Page 17 - @ccess 1 Teacher´s Book

Activity 5
• Promote a pleasant and 5.
5. Mark the following statements True or False.
comfortable environment to
a) The young girls in the dialogue know each other.
favor the dialogue, respect
and inclusion of all students. b) Anna and Martha are talking about dance classes.
• Build an effective and Remember c) Anna wants to know what she needs to join the basketball team.
cooperative environment The participants d) Martha offers information so Anna can join the basketball team.
in a dialogue
so that the students learn to are called e) Anna and Martha are fighting.
interlocutors.
respect and appreciate both
the material that is in the 6. Match the columns below after looking at the example.
classroom and the work done a) What are Anna and Martha talking about? • Setting (place)
by them and others. b) Where is the dialogue taking place?
• Content (theme)
• Check the students’ answers c) Where do they know each other from?
carefully to make sure they d) Why is Anna talking to Martha? • Relationship between the interlocutors
understand the dialogue they • Purpose
listened to.
• Formulate questions such for our Dialogue
Complete the following chart with your dialogue’s information.
Complete the following chart with your dialogue’s information.
as: What is the dialogue 7. Complete the following chart with your dialogue’s information.
about? What is its purpose? Setting
Who are the interlocutors? Theme
Do Martha and Anna know
each other? What type of Remember
Dialogues usually
relationship do they have? Relationship between Purpose have three parts:
• Have students check their the interlocutors Beginning: a
greeting or a
answers in pairs. question about
the situation.
Body: where the
Activity 6 subject matter
is developed.
Closure: the final
• Mention the types of point at
which a farewell
relationships there may be expression is
often used, and
between the interlocutors interaction ceases.
in a dialogue about offering
and asking for a community
12 Student´s Book / Practice 1
service, for example: people
who are familiar with each
other (neighbors, parents’ friends, et cetera), relatives (uncles, aunts, cousins, siblings, et cetera), strangers.
• After completing the activity, allow your students to reflect on each of the acoustic elements and the
elements of register in informal dialogues. Make the reason for each answer very explicit and demonstrate
where appropriate:
1. Explain that informal speech often occurs at a very quick speed. It is often used in friendly
conversations (Demonstrate the opposite by speaking very slowly to your students and point out how
distracted or bored they get).
2. Help your students be aware of the importance of a proper volume in order to be heard and
understood. Explain that the setting is often what determines the level of volume for communication.

Activity 7
• Encourage your students to express their ideas.
• Use the information that was completed by the students as learning evidence.
• Support your students by offering them a list of possible topics, settings and purposes for their dialogue.
• When defining the product of the language to be elaborated, have in mind not only that it should be
interesting, but viable too.
• Read out the Remember with students and comment on its content.

16 Teacher’s Book / Practice 1