Metodick kurz pro uitele Aj Erasmus Effective communication

Metodický kurz pro učitele Aj Erasmus + Effective communication skills and fluency plus teaching methodology An introduction to Edinburgh and the Scottish Arts Jazyková škola: Inlingua Edinburgh Termín: 16. -27. 7. 2018

Popis kurzu Náplní 14 denního kurzu bylo: 1) Praktické procvičování jazykových dovednostílistening, reading, speaking, writing. Přehled a použití jazykových materiálů a internetových zdrojů pro jejich výuku. 2) Přehled a praktické využití jednotlivých vyučovacích přístupů a metod pro výuku Aj. 3) Úvod do skotské kultury. Prohlídky Edinburghu a blízkých historických a jiných kulturních zajímavostí.

Materiály pro výuku mluvení: • Using Drama in the Classroom • “Drama is a unique tool, vital for language development” – Gavin Bolton • Introduction Drama can be a highly useful and motivating tool in language tuition, helping to build confidence and improve communication skills in students. As Berlinger notes, drama provides “a dynamic encounter with language that comes closest to real communication” – it provides a safe environment which encourages students to be more ‘natural’ in their language use. • There is a popular misconception that drama or acting is all about saying lines, which of course it is not; it hinges on a variety of different skills. This session provides an insight into how different forms of drama can be used in the classroom.

Advantages of using drama in the classroom • Increases the confidence of students • Breaks the ‘fourth wall’ between teacher and students • Contextualises language for students and provides a ‘natural’ encounter with language • Allows teacher to conduct a ‘needs analysis’ on students • Calls on both receptive and productive skills • Can develop personal skills and cultural awareness • Can help extra-linguistic communication skills • Appeals to kinaesthetic, auditory and visual learners

Potential drawbacks of using drama in the classroom • Shy or ‘weak’ students may be hesitant to perform – teachers can ask for volunteers or select students who are more confident or ‘stronger’. • The teacher should select a drama activity appropriate to the level and needs of the class • Important vocabulary/structures should be pre-taught

How can we use drama in the classroom? Example activities: Role-play • Haggling: negotiation, ‘too’ and ‘enough’, money etc. • Music Bands: tenses, question forms, opinions etc. • The Host: vocabulary Script into Improv 1) Students choose a common life situation (e. g job interview, first date, argument between parents and teenagers) 2) Elicit opening lines from class: max two per character 3) Have students continue the scene in pairs/small groups Can be either improv exercise for higher levels, or collaborative written activity for lower levels (followed of course by a performance!) Class poem • Choose a poem – either one the students are studying or one appropriate to the level – wich has good strong natural rhythm • Assign a line per student (in a random order) • Practice until the class can say the whole poem smoothly. Great practice for: pronunciation, intonation, rhythm, stress, fluency Murder Mystery One Stop English - ‘Murder in the Classroom’ http: //www. onestopenglish. com/community/lesson-share/winninglessons/speakingmurder-in-the-classroom/154250. article Great practice for: narrative tenses, crime vocabulary.

Short and Sweet activities Simon Says - imperatives, verbs of movement, body parts I love you, but I just can’t smile - using expression in your voice, a warm-up activity to relax students. Sorry I’m late, but - narrative tenses. One student assumes the role of a student arriving late for class, one student plays a classmate and another plays the ‘teacher’. The ‘teacher’ and ‘late student’ then leave the room, while the ‘classmate’ and other students decide on a reason for the late arrival (the more ridiculous the better!). The ‘teacher’ and ‘late student’ then enter the room. The ‘teacher’ faces the ‘late student’, asking for a reason for the tardiness. The ‘classmate’ must act out the reason for the late arrival, without the ‘teacher’ noticing. The ‘late student’ must then guess what their ‘classmate’ is acting. I have no bananas - tone of voice, emotions The teacher elicits different emotions (angry, sad, enthusiastic, tired, ecstatic, hyper etc) and writes them on the board. Students must then take it in turns to say the phrase ‘I have no bananas’ in a manner which conveys one of the emotions on the board. The rest of the class must guess which one the student is representing. Charades - Present continuous tense, vocabulary (eg. sports) The teacher prepares a number of slips of paper displaying the ‘-ing’ form of a verb and places them folded up in a hat. Students are put into teams (depends on the size of the class) Each student must then take a piece of paper from the hat and mime the action; his/her team must provide a full sentence to describe what their team mate is doing.

Storytelling is a great communicative and collaborative tool which encourages students to use language creatively. It can be used as a speaking or written activity, the former of which can create overlaps with drama. Story Cubes • Available to buy or download as an app. • Tech-free version – teacherled drawing activity. This activity can relate to a theme (eg. fairytales, fables) or be used as the basis for a script. Consequences • To tell a story • To create a character Once you have your story and character, students can then be assigned a section of the story for which they must create a dialogue or act out in order to create a class mini-play. Story Maze https: //www. teachingenglish. org. uk/article/holiday-maze Predominantly a written activity, this could later be used as a ‘structured improv’ game – one student reads the maze, while the others act out the scenarios. Read all about it - A creative writing task which teaches: • features of a newspaper article • formal language • narrative tenses and passives Politically correct fairytales/alternative endings - A chance for students to get creative using familiar children’s stories – see photocopy or Revolting Rhymes. Castaway A step-by-step story development activity which focuses on descriptive detail.

