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Teaching Dialogue Speech at primary school

Teaching Dialogue Speech at primary school. Lilia Kobzar Collegium “Berehynia” Cherkasy 2010. Dialogue. a special conversation between two or more people which consists of a series of lead-response units.

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Teaching Dialogue Speech at primary school

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  1. Teaching Dialogue Speechat primary school Lilia Kobzar Collegium “Berehynia” Cherkasy 2010

  2. Dialogue a special conversation between two or more people which consists of a series of lead-response units. lead response inducement response Lead-response units are closely connected and dependent on each other. Dialogue is characterized by double nature.

  3. Psychological characteristics of dialogue speech Dialogue speech must be: addressed to an interlocutor motivated situational emotionally coloured

  4. Linguistic peculiarities incomplete sentences (ellipses) • Who does the ironing in your family? • My sister does. • contracted forms • Hello, where are you going? • We're hungry. We're going to that restaurant. • abbreviations • coke (coca-cola), mike (microphone), sci-fi • (scientific fiction) • conversational tags • Well, you see, I say

  5. Samples of minimal responses Agreement: that's right, you're right, sure, with pleasure, OK, yeah, of course Disagreement: may be not, not really, sorry I can't, I'm afraid not Doubt: how strange; really?; are you sure? Opinion, interest: that's nice, that's really cool; that's too bad, I think it's great; hey, this is interesting; come on

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

  7. Dialogue structures • Question – response e.g. • Which bus should we take? • Number 20. • And where should we get off? • In the city centre.

  8. 2. Question – question. e.g. - What about going shopping today? • What should we buy? • Do you want some sweets? • Yes, sure. And what else? • Well…Let me look into my shopping list.

  9. 3. Statement – statement e.g. • Now we're coming to Buckingham palace! • I know this is the home place of the Queen. • That's right. Look, the guard is changing! • Wow, it looks fantastic!

  10. 4. Statement – question. e.g. • Bill, come and help me, please! • What should I do? • Do the washing-up. • Is it my turn, mummy? • Of course, yours.

  11. receptive reproductive Constructive (creative) listening repeating reading silently immediate delayed modified reproduction making up dialogues Stages in learning a dialogue

  12. Learning a pattern dialogue • Listening for information and 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

  13. A microdialogue A microdialogue is a part of an extended dialogue which consists of at least two lead-response units and is characterized by completeness. A microdialogue is based upon visual and verbal props

  14. Visual and Verbal Aids a stick picture a photo a poster a film a skeleton a chart a structural dialogue a one-sided dialogue

  15. A Structural Dialogue P1:Excuse me, could you tell me the way to… P2:Yes,… . First go… then… P1: Is far from…? P2: No… P1: Thanks a lot. A Skeleton Dialogue P1: asks what bus he should take to get to the cinema and where to get off P2: gives instructions P1: asks what he should do next . P2: answers.

  16. A Chart Seller Customer Say what you would like to buy. Say hello. Offer your help. Tell what size and colour you need. Ask about size. Say that you like the thing. Ask about price. Give him/her the thing to try on. Thank the seller. Tell him/herabout the price.

  17. A Role-PlayP1 is a tourist who wants to buy a souvenir at a department storeP2 is a seller.To Succeed with role-plays: prepare carefully set a goal or outcome use role cards brainstorm the vocabulary give students time to prepare be present as a resource, not a monitor give students feedback after the role-playSimulationsare similar to role-plays but they are more elaborate.

  18. A One-sided Dialogue P1:Ask your friend What do you like doing in the park? Where's/ where are the…? ( slide, swings, roller coaster) P2:Listen and answer I like…( play, ride, climb) in/on the…( slide, climbing frame, swings) It's/ They're…( near, opposite, in front of) the… Interview P1 is an interviewer P2 is a famous person ( e.g. Vitaliy Klychko) P1: - What's your favourite…? Do you like…? Can you…? Have you got…? Ping-pong P1 should ask as many questions concerning one topic as possible P2 answers. Then they change their roles. While asking they pass a ball to each other imitating a ping-pong game.

  19. Reconstructthe beginning (middle, ending)of the dialogue • Julie: Mum, I want to buy a birthday present for Kitty. It's her birthday this Sunday. • Mum: What do you want to buy, Julie? • - I want to buy her some flowers. How much are the flowers, mum? • -They're 40 pounds. • - I've got 20 pounds. I can't buy her flowers. • - You can buy her chocolates. • - OK. That's a nice present for Kitty.

  20. Shorten the dialogue • Waiter: Welcome to our café! What would you like? • Bill: One small cheese and tomato pizza, please. • - How about some juice? • - One orange juice, please. • - Would you like some ice-cream? • - What ice-cream have you got? • - Fruit, chocolate and vanilla. • - Great! I think chocolate ice-cream is delicious. • - Anything else? • - No, thanks.

  21. Task: choose and reproduce in the logical order A:B: - Welcome to the class. What's your- At 5 Happy Street. name? - My name's Ken, sir. - Oh, that's not far away. How do you - I like sleeping! come to school? - By car. - Well, don't sleep in class, Ken. - What do you like doing? - Where do you live? A Jumbled Dialogue

  22. Conclusion • To achieve success in teaching dialogue speech you should remember: • Dialogue speech must be motivated • Dialogue speech must be situational • Students need speech patterns, phrases to start, to join, to end a conversation, to express their interests, opinions, etc • Supply your students with verbal and visual aids • Be present as a resource, not a monitor • Language is a tool, not an end in itself.

  23. Sources Methods of teaching speech. www.revolution.allbest.ru/pedagogics/00025567_0.html Methods of teaching speech. www.oup.com Harner Jeremy. The practice of English language teaching. L.- New York, 1991 Kayi. Teaching speaking http://www. instructorweb.com/resources.asp Andy Harvey John Oakley. Game on. Express Publishing. 2003 Elizabeth Sharman. Across Cultures. Longman. 2005 Rogova G. Methods of teaching English. L, 1975 Teaching speaking. www.ncrc.org/essentials/speaking/spindex.htm Dialogue. http://www.chat.ru.htm Don Dallas, Linda Pelham. New Let's Learn English 3. Teacher's Book. Pearson Education Limited, 2004 Пахомова Т. Г. Методичні тези. – Черкаси, 2009

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