Teaching Dialogue Speech

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Teaching Dialogue Speech

• Nina Dzhura
• Specialized school 28
• Cherkasy

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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)

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Psychological characteristics of dialogue speech
Dialogue speech must be
addressed to a partner
motivated
situational
Inner
outward
emotionally colored
stimulated
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• Linguistic peculiarities
• incomplete sentences (ellipses)
• e.g.
• How many books have you?
• One.
• Do you go to school on Sunday?
• No, I dont.
• Who has done it?
• Nick has.

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contracted formsdoesnt, wont, cant, isnt,
etc.

• some abbreviations
• Lab (laboratory), mike (microphone),
• Maths (mathematics) p.m. (post meridian) and
  others
• conversational tags
• Well, you know, of course.

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• Phrases to start a conversation,
• to confirm, to comment, to make a request, to
  agree or disagree, etc.
• Well, look here, I say, Id 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.

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

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

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• 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.

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• 3. Statement statement
• e.g.
• Id like to know when he is going to come and see
  us.
• Thats difficult to say. He is always promising
  but never comes .
• Its because, he is very busy.
• Thats right. He works hard.

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• 4. Statement question.
• e.g.
• Im going to the theatre tonight.
• Where did you get tickets?
• My friend got them somewhere.
• How did he do it?
• I dont know.

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• Stages in learning dialogue

Receptive
reproductive
Constructive (creative)
listening reading silently
making up dialogues
kinds of reproduction immediate delayed modifie
d
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• 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

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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

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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 didnt meet you outside the cinema.
You want to find out why
e.g. Card
A So why didnt you turn up? I missed the start
of the film! B But I did! You werent there! A
Yes, I was outside The Rialto at 9. Thats what
we agreed. B Yes, thats where I was The
Royalty. A The what? B The Royalty 9
oclock! A No, no. Not The Royalty The
Rialto!!!
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• 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
Why not Theyre dangerous
But has got one You know what Id like
Youre too young Absolutely not!
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 Id like. A What would
that be? B Id like a motorbike for my
birthday. A Absolutely not! B Why not? A
Youre too young. B Im going to be 16 next
month. A Theyre dangerous. B But Jason has got
one.
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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.
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4. Complete the phone conversation with the
words and phrases below and act out it.
I didnt catch what you said I just
wanted to ask you I said I think
Ill Id better go Ill call
you tommorow night Its 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, Im on a train. (4)
  if youre going to the gym tonight.
• Alison Well, Im 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
  thats okay.
• Laura Yeah. (9) . Ill go to the gym on my
  own.
• Alison OK. (10) Maybe we could go together
  then.
• Laura Fine. Look, Alison, (11) . . Im losing
  the signal.
• Alison OK. (12) .
• Laura Bye!

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5. Two students are talking about the topic in
the exam task below. Can you put their dialogue
into the correct order?

• Thats 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 dont we begin here? I mean, with the
  question of education.

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Sources

• Methods of teaching speech.
• www.revolution.allbest.ru/pedagogics/00025567_0.ht
  ml
• Methods of teaching speech. www.oup.com
• http//letopisi.ru/index.php/Teaching_dialogues_an
  d_speaking
• ???????? ?.?. ????????? ????. ???????. 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