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Lesson 17

The document describes a sample conversation between two individuals, A and B. A asks B questions about their interests and preferences, such as whether they like tennis or music. B responds and also asks A questions in return. It then provides 10 sample question structures that can be used when asking questions, such as "Do you like to?" and "Who do you like to...with?". The homework section outlines a 5 step process for teaching students how to have conversations using summaries. It involves practicing pronunciation, role playing sample dialogs, developing patterns for questions, and having students do pair/group work while the teacher monitors and provides feedback on mistakes.

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38 views

Lesson 17

The document describes a sample conversation between two individuals, A and B. A asks B questions about their interests and preferences, such as whether they like tennis or music. B responds and also asks A questions in return. It then provides 10 sample question structures that can be used when asking questions, such as "Do you like to?" and "Who do you like to...with?". The homework section outlines a 5 step process for teaching students how to have conversations using summaries. It involves practicing pronunciation, role playing sample dialogs, developing patterns for questions, and having students do pair/group work while the teacher monitors and provides feedback on mistakes.

Uploaded by

Thầy Lợi Planet
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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LESSON 17

CONVERSATION

Pure Dialog

A : Excuse me !
B : Yes?
A : May I ask you some questions?
B : That’s ok. Go ahead
A : Do you like tennis?
B : Yes,I do. And how about you ? Do you like it?
A : No, I don’t
B : So, what do you like?
A : I like music
B : Do you like to play music?
A : No, I just like to listen to music.
B : What (music) do you like to listen to?
A : I like to listen to pop music
B : By the way, who do you like best?
A : I like My Tam best.
B : Who do you like to listen to music with?
A : I like to listen to music with my friends.
B : Thank you for your answer.
A : You’re wel come.

Review ten SAMPLES : ( Talk and write)


SAMPLE 1 : Do you?
SAMPLE 2 : What do you?
SAMPLE 3 : Do you like to ?
SAMPLE 4 : What do you like to ?
SAMPLE 5 : Who do you ?
SAMPLE 6 : Who do you like to ?
SAMPLE 7 : Do you like to ?
Yes … and…. / No …but …
SAMPLE 8 : Who do you like to V+N with/ for/ to ?
SAMPLE 9 : How many (countable nouns ) do you ?
SAMPLE 10 : How much ( uncountablenoun) do you?
Summary Dialog A
A: Excuse me!
B: Yes? What’s up?
A: May I ask you some questions?
B: sure, What do you want to know?
A: use sample 1 to sample 10 to ask questions
B: Answer
A: thank you
B: The least I could do but I maynot have told you the truth (khoâng coù chi nhöng coù theå toâi ñaõ
khoâng noùi söï thaät cho baïn nghe).
A: Oh my Gosh
Summary Dialog B
A: Excuse me!
B: Yes? What’s up?
A: May I ask you some questions about your boyfriend?
B: sure, What do you want to know?
A: use sample 11 to ask questions
B: Answer
A: Thank you
B: The least I could do but I maynot have told you the truth.
A: Oh my Gosh

No Homework 17 :

THE 5 STEPS IN TEACHING A SUMMARY DIALOG


Step 1. ULC (The prompts and the patterns for the summary portion)
Step 2 – Pronunciation (TC several times - the prompts)
Step 3. Role play (of the dialog that comprises the Prompts and 1 or 2 questions for the
summary portion.)
Step 4. Develop the patterns (TC with the lists) (Do you… Did you… QW did you…)
Show the students how to use the patterns to make as many as hundreds of questions to
ask their friends. Give a lot of examples, using the NOUN list and the Lists of verbs).
Step 5. Pair/ group discussion using the format of the dialog. Prompts are used only to
begin and end the conversation with; the main focus is on the summary portion where
students will develop the patterns into hundreds of questions to ask and answer.
NOTE: While students are talking in pairs or groups of 3, teacher will walk around,
participating in their conversations by asking a question here and there, noting down
the mistakes on a piece of paper (do not correct students yet). Every 7 or 10 minutes or
so, have the whole class stop the conversation then explain the noted mistakes on the
board. This should not take more than 2 minutes because time is essential for students
to resume talking.
-Exchange partners for maximum performance.
AND AT THE END OF THE CLASS, CONGRATULATE STUDENTS ON THEIR
SUCCESS THEN ENCOURAGE THEM TO TRY HARDER TO SEE MORE RESULT
IN A SHORT TIME.

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