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Teaching Dialogue Speech at primary school

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Teaching Dialogue Speech at primary school Lilia Kobzar Collegium Berehynia Cherkasy 2010 Reconstruct the beginning (middle, ending) of the dialogue Julie: Mum ... – PowerPoint PPT presentation

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Title: Teaching Dialogue Speech at primary school


1
Teaching Dialogue Speech at 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?
  • WellLet 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
  • Stages in learning a dialogue

receptive
reproductive
Constructive (creative)
listening repeating reading silently
making up dialogues
immediate delayed modified reproduction
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

P1Excuse me, could you tell me the way
to P2Yes, . 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/her about the price.
17
A Role-Play P1 is a tourist who
wants to buy a souvenir at a department
store P2 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-play
Simulations are 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
Reconstruct the 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
A Jumbled Dialogue
  • 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?

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/0002
    5567_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/speakin
    g/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
  • ???????? ?. ?. ????????? ????. ???????, 2009
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