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Dogme Workshop Materials

Dogme Workshop Materials



A booklet with resources and activities produced by teachers participating in the first International House online workshop on Dogme ELT.

A booklet with resources and activities produced by teachers participating in the first International House online workshop on Dogme ELT.



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    Dogme Workshop Materials Dogme Workshop Materials Document Transcript

    • The workshop is part of teacher training offered by Online Teacher Training Institute http://www.ihonlinetraining.net/ Many thanks to all the teachers for active participation, sharing their ideas and thoughts on Dogme ELT! Ania Rolinska Workshop creator and facilitator annarolinska@yahoo.co.uk DOGME MATERIALSDogme ELT related readings might be accessed on my diigo site(http://www.diigo.com/user/anzbau/dogme). If you find any good resource related to the topicplease email me so that the library continues growing. Examples of Dogme in Practice lessons areparticularly welcome! ©OTTI Dogme Workshop Winter 2011
    • DOGME VOWS OF CHASTITYThe following is the workshop participants’ take on the Dogme Vows of Chastity. The originalfilm-related vows are in the bubbles on the left. What comes on the right-hand side is the ELTequivalent.Particular thanks go to Sonia Mysak, Charlotte Osborne, Dennis Grynnerup and Estelle Huxleyfor help with finalising the vows. Lessons should be conducted in the classroom with only the items found there. Excursions can Shooting must be occur if requested by the students. Teaching done on location. should be materials-free (or at least materials- Props and sets must lite). The primary resource should be the student. not be brought in. Listening practice is restricted to that which can be produced in the classroom. However, as The sound must exposure to different accents is beneficial, sound never be produced recordings can be used if they come from an apart from the authentic source and are not highly scripted or image or vice- recorded especially for teaching purposes. versa. The whiteboard marker must be handheld and The camera must be serve to provide a record of the language that handheld. Any emerges in the lesson. The whiteboard can be movement or mobility divided up in whatever way is deemed attainable in the hand is permitted. appropriate. The lesson must be flexible and not rigidly adhering to a lesson plan. The film must be in colour. Special lighting is not acceptable. The role of the teacher as a filter of the emerging language is forbidden, but he/she must remain culturally sensitive and can return to more detailed grammatical points in future lessons if it is deemed more appropriate. Teaching / Learning must reflect the reality in which the students find Optical work themselves. This means, for example, that ‘Elementary’ and filters are students might learn vocabulary / grammar that is not forbidden. considered Elementary. ©OTTI Dogme Workshop Winter 2011
    • The film must not The lesson must not contain artificial language, contain superficial especially in given examples of grammatical action. structures - get them from the students. The tasks should be meaningful and realistic, devoid of anything that does not aid students from finding their own voice. Temporal and geographical alienation are Temporal and geographical alienation are forbidden. permitted only when they arise due to the emergent language in conversations conducted in the lesson. Main focus though should be on local not global culture. Genre movies are not acceptable. Genre, or topic-based lessons are acceptable as long as they are based on current events or events that have been brought up by the students and encourage students interaction.The film formatmust be Academy The lesson format must be based on real35mm. interaction between the student and their peers and the teacher. It involves a set-up (stimulus provided by students’/teacher’s life, run (focus on conversation) and round-up (work on emergent language). The director must not be credited. The ELT classroom is learner- not teacher-centred. The teacher does not impart knowledge but is a facilitator and aid, scaffolding the student’s learning. The teacher does not try to impose their own learning preferences and habits onto their students. The teacher must not be credited with the students progress as true learning occurs when learners do their own practice/ revision and can internalise the language that has emerged in the class. ©OTTI Dogme Workshop Winter 2011
