1st Draft June, 1974
PURPOSE OF THE COURSE
The Art of Communication is a 5 week course designed to enable
participants to use the English Language more fluently, naturally,
and with skill in a variety of common social situations. This
course takes the common English language and pulls it through
the social situation of our tine, broadening a participant' s
context and worldview. The fundamental aim is to develop
confidence in expressing one's own views on any subject; and to
develop ease in using the language in any situation.
COURSE CURRICULUM
The Art of Communication covers a wide range of social topics
and current issues through conversation, and practical activity.
At the same time it deals directly and indirectly with acceptable
grammatical forms and pronunciation. The full 4 session weekly
course follows the basic themes: Living in a Global Village; The
Art of Living; Style! Style! Style!; Life is Communication.
TWENTIETH CENTURY METHOD
The Art of Communication uses an indirect, informal teaching method,
where student participation, discussion and evaluation are key.
Some specific methods employed involve corporate and private reading
with art form conversation; news conversation; structured conversation;
workshopping and practical situation experience; speaking and
listening activities often with the use of the taperecorder.
BASIC PRESUPPOSITIONS
The Art of Communication presupposes some knowledge of English
by the participant. The emphasis is on relaxed conversation and
discussion where correct grammatical forms, pronunciation and
vocabulary are learned and dealt with, indirectly. This course
presupposes that the effective communicator of our time is the
one who can express his own ideas clearly, simply and directly
through either written or spoken word; and who thinks out of a
global context.
The Language School is a 5, 8, or 13 week session' as decided
upon lay those offering it. It Is taught in 1 or 2 hour blocks
of time The image is $5 an hour, $20 a week four nights
a week at l hour per night, or 2 nights a week at 2 hours per
night.
The Curriculum Design illustrated in this manual is for 5 weeks,
4 nights a week. However, as one school is now meeting 2 nights
a week for 2 hours per night, the curriculum is being compressed.
It could likewise be expanded for a longer period of time than
5 weeks. Experience shows that there is more than adequate amount
of material listed on the curriculum chart for each night. In
some so Equations afternoon or morning sessions may be more helpful
than evening meetings.
On completing the school, the participants should be encouraged,
according to their need, to continue to attend the second session
of 5, 8, 13, etc. weeks . The curriculum may be adapted to their
level; i.e., conversation becomes more rapid on a different aspect
of same subject in basic curriculum, introducing a more advanced,
complex vocabulary.
As the Language School is for people with some knowledge of English,
the fee is increased for any supplementary tutoring in the case
of a participant with very minimal English skills.
| Expanded English
Class May 1974
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| Session Week & Theme |
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| First
Week The 20th Century Individual |
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| Second Week
The 20th Century Family |
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| Third
Week The Local Community |
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| Fourth
Week The Nation |
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| Fifth
Week The Globe |
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| Expanded English
Class May 1974
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| 2 HOUR | 1 HOUR |
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5 min. | 5 min. |
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20 min. | 10 min. | ||||
10 min. | 5 min. |
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20 min. | 10 min. | ||||
10 min. | 5 min. |
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35 min. | 20 min |
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10 min. | 5 min. |
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Pronunciation Reinforcement of Correct Pronunciation
is crucial in the Language School. This is the reason for continued
use of drills throughout the evening. The reading is selected
to focus the week. It also presents vocabulary and promotes discussion.
By having the participant listen to the teacher read, there he
reads the same part, one gets a grid of the sounds with which
he has difficulty.
The dialogue presents vocabulary put on the board so that
participant may see it as well as hear it. Pronounce and have
participant repeat Use each word in context that is where
the dialogue comes into being. The teacher looks at the curriculum
chart for the content item, recalls some vocabulary commonly used,
then puts it into a conversational situation that can be held
between teacher and student.
The workshop section is not any cliff Brent from our workshop
methodology making timelines, budgets, problemats, etc.
It is the part of the session where composition Is looked at,
the participant's homework is gone over and corrected. ILC no
homework has been done outside of class, then it is done at this
time as part of the workshop; i.e., if participant hesitant on
putting his thoughts into writing, the teacher helps him with
examples, idiomatic (commonly used) expressions.
| Week 1 Session | |
- RS 1 Friday night conversation - How to introduce people - The 5W Methodology Who, Where, When, What (Objective) Why (How) (Reflective & Interpretive) - Reading from Carl Sandburg's poem "Chicago" | |
- Giving instructions (how to) sewing on a button, tying a necktie, tying a shoe, address an envelope, change a fuse, etc. - Making inquiries
skin care products, hair care, toiletries, clothing care - Stepping out in style a dialogue about clothes coordination (color, texture), proper clothing for each occasion talk about the items in your purse or pocket talk about the items in your purse or pocket | |
T/L where you intend to be on your vocational journey
in 10 years - Filling out Forms
job application, credit application - How to write a resume | |
being interviewed for a job
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| Week 2 Session | |
either assign to see a movie on the weekend or see movie in class (10minute one) | |
A dialogue on problems and situations relative to hospital, clinic, drug store needs talk about the items in your purse or pocket | |
getting a driver's license, business or professional license
As a way of dealing with idioms Cut out advertisements and read them Read and interpret road signs | |
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| Week 3 Session | |
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Can you stretch your dollar?
read labels on boxes and cans
read ingredients directions ~7arnings
talk about the items in your purse or pocket | |
landlord occupant relationships tenants' rights
building codes
identify the parts of a clock or watch | |
discussion and actually be the panel. | |
| Week 4 Session | |
Nationa1 responsibility and symbolic 1eadership
Bringing up problems in the office Conducting a Rotary Club meeting | |
name cities and states and poinys of interest figure mileage read the map talk about the items in your purse or pocket | |
have a news conversation to articulate national trends | |
on Wednesday evening, and have a debate. | |
| Week 4 Session | |
The Art Form conversation needs to get them to talk about what they know in English, in more than one way.
