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Teaching Dialogue Speech

Teaching Dialogue Speech. Nina Dzhura Specialized school 28 Cherkasy. Dialogue. a special conversation among people with different points of view on issues of mutual concern. Consists of a series of lead – response units lead response inducement response

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Teaching Dialogue Speech

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  1. Teaching Dialogue Speech Nina Dzhura Specialized school 28 Cherkasy

  2. Dialogue • a special conversation among people with different points of view on issues of mutual concern. Consists of a series of lead – response units lead response inducement response response unit a unit of speech between two pauses (consists of one or more sentences)

  3. Psychological characteristics of dialogue speech Dialogue speech must be: addressed to a partner motivated situational Inner outward emotionally colored stimulated

  4. Linguistic peculiarities incomplete sentences (ellipses) e.g. • How many books have you? • One. • Do you go to school on Sunday? • No, I don’t. • Who has done it? • Nick has.

  5. contracted forms:doesn’t, won’t, can’t, isn’t, etc. some abbreviations: Lab (laboratory), mike (microphone), Maths (mathematics) p.m. (post meridian) and others conversational tags: Well, you know, of course.

  6. Phrases to start a conversation, to confirm, to comment, to make a request, to agree or disagree, etc. Well, look here, I say, I’d like to tell you, believe so, I hope, yes, right, quite right, you see, you mean, do you mean to say that..., and what about, as far as I know, the fact is, I mean to say…, etc.

  7. Communicative characteristics • Interaction of partners • Direct contact • General situation and subject of speaking

  8. Dialogue structures • Question – response e.g. • Hello . What's your name? • Ann. What’s yours? • My name is Helen.

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

  10. 3. Statement – statement e.g. • I’d like to know when he is going to come and see us. • That’s difficult to say. He is always promising but never comes . • It’s because, he is very busy. • That’s right. He works hard.

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

  12. Receptive reproductive Constructive (creative) kinds of reproduction immediate delayed modified listening reading silently making up dialogues Stages in learning dialogue

  13. Learning pattern dialogue Listening for: • Information • Studying • Listening and reproducing the lines • Listening and reading first as a text, then in pairs. • Restoring the lines • Extending the lines • Role playing the dialogue • Function - based transformation of a dialogue • Situation - based transformation of a dialogue • Topic – based dialogue

  14. A good dialogue should: • be short, no more then 12-20 lines • have only two or three speakers • be fairly realistic in terms of situation and languages • not introduce too much new material • Contain one or two new grammar points, each repeated two or three times

  15. Making up dialogues 1. Give pairs a situation card and tell them to decide who is going to take which role. They prepare and practise together first, then perform it in front of the class. Your friend didn`t meet you outside the cinema. You want to find out why e.g. Card 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!!!

  16. 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 dialogue in this situation. Choose one pair to improvise a dialogue based on the phrases they have written, and perform it for the class. The other students listen and tick off any phrases they hear that are the same as the ones they wrote down. The winner is the pair with the most correct predictions. e.g. Card You want your parents to buy you a Motorbike for your 16th birthday. 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.

  17. 3. Choose something you are carrying or wearing (e.g. your watch). Think of a price to “sell” it to your partner. Then, in pairs, bargain for the object. Seller Buyer Say hello. Offer to help. Ask the price of something. Say the price. Ask to look at it. Give him/her the object. Comment on the object. Make an offer. Reject the offer. Reduce price. Offer to pay in cash. Make third offer. Give final price. Accept.

  18. 4. Complete the phone conversation with the words and phrases below and act out it. 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 me No problem Oh, hi Pardon See you Is that you Laura: Alison, (1) is that you? (2) …….., Laura. Alison: (3) ……..! How are you? Laura: Fine thanks. Look, I`m on a train. (4) ……… if you`re going to the gym tonight. Alison: Well, I`m not sure. Lee phoned me and asked me to go for a drink with him. Laura: (5) ………? We were in a tunnel then. (6) ……….. . 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? Alison: (8) ………. Go for a drink with him if that`s okay. Laura: Yeah. (9) ………. I`ll go to the gym on my own. Alison: OK. (10) ……… Maybe we could go together then. Laura: Fine. Look, Alison, (11) ………. . I`m losing the signal. Alison: OK. (12) ……… . Laura: Bye!

  19. 5. Two students are talking about the topic in the exam task below. Can you put their dialogue into the correct order? • That’s true. We could make a chart showing the different possibilities for qualifications. • 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, that would make everyone feel directly involved. • 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 teacher, after all. • Then we could ask the class if people in their families have those qualifications. • That would be effective – nice and clear. • Why don`t we begin here? I mean, with the question of education.

  20. Sources • Methods of teaching speech. www.revolution.allbest.ru/pedagogics/00025567_0.html • Methods of teaching speech. www.oup.com • http://letopisi.ru/index.php/Teaching_dialogues_and_speaking • Пахомова Т.Г. Методичні тези. Черкаси. 2009 • Andy Harvey John Oakley. Game on. Express Publishing. 2003 • Elizabeth Sharman. Across Cultures. Longman. 2005 • Exam Excellence. Oxford University Press. 2006 • Opportunities (Pre-intermediate). Longman Pearson Education. 2003

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