annes ppt workshop berlin oct 2014
DESCRIPTION
11 October 2014 Informationszentrum der Cornelsen Schulverlage, Friedrichstr. 149, 10117 Berlin Let's talk business - Building speaking and business skills from B1 to C1 These days even at lower language levels, our learners are expected to think on their feet and show skills in typical business situations. How can we get them a) to use the language of the workplace in the classroom setting, and as they progress, b) to think through how well they are communicating and where they can make improvements? In part one of this Cornelsen Business English Day we'll go through the approach taken and the role-plays and simulations developed in the Basis for Business series, which get learners to use the language they need at work in class. We'll discuss the pros and cons of building on the units as input to create more personalized tasks, and present/practice numerous ways to personalize the material. As learners progress to the higher language levels, they will be expected to handle more complex business situations. We will look at the language they need based on research into the real language of meetings, and explore communication frameworks recommended for difficult conversations. In part two of the Cornelsen Business English Day this will form the basis of simulations for C1 learners that will help them become more spontaneous in English. Trying these out in groups, we will look at each situation and the language that would be appropriate in it, and pool ideas on how to model the language and give related feedback. Anne Hodgson, [email protected]TRANSCRIPT
- 1. LETS TALK BUSINESS :BUILDING SPEAKING ANDBUSINESS SKILLSB1 TO C1ANNE HODGSONBERLIN, 11 OCTOBER 2014
2. AGENDAMORNING:BASIS FOR BUSINESS B1-C13 WAYS TO PERSONALIZE THE BOOKAFTERNOON:PERSONALIZING BY USING FRAMEWORKSAND ROLEPLAYCornelsen Business English Day 11.10.2014 http://www.differentvoice.com/Portals/0/Photos/102309-young-adult-gr2oup.jpg 3. WHAT DO YOUR LEARNERS NEED TO DOIN CLASS TO IMPROVE?Cornelsen Busiess English Day 11.10.2014 http://www.differentvoice.com/Portals/0/Photos/102309-young-adult-gr3oup.jpg 4. USING ENGLISH AT WORKCornelsen Business English Day 11.10.2014 Lesley Ciocarelli http://eltpics.com 4 5. USING ENGLISH IN CLASS5@CallieWalliehttps://www.flickr.com/photos/eltpics/5194626510/in/set-72157625304912259/ Cornelsen Business English Day 11.10.2014 6. CEFR LEVELSFeatures6A1/A2Basic Can understandexpressionsrelated to, andspeak about,areas ofimmediaterelevance, e.g.personal info,shopping, job,background... Can deal withmost situationswhere thelanguage isspoken. Can producesimpleconnected texton familiartopics. Can interactspontaneouslywithout strain forself or listener. Can produceclear, detailedtext on manysubjects andexplain aviewpoint.C1Proficient Can understanddemanding textsand recogniseshifts in registerand implicitmeaning. Can use languageflexibly andeffectively forsocial andprofessionalpurposes.B2IndependentB1IndependentCornelsen Business English Day 11.10.2014 7. WHAT INPUT?Teachers told Cornelsen they want:80%70%60%50%40%30%20%10%0%essentialCommunicativeexercisesDiscussiontopicsVocabularybuildingAudio materialGrammarconsolidationOnlineworksheetsCornelsen Business English Day 11.10.2014 7 8. WHATMETHODS?Copyright Hancock McDonald,Creative Commons 3.0http://hancockmcdonald.com8Cornelsen Business English Day 11.10.2014 9. BEING POLITECornelsen Business English Day 11.10.2014 9 10. BEING POLITECornelsen Business English Day 11.10.2014 10 11. BEING POLITECornelsen Business English Day 11.10.2014 11 12. BASIS FOR BUSINESS QUIZ1. Overview: How many units and parts does each level have?a. B1b. B2c. C12. Which levels contain Correspondence files?3. The green boxes are devoted to what aspect of language?How is it presented?4. What kind of activities accompany the Phrase boxes?5. What are the Sounds Natural boxes in B2 for?6. Which level contains Dilemma boxes and what are they?7. Which level contains Food for thought boxes and what are they?8. Could you to do a unit or Business