Drama in the Business English Language Classroom


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VHS Leinfelden 12 June 2009
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  • Picture: RAWA drama by premasagar
  • Icebreaker Ask questions like: why are we wating? Who is it? How long have we been waiting? How do you feel? etc Then ask trainees in smaller groups to come up with a story that fits picture -without discussing what they came up with in group. Ask them to get up and get into similar formation as picture, ask them to talk to each other about 'celebrity' or whatever else they came up with. Picture: drama, yesterday when I was you by Rene Schmalschlaeger
  • Elicit from trainees Notes Role Play: classroom activity in which learners take on a role. They play the part of someone else. Roleplays are spoken, (can be written emails). Roleplays usually involve role cards, but cards aren't necessary Roleplays usualy mean learners pretending to be someone else Roleplays usually involve preparation, but many classroom activites can made instantly into roleplay with little preparation. Real plays or simulations mean learners play themselves. *Often more comfortable for BE learners. Drama – it's all drama but usually longer, can involve a script and /or famous characters. Can reactment of plays / movie scenes. Sources: www.macmillanenglish.com/Straightforward - Lindsay clandfield/Jim Scrivener.
  • Elicit from the trainees
  • Elicit from the trainees Image d-d-drama by assbach
  • Image d-d-drama by assbach
  • Break
  • Books International Business Role Plays Business Roles 1 and 2 Business English Pair Work Keep Talking Discussions that work Business Rewards InCompany Case Studies Market Leader – case studies Intelligent Business – decision dilemmas
  • Discuss how
  • Discussion
  • Discuss
  • Group work – discuss differences
  • Lunch break
  • Play game: Get 5 trainees up to front of room. 4 have to tell the story and 1 is the detective. Rest of group – elicit from them a superhero, office equipment and an office in the city. Director needs to get a story out of the participants, he indicates who should start the story and decide when to continue on the story by pointing at members of the team and at any time he wishes, changes the speaker until the story is wrapped up.
  • Ken's example: Concept and Add is a central tenet of improvisation theatre. If someone says something important you have to accept what they say as the reality of the situation and add to it. Say Student A starts an interview by saying „what is your latest novel about? If B answers, I'm not a novelist, I'm a taxi driver, it can be funny but wrecks activity if the activity is depending on B being an author.
  • Elicit notes on performance, talk about praising – how to be specific
  • Hand out the Conversation Control Sheets – teacher and student versions.
  • Break
  • Get teachers to review the textbooks asked them to bring in. Work in groups to create role or real plays Explain If time, act out.
  • And for fun. End.
  • Drama in the Business English Language Classroom

    1. 1. Karenne Sylvester www.kalinago-english.com - http://kalinago.blogspot.com - http://how2learnenglish.blogspot.com Drama in the Business English Language Classroom VHS Leinfelden 12-06-09
    2. 2. Karenne Sylvester www.kalinago-english.com - http://kalinago.blogspot.com - http://how2learnenglish.blogspot.com Agenda <ul><li>10.00 – 11.30 Role Play and Real Play
    3. 3. 11.45 – 13.00 Where to find/ how to make
    4. 4. 13.00 – 14.00 Lunch
    5. 5. 14.00 – 15.15 Language awareness/feedback
    6. 6. 15.30 – 17.00 Creating our own </li></ul>
    7. 7. Where are we? What are we waiting for? What are we talking about?
    9. 9. why? when? when how? Where 2 ?
    10. 10. why? <ul><ul><li>Quieter students get to wear a mask
    11. 11. Learners experience unpredictable nature of language
    12. 12. Puts new language in context.
    13. 13. Forces students to think on their feet. </li></ul></ul>Source: Lindsay Clandfiled www.macmillan.com/straightforward
    14. 14. why? <ul><ul><li>Helps learners to work together
    15. 15. Provides a rehearsal for events students may encounter
    16. 16. Encourages learner-learner interaction
    17. 17. Gives learners more responsibility
    18. 18. Fun! </li></ul></ul>Source: Lindsay Clandfiled www.macmillan.com/straightforward
    19. 19. <ul><ul><li>Beginning of a lesson not optimal.
    20. 20. Middle of class best, when attention levels /energy failing.
    21. 21. Students have tangible need, i.e. about to attend event / perform a task where English needed – use for 'real' practice. </li></ul></ul>when? when Source: Ken Wilson, Drama and Improvisation www.oup.com/elt
    22. 22. <ul><ul><li>In class
    23. 23. In meeting rooms
    24. 24. In the company cafeteria
    25. 25. At a restaurant
    26. 26. Outside </li></ul></ul>where?
    27. 27. <ul><ul><li>Role play, case study activity books in ELT*
    28. 28. BE text books = decision dilemmas/case studies*
    29. 29. Books with dramatic activities*
    30. 30. Use scripts from movies /tv dramas
    31. 31. Create your own role plays, simulations or scripts*
    32. 32. Get your students to create their own </li></ul></ul>where to find activities?
    33. 33. <ul>Using props and/or realia <ul><li>Mobile phones and microphones
    34. 34. Memos, reports, data projectors, misc office items
    35. 35. Overhead projectors
    36. 36. Newspapers, books
    37. 37. Hats, sunglasses
    38. 38. Background photos and/ or music or sound files </li></ul></ul>how? Source: Lindsay Clandfiled www.macmillan.com/straightforward
    39. 39. What can go wrong?
