Ex-ses, aimed at producing an utterance based on a picture or a series of pictures (or a film-strip) without an accompanying text.

3. ex-ses, aimed at producing an utterance based on what has been heard or read. Pupils do oral communicative ex-se on the plot of the text:

· read and say what you have found out;

· read and say what you could foresee and why;

· read and compare (find differences and similarities).

4. ex-ses aimed at producing an utterance based on the topic.

5. ex-ses aimed at thinking of a title to the story (picture) and discussing it with friends.

6. ex-ses aimed at making up texts of postcards.

7. ex-ses aimed at illustrating a proverb.

8. ex-ses aimed at making up a story (by analogy, in different persons, according to the plan, using the key-words).

9. ex-ses aimed at commenting on the story, event/speech – after you read activities.

10. Draw a map of your dream town/ favourite district or street. Label it with the necessary symbols. The task for the friends is to find a school/library/factory…. And to explain how we can get there.

11. “A Town Survey”. Team or pair work: Go to the factory and ask how many people work there; what they produce; salary; vacations; privileges….or Go to your avourite café and ask the sales-man/woman what the most popular dish/dessert is; what the “busiest” hours are; salary, customs… and tell about it to your classmates.

12. time-line of your life.

1980 1984 1986 1990 1997 2000 2004 2006

Was born a sister school The Crimea Uni Fell in love married baby

14. Collages : What are you afraid of:

“A Sign Language”: collect the signs and describe their place and discuss their rules:

Lecture 12

Teaching Dialogue

Plan:

1. Communicative and psychological characteristics of D.

2. Linguistic characteristics of D.

3. Stages of teaching D. ex-ses for TD.

The dialogueas a form of speaking which is realized in the immediate exchange of replies between 2 and more persons.

Separate replies are interrelated in a D. and are called lines of a dialogue. By a line of a dialogue in linguistics we mean an utterance limited by a change of a speaker.

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Two (or more) adjoining lines of a dialogue interrelated in meaning and often with the help of the same lexico-grammatical and rhythmic-intonational means are called a dialogical unit (or a lead-response unit), and the mechanism of their interrelation is called an exchange of remarks.

The minimal structural unit of a dialogue is a dialogical unit.

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The aim of teaching D. in the secondary school is the development of the skills of arranging a talk or a discussion according to some real or teaching situation, as well as in connection with the content of what has been read or heard.

D is of double nature.

The tasks forTD should comprise 2 kinds of dialogical skills:

1. the skill of initiating a conversation (or of taking the initiative in striking the conversation);

2. the skill of comprehending and adequately responding to the partner remarks, and, in his turn, of prompting the partner to continue the talk.

Dialogue is also a means of teaching when:

· it is used for practicing the speech materials under supervision of a teacher;

· it is used in a question-answer form (the teacher’s questions and the pupils’ answers).

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The psychological and linguistic features of dialogue are predetermined by:

Ø bilateral activity of partners;

Ø presence of immediate contact and

Ø the common character of a situation and a subject of the conversation.

The psychological mechanisms of generating D:

Level One - motivational: it is of singular importance that the perception of smb’s speaking is synchronized with one’s own speaking.

The first line of a dialogue, the so-called lead is generated on the basis of one’s own motive; the 2d line – the response- is generated as a sort of the second-signal reflex to the motive perceived.

Level Two – analytical-synthetical level: its content is inner speech.

Level Three – realizational.

The psychological features of D:

1) its situational character, i.e. correlation of an utterance with a particular situation;

2) being addressed to the particular partner,

3) its economical character, i.e. usage of the most important parts of sentences and words which may serve as reference points for comprehension;

4) redundancy of wording of speech, caused by its spontaneous character, which finds its reflection in extended replies, repetitions, conjunctions etc;

5) its expressive character which is achieved by usage of logical and emotional words.
Date: 2016-01-14; view: 756

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