Bad business english teachers copy,good business english teachers steal

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Bad business english teachers copy,good business english teachers steal

  1. 1. Bad Business English teachers copy, good Business English teachers steal Claire Hart IATEFL BESIG Conference, Dubrovnik, 20th November 2011 [email_address]
  2. 2. / http://www.flickr.com/photos/oddsock/101164507/sizes/m/in/photostream
  3. 3. "Good artists copy, great artists steal" http://bit.ly/v1dwi1
  4. 4. Areas that BE teachers should consider stealing from: <ul><li>Story-telling </li></ul><ul><li>Visual Arts </li></ul><ul><li>Poetry </li></ul>
  5. 5. Story-telling <ul><li>What is it? </li></ul><ul><li>Why should BE teachers steal it? </li></ul><ul><li>How can we use it in BE courses? </li></ul>
  6. 6. Jan Blake
  7. 7. Let me tell you a story about… http:// www.flickr.com / photos / stevecadman /753674780/ sizes /m/in/ photostream /
  8. 8. Why should you steal it: <ul><li>Evan Frendo: </li></ul><ul><li>-> Story-telling is a useful way of building relationships at work </li></ul><ul><li>-> It is common in the workplace </li></ul><ul><li>-> It can be an indicator of professionalism </li></ul><ul><li>-> It can help the teacher carry out needs analyses </li></ul>
  9. 9. Some ideas for the classroom: <ul><li>Story matrices and re-telling </li></ul><ul><li>Presentation skills/ Audience engagment </li></ul><ul><li>Circle story-telling </li></ul><ul><li>Show and tell </li></ul><ul><li>Language practice </li></ul><ul><li>Small talk practice </li></ul>
  10. 10. Visual Arts <ul><li>What is it? </li></ul><ul><li>Why should BE teachers steal it? </li></ul><ul><li>How can we use it in BE courses? </li></ul>
  11. 11. I´m not suggesting you use Picassos in the classroom… <ul><li>Photographs </li></ul><ul><li>Diagrams </li></ul><ul><li>Controversial art works </li></ul><ul><li>Artistic interpretations of their products </li></ul><ul><li>Posters and other marketing artwork </li></ul>http:// www.flickr.com / photos / ssoosay /5998044434/
  12. 12. Why should you steal it? <ul><li>Visual learners </li></ul><ul><li>Easier to get the message </li></ul><ul><li>Easier to express yourself </li></ul><ul><li>Universal, cross-cultural appeal </li></ul><ul><li>Makes learning more memorable </li></ul>
  13. 13. My course progress drawing activity http:// www.slideshare.net / nickyhockly / my-course-progress-drawing-activity
  14. 14. delivery
  15. 15. assembly line
  16. 16. How I was feeling before making a phone call in French last week…
  17. 17. But is it art, Banksy?
  18. 18. Cartoons
  19. 19. Some ideas for the classroom <ul><li>Images to introduce or review vocabulary </li></ul><ul><li>Images to introduce and explore a topic </li></ul><ul><li>Images to provoke discussion </li></ul><ul><li>Images from the news to provoke discussion of current affairs </li></ul><ul><li>Images for present continuous practice </li></ul><ul><li>Picture dictation </li></ul>
  20. 20. Poetry <ul><li>What is it? </li></ul><ul><li>Why should BE teachers steal it? </li></ul><ul><li>How can we use it in BE courses? </li></ul>
  21. 21. We have all read a poem at some point in our lives… <ul><li>Part II: Emily Dickinson’s Lunch Hour </li></ul><ul><li>Because I could not stop for lunch, </li></ul><ul><li>And leave at half-past three, </li></ul><ul><li>I stayed inside my cubicle, </li></ul><ul><li>And worked on, grumpily. </li></ul><ul><li>I soon recalled I hadn’t brought– </li></ul><ul><li>Or purchased on the way– </li></ul><ul><li>A sandwich, drink, and bag of chips, </li></ul><ul><li>For this contingency. </li></ul><ul><li>My window showed where children played </li></ul><ul><li>A game out in the sun– </li></ul><ul><li>I watched–then turned to face </li></ul><ul><li>The work still to be done. </li></ul><ul><li>Or, rather,  tried  to face the work– </li></ul><ul><li>Distractions do abound– </li></ul><ul><li>And hunger just accelerates </li></ul><ul><li>The mental runaround. </li></ul><ul><li>My fellow workers paused outside </li></ul><ul><li>My cube and talked of food, </li></ul><ul><li>And ever since my abdomen </li></ul><ul><li>Has given rumblings rude. </li></ul><ul><li>‘ Tis hours since lunch, and yet there seems </li></ul><ul><li>No ending to the day </li></ul><ul><li>How long until my work’s complete? </li></ul><ul><li>Right now, eternity– </li></ul>http:// thepunnery.wordpress.com / the-parody-collection / parodies-professional-development / office-suite-poems-for-the-modern-workplace /