Push descriptive adjectives and synonyms.
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Pedagogue converses with individual participants.
Each person talks about his. talk about the items in your purse or pocket | |
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Charades
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THE ART OF COMMUNICATION: A COURSE IN CONVERSATIONAL ENGLISH
After each session the pedagogues records the proceedings of the
evening. This does not have to be lengthy. It includes an evaluation
of the participants' skills, strengths and weaknesses, recommendations
for next meeting, what assignment participant has, any suggestions
for curriculum adaptations or how his lesson plan be continued
the following meeting.
This is extremely important without this evaluation sheet
the teaching ceases to be a team effort, all continuity is lost
and the participant(s) is not hollowed when he is repeatedly subjected
to a workshop on what he would like to gain from the course, led
by a new teacher with no notes from preceding evening.
An evaluation of tile entire Language School is to be held by
teaching faculty between the end of first School and the beginning
of the second.
Date:
Staff:
Participants: | Week: _______________ Session: ______________
Curriculum Content (from chart): Reading: |
| Drill Used: | (Structured Conversation)
Dialogue Used: (Vocabulary Introduced) |
| Workshop: | Participant Evaluation and Recommendation for next time: |
| Assignment Review and What New
Assignment Given: | |
thereby participant has to cleanse the verb. 3. Transformation Type Teacher gives 1 tense of a verb, participant has to put it into another tense. | |
| Phrase Drills Grammar Drills
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| Tongue Twisters
Saying the Alphabet Counting Songs Reciting Jingles, Limericks Phonetics dependent what language participant speaks dependent on what sounds difficult for participant | Nouns Verbs Complements
The _____ would _____ into a ______. Boy jump boat teacher hurry classroom dog reach trashcan monkeys scramble forest milk run bucket plane disappear cloud letter fall mailbox incident turn lesson |
| Vowels/Diphthong |Consonants/Blends
a apple, late | L full,luck, e egg, ease | yellow, calm, Lilly i nice, sit | P put, happy, o hot | poppy u - cup, use | bb, b big, cab, oo book, food | thumb, Bobby. au law | d day, meadow, | Daddy ou cloud | k - king, ink, oe does, hoe | RikiTiki | j,g judge, gem, joy, | George | th,t tell, rat, | Thomas | Content Words
nouns
verbs
adjectives adverbs |
Prefixes Suffixes ed, ing Verb endings have, has - go, goes Plurals boxes, cats, children Past tense, other tenses Noun possessives Comparative and superlative | Structure words
Conjunctions Propositions Auxiliaries (Note word order sentence.)
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1. Peter Piper picked a peck of pickled peppers
A peck of pickled peppers Peter Piper picked.
If Peter Piper picked a peck of pickled peppers,
there's the peck of pickled poppers Peter Piper picked?
2. She sells sea shells at the sea shores
3. Rubber baby buggy bumpers
4. (Add your own to the list)
AIM This is a CONVERSATIONAL COURSE. You are out to allow?
release, invite, demand participant to express himself in
conversational English. (The $100 course fee is symbol of
participant's decision to speak English.)
METHODS Art Form Conversation, News Conversation, Workshops,
5W Method: Who, What, Where, When, Why (How) as art
analytical screen Avoid concepts and rules if possible,
Demonstration via Conversations and Drills illustrates much
better than talking about long and short e, or 3rd person
endings of irregular verbs.
KEYS To Teaching English as a Second Language:
What are the sound constructions in English which are difficult
for a Spanish speaker, a Korean, a Filipino, etc
These contrastive elements inform you of the content
you will choose to drill on repeatedly, as well as the vocabulary
you intentionally put into your dialogues and conversation.
DO'S 1. Teacher asks questions.
2. Participant asks questions (in English) ~
3. Use of recorded drills and conversations on tape.
4. Give participant "gift of gab" risk.
5. Teacher models correctly. Participant repeats.
Teacher models again. Participant repeats,
Teacher moves on to next. Participant follows.
6. Encourage, Encourage, Encourage through variety of ways
DON'T's 1. Lecture, dump data on,
2. Speak participant' s native language.
3. Allow participant to remain s inert ~
4. Scare to death by calling on participant before
asking the ques t ion.
5. Embarrass by recorrecting more than 2 times in a row,
Participant will get it listening try the others' responses.
6. Overuse "OK" ~ "All Right", "Fine" You will bore them if they can predict your response.
Date:________________
1 | Title/Author
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Who |
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2 | Major emphasis of Article:
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What |
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3 | Which edict is discussed and from what prospective?
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Where |
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4 | At what point in the development of that media's history is
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When |
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5 | What is the significance and relevance of the article today?
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Why |
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Team Evaluation:
Members
Choose a room that is quiet and off the beaten track, If necessary,
post signs on doorways during the meeting to redirect traffic.
The atmosphere is more casual than formal not a traditional
classroom nor seminar room setup. A lounge atmosphere is fine.
Tables with armchairs are good seating combination, permitting
comfort and writing space.
The decor should reflect the thrust of the curriculum wall decor
may illustrate the overall curriculum image i. e., a montage
showing a small picture for each session' s content, while centerpiece
may deal with the image for t! at particular evening.
The personal decor of pedagogue is that of welldressed,
pleasing. It may reflect the curriculum content as well
Ur image, sophisticate, uniform, but never sloppy.
Background music may become part of the overall decor if not found
to be distracting.
TOOLS
Tape Recorder
Black Board
Chalk
Eraser
Pictures
Paper
Pencils
Songs
Background Music
Wall Decor
Standup Decor
Table Decor
Dictionaries
Phonetics Handbook
(If pedagogue does not have one, any library does.)