Discussion Questions 4. Have you ever Ben in language cas, a each dentin shay wa wed peta rani Ds nn Why 2. Whiaresme posure hu ESL tachers canon re {hat end themselves teaching partic sre? 3 Wat arm points oer tha those present in his chapter ould be eftivey presented in tres? (Mentions east thee) Suggested Activities 1. Developa sory completion oe milan exercise hat should clita particular scat, Akaatv speaks of Bgl saab) ‘odothe exercise and set they scaly sete pied sre yo didnot ge the ests you expected tt you capa why? 2. Fina ory ike or anecdee tha ends ise peste of a view sacar. Share this teaching ies with your calla gues 31 Make up tory hates ptclrsrctre using oat ‘four stdensas characters (fut of your fiends yu don tc ‘en each. Tell his sory to aclleaue and wath faci ee ‘iosasyourell he story, Dither sero hold ber interest? Aer poate made your own assent, ok Ouro wha sh is thi eon 4. Think of ior shore ory an reel io your cleagues in language you thick our case would understand writ the soy doynandtryitoutonapacal ESE cas, low wate wor eveed? (Can yous why ws as well received the Sry wis to succes what ehangs sho be ade? “CHAPTER FIVE Techniques DRAMATIC ACTIVITIES AND ROLEPLAY In ischaper weil ict svariyofdrmatiechiqus ining roleplay. These techniques oie atch between tocar and ‘oc functions and canbe te fork communicative and Feused pamar practice, Methaloits mew equenypropos amet Forage cites toteach secon angusge communication Sls and phonolgy; however, we fel tat ten ati ate at ‘Mtoe too fr teaching grat o wel Tse on er experienc wth ESL students and er research so see of demain ngage dion pychaberapy, an seh ‘herap, Stern (1980) hypothesis tat dramatic acts in the "aston can be ep in several as. They appear prvi ce inereae rocvtion, beghenslFestem, encoarge empty rd Tower sey rejection Is teresting noe thst ese same Mev factor areal pote by Schunano (1975)as being etal in scondanguage aoquiion. ‘hetfor, i seems resonable to ssn ht dea ab exeiet ol orsecand-asguage aching. ‘Stet nas tht drama setvies “are curt forthe frasration and lagsing intern which fen cea during sean Tanguage fning,” because they provide a compelling Feson to Tea! nfl dara give ston nsramental motivation” fer earning the cond nnguage I adition, tera reports ht ede (Ootihoscoreled lesen or slonience with efceny fn a second langue, Sern this conchder that drama "raises selfestem by demonstrating to second anguge ears that heyareindedcpabe fexpresingthenscvs ia esi somite Sieution (80) nether words dramatic iene ea rofceny by incening selfs ‘Mos second langage earercnrealatlesitoneexpinse shen they wererelutantto us the ew language Beas thei com ‘nand fit was consderabiyee than tiv ike. According Ser, ls ar especie by rmberasteo fr of testa, over she ointsout that seer odusorshae found da sreaesanon-tverteing sition whichcan resuceanderneliniite Sensi to recon (p80)? ‘Seemasoadese the sue of empathy. Flowing work one ‘yy Gon (197) Ste thins of empty a elton or suspen: sion peyeholopea mechanisms which prt tomcat. Gains research gees hatempary ogo Rei,” emt reazgungargerike pronunciation inaseund langage. Schemann takesthsonestepFber by sguestng ts "thenatral Exon hich induce go eiiy and lover nhibitonsare tho conditions wick rake he leare es anxious, ae i el seeped, nd make hit form postive identification eth spear f the are langue” (p22) Str tr demas atte rvicthe second ngage Tern th jas sue “naar fore” erhap the mos exctng thing abot dramatic atv is Phenomenon consirentlyabseried hy UCLA ol omansiation teaches and ESE sade, ar wel a by oes who hive viewed ‘eoaesromthese class. Weave observed phenomenon Shoring sent gnested sks sich those deen ates hs ‘hater. ier cls this he “spontaneity sate.” She reports hat it stay como inpsyebadeaa and quate an oseraion made bs Join Mann desig i le saying depres the peronin sha tat though i sired: Hedrawsonrewurceswbichoeiter bee isd ‘Bay have though he bad his gal. (Mann 1970: 7-8) Sern speculates tht perhaps hits what an ESL. student obseied ‘when be sdf asst, “The ransiemation nis manner 3s Airble Herel hanedtup during the phone conversion hdeveryoneintheaudence iced" (Hinoloteand Baty 197315, “The experience i ely quite remarable for stats and reecoralit ane Queny snd acer extibted atten a ing Stern hypotess hati acer ding te spotanety se becuse tat pis news ga ewe thought andepresson shih ceases ‘oni ite ative lnguage might cease oct te second langunge er wel Eau eerant to second Language aring isthe ice ling" rent and eal othe person © Ars ups eetfore untapped eau. (89), As Stem say the emanuictive states students aque ding Such a dramatic civ bp them 0a tobecoming sper tthe von language and es become a part f thee inguic repecte™ (80 SKITS FOR ADVANCED GRAMMAR REVIEW neo caies wih ekng anette eden tat Shope fcran gra etree ot Torte sent emanate. Moore toes cet in ical forte tear nde which sracorebne be iteration ay ancestor schon ss tne ean papa wich sures aed to be ewe se poste. Deseo smal poupoveioten. Expainaihn he hey ne oe ota yl efor fr the ees I Suuteencgats saint, he we eal abe ea heme Iyoung taney aahachool peat Sienweecnmhnconm eyes coarctation Inany ese, providing an uence s thao eer an soul be ea ih eine einige sry. Ofeune asa este saunas teesreenoughofthem and thesis adequate pace torebeae in without “hnsrcing anyone the snt thems are enough he proc vom cane videotaped, An iene af ome sot sextet nce later otvaton nd provides ayo” formany cn sexsi ‘ard work fis ital el teats who the audience wll cose ofteforethey bein to workontherakiyarbesudience willy toseme tent determine he comet fhe ply. Ast prepare fr lsat or shoolmaces might not be apreciated by fay and ens, Theft ew enone nl be deveed ro bins. ‘which gmp workout i ess for its, The teacher sol ac suit asa iar. Allow stuentstocreesomthingafhiromn, and imervene only when i becomes apparent tat 0 proxsess wil eae without your asitnce, Heir uppers ands oop spe completely blocked, the cache an suggest possiblis,suchas c= {ng out joe or ances or ding a para on Americas ea sutton, sch va beauty const, popular mi soa i; oF ‘igs cine inthe United Staten One aur roup ida rock ‘alle al wearing enormous work bots other did p00 of the ‘ldo belt othr own devices. Thebestecivdis alas emote the ones the teicher ha influenced eet, Letstuent it agmatine go and avid censoring Ite cntet of the kt is uch ‘hatachooladminstaterso some other rosy might heembarraned roe yi, speaktorheptenialiyoendedpouproarde ies, bt defend your stdeats We now fane cls ht ida god ‘are soot of ne ofthe schools dinar that was alas ‘umovouy,butsometinesunflateing. Langbeforethestoeatshad Sneed ret dea of tine nthe projec he ech went oe ‘xhinisrtor oa explained what the dens were panning. For ‘nat the administer alan exceptional sese humor and sup ported dramatic acinteinthe ESL claaoomaswelathe stent rentive expression Performed before the nie chon the a ‘eoranungualiahie Youre ders ti seme eines, snd acters and audience ale hae characterized te performance loner the chest and most pov experiences of thei time ia the ‘Uned Stas. your cicanstancs ona permit mac reeds, noe cviy mig be more appropri since redo of expres: sons esseovilthe success of aden generated st Alter on oo planing sions, se forthe BOOP 0 work om an cl srg. Make sue they wt down the dg or Thurstan plan te neces omtumes, makeup, and props Is testo sto hinge cate bop in ferns, Fabre sesare no ery, tree cases mal, and Il POPS bel he istencein the world Give aes abouthrce xan tovorkan thisstp, Duringthe Sst wo steps, English is eing used Forcommunicave purpose, adhe ache soul ot cote rs tr interupr any ceatve work She should make wnbsrsie notes ‘arama reso excl lilies and orgie minigrariat Tesons (page 5) around tose points. “Tenet sip i firth teacer tet stuns” work 0 that ‘langues ioatic