  22. 22. Why should you steal it <ul><li>Fun and full of humour. </li></ul><ul><li>Easy to relate to. </li></ul><ul><li>Can be very memorable. </li></ul><ul><li>Difference between spelling and pronunciation. </li></ul><ul><li>Practice for syllable and word stress usage. </li></ul>
  23. 23. How many words can you think of that rhyme with RED? <ul><li>bed read /red/ </li></ul><ul><li>fed lead </li></ul><ul><li>zed head </li></ul><ul><li>led dead </li></ul><ul><li>misled undead </li></ul><ul><li>wed unread </li></ul><ul><li>shed misread </li></ul><ul><li>said </li></ul>
  24. 24. How many words can you think of that rhyme with YOU? <ul><li>do/ undo/ redo </li></ul><ul><li>knew/ dew/ view/ review/ threw/ withdrew/ renew </li></ul><ul><li>sue/ ensue/ rue/ pursue/ queue/ cue </li></ul><ul><li>loo/ boo </li></ul><ul><li>lieu </li></ul><ul><li>ewe </li></ul>
  25. 25. The vagaries of the English language I take it you already know Of tough and bough and cough and dough? Others may stumble, but not you, On hiccough, thorough, lough and through? Well done! And now you wish, perhaps, To learn of less familiar traps? Beware of heard, a dreadful word That looks like beard and sounds like bird, And dead: it's said like bed, not bead -  For goodness sake don't call it deed! Watch out for meat and great and threat (They rhyme with suite and straight and debt)
  26. 26. <ul><li>A moth is not a moth in mother, </li></ul><ul><li>Nor both in bother, broth in brother, </li></ul><ul><li>And here is not a match for there </li></ul><ul><li>Nor dear and fear for bear and pear, </li></ul><ul><li>And then there's dose and rose and lose – </li></ul><ul><li>Just look them up - and goose and choose,  </li></ul><ul><li>And cork and work and card and ward, </li></ul><ul><li>And font and front and word and sword, </li></ul><ul><li>And do and go and thwart and cart -  </li></ul><ul><li>Come, come, I've hardly made a start! </li></ul><ul><li>A dreadful language? Man alive! </li></ul><ul><li>I'd mastered it when I was five! </li></ul>Quoted by  Vivian Cook  and  Melvin Bragg  2004, by Richard Krogh, in D Bolinger & D A Sears, Aspects of Language, 1981, and in Spelling Progress Bulletin  March 1961 ,  Brush up on your English.
  27. 27. Limericks <ul><li>HE STARTED IN WORK AS A CHAUFFEUR, HE RETIRED AND BECAME THE FIRM'S &quot;GOFER&quot;. HE WASN'T DEPENDABLE, HE BECAME EXPENDABLE, HE WAS FAR MORE AT HOME ON THE SOFA!! </li></ul><ul><li>A TYPIST HAD A PROBLEM TO WAKE UP, SO THEN HAD TO RUSH MORNING MAKE-UP. THE OTHER GIRLS IN THE POOL SAID HER MAKE-UP LOOKED COOL, SHE NEEDED A COSMETIC SHAKE-UP!! </li></ul>http://limericks.5gl.net/ occupations / a.htm
  28. 28. Underline the stressed words <ul><li>HE STARTED IN WORK AS A CHAUFFEUR , HE RETIRED AND BECAME THE FIRM'S &quot;GOFER&quot;. HE WASN'T DEPENDABLE , HE BECAME EXPENDABLE , HE WAS FAR MORE AT HOME ON THE SOFA !! </li></ul><ul><li>A TYPIST HAD A PROBLEM TO WAKE UP, SO THEN HAD TO RUSH MORNING MAKE-UP . THE OTHER GIRLS IN THE POOL SAID HER MAKE-UP LOOKED COOL , SHE NEEDED A COSMETIC SHAKE-UP !! </li></ul>
  29. 29. Some ideas for the classroom <ul><li>Rhyming activities </li></ul><ul><li>Homonyms </li></ul><ul><li>Error correction of homnyms incorrectly used in writing, e.g. in emails. </li></ul><ul><li>Syllable and word stress. </li></ul><ul><li>Try writing a poem. </li></ul><ul><li>Stimulus for discussion. </li></ul>
  30. 30. Thank you for your participation <ul><li>The slides from this workshop will soon be available to download on my blog: </li></ul><ul><li>www.businessenglishlessonplans. </li></ul><ul><li>wordpress.com </li></ul><ul><li>Or get in touch: </li></ul><ul><li>[email_address] </li></ul>

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