Conversation (Resource Books for Teachers) by Rob Nolasco

By Rob Nolasco

This publication makes use of the features of native-speaker dialog to shape the foundation for educating the abilities of conversing.

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Extra resources for Conversation (Resource Books for Teachers)

Example text

Yes, thal s ight. Of course , it is . Quite, absolutely true. Yes, I dolYes, he zt;aslYes, they were, etc- I CoNTROLLED ACTIVITIES I 2 - Note: The co-operative nature ofconversation is such that disagreement tends to be expressed i-n a roundabout wa-v. 3 Language to indicate possible doubt: - I'm not quite sure. - 4 - Really? Is that ight? Is that so? I I I I I I I rl Are 1ou sure? Language to provide positive and negative feedback: Great! That's nice. eed (good, clear, preuy), etc. Really nice.

Each part has a series ofoptions. a CONTROLLED ACTIVITIES l-1 2 Ask the students to listen very carefully to what their parrner says give in order to an appropriate response chosen from the options on I their card. 3 Encourage them to go through the opdons once or twice before swopping cards. End this part of the lesson by getting some of the pairs to demonstrate. I _t I cuE CARD 4 I ___J You are by the swimming pool of an exclusive club. You start the conversation: A Do you come here often? 8...

I PBOCEDUFE Ask your students to fisten to the master track once or twice. 2 Once they are readv the oblecdve is to maintain the same rhythm. inronation. srress and pronuncration a5 the original b). repeatng a'iri the master rrack. isten ro them. REMARKS The advantage ofthis use ofa language laboratory is that it is a safe and undemanding environment where students can work privately at their own pace. Dialogue building The use ofcues or prompts to build up dialogues has become a favoured technique in recent years.

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