Drama in the Business English Language Classroom
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VHS Leinfelden 12 June 2009 Workshop slides
![Karenne Sylvester www.kalinago-english.com - http://kalinago.blogspot.com - http://how2learnenglish.blogspot.com Agenda ,[object Object]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
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Drama in the Business English Language Classroom
- 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
- 3. 11.45 – 13.00 Where to find/ how to make
- 4. 13.00 – 14.00 Lunch
- 5. 14.00 – 15.15 Language awareness/feedback
- 6. 15.30 – 17.00 Creating our own
- 7. Where are we? What are we waiting for? What are we talking about?
- 8. What are ROLE PLAYS REAL PLAYS DRAMATIC ACTIVITIES ?
- 9. why? when? when how? Where 2 ?
- 11. Learners experience unpredictable nature of language
- 12. Puts new language in context.
- 13. Forces students to think on their feet. Source: Lindsay Clandfiled www.macmillan.com/straightforward
- 15. Provides a rehearsal for events students may encounter
- 17. Gives learners more responsibility
- 18. Fun! Source: Lindsay Clandfiled www.macmillan.com/straightforward
- 20. Middle of class best, when attention levels /energy failing.
- 21. Students have tangible need, i.e. about to attend event / perform a task where English needed – use for 'real' practice. when? when Source: Ken Wilson, Drama and Improvisation www.oup.com/elt
- 23. In meeting rooms
- 24. In the company cafeteria
- 25. At a restaurant
- 26. Outside where?
- 28. BE text books = decision dilemmas/case studies*
- 29. Books with dramatic activities*
- 30. Use scripts from movies /tv dramas
- 31. Create your own role plays, simulations or scripts*
- 32. Get your students to create their own where to find activities?
- 34. Memos, reports, data projectors, misc office items
- 37. Hats, sunglasses
- 38. Background photos and/ or music or sound files how? Source: Lindsay Clandfiled www.macmillan.com/straightforward
- 39. What can go wrong?
- 41. Students don't have enough time to prepare or
- 42. Students don't feel prepared
- 43. Students over improvise – loss of objective
- 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. 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
- 47. Where do you work?
- 48. What are
- 49. some of your responsibilities?
- 50. What is your name? Adapted from Be Someone else - Ken Wilson, Drama and Improvisation www.oup.com/elt
- 52. Who they are
- 53. What they should talk about
- 54. (also can remind them of language to practice / review) Source: Lindsay Clandfiled www.macmill an.com/straightforward
- 56. Who they are
- 57. What business situations they're 'in'
- 58. What they would like to practice talking about
- 59. What language they would like to review
- 64. (movies, tv, radio, anime)
- 66. Karenne Sylvester www.kalinago-english.com - http://kalinago.blogspot.com - http://how2learnenglish.blogspot.com Imagination is more important than knowledge. Albert Einstein
- 69. happened? Adapted from Superhero, household object & location - Ken Wilson, Drama and Improvisation
- 74. Wrong words
- 75. New expressions
- 78. Rhythm
- 79. ...and
- 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
- 83. The Chair Adapted from Experts - Ken Wilson, Drama and Improvisation, OUP
- 85. 3+4 Drama by Rene Scmalschlaeger
- 86. 12-13 d-d-drama by assbach
- 87. 15-16 portrait by trois tetes
- 88. 17-20 headshift business card discussion by Lars2
- 89. 22-24 it's not easy to be a superhero by Esparta
- 90. 25-26 Streeter Seidell comedian by Zach Klein
- 91. 28 Yesterday when I was you by Rene Schmalschlaeger
- 93. Rod Ellis OUP
- 94. The Practice of Language Teaching
- 95. Jeremy Harmer Pearson Longman
- 97. Ken Wilson Oxford University Press
- 98. Straightforward Beginner + Elementary
Editor's Notes
- 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.