Speaking 1, module 5

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Speaking 1: Drama

Module 3, session 1

This week's objectives:

You will be able to…

-express yourself dynamically at spoken production and interaction level B2;

-apply language learning theory and intercultural competence to use of drama in the classroom.

-integrate drama activities effectively into your English teaching practice.

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

Agenda 

• Week 4 Review
  
• Warm up
  
• Pronunciation Practice
  
• Designing/Fine-Tuning a drama activity
  
• Practice Leading & Reflecting on Drama Activities
  
• Captured Celebrities
  
• 
  
• 
  
• 
  

General info on final assessment (we'll practise today). The final assessment will be during class in the week of March 14. Every group gets a time slot.

• Groups of 5 people max.
• Everyone leads their own drama activity & participates in the interview.
• Everyone participates in each other's IDT, how often depends on your group's size. 
• 10min per IDT
• Your activity should work in the classroom, so you can pretend to be speaking to a class However, the assignment itself should be doable in small groups or even pairs of two if that's your group.

Interview=focus on details of your IDT. Why did you chose this activity, how does it benefit your students. Opinion on teaching drama in the classroom etc. We'll practice this Friday.

1-What are some key body language do’s and don’t’s when standing in front of a classroom?
2-Why might it be important for a teacher to be able to fake an emotion?
3-What are some differences between formal and informal speech?
4-What questions do you have about the final assignment?

warm up: yes, and...

https://www.liveabout.com/yes-and-improv-game-2713213#:~:text=The%20game%20%22Yes%2C%20And%22,to%20go%20with%20the%20flow.&text=The%20game%20%22Yes%2C%20And%22%20is%20very%20simple.,ideas%20and%20build%20on%20them.

https://www.liveabout.com/yes-and-improv-game-2713213#:~:text=The%20game%20%22Yes%2C%20And%22,to%20go%20with%20the%20flow.&text=The%20game%20%22Yes%2C%20And%22%20is%20very%20simple.,ideas%20and%20build%20on%20them.

https://www.evertype.com/books/alice-en-fonipa.html

Assign B2-level goals from Assignment 5.

Give them 10 minutes to develop their activity or fine tune what they have developed.

Then group them in groups of 4-5 and follow the rounds.

What to hand in on Gradework

• Hand in a description, powerpoint or link to an online presentation for your drama activity to Gradework.
  
• Due date: Friday, Test Week Period C at 23:59.
  
• Sign up for Week 7 Final Assessments today: sign up with 3/4 people, make sure nobody ends up alone!
• Dates to be announced in period C.

10min break

IDT checklist & practise

5min per person-In IDT groups

Reflecting on the activity. Write things down so you can improve them before the actual test!

Homework

Questions about the final assessment?

-Prepare your activity for your final assessment.

Agenda 

• Final Assessment Review
  
• Practice Interview
  
• Pronunciation Practice
  
• Warm-up
  
• Think on your Feet—with Puppets!
  
• Improvisation Challenges
  
• Peer & Teacher Feedback
  
• 
  
• 
  
• 
  
• 
  

Speaking 1: Drama

Module 3, session 1

This week's objectives:

You will be able to…

-express yourself dynamically at spoken production and interaction level B2.

-apply language learning theory and intercultural competence to use of drama in the classroom.

-integrate drama activities effectively into your English teaching practice.

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

Final assessment components

• Leading a Drama Activity
  
• Participating in Drama Activities
  
• Participation in Interview
  

Remember, just like any test, if you are at all late, you will need to wait for the resit!

Leading a drama activity

• 10 minutes total
  
• Share B2-level spoken interaction goal.
  
• Make sure that…
  

1. the activity elicits spontaneous spoken interaction;
2. and, participants are placed in a fictitious situation.

Gathering knowledge

• Go to the Teams page and pick one (or more) of the articles. Read in silence for about 10 minutes and then discuss what you've found and how it could be useful to back up your activity.
• (It's like a rationale, but get ready for interview questions)

Students need to have prepared their IDT for today, without doing so the assignment doesn't make sense. Have possible unprepared students sit in a different part of the classroom and work on their IDT or let them sit in and just listen.

Tongue Twisters

Work in pairs, try saying these tongue twisters. Mind the pronunciation. How does the air leave your mouth?

• Of all the felt I ever felt,I never felt a piece of feltWhich felt as fine as that felt felt,When first I felt that felt hat's felt.
  
• Valuable valley villas. Valuable valley villas. Valuable valley villas.
  
• The thirty-three thieves thought that they thrilled the throne throughout Thursday.
  

These are challenging improvisations. You can tell them that these will train them for the pressure of the final exam. See descriptions of these activities in this week’s folder in the document entitled Improv Challenges. You can have groups of 4 first prepare these activities then pair them up in larger breakout groups to demonstrate for each other.

Homework

Do Assignment 6: Walking in Someone Else’s Shoes