ne grammatical corzest. This sane Ren stepabdiseseri ait provides cla pictre of which tec {ures nee review, Recuet strict eors and por word chae ‘an provide th sso gran eons ding the emaner of he Semesters an you wl lio havea ready-made content te dante vig reaches, Ths sch ais ecore conte fe ra to esos thar you tant wil sly remember, ‘One aspect feng nvtes meeting with roups order rodermine wat they ae tyingtosy. They mightals needle tp mith ending sone lating a op, or desing chars. rr al fa ieracin, bo ween and poke, he cache Should be let grammatical ros and take caf notes foe are eso. “Onc test as een oredr icupand male ough copes frie corsand yourself Sradntspow need ores ee tour of beta ily or tee ofr Wels s mt t0 meh CConcutety, grammar sons should be conducted wha the teacher fas termined neds review: ‘When stems arsheasng,theeacher anata iste toregpeting movements deine olin .Hecan movearound Fm rouptogroupandspendabouttenor fifteen mises wth each te Afra wecktebstialtheteacher should begin correct stncnton, Stodets shoud be encouraged tpt thi ines 0 pe Td deine theo in fon fir, FOOMIMALS, ares FS oFanyone who wil sen, They shoul bellowed to coret each ther nd be remind to speak clearly 0 thatthe canbe understoed by thei audience aveeach group rhea its prston sumerousties Every reheat enforces grammar pints and helps of stage fight. As thepefmance approaches, wdens sudden rete ate nes Staeftightcan be asuagedoa ret degree preparation. Mereaive ‘tle othe tse they wll aa become bored losin ‘The next step afl dress eben at oa sal audience Perhaps you ca era cllapueor evo ‘eho havea Tee perio, counselors ora secretary Guess at dress rekeaesalsare usualy very ‘ffsive, Praise and encouragemest pur students na postive fame ‘fing forthe inal perfomance. ‘On the day ofthe performance, give your students plenty of time geintocomtme aad prepare. Maksure you hve flash cunera andar eat one roll ofl an invite the school sofia. Introduce ‘ach kit (ute your stadent take thei ows lone) and prepare ro “xpeieneone ofthe mos rewarding moments ia your eackng carer Trinay seem elaborate bu dramatic acvty ia remarkably effe- tiv way todghoe an remedy problems wi grammar hat advanced stants are supposed to have mustered, but haven’ ‘TRANSCRIBED CONVERSATIONS Another ambitious bu onsderbly les involved activity isthe use of traneibedconverstions that asteate he grammar points you tec teaching, bine context atitl speck, Thisis oc an ety for agnosis and remedy such athe one above, bu one which ead. tw communicative prctice of grammar point, "Thete te amber of sources fr rancribedspech, such Informal Spach (Cateete and Jones 1974) of The White Howse Transies (1974, You can ne ens the assitance offends and Family and ecordand arserbe conversations rates, huncheons, and osalge-ogeters. Once you explain that you ae interested tural everyiy speech and tht thespeakes shold ety told traumatic lapses slang, mot people wil be enthusiastic abou ving youa hand, At int despite your adic othe contary, they vl probably monitor theirspesch, Afra fw nuts, However ost Jeol rgetal bout be taperecrder, sakura and provide Meee the Kind ofsumple you nee. Wht you re inerese i ob- tuidng is ntural unmonitored ative spec, with whatever rors {ave stra and iiosyneracies that marrally eeu. Many ESI. pro Fearas believe that such authentic mater re nore epi that the uaa contrived ESL tents dais. Aer you hve oiler an hour oe two of convertion sell exchanges hat illustrate hepa Teal pammar sruerre beng taught canbe extracted, typedupand Uoplcated, writen onthe board o an overhead proector, or ten amthratin, Stents then have an athenti dialog to work with, ‘Wen working wth authentic speech itis importen 0 make jour student sate of ester and dacepances between Pesci vee evommae and actus spoken English. The register in a seyment from The hte Honse Trance might be appropriate ft adres onthe presen but