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Transactional and Interactional Language

The document outlines a lesson plan focused on differentiating transactional language from interactional language, with specific learning objectives for students. It includes dialogs illustrating both types of language, examples of their usage, and instructions for group role plays. Additionally, it provides criteria for assessing student presentations and assignments related to the topic.

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Lizzette Apondar
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32 views17 pages

Transactional and Interactional Language

The document outlines a lesson plan focused on differentiating transactional language from interactional language, with specific learning objectives for students. It includes dialogs illustrating both types of language, examples of their usage, and instructions for group role plays. Additionally, it provides criteria for assessing student presentations and assignments related to the topic.

Uploaded by

Lizzette Apondar
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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PRE-ACTIVITY

PRE-ACTIVITY
LEARNING OBJECTIVES
At the end of the lesson, the students are
expected to:
a.differentiate transactional language from
interactional language;
b.compose and perform a short transactional
and interactional language dialogs.
c.discuss the importance of good manners
TRANSACTIONAL AND
INTERACTIONAL
LANGUAGE
Transactional Language is used to
send messages with content. It has a
clear objective when asking for
information, for a refund, or making a
complaint.

Interactional Language is used to


establish and maintain various sorts of
social relationship. It involves shorter
Dialog 1
A: Hi Alice, how are you?
B: I’m fine. How about you?
A: I’m good. Where are you headed to?
B: I’m going to the library.
A: Is that so. Well, I’m on my way to the
Principal’s office.
B: We’re headed to different directions then.
A: If that’s the case I’ll just have to see you
Dialog II
A: 1 kilo of cherry tomatoes.
B: These ones, or the ones next
to the potatoes?
A: The ones next to the
potatoes.
B: That's 100.
Dialog III
A: Good morning. Can I have two pounds
of cherry tomatoes?
B: Would you like these ones or the ones
next to the potatoes?
A: The ones next to the potatoes, please.
B: Here you are. That's 100, please.
A: Thank you.
MORE EXAMPLE
Interactional Language
 Greetings
 Small talks or chit chats
 Recounting recent experiences
 Compliments
MORE EXAMPLE
Transactional Language
 Classroom group discussion
 Making telephone call to obtain flight
information
 Asking someone for directions on the
streets
 Ordering food from a menu in a restaurant
Instruction: The class will be divided into three groups.
Each group must present a short role play either in a
transactional language or an interactional language.
Group 1 (Interactional)
• First day of school
Group 2 (Transactional)
• Screening of STE students
Group 3 (Transactional)
• STE Mentors’ Meeting for the screening of
incoming Grade 7 students
Criteria Points
Content 10 pts.
Delivery 5 pts.
Teamwork 5 pts.
Total 20 pts.
Directions: Analyze the pictures and tell whether
the people are engaged in a transactional or
interactional function of communication. Give the
reasons for your answer. (12 pts.)
Picture Transactiona Reason/ Proof
l/
Interactional
1.
2.
3.
4.
5.
6.
Assignment
Directions: On a 1 whole sheet of paper,
write a dialog depicting either a
transactional or interactional language
dialog. (20 pts.)

Criteria Points

Content 10 pts.

Organization of Ideas 5 pts.

Grammar 5 pts.

Total 20 pts.

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