；英语作为一门语言，其最重要的用途即为沟通和表达。
新课标主张创设尽可能真实的语境供学生去接触、体验、感知、理解和运用语言。
Role-play作为单元听说教学示范环节，教师首要解决的就是对对话文本的解读。
因为文本的解读是教师在教学中落实立德树人和培养核心素养的重要起点，只有在深入研究文本的基础上，教学才能有明确的目标和科学合理的设计。
Role-play文本内容以对话方式展开,话题贴近学生的日常生活，紧扣单元主题，承载着特定的语言功能和文化内涵，有效地运用了单元重点词汇和句型进行较真实的交际运用，鼓励学生在语境中操练语言功能，并运用动作、表情、语调等多种手段将习得知识内容表演出来，达到传递信息，交流情感，提高学生语言实际交际能力，最终实现语言知识输出的目的。
因此，需要教师通过对文本细致深入的解读引导学生在文本对话中去感知、关注、学习、理解。
本文将以人教版Go for it 《英语》的对话文本为例，谈谈如何从语音知识、情感色彩、语言功能、对话技巧、文化价值等，多角度解读文本，为扎实有效地教学设计打下基础。
1.语音语调语言依靠语音实现其社会交际功能。
英语的语音包括重音、语调、节奏、停顿、连读、爆破、同化等。
在听说课堂教学活动中，教师在解读文本的基础上，引导学生去观察、发现、体验、感知、模仿各种发音，形成良好的英语发音和一定的语感，促进口语活动的展开。
[案例1] Go for it! 《英语》八年级(上)Unit 4 2d本单元重点是最高级的教学，通过标注语调和重读部分，让学生学习相关的语音知识，强化升降调、连读等，增强语感，同时重读最高级词汇，通过语音的训练引导学生认真观察并思考新语言结构在示范对话中的而运用方式，提升学生对新语言结构的观察和感知能力，进一步帮助学生总结语法特点，落实单元重点知识。
roleplay技巧
加强印象—强调共鸣 主动成交—缔结
原则：SMART S Specific M Measurable A Attainable R Relevant T Time-bound
具体的 量化的 可衡量的 可达成的 可实现的
执行不在于知 而在于行
不在于逻辑 而在于结果
不知道做什么— 不知道工作内容 不知道怎么做—不知道工作流程 不知道做与不做的后果—不知道意义和影响 做了之后没有跟进和反馈 敬业度不高，责任心欠佳
开场白 探寻、聆听 介绍产品 异议处理 加强印象 主动成交
开场白—设定目标 同理心、赞美等
探寻、聆听--寻找需求
原则一：简单 重复 重点
原则பைடு நூலகம்：通过提问 开放式 封闭式
介绍产品—特性利益转换
原则：FAB F: Feature 属性 A：Advantage 作用 B：Benefit 益处
例：因为 --- （属性），所以 味着 ---（客户得到的益处）
（作用），这意
异议处理—把握机会
Role_play评分标准
Role play 评分标准（产科案例1）Representative代表: FLSM一线主管/经理:Territory区域：Date日期:案例产科o目标医院：某城市一家大的3甲医院o目标医生：张医生是该院产科副主任，每周至少有3-4天门诊时间，o竞争情况：该院力蜚能用量一直维持在每月2000盒，张主任是其中的大处方医生之一。
但红源达在2个月前新进医院，导致该院力蜚能得用来从2000盒下降到1200盒，通过了解张医生是该院处方转的医生之一。
o拜访目的：了解张医生处方转换的主要原因，并尽快提升该院力蜚能的用量。
评分标准:在Role的过程中以下和医生沟通要点出现如遗漏以分值标准扣分，满分100分力蜚能是微丸结构，而红源达不是从外观看可以发现：力蜚能是胶囊包裹微丸，而红源达是胶囊包裹粉末30分进入胃肠道后生物性质稳定，更少的游离铁离子，因而更少的消化道副反应，患者更好的耐受性20分不受胃排空因素影响，药物体内吸收均匀，更高的生物利用度确保孕期有效补充铁储备20分近20年临床使用验证力蜚能的疗效和安全性，这是任何仿制品是无法比拟的10分UCB是一家注重合规，以患者为核心，注重专业推广的公司10分而仿制品的公司曾经出现贿赂丑闻，与这样一家公司合作风险较大10分得分：High-speed RailProjectRole play 评分标准（产科案例2）Representative代表: FLSM一线主管/经理:Territory区域：Date日期:案例产科o目标医院：某市一家大型妇幼保健院，每日的孕妇门诊数至少500人o目标医生：李医生是该院主要的常门诊医生。
o竞争情况：该院口服铁剂的用量不大，主要以中成药为主，且以生血宁为主。
李医生就是其中的大处方医生之一。
力蜚能在该院进药6个月，用量提升很慢，一直在每月300-500盒。
o拜访目的：了解李医生对口服铁剂在孕期补铁的观念，更多加用或者转换为力蜚能。
评分标准:Role的过程中以下和医生沟通要点出现如遗漏以分值标准扣分，满分100分孕中晚期铁缺乏的发生率高达60%左右20分孕晚期母亲缺铁会导致婴幼儿缺铁，婴幼儿缺铁会导致不可逆的学习和认知能力的下降20分全球大量临床资料显示孕期贫血对母婴健康危害较大，尤其是增加低体重儿的危险度20分力蜚能有临床验证可以真正补充孕期的铁的储备，以治疗和预防预期母婴的铁缺乏，10分中成药包括生血宁补血的机理不同，没法真正给人体补充铁元素20分力蜚能长期的临床实践验证了其良好的安全性10分Role play 评分标准（肾科）Representative代表: FLSM一线主管/经理:Date日期:Territory区域：案例:肾科o目标医院：某市一家3甲综合性医院，该院有较大的透析规模。
英语roleplay评价标准
英语roleplay是英语教学中常见的一种形式，通过模拟对话情景，培养学生的口语表达能力。
针对这种形式的评价标准是非常重要的，它可以帮助学生了解自己在口语表达方面的不足，并且指导老师如何更好地引导学生进行角色扮演。
以下是针对英语roleplay的评价标准：一、流利度1. 学生是否能够在roleplay中流利地表达自己的意见和想法，而不出现中断和结巴的情况。
2. 学生使用的语速是否适中，能够让对话流畅进行。
二、语法准确度1. 学生在roleplay中是否能够正确使用所学的语法知识，如时态、句型结构等。
2. 学生的语法错误率是否较低，错误是否影响了对话的理解。
三、词汇运用1. 学生是否能够运用丰富的词汇来表达自己的意见和情感，是否出现了词汇重复或使用不当的情况。
2. 学生使用的词汇是否符合所模拟的情景。
四、语音语调1. 学生在roleplay中是否能够准确地使用英语的语音语调，如语音语调是否自然，是否符合英语的语音特点。
2. 学生的发音是否准确，是否出现了发音错误。
五、交流能力1. 学生在roleplay中是否能够与对话者进行有效的交流，是否能够理解对方的意思并做出相应的回应。
2. 学生是否表现出良好的交际能力，如礼貌、耐心、倾听能力等。
六、情景还原1. 学生是否能够按照所给的情景要求进行角色扮演，是否能够真实地还原所模拟的情景。
2. 学生的表情、动作是否与所扮演的角色相匹配，是否能够使对话更加真实。
七、情感表达1. 学生在roleplay中是否能够准确地表达自己的情感，如喜怒哀乐、态度等。
2. 学生的情感表达是否真实，是否能够引起对话者的共鸣。
总体评价：根据以上标准综合评价学生在roleplay中的表现，给出综合评价，指导学生改进口语表达能力。
通过以上的评价标准，可以帮助学生全面了解自己在口语表达方面的不足，指导他们更好地进行角色扮演。
也能指导教师更好地进行口语教学，更加有针对性地帮助学生提高口语表达能力。
初中英语Role-play的有效教学方法
教育园地·85·中国周刊2020.05No.238初中英语Role-play 的有效教学方法孔春荣四川省成都市武侯高级中学 四川 成都 610000摘要：初中英语Role-play 是一种比较创新的教学方法，因为初中英语教学中的实景训练是培养学生综合运用能力的重要方法。
初中英语Role-play 培养学生的学习能力与思维品质卓有成效。
