Speaking 1, module 2

• Engels
• HBO
• Studiejaar 2

socrative.com

Wiegmans 1709

This socrative quiz gets students to reflect on some topics that may have come up during the first week, as well as to get them thinking about how to make drama activities work in a language classroom.

Finally with the last two questions, you will segway into getting them to think about using the voice effectively as teachers.

You can choose in socrative to make this quiz teacher-paced so that you can discuss their answers along the way or you can let them complete the quiz independently (in or out of class time) by chosing ‘student-paced’—you can then generate a pdf of their answers which you can share with them so that they can see others’ responses.

Speaking 1: Drama

Module 2, session 1

This week's objectives:

You will be able to…

-Identify strengths and areas for improvement in your speaking skills

-Formulate a plan for reaching CEFR B2-level (or higher) in spoken production and interaction

-Use your voice effectively for teaching

https://www.amazon.com/Dont-make-use-Theatre-voice/dp/1729411541

Agenda

• Final Assessment Review (15)
  
• Drama Activities Reflection & The Voice (25)
  
• Vocal Warm-Up (15)
  
• 3-minute Soap Operas (25)
  
• Shakespeare Speeches (15)
  

Leading a drama activity (recap)

• 10 minutes total
  
• Share B2-level spoken interaction goal.
  
• Make sure that…
  
• the activity elicits spontaneous spoken interaction;
  
• and, participants are placed in a fictitious situation.
  

Participating in a Drama activity (recap)

The voice is loud and clear enough to be understood easily.

The participant consistently engages in the activities.

The participant actively contributes creative choices to the activities throughout. 

The reflection shows sufficient insight into drama in the language classroom.

Participation in the interview (recap)

CEFR level B2/C1 -Check rubric for specifics (Canvas->testing)

10-minute group interview 

 Questions about your teaching and/or participation in the IDT’s.  Connect drama to your (future) teaching practice.

After everyone has led their IDT’s, you will participate in a 10-minute group interview with your teacher. You will be asked questions about your teaching and/or participation in the IDT’s. This will give you one more opportunity to show off your B2-level skills and your ability to connect drama to 

your (future) teaching practice.

Watch and answer

Answer for yourself: How does this drama activity fullfill the requirements of what an IDT is?

Come up with a B2-level spoken interaction goal that could fit this activity (see Assignment 4 on Canvas for a complete list of goals).

Students can do this activity individually.

Answer to question: The participants are portraying characters and the activity elicits spontaneous speech.

10min break

Breathing and your voice

Place one hand on your stomach and one on your chest

A) Breathe so that only your chest moves (it may feel like you are shallow breathing/panting/hyperventilating… don’t pass out!)

B) Breathe so that only your stomach moves

C) Breathe so that you fill your stomach and then your chest (in a wave)

 I will share a yoga video in Teams later that allows you to practice your breathing at home.

Test yourself on the three types of breathing:

See how far through the alphabet you can get with each type.

OR

See how high you can count with each type.

A) chest only B) Stomach only C) Stomach/chest wave

What things covered in class up until now will you take into consideration for your TED talk and/or IDT?

Come up with a B2-level spoken interaction goal that could fit this activity (see Assignment 2 on Canvas for a complete list of goals).

Goal examples:

I can take initiative in interaction.

I can describe feelings and emotions.

I can react to other people’s feelings and emotions.

TED talks (record them)

Groups

1) 

2) 

3) 

4) 

Provide feedback on the speaker's presentation and/or language goals. 

provide feedback on the B2/C1 language goal(s) and/or presentation skills goals

Short reflection

write down the feedback that you received and how this made you feel.

Everyone else write down what feedback was given and what you think of how it went, will you use anything for your upcoming TED talk?

provide feedback on the B2/C1 language goal(s) and/or presentation skills goals

• Read the Boudreault article "The Benefits of Using Drama in the ESL/EFL Classroom" (on the course homepage.
  
• Prepare your TED talk
• Brainstorm your IDT