spice up your dialogues! adapting communicative activities
Post on 05-Jan-2016
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Dialogues are important because they
model real-life situations teach new grammar and vocab allow students to use what they've
learned give shy students a chance to step
outside boundaries and provide fun, informal language
practice.
Benefits of dialogues
Provide speaking and listening practice (emphasizing how the listener reacts)
Create a memorable learning experience
Are adaptable to multiple levels
Increase motivation and self-esteem
Move from word to phrase to longer units
Help students use language in context
Before the dialogue...Ask questions about the picture
How many people are there?
Who are they?Where are they?
What are they doing?What are they talking about?
How do they feel?
What did he say???utterances and useful
expressions in dialogues
Nothing much.
Seriously?No way.
Get out of here!
Oh, um, hmm, eww
Are youkidding?
Woah!Cool.
What for?
Informal conversations in English are often chockful of utterances and useful expressions whose meanings cannot
be found in the dictionary.
Pragmatics is the the study of the aspects of
meaning and language use that are dependent on the speaker’s intention and the addressee’s interpretation of
the utterance in the context of the conversation.
Use voice intonation,facial expressions,body language, and repetition
to explain expressions and utterances so students really understand the dialogues they are reading and
speaking.
Planning phase1- Determine your objective.
2- Select or create an appropriate text that is the right level of difficulty and that will fulfill your objective.
3- Decide the specifics of the activity and include them in your lesson plan.
Warm up: Reading and listening to the dialogue
Review new vocabulary Fill in the blanks Suggest synonyms Identify speakers' emotions and
personalities
Speaking the dialogue Team speaking Check
pronunciation Act with emotion Try new roles Bring props Memorize and
perform
Get creative!Students can adapt the text using their ideas
Make it an interview>Choose a character to interview
>Write three questions for the character
>One student answers as the interviewee
Write an alternative ending>Cut off the dialogue at a critical point
>Students write/brainstorm alternative solutions
What happens next?>Students brainstorm and write a sequel
>Draw a cartoon – “The next day...”/“Five minutes later...”
Activities for this unit´s grammar focus, learning goals, and vocabulary
Cloze activity (fill in the blank)
Team speakingRole play cardsWhat happens next?
Cloze Activity
Students identify vocabulary words and prepositions of place from the unit by listening to the dialogue and filling in the blanks with the correct word. The activity sheet can be modified to focus on the grammar and vocabulary you wish to teach.
Andy: So where would you like to go today, Brian?
Brian: I'm not sure. Can I look at the map? Venetian Pool... is that just a (1) __________ ?
Andy: Not really. There are also waterfalls and (2) __________ there.
Brian: Let's go there! Where is it?
Andy: It's in Coral Gables, (3) __________ Coral Way and 40th Street.
Liza: And there's also the Seaquarium.
Andy: Oh, yeah. You can see sharks there.
Brian: Awesome! Can we go there today?
Andy: Sure. You can see dolphins there, too. And then we can go to the Planetarium.
Brian: Great! And what about Coconut Grove? What's that?
Andy: It's Liza's favorite place. It's (4) __________ __________ Coral Gables.
Liza: It's a shopping place. There are really great restaurants there, too.
Brian: Umm, I think I'll skip Coconut Grove. I hate (5) __________.
Andy: So where would you like to go today, Brian?
Brian: I'm not sure. Can I look at the map? Venetian Pool... is that just a (1) pool?
Andy: Not really. There are also waterfalls and (2) restaurants there.
Brian: Let's go there! Where is it?
Andy: It's in Coral Gables, (3) between Coral Way and 40th Street.
Liza: And there's also the Seaquarium.
Andy: Oh, yeah. You can see sharks there.
Brian: Awesome! Can we go there today?
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Andy: Sure. You can see dolphins there, too. And then we can go to the Planetarium.
Brian: Great! And what about Coconut Grove? What's that?
Andy: It's Liza's favorite place. It's (4) across from Coral Gables.
Liza: It's a shopping place. There are really great restaurants there, too.
Brian: Umm, I think I'll skip Coconut Grove. I hate(5) malls.
Team Speaking
Students practice pronunciation by repeating after the teacher as a class or as parts of the class (e.g., divide the class in sections and assign dialogue parts to each section).
Role Play Cards
Students practice asking and answering questions via role play.
Role play ideas:
-Local person and tourist
-Journalist and interviewee
-Police detective and witness
.
Role Play ExamplePerson A: You are visiting Cuenca from Canada and are lost. You are trying to find Parque Calderon. You see a nice-looking person drinking coffee at an outdoor café.
Person B: You are a Cuenca resident drinking a coffee at an outdoor café somewhere in Cuenca. A lost tourist stops to ask you some questions.
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