Dialogues are intended to be a representative of actual speech encounters in the real world. Ideally they are effective means of practicing different things, such as direct speech, intonation, audio skills, listening comprehension, oral communication, grammar and everyday phrases.
The following story shows the necessity of using different styles in teaching students with different abilities and intelligences.
Once upon a time there was a school for animals. The teachers were certain it had a very comprehensive curriculum, the teachers' methods were perfect, but somehow all the animals were failing. The duck was the star in the class for swimming, but was flunking tree climbing. The monkey was great at tree climbing, but was getting Fs in swimming. The chickens excelled in grain research, but disrupted the tree climbing class so much they were sent to the principal's office daily. The rabbits were sensational in running, but had to have tutoring in swimming. Saddest of all were the turtles, who, after many diagnostic tests were pronounced "developmentally disabled". Yes, they were sent to a special class in a remote gopher hole. The question is: Who were the real failures?
Like the animals in the story, each student is a unique creature, a person who obtains different set of talents, intelligences, and way of learning. It’s possible to find out seven intelligences.
Thus, using suitable ways of teaching you’re able to achieve greater results.
Seven Intelligences- Verbal/linguistic
Thinks and learns through written and spoken words; has the ability to memorize facts, fill in workbooks, take written tests, and enjoy reading.
- Musical/ Rhythmic
Recognizes tonal patterns and environmental sounds; learns through rhyme, rhythm, and repetition.
- Logical/Mathematical
Thinks deductively; deals with numbers and recognizes abstract patterns.
- Interpersonal
Learns and operates one-to-one, through group relationships, and communication; also depends on all the other intelligences.
- Visual/Spatial
Thinks in and visualizes images and pictures; has the ability to create graphic designs and communicate with diagrams and graphics.
- Intrapersonal
Enjoys and learns through self-reflection, metacognition, working alone; has an awareness of inner spiritual realities .
- Body/Kinesthetic
Learns through physical movement and body wisdom; has a sense of knowing through body memory.
1. The effective type for Musical/Rhythmic is Jazz Chants.
They use rhythm and rhyme to help students achieve more natural stress, rhythm, intonation and pronunciation in English.
This Jazz Chant is to be said by two groups. Left-hand lines are for the 1st group; indented lines are for the second group. Bold words indicate the basic rhythm of the chant.
Mary this is Larry
Larry McDame
He, I'm sorry
Didn't catch your name
It's Larry,
Larry McDame
What are you doing on Monday?
I'm seeing the dentist at three.
Do you want to have dinner at our house?
Probably. Let's wait and see
2. Possible exercise for Verbal/Linguistic students is Selection of Alternatives
There are 2 dialogues concealed in the sentences below. Each of the conversation patterns has 2 possible utterances of each step in the conversation. Construct two acceptable dialogues from this material by choosing the correct alternative of each step.
| 1. Fred: that was a terrible fire, wasn't it? 2. Alice, did you see Bob at the party yesterday? | OR 9. Alice: No. Why? 10. Yes, I heard the sirens on my way home from school. |
| 3. Fred: Were many people
hurt? 4. I didn't either. I was wondering if he came. |
OR 11. There were so many
people there; it's not surprising that we missed him. 12. A policeman told me that three people were injured, but not seriously |
| 5. Fred: Oh, I'm glad. It
could have been much worse. 6. I know. I didn't recognize half of the guests. But I had a good time. |
OR 13. Alice: I Know, the firemen worked very hard and the ambulance came very quickly. 14.1 did too. I really enjoyed the music. |
| 7. Fred: Was it an accident? 8. Well, I hope they have another one soon |
OR 15. Alice: I think they
will. We all need to relax from time to time. 16.1 think so. The police said they didn't see anything suspicious. |
3. A good idea for using with Interpersonal Students is
Selection from a List
In this exercise below there are dialogues hidden in a list of conversational utterances which have been scrambled. Construct a dialogue as instructed in the directions.
There are 2 separate dialogues hidden in the 16 sentences below. Each partner has 4 utterances in each dialogue. Find them.
- Do you have any with a wide collar?
- I was looking for something "sporty" to way at work.
- Over here, next to the ties.
- Excuse me. Do you have summer dresses on sale?
- Yes. I think we have something in that size. Here's a cotton shirt in pink.
- Over here on the left.
- Let me look. What neck size do you have?
- Yes, we do. We have a special on short sleeve dresses this week.
- How about this one in green?
- Why don't you try it on and see?
- Excuse me. Where are your men's shirts?
- Yes, I do. With a wide collar, just as you wanted.
- O.K. Where are the fitting rooms?
- Fifteen. And I wear a 32 sleeve.
- Yes, I like the colour. I'm not sure about the size though.
16.1 would prefer white, if you have it.
Keys:
Selection of Alternatives.
| 1 | 2 |
| 10 | 9 |
| 3 | 4 |
| 12 | 11 |
| 5 | 6 |
| 13 | 14 |
| 7 | 8 |
| 16 | 15 |
Selection from the List |
|
| n | 4 |
| 3 | 8 |
| 1 | 2 |
| 7 | 9 |
| 14 | 15 |
| 5 | 10 |
| 16 | 13 |
| 12 | 6 |
4. For Logical Intelligences there is the following type of work as Composition from Key Words
- Construct an acceptable dialogue from the key words provided below working from sentence to sentence.
- Supply any and all forms necessary to make the sentences grammatically and meaningfully correct.
- You may include other key words as you proceed.
- Practice and work it out.
Nick: ice-cream parlor / looking / excuse me
Man: three blocs / small / here / ice-cream parlor / here
Nick: how / here / there /get /1
Man: then / one block / two blocks / go / tum / straight ahead / left / go / for / further
Nick: open / you / still / it / know
Man: 10 o'clock / close / doesn't / before
5. Interpersonal Intelligence of the students allows to use effectively Guided Dialogues
Directions are given that leave considerable room for interpretation. They are usually presented as a description of a situation and/or a function. A decreasing degree is control by the teacher is accompanied by increasing demands on the student in constructing these dialogues. This task is challenge the imagination and creative talents of the students. They should be used at high intermediate/advanced levels.
E.g. Compose a dialogue between students, discussing the problem of (give them a theme).
Thus, there are advantages and disadvantages of using dialogues in the learning centre or classroom. But overriding principle in the use of any pedagogical device should be to awaken in the learners a genuine desire to communicate in the target language with real people about real things that are relevant to them in their lives.