# Exploiting a Dialogue in Class

| Stage | Activity | Purpose |
|-------|----------|---------|
| Before | Picture of the situation: who, where, what will they say? | Prediction, context |
| Listen 1 | Gist: Where are they? What's the problem? | Overall meaning |
| Listen 2 | Complete the missing phrases; order the lines | Target language |
| Notice | Highlight the target phrases; sort into functions (request, offer, thanks) | Form and function |
| Pronunciation | Drill key lines: stress, intonation (polite rise on requests), linking | Spoken form |
| Practice 1 | Read in pairs, then swap roles | Fluency with support |
| Practice 2 | Disappearing dialogue: erase words step by step until learners reproduce it | Memorisation of chunks |
| Practice 3 | Substitution: change the details (place, item, problem) using prompt cards | Manipulation |
| Freer | Role cards with a new situation and a complication; no script | Transfer |
| Perform / record | Learners record themselves and compare with the model | Self-assessment |

## Disappearing dialogue steps

1. Whole dialogue on the board; pairs read it twice.
2. Erase content words (nouns, verbs); pairs read and fill from memory.
3. Erase more; leave only first letters.
4. Erase everything; pairs perform from memory.
5. Change one detail (a different shop) and perform again.

## Jumbled dialogue

Cut the dialogue into lines; pairs reorder; then listen to check. Works best when the adjacency pairs give clear
clues (question-answer, offer-accept).

## Role card from the dialogue

```
A (customer): You want two tickets for tonight's film. You want to sit at the back. You have 20 euros.
B (cashier): Tonight's film is nearly full: only front seats or tomorrow's show. Tickets are 9.50 each.
```

## Recording the dialogue

- Two voices clearly different; natural speed for the level (see listening-task-builder).
- Record in a quiet room; leave a short pause at the start and end.
- Do not read with exaggerated slowness; slow the speed at A1 by short turns and clear pauses instead.