8/6/2019 Unit II. 4 Role Playing About a Trip

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ROLE PLAYING ABOUT A TRIP

Introduction about to the Role Playing

Participants in role playing assignments adopt and act out the role of characters in particular

situations. They may take on the personalities, motivation, backgrounds, mannerisms, and behaviors

of people different from themselves. Role-playing conversations is a wonderful way to practiceforeign language skills.

Debate or discussion where the students might be asked to take one of two positions or

perspectives in a debate situation. In an online environment, the debate could take place live through

chat, audio, or video conference. Working in pairs, students could create a collaborative presentation

following the debate format. Each student would create every other slide.

The role playing situation:

Youre three students that like to travel and, want to get a tour with three different places

next vacation. Choose the best trip between two different tours.

Process:

First Activity

* Find a web site with information about a trip vocabulary:

- What do you need?

- Transporting.

- Price.

- Sales.

- Kind of clothes.

- specify period of time.

* Write a dialogue including the three students in. You need to use:

Three Equalities, two Comparatives and two Superlatives, different adjectives in each. Modals: should, must, have to and could. Chose the role for every one Proving materials for the role play preparation.Remember:

o Its important to compare priceso Getting the best priceo Its not hard to be a good shopper

Second Activity- The Professor is going to review your dialogue and materials in eight days, and then you have

to attend the suggestion.

- Memorize the dialogues.

- In fifteen days you have to dramatize it in your group during five minutes

Third Activity. .Demonstration

1st. The professors introduction (general dates about the role playing), one minute.

2nd

. Act on the role of characters in the particular situations (involve in situations), time-five

minutes.

3rd

. During the process the audience-the other part of the group is intending (explore) the

situation and taking notes about comparatives, modals used in and all the process.

4th

. The Professor stops the action.

8/6/2019 Unit II. 4 Role Playing About a Trip

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Fourth Activity.Debate

1st. The actors tell: (2 minutes)

* Meaningful learning

experience: How do they feel?...

2nd

. * The audience:

- Tell what did they look? (2 minutes)

- Say questions to the actors. (3 minutes)

- Students might take on the role,

responder particular situation to ask.

3rd

. Conclusion.

StudentsProfessor (1 minute).

ResourcesThe students might conduct their own investigation of a campus or other public place to explore the topic.Through role playing, scenarios, and simulations, learners can apply course content to authentic situations, using the

vocabulary that we have known, act similar to really situation.

If you plan to include lots of scenarios, consider a standard format for presentations.Remember, our goal is to practice the communication and all others skills. Provide questions to address: What

would you do? What is your plan? Who would be involved? What strategies will be used? What resources are you goingto need? What additional questions would you ask? What information do you need?

* Web site, travelling vocabulary

- Places: http://www.youtube.com/watch?v=znQgtK5piz8

- Transporting: Travel by car/bus/plane...

http://mrc.ltd.free.fr/Easy%20Beginner/Exercises/Voyager.htm

- Examples comparatives:http://bogglesworldesl.com/shopping-lesson-plan.htm

* Books * Magazines * Dictionaries * Interview * Furnitures: Desk, etc. Other: Video camera,

Evaluation: A rubric

ROLE PLAYING RUBRIC

NOMBRE DE LA ESCUELA: __________________________________________________________________Materia: Ingls IV Semestre: Cuarto Ciclo Escolar: 2010-2011

Nombre de la Unidad temtica: Demos un vistazo al mundo Grado: 2. Group: ________Student: _____________________________________ Roll number: _________

Topic: A trip Date: __________________ Valor 20%

Competencia Resultados de aprendizaje

- Analiza, compara y sugiere informacin en diferentes contextos y situaciones.

- Interpreta los tiempos gramaticales comparativo y superlativo para la ejercitacin

del dialogo en diferentes situaciones.

- Identifica y formula similitudes.

- Produce oraciones comparando dos objetos o situaciones.- Identifica cual es el objeto o situaciones sobresaliente de un grupo.

- Produce dilogos para sugerir y pedir consejos.

- Se expresa y se comunica.

- Identifica el comparativo, superlativo y modales para analizar,

comparar y sugiere informacin referente a lugares importantes

- Busca la identificacin y la formulacin de similitudes entre dichos

lugares para producir dilogos donde el estudiante sugiera y pida

consejos.- Se comunica en una segunda lengua mediante un discurso lgico

oral o escrito, congruente con la situacin comunicativa.

Concepts Excellent Very good Satisfactory

Group work

Works effectively in groups. Contributes and

cooperatives in group decisions and do the

dialogues using comparatives and modals

Sometimes works effectively in groups.

Contributes and cooperatives in group

decisions and do the dialogues using

comparatives and modals

Rarely works effectively in groups.

Contributes and cooperatives in group

decisions and do the dialogues using

comparatives and modals

Use different visual material and usually

prepared materials for discussion

Often prepared materials for discussion Rarely prepared materials for discussion

In Role Playing

Almost always adopt an appropriate role in

the role-playing, expressing ideas, attitudes

and feelings

Sometimes adopt an appropriate role in

the role-playing, expressing ideas,

attitudes and feelings

Rarely adopt an appropriate role in the

role-playing, expressing ideas, attitudes

and feelings

Always demonstrates an understanding of the

purpose of the topic, a practical integration o f

knowledge, skills and abilities, using correctly

pronunciation and intonation.

Often demonstrates an understanding of the

purpose of the topic, a practical integration ofknowledge, skills and abilities, using correctly

pronunciation and intonation

Rarely demonstrates an understanding of the

purpose of the topic, a practical integration ofknowledge, skills and abilities, using correctly

pronunciation and intonation

Debate

Express the role-playing new knowledge and

use of effective communication styles, always

correctly pronunciation and intonation

Express the role-playing new knowledge anduse of effective communication styles,

sometimes correctly pronunciation andintonation

Not express new knowledge and

sometimes correctly pronunciation and

intonation

Values discussion and comparison of ideas withothers and answer all the questions correctly

Answer all the questions correctly Not understand the question

Valor 20%

Auto-

evaluation

Co- evaluation

Score

http://mrc.ltd.free.fr/Easy%20Beginner/Exercises/Voyager.htmhttp://mrc.ltd.free.fr/Easy%20Beginner/Exercises/Voyager.htmhttp://bogglesworldesl.com/shopping-lesson-plan.htmhttp://bogglesworldesl.com/shopping-lesson-plan.htmhttp://bogglesworldesl.com/shopping-lesson-plan.htmhttp://bogglesworldesl.com/shopping-lesson-plan.htmhttp://mrc.ltd.free.fr/Easy%20Beginner/Exercises/Voyager.htm