In this blog, teachers, students and all those who have some kind of interest in the English language will find useful, interesting, curious and funny things to be used in their classes or for their personal enjoyment.
Tuesday, May 31, 2011
How to Give a Business Presentation-(BusModels & Plans) by Simon Bucknall
****************************************************************************
How To Give A Business Presentation
It's time to show how you get down to business as you give a business presentation. But the most important objective is to get your colleagues or clients to listen to you.
Steps
Hi. I'm Simon Bucknall and in 2008, I won the European Championship of Public Speaking. At the Art of Connection, we help ambitious professionals to connect with their audience and we do it by bringing world class communications expertise into the training room to enable our clients to persuade, influence and inspire others.
Delivering an effective business presentation can be one of the most stressful experiences any professional goes through and trust me, I've been there. But what many people make a mistake of doing is focusing on and worrying about themselves when giving the presentation whereas your business colleagues or perhaps it's clients or customers, those people that are listening, they're not interested in whether or not you or I, whoever's speaking, is nervous. What they're interested in and the question that they're asking themselves is this one simple thing.
Why should I be listening to this? Now, if you're going to give an effective business presentation, you need to get across a good answer, a compelling answer, to why it's important for them to listen to you early on. Why should they listen to you? Now, you want to do that in any number of ways. You might outline, for example, pain that they're experiencing within their business if you can identify it or maybe it's an opportunity that you think might benefit the business.
I don't know what the reason is but you need to find something that has your business colleagues, clients or customers thinking, “Aha! I need to listen to this.” So, once you've got it, if you're like with them, the what-in-it-for-me answer, you can then move on to step two of preparing a business presentation and that's to identify what evidence you need, what are the resources and ideas, to support whatever it is that you're looking to achieve with the presentation, and that takes time. The key thing here is to ensure that you don't overload your audience.
Let's be honest, we've all been there. We sat there in the audience and we're being deluded with information, statistics and charts, it's as if the presenter is standing there and saying, “Look how much I know. Look how much information I have.
” We don't care. All we need to know is enough evidence to support the point you're trying to make. Step three involves a technique that I would like to call storyboarding.
Steven Spielberg is used to the great effect over the years with his films and what it does is to help ensure that you have a smooth flow throughout your presentation and enabling your audience to follow you more easily and here's how it works. All you need is a big open space. Maybe it's a table, or you can even do it on the floor, and a big deck of A4 sheets.
And this is particularly useful if you're giving a slide presentation and here's how it works. You take the deck of A4 and write out the key ideas, the points you are seeking to make in your presentation. So for example, if you are using slides, you might even print out the individual slides and lay them out on that space in front of you and then step back and take a good look at the overall flow because what you should find or what you're looking for is for each slide or each sheet of A4 to follow on logically for the one that goes before.
If you do that, you'll not only ensure that you have a smooth flow, you'll also ensure that the audience can follow your logic more easily. So, those are the keys to giving an effective business presentation because it really does lie in the preparation. Answer that question, “Why should I listen to this?” because that's what every business audience is going to be thinking whether they're junior or senior.
Secondly, gather the resources and the evidence that you need to support your answer to that question and then finally, storyboard your presentation so that the ideas link and flow in a smooth and intelligible way. .
Monday, May 30, 2011
English or Spanish?-Video & Songs (Funny)
1)http://youtu.be/JcYtGrFqyp8
2)http://youtu.be/yuZUEVbvonE
2)http://youtu.be/yuZUEVbvonE
Sunday, May 29, 2011
Saturday, May 28, 2011
Memory Techniques-2011
From the US Air Force Academy registrar
Memory Techniques
1. Organize - List facts in alphabetical or chronological order. Get a general idea of the textbook material, note the simple to complex and general to specific. Logical facts are easier to remember.
2. Make It Meaningful - Look for connections in what you are studying. For example, packing a parachute by itself can be boring, however, the excitement of jumping out of a plane gives a whole new meaning to this process. Focusing on the "Big Picture" helps provide meaning to the learning process and stimulates us to remember.
3. Create Associations - Associate something new with something you already know. This creates a building process in your memory bank. If you already know a Bill Smith think of the Bill you know and associate him with the new Bill Smith.
4. Learn It Actively - People remember 90 percent of what they do, 75 percent of what they see and 20 percent of what they hear. This saying is very accurate, as action is a proven memory enhancer. Move your hands, pace back and forth and use gestures as you recite a passage. If your body is actively involved it will help you to remember.
5. Relax - Eating proper foods, avoiding caffeine before an exam and getting proper exercise will help you relax and feel more confident. Relaxing will enhance your ability to recall facts faster, with more clarity, and you will feel better overall.
6. Create Pictures - Draw diagrams, make up cartoons. Use them to connect facts and illustrate relationships. When abstract concepts can be "seen" they are much easier to remember. You can be as creative as you want, as long as you understand your scribble.
7. Recite and Repeat - When you repeat something out loud you anchor the concept better by using two or more of your senses. Repetition is the "Mother" of learning. If you use more than one sense you create a "synergistic" effect which is powerful memory technique. If you recite out loud in your own words, memory is enhanced even more!
8. Write It Down - Writing notes to ourselves help us to remember. If we write down an idea or a passage several times, in different areas, we increase our chances to remember.
9. Reduce Interference - Find an area free from distractions. Studies show that most students study more effectively in a quiet area in 1 hour than in a noisy area in 2 hours.
10. Over-learn - When you think you got it don’t quit. Don’t miss a chance to review just one more time. Ever hear the expression "I beat that subject to death!" Do It!
11. Review Notes the Same Day - Studies prove that in order for us to store information "long term" it must be reviewed within 24 hrs. or less. By getting in the habit of same day review, we increase the chances of remembering by over 70 percent!
12. Use Daylight - This method is particularly effective for weekend study and review. Study the most difficult subjects during daylight hours. For many students the early morning hours can be especially productive and will stimulate the memory process.
13. Distribute Learning - Research suggest marathon study sessions (3 hrs. or more) are not as effective as light study sessions (1-2 hrs.) which are distributed at different times during the week. Take frequent breaks. Some students can study 50 minutes or more, others need to stop after 30 minutes. Try to distribute your length of study in the same rhythm as your classes (50/10/50). Give yourself rewards, you’ve earned it!
14. Keep a Positive Attitude - Studies prove that if you repeat to yourself negative feelings about a subject you increase your chances to fail! Since we all want to succeed, "Trash negative" and replace with "Positive Thoughts." For example, replace "I can’t do it" with "It’s not easy, but I am tough and I accept this challenge." Prove you can and you will! This is a self-fulfilling prophecy as attitude directly effects the memory!
15. Go On an "Information Diet" - Just as we avoid certain foods, we can choose what not to retain. Extract core concepts, study what you will be tested on, abbreviate large passages of information into easy to digest phrases, this will help you remember.
16. Combine Memory Techniques - All of the memory techniques work better when combined. You can over learn a formula, sing about a famous person, think positive thoughts about subjects, use sight, sound, and other methods to sharpen your memory.
17. Remember Something Else - When you are stuck and can’t remember, think of something related to the information. For example if you cannot remember a name, think about what the person did, what period they lived or who they associated with. Write down what you do know and soon it will trigger facts that you are trying to recall. This technique really works!
18. Note When You Don’t Remember - If you tried some memory techniques that do not seem to work, it’s all-right. Try an experiment with other techniques and use what is best for you and not what works for a classmate. Be a reporter, get the facts, find out what works and what doesn’t. Congratulate and reward yourself when you do remember.
19. Use It Before You Loose It - Information stored in the long-term memory may become difficult to recall if you don’t use it. Simply read it, write it, speak about it and/or apply it. This is especially effective when you have to recall formulas or facts from a previous course. The 101 course information may be used in a 102 course. Therefore, retain your notes, the old text, and keep the information fresh with a review.
20. Affirmation of Your Good Memory Helps You to Remember - When you are sharp and recall all the facts, accept compliments! When you do not recall the facts, think that you know it, you can remember, and the facts will come to you. You may have to use various techniques to help you remember but never give up! You truly "never forget." Those facts will eventually "come to you." Keep studying, try again and they will!
Memory Techniques
1. Organize - List facts in alphabetical or chronological order. Get a general idea of the textbook material, note the simple to complex and general to specific. Logical facts are easier to remember.
2. Make It Meaningful - Look for connections in what you are studying. For example, packing a parachute by itself can be boring, however, the excitement of jumping out of a plane gives a whole new meaning to this process. Focusing on the "Big Picture" helps provide meaning to the learning process and stimulates us to remember.
3. Create Associations - Associate something new with something you already know. This creates a building process in your memory bank. If you already know a Bill Smith think of the Bill you know and associate him with the new Bill Smith.
4. Learn It Actively - People remember 90 percent of what they do, 75 percent of what they see and 20 percent of what they hear. This saying is very accurate, as action is a proven memory enhancer. Move your hands, pace back and forth and use gestures as you recite a passage. If your body is actively involved it will help you to remember.
5. Relax - Eating proper foods, avoiding caffeine before an exam and getting proper exercise will help you relax and feel more confident. Relaxing will enhance your ability to recall facts faster, with more clarity, and you will feel better overall.
6. Create Pictures - Draw diagrams, make up cartoons. Use them to connect facts and illustrate relationships. When abstract concepts can be "seen" they are much easier to remember. You can be as creative as you want, as long as you understand your scribble.
7. Recite and Repeat - When you repeat something out loud you anchor the concept better by using two or more of your senses. Repetition is the "Mother" of learning. If you use more than one sense you create a "synergistic" effect which is powerful memory technique. If you recite out loud in your own words, memory is enhanced even more!
8. Write It Down - Writing notes to ourselves help us to remember. If we write down an idea or a passage several times, in different areas, we increase our chances to remember.
9. Reduce Interference - Find an area free from distractions. Studies show that most students study more effectively in a quiet area in 1 hour than in a noisy area in 2 hours.
10. Over-learn - When you think you got it don’t quit. Don’t miss a chance to review just one more time. Ever hear the expression "I beat that subject to death!" Do It!
11. Review Notes the Same Day - Studies prove that in order for us to store information "long term" it must be reviewed within 24 hrs. or less. By getting in the habit of same day review, we increase the chances of remembering by over 70 percent!
12. Use Daylight - This method is particularly effective for weekend study and review. Study the most difficult subjects during daylight hours. For many students the early morning hours can be especially productive and will stimulate the memory process.
13. Distribute Learning - Research suggest marathon study sessions (3 hrs. or more) are not as effective as light study sessions (1-2 hrs.) which are distributed at different times during the week. Take frequent breaks. Some students can study 50 minutes or more, others need to stop after 30 minutes. Try to distribute your length of study in the same rhythm as your classes (50/10/50). Give yourself rewards, you’ve earned it!
14. Keep a Positive Attitude - Studies prove that if you repeat to yourself negative feelings about a subject you increase your chances to fail! Since we all want to succeed, "Trash negative" and replace with "Positive Thoughts." For example, replace "I can’t do it" with "It’s not easy, but I am tough and I accept this challenge." Prove you can and you will! This is a self-fulfilling prophecy as attitude directly effects the memory!
15. Go On an "Information Diet" - Just as we avoid certain foods, we can choose what not to retain. Extract core concepts, study what you will be tested on, abbreviate large passages of information into easy to digest phrases, this will help you remember.
16. Combine Memory Techniques - All of the memory techniques work better when combined. You can over learn a formula, sing about a famous person, think positive thoughts about subjects, use sight, sound, and other methods to sharpen your memory.
17. Remember Something Else - When you are stuck and can’t remember, think of something related to the information. For example if you cannot remember a name, think about what the person did, what period they lived or who they associated with. Write down what you do know and soon it will trigger facts that you are trying to recall. This technique really works!
18. Note When You Don’t Remember - If you tried some memory techniques that do not seem to work, it’s all-right. Try an experiment with other techniques and use what is best for you and not what works for a classmate. Be a reporter, get the facts, find out what works and what doesn’t. Congratulate and reward yourself when you do remember.
19. Use It Before You Loose It - Information stored in the long-term memory may become difficult to recall if you don’t use it. Simply read it, write it, speak about it and/or apply it. This is especially effective when you have to recall formulas or facts from a previous course. The 101 course information may be used in a 102 course. Therefore, retain your notes, the old text, and keep the information fresh with a review.
20. Affirmation of Your Good Memory Helps You to Remember - When you are sharp and recall all the facts, accept compliments! When you do not recall the facts, think that you know it, you can remember, and the facts will come to you. You may have to use various techniques to help you remember but never give up! You truly "never forget." Those facts will eventually "come to you." Keep studying, try again and they will!
How To Memorize Speeches-2011
How To Memorize Speeches In One Month, One Day, or One Hour
And, um, uh... Standing in front of an audience trying to give a speech that you don't remember is not fun by any stretch of the imagination. It can hurt your credibility and destroy your rapport. On the other hand, delivering a speech that you know you've memorized well lends an extra dose of confidence that can boost your performance mediocre to extraordinary.
Unfortunately, memorizing speeches can take a great deal of effort. Fortunately, understanding a few key principles can help us learn to memorize speeches in One Month, One Day, or One Minute.
Principles of Memory
Most people work against their memory, rather than with it. Brute force repetition will make things stick eventually, but that technique forces its way through the natural conduits our minds build to our memories instead of working with them. We need to keep the following principles in mind as we memorize our speech:
1. Memorization works with existing cognitive structures. In other words, we remember things better if they relate to something that we already know. That's why teachers encourage using mnemonics (memory-aiding devices) to remember lists of items - one of my favorites is Roy G. Biv, a name that represents the order of colors in the spectrum (Red, orange, yellow, Green, Blue, indigo, violet). Mnemonics link unknown items to things already stored in our memories.
2. Memory is aided by interest. If you are interested in something, you are a lot more likely to remember it. It's much easier to remember that Grover Cleveland served two terms as the 22nd and 24th president of the United States if you know that he was an executioner (and sheriff; he hanged at least two people) about fifteen years earlier.
3. Spaced repetition leads to memorization. When you first learn something, it is stored in short-term memory. With time it either fades or is transferred to more permanent, long-term memory. The key to long term memory is spaced repetition, exposing yourself to the material again right before you forget it (but not too soon, because then you're just wasting time). It is the basis of multiple memory aids and the subject of an article in Wired magazine about memory.
Applying these principles in different ways will let us memorize our speech in One Month, One Day, or One Minute.
Speech Memorization in One Month
This is the best time frame to have, and also the one least likely to occur. If you have a week or upwards to memorize your speech, then go you! Here's how to use
Principle 1: Existing Cognitive Structures. You have time to work from the ground up with this one. First make a very, very general, broad outline of your speech. Memorize it (you can use repetition techniques detailed below under the day time frame to do this). After memorizing it, fill in some details. Memorize them the next day. Then fill in even more details, and memorize them. Start slowing integrating full sentences. Working from the bottom-up, you can go from the broad outline to the text of your speech. The outline will be the easiest to remember, and it will provide the "memory tree" to hang the rest of your speech on. By the time you finish, you will know the speech like the back of your hand. Congratulations!
Principle 2: Interest. If you're still having a hard time memorizing your speech, spice up the environment you're in. Don't make it distracting, but do make it active. Walk around while you memorize. On your off time, find new, interesting things that are pertinent to your topic.
Principle 3: Spaced Repetition. This is why it is important to leave time between memorizing the outline and memorizing the details. Once you memorize the outline, returning to it the next day (plus adding more information) will serve to cement it in your memory. Once you have something memorized, review it a day or two later. After that, review it in a week. If you still remember it, review it once more and it'll be there to stay.
Speech Memorization in One Day
Despite the short time, the same principles still apply to memorizing a speech in a day. So,
Principle 1: Existing Cognitive Structures. This is even more essential now, because you don't have as much time to build the cognitive structures from the base up. First, make a broad outline and memorize it using the repetition techniques below (under principle 3). Then, pull out important phrases or sentences that you want to get word-perfect. Put them in, and again memorize the outline plus the added details. Add items to the speech itself to help you remember its structure - for example, perhaps you will first use a dog example, then a cat, then a mouse. Associate parts of your speech with things you already understand in a logical order (numbers, letters, people, etc). When you come to a part of the speech you don't remember as well, you just need to think of what it is associated with in order to recall the things you want to say.
One word of caution, though: don't make it too complicated. If you color-code your paragraphs using the order of colors in the spectrum (see mnemonics under the first principle at the top), don't also number the paragraphs. It's redundant and makes your brain work overtime.
Principle 2: Interest. If you spice your speech with interesting facts or bits of information, you can jump from fact to fact, filling in the explanation in-between.
Principle 3: Spaced Repetition. If you have the full day, take advantage of it. Memorize as much as you can in the morning, then take a nap to cement your memories. Rememorize, and add some detail. Take a brief nap again, then finish up the day by reviewing the whole speech directly before you go to sleep at night (this way, your brain utilizes the time you are asleep to cement those memories in particular). In the morning, review it again before you give it.
To memorize the outlines, use repetition. I find that the most effective way for me to memorize is to first, say it out loud. Then, to write it down while I recite it again, still looking at the source material. After that, I construct something that will help me remember without the source material (first letters of each word on a notecard for an outline; outlines for whole speeches), then recite using that memory aid. Finally, I divorce myself from all memory aids and try to recall the whole thing, returning to the aid when I don't remember.
Speech Memorization in One Minute
If you only have a minute or two to remember your speech, only one thing applies:
Principle 1: Existing Cognitive Structures. Use something you already know for a general structure for you speech. I like overarching analogies. For example, if I need to remember something in a speech, I'll liken it to my house. What is in the coat room right after entering? The living room? From there we can go to the kitchen - what items are there? How do they relate to the kitchen? In this manner, I can put a speech's introduction in the coat room, the general information in the living room, and the in-depth analysis in the kitchen, walking through the house in my mind as I give the speech. It sounds odd, but it works! For more information, see Method of Loci.