本文就探究初中英语Role-play 教学方法激发学生学习主动性，从而通过分析角色对话的教学现状，提出有效实施Role-play 示范对话的几点新策略。
关键词：初中；英语；Role-play ；教学方法1 Role-play 的相关理论知识Role-play 意味交际教学法，产生于20世纪70年代,，这是结合了语言学家海姆斯（ Hymes）和韩礼德（ Halliday）的理论延伸出来的教学理念和教学方法。
Role-play 的理论认为：语言教学的目的是培养学生使用语言具备交际的能力。
它的教学法重视培养学生的语言能力，主张在真实情境，鼓励挑选角色扮演，实现活动的简单易行、实效性高的途径，能逐步复述出来，可以通过学生自己的理解来完成一次实践练习，采用生活化的情景和地道的语言材料学习语言，训练学生的英语对话能力[1]。
2 初中英语Role-play 的应用现状分析2.1 教学方法失误以初中英语人教版教材为例，2013年人教版新目标教材在增加了一篇长对话， Role-play 作为一个单元从听说变成类似于中长篇阅读，尽管这部分内容贴近学生的生活实际，在听的输人基础上，对学生进行“说”的训练。
但是，就初中生的学习能力而言，根据话题进行情景对话，还能用英语表演短剧其实并不容易。
再加上，初中生的英语学习压力比较大，教师在实际教学过程中，常常未能充分发挥Role-play 的作用。
有的初中英语教师没有将对话材料与其他阅读材料的教学方法进行区分。
在实际讲解时，将教学重点放在难点词汇句型，和翻译对话上，是否按照对话情景模拟对话，并不加重视。
role-play的经历作文
role-play的经历作文Role-Play ExperienceLast week, our English class organized a unique activity - a role-play session. It was an exciting experience that not only enhanced our language skills but also taught us valuable lessons about teamwork and creativity.The role-play was based on a famous fairy tale, and each student was assigned a specific character. I was chosen to play the lead role, which came with its own set of challenges. I had to memorize a long script, understand the character's emotions, and deliver the lines with the right expression.Preparing for the role-play was both fun and challenging. My classmates and I spent hours discussing our characters, brainstorming ideas, and practicing our lines. We even created costumes and props to make the performance more realistic. The big day finally arrived, and I was nervous but excited. As the curtains opened, I stepped onto the stage and into my character's shoes. The adrenaline rush was unlike anything I had ever experienced. I forgot about the audience and focused solely on my role.The performance went smoothly, and I received positive feedback from both my teachers and classmates. They praised my actingskills and commented on how well I portrayed the character. Looking back, this role-play experience was more than just a school activity. It taught me how to work as a team, how to be creative, and how to overcome my fears. It also boosted my confidence and made me more outgoing.In conclusion, role-play is a fun and effective way to learn new things and develop skills. It's an activity that I would recommend to anyone looking to enhance their language proficiency or just have a good time with their classmates.角色扮演经历上周，我们的英语课组织了一次独特的活动——角色扮演。
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Role-playIn this article I will outline several reasons for using role-play in the classroom and I will offer some tips for getting the most out of roleplay. •Introduction•What is role-play?•Why use role-play?•Tips on successful classroom role-play•BibliographyIntroductionIncorporating role-play into the classroom adds variety, a change of pace and opportunities for a lot of language production and also a lot of fun! It can be an integral part of the class and not a 'one-off' event. If the teacher believes that the activity will work and the necessary support is provided, it can be very successful. However,if the teacher isn't convinced about the validity of using role-play the activity "will fall flat on its face just as you expected it to" (Gillian Porter Ladousse 1987). Therefore, if you think positive and have a go, you may be pleasantly surprised!What is role-play?Role-play is any speaking activity when you either put yourself into somebody else's shoes, or when you stay in your own shoes but put yourself into an imaginary situation!Imaginary people - The joy of role-play is that students can 'become' anyone they like for a short time! The President, the Queen, a millionaire, a pop star …….. the choice is endless! Students can also take on the opinions of someone else. 