    • FUNCTIONAL LANGUAGE FOR SHOPPING presented by Catherine Palgrave Teacher @ IH Newcastle LESSON PLAN*This lesson was written for a multi-lingual A1 adult class. The school runs a rolling programme, sosome students have been there for months, others only a week, therefore it is hard to follow asystematic syllabus.Think about itThe class was made up of A1 level students, most of whom were staying in the UK long term andimmediately needed ‘survival’ English. They had already had a number of functional language lessons,so were comfortable with the concept and willing to participate in role plays and brainstorm ideas.Get it readyA3 sheets of paper (for brainstorming) and small pieces of paper (for vocabulary).Set it upIntroduce/revise shop names. In 2 groups ask students if they like shopping, where they go and thethings they buy. Make a record of vocabulary for use later in the lesson.Let it run1. Split students into groups and give them a piece of A3 paper with a shop written on it (1 is a clothes shop, 1 is a grocers and 1 is a newsagents).2. Get them to write down what they would buy in theses shops, circulate and feed in language (e.g. a packet of, a bottle of, a pair of, a couple of etc keep a record on the board and vocab cards). Each piece of paper is circulated so that every group can write on it.3. Get students to say how they would ask for things in shops, what they would do if there was a problem, how they think they could make it better (e.g. the trousers are too small/big, can I try these on, not those cigarettes, a kilo of oranges etc again write on board and vocabulary cards). ©OTTI Dogme Workshop Winter 2011
    • 4. Using the language generated, write phrases on the board and do some pronunciation practice. Make it clear that here are what they will say and what they will hear.5. Role play shops, monitor and collect any errors.Round it offError correction on the board and vocabulary revision using the cards produced during the lesson.Follow-upGet students to write shopping lists and do further role play.If they want we could go into the City Centre and practice buying some things.VariationStudents can brainstorm the shops they go to regularly, or the type of things they buy so the teachercan tell them the name of the shops.Students could bring a recipe they like and write a shopping list for the ingredients then role play, thiscould lead onto the language of cooking / imperatives / instructions.POST SCRIPTUMAfter the lesson Catherine said:I started off the lesson with a bit about how I felt when I went shopping in Hungary before I knew enoughlanguage to talk to anyone, and how I would go to supermarkets even though I didnt like them because I didnthave to talk to anyone! I set the scene of the clothes shop much in the same vein and told them that I wouldrun away from shop assistants or just blush, clearly they feel the same, so I think it worked. I think theyrealised that:a) it is normal to feel like thatb) they were going to get something useful in the lessonc) I dont always know the answers!*Dogme Lesson/Activity Plan is based on the template from Teaching Unplugged by Thornbury andMeddings (2009) ©OTTI Dogme Workshop Winter 2011
    • SCHOOL MEMORIES presented by Clare Burke Teacher @ IH Milan LESSON PLAN*This lesson was written for a General English adult class at an intermediate + level.Think about itOpportunity to review vocabulary related to ‘education’ and to review question forms & pronunciationof contracted forms in connected speech.Get it readySlips of paper for students to write down questions for later discussion.Set it upSet up classroom so students are in a horse-shoe shape, or in any way that they can communicateopenly and still have access to a board.Let it runWrite ‘Education’ on the board.Ask students in groups to make a list of any vocabulary they know related to the topic.Teacher notes down this vocabulary on the board.Teacher asks a question e.g. How did you get to school ? Students reply to each other & report back toTeacher.Teacher asks students what question did she ask? Note it down on board. Highlight tense &pronunciation features. Drill contracted form.Teacher asks students in groups to write 5 questions using their brainstormed vocabulary on slips ofpaper.Groups swap papers and make any corrections necessary. Students report questions to teacher. ©OTTI Dogme Workshop Winter 2011
    • Teacher focuses on language & makes corrections as necessary, analyses pronunciation points througheliciting, and discriminating between citation form & natural speech.Teacher asks students to ask questions in groups and discuss their own experiences.Teacher notes down examples of good language and errors.Round it offDelayed error correction stage on board where students decide which examples of language are correctand correct anything they find as errors based on teacher’s notes in discussion stage. Finish by askingstudents who had the funniest or strangest school experience.Follow-upStudents’ slips of paper can be kept for review at a later date so they can see their progressionconcerning question forms.VariationStudents tell three short anecdotes about their school days of which one is false. Other students mustidentify which is false by asking questions about each story to try and catch the student out.*Dogme Lesson/Activity Plan is based on the template from Teaching Unplugged by Thornbury andMeddings (2009) ©OTTI Dogme Workshop Winter 2011