Teaching material for reading: “How a kind word ruin my beezness” 1. Everyone takes the siesta in the heat of the day, except I, poor Juan. While all are asleep, the shops are closed. Except my shop, where I sell pottery to the American tourists for ten times what it costs in America. 2. An American senorita comes one afternoon to buy the pottery. “How is it that you do not take the siesta? ” she asked, speaking that strange language which I have heard called Highschool Spanish. “Ah, senorita, ” I sighed, “I cannot sleep!” 3. “It is the coffee!” I explained. “I love the coffee. I cannot resist it. But when I drink it with the lunch, then all afternoon I am wide awake!” She nodded. “It is good business to be open when other shops are closed!” 4. “I would give all the beezness for a good siesta!” I cried. “Then you should drink Sanka Coffee, ” she said. “It’s 97% caffein-free, and can’t keep you awake!” “It is an American trick!” I scoffed. “How can it be good coffee? ” 5. “It’s wonderful! A blend of fine Central and South American coffees!” she replied. “And the Council on Foods of the American Medical Association says: ‘Sanka Coffee is free from caffein effect, and can be used when other coffee has been forbidden!’” 6. So in gratitude I charge her only five times what the pottery is worth. Later, I try Sanka Coffee. Delicious. And I sleep each day during the afternoon. My pottery beezness, he is ruin but ah, amigo … how I enjoy the siesta! SANKA COFFEE REAL COFFEE … 97% CAFFEIN-FREE Sanka Coffee is real coffee … all coffee … a blend of fine Central and South American coffees! Drip or regular grind.

“How a kind word ruin my beezness” – worksheet 1. Does the text come from… a. …a health information leaflet? b. …a comic book? c. …an advertisement? 2. Is the story set in… a. …the USA? b. …Mexico? 3. Who are the main characters? 4. Summarise the story to a partner. 5. Which word in the title has been misspelt? Why do you think it has been spelt this way? 6. Find the grammar mistakes in section 6 and correct them. Why do you think there are grammar mistakes in the text? 7. Find ten italicised words in the text (excluding the title). Why have they been written in italics? Have they all been written in italics for the same reason? 8. For each of the characters, think of three adjectives to describe them. Explain your choices. 9. Do you think the text was written by an American or a Mexican? Why? 10. Do you think the writer intended the text to be read by Americans or Mexicans? Why? 11. The text was published in 1941. Do you think it would be appropriate to publish the same text today? Why or why not?

Obrázek s reklamním textem ke ztažení: • Sanka Coffee advertisement, circa 1940 • Image source: http: //copyranter. blogspot. co. uk/2009/10/yo ur-retro-racist-ad-of-week. html

Fonologie Hints on pronunciation foreigners I take it you already know Of tough and bough and cough and dough? Others may stumble, but not you On hiccough, thorough, laugh and through? Well done! And now you wish perhaps To learn of these familiar traps? Beware of heard, a dreadful word, That looks like beard and sounds like bird, And dead: it’s said like bed, not bead, For Goodness’ sake, don’t call it deed! Watch out for meat and great and threat, They rhyme with suite and straight and debt.

A moth is not a moth in mother Nor both in bother, broth in brother, And here is not a match for there, Nor dear and fear for bear and pear, And then there’s does and rose and lose. Just look them up: and goose and choose. And cork and front and word and ward And font and front and word and sword. And do and go and thwart and cart. Come, come, I’ve hardly made a start! A dreadful language! Man Alive, I’d mastered it when I was five. ANON

Reported speech cards: I won't tell anybody. (promise) Don't swim in the deep water! (warn) What time is it? (ask) I broke the window. (admit) I'm sorry I'm late. (appologise) It's a lovely day. (said) I hate English. (complain) That money belongs to me! (claim) Don't forget to go to the dentist. (remind) Yes, I did have a meeting with Mr Jones yesterday. (confirm) Why don't we go to the museum? (suggest) It wasn't me who left the lights on. (deny) You stole my phone! (accuse) Boring means the opposite of interesting. (explain)

Question form cards: Peter said, "Marry Me? " to Marie. (someone did something to someone) Marie said, "Yes, " to Peter. (someone did something to someone) Marie opened the door. (someone did something to something) Marie switched on the light. (someone did something to something) Peter stood on the rug. (someone did something to something) Peter held some flowers. (someone did something to something) Marie sneezed. (someone did something) Marie said, "I'm allergic!" to Peter. (someone did something to someone) Peter laughed at Marie. (someone did something to someone) Peter dropped the flowers. (someone did something to something) Marie kissed Peter. (someone did something to someone)

Online zdroje: Teacher controlled and ready to edit : TEDed – lessons worth sharing Is Binge Watching Bad for You? https: //ed. ted. com/featured/t. JXf 06 q. Y#digdeeper Socrative https: //www. socrative. com/ Kahoot https: //kahoot. com/welcomeback/ Video based : Lyrics Training https: //lyricstraining. com/ All at C https: //allatc. wordpress. com/author/allatc/ Lesson Stream http: //lessonstream. org/ News Famous People Lessons https: //www. famouspeoplelessons. com/ Breaking News English https: //breakingnewsenglish. com/ - ASAP Science

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