Speaking 1, module 3.1

• Engels
• HBO
• Studiejaar 2

Speaking 1: Drama

Module 3, session 1

This week's objectives:

You will be able to…

-reflect upon your own skills in teaching a drama activity.

-execute a drama activity effectively.

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

Agenda - Acting day!

• Module 2 Review: Speaking Goals (15)
  
• TED talks
• Module 2 Review: More Voice Practice (35)
• Information Gap Introduction (15)
  
• Leading Role-Plays (45)
  
• 
  

Voice Goals (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.
  

Share a goal you have to improve your speaking proficiency (pronunciation, grammar, vocabulary and/or fluency) by the end of this period.

What aspects of your vocal use do you think need improvement in order for you to use your voice safely and dynamically as a teacher?

TED talks

Groups

1) Dion, Wout, Jesse, Laura

2) Shentally, Oumaima, Sagal, Isra, Mels

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

Glenn, Robin, Tess, Jurre, 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

Articulation Exercises

Before you start – warm up your body, mouth & tongue

BODY: whole body yawn – tilt your head left-right to stretch your neck – lift your shoulders up to your ears & drop them – roll your shoulders round and then relax

MOUTH & TONGUE: Chew grass like a cow – A-E-I-O-U – B-D-G-D – P-T-K-T

Articulation Exercises

Tongue twisters (pairs of 2 or 3)

The repetition of sounds makes them hard to say, to say them clearly you have to articulate each sound clearly

Start slowly then try to speed up, focusing on each individual sound

You can also use these to work on your pronunciation by picking tongue twisters with the sounds you struggle with.

10min break

Pronunciation Dialogues

Book pages (Drama in the Classroom)

Vocabulary & Fluency game

Go to http://www.randomwordgenerator.com.

Feel free to look up the words as you go along so that you know how to use them correctly!

Vocabulary & Fluency game

 Activity: as a group, develop a story incorporating the random words generated by the website. Each person has to incorporate the new word into their next sentence without saying 'no' or 'umm'; if they do, they're 'out'. Once they have used the word the story moves onto the next person and a new word is generated. The 'winner' is the last person speaking not to say 'no' or 'umm'.

You can test this with your ability to understand English accents and dialects!

10min break

This would be a good moment to talk about task and topic-based activities—that activities with a task are generally more motivating because the participants have a specific purpose, which resembles real-life as well.

Time to practise!

• Get into groups of 4
• Each group gets a different role-play from ESL Role-Plays (so that you can each lead your group members in a different role-play).

Cleanliness p. 33, Friendship p. 73, Habits p. 79, 

Neighbors p. 121.

Group of 3? Volunteer can lead one more activity.

Preparations-Canvas-Speaking 1- Assignment 5

• For your assigned activity from ESL Role-Plays, come up with a B2-level spoken interaction goal you want your learners to fulfill by using the document in Assignment 4: Preparing your Drama Activity.
  
• From your assigned activity, choose a discussion activity or 1-2 questions as a 3-minute preparatory activity.

10 min prep, alone!

Leading your activity

• 5 minutes: Share the goal and lead the preparatory activity.
  
• 2 minutes: Assign each learner a role and let them read through their role.
  
• 3 minutes: Have your learners perform their role-play.
  
• 5 minutes: Evaluate the activity with your learners—Did they reach the goal? Did the preparatory activity help them do the role-play? Other comments?

10 min prep, alone!

See you on Monday for session 3.2!