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Role play - case study
The teacher greets the ss. and starts the lesson.
He makes students gather in groups so they can work on the role-play activity.
Teacher provides the paper sheets. Students start working in groups on the role-play activity.

The teacher supports those students who need it making sure all groups complete their task in time:

Group one and two discuss their position and create strong arguments to support their position in the story presented.

Group three (“adjudicators”) discuss the pros and cons of group one and two and prepare critical thinking questions for both groups, to be asked at the end of their presentations.

Group one presents their arguments. Then group two.

Finally the “adjudicators” ask critical thinking questions to each group, and decide which one presented the most strong and convincing arguments, and why.

The teacher provides feedback to all groups.
(The goal is stress the strengths and weaknesses of the role they played so next time they can do it better).

PLAY ROLL ACTIVITY: “Different perspectives on cheating”.
In his final English exam Akbar was caught cheating in class. He was copying a full paragraph from his mobile phone. When his teacher, a UK citizen who is working temporarily in the country, asked him to turn in his exam he refused arguing that he was not copying. His teacher was very upset with the situation, and in order to avoid a confrontation in the middle of the class, he decided to let him finish the exam.

After a week, when the results came out, Akbar was very angry with his teacher because his teacher made him fail due to his academic dishonesty during the exam. Akbar’s excuse was that he just copied one question, when many other students copied the whole exam. Besides he argued that in his country, according to him, many teachers tolerate this kind of behavior since it is part of their culture, and it is been like this for generations.

Akbar’s teacher tried to explain him that academic dishonesty is not acceptable in any country, and as a teacher he cannot tolerate it.

Because of the importance of this exam, Akbar will not be able to go to university, where he planned to study medicine. He has talked to his parents, who fully support him, and has made a formal complain against his English teacher.

The school administration has taken action, and because it is not the first time that this kind of things happens, they have contacted the National Board of Education for advice. The goal is try to bring this issue to the highest national administration level to see what is the right thing to do in these cases.

In the next few months the National Board of Education will make a decision to solve this problem.

Participants
1. Akbar and his family.
2. Teacher and school administration.
3. National Board of Education.

Instructions
1. Students are set up in groups of 4. Every group represents one of the participants.

2. Each student gathers with his group, discuss the issue; find four arguments to defend their perspective.

3. Each group writes down the 4 arguments in their paper sheets.

4. Each group presents their arguments it in front of the class to convince the National Board of Education.

5. The National Board of Education gives a well-reasoned verdict, after making critical thinking questions to each group, at the end of their presentations.

(While the participants are working the N.B.E. discuss the pros and cons of the other participants. The goal is be prepared to judge them objectively by asking them smart critical thinking questions.)
Категория: Опыт | Добавил: gpnisphm (2017-10-02) | Автор: Нурлан Ахмедов E
Просмотров: 21 | Теги: говорения, Глобальные перспективы, Английский, Методика ролевая игра | Рейтинг: 0.0/0
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