Small Talk Dialogues

Objectives:

Duration:

    4 hours

Materials:

Activities:

1. Teacher briefly reviews the future continuous, present continuous, present perfect continuous and past continuous tenses using the chain drill method: Teacher writes four different sentences on the board, each in one of the four tenses and labeled "A," "B," "C" or "D." Teacher points to a learner, then says, "'A,' future continuous," or "'D,' present perfect continuous." At the command, the learner changes the sentence to the desired tense, then points to another learner and gives a similar command. Learners continue until everyone has had a chance to answer (Note: no sentence may be used more than three times).

2. Teacher reviews gerunds by walking around the room and asking class, "What am I doing? (walking)" Teacher then mimics driving and asks learners the same question (driving). Teacher introduces gerunds as verbs with -ing endings that are the subject of a sentence (i.e.: "Driving relaxes me." "Walking to work saves money.") Teacher calls on each student to give an example of a gerund; teacher writes each on the board until there are at least ten. Learner pairs use at least three of the listed words in three different sentences modeled after the teacher's example. Pairs then read their sentences to the class. Teacher allows for additional time to review the use of gerunds as required.

3. Teacher writes the sentence "I need calling an ambulance" on the board and asks class if this is correct. Subsequent discussion reveals that the gerund "calling" is misused, and that an infinitive is needed. Teacher defines an infinitive as "to" plus the base form of any verb and writes several examples on the board.

4. Teacher distributes Gerunds and Infinitives reference sheet, announces that the reference sheet states the rules for both gerunds and infinitives, and turns on overhead projector to display the reference sheet transparency. Teacher says each verb in Part A of the reference sheet and learners repeat. Teacher defines unfamiliar verbs as necessary. 

5. Teacher calls on each student to give an example of an infinitive; teacher writes each on the board until there are at least ten. Teacher directs learner pairs to use at least three of the listed words with three different verbs in Part A in sentences. Pairs exchange their sentences,  inspect for errors and return sentences to original pairs. Pairs then read their sentences to the class. Teacher allows for additional time to review the use of infinitives as required. 

6. Teacher returns class to Gerunds and Infinitives reference sheet to underscore that the verbs are divided into three groups: 1) verbs used with infinitives only, 2) verbs used with gerunds only, and 3) verbs used with both infinitives and gerunds. Teacher creates three columns on the board and writes the appropriate verb in each column. Teacher directs learners to select a verb from each column and write a sentence for each, reminding learners that the verbs in column three require two sentences. Learners share sentences with the class and discuss as necessary.

7. Teacher assigns learner pairs based on competency levels, and distributes the "Small Talk" dialogues; higher ability learners receive dialogue #1. Learners fill in blanks and add dialogue as required, practice dialogue, then read it for the class. Teacher assists during completion of dialogues as needed.

8. If time permits, learners play "Gerund/Infinitive Jeopardy" using the Gerund/Infinitive Flashcards (teacher cuts out sentences and glues or pastes them to colored 4 x 6 cards, each category having a different color). "Easy" category sentences = 2 points; "average" category = 2.5 points; "difficult" category = 3 points. Learners follow typical Jeopardy rules; five second time limit per card; winning team is the one that finishes first in at least two out of three rounds.

9. Learners complete Online "Gerund or Infinitive Quiz"; teacher records score.  

Assessment:

Teacher evaluates and records dialogues and online quiz scores.