    40. 40. <ul><li>Students don't want to participate / think silly / have no input
    41. 41. Students don't have enough time to prepare or
    42. 42. Students don't feel prepared
    43. 43. Students over improvise – loss of objective </li></ul>
    44. 44. Karenne Sylvester www.kalinago-english.com - http://kalinago.blogspot.com - http://how2learnenglish.blogspot.com Even a fool knows you can't touch the stars, but it won't keep the wise from trying. Harry Anderson
    45. 45. What works best with Business English Students? 11.45 - 13.00 Published roleplays + case studies vs. Activity books and ideas vs. Your own ideas vs. Your students ideas
    46. 46. Be Someone Else <ul><li>What nationality are you?
    47. 47. Where do you work?
    48. 48. What are
    49. 49. some of your responsibilities?
    50. 50. What is your name? </li></ul>Adapted from Be Someone else - Ken Wilson, Drama and Improvisation www.oup.com/elt
    51. 51. Insta-roleplays! <ul><li>Teacher led , tells: </li><ul><li>Students where they are  can be based on textbook unit 
    52. 52. Who they are
    53. 53. What they should talk about
    54. 54. (also can remind them of language to practice / review) </li></ul></ul>Source: Lindsay Clandfiled www.macmill an.com/straightforward
    55. 55. Insta-realplays! <ul><li>Student led </li><ul><li>Students decide where they are
    56. 56. Who they are
    57. 57. What business situations they're 'in'
    58. 58. What they would like to practice talking about
    59. 59. What language they would like to review </li></ul></ul>
    60. 60. And! Action! Scripts! <ul><li>Publisher prepared </li><ul><li>Drama & Improvisation, OUP
    61. 61. by Ken Wilson </li></ul><li>Improvisations: </li><ul><li>http://improvencyclopedia.org </li></ul><li>Teacher prepared
    62. 62. Student prepared / group work </li></ul><ul><li>Download scripts </li><ul><li>http://www.imsdb.com/ (movies)
    63. 63. http://www.simplyscripts.com/
    64. 64. (movies, tv, radio, anime) </li></ul></ul>
    65. 65. <ul>Published supp. materials/ </ul>Book 'case studies' vs <ul>Homemade Role and Real Plays, Scripts (teacher vs student led) </ul>S W O T
    66. 66. Karenne Sylvester www.kalinago-english.com - http://kalinago.blogspot.com - http://how2learnenglish.blogspot.com Imagination is more important than knowledge. Albert Einstein
    67. 67. Managing Task / Giving Feedback <ul>14.00-15.15 During Performance <ul>- sticking to the story - feedback on the drama </ul>Looking at the emergent language </ul>
    68. 68. Superhero, an it em of office equipment & a buil ding in the city <ul><li>What
    69. 69. happened? </li></ul>Adapted from Superhero, household object & location - Ken Wilson, Drama and Improvisation
    70. 70. Managing the Drama <ul><li>Concept and Add </li><ul><li>What someone says during an improvised scene should be accepted as reality.
    71. 71. Whatever people say to you, accept it, don't change it. </li></ul><li>Mayhem </li><ul><li>Laughter beneficial, don't control everything! </li></ul></ul>Source: Ken Wilson, Drama and Improvisation www.oup.com/elt
    72. 72. Feedback <ul>? </ul>
    73. 73. Language Feedback: Conversation Control TM <ul>Vocabulary <ul><li>New words
    74. 74. Wrong words
    75. 75. New expressions
    76. 76. …and </li></ul></ul><ul>Grammar <ul><li>Improving structures
    77. 77. ...and </li></ul></ul>Pronunciation <ul><li>Tone
    78. 78. Rhythm
    79. 79. ...and </li></ul>
    80. 80. Karenne Sylvester www.kalinago-english.com - http://kalinago.blogspot.com - http://how2learnenglish.blogspot.com Every job is a self-portrait of the person who does it. Autograph your work with excellence. unknown
    81. 81. Make Your Own <ul>15.30 - 17.00 Adding drama to your textbooks Show and tell The Chair </ul>
    82. 82. What do you make? <ul>Taylor Maylil </ul>youtube video
    83. 83. The Chair Adapted from Experts - Ken Wilson, Drama and Improvisation, OUP
    84. 84. CC by Karenne Sylvester Kalinago English June 19, 2009 You have permission to download and use for your own training or to train other EFL teachers. If you do so, please give attribution and do not remove source references. Thanks. <ul>Photographs: www.flickr.com <li>1,5-11 RAWA Drama by premasagar
    85. 85. 3+4 Drama by Rene Scmalschlaeger
    86. 86. 12-13 d-d-drama by assbach
    87. 87. 15-16 portrait by trois tetes
    88. 88. 17-20 headshift business card discussion by Lars2
    89. 89. 22-24 it's not easy to be a superhero by Esparta
    90. 90. 25-26 Streeter Seidell comedian by Zach Klein
    91. 91. 28 Yesterday when I was you by Rene Schmalschlaeger
    92. 92. 30 .45 r.p.m art chair by Gary Bridgman </li></ul><ul>Recommended resources: <li>Task based Language Learning and Teaching
    93. 93. Rod Ellis OUP
    94. 94. The Practice of Language Teaching
    95. 95. Jeremy Harmer Pearson Longman
    96. 96. Drama and Improvisation
    97. 97. Ken Wilson Oxford University Press
    98. 98. Straightforward Beginner + Elementary
    99. 99. Lindsay Clandfield Macmillan </li></ul>