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
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
Group work – discuss differences
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.
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
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
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
<ul><ul><li>Beginning of a lesson not optimal.
Middle of class best, when attention levels /energy failing.
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
Students over improvise – loss of objective </li></ul>
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
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
Be Someone Else <ul><li>What nationality are you?
<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
Karenne Sylvester www.kalinago-english.com - http://kalinago.blogspot.com - http://how2learnenglish.blogspot.com Imagination is more important than knowledge. Albert Einstein
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>
Superhero, an it em of office equipment & a buil ding in the city <ul><li>What
happened? </li></ul>Adapted from Superhero, household object & location - Ken Wilson, Drama and Improvisation
Managing the Drama <ul><li>Concept and Add </li><ul><li>What someone says during an improvised scene should be accepted as reality.
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
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
Make Your Own <ul>15.30 - 17.00 Adding drama to your textbooks Show and tell The Chair </ul>
What do you make? <ul>Taylor Maylil </ul>youtube video
The Chair Adapted from Experts - Ken Wilson, Drama and Improvisation, OUP
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