Sensitivity Experience: Dialog Demonstration

Literacy Council of Montgomery County, MDPresentation 4

Rev. 1-5-2009

Sensitivity Experience: Dialog Demonstration

[30 minutes]

Materials

Two paper plates with pictures on them (for use by trainer)
Two paper plates, one labeled “tutor” and one labeled “student,” for every pair of trainees (these are kept in the supplies box)
Chart with steps for teaching a dialog
Handout #6 – How to Teach a Dialog

Suggested Teaching Methods

Demonstration
Question and Answer
Practice by trainee pairs

Essential Presentation Elements

Do not introduce this segment. Begin by walking around the room and, in Arabic (or an obscure language of your choice) say to individual students, “Hello, how are you” and “My name is ____.” Provide non-verbal clues by shaking hands when you greet a student and pointing to your name tag when you say your name. Limit this activity to about one minute.

Foreign Language Dialog(approximately 5 minutes)

Return to the front of the room. Using two paper plates to indicate the speakers:

Model the entire dialog in Arabic (or other chosen language). Repeat so that trainees will hear the dialog 2-3 times.

Perform the dialog one line at a time, still using the paper plates to identify the speaker. After each line, motion for the class to repeat while you say it with them. Then motion for the class to repeat without you.

Select a volunteer to come to the front of the room. Hand him/her the plate with the picture of the second speaker. Say the first line of the dialog. The volunteer should say the second line. If he has difficulty, prompt him. You may have to say the line softly in order for him to say it.

Trade plates. The volunteer now begins. Softly say his lines if he cannot remember them.

Note to trainers: The Arabic dialog appears at the end of this training guide.

Discuss the experience of dealing with an unknown language in a teaching situation by asking these (or similar) questions (approximately 3-4 minutes):

When I started speaking, what were you thinking?
How did your inability to understand me make you feel? (remind them that this is how ESL students are likely to feel)
What gestures did I use? (Shh; listen; hand gesture to respond; pointed to name tag)
How did I help you? (repetition; patience)

English Language Dialog (5 minutes)

Ask students to look at Handout #6. Place the chart with steps for teaching a dialog on an easel at the front of the room.

Use the English version of the dialog to demonstrate the steps:

Model the whole dialog.
Say it line by line and have class repeat.
Identify a volunteer and take roles (trainer goes first)
Switch roles (volunteer goes first).

Explain that we teach dialogs because:

Can’t survive in the U.S. without interacting with other people
Student learns both roles because he could be on either side of an exchange

Ask trainees if they remember when we teach the dialog (this was covered in Overview of a Lesson). Remind them – at the end of the conversation section.

Class Practice (10 minutes)

Organize trainees into pairs. If there are an odd number in the class, one of the trainers can work with a trainee.

Every pair should have two paper plates with the labels “Tutor” and “Student.”

Tell trainees to turn to page 16 in the Teacher’s Manual. Everyone should practice the dialog twice, once as the tutor and once as the student.

Dialog – Skill Book 1, Unit A

Arabic:

Tutor:Marhaban. Izzayak anti?

Student:Kwyissa, humdu-lilah. Anti?

Tutor:Kwyissa. Ismi (tutor’s name). Ismak ay?

Student:Ismi (student’s name).

English:

Tutor:Hello. How are you?

Student:Fine, thanks. How are you?

Tutor:Fine. My name is (tutor’s name). What’s your name?

Student: My name is (student’s name).