Happy memorizing!
And, um, uh... Standing in front of an audience trying to give a speech that you don't remember is not fun by any stretch of the imagination. It can hurt your credibility and destroy your rapport. On the other hand, delivering a speech that you know you've memorized well lends an extra dose of confidence that can boost your performance mediocre to extraordinary.
Unfortunately, memorizing speeches can take a great deal of effort. Fortunately, understanding a few key principles can help us learn to memorize speeches in One Month, One Day, or One Minute.
Principles of Memory
Most people work against their memory, rather than with it. Brute force repetition will make things stick eventually, but that technique forces its way through the natural conduits our minds build to our memories instead of working with them. We need to keep the following principles in mind as we memorize our speech:
1. Memorization works with existing cognitive structures. In other words, we remember things better if they relate to something that we already know. That's why teachers encourage using mnemonics (memory-aiding devices) to remember lists of items - one of my favorites is Roy G. Biv, a name that represents the order of colors in the spectrum (Red, orange, yellow, Green, Blue, indigo, violet). Mnemonics link unknown items to things already stored in our memories.
2. Memory is aided by interest. If you are interested in something, you are a lot more likely to remember it. It's much easier to remember that Grover Cleveland served two terms as the 22nd and 24th president of the United States if you know that he was an executioner (and sheriff; he hanged at least two people) about fifteen years earlier.
3. Spaced repetition leads to memorization. When you first learn something, it is stored in short-term memory. With time it either fades or is transferred to more permanent, long-term memory. The key to long term memory is spaced repetition, exposing yourself to the material again right before you forget it (but not too soon, because then you're just wasting time). It is the basis of multiple memory aids and the subject of an article in Wired magazine about memory.
Applying these principles in different ways will let us memorize our speech in One Month, One Day, or One Minute.
Speech Memorization in One Month
This is the best time frame to have, and also the one least likely to occur. If you have a week or upwards to memorize your speech, then go you! Here's how to use
Principle 1: Existing Cognitive Structures. You have time to work from the ground up with this one. First make a very, very general, broad outline of your speech. Memorize it (you can use repetition techniques detailed below under the day time frame to do this). After memorizing it, fill in some details. Memorize them the next day. Then fill in even more details, and memorize them. Start slowing integrating full sentences. Working from the bottom-up, you can go from the broad outline to the text of your speech. The outline will be the easiest to remember, and it will provide the "memory tree" to hang the rest of your speech on. By the time you finish, you will know the speech like the back of your hand. Congratulations!
Principle 2: Interest. If you're still having a hard time memorizing your speech, spice up the environment you're in. Don't make it distracting, but do make it active. Walk around while you memorize. On your off time, find new, interesting things that are pertinent to your topic.
Principle 3: Spaced Repetition. This is why it is important to leave time between memorizing the outline and memorizing the details. Once you memorize the outline, returning to it the next day (plus adding more information) will serve to cement it in your memory. Once you have something memorized, review it a day or two later. After that, review it in a week. If you still remember it, review it once more and it'll be there to stay.
Speech Memorization in One Day
Despite the short time, the same principles still apply to memorizing a speech in a day. So,
Principle 1: Existing Cognitive Structures. This is even more essential now, because you don't have as much time to build the cognitive structures from the base up. First, make a broad outline and memorize it using the repetition techniques below (under principle 3). Then, pull out important phrases or sentences that you want to get word-perfect. Put them in, and again memorize the outline plus the added details. Add items to the speech itself to help you remember its structure - for example, perhaps you will first use a dog example, then a cat, then a mouse. Associate parts of your speech with things you already understand in a logical order (numbers, letters, people, etc). When you come to a part of the speech you don't remember as well, you just need to think of what it is associated with in order to recall the things you want to say.
One word of caution, though: don't make it too complicated. If you color-code your paragraphs using the order of colors in the spectrum (see mnemonics under the first principle at the top), don't also number the paragraphs. It's redundant and makes your brain work overtime.
Principle 2: Interest. If you spice your speech with interesting facts or bits of information, you can jump from fact to fact, filling in the explanation in-between.
Principle 3: Spaced Repetition. If you have the full day, take advantage of it. Memorize as much as you can in the morning, then take a nap to cement your memories. Rememorize, and add some detail. Take a brief nap again, then finish up the day by reviewing the whole speech directly before you go to sleep at night (this way, your brain utilizes the time you are asleep to cement those memories in particular). In the morning, review it again before you give it.
To memorize the outlines, use repetition. I find that the most effective way for me to memorize is to first, say it out loud. Then, to write it down while I recite it again, still looking at the source material. After that, I construct something that will help me remember without the source material (first letters of each word on a notecard for an outline; outlines for whole speeches), then recite using that memory aid. Finally, I divorce myself from all memory aids and try to recall the whole thing, returning to the aid when I don't remember.
Speech Memorization in One Minute
If you only have a minute or two to remember your speech, only one thing applies:
Principle 1: Existing Cognitive Structures. Use something you already know for a general structure for you speech. I like overarching analogies. For example, if I need to remember something in a speech, I'll liken it to my house. What is in the coat room right after entering? The living room? From there we can go to the kitchen - what items are there? How do they relate to the kitchen? In this manner, I can put a speech's introduction in the coat room, the general information in the living room, and the in-depth analysis in the kitchen, walking through the house in my mind as I give the speech. It sounds odd, but it works! For more information, see Method of Loci.
Happy memorizing!
Brain Compatible Learning Resources for Teachers-2011
Brain Compatible Learning Resources for Teachers
Compiled by Sherah B. Carr, Ph.D.
● GENERAL INFORMATION ABOUT BRAIN BASED LEARNING
Brain.org - Classroom application of brain research
http://www.brains.org/
Brain Waves Center - http://www.mentalmuscles.com/ The Brainwaves Center provides practical applications of current research in the neurosciences to improve and maintain mental skills.
Emtech's Resources on Brain Based Learning - http://www.emtech.net/brain_based_learning.html
A comprehensive set of resources on brain based learning.
How can research on the brain inform educators?http://www.sedl.org/scimath/compass/v03n02/brain.html
Overview of Brain Based Learning- http://www.uwsp.edu/Education/lwilson/brain/bboverview.htm
Teachley's Amazing Talking Brain - This interactive page gives an overview of the main ways that particular strategies can impact the brain and learning. http://www.ncwiseowl.org/kscope/TeacherHut/Teachley/index.html
● MNEMONIC STRATEGIES
EU Design Mnemonics Page
http://www.eudesign.com/mnems/_mnframe.htm
Mind Tools: Memory Techniques and Mnemonics
http://www.psychwww.com/mtsite/memory.html
Memory Techniques and Mnemonics
http://www.voicenation.com/resources/general-resources/article-library/memory-techniques-and-mnemonics.shtml
Mnemonics a Guide
http://eudesign.com/mnems/
Project Happy Child Mnemonics
http://www.happychild.org.uk/acc/tpr/mne/
● TEACHING THE ADOLESCENT BRAIN
Inside the Teenage Brain by PBS - EXCELLENT resource!
http://www.pbs.org/wgbh/pages/frontline/shows/teenbrain/
Research Brief on Adolescent Brain by Principal's Partnership
http://principalspartnership.com/adolescentbrain.pdf
● References
Crawford, G. B. (2007). Brain-based teaching with adolescent learning in mind. Thousand Oaks, CA: Corwin Press.
Evanski, J. (2004). Classroom activators: 64 novel ways to energize learners. San Diego, CA: The Brain Store.
Jensen, E. (2005). Teaching with the brain in mind (2nd ed.). Alexandria,
VA: ASCD.
Jensen, E. (2006). Enriching the brain. San Francisco, CA: Jossey-Bass.
Kagan, S. (1994). Cooperative learning. San Clemente, CA: Kagan.
[www.kaganonline.com]
King, K. & Gurian, M. (September, 2006). Teaching to the minds of boys: The brain - his and hers. Educational Leadership, 64(1), 56-61.
Lorain, P. (2002). Brain development in young adolescents. Retrieved January 15, 2007 from http://www.nea.org/teachexperience/msk030110.html
Lorayne, H. (1990). Super memory - super student. Lebanon, IN: Little &
Brown.
Madigan, J. B. (2002). Teaching the teen brain. [DVD]. Richardson, TX: Action Based Learning.
Philp, R.T. (2007). Engaging tweens and teens: A brain compatible approach to reaching middle and high school students. Thousand Oaks, CA: Corwin Press.
Public Broadcasting System. (2002). Inside the teenage brain. Retrieved January 14, 2007 from http://www.pbs.org/wgbh/pages/frontline/shows/teenbrain/
Sprenger, M. (2005). How to teach so students remember. Alexandria, VA: ASCD.
Sullo, B. (2007). Activating the desire to learn. Alexandria, VA: ASCD.
Sylwester, R. (2007). Adolescent brain: Reaching for autonomy. Thousand Oaks, CA: Corwin Press.
Time Magazine. (May 10, 2004). Secrets of the teen brain. Archived issue available at http://www.time.com
Walker, K. (2005). Research brief: Brain based learning. The Principal’s Partnership. Retrieved January 13, 2007 from http://www.principalspartnership.com
Walker-Tileston, D. (2003). Hot topic: Super terrific brain-compatible strategies for the secondary classroom [Audio CD]. San Diego, CA: The Brain Store.
Wilson, L. M. & Horch, H.W. (September, 2002). What research says: Implications of brain research for teaching young adolescents. Middle School Journal, 34, 57-61.
Willis, J. (2006). Research-based strategies to ignite student learning: Insights from a neurologist and classroom teacher. Alexandria, VA: ASCD.
Wolfe, P. (2001). Brain matters: Translating research into classroom practice. Alexandria, VA: ASCD.
Copyright © 2010 Sherah B. Carr, Ph.D.
Revised 01/25/2010
Compiled by Sherah B. Carr, Ph.D.
● GENERAL INFORMATION ABOUT BRAIN BASED LEARNING
Brain.org - Classroom application of brain research
http://www.brains.org/
Brain Waves Center - http://www.mentalmuscles.com/ The Brainwaves Center provides practical applications of current research in the neurosciences to improve and maintain mental skills.
Emtech's Resources on Brain Based Learning - http://www.emtech.net/brain_based_learning.html
A comprehensive set of resources on brain based learning.
How can research on the brain inform educators?http://www.sedl.org/scimath/compass/v03n02/brain.html
Overview of Brain Based Learning- http://www.uwsp.edu/Education/lwilson/brain/bboverview.htm
Teachley's Amazing Talking Brain - This interactive page gives an overview of the main ways that particular strategies can impact the brain and learning. http://www.ncwiseowl.org/kscope/TeacherHut/Teachley/index.html
● MNEMONIC STRATEGIES
EU Design Mnemonics Page
http://www.eudesign.com/mnems/_mnframe.htm
Mind Tools: Memory Techniques and Mnemonics
http://www.psychwww.com/mtsite/memory.html
Memory Techniques and Mnemonics
http://www.voicenation.com/resources/general-resources/article-library/memory-techniques-and-mnemonics.shtml
Mnemonics a Guide
http://eudesign.com/mnems/
Project Happy Child Mnemonics
http://www.happychild.org.uk/acc/tpr/mne/
● TEACHING THE ADOLESCENT BRAIN
Inside the Teenage Brain by PBS - EXCELLENT resource!
http://www.pbs.org/wgbh/pages/frontline/shows/teenbrain/
Research Brief on Adolescent Brain by Principal's Partnership
http://principalspartnership.com/adolescentbrain.pdf
● References
Crawford, G. B. (2007). Brain-based teaching with adolescent learning in mind. Thousand Oaks, CA: Corwin Press.
Evanski, J. (2004). Classroom activators: 64 novel ways to energize learners. San Diego, CA: The Brain Store.
Jensen, E. (2005). Teaching with the brain in mind (2nd ed.). Alexandria,
VA: ASCD.
Jensen, E. (2006). Enriching the brain. San Francisco, CA: Jossey-Bass.
Kagan, S. (1994). Cooperative learning. San Clemente, CA: Kagan.
[www.kaganonline.com]
King, K. & Gurian, M. (September, 2006). Teaching to the minds of boys: The brain - his and hers. Educational Leadership, 64(1), 56-61.
Lorain, P. (2002). Brain development in young adolescents. Retrieved January 15, 2007 from http://www.nea.org/teachexperience/msk030110.html
Lorayne, H. (1990). Super memory - super student. Lebanon, IN: Little &
Brown.
Madigan, J. B. (2002). Teaching the teen brain. [DVD]. Richardson, TX: Action Based Learning.
Philp, R.T. (2007). Engaging tweens and teens: A brain compatible approach to reaching middle and high school students. Thousand Oaks, CA: Corwin Press.
Public Broadcasting System. (2002). Inside the teenage brain. Retrieved January 14, 2007 from http://www.pbs.org/wgbh/pages/frontline/shows/teenbrain/
Sprenger, M. (2005). How to teach so students remember. Alexandria, VA: ASCD.
Sullo, B. (2007). Activating the desire to learn. Alexandria, VA: ASCD.
Sylwester, R. (2007). Adolescent brain: Reaching for autonomy. Thousand Oaks, CA: Corwin Press.
Time Magazine. (May 10, 2004). Secrets of the teen brain. Archived issue available at http://www.time.com
Walker, K. (2005). Research brief: Brain based learning. The Principal’s Partnership. Retrieved January 13, 2007 from http://www.principalspartnership.com
Walker-Tileston, D. (2003). Hot topic: Super terrific brain-compatible strategies for the secondary classroom [Audio CD]. San Diego, CA: The Brain Store.
Wilson, L. M. & Horch, H.W. (September, 2002). What research says: Implications of brain research for teaching young adolescents. Middle School Journal, 34, 57-61.
Willis, J. (2006). Research-based strategies to ignite student learning: Insights from a neurologist and classroom teacher. Alexandria, VA: ASCD.
Wolfe, P. (2001). Brain matters: Translating research into classroom practice. Alexandria, VA: ASCD.
Copyright © 2010 Sherah B. Carr, Ph.D.
Revised 01/25/2010
Friday, May 27, 2011
The Benefits of Using Drama in the ESL/EFL Classroom
The Benefits of Using Drama in the ESL/EFL Classroom
Chris Boudreault
(Lac La Biche, Canada)
As an English teacher, I have often been amazed at how effective drama is to capture the attention of the students in the ESL/EFL classroom. Drama activities would sometimes have surprising and unexpected results. ESL/EFL professionals need to use this medium more because the artificial world of the classroom can be transformed into a quasi-real language situation and provides an endless amount of opportunities for student’s personal growth. We cannot only teach grammar and phonetics with drama but also it has the power to transform the actors as well as the audience. We shouldn’t underestimate this powerful teaching tool to reach our students.
Introduction
William Shakespeare claimed that
All the world's a stage,
And all the men and women merely players;
They have their exits and their entrances,
And one man in his time plays many parts,
His acts being seven ages.
As You Like It Act 2, scene 7, 139–143
If so, then maybe we need to use drama more in the schools. Using drama in the ESL classroom is not a new concept. Drama provides an excellent platform for exploring theoretical and practical aspects of the English language (Whiteson,1996). The improvisation aspect of drama gives students opportunities for developing their communicative skills in authentic and dynamic situations. By using drama in the English classroom, we can use English with our students in intriguing and useful ways. The language can be used in context and makes it come to life. Drama has the potential of making the learning experience fun for the students and even memorable because it is interactive and visual.
There are many studies about using drama to learn English. Wan Yee Sam talks about the communicative approach, drama techniques, value of drama in education, advantages and disadvantages (Sam,1990). Alan Maley and Alan Duff are classic sources for the benefits of using drama techniques; how it helps to learn new vocabulary, builds confidence, motivates the students and helps shift the focus from the teacher to the students (Maley,1982). Drama is a special communication situation which makes considerable demands on the flexibility and skills of the teacher (Kao,1998). We have Morrow (1981) who gives some guiding principles behind the use of the communicative activities. Susan Holden (1981) adds some definitions as to what drama is and how it provides opportunities for a person to express themselves. The personal nature of improvisation provides many outlets for self-expression. We even hear that children need to play as an important developmental process.
Benefits of Using Drama
This is all very relevant information concerning using drama in the ESL/EFL classroom. We can sum up the benefits of drama in language teaching as follows:
•the acquisition of meaningful, fluent interaction in the target language;
•the assimilation of a whole range of pronunciation and prosodic features in a fully contextualized and interactional manner;
•the fully contextualized acquisition of new vocabulary and structure;
•an improved sense of confidence in the student in his or her ability to learn the target language.” (Wessels, p.10).
Drama puts the teacher in the role of supporter in the learning process and the students can take more responsibility for their own learning. Ideally, the teacher will take a less dominant role in the language class and let the students explore the language activities. In the student centered classroom, every student is a potential teacher for the group.
Drama for second language learners can provide an opportunity to develop the imagination of the students. The students can go beyond the here and now and even 'walk in the shoes' of another. It provides an opportunity for independent thinking (McCaslin 1996). Students are encouraged to express their own ideas and contribute to the whole. Creative drama will offer exercises in critical thinking and the chance for the students to be creative. A good example of this is role-plays in small groups The ESL/EFL group will have many situations where they can develop their own ideas as well as skills of cooperation when interacting with classmates. The group work builds social awareness and understanding as we walk in the 'shoes of another'. Drama gives an excellent method for studying human nature and working in harmony. The play acting provides the opportunity for a healthy release of emotion in a safe setting which can work to relieve the tension of learning in a second language.
