(1) how to make responses to the lead within the lead-response unit. For example,
Question – response.
Hello. What’s your name?
Ann. What’s your’s?
My name is Asel.
2. Question –question. Will you help me, sonny?
What shall I do, Mother?
Will you polish the floor today?
Is it my turn?
Yes, it is. Your brother did it last time.
Oh, all right, then.
3. Statement –statement. I’d like to know when he is going to come and see us.
That’s difficult to say. He is always promising but never comes.
It’s because he is very busy.
That’s right. He works hard.
4. Statement – question. I’m going to the theatre tonight.
Where did you get tickets?
My friend got them somewhere.
How did he do it?
I don’t know.
(2) how to begin (stimulate) a dialogue, i.e. to ask questions different in type, to make statements, etc. For example, Have you a pen?
What are you going to do after classes?
I have got an interesting book.
(3) how to carry on a conversation, i.e. to start it, to join a conversation, to confirm, to comment using the following words and expressions: well, look here, I say I’d, you see, you mean, do you mean to say that …, and what about, I believe ,so, I hope, yes, to tell the truth, and others.
In acquiring necessary habits in carrying on a conversation pattern-dialogues may be helpful.
When a pattern-dialogue is used as a unit of teaching there are three stages in learning a dialogue:
(1) receptive; (2) reproductive; (3) constructive (creative). 1. Pupils “receive” the dialogue by ear first. They listen to the dialogue recorded or reproduced by the teacher. The teacher helps pupils in comprehension of the dialogue using a picture or pictures to illustrate its contents. They listen to the dialogue a second time and then read it silently for better understanding, paying attention to the intonation. They may listen to the dialogue and read it again, if necessary.
