Teaching Teaching Dialogue Dialogue SpeechSpeechNina Dzhura Nina Dzhura

Specialized school 28 Specialized school 28 CherkasyCherkasy

DialogueDialogue• a special conversation among people a special conversation among people

with different points of view on issues of with different points of view on issues of mutual concern. mutual concern.

Consists of a series of lead – response Consists of a series of lead – response unitsunits

lead response inducement lead response inducement responseresponse

response unit response unit a unit of speech between two pauses a unit of speech between two pauses

(consists of one or more (consists of one or more sentences)sentences)

addressed to a partneraddressed to a partner

emotionally coloredemotionally colored

motivatedmotivated

stimulatedstimulated

situationalsituational

Psychological characteristics of dialogue speech

Dialogue speech must be:

Inner outward

Linguistic Linguistic peculiaritiespeculiarities

incomplete sentences (ellipses)incomplete sentences (ellipses)

e.g.e.g.- How many books have you?How many books have you?- One.One.- Do you go to school on Sunday?Do you go to school on Sunday?- No, I don’t.No, I don’t.- Who has done it?Who has done it?- Nick has.Nick has.

contracted forms:contracted forms:doesn’t, won’t, can’t, isn’t, etc.doesn’t, won’t, can’t, isn’t, etc.

some abbreviations:some abbreviations:Lab (laboratory), mike (microphone),Lab (laboratory), mike (microphone),

Maths (mathematics) p.m. (post meridian) Maths (mathematics) p.m. (post meridian) and othersand others

conversational tags:conversational tags:Well, you know, of course.Well, you know, of course.

Phrases to start a Phrases to start a conversation,conversation,

to confirm, to comment, to to confirm, to comment, to make a request, to agree or make a request, to agree or disagree, etc.disagree, etc.

Well, look here, I say, I’d like to tell you, Well, look here, I say, I’d like to tell you, believe so,believe so,

I hope, yes, right, quite right, you see, you I hope, yes, right, quite right, you see, you mean, do you mean to say that..., and mean, do you mean to say that..., and what about, as far as I know, the fact is, I what about, as far as I know, the fact is, I mean to say…, etc.mean to say…, etc.

Communicative Communicative characteristics characteristics

Interaction of partners Interaction of partners Direct contact Direct contact General situation and subject of General situation and subject of

speaking speaking

Dialogue Dialogue structures structures

1.1.Question – responseQuestion – responsee.g.e.g.- Hello . What's your name?Hello . What's your name?- Ann. What’s yours?Ann. What’s yours?- My name is Helen.My name is Helen.

2. Question – question.2. Question – question.e.g.e.g.- Will you help me , sonny?- Will you help me , sonny?- What shall I do, Mom?What shall I do, Mom?- Will you polish the floor today?Will you polish the floor today?- Is it my turn?Is it my turn?- Yes it is. Your brother did it last Yes it is. Your brother did it last

time.time.- Oh , all right than.Oh , all right than.

3. Statement – statement3. Statement – statemente.g.e.g.- I’d like to know when he is going to I’d like to know when he is going to

come and see us.come and see us.- That’s difficult to say. He is always That’s difficult to say. He is always

promising but never comes .promising but never comes .- It’s because, he is very busy.It’s because, he is very busy.- That’s right. He works hard.That’s right. He works hard.

4. Statement – question.4. Statement – question.e.g.e.g.- I’m going to the theatre tonight.I’m going to the theatre tonight.- Where did you get tickets?Where did you get tickets?- My friend got them somewhere.My friend got them somewhere.- How did he do it?How did he do it?- I don’t know.I don’t know.

Stages in learning dialogue Stages in learning dialogue

ReceptiveReceptive reproductivereproductive ConstructiveConstructive (creative)(creative)

listeninglistening reading silentlyreading silently

making up making up dialoguesdialogues

kinds of kinds of reproduction reproduction

immediateimmediatedelayeddelayedmodifiedmodified

Learning pattern Learning pattern dialoguedialogue

Listening for:Listening for:InformationInformationStudyingStudyingListening and reproducing the lines Listening and reproducing the lines Listening and reading first as a text, then in Listening and reading first as a text, then in

pairs.pairs.Restoring the linesRestoring the linesExtending the linesExtending the linesRole playing the dialogueRole playing the dialogueFunction - based transformation of a dialogueFunction - based transformation of a dialogueSituation - based transformation of a dialogue Situation - based transformation of a dialogue Topic – based dialogueTopic – based dialogue

A good dialogue should:A good dialogue should:

• be short, no more then 12-20 lines be short, no more then 12-20 lines • have only two or three speakershave only two or three speakers• be fairly realistic in terms of be fairly realistic in terms of

situation and languagessituation and languages• not introduce too much new materialnot introduce too much new material• Contain one or two new grammar Contain one or two new grammar

points, each repeated two or three points, each repeated two or three timestimes

Making up dialoguesMaking up dialogues

1. Give pairs a situation card and tell them to decide 1. Give pairs a situation card and tell them to decide who is going to take which role. They prepare and who is going to take which role. They prepare and practise together first, then perform it in front of the practise together first, then perform it in front of the class.class.

e.g. Card

Your friend didn`t meet you outside the cinema. You want to find out why

A: So why didn`t you turn up? I missed the start of the film!

B: But I did! You weren`t there!

A: Yes, I was – outside The Rialto at 9. That`s what we agreed.

B: Yes, that`s where I was – The Royalty.

A: The what?

B: The Royalty – 9 o`clock!

A: No, no. Not The Royalty – The Rialto!!!

