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This unit looks at macroscopic techniques that can be applied to many contexts including: case studies, frameworking, problem based learning, games, Computer Aided Language Learning, and Speech Act Theory. Case studies provide many language learning opportunities for students. When using case studies, it?s important to do the following: introduce and give background to the topic, pre-teach the language, set up the mechanics of the activity, demonstrate the process of the activity, give students a framework to use, let them do it, provide feedback, and finish with debrief. Frameworking can be applied to teaching business English via an input, process, and output model. Problem-based learning places the teacher as the facilitator and the students work together to solve problems. The stages in this method take place as follows: chairperson reads the problem and any language not understood is discovered, groups are asked to identify the problem, brainstorming, key issues listed, groups decides on tasks needed and tasks are divided among members, groups/individuals work on their appointed tasks, and finally students present their research. Games such as Monopoly, Pictionary, Trivial Pursuit, and hangman can be adapted for classroom use. It?s important to start with the teaching point first, then thinking about which games could be used to cover that point. Computer-Aided Language Learning (CALL) can be used for students to research particular topics for presentations or reading and writing practice. These in turn provide opportunities for speaking and listening. The internet can be used to see examples of business letters, emails, company reports, and other authentic materials. The Speech Act Model has four levels: Utterance (a short phrase with no particular meaning), Propositional utterances (identifies something and involves interaction), Illocutionary utterances (propositional phrases and are used with an intention of communicating with a listener), and Periocutionary utterances (intended to affect the behavior of the recipient). This theory can be used in making offers/requests, negotiating, or questioning. I learned how the process of frameworking could be used to teach business English. The input relates to the starting conditions, the process relates to what happens in the intermediate step, and the output relates to what you end up with. I learned how this could be used when analyzing case studies as well as teaching various tenses.