Drama Brings Literature to Life
Most teachers see the value of drama in offering training in speech. What is not obvious is how even abstract learning is easier when acted or demonstrated. Drama can also be used to bring literature to life for the students. It is more dynamic than simple text and helps the visual learners as well as recycles new vocabulary. While drama does have a characteristic of recreation, the fun aspect should not be under-estimated. When the students are enjoying an activity, they are learning and letting their guard down. The shyness and fear of using English very often blocks learning. When the students are submerged in an active fun activity, they are more open to new concepts and learning will occur. When the students are having fun, they let their second language guard down and become less inhibited. The student will tend to relax and stop blocking out the new language. They will forget how hard it is and start absorbing the ideas presented. Changing the students’ perception of the language learning from a negative to a positive is a huge plus for the learning process.
A good example of the attributes of drama being used outside the classroom is the game of theatre sports. Starting out in Loose Moose Theatre Company in Calgary, Canada (Johnstone,1999). This drama activity has grown to become an international endeavour, taken up by practitioners the world over, which involves the audience as much as the actors in creating a very spontaneous event. Theatre sports demonstrates how powerful a motivating force role-playing can become for the actors as well as the audience. There are presently teams in many different countries using different languages who put on an unrehearsed game for countless spectators and the appeal is only growing.
Drama as a Powerful Teaching Tool
In the ESL/EFL classroom, role-playing is a powerful tool. It teaches cooperation, empathy for others, decision making skills and encourages an exchange of knowledge between the students. These aspects alone make role-playing beneficial because the students are learning from each other. Yet, there are many other positive aspects to the role-playing. Apart from the obvious development of communication skills, it encourages leadership, team work, compromise, authentic listening skills and practice with real life savior-faire. However, it does not stop there. It teaches cooperation, empathy, develops decision making skills, promotes the exchange of knowledge, builds confidence and self-esteem, refines presentation skills, encourages self-acceptance and acceptance of others, features of empowerment, pride in work, responsibility, problem solving, management and organizational skills, begets creativity and imagination.
A good drama teacher can use the practice with role-playing to contribute to the self-esteem of the students, build their confidence in using the target language (English) as well as develop many of the skills mentioned above which will carry over to real life. It is certain that self-acceptance can be encouraged in subtle ways and acceptance of others.
Drama has the potential to empower the students, give them many opportunities to have pride in their work, it teaches them responsibility, problem solving, management and directing proficiencies. The many activities of team work force students to develop organizational skills and to think on their feet. These are tools that can be used in all aspects of their lives. These skills will be useful in the future job market when the students need to work with others or even in the future job interview when the potential employer asks an unexpected question and you need to think quickly.
Drama Reveals Aspects of the Human Condition
When you think about it, drama is a method to reveal aspects of the human condition, life is nothing more than a grand series of improvisations (Price 1980). Through the games, the students begin to realize the importance of shared space, time, attention, information and ideas. The games spark spontaneity and minimize self-consciousness which often inhibits learning. The games are also good for developing concentration and trust in the classroom. While the students are having all this fun, they are developing skills of coordination, imitation while focusing on the task at hand. The improvisation enables the students to flex their emotional, mental as well as physical muscles in a safe and controlled setting. A good example of this was a role-play one group performed where they displayed their displeasure with the school principal. There was no harm done and all the students were feeling the same.
Final Reflections on Improvisations and Benefits of Drama
'Improvisation, then, is an organic experience where skills are constantly being refined. In particular, students develop an increasing facility to meet changing or unknown stimuli with immediate responses. Ideally, improvisation leads to a blending; the students create the personality traits as he/she simultaneously identifies with the character as it evolves. Obviously, the teacher-director should never lose sight of the metamorphic and highly personal nature of improvisation; therefore, there must never be the question of success or failure.' (Price, p. 6)
Drama in its purest form gives the student several avenues to self-awareness. It is one of the closest literary forms to life itself. It is a dynamic process that reveals and examines aspects of the complicated lives we lead (Price 1980). All of this leads me to believe that there are many subtle benefits to drama in the ESL classroom.
The benefits of drama to develop the imagination should not be undervalued. In our rote school routines of memorization and compulsory subject matter, we sometimes do not spend enough time on encouraging our students to use their imagination. It is the spark that makes the ordinary into something incredible. Imagination is the magic force that is beyond facts, figures and techniques which can inspire new ideas. It is with imagination that the ordinary is transformed into something significant. There is a need to cultivate this trait in our students. Imagination is closely linked to dreams and inspire us to get up every morning. Drama has the capability to keep this alive and/or rekindle what our routine daily lives are burying in ourselves. We need imagination to make a better world. In order to accomplish anything worthwhile, we first need to imagine and dream it. We should not neglect this facet of human sentience. It may seem like a trivial point, but dreams without imagination would be like life without colour. We would all be worse off without it.
The Power of Transformation with Drama
We all present ourselves in everyday life as we want to be perceived. Erving Goffman (1958) talks in detail about how we present ourselves in everyday life from a sociological perspective. We are all acting out theatrical performances to present ourselves in regard to how we wish to be seen. When we are in the presence of others, we are to some extent on stage. We will act and communicate in our own interests to influence the people around us to act voluntarily in accordance with the individuals plans (Goffman,1959). We are in essence, recreating ourselves all the time as our social world evolves. In everyday life, first impressions are so very important. So, how we are perceived often depends on a blink of a moment which may define us for a long period if not forever. Our communication skills are so important in how we are seen by others. Our words and body language project subtle messages to those around us and others respond in accordance to what they perceive as "us". In life, we are all playing many roles, therefore, we are wearing many masks.
In a sense, and in so far as this mask represents the conception we have formed of ourselves- the role we are striving to live up to- this mask is our truer self, the self we would like to be (Goffman, p.30).
We know that an individual will attempt to induce the audience to see them in a certain way. The more convincing we are in our own roles only help to create the persona that we wish for. The better we are at communicating our ideas helps ourselves to become who we want to be.
Therefore, it makes sense that dramatic skills can help us become the person we want to be. In this way, drama has a wider reach than simply making us more fluent in a second language. It has the potential of making our lives better as we will be better understood and may help us become the people we want to be. Drama is all about how we present ourselves. If the student can communicate better, the more likely others will see him/her as he/she wishes to be seen. Therefore, the skills of drama can help the student become the person that he/she wants to be.
References
•Goffman, Erving (1959), The Presentation of Self in Everyday Life. Penguin Books, London.
•Holden, Susan (1981): Drama in Language Teaching. Essex: Longman
•Johnstone, Keith (1999), Impro for Storytellers. Routledge Taylor and Francis Group, NewYork
•Kao, shin-Mei and Cecily O’Neill. (1998) Words Into Worlds, Learning a Second Language through Process Drama. Ablex Publishing corp. Stamford, USA.
•Maley, Alan and Alan Duff. Drama techniques in Language Learning. Cambridge University Press, Cambridge. 1982.
•McCaslin, Nellie (1996). Creative Drama in the Classroom and Beyond. London, Longman Publishers
•Morrow, Keith (1981): Principles of communicative methodology. In: Johnson, Keith / Morrow, Keith (eds.): Communication in the Classroom. London and New York: Longman
•Price, Pamela (1980). Creative Play Production in the Classroom. Yale, Yale Publishers.
•Royka, Judith (2002). Overcoming the Fear of Using Drama in English Language Teaching. The Internet TESL Journal, vol.8, #6, June 2002.
http://iteslj.org/Articles/Royka-Drama.html
•Sam, Wan Yee (1990) Drama in Teaching English as a Second Language- a Communicative Approach. The English Teacher, vol. 9, July 1990. Malaya.
•Spolin, Viola (1986). Theatre Games For the Classroom. Northwestern University Press, Evanston, Illinois
•Wessels, Charlyn (1987). Drama. Oxford, Oxford University Press.
•Whiteson, Valerie (1996). New Ways of Using Drama and Literature in Language Teaching. Alexandria,VA., TESOL.
--------------------------------------------------------------------------------
The Internet TESL Journal, Vol. XVI, No. 1, January 2010
http://iteslj.org/
Chris Boudreault
(Lac La Biche, Canada)
As an English teacher, I have often been amazed at how effective drama is to capture the attention of the students in the ESL/EFL classroom. Drama activities would sometimes have surprising and unexpected results. ESL/EFL professionals need to use this medium more because the artificial world of the classroom can be transformed into a quasi-real language situation and provides an endless amount of opportunities for student’s personal growth. We cannot only teach grammar and phonetics with drama but also it has the power to transform the actors as well as the audience. We shouldn’t underestimate this powerful teaching tool to reach our students.
Introduction
William Shakespeare claimed that
All the world's a stage,
And all the men and women merely players;
They have their exits and their entrances,
And one man in his time plays many parts,
His acts being seven ages.
As You Like It Act 2, scene 7, 139–143
If so, then maybe we need to use drama more in the schools. Using drama in the ESL classroom is not a new concept. Drama provides an excellent platform for exploring theoretical and practical aspects of the English language (Whiteson,1996). The improvisation aspect of drama gives students opportunities for developing their communicative skills in authentic and dynamic situations. By using drama in the English classroom, we can use English with our students in intriguing and useful ways. The language can be used in context and makes it come to life. Drama has the potential of making the learning experience fun for the students and even memorable because it is interactive and visual.
There are many studies about using drama to learn English. Wan Yee Sam talks about the communicative approach, drama techniques, value of drama in education, advantages and disadvantages (Sam,1990). Alan Maley and Alan Duff are classic sources for the benefits of using drama techniques; how it helps to learn new vocabulary, builds confidence, motivates the students and helps shift the focus from the teacher to the students (Maley,1982). Drama is a special communication situation which makes considerable demands on the flexibility and skills of the teacher (Kao,1998). We have Morrow (1981) who gives some guiding principles behind the use of the communicative activities. Susan Holden (1981) adds some definitions as to what drama is and how it provides opportunities for a person to express themselves. The personal nature of improvisation provides many outlets for self-expression. We even hear that children need to play as an important developmental process.
Benefits of Using Drama
This is all very relevant information concerning using drama in the ESL/EFL classroom. We can sum up the benefits of drama in language teaching as follows:
•the acquisition of meaningful, fluent interaction in the target language;
•the assimilation of a whole range of pronunciation and prosodic features in a fully contextualized and interactional manner;
•the fully contextualized acquisition of new vocabulary and structure;
•an improved sense of confidence in the student in his or her ability to learn the target language.” (Wessels, p.10).
Drama puts the teacher in the role of supporter in the learning process and the students can take more responsibility for their own learning. Ideally, the teacher will take a less dominant role in the language class and let the students explore the language activities. In the student centered classroom, every student is a potential teacher for the group.
Drama for second language learners can provide an opportunity to develop the imagination of the students. The students can go beyond the here and now and even 'walk in the shoes' of another. It provides an opportunity for independent thinking (McCaslin 1996). Students are encouraged to express their own ideas and contribute to the whole. Creative drama will offer exercises in critical thinking and the chance for the students to be creative. A good example of this is role-plays in small groups The ESL/EFL group will have many situations where they can develop their own ideas as well as skills of cooperation when interacting with classmates. The group work builds social awareness and understanding as we walk in the 'shoes of another'. Drama gives an excellent method for studying human nature and working in harmony. The play acting provides the opportunity for a healthy release of emotion in a safe setting which can work to relieve the tension of learning in a second language.
Drama Brings Literature to Life
Most teachers see the value of drama in offering training in speech. What is not obvious is how even abstract learning is easier when acted or demonstrated. Drama can also be used to bring literature to life for the students. It is more dynamic than simple text and helps the visual learners as well as recycles new vocabulary. While drama does have a characteristic of recreation, the fun aspect should not be under-estimated. When the students are enjoying an activity, they are learning and letting their guard down. The shyness and fear of using English very often blocks learning. When the students are submerged in an active fun activity, they are more open to new concepts and learning will occur. When the students are having fun, they let their second language guard down and become less inhibited. The student will tend to relax and stop blocking out the new language. They will forget how hard it is and start absorbing the ideas presented. Changing the students’ perception of the language learning from a negative to a positive is a huge plus for the learning process.
A good example of the attributes of drama being used outside the classroom is the game of theatre sports. Starting out in Loose Moose Theatre Company in Calgary, Canada (Johnstone,1999). This drama activity has grown to become an international endeavour, taken up by practitioners the world over, which involves the audience as much as the actors in creating a very spontaneous event. Theatre sports demonstrates how powerful a motivating force role-playing can become for the actors as well as the audience. There are presently teams in many different countries using different languages who put on an unrehearsed game for countless spectators and the appeal is only growing.
Drama as a Powerful Teaching Tool
In the ESL/EFL classroom, role-playing is a powerful tool. It teaches cooperation, empathy for others, decision making skills and encourages an exchange of knowledge between the students. These aspects alone make role-playing beneficial because the students are learning from each other. Yet, there are many other positive aspects to the role-playing. Apart from the obvious development of communication skills, it encourages leadership, team work, compromise, authentic listening skills and practice with real life savior-faire. However, it does not stop there. It teaches cooperation, empathy, develops decision making skills, promotes the exchange of knowledge, builds confidence and self-esteem, refines presentation skills, encourages self-acceptance and acceptance of others, features of empowerment, pride in work, responsibility, problem solving, management and organizational skills, begets creativity and imagination.
A good drama teacher can use the practice with role-playing to contribute to the self-esteem of the students, build their confidence in using the target language (English) as well as develop many of the skills mentioned above which will carry over to real life. It is certain that self-acceptance can be encouraged in subtle ways and acceptance of others.
Drama has the potential to empower the students, give them many opportunities to have pride in their work, it teaches them responsibility, problem solving, management and directing proficiencies. The many activities of team work force students to develop organizational skills and to think on their feet. These are tools that can be used in all aspects of their lives. These skills will be useful in the future job market when the students need to work with others or even in the future job interview when the potential employer asks an unexpected question and you need to think quickly.
Drama Reveals Aspects of the Human Condition
When you think about it, drama is a method to reveal aspects of the human condition, life is nothing more than a grand series of improvisations (Price 1980). Through the games, the students begin to realize the importance of shared space, time, attention, information and ideas. The games spark spontaneity and minimize self-consciousness which often inhibits learning. The games are also good for developing concentration and trust in the classroom. While the students are having all this fun, they are developing skills of coordination, imitation while focusing on the task at hand. The improvisation enables the students to flex their emotional, mental as well as physical muscles in a safe and controlled setting. A good example of this was a role-play one group performed where they displayed their displeasure with the school principal. There was no harm done and all the students were feeling the same.
Final Reflections on Improvisations and Benefits of Drama
'Improvisation, then, is an organic experience where skills are constantly being refined. In particular, students develop an increasing facility to meet changing or unknown stimuli with immediate responses. Ideally, improvisation leads to a blending; the students create the personality traits as he/she simultaneously identifies with the character as it evolves. Obviously, the teacher-director should never lose sight of the metamorphic and highly personal nature of improvisation; therefore, there must never be the question of success or failure.' (Price, p. 6)
Drama in its purest form gives the student several avenues to self-awareness. It is one of the closest literary forms to life itself. It is a dynamic process that reveals and examines aspects of the complicated lives we lead (Price 1980). All of this leads me to believe that there are many subtle benefits to drama in the ESL classroom.
The benefits of drama to develop the imagination should not be undervalued. In our rote school routines of memorization and compulsory subject matter, we sometimes do not spend enough time on encouraging our students to use their imagination. It is the spark that makes the ordinary into something incredible. Imagination is the magic force that is beyond facts, figures and techniques which can inspire new ideas. It is with imagination that the ordinary is transformed into something significant. There is a need to cultivate this trait in our students. Imagination is closely linked to dreams and inspire us to get up every morning. Drama has the capability to keep this alive and/or rekindle what our routine daily lives are burying in ourselves. We need imagination to make a better world. In order to accomplish anything worthwhile, we first need to imagine and dream it. We should not neglect this facet of human sentience. It may seem like a trivial point, but dreams without imagination would be like life without colour. We would all be worse off without it.
The Power of Transformation with Drama
We all present ourselves in everyday life as we want to be perceived. Erving Goffman (1958) talks in detail about how we present ourselves in everyday life from a sociological perspective. We are all acting out theatrical performances to present ourselves in regard to how we wish to be seen. When we are in the presence of others, we are to some extent on stage. We will act and communicate in our own interests to influence the people around us to act voluntarily in accordance with the individuals plans (Goffman,1959). We are in essence, recreating ourselves all the time as our social world evolves. In everyday life, first impressions are so very important. So, how we are perceived often depends on a blink of a moment which may define us for a long period if not forever. Our communication skills are so important in how we are seen by others. Our words and body language project subtle messages to those around us and others respond in accordance to what they perceive as "us". In life, we are all playing many roles, therefore, we are wearing many masks.
In a sense, and in so far as this mask represents the conception we have formed of ourselves- the role we are striving to live up to- this mask is our truer self, the self we would like to be (Goffman, p.30).
We know that an individual will attempt to induce the audience to see them in a certain way. The more convincing we are in our own roles only help to create the persona that we wish for. The better we are at communicating our ideas helps ourselves to become who we want to be.
Therefore, it makes sense that dramatic skills can help us become the person we want to be. In this way, drama has a wider reach than simply making us more fluent in a second language. It has the potential of making our lives better as we will be better understood and may help us become the people we want to be. Drama is all about how we present ourselves. If the student can communicate better, the more likely others will see him/her as he/she wishes to be seen. Therefore, the skills of drama can help the student become the person that he/she wants to be.
References
•Goffman, Erving (1959), The Presentation of Self in Everyday Life. Penguin Books, London.
