★Grade: grade six
★Aims:role-play the story on textbook
★Language focus:thedialogue withvocabularies and sentence patternsof the lesson
★Materials:storiesfrom text book, clapperboard,bells, doctor gown (for Dr. K)
★Procedure:

Before the role play

1. Divide the class into four groups, then choose the group leader (high achiever) and leader’s assistant (slow leaner) in advance. They could find 5morepartners as group members by their own. Ask the group to discuss the task assignment according totheir English proficiency. The teacher would find some kind helpers for the slow learners in private.

2. Ask the groups to prepare the role play in the previous week and encourage students to memorize the lines of their own roles as possible.

3. Tell the rules:

• a.Each grouppicksa bell. Group members take turns to be theone ringing the bell while finding the role play are not well-prepared or well-organized.
• b.Once the performing group getsthree rings, the group has to go off the stage and prepare the play again. (Three mistakes are allowed.)
• c.The judges should explain the reasons why they ring the bell after the play.

4. Give the groups some time to rehearse.

During the role-play

1. Four groups take turns to do role-play for the first time.

2. Give the groupsfailed in the first timesome time to rehearse again.

3. After the rehearsal, invite the groups come to the stage and try again.

4. If a group fails again, give them a last chance to take challenge. For the final chance, change the rules as following:

• a. Judges are responsiblefor finding the advantages of the role-play and ring the bell to inspire their friends.
• b. Both the good performer and the judge whodescribesthe pros clearly can get one stamp as a reward.

After the role-play

1. Discuss the pros and cons of each group’s performance.

2. Reward the group which passes the challenge (within 3 rings) with a bonus and compliment the one who performed well or help slow learners.

★Reflection:

1. Students could get familiar with the context of the stories on textbook.

2. The style of talent show makes the students pay more attention to the role-play.

3. Supervised by each other makes students try harder to complete the task.

4. If the students show their respect and appreciation during the play, we could encourage students to ring the bell to express their admirationinstead of critical judgement. Once students could compliment good performance and describe it clearly, both of the judge and the performer could get rewards.

5. Role play engages students in “learning by doing”. It also offers practices of different levels. Slow learners can imitate the pronunciation and intonation from their partners. Intermediate students are responsible for their own lines. High achievers as team leaders could learn how to organize the group and help slow learners. All level students also can show their body language, facial expression, and acting skills during the play.

The teacher introduces the rules of the talent show in advance.	Bells play a significant role in the talent show.
Students drill their own lines and work together before the show.	Students show their hand-made props in the play.
Each memberof the team takes turns to ring the bell.	Students in the audience pay full attention to the lines of the drama.