2. Pairs read the situation and write six phrases (of 2 – 7 words) 2. Pairs read the situation and write six phrases (of 2 – 7 words) on a piece of paper that they would expect to hear in a on a piece of paper that they would expect to hear in a dialogue in this situation. Choose one pair to improvise a dialogue in this situation. Choose one pair to improvise a dialogue based on the phrases they have written, and dialogue based on the phrases they have written, and perform it for the class. The other students listen and tick off perform it for the class. The other students listen and tick off any phrases they hear that are the same as the ones they any phrases they hear that are the same as the ones they wrote down. The winner is the pair with the most correct wrote down. The winner is the pair with the most correct predictions.predictions.e.g.

CardYou want your parents to buy you aMotorbike for your 16th birthday.

Why notWhy not They`re They`re dangerousdangerous

But … has got oneBut … has got one You know what You know what I`d likeI`d like

You`re too youngYou`re too young Absolutely not!Absolutely not!A: What would you like for your birthday, Steven?

B: You know what I`d like.

A: What would that be?

B: I`d like a motorbike for my birthday.

A: Absolutely not!

B: Why not?

A: You`re too young.

B: I`m going to be 16 next month.

A: They`re dangerous.

B: But Jason has got one.

3. Choose something you are carrying or 3. Choose something you are carrying or wearing (e.g. your watch). Think of a price to wearing (e.g. your watch). Think of a price to “sell” it to your partner. Then, in pairs, “sell” it to your partner. Then, in pairs, bargain for the object.bargain for the object.

Seller

Say hello.Offer to help.

Say the price.

Give him/her the object.

Reject the offer.Reduce price.

Give final price.

Buyer

Ask the price ofsomething.

Ask to look at it.

Comment on the object. Make an offer.

Offer to pay in cash.Make third offer.

Accept.

4. Complete the phone conversation with the 4. Complete the phone conversation with the words and phrases below and act out it.words and phrases below and act out it.

Laura: Alison, (1) is that you? (2) …….., Laura.Laura: Alison, (1) is that you? (2) …….., Laura.Alison: (3) ……..! How are you?Alison: (3) ……..! How are you?Laura: Fine thanks. Look, I`m on a train. (4) ……… if you`re going to Laura: Fine thanks. Look, I`m on a train. (4) ……… if you`re going to

the gym tonight.the gym tonight.Alison: Well, I`m not sure. Lee phoned me and asked me to go for a Alison: Well, I`m not sure. Lee phoned me and asked me to go for a

drink with him.drink with him.Laura: (5) ………? We were in a tunnel then. (6) ……….. .Laura: (5) ………? We were in a tunnel then. (6) ……….. .Alison: (7) …….. Lee has asked me to go for a drink tonight.Alison: (7) …….. Lee has asked me to go for a drink tonight.Laura: Oh. So are you going out with him or going to the gym?Laura: Oh. So are you going out with him or going to the gym?Alison: (8) ………. Go for a drink with him if that`s okay.Alison: (8) ………. Go for a drink with him if that`s okay.Laura: Yeah. (9) ………. I`ll go to the gym on my own.Laura: Yeah. (9) ………. I`ll go to the gym on my own.Alison: OK. (10) ……… Maybe we could go together then.Alison: OK. (10) ……… Maybe we could go together then.Laura: Fine. Look, Alison, (11) ………. . I`m losing the signal.Laura: Fine. Look, Alison, (11) ………. . I`m losing the signal.Alison: OK. (12) ……… .Alison: OK. (12) ……… .Laura: Bye!Laura: Bye!

I didn`t catch what you said I just wanted to ask you I said I think I`ll I`d better go I`ll call you tommorow night It`s meNo problem Oh, hi Pardon See you Is that you

5. Two students are talking about the topic in 5. Two students are talking about the topic in the exam task below. Can you put their the exam task below. Can you put their

dialogue into the correct order?dialogue into the correct order?

- That’s true. We could make a chart showing the different That’s true. We could make a chart showing the different possibilities for qualifications.possibilities for qualifications.

- Now, what do you think we should start off with?Now, what do you think we should start off with?- Yes, why not? We all have that in common. How shall we do it?Yes, why not? We all have that in common. How shall we do it?- Yes, that would make everyone feel directly involved.Yes, that would make everyone feel directly involved.- She is, yes, but this is supposed to be our own ideas.She is, yes, but this is supposed to be our own ideas.- Could we ask your mother how to do it? She is a science Could we ask your mother how to do it? She is a science

teacher, after all.teacher, after all.- Then we could ask the class if people in their families have Then we could ask the class if people in their families have

those qualifications.those qualifications.- That would be effective – nice and clear.That would be effective – nice and clear.- Why don`t we begin here? I mean, with the question of Why don`t we begin here? I mean, with the question of

education.education.

SourcesSources

1.1. Methods of teaching speech.Methods of teaching speech.

www.revolution.allbest.ru/pedagogics/00025567_0.htmlwww.revolution.allbest.ru/pedagogics/00025567_0.html

2.2. Methods of teaching speech. www.oup.comMethods of teaching speech. www.oup.com

3.3. http://letopisi.ru/index.php/http://letopisi.ru/index.php/Teaching_dialogues_and_speakingTeaching_dialogues_and_speaking

4.4. Пахомова Т.Г. Методичні тези. Черкаси. 2009Пахомова Т.Г. Методичні тези. Черкаси. 2009

5.5. Andy Harvey John Oakley. Game on. Express Publishing. Andy Harvey John Oakley. Game on. Express Publishing. 20032003

6.6. Elizabeth Sharman. Across Cultures. Longman. 2005Elizabeth Sharman. Across Cultures. Longman. 2005

7.7. Exam Excellence. Oxford University Press. 2006Exam Excellence. Oxford University Press. 2006

8.8. Opportunities (Pre-intermediate). Longman Pearson Opportunities (Pre-intermediate). Longman Pearson Education. 2003Education. 2003