1. IATEFL BESIG Conference, Dubrovnik, 20th November 2011
Bad Business English teachers copy, good Business English teachers steal
Claire Hart
IATEFL BESIG Conference, Dubrovnik, 20th November 2011

2. /

3. "Good artists copy, great artists steal"

4. Areas that BE teachers should consider stealing from:
Story-telling
Visual Arts
Poetry

5. Story-telling What is it? Why should BE teachers steal it?
How can we use it in BE courses?

6. Jan Blake

7. Let me tell you a story about…

8. Why should you steal it:
Evan Frendo:
-> Story-telling is a useful way of building relationships at work
-> It is common in the workplace
-> It can be an indicator of professionalism
-> It can help the teacher carry out needs analyses

9. Some ideas for the classroom:
Story matrices and re-telling
Presentation skills/ Audience engagment
Circle story-telling
Show and tell
Language practice
Small talk practice

10. Visual Arts What is it? Why should BE teachers steal it?
How can we use it in BE courses?

11. I´m not suggesting you use Picassos in the classroom…
Photographs
Diagrams
Controversial art works
Artistic interpretations of their products
Posters and other marketing artwork

12. Why should you steal it? Visual learners Easier to get the message
Easier to express yourself
Universal, cross-cultural appeal
Makes learning more memorable

13. My course progress drawing activity

14. delivery

15. assembly line

16. How I was feeling before making a phone call in French last week…

17. But is it art, Banksy?

18. Cartoons

19. Some ideas for the classroom
Images to introduce or review vocabulary
Images to introduce and explore a topic
Images to provoke discussion
Images from the news to provoke discussion of current affairs
Images for present continuous practice
Picture dictation

20. Poetry What is it? Why should BE teachers steal it?
How can we use it in BE courses?

21. We have all read a poem at some point in our lives…
Part II: Emily Dickinson’s Lunch Hour Because I could not stop for lunch, And leave at half-past three, I stayed inside my cubicle, And worked on, grumpily. I soon recalled I hadn’t brought– Or purchased on the way– A sandwich, drink, and bag of chips, For this contingency. My window showed where children played A game out in the sun– I watched–then turned to face The work still to be done. Or, rather, tried to face the work– Distractions do abound– And hunger just accelerates The mental runaround. My fellow workers paused outside My cube and talked of food, And ever since my abdomen Has given rumblings rude. ‘Tis hours since lunch, and yet there seems No ending to the day How long until my work’s complete? Right now, eternity–

22. Why should you steal it Fun and full of humour. Easy to relate to.
Can be very memorable.
Difference between spelling and pronunciation.
Practice for syllable and word stress usage.

23. How many words can you think of that rhyme with RED?
bed read /red/
fed lead
zed head
led dead
misled undead
wed unread
shed misread
said

24. How many words can you think of that rhyme with YOU?
do/ undo/ redo
knew/ dew/ view/ review/ threw/ withdrew/ renew
sue/ ensue/ rue/ pursue/ queue/ cue
loo/ boo
lieu
ewe

25. The vagaries of the English language
I take it you already know Of tough and bough and cough and dough? Others may stumble, but not you, On hiccough, thorough, lough and through? Well done! And now you wish, perhaps, To learn of less familiar traps? Beware of heard, a dreadful word That looks like beard and sounds like bird, And dead: it's said like bed, not bead -  For goodness sake don't call it deed! Watch out for meat and great and threat (They rhyme with suite and straight and debt)

26. A moth is not a moth in mother,
Nor both in bother, broth in brother,
And here is not a match for there
Nor dear and fear for bear and pear,
And then there's dose and rose and lose –
Just look them up - and goose and choose, 
And cork and work and card and ward,
And font and front and word and sword,
And do and go and thwart and cart - 
Come, come, I've hardly made a start!
A dreadful language? Man alive!
I'd mastered it when I was five!
Quoted by Vivian Cook and Melvin Bragg 2004, by Richard Krogh, in D Bolinger & D A Sears, Aspects of Language, 1981, and in Spelling Progress Bulletin March 1961, Brush up on your English.

27. Limericks
HE STARTED IN WORK AS A CHAUFFEUR, HE RETIRED AND BECAME THE FIRM'S "GOFER". HE WASN'T DEPENDABLE, HE BECAME EXPENDABLE, HE WAS FAR MORE AT HOME ON THE SOFA!!
A TYPIST HAD A PROBLEM TO WAKE UP, SO THEN HAD TO RUSH MORNING MAKE-UP. THE OTHER GIRLS IN THE POOL SAID HER MAKE-UP LOOKED COOL, SHE NEEDED A COSMETIC SHAKE-UP!!

28. Underline the stressed words
HE STARTED IN WORK AS A CHAUFFEUR, HE RETIRED AND BECAME THE FIRM'S "GOFER". HE WASN'T DEPENDABLE, HE BECAME EXPENDABLE, HE WAS FAR MORE AT HOME ON THE SOFA!!
A TYPIST HAD A PROBLEM TO WAKE UP, SO THEN HAD TO RUSH MORNING MAKE-UP. THE OTHER GIRLS IN THE POOL SAID HER MAKE-UP LOOKED COOL, SHE NEEDED A COSMETIC SHAKE-UP!!

29. Some ideas for the classroom
Rhyming activities
Homonyms
Error correction of homnyms incorrectly used in writing, e.g. in s.
Syllable and word stress.
Try writing a poem.
Stimulus for discussion.

30. Thank you for your participation
The slides from this workshop will soon be available to download on my blog:
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