Teaching dialogue means arranging a series of training exercises to master all of its possible components – lexical and grammatical models typical of real-life communication – and to train communicative reactions to what is heard Modify and repeat Learn and repeat Answer together according to the model Complete, enlarge upon or reduce the utterance Paraphrase using synonyms Fill in the blanks with the items provided Making utterances according to the model, or key-words, or pictures, etc. React to the questions using the model/structure but changing words Transformations of all kinds React within the time limit Restore the missing cues according to the content or intention Change time references, places, participants, conditions Commenting on what is hear, seen or done Asking for information/additional information Expanding operative memory and practising speaking Listen to a conversation/dialogue and repeat in pauses provided Listen to find out illogical content/utterances Learn by heart and perform the dialogue Listen to the dialogue and react to what you hear/separate clues, etc Listen and agree or disagree Complete or shorten the dialogue Continue the dialogue according to the intention, theme, etc. Expand upon the dialogue to make it more informative (horizontally/vertically) Change the dialogues according to the intention, goal, … Dramatize the dialogue Listen, interrupt and continue Cross-references Make up a dialogue according to the model/theme/intention/strategy, etc. Intention-based communication teaches self-initiated communication (dialogue/monologue) – one initiate and the other reacts (interest, knowledge, individual thought, conclusions, …) Self-initiated dialogue is more difficult than stimulus-reaction dialogue Reconstruct the dialogue adding details, facts, new viewpoints but retaining the general structure, intention and theme… Self-initiated dialogue practice differs according the stage of learning and level of language competence Translation exercises in oral interpretation Teaching monologue usually undergoes three stages building language habits teaching to choose language means according to the communicative situation logical combination of speech patterns in discourse Exercises and task can be grouped into receptive, reproductive and productive, reactive and self-initiated Exercises and tasks can be classified into imitation-based to practise all kinds of language forms, patterns, individually or in chorus – important mechanisms are memory for different volumes of information, visual and auditory reactions. Exercise here are varied and numerous Exercises based on image, name, associations, actions. Exercises based on repetitions of all kinds Dividing the text into logical parts Answering questions on the content and conditions of the situation Asking questions to find out the necessary information Identifying the main thought, fact, etc. Reproducing the source utterance with lexical or grammatical changes – paraphrasing Narrations, descriptions, argumentations, classifications, definitions, etc. Retelling according to the communicative intentions, goals, conditions, etc. Logical restructuring and recombination, references and repetitions, restoration of content Exercises that involve logical and semantic analysis of the form and content Teaching self-initiated monologue Utterances are already programmed according to topic, goal, intention, conditions Attention is to content and meaning These exercises teach students to express thoughts and opinions, and various kinds of speaking skills Making stories of all kinds and of all sizes Commenting on topics, themes, events, facts, opinions, decisions, problems, etc. Reproduction of utterances in the full, reduced or expanded format Reproduction of utterances in the paraphrased format Text restoration, completion, reduction Explanations, definitions, illustrations, argumentations, etc. Ways to control and assess speaking skills Form Meaning Strategy Conditions

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