•Holden, Susan (1981): Drama in Language Teaching. Essex: Longman
•Johnstone, Keith (1999), Impro for Storytellers. Routledge Taylor and Francis Group, NewYork
•Kao, shin-Mei and Cecily O’Neill. (1998) Words Into Worlds, Learning a Second Language through Process Drama. Ablex Publishing corp. Stamford, USA.
•Maley, Alan and Alan Duff. Drama techniques in Language Learning. Cambridge University Press, Cambridge. 1982.
•McCaslin, Nellie (1996). Creative Drama in the Classroom and Beyond. London, Longman Publishers
•Morrow, Keith (1981): Principles of communicative methodology. In: Johnson, Keith / Morrow, Keith (eds.): Communication in the Classroom. London and New York: Longman
•Price, Pamela (1980). Creative Play Production in the Classroom. Yale, Yale Publishers.
•Royka, Judith (2002). Overcoming the Fear of Using Drama in English Language Teaching. The Internet TESL Journal, vol.8, #6, June 2002.
http://iteslj.org/Articles/Royka-Drama.html
•Sam, Wan Yee (1990) Drama in Teaching English as a Second Language- a Communicative Approach. The English Teacher, vol. 9, July 1990. Malaya.
•Spolin, Viola (1986). Theatre Games For the Classroom. Northwestern University Press, Evanston, Illinois
•Wessels, Charlyn (1987). Drama. Oxford, Oxford University Press.
•Whiteson, Valerie (1996). New Ways of Using Drama and Literature in Language Teaching. Alexandria,VA., TESOL.
--------------------------------------------------------------------------------
The Internet TESL Journal, Vol. XVI, No. 1, January 2010
http://iteslj.org/
Thursday, May 26, 2011
Two Activities for Fostering Autonomous Learning
Two Activities for Fostering Autonomous Learning
Galina Kavaliauskiene
Law University of Lithuania (Vilnius, Lithuania)
Introduction
Successful language learning entails learner motivation, cooperation and empathy. Naturally, this approach places emphasis on learner development. There are a number of stages in the learner development process. The uppermost stages include raising language awareness (how learners can contribute to their own learning), changing learning strategies (self-monitoring, responding to peers, etc.), and, finally, assuming responsibility for their own learning. The last stage implies transferring some traditional teacher's roles to learners which allows them to become more independent (Kavaliauskiene, 2002).
This paper describes two activities that can encourage learners' development towards autonomy by motivating and involving students in class activities, producing classroom materials and using them in class.
Checking and Correcting Homework
LEVEL: post-elementary & above
OBJECTIVES: peer-/self-assessment, developing autonomy, learner cooperation & interaction, recycling vocabulary
TARGET LANGUAGE : vocabulary / grammar review
MATERIALS: homework (done individually outside class)
IMPLEMENTATION
PROCEDURE: whole class interaction or in small groups
TIME LIMIT: about 10 minutes
This activity transfers a common teacher's role to learners, encourages their cooperation, interaction, assessment and recycling earlier covered material. It can be used as a warm-up activity at the beginning or as a revision task at the end of the class.
Ask one of the students to start the activity by appointing a speaker who will provide an answer to the first question. If the answer is correct, this student asks somebody else to answer the next question, and so on. If the answer is wrong, the teacher's role is taken by any student who provides the right answer.
The activity works even better if you divide class into teams (3 to 5 students on a team), let students choose the names for their teams (lions, tigers, snails, etc.) and set up the implementation procedure in the same way as described above with one exception - nobody 'plays' teacher's role. Teams do all the checking in turns. Students have more fun this way.
In this activity, all students have opportunity to speak out and argue their points. The teacher is nearly redundant: his/her role is to monitor students' performance. The teacher's interference might be necessary in case of tricky questions, i.e. if learners are unable to come up with a right answer.
Useful Tips
It is advisable, however, instead of prompting the right answer to give learners some tips that might help them produce the correct answer. Usually someone in class does.
At lower levels, students might lack self-confidence to use English. If learners feel like using their first language, do not discourage them. Let students become familiar with activity and feel comfortable and secure.
Alternatives
This activity can be used for peer-checking of progress tests administered by teachers. Having administered a few versions (to avoid cheating) of progress tests, ask students to exchange their worksheets, correct their peer's work and allow them to grade it. Learners enjoy playing teachers!
Next, let students discuss their performance by working in pairs or small groups. The teacher's role is to monitor pairs' work and give advice if necessary.
Useful Tip
Avoid 'denouncing' students for making mistakes. The damage to a student's reputation might be irreparable. Individual counseling is preferable.
Student-produced Tests
LEVEL: elementary & above
OBJECTIVES: peer-assessment, self-assessment, producing materials, reflection on usage, interaction, recycling grammar/vocabulary
TARGET LANGUAGE: vocabulary, grammar, word-building, matching words& definitions
MATERIALS: handouts, worksheets, transparencies from
web-based, authentic or textbook materials
IMPLEMENTATION
PROCEDURE: work in pairs / small groups / whole class discussion
TIME LIMIT: flexible
The choice of materials that students can use for producing tests for their peers depends on their level. Higher level students are apt to create a variety of exercises (word-building, gap-filling, language in use, matching words and definitions) and use authentic materials. Lower level students prefer to produce grammar exercises similar to ones in their textbooks.
For students, making their own tests is an extremely motivating activity, which also has an element of self-study and self-assessment. Learners are bound to reflect on the items they have chosen for testing
In class, learners hand out worksheets to their peers, set a time limit and provide assistance if needed. The outcome is discussed either between groups or in the whole class.
The teacher's role is to monitor learners' activities in pairs or small groups unobtrusively. Intervention is unnecessary unless learners need assistance.
Useful Tip
It is advisable to check and correct mistakes on the learners' worksheets before they are handed out to their peers.
Tests might be presented on transparencies and implemented as a whole class activity (provided an overhead projector is available in the classroom).
Reference
Kavaliauskiene, G. Three Activities to Promote Learner's Autonomy. The Internet TESL Journal. Vol. VIII, No. 7, July 2002. http://iteslj.org/Techniques/Kavaliauskiene-Autonomy/
--------------------------------------------------------------------------------
The Internet TESL Journal, Vol. IX, No. 7, July 2003
http://iteslj.org/
Galina Kavaliauskiene
Law University of Lithuania (Vilnius, Lithuania)
Introduction
Successful language learning entails learner motivation, cooperation and empathy. Naturally, this approach places emphasis on learner development. There are a number of stages in the learner development process. The uppermost stages include raising language awareness (how learners can contribute to their own learning), changing learning strategies (self-monitoring, responding to peers, etc.), and, finally, assuming responsibility for their own learning. The last stage implies transferring some traditional teacher's roles to learners which allows them to become more independent (Kavaliauskiene, 2002).
This paper describes two activities that can encourage learners' development towards autonomy by motivating and involving students in class activities, producing classroom materials and using them in class.
Checking and Correcting Homework
LEVEL: post-elementary & above
OBJECTIVES: peer-/self-assessment, developing autonomy, learner cooperation & interaction, recycling vocabulary
TARGET LANGUAGE : vocabulary / grammar review
MATERIALS: homework (done individually outside class)
IMPLEMENTATION
PROCEDURE: whole class interaction or in small groups
TIME LIMIT: about 10 minutes
This activity transfers a common teacher's role to learners, encourages their cooperation, interaction, assessment and recycling earlier covered material. It can be used as a warm-up activity at the beginning or as a revision task at the end of the class.
Ask one of the students to start the activity by appointing a speaker who will provide an answer to the first question. If the answer is correct, this student asks somebody else to answer the next question, and so on. If the answer is wrong, the teacher's role is taken by any student who provides the right answer.
The activity works even better if you divide class into teams (3 to 5 students on a team), let students choose the names for their teams (lions, tigers, snails, etc.) and set up the implementation procedure in the same way as described above with one exception - nobody 'plays' teacher's role. Teams do all the checking in turns. Students have more fun this way.
In this activity, all students have opportunity to speak out and argue their points. The teacher is nearly redundant: his/her role is to monitor students' performance. The teacher's interference might be necessary in case of tricky questions, i.e. if learners are unable to come up with a right answer.
Useful Tips
It is advisable, however, instead of prompting the right answer to give learners some tips that might help them produce the correct answer. Usually someone in class does.
At lower levels, students might lack self-confidence to use English. If learners feel like using their first language, do not discourage them. Let students become familiar with activity and feel comfortable and secure.
Alternatives
This activity can be used for peer-checking of progress tests administered by teachers. Having administered a few versions (to avoid cheating) of progress tests, ask students to exchange their worksheets, correct their peer's work and allow them to grade it. Learners enjoy playing teachers!
Next, let students discuss their performance by working in pairs or small groups. The teacher's role is to monitor pairs' work and give advice if necessary.
Useful Tip
Avoid 'denouncing' students for making mistakes. The damage to a student's reputation might be irreparable. Individual counseling is preferable.
Student-produced Tests
LEVEL: elementary & above
OBJECTIVES: peer-assessment, self-assessment, producing materials, reflection on usage, interaction, recycling grammar/vocabulary
TARGET LANGUAGE: vocabulary, grammar, word-building, matching words& definitions
MATERIALS: handouts, worksheets, transparencies from
web-based, authentic or textbook materials
IMPLEMENTATION
PROCEDURE: work in pairs / small groups / whole class discussion
TIME LIMIT: flexible
The choice of materials that students can use for producing tests for their peers depends on their level. Higher level students are apt to create a variety of exercises (word-building, gap-filling, language in use, matching words and definitions) and use authentic materials. Lower level students prefer to produce grammar exercises similar to ones in their textbooks.
For students, making their own tests is an extremely motivating activity, which also has an element of self-study and self-assessment. Learners are bound to reflect on the items they have chosen for testing
In class, learners hand out worksheets to their peers, set a time limit and provide assistance if needed. The outcome is discussed either between groups or in the whole class.
The teacher's role is to monitor learners' activities in pairs or small groups unobtrusively. Intervention is unnecessary unless learners need assistance.
Useful Tip
It is advisable to check and correct mistakes on the learners' worksheets before they are handed out to their peers.
Tests might be presented on transparencies and implemented as a whole class activity (provided an overhead projector is available in the classroom).
Reference
Kavaliauskiene, G. Three Activities to Promote Learner's Autonomy. The Internet TESL Journal. Vol. VIII, No. 7, July 2002. http://iteslj.org/Techniques/Kavaliauskiene-Autonomy/
--------------------------------------------------------------------------------
The Internet TESL Journal, Vol. IX, No. 7, July 2003
http://iteslj.org/
The Benefits of Using Drama in the ESL/EFL Classroom
The Benefits of Using Drama in the ESL/EFL Classroom
Chris Boudreault
(Lac La Biche, Canada)
As an English teacher, I have often been amazed at how effective drama is to capture the attention of the students in the ESL/EFL classroom. Drama activities would sometimes have surprising and unexpected results. ESL/EFL professionals need to use this medium more because the artificial world of the classroom can be transformed into a quasi-real language situation and provides an endless amount of opportunities for student’s personal growth. We cannot only teach grammar and phonetics with drama but also it has the power to transform the actors as well as the audience. We shouldn’t underestimate this powerful teaching tool to reach our students.
Introduction
William Shakespeare claimed that
All the world's a stage,
And all the men and women merely players;
They have their exits and their entrances,
And one man in his time plays many parts,
His acts being seven ages.
As You Like It Act 2, scene 7, 139–143
If so, then maybe we need to use drama more in the schools. Using drama in the ESL classroom is not a new concept. Drama provides an excellent platform for exploring theoretical and practical aspects of the English language (Whiteson,1996). The improvisation aspect of drama gives students opportunities for developing their communicative skills in authentic and dynamic situations. By using drama in the English classroom, we can use English with our students in intriguing and useful ways. The language can be used in context and makes it come to life. Drama has the potential of making the learning experience fun for the students and even memorable because it is interactive and visual.
There are many studies about using drama to learn English. Wan Yee Sam talks about the communicative approach, drama techniques, value of drama in education, advantages and disadvantages (Sam,1990). Alan Maley and Alan Duff are classic sources for the benefits of using drama techniques; how it helps to learn new vocabulary, builds confidence, motivates the students and helps shift the focus from the teacher to the students (Maley,1982). Drama is a special communication situation which makes considerable demands on the flexibility and skills of the teacher (Kao,1998). We have Morrow (1981) who gives some guiding principles behind the use of the communicative activities. Susan Holden (1981) adds some definitions as to what drama is and how it provides opportunities for a person to express themselves. The personal nature of improvisation provides many outlets for self-expression. We even hear that children need to play as an important developmental process.
Benefits of Using Drama
This is all very relevant information concerning using drama in the ESL/EFL classroom. We can sum up the benefits of drama in language teaching as follows:
•the acquisition of meaningful, fluent interaction in the target language;
•the assimilation of a whole range of pronunciation and prosodic features in a fully contextualized and interactional manner;
•the fully contextualized acquisition of new vocabulary and structure;
•an improved sense of confidence in the student in his or her ability to learn the target language.” (Wessels, p.10).
Drama puts the teacher in the role of supporter in the learning process and the students can take more responsibility for their own learning. Ideally, the teacher will take a less dominant role in the language class and let the students explore the language activities. In the student centered classroom, every student is a potential teacher for the group.
Drama for second language learners can provide an opportunity to develop the imagination of the students. The students can go beyond the here and now and even 'walk in the shoes' of another. It provides an opportunity for independent thinking (McCaslin 1996). Students are encouraged to express their own ideas and contribute to the whole. Creative drama will offer exercises in critical thinking and the chance for the students to be creative. A good example of this is role-plays in small groups The ESL/EFL group will have many situations where they can develop their own ideas as well as skills of cooperation when interacting with classmates. The group work builds social awareness and understanding as we walk in the 'shoes of another'. Drama gives an excellent method for studying human nature and working in harmony. The play acting provides the opportunity for a healthy release of emotion in a safe setting which can work to relieve the tension of learning in a second language.
Drama Brings Literature to Life
Most teachers see the value of drama in offering training in speech. What is not obvious is how even abstract learning is easier when acted or demonstrated. Drama can also be used to bring literature to life for the students. It is more dynamic than simple text and helps the visual learners as well as recycles new vocabulary. While drama does have a characteristic of recreation, the fun aspect should not be under-estimated. When the students are enjoying an activity, they are learning and letting their guard down. The shyness and fear of using English very often blocks learning. When the students are submerged in an active fun activity, they are more open to new concepts and learning will occur. When the students are having fun, they let their second language guard down and become less inhibited. The student will tend to relax and stop blocking out the new language. They will forget how hard it is and start absorbing the ideas presented. Changing the students’ perception of the language learning from a negative to a positive is a huge plus for the learning process.
A good example of the attributes of drama being used outside the classroom is the game of theatre sports. Starting out in Loose Moose Theatre Company in Calgary, Canada (Johnstone,1999). This drama activity has grown to become an international endeavour, taken up by practitioners the world over, which involves the audience as much as the actors in creating a very spontaneous event. Theatre sports demonstrates how powerful a motivating force role-playing can become for the actors as well as the audience. There are presently teams in many different countries using different languages who put on an unrehearsed game for countless spectators and the appeal is only growing.
Drama as a Powerful Teaching Tool
In the ESL/EFL classroom, role-playing is a powerful tool. It teaches cooperation, empathy for others, decision making skills and encourages an exchange of knowledge between the students. These aspects alone make role-playing beneficial because the students are learning from each other. Yet, there are many other positive aspects to the role-playing. Apart from the obvious development of communication skills, it encourages leadership, team work, compromise, authentic listening skills and practice with real life savior-faire. However, it does not stop there. It teaches cooperation, empathy, develops decision making skills, promotes the exchange of knowledge, builds confidence and self-esteem, refines presentation skills, encourages self-acceptance and acceptance of others, features of empowerment, pride in work, responsibility, problem solving, management and organizational skills, begets creativity and imagination.
A good drama teacher can use the practice with role-playing to contribute to the self-esteem of the students, build their confidence in using the target language (English) as well as develop many of the skills mentioned above which will carry over to real life. It is certain that self-acceptance can be encouraged in subtle ways and acceptance of others.
Drama has the potential to empower the students, give them many opportunities to have pride in their work, it teaches them responsibility, problem solving, management and directing proficiencies. The many activities of team work force students to develop organizational skills and to think on their feet. These are tools that can be used in all aspects of their lives. These skills will be useful in the future job market when the students need to work with others or even in the future job interview when the potential employer asks an unexpected question and you need to think quickly.
Drama Reveals Aspects of the Human Condition
When you think about it, drama is a method to reveal aspects of the human condition, life is nothing more than a grand series of improvisations (Price 1980). Through the games, the students begin to realize the importance of shared space, time, attention, information and ideas. The games spark spontaneity and minimize self-consciousness which often inhibits learning. The games are also good for developing concentration and trust in the classroom. While the students are having all this fun, they are developing skills of coordination, imitation while focusing on the task at hand. The improvisation enables the students to flex their emotional, mental as well as physical muscles in a safe and controlled setting. A good example of this was a role-play one group performed where they displayed their displeasure with the school principal. There was no harm done and all the students were feeling the same.
Final Reflections on Improvisations and Benefits of Drama
'Improvisation, then, is an organic experience where skills are constantly being refined. In particular, students develop an increasing facility to meet changing or unknown stimuli with immediate responses. Ideally, improvisation leads to a blending; the students create the personality traits as he/she simultaneously identifies with the character as it evolves. Obviously, the teacher-director should never lose sight of the metamorphic and highly personal nature of improvisation; therefore, there must never be the question of success or failure.' (Price, p. 6)
Drama in its purest form gives the student several avenues to self-awareness. It is one of the closest literary forms to life itself. It is a dynamic process that reveals and examines aspects of the complicated lives we lead (Price 1980). All of this leads me to believe that there are many subtle benefits to drama in the ESL classroom.
