Is the staircase the right way up or upside down

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Is the staircase the right way up or upside down?
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Naming our target group

• Think of a typical B2/C1 level speaker who you
  teach. Give him or her a name.
• What is the main challenge?
• For example
• My B2 is called Martin and he is the head of an
  advertising agency.
• His main challenge is

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His main challenge is

• Reacting appropriately to spontaneous questions
  and statements (enigmatic remarks, non-congruent
  messages, off-the-record remarks)
• Pushing through his agenda (keeping his eye on
  the ball) while at the same time maintaining good
  relations with his partners.
• Not losing his credibility (not making a fool of
  himself in front of his staff and clients)

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Nailing the difference

• Can you describe the difference between a B2
  level business user and a C1 level business user?

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Working in EuropeCEF

• B2 An independent learner who can process and
  pass on comprehensive information (11 words)
• C1 A competent learner who can direct and chair
  discussions involving complex information (12
  words)

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What is the problem?

• Problem Martin has difficulty in dealing with
  the unexpected (perceived randomness).
• Solution Perhaps a game that can simulate the
  randomness of real meetings.
• Next Problem But how can we simulate randomness?
  How can we create a laboratory where situations
  involving complex information can be slowed down
  and put under the magnifying glass? And yes it
  must be fun too!

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What is the missing word?

• "This is so easy. It will be a piece of
  ___________."

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Easy, or not?!

• This is so easy. It will be a piece of
• PIE

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Crossing our wires

• It will be a piece of cake.
• It will be as easy as pie.

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• (Pause) I kinda agree with you there, but on the
  other hand ....

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• Mmm. I disagree with you. Let me explain.
• Well, I am not sure it is worthwhile uhm.

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Grooming and Zooming

• Brilliant! So what now?
• Thats not a bad idea at all. I was just
  wondering how we could implement it?

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Getting A Handle OnAttitude

• Trainer Read out the phrase in an appropriate
  tone of voice and using appropriate gestures
• Martin Mark on the Language Scale how tentative
  or direct you think the language is.
• Mark on the Mood Meter how supportive or
  challenging the tone of voice is.
• Together this gives you the ATTITUDE of the
  speaker.
• Are his/her words and tone of voice
  CONGRUENT? Now change the tone and or language.
  Your trainer will mark her impressions on both
  scales. Discuss.

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The Game simulates the randomnessof meetings

• People cough what was the missing word?
• People send out mixed messages how do I
  respond?
• People use idioms as TPs how do I deconstruct
  the meaning?
• People push their own agendas how do I respond?
• People put me on the spot how do I respond?
• How can I push through my own agenda (goal
  orientation)?

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The Up to Speed Game can be tailored to
individual needs

• The game can be pre-framed around an actual
  meeting (either past or present) that the student
  wishes to rehearse and/or analyse.
• The student collects his assumptions and
  proposals on a soundbite board.
• This soundbite board is used together with the
  phrase cards to practise ripostes.

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Any ideas for the grey area?

• an impromptu mini statement (What is your take on
  ? BLUP)
• a business quiz question
• deconstructing an idiom
• drawing an idiom that the partner must guess
• Write down three words you associate with
  ..(e.g. to improve a(n) ______)
• Hearing a short quote, writing down key words and
  reconstructing it from memory (grammering)
• ?????

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Thank you and have fun with the game!