    • PRESENTATIONS OF A PERSON YOU ADMIRE presented by Estelle Huxley ML Teacher Trainer & TT Coordinator @ IH London LESSON PLAN*This lesson is for learners at pre-intermediate level upwards. Its main aim is to get the studentspresent a famous person they admire from their country and answer questions about themThink about itI feel teachers often use a lot of readings/listening about the target language culture, which areinteresting to students, but are chosen by the teacher themselves (or course books). Also, teachersgenerally choose what questions/language points are going to be focused on in relation with thesetexts. At the same time, students always seem very motivated to share their knowledge about theirown country (and I think this removes their attention on/fear of accuracy, because they feel confidentabout the subject, therefore they are more likely to develop their fluency).Get it readyBefore the actual Dogme lesson/lessons, the teacher chooses 2 authentic articles on people theyadmire, but no pre-written questions and a photo of each celebrity. For the Dogme lesson/lessons,students have to research information (in the target language if possible) regarding a person theyadmire, they can bring articles on this person or show clips about them on the IWB during theirpresentations (but this is not compulsory if one wants to stick to a material free lesson).Set it upPart one : non (strictly) dogme lesson1. Show the class the 2 photos of the celebrities you chose (they should at least have heard about them). They have to say their name.2. Split the class in 2. Each group writes what they know/want to know about one celebrity, then give their questions to the other group. ©OTTI Dogme Workshop Winter 2011
    • 3. Each group reads the text on the celebrity and tries to answer the questions of the other group (no use of dictionary and quick reading for gist of their text to see if they can find answers to the other group’s questions).4. Each group tells the other group what questions they could answer.5. Group A swap texts with group B and (they can use dictionaries), each group writes questions that can be answered by reading the text (they can be comprehension questions or questions on expressions or vocabulary used in the text).6. They swap texts again and answer each other’s questions (obviously there is monitoring and help/correction/clarification of language between each stage).Let it runPart 2 : dogme lesson1. At home, students research information on the person they admire from their own country (if possible in the target language and if possible not a very well known person). They prepare a presentation either by writing or orally for the next lesson (they are free to choose the format of their presentation but know they will be asked questions by the other students). They can look up specific words/expressions they need to in the dictionary.2. In class, they first present their famous person to one student, who asks questions during or after the presentation.3. They swap who makes the presentation.4. They swap partners and first report on the presentation from their first partner, then present their own (this can be repeated several times). The teacher monitors each stage and, between each partner swap, they is a language focus (new vocabulary, mistakes, grammatical points). On this occasion, I chose to focus on false friends.Round it offAt the end, there is a question time about each of the celebrities to the person whose presentation itwas and they can show clips on that person, give out articles etc. By this time, each student feels veryconfident in front of the whole classroom and most of them will naturally stand up and use theboard/interactive board.Follow-upBecause I had chosen to focus on false friends, I suggested a project to my students where they willcompile false friends they encountered and kept a table where they would put the definition of thetarget language false friend and an example + the translation of the L1 false friend in their language.VariationAll types of presentations. ©OTTI Dogme Workshop Winter 2011
    • POST SCRIPTUMAfter the lesson Estelle said:Just a couple of comments : students really enjoyed it, and I found choosing texts themselves and researchinginformation in the target language for their presentation made them use very interesting,meaningful expressions/vocab that everyone else learnt and enjoyed discovering.I have reservations on the language focus stage : because it is from emerging language, I feel it is not muchmore that a clarification of meaning/use and, even though I asked students to give me other examples of thestructures/vocab, I felt it lacked practice... that said, they reused a lot of them when they swapped partners...but Im still not convinced about this stage and feel I want to reach for a "proper" grammar exercise, but surelythat would not be Dogme anymore...*Dogme Lesson/Activity Plan is based on the template from Teaching Unplugged by Thornbury andMeddings (2009) ©OTTI Dogme Workshop Winter 2011