The benefits of drama to develop the imagination should not be undervalued. In our rote school routines of memorization and compulsory subject matter, we sometimes do not spend enough time on encouraging our students to use their imagination. It is the spark that makes the ordinary into something incredible. Imagination is the magic force that is beyond facts, figures and techniques which can inspire new ideas. It is with imagination that the ordinary is transformed into something significant. There is a need to cultivate this trait in our students. Imagination is closely linked to dreams and inspire us to get up every morning. Drama has the capability to keep this alive and/or rekindle what our routine daily lives are burying in ourselves. We need imagination to make a better world. In order to accomplish anything worthwhile, we first need to imagine and dream it. We should not neglect this facet of human sentience. It may seem like a trivial point, but dreams without imagination would be like life without colour. We would all be worse off without it.
The Power of Transformation with Drama
We all present ourselves in everyday life as we want to be perceived. Erving Goffman (1958) talks in detail about how we present ourselves in everyday life from a sociological perspective. We are all acting out theatrical performances to present ourselves in regard to how we wish to be seen. When we are in the presence of others, we are to some extent on stage. We will act and communicate in our own interests to influence the people around us to act voluntarily in accordance with the individuals plans (Goffman,1959). We are in essence, recreating ourselves all the time as our social world evolves. In everyday life, first impressions are so very important. So, how we are perceived often depends on a blink of a moment which may define us for a long period if not forever. Our communication skills are so important in how we are seen by others. Our words and body language project subtle messages to those around us and others respond in accordance to what they perceive as "us". In life, we are all playing many roles, therefore, we are wearing many masks.
In a sense, and in so far as this mask represents the conception we have formed of ourselves- the role we are striving to live up to- this mask is our truer self, the self we would like to be (Goffman, p.30).
We know that an individual will attempt to induce the audience to see them in a certain way. The more convincing we are in our own roles only help to create the persona that we wish for. The better we are at communicating our ideas helps ourselves to become who we want to be.
Therefore, it makes sense that dramatic skills can help us become the person we want to be. In this way, drama has a wider reach than simply making us more fluent in a second language. It has the potential of making our lives better as we will be better understood and may help us become the people we want to be. Drama is all about how we present ourselves. If the student can communicate better, the more likely others will see him/her as he/she wishes to be seen. Therefore, the skills of drama can help the student become the person that he/she wants to be.
References
•Goffman, Erving (1959), The Presentation of Self in Everyday Life. Penguin Books, London.
•Holden, Susan (1981): Drama in Language Teaching. Essex: Longman
•Johnstone, Keith (1999), Impro for Storytellers. Routledge Taylor and Francis Group, NewYork
•Kao, shin-Mei and Cecily O’Neill. (1998) Words Into Worlds, Learning a Second Language through Process Drama. Ablex Publishing corp. Stamford, USA.
•Maley, Alan and Alan Duff. Drama techniques in Language Learning. Cambridge University Press, Cambridge. 1982.
•McCaslin, Nellie (1996). Creative Drama in the Classroom and Beyond. London, Longman Publishers
•Morrow, Keith (1981): Principles of communicative methodology. In: Johnson, Keith / Morrow, Keith (eds.): Communication in the Classroom. London and New York: Longman
•Price, Pamela (1980). Creative Play Production in the Classroom. Yale, Yale Publishers.
•Royka, Judith (2002). Overcoming the Fear of Using Drama in English Language Teaching. The Internet TESL Journal, vol.8, #6, June 2002.
http://iteslj.org/Articles/Royka-Drama.html
•Sam, Wan Yee (1990) Drama in Teaching English as a Second Language- a Communicative Approach. The English Teacher, vol. 9, July 1990. Malaya.
•Spolin, Viola (1986). Theatre Games For the Classroom. Northwestern University Press, Evanston, Illinois
•Wessels, Charlyn (1987). Drama. Oxford, Oxford University Press.
•Whiteson, Valerie (1996). New Ways of Using Drama and Literature in Language Teaching. Alexandria,VA., TESOL.
--------------------------------------------------------------------------------
The Internet TESL Journal, Vol. XVI, No. 1, January 2010
http://iteslj.org/
Chris Boudreault
(Lac La Biche, Canada)
As an English teacher, I have often been amazed at how effective drama is to capture the attention of the students in the ESL/EFL classroom. Drama activities would sometimes have surprising and unexpected results. ESL/EFL professionals need to use this medium more because the artificial world of the classroom can be transformed into a quasi-real language situation and provides an endless amount of opportunities for student’s personal growth. We cannot only teach grammar and phonetics with drama but also it has the power to transform the actors as well as the audience. We shouldn’t underestimate this powerful teaching tool to reach our students.
Introduction
William Shakespeare claimed that
All the world's a stage,
And all the men and women merely players;
They have their exits and their entrances,
And one man in his time plays many parts,
His acts being seven ages.
As You Like It Act 2, scene 7, 139–143
If so, then maybe we need to use drama more in the schools. Using drama in the ESL classroom is not a new concept. Drama provides an excellent platform for exploring theoretical and practical aspects of the English language (Whiteson,1996). The improvisation aspect of drama gives students opportunities for developing their communicative skills in authentic and dynamic situations. By using drama in the English classroom, we can use English with our students in intriguing and useful ways. The language can be used in context and makes it come to life. Drama has the potential of making the learning experience fun for the students and even memorable because it is interactive and visual.
There are many studies about using drama to learn English. Wan Yee Sam talks about the communicative approach, drama techniques, value of drama in education, advantages and disadvantages (Sam,1990). Alan Maley and Alan Duff are classic sources for the benefits of using drama techniques; how it helps to learn new vocabulary, builds confidence, motivates the students and helps shift the focus from the teacher to the students (Maley,1982). Drama is a special communication situation which makes considerable demands on the flexibility and skills of the teacher (Kao,1998). We have Morrow (1981) who gives some guiding principles behind the use of the communicative activities. Susan Holden (1981) adds some definitions as to what drama is and how it provides opportunities for a person to express themselves. The personal nature of improvisation provides many outlets for self-expression. We even hear that children need to play as an important developmental process.
Benefits of Using Drama
This is all very relevant information concerning using drama in the ESL/EFL classroom. We can sum up the benefits of drama in language teaching as follows:
•the acquisition of meaningful, fluent interaction in the target language;
•the assimilation of a whole range of pronunciation and prosodic features in a fully contextualized and interactional manner;
•the fully contextualized acquisition of new vocabulary and structure;
•an improved sense of confidence in the student in his or her ability to learn the target language.” (Wessels, p.10).
Drama puts the teacher in the role of supporter in the learning process and the students can take more responsibility for their own learning. Ideally, the teacher will take a less dominant role in the language class and let the students explore the language activities. In the student centered classroom, every student is a potential teacher for the group.
Drama for second language learners can provide an opportunity to develop the imagination of the students. The students can go beyond the here and now and even 'walk in the shoes' of another. It provides an opportunity for independent thinking (McCaslin 1996). Students are encouraged to express their own ideas and contribute to the whole. Creative drama will offer exercises in critical thinking and the chance for the students to be creative. A good example of this is role-plays in small groups The ESL/EFL group will have many situations where they can develop their own ideas as well as skills of cooperation when interacting with classmates. The group work builds social awareness and understanding as we walk in the 'shoes of another'. Drama gives an excellent method for studying human nature and working in harmony. The play acting provides the opportunity for a healthy release of emotion in a safe setting which can work to relieve the tension of learning in a second language.
Drama Brings Literature to Life
Most teachers see the value of drama in offering training in speech. What is not obvious is how even abstract learning is easier when acted or demonstrated. Drama can also be used to bring literature to life for the students. It is more dynamic than simple text and helps the visual learners as well as recycles new vocabulary. While drama does have a characteristic of recreation, the fun aspect should not be under-estimated. When the students are enjoying an activity, they are learning and letting their guard down. The shyness and fear of using English very often blocks learning. When the students are submerged in an active fun activity, they are more open to new concepts and learning will occur. When the students are having fun, they let their second language guard down and become less inhibited. The student will tend to relax and stop blocking out the new language. They will forget how hard it is and start absorbing the ideas presented. Changing the students’ perception of the language learning from a negative to a positive is a huge plus for the learning process.
A good example of the attributes of drama being used outside the classroom is the game of theatre sports. Starting out in Loose Moose Theatre Company in Calgary, Canada (Johnstone,1999). This drama activity has grown to become an international endeavour, taken up by practitioners the world over, which involves the audience as much as the actors in creating a very spontaneous event. Theatre sports demonstrates how powerful a motivating force role-playing can become for the actors as well as the audience. There are presently teams in many different countries using different languages who put on an unrehearsed game for countless spectators and the appeal is only growing.
Drama as a Powerful Teaching Tool
In the ESL/EFL classroom, role-playing is a powerful tool. It teaches cooperation, empathy for others, decision making skills and encourages an exchange of knowledge between the students. These aspects alone make role-playing beneficial because the students are learning from each other. Yet, there are many other positive aspects to the role-playing. Apart from the obvious development of communication skills, it encourages leadership, team work, compromise, authentic listening skills and practice with real life savior-faire. However, it does not stop there. It teaches cooperation, empathy, develops decision making skills, promotes the exchange of knowledge, builds confidence and self-esteem, refines presentation skills, encourages self-acceptance and acceptance of others, features of empowerment, pride in work, responsibility, problem solving, management and organizational skills, begets creativity and imagination.
A good drama teacher can use the practice with role-playing to contribute to the self-esteem of the students, build their confidence in using the target language (English) as well as develop many of the skills mentioned above which will carry over to real life. It is certain that self-acceptance can be encouraged in subtle ways and acceptance of others.
Drama has the potential to empower the students, give them many opportunities to have pride in their work, it teaches them responsibility, problem solving, management and directing proficiencies. The many activities of team work force students to develop organizational skills and to think on their feet. These are tools that can be used in all aspects of their lives. These skills will be useful in the future job market when the students need to work with others or even in the future job interview when the potential employer asks an unexpected question and you need to think quickly.
Drama Reveals Aspects of the Human Condition
When you think about it, drama is a method to reveal aspects of the human condition, life is nothing more than a grand series of improvisations (Price 1980). Through the games, the students begin to realize the importance of shared space, time, attention, information and ideas. The games spark spontaneity and minimize self-consciousness which often inhibits learning. The games are also good for developing concentration and trust in the classroom. While the students are having all this fun, they are developing skills of coordination, imitation while focusing on the task at hand. The improvisation enables the students to flex their emotional, mental as well as physical muscles in a safe and controlled setting. A good example of this was a role-play one group performed where they displayed their displeasure with the school principal. There was no harm done and all the students were feeling the same.
Final Reflections on Improvisations and Benefits of Drama
'Improvisation, then, is an organic experience where skills are constantly being refined. In particular, students develop an increasing facility to meet changing or unknown stimuli with immediate responses. Ideally, improvisation leads to a blending; the students create the personality traits as he/she simultaneously identifies with the character as it evolves. Obviously, the teacher-director should never lose sight of the metamorphic and highly personal nature of improvisation; therefore, there must never be the question of success or failure.' (Price, p. 6)
Drama in its purest form gives the student several avenues to self-awareness. It is one of the closest literary forms to life itself. It is a dynamic process that reveals and examines aspects of the complicated lives we lead (Price 1980). All of this leads me to believe that there are many subtle benefits to drama in the ESL classroom.
The benefits of drama to develop the imagination should not be undervalued. In our rote school routines of memorization and compulsory subject matter, we sometimes do not spend enough time on encouraging our students to use their imagination. It is the spark that makes the ordinary into something incredible. Imagination is the magic force that is beyond facts, figures and techniques which can inspire new ideas. It is with imagination that the ordinary is transformed into something significant. There is a need to cultivate this trait in our students. Imagination is closely linked to dreams and inspire us to get up every morning. Drama has the capability to keep this alive and/or rekindle what our routine daily lives are burying in ourselves. We need imagination to make a better world. In order to accomplish anything worthwhile, we first need to imagine and dream it. We should not neglect this facet of human sentience. It may seem like a trivial point, but dreams without imagination would be like life without colour. We would all be worse off without it.
The Power of Transformation with Drama
We all present ourselves in everyday life as we want to be perceived. Erving Goffman (1958) talks in detail about how we present ourselves in everyday life from a sociological perspective. We are all acting out theatrical performances to present ourselves in regard to how we wish to be seen. When we are in the presence of others, we are to some extent on stage. We will act and communicate in our own interests to influence the people around us to act voluntarily in accordance with the individuals plans (Goffman,1959). We are in essence, recreating ourselves all the time as our social world evolves. In everyday life, first impressions are so very important. So, how we are perceived often depends on a blink of a moment which may define us for a long period if not forever. Our communication skills are so important in how we are seen by others. Our words and body language project subtle messages to those around us and others respond in accordance to what they perceive as "us". In life, we are all playing many roles, therefore, we are wearing many masks.
In a sense, and in so far as this mask represents the conception we have formed of ourselves- the role we are striving to live up to- this mask is our truer self, the self we would like to be (Goffman, p.30).
We know that an individual will attempt to induce the audience to see them in a certain way. The more convincing we are in our own roles only help to create the persona that we wish for. The better we are at communicating our ideas helps ourselves to become who we want to be.
Therefore, it makes sense that dramatic skills can help us become the person we want to be. In this way, drama has a wider reach than simply making us more fluent in a second language. It has the potential of making our lives better as we will be better understood and may help us become the people we want to be. Drama is all about how we present ourselves. If the student can communicate better, the more likely others will see him/her as he/she wishes to be seen. Therefore, the skills of drama can help the student become the person that he/she wants to be.
References
•Goffman, Erving (1959), The Presentation of Self in Everyday Life. Penguin Books, London.
•Holden, Susan (1981): Drama in Language Teaching. Essex: Longman
•Johnstone, Keith (1999), Impro for Storytellers. Routledge Taylor and Francis Group, NewYork
•Kao, shin-Mei and Cecily O’Neill. (1998) Words Into Worlds, Learning a Second Language through Process Drama. Ablex Publishing corp. Stamford, USA.
•Maley, Alan and Alan Duff. Drama techniques in Language Learning. Cambridge University Press, Cambridge. 1982.
•McCaslin, Nellie (1996). Creative Drama in the Classroom and Beyond. London, Longman Publishers
•Morrow, Keith (1981): Principles of communicative methodology. In: Johnson, Keith / Morrow, Keith (eds.): Communication in the Classroom. London and New York: Longman
•Price, Pamela (1980). Creative Play Production in the Classroom. Yale, Yale Publishers.
•Royka, Judith (2002). Overcoming the Fear of Using Drama in English Language Teaching. The Internet TESL Journal, vol.8, #6, June 2002.
http://iteslj.org/Articles/Royka-Drama.html
•Sam, Wan Yee (1990) Drama in Teaching English as a Second Language- a Communicative Approach. The English Teacher, vol. 9, July 1990. Malaya.
•Spolin, Viola (1986). Theatre Games For the Classroom. Northwestern University Press, Evanston, Illinois
•Wessels, Charlyn (1987). Drama. Oxford, Oxford University Press.
•Whiteson, Valerie (1996). New Ways of Using Drama and Literature in Language Teaching. Alexandria,VA., TESOL.
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The Internet TESL Journal, Vol. XVI, No. 1, January 2010
http://iteslj.org/
Teaching Slang to ESL/EFL Students Using the TV Series Prison Break
Teaching Slang to ESL/EFL Students Using the TV Series Prison Break
Jennifer Louise Teeter
(Kyoto, Japan)
Introduction
Many students in my English as a second Laguage (ESL) classes come to me with questions about the meaning of English words that they have heard on television programs such as Lost and Prison Break, especially colloquial English and slang. Some ESL teachers are reluctant to teach their students slang in class. However, it is important to provide students with an understanding of the usage of colloquial English and an awareness of the existence of slang expressions so they are not discouraged by non-textbook varieties of English. Furthermore, by practicing colloquial English and slang in the classroom setting, students can be spared potential embarrassment in the future by becoming accustomed to using it appropriately.
My students want to understand colloquial English and they watch many television dramas in English. The pilot of the TV series Prison Break was selected to teach students about using American slang.
To introduce my students to some colloquial expressions (such as: ain’t, wanna, gonna, gotta, etc.), I first showed my students a scene from Prison Break where there was not so much slang or colloquial English used. Then I showed the students the following scene that was abundant with colloquial expressions and slang. This way the students could not only follow along with the story line, but also compare the difference in language use.
Scenes Selected
1.The scene with the main character, Michael, and his brother, Lincoln, discussing how Lincoln was “set up” by someone. This scene starts after the first commercial break ten minutes into the program. (Referred to as Scene 1)
2.The next scene where Michael talks with his cell mate, Sucre, about writing a letter to propose to his girlfriend. (Referred to as Scene 2)
Pre-watching Activity
The following discussion questions help students learn vocabulary and phrases that appear in the two scenes they will watch. Depending on the ability of the students to express themselves, you can use these questions with or without a set of answers. Students first discuss in pairs and then are asked to share their thoughts with the rest of the class.
•What words do you think of when you hear the word “prison?”
•What do prisoners do while they are in prison?
•What do you think about executing prisoners?
•How would you feel if your family member was accused of killing a man?
•If you had a significant other and you were sent to prison, how would you continue your relationship?
First Viewing
After the discussion, show the two scenes with English subtitles. Discuss the identities of the characters and their relationships. Ask the students if they can notice any differences in the formality of the English and how it may or may not differ from the language found in textbooks.
Scene 1- Focus
There are two tasks for this scene - matching and fill in the blanks.
