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Using Dialogue in Teaching Grammar

Using dialogues is an effective way to teach grammar. The technique involves playing a recorded conversation for students and having them answer comprehension questions about it. This introduces the target grammar point of the present simple tense. The teacher guides students to notice the verbs and adverbs of frequency in sentences from the dialogue. Students are then asked to write their own sentences using the present simple tense to describe their weekly routines. Using conversations allows grammar to be taught easily and helps students better understand grammatical rules through exposure to natural language examples.

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181 views2 pages

Using Dialogue in Teaching Grammar

Using dialogues is an effective way to teach grammar. The technique involves playing a recorded conversation for students and having them answer comprehension questions about it. This introduces the target grammar point of the present simple tense. The teacher guides students to notice the verbs and adverbs of frequency in sentences from the dialogue. Students are then asked to write their own sentences using the present simple tense to describe their weekly routines. Using conversations allows grammar to be taught easily and helps students better understand grammatical rules through exposure to natural language examples.

Uploaded by

Laily
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Using Dialogue in Teaching Grammar (Technique Tittle)

(This technique is adapted from Thornbury, Scott. (1999). How to Teach Grammar. Essex:
Pearson Education Limited) -- You can adapt and modify the technique to your
class, do not forget to mention the source
Using dialogues is an effective way of teaching grammar. The use of dialogues in grammar
teaching is useful because the use of dialogues generally matches learners‘expectations of how
language is used in the real world: people use language primarily to talk to each other‖
(Thornbury, 1999, p.76).
This is the example of teaching the present simple to beginners (Topic & Student Level)
In the lesson the teacher has chosen the following recorded dialogue from a coursebook to use as
a vehicle for introducing the present simple with adverbs of frequency (e.g. usually, always) to a
group of beginners (1999, p.73).

Joe: What do you do on weekends?


David: well, that depends. During the school year, I usually have to study on Saturdays.
J: And how about on Sundays?

D: Well, we always have lunch together, you know, the whole family. Then after lunch, I sometimes go to the park
and meet my friends.

J: Oh? What do you do there?

D: We play soccer, take a walk, or just talk. After that, I go out. I usually go to the movies

.J: How often do you go out of the city?

D: About once a month. My uncle has a small farm in the mountains, so I sometimes drive up there.

J: That sounds nice. Do you go alone?

D: No, my mom, my two sisters and some of our friends usually go too.

J: But why do you go?

D: A lot of things: green trees, clean air, and no people.

J: Oh, just like LA!D: Ha! That‘s a good joke.(adapted from How to Teach Grammar, Scott Thornbury)

Thornbury explains the steps as follows: (Steps)


In the first step the teacher tells the class that she is going to play them a conversation between
two friends. She asks students to close their books and to listen to the first part of the
conversation and to answer this question: What are they talking about: last weekend, next
weekend, or every weekend?
In the second step once she has established that the conversation is about every weekend she asks
the students to listen to the whole conversation and to put these words in the order that they hear
them: movies, drive, soccer, go out, study, lunch, park, walk.
In the third step she asks the students if they can tell her which of the activities in the list David
does on Saturdays, on Sundays, and about once a month.
In the fourth step the teacher asks learners to listen for the following words and to match them
with the words in the list on the board: usually, always, sometimes. For example: usually study
always have lunch sometimes go to the park
In the fifth step the teacher asks learners to focus their attention on two or three of these
sentences and to tell her exactly what the speaker says. For example :We always have lunch
together I sometimes go to the park.
In the sixth step the teacher draws the students‘ attention to the form of the structure, underlining
the verbs and explaining that the present simple is used for routine activities.
In the seventh step she asks learners to write two or three more sentences about David, using the
above sentence pattern, i.e. subject + adverb + verb + ...
In the eighth step students listen to the conversation again and check their answers to Step 7,
and in the final step she invites the students to write four or five original sentences about
themselves using the pattern she has highlighted in step 6 (Thornbury,1999, p.73-74).

What is important in this exercise is to choose a text with a high frequency of instances of the
targeted grammar item. This will help learners notice the new item, and may lead them to work
out the rules by induction‖ (Thornbury, 1999, p.75). Through conversations grammar can be
instructed easily and it will facilitate learner‘s perceiving the rules better

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