'For and Against' debates can be used andthe class can be split into those who are expressing views in favour and those who are against the theme.Imaginary situations - Functional language for a multitude of scenarios can be activated and practised through role-play. 'At the restaurant', 'Checking in at the airport', 'Looking for lost property' are all possible role-plays.Why use role-play?It is widely agreed that learning takes place when activities are engaging and memorable. Jeremy Harmer advocates the use of role-play for the following reasons:•It's fun and motivating •Quieter students get the chance to express themselves in a more forthright way•The world of the classroom isbroadened to include the outside world - thus offering a much wider range of language opportunities In addition to these reasons, students who will at some point travel to an English-speaking country are given a chance to rehearse their English in a safe environment. Real situations can be created and students can benefit from the practice. Mistakes can be made with no drastic consequences.Tips on successful classroom role-playPrepare for successRole-play is possible at elementary levels providing the students have been thoroughly prepared. Try to think through the language the students will need and make sure this language has been presented. Students may need the extra support of having thelanguage on the board. I recently did a 'lost property office' role-play with elementary adults and we spent time beforehand drilling the structures the students would need to use. When the role-play began the students felt 'armed' with the appropriate language. At higher levels the students will not need so much support with the language but they will need time to 'get into' the role.The role of the teacherSome of the possible teacher roles are:•Facilitator - students may need new language to be 'fed' in by the teacher. If rehearsal time is appropriate the feeding in of new language should take place at this stage.•Spectator - The teacher watches the role-play and offers commentsand advice at the end. •Participant - It is sometimes appropriate to get involved and take part in the role-play yourself.Bring situations to lifeRealia and props can really bring a role-play to life. A group of my young learners recently played the roles of pizza chef and customer. A simple cone of white card with CHEF written on it took a minute to make and I believe it made the whole process more fun and memorable for the class. As soon as it was placed on their heads they 'became' the pizza chef and acted accordingly.Rearranging the furniture can also help. If you are imagining you are at the tourist information office or at the doctor's surgery try to make it as real as you can. Students can even leave the roomand make an entrance by knocking on the door.Keep it real and relevantTry to keep the roles you ask students to play as real to life as possible. It may be hard for students who have little opportunity to travel to imagine they are in 'Ye Olde Tea Shop' in