•Before watching the scene, have students do the matching activity below in pairs.
•Then have students attempt to fill in the blanks without listening to the scene.
•Play the scene twice. Ask students to fill in the blanks in the dialogue below while watching the scene.
•Once that is completed, the students practice the dialogue with their partners.
Matching
1. deny a motion
2. Swear to me!
3. get it wrong
4. put someone in the ground
5. set the date for something
6. look back on something
7. set someone up
8. I swear to you!
a. Think about the past
b. Please promise me!
c. reject a request for a ruling in court
d. I promise to you!
e. make a mistake
f. choose a date to do something
f. kill someone
Listen and Fill in the Blanks
Lincoln: They ________ the motion.
Michael: Then do it again.
Lincoln: I can’t. That’s it. May 11th. That’s the date man. That’s the day they uh…u know they uh…execute me.
Michael: I know.
Lincoln: I didn’t _______ that man, Michael.
Michael: The evidence says you did.
Lincoln: I don’t care what the evidence _______, I didn’t kill that man.
Michael: Swear to me.
Lincoln: I _______ to you Michael.
Michael: But how did they get it wrong then? The courts, the appeals
Lincoln: Don’t know, don’t know. All I keep _______, looking back on it is that I was set up. And whoever it was who set me up wants me in the ground as quick as possible.
Scene 2- Focus
This scene is a conversation between the main character and his prison mate who is writing a love letter to his fiancé. To prepare for this activity, I transcribed the conversation and then I taped strips of paper with sentences from the dialogue around the classroom.
•To introduce some colloquial expressions to the students, have them transform the language in sentences with colloquial phrases to a variety they usually find in their textbooks. A sample of potential phrases for this activity is provided below.
•Tape sentences from your transcription around the classroom. You can find a sample transcription below. Break the students into groups of three to four students. Designate one student as the note taker. The other three students will be runners. The runners will find the sentences around the classroom, memorize them, and report them back to the note taker who will write the sentences down. The students can use dictionaries or ask the teacher questions about the meaning of unfamiliar words or phrases.
•After all of the phrases have been collected and transcribed by the students, have them try to rearrange the sentences without watching the scene again.
•Next, show the scene again without subtitles and have students rearrange the sentences while listening.
•Finally, have the students practice the dialogue in pairs.
Scene 2 Activity 1- How else can you say these sentences in English?
•I ain’t goin’ to school.
•He don’t wanna go to the store.
•I’m gonna go to school.
•They gotta good idea.
•I’m drivin’ to my house.
•We gotta go home.
Scene 2 Activity 2-Transcript
Sucre: What’s another word for love?
Michael: What’s the context?
Sucre: Oh you know, the "I love you so much I ain’t never knockin’ over another liquor store again" context. Except, you know, classy.
Michael: Hmmmm.
Sucre: I’m proposin’ to my girlfriend if you gotta know.
Michael: In a letter?
Sucre: You gotta better way?
Michael: Face to face works pretty good.
Sucre: This place ain’t exactly da’ romantic spot. I’m gonna have her get on the Stanton Island Ferry. Then once she’s can see the Empire State Building she opens the letter. It’s almost like being there. Except for the fact that I won’t be there.
Michael: Try passion.
Sucre: Oh passion, that’s dope. How do you spell that? P-a-s-h.
Post-Listening Activity
After watching the two scenes and completing the activities, discuss the differences in language in the two dialogues and in what situations colloquial English is usually used and when slang is used. Then have the students write a dialogue in pairs using at least three new vocabulary words or phrases from the dialogues. Have the students share their dialogues with the class and give feedback to the students about the usage of colloquial English and slang. As an extra step, you can have the students exchange dialogues. Have the students change the language in their classmates’ dialogue into language they would find in a typical textbook.
This lesson can also be used as a lead-in to a lesson about capital punishment or other lessons related to crime and prisons.
Conclusion
By watching these scenes from Prison Break, the students could not only witness the use of colloquial English and slang in a natural context, but they had the chance to reflect on their relationships with loved ones and life in prison. They are also provided an opportunity to practice using slang in a safe environment.
Materials
•Prison Break Season 1 DVD (2006) Directed by Paul Scheuring [DVD] 20th Century Fox Television
--------------------------------------------------------------------------------
The Internet TESL Journal, Vol. XVI, No. 1, January 2010
http://iteslj.org/
Jennifer Louise Teeter
(Kyoto, Japan)
Introduction
Many students in my English as a second Laguage (ESL) classes come to me with questions about the meaning of English words that they have heard on television programs such as Lost and Prison Break, especially colloquial English and slang. Some ESL teachers are reluctant to teach their students slang in class. However, it is important to provide students with an understanding of the usage of colloquial English and an awareness of the existence of slang expressions so they are not discouraged by non-textbook varieties of English. Furthermore, by practicing colloquial English and slang in the classroom setting, students can be spared potential embarrassment in the future by becoming accustomed to using it appropriately.
My students want to understand colloquial English and they watch many television dramas in English. The pilot of the TV series Prison Break was selected to teach students about using American slang.
To introduce my students to some colloquial expressions (such as: ain’t, wanna, gonna, gotta, etc.), I first showed my students a scene from Prison Break where there was not so much slang or colloquial English used. Then I showed the students the following scene that was abundant with colloquial expressions and slang. This way the students could not only follow along with the story line, but also compare the difference in language use.
Scenes Selected
1.The scene with the main character, Michael, and his brother, Lincoln, discussing how Lincoln was “set up” by someone. This scene starts after the first commercial break ten minutes into the program. (Referred to as Scene 1)
2.The next scene where Michael talks with his cell mate, Sucre, about writing a letter to propose to his girlfriend. (Referred to as Scene 2)
Pre-watching Activity
The following discussion questions help students learn vocabulary and phrases that appear in the two scenes they will watch. Depending on the ability of the students to express themselves, you can use these questions with or without a set of answers. Students first discuss in pairs and then are asked to share their thoughts with the rest of the class.
•What words do you think of when you hear the word “prison?”
•What do prisoners do while they are in prison?
•What do you think about executing prisoners?
•How would you feel if your family member was accused of killing a man?
•If you had a significant other and you were sent to prison, how would you continue your relationship?
First Viewing
After the discussion, show the two scenes with English subtitles. Discuss the identities of the characters and their relationships. Ask the students if they can notice any differences in the formality of the English and how it may or may not differ from the language found in textbooks.
Scene 1- Focus
There are two tasks for this scene - matching and fill in the blanks.
•Before watching the scene, have students do the matching activity below in pairs.
•Then have students attempt to fill in the blanks without listening to the scene.
•Play the scene twice. Ask students to fill in the blanks in the dialogue below while watching the scene.
•Once that is completed, the students practice the dialogue with their partners.
Matching
1. deny a motion
2. Swear to me!
3. get it wrong
4. put someone in the ground
5. set the date for something
6. look back on something
7. set someone up
8. I swear to you!
a. Think about the past
b. Please promise me!
c. reject a request for a ruling in court
d. I promise to you!
e. make a mistake
f. choose a date to do something
f. kill someone
Listen and Fill in the Blanks
Lincoln: They ________ the motion.
Michael: Then do it again.
Lincoln: I can’t. That’s it. May 11th. That’s the date man. That’s the day they uh…u know they uh…execute me.
Michael: I know.
Lincoln: I didn’t _______ that man, Michael.
Michael: The evidence says you did.
Lincoln: I don’t care what the evidence _______, I didn’t kill that man.
Michael: Swear to me.
Lincoln: I _______ to you Michael.
Michael: But how did they get it wrong then? The courts, the appeals
Lincoln: Don’t know, don’t know. All I keep _______, looking back on it is that I was set up. And whoever it was who set me up wants me in the ground as quick as possible.
Scene 2- Focus
This scene is a conversation between the main character and his prison mate who is writing a love letter to his fiancé. To prepare for this activity, I transcribed the conversation and then I taped strips of paper with sentences from the dialogue around the classroom.
•To introduce some colloquial expressions to the students, have them transform the language in sentences with colloquial phrases to a variety they usually find in their textbooks. A sample of potential phrases for this activity is provided below.
•Tape sentences from your transcription around the classroom. You can find a sample transcription below. Break the students into groups of three to four students. Designate one student as the note taker. The other three students will be runners. The runners will find the sentences around the classroom, memorize them, and report them back to the note taker who will write the sentences down. The students can use dictionaries or ask the teacher questions about the meaning of unfamiliar words or phrases.
•After all of the phrases have been collected and transcribed by the students, have them try to rearrange the sentences without watching the scene again.
•Next, show the scene again without subtitles and have students rearrange the sentences while listening.
•Finally, have the students practice the dialogue in pairs.
Scene 2 Activity 1- How else can you say these sentences in English?
•I ain’t goin’ to school.
•He don’t wanna go to the store.
•I’m gonna go to school.
•They gotta good idea.
•I’m drivin’ to my house.
•We gotta go home.
Scene 2 Activity 2-Transcript
Sucre: What’s another word for love?
Michael: What’s the context?
Sucre: Oh you know, the "I love you so much I ain’t never knockin’ over another liquor store again" context. Except, you know, classy.
Michael: Hmmmm.
Sucre: I’m proposin’ to my girlfriend if you gotta know.
Michael: In a letter?
Sucre: You gotta better way?
Michael: Face to face works pretty good.
Sucre: This place ain’t exactly da’ romantic spot. I’m gonna have her get on the Stanton Island Ferry. Then once she’s can see the Empire State Building she opens the letter. It’s almost like being there. Except for the fact that I won’t be there.
Michael: Try passion.
Sucre: Oh passion, that’s dope. How do you spell that? P-a-s-h.
Post-Listening Activity
After watching the two scenes and completing the activities, discuss the differences in language in the two dialogues and in what situations colloquial English is usually used and when slang is used. Then have the students write a dialogue in pairs using at least three new vocabulary words or phrases from the dialogues. Have the students share their dialogues with the class and give feedback to the students about the usage of colloquial English and slang. As an extra step, you can have the students exchange dialogues. Have the students change the language in their classmates’ dialogue into language they would find in a typical textbook.
This lesson can also be used as a lead-in to a lesson about capital punishment or other lessons related to crime and prisons.
Conclusion
By watching these scenes from Prison Break, the students could not only witness the use of colloquial English and slang in a natural context, but they had the chance to reflect on their relationships with loved ones and life in prison. They are also provided an opportunity to practice using slang in a safe environment.
Materials
•Prison Break Season 1 DVD (2006) Directed by Paul Scheuring [DVD] 20th Century Fox Television
--------------------------------------------------------------------------------
The Internet TESL Journal, Vol. XVI, No. 1, January 2010
http://iteslj.org/
Content-based Business English Course for EFL
Content-based Business English Course for EFL
Yi-chen Chen
National Chengchi University (Taipei, Taiwan)
This course plan is designed for an English for Specific Purposes (ESP) program with a content-based syllabus, and is designed especially for English as a Foreign Language (EFL) learners. Controversial issues—like whether to focus on learning process or product, and the proportion of language and content—are taken into consideration specifically to meet EFL learners’ needs. Learners in the program will use English to complete a business-related task—developing a marketing plan. They will be trained to make a formal oral presentation and to write business documents in formal English.
Introduction
This course plan is designed for English as Specific Purposes (ESP) program with a content-based syllabus, and is designed especially for English as Foreign Language (EFL) learners. In EFL countries, people do not have immediate needs of using L2 learned in their daily lives; one common situation of putting English into use is to utilize it in particular occasions, such as in workplaces because of career needs. Therefore, ESP education is getting popular recently.
Business English—a branch of ESP curriculum—is especially prevalent due to the trend of globalization around the world. As companies are becoming internationalized, employees are required to possess a certain level of English proficiency to raise the competitiveness. The following ESP course design is centered at developing a marketing plan. Controversial issues—like whether to focus on learning process or product, and the proportion of language and content—are taken into consideration specifically to meet EFL learners’ needs. Learners will learn to use English in completing business-related tasks, including giving formal oral presentations and writing business documents.
Theoretical Background
English for Specific Purposes
Since the communicative approach emerged in the late 1960s, being capable of using a language in real-world communication becomes the main objective in the field of language teaching (Richards, 2001). Unlike the traditional Structural Method that focuses on learners’ grammatical competence, Communicative Language Teaching approach (CLT) emphasizes communicative competence—the ability not only to apply the grammatical rules of a language in order to form grammatically correct sentences but also to know when and where to use these sentences and to whom (Richards, Platt & Platt, 1998).
Responding to this new trend, the ESP movement has emerged and put practical concerns of language learning in the first place. Learners of ESP are those who have already mastered general English but still need it for use in their jobs. Therefore, specialized linguistic characteristics of different disciplines are studied and integrated into language teaching syllabus designs. Learners’ needs and expectations, moreover, have become the basic principle for course designs (Richards, 2001).
In terms of ESP course design, a task-based approach is recommended. On the one hand, students in an ESP course are usually adults who come for special needs, such as needs in the workplace; therefore, special constraints might operate in the teaching context, like an unavoidable absence (Cunningworth, 1995, p.133). On the other hand, since an ESP course aims at developing abilities and skills for learners to deal with real-life situations that they would encounter, problem-solving tasks should be the main stream in the courses (Cunningworth, 1995, p.134). As a result, a task which can give learners not only a sense of achievement but opportunities to evaluate their performances against real-world criteria would be important for an ESP course.
Content-based Syllabus
A content-based syllabus, or a topical syllabus, is developed in accordance with the principles of ESP. One common issue of the syllabus design is whether a product or a process should be the main focus. Hutchinson and Waters (1983, as cited in Nunan, 1993, p.49) suggest that the best work in the ESP area usually focuses on a process rather than a product. However, in real world situations, language often acts as a means in the process of completing tasks. Therefore, ESP should pay attention to not only the process of learning, but also the product.
Another issue of content-based syllabi is the way of grading tasks. With ESP and a topical syllabus, an obvious means of grading content is with reference to concepts associated with the subject questions (Nunan, 1993, p.70). However, the crucial point is to let learners understand the relationship between language and content. Therefore, in Mohan’s (1986) model, content facilitates learning not merely through language but also with it; an ESP course could be organized by classroom activities which combines specific practical aspects and general theoretical aspects.
In addition to the above concerns, the balance of content and language is also important. Content should be a vehicle to drive language learning (Hadley, 2001). In a content-based syllabus, the language is the bones and skeleton while the content is the flesh and blood; the language could be seen as a means to complete a content task. Therefore, not only the content but also the four language skills should be taught.
However, unlike ESL countries where learners use the language often in their daily life, in EFL countries, the language is rarely used outside classrooms. It is comparatively easier for ESL learners to master the language in specialized contexts than for EFL learners. Therefore, though students in ESP program are supposed to master general language skills, students in EFL context should give special attention to language skill training.
Course Rationales
The present course design is planned for ESP students. Paying special attention to the issues mentioned above, this course would be designed as a content-based language course program with the following criteria:
•The course is a self-contained program consisting of several modules.
•The process of learning is as important as the product.
•The course would be comprised of many tasks. The tasks are steps to complete the final product.
•The course is sequenced by the steps in accomplishing the final product.
•Language is given more emphasis than content. Four-skill training is integrated into every task.
Descriptions of the Course Designs
Applicable Situations
This program is targeted business-related language training. The course can be implemented in Vocational Training Centers. It can be adopted by local companies that aim at entering international markets or by multinational enterprises that want to improve employees’ language proficiency. The program can also be a part of a school course for College of Commerce in college-level schools. The span of one course program would last twelve weeks, with ten topics covered.
Subjects
Entry and Existing Levels
The target students are adult EFL learners. Their English proficiency level should be better than intermediate. They are required to take an English proficiency test before they enter the program in order to prove that they reach proper proficiency levels. The lowest accepted test scores would be 550 on the TOEIC test, or other equally comparable scores.
In terms of content knowledge, learners who take this program probably have college degrees and have been in the workplace for a couple of years, or they could be college students majoring in business, management, or international trade. They either have real hand-on experiences about business, or they have professional subject knowledge of business.
In terms of language proficiency, learners in the program have reached an intermediate level—the level at which the program starts. The level learners maybe expected to reach at the end of the program would be high-intermediate.
Topics and Materials
The main topic of the program is “marketing.” Subtopics are step-by-step procedures of making a marketing plan. Starting from analyzing current situations of a target company, the program moves on to set up objectives for a business, to investigate targeted markets, and to design marketing tactics; the final step is to prepare emergency measures about market controls.
Since the program is content-based and learners have reached an intermediate level of proficiency, no additional explanation and separate class hours would be given to language instructions. However, during the process of the program, all four skills—reading, listening, speaking, and writing—would be practiced while understanding content, discussing problems, and completing tasks. One article for reading would be given every class; vocabulary would be learned.
In addition, to raise students’ interests and to introduce business cultures from around the world, videos are integrated. By watching videos, students’ listening ability will improve; in addition, the videos can display different business cultures in other countries. In the following plan, the American TV reality show “The Apprentice” is used. The TV series is about a group of people fighting for becoming the apprentice of the millionaire, Donald Trump. They took business tasks and competed with each other; the one who beat all other competitors becomes the apprentice. Each episode is used as a case study.
Course Sequence
The program is self-contained in order to fit businessmen’s uncertain schedules. Therefore, except for the final two weeks which are designed for project presentations, the other ten weeks cover ten different topics. The sequence of the ten topics ia based on the sequence of making a marketing plan. In brief, the course sequence follows the content sequence.
Syllabus Design
Week 1
Topic: Starting from the Beginning—Introduction to Marketing
Content Objectives:
1. To define “marketing.”
2. To develop concepts of marketing.
3. To understand the marketing management process.
Language Objectives:
1. To become familiar with vocabulary.
2. To use a “graphic organizer” in developing ideas.
3. To write paragraphs by using concept maps.
Hand-on: The Apprentice.
