 |
| Image: pixabay.com |
In recent days I have uploaded over a dozen new dialogue resources to my site. You can find them on the Y10-11 page and would suit classes working at Higher Tier GCSE. I'll share an example below in a second. I already had a set of situational dialogues on the Y8 and Adult Learners pages, but these are more in the way of general conversation. I think they would help students prepare for the conversation and role-play sections of the GCSE, but whatever course students are doing, they are a handy way to practise everyday conversation.
You'll see the format below, but basically there is a short dialogue on a page of A4. Phrases marked in bold can be replaced by alternatives shown on a second page. faster classes might be able to make up their own and improvise to a greater degree. there is a third page which has a translation of the dialogue. This would help more mixed ability classes. High-performing classes may not need this.
This is how I'd envisage the dialogues being used:
1. Model the language by reading aloud the dialogue to the class.
2. Do some choral reading aloud (if useful for your class).
3. Tell the class to check all meanings by referring to the translation provided.
4. Tell the class to read the dialogue in pairs, each partner taking turns playing each role. (Monitor to check that the quality of reading is to the standard you want.)
5. The students now reread the dialogue making changes by using the alternatives suggested. Take turns again. Tell students they must respond logically to what their partner has said. One change from the original will cause a short ‘chain reaction’, affecting the language which follows.
6. If your class is capable enough, ask them to improvise further, making more changes of their own.
7. At this point you might pick up on any interesting language points to do with vocabulary, pronunciation or grammar.
8. Taking the same subject matter as in the dialogue, ask some questions and get students to note down their answers on paper.
9. Display the same questions, then tell pairs to ask them to each other. Pupils can use their notes to help, but not the original dialogue.
10. As an alternative to the above, make this a yes/no guessing game. In this case students can make up their own questions.
11. A further alternative is, without reference to the source dialogue, partners take turns saying something about the topic until someone has nothing left to say. That person is the loser.
Note: for the initial pair work stages, you might consider having groups of three, with one pupil acting as a ‘referee’, giving feedback to the others on their pronunciation or accuracy.
You may like a small selection of pairs to model their improvised dialogue to the whole class. Older classes may be less keen to do this, but amusingly improvised dialogues can be entertaining.
A key point to bear in mind is that by repeating this task, with its variations, will help students recall more language in the future. The scaffolded nature of the sequence should make sense to the class and help with buy-in. A superficial reading aloud has more limited benefits.
Now, here is an example (apologies for any suspect formatting!):
Dialogue – une maison à vendre
Read this with a partner, then change roles and details, replacing items in bold. Use the other ideas list to help. This dialogue offers plenty of opportunity to improvise.
A J’ai trouvé une belle maison sur le Bon Coin.
B Ah bon ? C’est où ?
A Dans la banlieue de Rennes. Près de la rocade. C’est à cinq kilomètres de
ma maison actuelle.
B Elle est comment?
A Je dirais qu’elle est assez belle. C’est une maison individuelle avec trois
chambres, un beau jardin et un garage. Il y a deux étages.
B C’est moderne ?
A Construite il y a vingt ans, donc assez moderne, je dirais. Elle se trouve dans un petit lotissement
calme.
B Elle est en bon état ?
A Je crois. Mais je vais aller la visiter la semaine prochaine.
B Et le prix est abordable ?
A C’est un peu cher, mais j’espère qu’ils vont être flexible quant au prix.
B Il y a des magasins tout près ?
A Il y a Aldi à 500 mètres !
B Mais c’est bien !
A Bah oui. On verra.
B Bonne chance !
Idées alternatives
une belle maison un bel appartement
la banlieue de Rennes au centre de Bordeaux
près de Toulouse
dans un village près de La Rochelle
de la rocade du centre-ville, de la rivière, du centre commercial (shopping centre)
je dirais je pense, je crois, j’ai l’impression
une maison individuelle une maison mitoyenne (semi-detached, terraced house)
un pavillon (detached house)
un appartement T3 (medium sized flat)
il y a deux étages c’est un plain-pied
assez moderne assez neuf (quite new)
très ancien (very old)
un petit lotissement un quartier (area, neighbourhood)
une cité (estate)
une banlieue (suburb)
la semaine prochaine demain (tomorrow)
dans trois jours
le weekend prochain (this weekend)
abordable raisonnable
pas trop élevé (not too high)
des magasins des commerces (shops)
un espace vert (park)
une école
Translation
A I found a nice house on Le Bon Coin.
B Really? Where is it ?
A In the suburbs of Rennes. Near the ring road. It is five kilometres from
my current home.
B What’s it like?
A I’d say it’s quite beautiful. It is a detached house with three
bedrooms, a beautiful garden and a garage. There are two floors.
B Is it modern?
A Built twenty years ago, so quite modern, I would say. It’s in a small, quiet estate.
B Is it in good condition?
A I think so. But I'm going to look round it next week.
B And it’s an affordable price ?
A It’s a bit expensive, but I hope they will be flexible about the price.
B Are there any shops nearby?
A There is Aldi 500 meters away!
B That's good!
A Well yes. We'll see.
B Good luck!
Comments
Post a Comment