    • ARTICLES IN DESCRIPTIONS presented by Sandy Millin Teacher @ ILC IH Brno LESSON PLAN*This 60-minute lesson was written for a company course – a small group of adults , accountants and ITspecialists at a low intermediate level.Think about itStudents have been asking to work on articles (a key problem area for Czech students). They also needto practise their writing skills.Get it readySS need to find a photo and bring it to class.Set it upEnsure that all SS have a photo. If not, give them a small selection to choose from on my computer.Let it run1. Students have ten minutes to write a description of the photo. They can ask for any language they need.2. Students switch texts with another pair.3. Looking at their classmates’ texts, students highlight (but do not correct) any problems with articles.4. Return the text to the writer. In pairs, they go through the problems. If they are not sure why something is a problem, they can check with the group that marked their text.5. Class discussion highlighting any issues with articles that arose from the text.Round it offAs a class, we create a list of rules for when to use a / an / the / no article based on the students’ texts. ©OTTI Dogme Workshop Winter 2011
    • Follow-upFor homework, students go to www.fotobabble.com, upload a photo and record up to one-minute ofspeaking to describe their photo. SS without a microphone can email me a picture and record sound ontheir mobile phone / write about the picture.VariationOther areas of grammar could be highlighted if they prove to be a problem (e.g. there is / are)POST SCRIPTUMAfter the lesson Sandy said:On Friday I taught a lesson which I planned as my first conscious attempt at a Dogme-style class. Iveattached the lesson plan, and here are my thoughts:Only 2 of the 5 students came, which meant we were able to focus in even greater depth on the problems thestudents had. Everything seemed to go well. The students responded enthusiastically and were surprised athow much they could learn from writing only 7-10 lines of text!I really feel this is an approach I can use more effectively based on the materials weve covered during theworkshop. It gave me the confidence to approach a Dogme lesson in a structured way. Definitely something Iwill be incorporating more in my teaching, although Im still thinking about the best way to approach it long-term with higher-level students.Thank you!*Dogme Lesson/Activity Plan is based on the template from Teaching Unplugged by Thornbury andMeddings (2009) ©OTTI Dogme Workshop Winter 2011
    • DOGME TEACHER TRAINING SESSION presented by Natasha Sedounova, Anastasia Shender & Alina Kuznetsova from IH Minsk WORKSHOP PLAN*This is a teacher training session to help teachers at your school familiarise themselves with theconcept of Dogme teaching. It’s a team-led workshop (4 presenters).Get it readyA4 sheets of paper.Set it upPresenter 1 reads out 3 questions: 1. Is it possible to sacrifice a lesson plan if a student has a good story to tell? 2. Is it possible to go to the lesson completely unprepared? 3. Is t possible to plan a lesson with no materials?After each question trainee teachers go to 3 different corners of the room (‘Its possible’ corner, ‘Itsimpossible’ corner and ‘Im not sure’ corner). Then they discuss why they think so, followed by briefopen feedback.This activity is based on one of the activities offered in ‘Teaching Unplugged’. The conclusion is that theseminar will show that all these are possible.Let it runSTEP 1Presenter 2 Introduces DOGME and 4 experts (History of Dogme; Dogme is conversation driven, Dogmeis focused on emergent language and Dogme is materials-light). Trainees are divided into four groups ©OTTI Dogme Workshop Winter 2011
    • and experts join each group for 5 minutes and talk/answer questions. This is followed by open feedback– presenters answer questions, which in fact might be challenging Dogme.STEP 2Presenter 3 shows a 3-minute video clip of a Dogme lesson or gives an article describing a Dogmelesson. Questions for the focus: What did the students learn? How did the teacher and the studentsfeel?STEP £Presenter 4 gives out scrap A4 paper, trainees fold it to make 4 sections. Presenters give examples ofDogme activities (chosen from ‘Teaching Unplugged’) and trainees take notes and share them withother groups.Round it offEach presenter talks about how the idea of teaching unplugged changed them and their teaching, givingreal examples from their practiceFollow-upTrainees design and do a Dogme lesson and prepare to talk about it in the next swap seminar.*Dogme Lesson/Activity Plan is based on the template from Teaching Unplugged by Thornbury andMeddings (2009) ©OTTI Dogme Workshop Winter 2011