1. To become acquainted with the process the competition.
2. Discuss which group wins and why.
3. Use a “graphic organizer” to picture the marketing plans in the episode.
Week 2
Topic: What is a “Marketing Plan”
Lead-in: The Apprentice.
1. Use a “graphic organizer” to picture the marketing plans in the episode.
2. Guess/discuss which group will win and why.
Content Objectives:
1. To figure out elements of a marketing plan.
2. To understand the structures of a marketing plan.
3. To know standard planning frameworks.
Language Objectives:
1. To become familiar with vocabulary.
2. To use words learned in discussion.
Week 3
Topic: Getting to Know How to Analyze Situations
Content Objectives:
1. To know terminology of marketing research
2. To understand the marketing research process
3. To use marketing research techniques and tools.
4. To figure out components of MKIS (Marketing Information Systems).
Language Objectives:
1. To become familiar with vocabulary.
2. To design a marketing research tool, like an interview protocol or questionnaires.
3. To practice using the designed techniques, like a simulated phone interview.
Hand-on:
1. Choose a target product or a service.
2. Develop marketing tools, and conduct a small-scale marketing research.
Week 4
Topic: Understanding Markets—How to Analyze Situations
Content Objectives:
1. To learn situation-analyzing skills and tools, like SWOT analysis, PETS analysis, and Five-Force analysis.
2. To compare and contrast the tools and their uses.
Language Objectives:
1. To learn how to write paragraphs to compare and contrast things.
Hand-on: The Apprentice.
1. Discuss which group wins and why by using the tools in analyzing situations.
Task 1: Marketing Plan Step One: Analysis
1. Pick a company/organization.
2. Find information about the selected company/organization by using marketing research techniques.
Week 5
Topic: Understanding Markets—How to Analyze Situations
Content Objectives:
1. To see examples of SWOT analysis about Starbucks Coffee and Nike.
2. To read and discuss a case study about Kentucky Fried Chicken in Japan.
Language Objectives:
1. To become familiar with vocabulary.
2. To practice scanning and skimming skills while reading.
3. To recognize structures of an article.
Hand-on:
1. Fill out a factual sheet of KFC case study.
Tasks 1: Marketing Plan Step One: Analysis
1. To analyze the target company/organization by using SWOT analysis.
Week 6
Topic: Acting SMART—How to Make a Smart Business Objective
Lead-in: The Apprentice.
Content Objectives:
1. To differentiate “objectives” and “aims or goals”.
2. To know SMART principles of setting up objectives.
Language Objectives:
1. To become familiar with vocabulary.
2. To write objective statements by using dependent clauses.
Task 2. Marketing Plan Step Two: Objective
1. Set up a marketing objective, such as a new product/case to promote.
2. Remember to follow SMART principles.
Week 7
Topic: Playing Strategically—Strategic Development.
Lead-in: The Apprentice.
1. List all advertising and promotion skills used.
2. Analyze strategies and discuss which group would win.
Content Objectives:
1. To introduce the Introduction to Product Life Cycle (PLC)
2. To understand important principles of writing advertising messages.
3. To brainstorm useful and creative marketing tools.
Language Objectives:
1. To learn terminology related to business and marketing.
2. To brainstorm a catchy slogan that ryhmes.
3. To negotiate ideas by using words learned.
Task 3. Marketing Plan Step Three: Strategies and tactics.
1. Develop a suitable plan for promoting the target company/organization.
Week 8
Topic: Everything Under Control—How to Manage a Marketing Plan
Content Objectives:
1. To know the implementation process
2. To understand total quality and marketing
3. To learn how to establish and maintain a relationship with customers.
Language Objectives:
1. To develop an action checklist.
2. To become familiar with vocabulary.
3. To search for inferential information in articles.
Hand-on: The Apprentice.
Task 3. Marketing Plan Step Three: Strategies and Tactics.
Week 9
Topic: Present Well—How to Make an Effective Business Presentation
Content Objectives:
1. To introduce eight secrets for a knockout presentation.
2. To differentiate good and bad PowerPoint presentation designs.
3. To tell the dos and don’ts of effective PowerPoint presentations.
Language Objectives:
1. To learn transitional signals and words used in public speaking.
2. To use business terminology in simulated meetings.
Hands-on: The Apprentice.
1. To analyze the presentations by telling good and bad characteristics.
Task 4: Marketing Plan Stage Four: PowerPoint Presentation
Week 10
Topic: How to Write a Formal Business Proposal
Content Objectives:
1. To see examples of writing a business proposal.
2. To understand the structure and points of a proposal.
Language Objectives:
1. To become familiar with writing business proposals.
2. To recognize appropriate word uses.
3. To recognize correct formats of writing.
Task 5: Marketing Plan Stage Five: Business Proposal Writing
Week 11 & Week 12
Topic: Final Project Presentations.
Content Objectives:
1. To put what was learned into use.
Language Objectives:
1. To use English to present proposals.
Task 6: Final Project Presentation
1. Prepare a PowerPoint presentation and handouts.
2. Prepare all advertisements or other promotional items, such as posters.
Evaluation
The final marketing plan consists of five small tasks. Each task would be 10% of the total grade; five tasks would be 50% of the final grade.
The grade for the final project presentation would be 20% for speaking and 20% for written papers. In terms of speaking, an evaluation sheet would be given to students in advance, so that they could grade other classmates while listening to presentations.
The final written proposal would be evaluated using criteria such as "correctness of grammar," "exactness of word use," "appropriateness of format," and "comprehensibility of delivery."
References
•Cunningworth, A. (1995). Chapter 11. ESP Materials. Choosing Your Coursebook. UK: Heinemann.
•Hadley, A.O. (2001). Teaching Language in Context. Heinle
•Hutchinson, T & Waters, A (1983). English for Specific Purposes. USA: Cambridge University Press
•Mohan, B. (1986). Language and Content. Reading, MA: Addison Wesley.
•Nunan, D. (1993). Chapter 4. Process-oriented syllabus. Syllabus Design. Oxford University Press.
•Richards, J. C. (2001). Curriculum Development in Language Teaching. USA: Cambridge.
•Richards, J.C., Platt, J., & Platt, H. (1998). Longman Dictionary of Language Teaching & Applied Linguistics. London: Longman.
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The Internet TESL Journal, Vol. XVI, No. 1, January 2010
http://iteslj.org/
Yi-chen Chen
National Chengchi University (Taipei, Taiwan)
This course plan is designed for an English for Specific Purposes (ESP) program with a content-based syllabus, and is designed especially for English as a Foreign Language (EFL) learners. Controversial issues—like whether to focus on learning process or product, and the proportion of language and content—are taken into consideration specifically to meet EFL learners’ needs. Learners in the program will use English to complete a business-related task—developing a marketing plan. They will be trained to make a formal oral presentation and to write business documents in formal English.
Introduction
This course plan is designed for English as Specific Purposes (ESP) program with a content-based syllabus, and is designed especially for English as Foreign Language (EFL) learners. In EFL countries, people do not have immediate needs of using L2 learned in their daily lives; one common situation of putting English into use is to utilize it in particular occasions, such as in workplaces because of career needs. Therefore, ESP education is getting popular recently.
Business English—a branch of ESP curriculum—is especially prevalent due to the trend of globalization around the world. As companies are becoming internationalized, employees are required to possess a certain level of English proficiency to raise the competitiveness. The following ESP course design is centered at developing a marketing plan. Controversial issues—like whether to focus on learning process or product, and the proportion of language and content—are taken into consideration specifically to meet EFL learners’ needs. Learners will learn to use English in completing business-related tasks, including giving formal oral presentations and writing business documents.
Theoretical Background
English for Specific Purposes
Since the communicative approach emerged in the late 1960s, being capable of using a language in real-world communication becomes the main objective in the field of language teaching (Richards, 2001). Unlike the traditional Structural Method that focuses on learners’ grammatical competence, Communicative Language Teaching approach (CLT) emphasizes communicative competence—the ability not only to apply the grammatical rules of a language in order to form grammatically correct sentences but also to know when and where to use these sentences and to whom (Richards, Platt & Platt, 1998).
Responding to this new trend, the ESP movement has emerged and put practical concerns of language learning in the first place. Learners of ESP are those who have already mastered general English but still need it for use in their jobs. Therefore, specialized linguistic characteristics of different disciplines are studied and integrated into language teaching syllabus designs. Learners’ needs and expectations, moreover, have become the basic principle for course designs (Richards, 2001).
In terms of ESP course design, a task-based approach is recommended. On the one hand, students in an ESP course are usually adults who come for special needs, such as needs in the workplace; therefore, special constraints might operate in the teaching context, like an unavoidable absence (Cunningworth, 1995, p.133). On the other hand, since an ESP course aims at developing abilities and skills for learners to deal with real-life situations that they would encounter, problem-solving tasks should be the main stream in the courses (Cunningworth, 1995, p.134). As a result, a task which can give learners not only a sense of achievement but opportunities to evaluate their performances against real-world criteria would be important for an ESP course.
Content-based Syllabus
A content-based syllabus, or a topical syllabus, is developed in accordance with the principles of ESP. One common issue of the syllabus design is whether a product or a process should be the main focus. Hutchinson and Waters (1983, as cited in Nunan, 1993, p.49) suggest that the best work in the ESP area usually focuses on a process rather than a product. However, in real world situations, language often acts as a means in the process of completing tasks. Therefore, ESP should pay attention to not only the process of learning, but also the product.
Another issue of content-based syllabi is the way of grading tasks. With ESP and a topical syllabus, an obvious means of grading content is with reference to concepts associated with the subject questions (Nunan, 1993, p.70). However, the crucial point is to let learners understand the relationship between language and content. Therefore, in Mohan’s (1986) model, content facilitates learning not merely through language but also with it; an ESP course could be organized by classroom activities which combines specific practical aspects and general theoretical aspects.
In addition to the above concerns, the balance of content and language is also important. Content should be a vehicle to drive language learning (Hadley, 2001). In a content-based syllabus, the language is the bones and skeleton while the content is the flesh and blood; the language could be seen as a means to complete a content task. Therefore, not only the content but also the four language skills should be taught.
However, unlike ESL countries where learners use the language often in their daily life, in EFL countries, the language is rarely used outside classrooms. It is comparatively easier for ESL learners to master the language in specialized contexts than for EFL learners. Therefore, though students in ESP program are supposed to master general language skills, students in EFL context should give special attention to language skill training.
Course Rationales
The present course design is planned for ESP students. Paying special attention to the issues mentioned above, this course would be designed as a content-based language course program with the following criteria:
•The course is a self-contained program consisting of several modules.
•The process of learning is as important as the product.
•The course would be comprised of many tasks. The tasks are steps to complete the final product.
•The course is sequenced by the steps in accomplishing the final product.
•Language is given more emphasis than content. Four-skill training is integrated into every task.
Descriptions of the Course Designs
Applicable Situations
This program is targeted business-related language training. The course can be implemented in Vocational Training Centers. It can be adopted by local companies that aim at entering international markets or by multinational enterprises that want to improve employees’ language proficiency. The program can also be a part of a school course for College of Commerce in college-level schools. The span of one course program would last twelve weeks, with ten topics covered.
Subjects
Entry and Existing Levels
The target students are adult EFL learners. Their English proficiency level should be better than intermediate. They are required to take an English proficiency test before they enter the program in order to prove that they reach proper proficiency levels. The lowest accepted test scores would be 550 on the TOEIC test, or other equally comparable scores.
In terms of content knowledge, learners who take this program probably have college degrees and have been in the workplace for a couple of years, or they could be college students majoring in business, management, or international trade. They either have real hand-on experiences about business, or they have professional subject knowledge of business.
In terms of language proficiency, learners in the program have reached an intermediate level—the level at which the program starts. The level learners maybe expected to reach at the end of the program would be high-intermediate.
Topics and Materials
The main topic of the program is “marketing.” Subtopics are step-by-step procedures of making a marketing plan. Starting from analyzing current situations of a target company, the program moves on to set up objectives for a business, to investigate targeted markets, and to design marketing tactics; the final step is to prepare emergency measures about market controls.
Since the program is content-based and learners have reached an intermediate level of proficiency, no additional explanation and separate class hours would be given to language instructions. However, during the process of the program, all four skills—reading, listening, speaking, and writing—would be practiced while understanding content, discussing problems, and completing tasks. One article for reading would be given every class; vocabulary would be learned.
In addition, to raise students’ interests and to introduce business cultures from around the world, videos are integrated. By watching videos, students’ listening ability will improve; in addition, the videos can display different business cultures in other countries. In the following plan, the American TV reality show “The Apprentice” is used. The TV series is about a group of people fighting for becoming the apprentice of the millionaire, Donald Trump. They took business tasks and competed with each other; the one who beat all other competitors becomes the apprentice. Each episode is used as a case study.
Course Sequence
The program is self-contained in order to fit businessmen’s uncertain schedules. Therefore, except for the final two weeks which are designed for project presentations, the other ten weeks cover ten different topics. The sequence of the ten topics ia based on the sequence of making a marketing plan. In brief, the course sequence follows the content sequence.
Syllabus Design
Week 1
Topic: Starting from the Beginning—Introduction to Marketing
Content Objectives:
1. To define “marketing.”
2. To develop concepts of marketing.
3. To understand the marketing management process.
Language Objectives:
1. To become familiar with vocabulary.
2. To use a “graphic organizer” in developing ideas.
3. To write paragraphs by using concept maps.
Hand-on: The Apprentice.
1. To become acquainted with the process the competition.
2. Discuss which group wins and why.
3. Use a “graphic organizer” to picture the marketing plans in the episode.
Week 2
Topic: What is a “Marketing Plan”
Lead-in: The Apprentice.
1. Use a “graphic organizer” to picture the marketing plans in the episode.
2. Guess/discuss which group will win and why.
Content Objectives:
1. To figure out elements of a marketing plan.
2. To understand the structures of a marketing plan.
3. To know standard planning frameworks.
Language Objectives:
1. To become familiar with vocabulary.
2. To use words learned in discussion.
Week 3
Topic: Getting to Know How to Analyze Situations
Content Objectives:
1. To know terminology of marketing research
2. To understand the marketing research process
3. To use marketing research techniques and tools.
4. To figure out components of MKIS (Marketing Information Systems).
Language Objectives:
1. To become familiar with vocabulary.
2. To design a marketing research tool, like an interview protocol or questionnaires.
3. To practice using the designed techniques, like a simulated phone interview.
Hand-on:
1. Choose a target product or a service.
2. Develop marketing tools, and conduct a small-scale marketing research.
Week 4
Topic: Understanding Markets—How to Analyze Situations
Content Objectives:
1. To learn situation-analyzing skills and tools, like SWOT analysis, PETS analysis, and Five-Force analysis.
2. To compare and contrast the tools and their uses.
Language Objectives:
1. To learn how to write paragraphs to compare and contrast things.
Hand-on: The Apprentice.
1. Discuss which group wins and why by using the tools in analyzing situations.
Task 1: Marketing Plan Step One: Analysis
1. Pick a company/organization.
2. Find information about the selected company/organization by using marketing research techniques.
Week 5
Topic: Understanding Markets—How to Analyze Situations
Content Objectives:
1. To see examples of SWOT analysis about Starbucks Coffee and Nike.
2. To read and discuss a case study about Kentucky Fried Chicken in Japan.
Language Objectives:
1. To become familiar with vocabulary.
2. To practice scanning and skimming skills while reading.
3. To recognize structures of an article.
Hand-on:
1. Fill out a factual sheet of KFC case study.
Tasks 1: Marketing Plan Step One: Analysis
1. To analyze the target company/organization by using SWOT analysis.
Week 6
Topic: Acting SMART—How to Make a Smart Business Objective
Lead-in: The Apprentice.
Content Objectives:
1. To differentiate “objectives” and “aims or goals”.
2. To know SMART principles of setting up objectives.
Language Objectives:
1. To become familiar with vocabulary.
2. To write objective statements by using dependent clauses.
Task 2. Marketing Plan Step Two: Objective
1. Set up a marketing objective, such as a new product/case to promote.
2. Remember to follow SMART principles.
Week 7
Topic: Playing Strategically—Strategic Development.
Lead-in: The Apprentice.
1. List all advertising and promotion skills used.
2. Analyze strategies and discuss which group would win.
Content Objectives:
1. To introduce the Introduction to Product Life Cycle (PLC)
2. To understand important principles of writing advertising messages.
3. To brainstorm useful and creative marketing tools.
Language Objectives:
1. To learn terminology related to business and marketing.
2. To brainstorm a catchy slogan that ryhmes.
3. To negotiate ideas by using words learned.
Task 3. Marketing Plan Step Three: Strategies and tactics.
1. Develop a suitable plan for promoting the target company/organization.
Week 8
Topic: Everything Under Control—How to Manage a Marketing Plan
Content Objectives:
1. To know the implementation process
2. To understand total quality and marketing
3. To learn how to establish and maintain a relationship with customers.
Language Objectives:
1. To develop an action checklist.
2. To become familiar with vocabulary.
3. To search for inferential information in articles.
Hand-on: The Apprentice.
Task 3. Marketing Plan Step Three: Strategies and Tactics.
Week 9
Topic: Present Well—How to Make an Effective Business Presentation
Content Objectives:
1. To introduce eight secrets for a knockout presentation.
2. To differentiate good and bad PowerPoint presentation designs.
3. To tell the dos and don’ts of effective PowerPoint presentations.
Language Objectives:
1. To learn transitional signals and words used in public speaking.
2. To use business terminology in simulated meetings.
Hands-on: The Apprentice.
