Dialogue build presentation
Another way to introduce new language is to use a dialogue build. A dialogue is a conversation between two people and in
this activity the teacher uses the conversation to show the students the language being used in a natural way. The students
listen to the conversation and have to try to remember and rebuild the dialogue.
As always, it’s very important to create a clear context for the students. For example, to present the present perfect with
‘for’ and ‘since’, a possible situation would be two people meeting in the street who haven’t seen each other for a long
time. The teacher establishes the context through elicitation, possibly using pictures or anecdotes and then the dialogue is
played or ‘performed’ by the teacher.
Teacher
Does she swim now?
No.
Student
Why not?
She’s too old.
Did she swim before?
Yes.
How often?
Every day.
The students listen to the dialogue again and then try to recreate it sentence by sentence. The teacher elicits the first lines
and writes them on the board. He then asks the students in pairs to try an rebuild the rest of the dialogue.
After a few minutes the teacher elicits the rest of the sentences to the board, being careful to point the students towards
the correct language. Following the complete rebuilding of the dialogue, the teacher asks concept questions to check the
students have understood the meaning of the language. He or she can then focus on the target form and continue with
practice exercises. For dialogue builds it is useful to get the students to practise the dialogue with their partners. First by
reading from their books or the board, but then from memory. This can then lead to further exercises.
A
B
Hello!
Hello.
I haven’t seen you for ages!
Well, I’ve been on holiday for three months.
Really, where did you go?
I went to London.
How wonderful.
How long have you been back here?
Well, since Saturday.
Really, shall we go for a coffee?
Why not!
In this glossary you can find definitions and clarifications of many of the specific terms used in this book. Items are listed
alphabetically.
aims (n)
The aim of a lesson is its goal or objective. It’s what you plan the students will learn during the lesson. The aim is usually
the first thing to consider when planning lessons. Aims need to be clearly expressed and need to be realistic and
appropriate for your class.
Here is an example of an aim - do you think it is suitable?
Aim: To teach the future
This aim would be an extremely over ambitious one! There are many ways to talk about the future in English and to ‘teach’
them all successfully in a single lesson would be an impossible task. When looking at introducing new grammar, the teacher
needs to restrict the aims to a single concept which can be covered in the time allowed. Here’s a more suitable way to
express an aim:
Aim: To present and give practice in the use of ‘going to’ for future plans.
Another way to introduce new language is to use a dialogue build. A dialogue is a conversation between two people and in
this activity the teacher uses the conversation to show the students the language being used in a natural way. The students
listen to the conversation and have to try to remember and rebuild the dialogue.
As always, it’s very important to create a clear context for the students. For example, to present the present perfect with
‘for’ and ‘since’, a possible situation would be two people meeting in the street who haven’t seen each other for a long
time. The teacher establishes the context through elicitation, possibly using pictures or anecdotes and then the dialogue is
played or ‘performed’ by the teacher.
Teacher
Does she swim now?
No.
Student
Why not?
She’s too old.
Did she swim before?
Yes.
How often?
Every day.
The students listen to the dialogue again and then try to recreate it sentence by sentence. The teacher elicits the first lines
and writes them on the board. He then asks the students in pairs to try an rebuild the rest of the dialogue.
After a few minutes the teacher elicits the rest of the sentences to the board, being careful to point the students towards
the correct language. Following the complete rebuilding of the dialogue, the teacher asks concept questions to check the
students have understood the meaning of the language. He or she can then focus on the target form and continue with
practice exercises. For dialogue builds it is useful to get the students to practise the dialogue with their partners. First by
reading from their books or the board, but then from memory. This can then lead to further exercises.
A
B
Hello!
Hello.
I haven’t seen you for ages!
Well, I’ve been on holiday for three months.
Really, where did you go?
I went to London.
How wonderful.
How long have you been back here?
Well, since Saturday.
Really, shall we go for a coffee?
Why not!
In this glossary you can find definitions and clarifications of many of the specific terms used in this book. Items are listed
alphabetically.
aims (n)
The aim of a lesson is its goal or objective. It’s what you plan the students will learn during the lesson. The aim is usually
the first thing to consider when planning lessons. Aims need to be clearly expressed and need to be realistic and
appropriate for your class.
Here is an example of an aim - do you think it is suitable?
Aim: To teach the future
This aim would be an extremely over ambitious one! There are many ways to talk about the future in English and to ‘teach’
them all successfully in a single lesson would be an impossible task. When looking at introducing new grammar, the teacher
needs to restrict the aims to a single concept which can be covered in the time allowed. Here’s a more suitable way to
express an aim:
Aim: To present and give practice in the use of ‘going to’ for future plans.
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