neppropeiaeorstadensadresingeachsber. Likewie naive peers at tel t say, “Thete's ome papers 0 the bles” bur wrt, The are some papers om the esl. Aothestic Tanpunge atria aeexcliet forllstating his hard o-ras poit. "Thefotlowing dialog taken tom The White Howe Transcripts canbe uso practic hypothe ontional sentences. The ki GEintgu mest al the more interesting, though few of is bare {he oppor to disuse national security Teak, rea imagine Whar would yous they id, "Didyoucer doany wie Tapping?" Pt ins question they willask Were you aware fay wiresaping? B: Yes. Pe You would sey, Yes" Then, “Why did you doit” You rou say twas ordered 3 asinal scat basi tb: National security, Wekada series of very serous nasonat security leks (P23) henusinga dal fom athentisspose, ake sure youve students som dnof the context of the dlog. In our example bows one apn that wo pubic igure are cussing how to jut thi Tee wietapping, which they fear wil sory be uncovered. “Te deni ofthc ailing method isesponsibe atest in par forthe deline inthe uo the memorized dialog. Howevesfen though memoricng sted sndcomitd lines bores sudensand {is unltly ro lead to the spontanovs generation of language, tere ino evidence that repetiion with sustained intrest and the oppor tity for elaboration i harman fc ts been our experience ‘hot heise very natal paroflanguag letning.Asthertiedialogs ‘canbe paiculay useful in the focused practice pase fa grammar resto epecliyftheyae accompanied byte aig apes (Ibe ‘tiginasare aval, have nacivespeakigfiendselp you make ‘eat recording) Let students workin pis and ave them ry ‘heir bes to approimte native speaker promnciton and stone ‘ion. Then let tem fecord thei an version ofthe dialog and om Tareitrothe ori, The tesher bold walk round Ye room 2nd Tine ceefly to each p's observation, Discuss the dierences tudes have noticed ao gie individual lp ssneoded. Aer about ‘vent minutes, ba students change partners, rebease, and record pin, Repeat the rocede. Avail tp, have aluter pais pr fv the login eo of he clas. Then pay the origin an et the cing dass diferences betveen thei classes’ performances sau the conversation of the native speakers. This allows aden to uerv a well a producethe grammatical structures bung practi. ‘Notice that tis grammar eseon incorporates writing you diate ‘he iaiog) eangitening, and panacea wel as merous ppornuniis fr repetition. ‘Thefina p's improvisation. This isthe communicative pre ice phase of your ssn, For example the teacher cn ell dents tosetupa pre but ove ion Lsteadofsaying, “What wood ‘you do fake, ‘Did you ever da any wiretapping” "they coal i Jn theron variations eg, “What would you doi). These ‘igh be humorous, such ¢ "What wo you do if Broke Shields ‘kei right sow” or serious such ax “What would youd ifyour rosin ake yoo to marry helm?” The possiblities sre limites. Le aden contrac thei ow responses a ell and pe sen thelr improvisations in font of the las, ROLEPLAYING Another deamstic atv with which we ae al fail oleply ing, According co Rotensweg (1974), "Roleplaying isthe dramatiza thn oa sealife stution a which the sedents sume roles. ft presets the students wth problem, but instead of aching sp feces in solving ity he dents act out tee slion” (p4, [Rosewweig urges that corey chore roleplaying ecnes expos traders tothe types situation the ae mos ikl to encounst {ese a sie ofthe clssone- Feeback orn the racher peo “esthem wih he linguistic and ular awareness need to ne ‘on nsuchsitotons hs improvng thi selrconfdenceand ability to communicate efectiey. I isan excellent technique for com tnuicmiveprtie of sractres sensi fo si Fat. “The general procedure sugexsiafsto hand ou the prob emtothestidensandansver questions. Next introduce andexpin the socbulay and sructuresncesay Sethe ask Inthe flowing tesson, vie aden into groups in which they sess ad proc ‘Tot sey ae ging tod the roleplay. Rosensweig sugpest that ‘oning hi atep te eacer