File in 90 minutes?Cornelsen Business English Day 11.10.2014 12 13. ANSWERS1. a. B1 31 (Welcome = 1 + 10 x 3 units A,B, Business File)b. B2 35 (Welcome =1 + 10 x 3 units (A,B,C) + 4 Business Files)c. C1 29 (Welcome =1 + 8 x 3 units (A,B,C) + 4 Business Files)2. B1, B23. Grammar, usually contrastive use of two forms w/functional purpose4. Fluency activities like roleplay5. Features to improve business communication, e.g. how to usediscourse markers or indirect or fuzzy language6. B2, situation a character in the book needs help with7. C1, conversation starters on cultural and business topics8. Should be possible, but every unit can be extended through activitiesof personalized practice.Cornelsen Business English Day 11.10.2014 13 14. PERSONALIZING14Topical:Own experience & preference, update on subjectBook: Warmers and discussions, business casesLinguistic:Meaningful, productive tasks and feedback, explorative tasksBook: Tasks with phrase and grammar boxesCommunication skills:Communication gap, simulationsBook: Partner files, Business filesBusiness skills:reflect on own skills, share; conduct class projects and meetingsBook: apply suggested business methods to own situationCornelsen Business English Day 11.10.2014 15. ACTIVITIES15Topical:Freewriting reviewsLinguistic:DictoglossCommunication skills:Information gap/ Listening triosBusiness skills:Frameworks: roleplaying conversationsCornelsen Business English Day 11.10.2014 16. TOPICAL PERSONALIZATIONFREEWRITING REVIEWS16Aims: Assess interest, share experience.Activity: Individual, pair, shareBrowse book for 2 minutes.Note down 3 headings:a. Topicb. Partner activityc. LanguageWrite non-stop under these headingsfor 10 minutes.With students: Present to partner, then group.Lead session on selected subject.Cornelsen Business English Day 11.10.2014 17. LINGUISTIC PERSONALIZATIONDICTOGLOSS17Aims: Assess learner language, analyse new inputActivity: Groups of 4Text: 250 words in 12 sentenceschallenging level, new inputRead at natural speed.Groups produce a grammaticallycorrect version of the text.Compare versions.Follow-up: Focus on form.Our example: Work-life-balance dialogue Sue/Dirk B1/5B->Cornelsen Business English Day 11.10.2014 18. 18 Cornelsen Business English Day 11.10.2014 19. Dirk: Hey Sue, what can I get you?Sue: Oh, Ill have a coffee, please, Dirk. White, no sugar.Dirk: OK, this one is for you.Sue: Thanks.Dirk: So hows it going?Sue: Ah, pretty good, thanks. I just got back from visiting the Dublin subsidiary.Dirk: Ah. Howd that go?Sue: Yeah, good. Everything went fine. You know, theyve got the highestworkload of all of our European offices these days, but they still have thebest results. They get everything done.Dirk: Thats great.Sue: Theyre really into this whole work-life balance thing in Ireland at themoment.Dirk: (groans)Sue: I think its a good idea. I think its becoming more and more important.Dirk: You cant be serious. Some people are just lazier than others and look forreasons to work less.Sue: Maybe. But not the Dublin group. Look at their performance. Its about beingresponsible for having a life outside of work. People who only work all the time,like some people I wont mention, will burn out eventually. Thats justcounterproductive. You need to balance your work with something like sport orsomething to help you switch off.Dirk: Switch off?Sue: Yeah, you know, relax, take your mind off work, think of other things. There arethings in life other than work, you know. Youll get more satisfaction from work, andalso have better results, with a healthy work-life balance. I really think you should...19 Cornelsen Business English Day 11.10.2014 20. COMMUNICATION SKILLSLISTENING TRIOS20Aims: Workout in all skills, especially listening.Activity: Form 3 groups.Each group reads a different text connected toone issue.Form trios with one person from each group.1. Summarize your text orally to a partner.2. Summarize what your partner tells you in writing.3. Discuss. Create a new text together.Follow-up: Compare individual summaries for form, andcollaborative