the heart of the English countryside. However, it may be within their schema to imagine they have been asked to help an English speaker who is visiting their own country. This may involve using some L1 to explain about the local culture or to translate local menus into English for the guest to their country.Students working in the business world may find it easy to role-play a business meeting with colleagues visiting from abroad.If you are working with young children, try to exploit their natural ability to 'play'. They are used to acting out a visit to the shops or preparing food, as that is how they play with their friends.Feed-in languageAs students practise the role-play they might find that they are stuck for words and phrases. In the practice stage the teacher has a chance to 'feed-in' the appropriate language. This may need the teacher to act as a sort of 'walking dictionary', monitoring the class and offering assistance as and when necessary. If you are not happy doing this and you feel that the process of finding the new language should offer more student autonomy, you could have 'time-out' after the practice stage for students to usedictionaries to look up what they need.As mentioned in the role of the teacher section, feeding-in the language students need is fundamental. By doing so, they will learn new vocabulary and structure in a natural and memorable environment. It is a chance to use real and natural language.Error CorrectionThere are many ways to correct mistakes when using role-play. It is rarely appropriate for the teacher to jump in and correct every mistake. This could be incredibly demotivating! Some students do like to be corrected straight after a role-play activity, while the language is still fresh in their minds. Sentences with errors can be written on the board for the groupto correct together.•Self-correction - If you have the equipment to record the role-plays either on audiocassette or on video, students can be given the opportunity to listen to the dialogue again and reflect on the language used. They may find it easy to spot their own mistakes.•Peer-correction - Fellow students may be able to correct some mistakes made by their peers. Students could be asked to listen out for both great bits of language they'd like to use themselves, and some mistakes they hear. Be careful to keep peer-correction a positive and profitable experience for all involved.•Making a note of common mistakes yourself and dealing with them in future classesensures that the students don't lose motivation by being corrected on the spot or straight after the role-play. Negotiate with students and ask them how they would like to be corrected. Use your imagination and have funThe most successful role-play I did last year was with a group of teenagers and was used as a spring board activity after listening to a song. The song was Avril Lavigne´s Skater Boy. The class worked in pairs to act out the scene of Skater Boy finally getting to meet his ex-girlfriend after the concert. The results were humorous and I was surprised that they all really got into the roles they played.Role-play can be a lot of fun. If you still feel reluctant to use it in the class I suggest you beginto integrate it slowly. Why not extend an appropriate reading or a listening from a course book and turn it into a role-play? You may be pleasantly surprised by the results!。