allow staat to communicate recy and otinterage br osecon. However, the teacher shoud tke nots ‘grammatical claral ee poseloia ror fr sebsequet reat nen Net theo i pervmed eft. Aer each nas ‘tenth acer comments neleted minor nguageerrors Major ‘ror arsed for format gratia lesson later. Aer each 2T0uP tu perfor, the eae clas dacs the questions ised bythe ‘tani, suchas diferent iterpretations ofthe scene and ularly ‘lingual appropiate exposes. Thelststepistoasigna weting ‘herb tusedon te oeplayoravelated question, Subsequent aa tha esos buted the errs oberved daring the exercise should be presented ‘Rocaswei suggests hath emreexercise be sprealoutovtr ‘ree da maducng the oe stun andthe ital group wor ve ist dys move group work, performances, clas evaluations Sa writen work onthe second day; andthe rama oliow-up on teh He points ot that casero activity suchas hi usally tts work on vocabulary acute, wien work ad agra {Bat ton 2 wel as work oa pronunciation snd communicative ulus th proedat et conser ie towing roleplay‘om Rosnsweig, The rsmmar focus is thesia ut modal sch May [eyo avers ome, lean, Would ou mind ppg ot uss, pes? nd the logical eo al, in Fa ase eft. my Insurance vrai theme ot The gt might hae boo ello ‘cing Stopped by a Police Officer (Siudent Handout) L Seo You are diving down efreay in California and youre soppedy a pois ocr. He's completly unsympathetic tothe at tat yo area foreign stadent ae your nervousness makes diiculr you ‘ocxpress ourselt You ate nr suze why he has topped you, bit ou ‘ow hateisextremely angry. Yourareto workout ashor sit with thre characters the diet pusenge, andthe police oferta ‘huracer could be another police ofces. The presentation shoul be approximately five minutes. 1, Pocaulary Ave’ license sicket hick eisation sation ssurance to beak the aw license pate to sep oi ofthe ca sale uri — rearew mirror ‘eare) TIL, Quetions for plang our rlpaying 1 Why has the police offer stopped you? 4 Hos should you reset to hi anger? 4 Ist possibe that he had a goo season to stop you? ‘What isthe best way to deat with he mater? 1 What kinda language do you use when you tlk to. police sfc? + Whacarethe pose probiems you might ave (expired ens, Fongeting an portant document, omeshing wrong withthe can? WW, Diseason Quertons * Isbriberya god way tdeal witha polis office in the United States? Why or why not? + Whacisthetolea police oficerinthe United Sates? En your + Whar ithe at way totresta polcefisern the Ute States? tf yu ae topped ha police ie, How should you et? 1 Would you ast the sae way if yom were topped by a pelce officer im your county? What would you doesent? LW. Suageted Topics for Writing 1. Recount a personal experience bar you have ad with apie slicer inthe United Stes, (This ipa sited or prc ting the pst tense and the nerve mode) 2 Compare and contrast the roe of pice fice in the Uaited Sites with the role of poe offer in your entry. (This ‘wo lc the presen tense, expository mode) CONCLUSION ns his chaper we have disused dramatization, a eeique ha is partcustlyapproprine for eachiag grammatical suctres tha ane Seostveto och fcr. Weave also propeed this zene for in posing grammatical structs which shoul ave been mastered by highimermedite andadranced stems, bt were nt Ou Fscurces have included roleplay, dinlogs,ransrbed conversations asks Inaddiion wficitatinga match berwen stractre and social ators and diagnosing sae in grammatical Enowledg, these actives prov ‘ide meaning contests fo iterating woting, reading, promunci- tion listening ad arama, They aso enable students 0 operite sposaneous wit he language as Wells experince ncrested en iy beightened plete and motivation anlowered seastiy fo mieeion, thus flitting scondlangeage acquisition. Finally, Araatc activi, if propely conducted, provide teachers with ‘igh eon nd provide tues with some ofthe ices and sox mene experience they haven stragle with te second Junguase