Teaching dialogue in beginner english classes Introduction Main body

Teaching dialogue in beginner english classes


Introduction
Main body:

1. 
   Identifying Monologue and Dialogue in Beginner English classes
   
2. 
   Role of Dialogue and Monologue in Activities
   
3. 
   Ways for Teaching Speaking through Monologue and Dialogue in Beginner English Classes
   

Conclusion
References


Introduction
Using dialogues to help students develop their conversation skills is a common practice in most English classes. There are a number of different ways to go about incorporating dialogues into classroom activities.
Topicality of the course paper: The suggestions below encourage students to role-play and practice new tenses, structures, and language functions. Once students become familiar with these new language elements, they can then use the dialogues as models to practice writing and speaking on their own.
Objectives of the course paper: Main point is to provide with a stock of useful expressions their rhythm intonation the cliches of conversation, frequently used expressions, greetings, rejoinders, expletives for recombination, to produce them quickly in new situations in new combinations rather than to know all segments by heart in their original sequence.
The aims of the course paper: Using dialogues can help students become familiar with standard formulas used to discuss different topics. This is especially helpful when practicing new idioms and expressions. While these expressions might be easy to understand on their own, introducing them through dialogues can help students immediately put the new vocabulary into practice.
Young English learners are tend to gain new information very easly. During school time they should improve their personal ability like, speaking in front of audience and sharing their ideas. In this way teachers need to inspire their young language learners by giving them right instruction. Teachers responsibility in this condition is very important. Because they need to educate children how to explain and how to take control of themselves among their class. Such kind of circumstances require teaching monologue and dialogue methods in classes. Monologue always helps children how to pretend themselves like real speaker. This is the main point the of absorbing their ideas and information to their classmates. However, it is not always easy to control themselves in front of the audience and speak without stopping. In my opinion, in this kind of situation teachers aid is the best. Creating dialogue also depends on teachers ability. If educators can create suitable environment children can obtain new information very quickly and easly. For this teacher needs to organizes lesson and dialogue method correctly by means of any kind of new techniques. However, it is not easy to teach monologue and dialogue quickly.
There is increasing agreement among those who study classrooms that learning is likely to be most effective when students are actively involved in the dialogic instruction of meaning about topics that are of significance to them. When the prevailing discourse structure has the form of triadic dialogue, classrooms can indeed be places in which knowledge is dialogically coconstructed. What do productive dialogue and monologue look like? Under what conditions are they most likely to occur? What role(s) does the teacher need to play to promote and sustain them? However, I explain why we believe teaching dialogue and monologue to be so important in beginner English classes. In a classroom dialogue a facilitator leads a dialogue on a specific topic planned in collaboration with the faculty member requesting the dialogue. Dialogues are tailored to fit specific course content and curricular goals. A classroom dialogue is yet another tool that faculty can use to support or achieve course objectives. At the same time, a dialogue provides students with a new, experiential way to understand course material. A facilitated classroom dialogue is an effective way to address complex and/or contentious issues within a classroom setting. The dialogue process promotes analysis of course content and encourages reflection. Dialogues provide a means to encourage inclusive practices in the classroom. In writing, dialogue shows a character speaking. It works to tell you more about the character and how they converse with others or react. When the teacher claps students stop miming. The other teams have to say the next line to be delivered. This sort of activity can seem intimidating for students to start with, but they will soon get used to it. Give a good demonstration with one of the better students so the class understands the task. In a competitive conversation, people are more concerned about their own perspective, whereas in a cooperative conversation participants are interested in the perspective of everyone involved.