Spice up your dialogues! Adapting communicative activities

1. Spiceupyourdialogues!Adapting communicative activities Stephanie Kasten and Nikki Rowley

2. 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. Dialogues are important because they

3. 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 Benefits of dialogues

4. Ask questionsabout 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? Before the dialogue...

5. Make sure the dialogue has an objective… a purpose. Most importantly…

6. What did he say???utterances and useful expressions in dialogues Are you kidding? Get out of here! Oh, um, hmm, eww Woah! Cool. What for? Nothing much. Seriously? No way.

7. Informal conversations in English are often chockful of utterances and useful expressions whose meanings cannot be found in the dictionary.

8. Pragmaticsis 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.

9. Use voice intonation,facial expressions,body language, and repetitionto explain expressions and utterances so students really understand the dialogues they are reading and speaking.

10. 1- 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. Planning phase

11. Review new vocabulary • Fill in the blanks • Suggest synonyms • Identify speakers' emotions and personalities Warm up: Reading and listening to the dialogue

12. Team speaking • Check pronunciation • Act with emotion • Try new roles • Bring props • Memorize and perform Speaking the dialogue

13. What else can I do with dialogues?

14. 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...” Get creative!Students can adapt the text using their ideas

15. Activity Examples Who are these lovely people and what on Earth are they doing?

17. Activitiesfor this unit´s grammar focus, learninggoals, and vocabulary • Clozeactivity (fill in theblank) • Teamspeaking • Role playcards • Whathappensnext?

18. 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.

19. 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) __________.

20. 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? ------------------------------------------------------------------------------------------------ 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.

21. 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).

22. Role Play Cards Studentspracticeasking and answeringquestionsviarole play. Role play ideas: • Local personand tourist • Journalistand interviewee • Police detective and witness • .

23. Role Play Example Person 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.

24. What happens next? • Studentsorally describe whathappensafterthe dialogue isfinishedusing a comic strippresentation. Provide a rubricforthestrip, forexample: • at least 4 prepositions • at least 4 vocabularywordsfromunit • one use of “thereis” and one use of “there are” • be creative