Abstract

 

With the increasing popularity of communicative language teaching in a cooperative learning, a large number of researchers have devoted themselves to finding good methods to foster learners’ communicative skills and other language skills as well. Based on the experiential learning and communication-oriented process, we can use role-play activities in the English classroom to serve as an effective way. Through the exploration of the relationship between English teaching and role-play, literature review and the observation of English classroom at Middle School Attached to Nanjing Xiaozhuang University during the internship as a case study, the thesis tries to sum up the problems in the present English teaching at junior middle schools and addresses the problems with the application of role-play, with the purpose of promoting students and teachers’ agreement with role-play and enhancing the English teaching and learning quality.  

 

Key words : English teaching in junior middle schools; role-play; application   

 

Contents

中文摘要

Abstract

1.Introduction……………………………………………………………………1

1.1 Role-play……………………………………………………………………….1

1.2 Role-play and English teaching………………………………………………...2

2. The Situation of English Teaching in Middle School Attached to Nanjing Xiaozhuang University………………………………………………………....3

2.1 Ignoring the teaching of culture background of English……………………….3

2.2 Overlooking student’s oral communication ……………………………………4

2.3 Neglecting different English levels among students …………………………..5

2.4 Adopting single assessment on student’s English ability………………………6

2.5 Making students lose interest in English learning……………………………...7

3. Application of Role-play to English Teaching in Middle School Attached to Nanjing Xiaozhuang University…...…………………………………………. 8

3.1 Using role-play to learn culture background of English…………………….....8

3.2 Using role-play to create abundant circumstances to practise oral English…....9

3.3 Using role-play to cater to different levels of students………………………..10

3.4 Using role-play to enrich assessments………………………………………...11

3.5 Using role-play in group competition to stimulate learning interest………….12

4. Conclusion……………………………………………………………………..12

References………………………………………………………………………...14