1.2 Dialogue

English home language

Grade 9

Money matters

Module 3

Dialogue

Activity 1:

Dialogue

[lo 4.1, 2.5]

1. Sometimes it is really difficult to find solutions to arguments about issues like money. Use the correct play-form and write a dialogue depicting ONE of the following conversations. Make sure your characters respond in a realistic and convincing way. Write the dialogue.

Rubric: writing a dialogue

Let’s act!

2. Act out the conversation with a partner. Remember to read the lines “in character”, to vary your tone of voice and to use appropriate facial expression. You may wish to improvise and add lines that do not appear in the original dialogue.It is also a good idea to ask members of the class for suggestion as to how your characters could solve their differences.

Activity 2:

Dialogue

[lo 4.1]

CONVERSATION A

CONVERSATION B

CONVERSATION C

CONVERSATION D

CHECKLIST:

1. Introductory lines to the scene – yes/no
2. Lines left open between speakers and no writing underneath their names – yes/no
3. Stage directions included in brackets – yes/no
4. Punctuation used correctly throughout, e.g. no inverted commas; colons – yes/no
5. Remains true to the topic – yes/no

Assessment

Learning outcomes(LOs)

LEARNING OUTCOME 2

Speaking

The learner will be able to communicate confidently and effectively in spoken language in a wide range of situations.

Assessment standards(ASs)

We know this when the learner:

demonstrates a range of complex interaction skills by participating actively in group discussions, conversations, debates, group interviews and surveys and while so doing,

• tackles important issues (e.g. social and ethical issues related to the environment and human rights),
• asks probing questions;
• leads discussions;
• negotiates differences to arrive at common point of view or compromise;

2.5.4 motivates own point of view, using evidence and similar opinions from peers, and shows flexibility in accepting compromise;

gives oral presentations confidently and creatively, paying attention to

• pausing and variation in tempo and volume at key points;
• purpose and audience;
• posture, gesture, body language and facial expressions to engage audience interest;
• variety in presentation modes;
• register;
• tone;
• degree of formality;
• different social and cultural conventions;

2.5.9 appropriate figurative devices (climax, anti-climax, etc.).

LEARNING OUTCOME 4

Writing

The learner will be able to write different kinds of factual and imaginative texts for a wide range of purposes.

We know this when the learner:

4.1 writes a range of imaginative texts:

• 4.1.2 to explore the creative, critical and playful use of language by means of narrative and descriptive compositions, dialogues, poems, songs and letters;

Memorandum

ACTIVITY 1: DIALOGUE

1. Make sure pupils are familiar with the play-form format:

Opening lines to set the scene, in the present tense

No inverted commas

Name and colon before each speaker’s words

No writing beneath speaker’s names

Stage directions / adverbs to indicate voice tone etc. in brackets

2. Let’s Act: Give pupils guidance on what you expect from role-play activities and what specific criteria you will use for assessment.