Download Conversation (Resource Books for Teachers) by Rob Nolasco PDF

By Rob Nolasco

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

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By Rob Nolasco

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

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Extra info for Conversation (Resource Books for Teachers)

Example text

Really nice. tely ! Not oay nice. Not at all nice/clear, erc. Very nasty indeed (disagreeable, bad, noisy), etc. *Sound: azt:ful. 5 Language to encourage confirmation and more informa on: - Is thitt ight? ,i o hidding ? You're not! g. A I like your car. B t ) Real\? * Denotes items which are particularly informal. (See Teaching the Spohen Language by Brown and Yulc, 1983. ) You do? C - I Language which indicates polite disagreement: Well, not real\. Not quite, no. Perhaps not quite as badlgoodldfficuh as that.

Do friends automatically become pan of the family? Yes Yes Yes Yes Yes Yes c D n tr n I Yes. Yes D Tick any of these which are zot acceptable from friends: - borrowing money; visiting late at night; arriving late for appointments; not bringing a gift when they come for dinner. Photocopiable @ Oxlord Universrty Press C o o NoD Non No n Non Nor No o Non No I CONTROLLED ACTIVITIES Marriage Interview a student from a differenr country. Ask these questions about the person and the country he or she comes from.

_ *;ir 9F; a'! ]S ? Sundoy 10 CONTROLLED A('1'IVITIES I A's response to B is determined by A's artitude to the activitv in question, and the first stage of this activity is ro pre-reach the form and intonation ofpossible responses. These couid include: - Oh, thaf s ntce. - Rather you thdn me, I hate rcnnis. PROCEDUBE - Great, I looe tennis. e to play tenn$, eLc. Provide language model ro the class yourselfand then prompr A's first question and B's reply by showing the cues ro no;inated students.

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