1. To analyze the presentations by telling good and bad characteristics.
Task 4: Marketing Plan Stage Four: PowerPoint Presentation
Week 10
Topic: How to Write a Formal Business Proposal
Content Objectives:
1. To see examples of writing a business proposal.
2. To understand the structure and points of a proposal.
Language Objectives:
1. To become familiar with writing business proposals.
2. To recognize appropriate word uses.
3. To recognize correct formats of writing.
Task 5: Marketing Plan Stage Five: Business Proposal Writing
Week 11 & Week 12
Topic: Final Project Presentations.
Content Objectives:
1. To put what was learned into use.
Language Objectives:
1. To use English to present proposals.
Task 6: Final Project Presentation
1. Prepare a PowerPoint presentation and handouts.
2. Prepare all advertisements or other promotional items, such as posters.
Evaluation
The final marketing plan consists of five small tasks. Each task would be 10% of the total grade; five tasks would be 50% of the final grade.
The grade for the final project presentation would be 20% for speaking and 20% for written papers. In terms of speaking, an evaluation sheet would be given to students in advance, so that they could grade other classmates while listening to presentations.
The final written proposal would be evaluated using criteria such as "correctness of grammar," "exactness of word use," "appropriateness of format," and "comprehensibility of delivery."
References
•Cunningworth, A. (1995). Chapter 11. ESP Materials. Choosing Your Coursebook. UK: Heinemann.
•Hadley, A.O. (2001). Teaching Language in Context. Heinle
•Hutchinson, T & Waters, A (1983). English for Specific Purposes. USA: Cambridge University Press
•Mohan, B. (1986). Language and Content. Reading, MA: Addison Wesley.
•Nunan, D. (1993). Chapter 4. Process-oriented syllabus. Syllabus Design. Oxford University Press.
•Richards, J. C. (2001). Curriculum Development in Language Teaching. USA: Cambridge.
•Richards, J.C., Platt, J., & Platt, H. (1998). Longman Dictionary of Language Teaching & Applied Linguistics. London: Longman.
--------------------------------------------------------------------------------
The Internet TESL Journal, Vol. XVI, No. 1, January 2010
http://iteslj.org/
Ten Task-Based ESL/EFL Video Lessons
Ten Task-Based ESL/EFL Video Lessons
David Graham McGill
(Seoul, South Korea)
Introduction
Traditional, accuracy-focused lesson planning is here to stay, but it is increasingly finding itself sharing attention with Task-Based Learning. Task-Based Learning is characterized by various factors: a focus on fluency, a high degree of learner autonomy, review of previously learnt language, and the importance of relevancy. Relevancy can be established through sharing, group presentation, and the use of authentic materials. This article will suggest a variety of fluency-focused activities, that may be used with videos.
Videos can be valuable classroom tools if they depict interesting, authentic scenarios in which relevant English is used. Effective videos should grab students' attention; they may do this a variety of ways. Students will be interested in videos that are aesthetically pleasing, present useful information, deal with pertinent social topics, have engaging characters, and are short in duration (viewing breaks should be given every two minutes). It is also important to consider authenticity when choosing a video, and this principally means that teachers must not overuse speeches, lectures and monologues. ESL/EFL students may encounter these types of discourse in real life, but they are far more likely to spend time in informal, conversational settings. Finally, teachers should choose videos that use suitable, level-appropriate language.
Video selection affects ease of task completion and the degree to which students will be engaged in the task. This article will suggest how videos may be combined with ten task-based activities. It is assumed, for all of these activities, that the teacher will allow students multiple viewings of short video clips early in each class. Regularly limiting the viewing segments to two minutes seems a bit dogmatic, but it is certainly preferable to overwhelming students with ten consecutive minutes of viewing time. For most of the activities, students should be at the pre-intermediate (or above) level. Unless otherwise stated, it is assumed that the these activities will be done in pairs, or small groups, so as to maximize students' talk time.
The Judge
In this activity, students will make evaluations and judgments acting in the capacity of a judge. Teachers should choose videos that present opposing arguments or depict opposing sides. During the viewing stage, students should note all of the arguments used. Next, they should rank these arguments in terms of validity (like a real judge). Finally, students should write a decision on the matter, choosing a "winner" and specifying a solution. This solution need not be particularly realistic, as creative responses will do much to liven the class atmosphere. Of course, the students must present their verdicts at the end of class.
Editorials
While students sometimes have difficulty expressing their own opinions, it's usually easier for them to weigh the opinions of others. A famous adage states, "Everybody's a critic." In this activity, students should evaluate a short news clip that depicts a controversial issue. While first viewing the video, students should record key arguments related to the issue. They should subsequently rank these arguments in terms of importance. The students' main task is to write a newspaper editorial that argues for one side of an issue. This editorial should have a form similar to that of an essay: hook, thesis, concession, body arguments and conclusion. The most important argument should be placed at the start of the body. The second most important argument should be placed at the end. To avoid a lengthy feedback session in which students read their papers aloud, editorials may be exchanged within small groups.
Travel Brochures
Resort commercials depict exotic locales that many students would love to visit. These commercials can be great sources of information for travel brouchures. During initial viewings of a video, students should note the region's principal attractions and activities. In subsequent viewings, they might focus on the specific adjectives used to describe the locale. The students' main task is to design a travel brouchure for a fictional resort. Teachers should encourage students to use pictures and maps, because these visual aids make brouchures much more interesting. Artistic students will enjoy drawing maps themselves. After constructing brouchures, students can do a role play in which travel agents attempt to persuade tourists to visit their respective resorts.
Advice Columns
Many people think of themselves as experts in giving advice. In this activity, students will give advice after watching a video displaying a personal complaint, or problem. Thanks to webcam technology, personal complaint videos can easily be found on websites such as YouTube. First, students should be given an example advice column and guided through its form. Columns typically include the following ingredients: restatement of the problem, challenge of assumptions, consideration of other perspectives, a suggested course of action, and mention of resources (such as crisis hotlines). While watching the video monologue, students should make note of all the persons involved. Afterwards, students should write their own advice column, that adheres to the form discussed at the start of class. Finally, students should share their advice columns.
Fan Letters
The news media is saturated with information about celebrities. Celebrity interviews and biographies may be used as an attention-getting lead-in to the writing of fan letters. First, students should study the form of a sample fan letter. Fan letters typically include the following ingredients: information about the author, compliments, stories of positive influence, questions, wishes, and requests for autographs. While watching the video, students should note the celebrity's accomplishments and future plans. Next, students should write their own letters adhering to the previously studied form. Students will enjoy reading or hearing each others' letters.
Quiz Show
Television shows like "Jeopardy" and "Who Wants to be a Millionaire?" have demonstrated that contests of knowledge can be fun. In this lesson, a classroom quiz show will be based on the contents of narrated stories, news broadcasts, or educational videos. First, students should be instructed to make five questions based upon the information from a watched video. Each student should make a "Who, What, When, Where, and Why" question. For example, if students are watching a biography of Michael Jackson's life, they might make questions such as, "When was Michael Jackson born?" and "When did he first become famous?". When questions have been collected, students should be divided into two or three teams for a "Jeopardy"-style game. In order to ensure that questions are not answered by their authors, the teacher can select one representative from each team to answer a given question. Presumably, students have not read each others' questions. The success of the quiz show depends upon the quality of the questions and the competitiveness of the students. Bells and play money can make the experience more authentic.
What Happens Next?
Television dramas are famous for their surprise endings. It's often the season finales that most tantalize and torture viewers. In this activity, students will create their own endings to unfinished scenes. While viewing the video, students should note the topic, setting, characters, level of speech formality, and recurring key phrases and vocabulary. Next, students should prepare their own dialogues or role plays to show "what happens next." Teachers should allow students to express their creativity and create new characters who weren't in the actual scenes. Group presentations should be given at the end of class, and students might vote on the best ending.
Character Diaries
Character diaries allow students to write in the personas of famous characters. Short film and television segments can be used as the basis of these diaries. While first viewing the video, students should identify the different characters and main events. In subsequent viewings, students should specifically observe one character, noting his or her emotions and goals. These observations should be developed in the subsequent writing activity. To assist students in the writing process, teachers can suggest a general form for the diary entry: review events, hopes, fears and future plans. If there is time at the end of class, then students should read their entries to the class. Otherwise, they may simply exchange diary entries with other students.
Storyboards
Even students without artistic talent occasionally like to draw. Usually, storyboard sketches precede the creation of a film or television show. In this activity, students create a storyboard after viewing a series of events. Before the class, the teacher should segment a chosen video into six to twelve parts. Each part will serve as the basis for a storyboard sketch. While first viewing the video, in its entirety, students should create summaries. In subsequent viewings, the teacher should pause the video, for thirty seconds, after each pre-defined segment. During a second viewing, students should draw stick-figure representations of the characters. During a third viewing, students can add dialogue bubbles.
During a fourth viewing, they can note the background scenery. At this point in the lesson, teachers can ask students to make a final draft on poster paper.
Poster Advertisements
Companies spend a great deal of money to ensure that commercials grab your attention, and these same commercials are likely to grab the attention of your students. However, one thirty-second commercial may not provide enough information for students' projects. Thus, teachers should consider presenting several different commercials of the same product. While viewing these commercials, students should note slogans, key visual images, and benefits of using the product. The students' main task is to create a poster advertisement. The poster need not contain exactly the same information depicted in the commercials. It should have both pictures and text. At the end of class, the students may attempt to "sell their products" to the class.
Resources
•http://www.real-english.com/new-lessons.asp Real English provides dozens of videos that show interviewers repeatedly asking the same topic-related questions to different people on the streets.
•http://www.youtube.com/results?search_query=commercial YouTube contains an extensive variety of commercial and non-commercial videos.
--------------------------------------------------------------------------------
The Internet TESL Journal, Vol. XVI, No. 1, January 2010
http://iteslj.org/
David Graham McGill
(Seoul, South Korea)
Introduction
Traditional, accuracy-focused lesson planning is here to stay, but it is increasingly finding itself sharing attention with Task-Based Learning. Task-Based Learning is characterized by various factors: a focus on fluency, a high degree of learner autonomy, review of previously learnt language, and the importance of relevancy. Relevancy can be established through sharing, group presentation, and the use of authentic materials. This article will suggest a variety of fluency-focused activities, that may be used with videos.
Videos can be valuable classroom tools if they depict interesting, authentic scenarios in which relevant English is used. Effective videos should grab students' attention; they may do this a variety of ways. Students will be interested in videos that are aesthetically pleasing, present useful information, deal with pertinent social topics, have engaging characters, and are short in duration (viewing breaks should be given every two minutes). It is also important to consider authenticity when choosing a video, and this principally means that teachers must not overuse speeches, lectures and monologues. ESL/EFL students may encounter these types of discourse in real life, but they are far more likely to spend time in informal, conversational settings. Finally, teachers should choose videos that use suitable, level-appropriate language.
Video selection affects ease of task completion and the degree to which students will be engaged in the task. This article will suggest how videos may be combined with ten task-based activities. It is assumed, for all of these activities, that the teacher will allow students multiple viewings of short video clips early in each class. Regularly limiting the viewing segments to two minutes seems a bit dogmatic, but it is certainly preferable to overwhelming students with ten consecutive minutes of viewing time. For most of the activities, students should be at the pre-intermediate (or above) level. Unless otherwise stated, it is assumed that the these activities will be done in pairs, or small groups, so as to maximize students' talk time.
The Judge
In this activity, students will make evaluations and judgments acting in the capacity of a judge. Teachers should choose videos that present opposing arguments or depict opposing sides. During the viewing stage, students should note all of the arguments used. Next, they should rank these arguments in terms of validity (like a real judge). Finally, students should write a decision on the matter, choosing a "winner" and specifying a solution. This solution need not be particularly realistic, as creative responses will do much to liven the class atmosphere. Of course, the students must present their verdicts at the end of class.
Editorials
While students sometimes have difficulty expressing their own opinions, it's usually easier for them to weigh the opinions of others. A famous adage states, "Everybody's a critic." In this activity, students should evaluate a short news clip that depicts a controversial issue. While first viewing the video, students should record key arguments related to the issue. They should subsequently rank these arguments in terms of importance. The students' main task is to write a newspaper editorial that argues for one side of an issue. This editorial should have a form similar to that of an essay: hook, thesis, concession, body arguments and conclusion. The most important argument should be placed at the start of the body. The second most important argument should be placed at the end. To avoid a lengthy feedback session in which students read their papers aloud, editorials may be exchanged within small groups.
Travel Brochures
Resort commercials depict exotic locales that many students would love to visit. These commercials can be great sources of information for travel brouchures. During initial viewings of a video, students should note the region's principal attractions and activities. In subsequent viewings, they might focus on the specific adjectives used to describe the locale. The students' main task is to design a travel brouchure for a fictional resort. Teachers should encourage students to use pictures and maps, because these visual aids make brouchures much more interesting. Artistic students will enjoy drawing maps themselves. After constructing brouchures, students can do a role play in which travel agents attempt to persuade tourists to visit their respective resorts.
Advice Columns
Many people think of themselves as experts in giving advice. In this activity, students will give advice after watching a video displaying a personal complaint, or problem. Thanks to webcam technology, personal complaint videos can easily be found on websites such as YouTube. First, students should be given an example advice column and guided through its form. Columns typically include the following ingredients: restatement of the problem, challenge of assumptions, consideration of other perspectives, a suggested course of action, and mention of resources (such as crisis hotlines). While watching the video monologue, students should make note of all the persons involved. Afterwards, students should write their own advice column, that adheres to the form discussed at the start of class. Finally, students should share their advice columns.
Fan Letters
The news media is saturated with information about celebrities. Celebrity interviews and biographies may be used as an attention-getting lead-in to the writing of fan letters. First, students should study the form of a sample fan letter. Fan letters typically include the following ingredients: information about the author, compliments, stories of positive influence, questions, wishes, and requests for autographs. While watching the video, students should note the celebrity's accomplishments and future plans. Next, students should write their own letters adhering to the previously studied form. Students will enjoy reading or hearing each others' letters.
Quiz Show
Television shows like "Jeopardy" and "Who Wants to be a Millionaire?" have demonstrated that contests of knowledge can be fun. In this lesson, a classroom quiz show will be based on the contents of narrated stories, news broadcasts, or educational videos. First, students should be instructed to make five questions based upon the information from a watched video. Each student should make a "Who, What, When, Where, and Why" question. For example, if students are watching a biography of Michael Jackson's life, they might make questions such as, "When was Michael Jackson born?" and "When did he first become famous?". When questions have been collected, students should be divided into two or three teams for a "Jeopardy"-style game. In order to ensure that questions are not answered by their authors, the teacher can select one representative from each team to answer a given question. Presumably, students have not read each others' questions. The success of the quiz show depends upon the quality of the questions and the competitiveness of the students. Bells and play money can make the experience more authentic.
What Happens Next?
Television dramas are famous for their surprise endings. It's often the season finales that most tantalize and torture viewers. In this activity, students will create their own endings to unfinished scenes. While viewing the video, students should note the topic, setting, characters, level of speech formality, and recurring key phrases and vocabulary. Next, students should prepare their own dialogues or role plays to show "what happens next." Teachers should allow students to express their creativity and create new characters who weren't in the actual scenes. Group presentations should be given at the end of class, and students might vote on the best ending.
Character Diaries
Character diaries allow students to write in the personas of famous characters. Short film and television segments can be used as the basis of these diaries. While first viewing the video, students should identify the different characters and main events. In subsequent viewings, students should specifically observe one character, noting his or her emotions and goals. These observations should be developed in the subsequent writing activity. To assist students in the writing process, teachers can suggest a general form for the diary entry: review events, hopes, fears and future plans. If there is time at the end of class, then students should read their entries to the class. Otherwise, they may simply exchange diary entries with other students.
Storyboards
Even students without artistic talent occasionally like to draw. Usually, storyboard sketches precede the creation of a film or television show. In this activity, students create a storyboard after viewing a series of events. Before the class, the teacher should segment a chosen video into six to twelve parts. Each part will serve as the basis for a storyboard sketch. While first viewing the video, in its entirety, students should create summaries. In subsequent viewings, the teacher should pause the video, for thirty seconds, after each pre-defined segment. During a second viewing, students should draw stick-figure representations of the characters. During a third viewing, students can add dialogue bubbles.
During a fourth viewing, they can note the background scenery. At this point in the lesson, teachers can ask students to make a final draft on poster paper.
Poster Advertisements
Companies spend a great deal of money to ensure that commercials grab your attention, and these same commercials are likely to grab the attention of your students. However, one thirty-second commercial may not provide enough information for students' projects. Thus, teachers should consider presenting several different commercials of the same product. While viewing these commercials, students should note slogans, key visual images, and benefits of using the product. The students' main task is to create a poster advertisement. The poster need not contain exactly the same information depicted in the commercials. It should have both pictures and text. At the end of class, the students may attempt to "sell their products" to the class.
Resources
•http://www.real-english.com/new-lessons.asp Real English provides dozens of videos that show interviewers repeatedly asking the same topic-related questions to different people on the streets.
•http://www.youtube.com/results?search_query=commercial YouTube contains an extensive variety of commercial and non-commercial videos.
--------------------------------------------------------------------------------
The Internet TESL Journal, Vol. XVI, No. 1, January 2010
http://iteslj.org/
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ChatGPT, una introducción realista, por Ariel Torres
The following information is used for educational purposes only. ChatGPT, una introducción realista ChatGPT parece haber alcanz...
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The following information is used for educational purposes only. Transcript: ...
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The following information is used for educational purposes only. TED Talks Education | April 2013 Angela Lee Duckworth-Grit.The power ...
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The following information is used for educational purposes only. ChatGPT, una introducción realista ChatGPT parece haber alcanz...