texts for meaning.Our example: Steffis, Katjas and Ottos Dilemma.Relate the dilemma as if you were Steffi, Katja or Otto.Summarize each position individually.Then discuss and if you have time, collaborate on a text.Cornelsen Business English Day 11.10.2014 21. CONVERSATION FRAMEWORKSRelationships can be21internal externalpeer hierarchicalnew longstandingstill in negotiation contractually boundsimilar different cultures, genders, agesDifferent kinds of meetinginformal formalone to one multiple participantsdecision makers present absentsales planning/ strategystage of project or negotiation add your criteriaCornelsen Business English Day 11.10.2014 22. TALKING BUSINESS22CANBEC(Cambridge and NottinghamSpoken Business English) formal and informal meetings presentations telephone conversations lunchtime conversations other business situationsKey features: being indirect using vague language differences depending onrelationship and setting but 90% of speakers from UK 76% men middle & senior managementCornelsen Business English Day 11.10.2014 23. LEAN LANGUAGE AND ELFMark Powell advocatesLean language at theBESIG 2010 Plenary,Streamlining Business EnglishELF researchinnovations by non-nativespeakers, e.g.Germans noun-phrases:Our idea isMy suggestion is23 24. HOW CONVERSATIONS WORK2424Cornelsen Business English Day 11.10.2014 25. APPLYING CONVERSATION FRAMEWORKSAims: Recognize frameworksActivity: Listen to a conversation25Analyse the relationshipFrame the moves in a flowchartAdd phrases to the flowchartFollow-up: Roleplay the conversation using the framework.Exchange feedback.Switch roles and replay.Immediate and delayed reflectionsE.g.: C1/3A: Check project status (internal)C1/3B: Request a proposal (external)C1/6B: Give employee feedbackCornelsen Business English Day 11.10.2014 26. MOVES AND PHRASES IN A FLOWCHARTMovephrasephraseMove 2phrasephraseMove 3phrasephraseMove 4phrasephraseMove 5phrasephraseMove6phrasephraseMove 7phrasephraseTitel der Prsentation | TT.MM.JJJJ 26 27. EMPLOYEE FEEDBACKCornelsen Business English Day 11.10.2014 27 28. BUSINESS SKILLSREFRAME DIFFICULT CONVERSATIONSAims: Improve practice by reframing a remembered28conversation. (M. Powell)Activity: Relate and act out the conversation.Learner briefs teacher on counterpart.Teacher plays the counterpart.Discuss to understand.Share advice, introduce literature.Produce a new framework, languageFollow-up: Apply framework and repeat role play withswitched roles. Feedback.Repeat with original roles.Cornelsen Business English Day 11.10.2014 29. ROLE PLAY AND SIMULATIONFeatures29Identify Whats thescenario Who am I? What do I want? How will I get it? Language Rephrase No corrections Change partners Change roles Use constraints Use a monitor RecordDebriefHot reflections: What worked? What went wrong,why? What would I dodifferently?Cold reflections: thinking back inwriting (C. Chan)Practice Perform 30. BALANCEPaul Nations balance: meaning-based input meaning-based output language learning fluencyCornelsen Business English Day 11.10.2014 30 31. FLUENCY ACTIVITIESCriteria:1. Is it meaning-focused?2. Is it easy and familiar?3. Is there pressure to go faster?4. Is there quantity of practice?Paul Nations 432 activity1. Speak for 4 minutes on a subject.2. Change partners and repeat what you said, taking 3 minutes.3. Change partners again and repeat, taking 2 minutes.31 Cornelsen Business English Day 11.10.2014 32. MY FAVORITE WAY TO DO ROLEPLAYSTitel der Prsentation | TT.MM.JJJJ 32 33. SOUND OFFTitel der Prsentation | TT.MM.JJJJ 33 34. Recommended reading:Corpus linguistics:Almut Koester, Investigating Workplace Discourse. 2006.Michael Handford, The Language of Business Meetings 2010.Barbara Seidlhofer, Understanding English as a Lingua Franca.2011Sociolinguistics:Juliane House et al.: Misunderstanding in Social Life. 2003.Barbara Tannen: You Just Dont Understand.1990.Psychology:Adele Faber, Elaine Mazish: How to Talk So Kids Will Listen and Liesten so Kids Will Talk. 1980.Douglas Stone et al.: Difficult Conversations. 1999.Thank [email protected]