Exercises of group 2

The aim of the exercises of the second group is to teach pupils using different kinds of DUs on their own. The second group exercises are receptive-productive simulative communicative activities or exercises in reply exchange. Exercises of the 2^nd group are performed in pairs as interaction between pupils. It is noteworthy that 1) either student in the pair must have an opportunity to use both reactive and initiative replies; 2) work in pairs should be intensified through simultaneous work of all students at their places and in movement, using such techniques as ‘merry-go-round’, ‘moving lines’, ‘crowd’, etc.

Ex.4. Instruction: Tell each other what you’d like to buy at the department store. P₁: I need a blouse. I’d like to buy a whine cotton blouse.

P₂: And I need a shirt. I’d like to buy a green silk shirt.

P₁: I need a pair of shoes. I’d like to buy brown summer shoes.

P₂: And I need a coat. I’d like to buy a blue winter coat.

This exercise differs from the preceding activity in the volume of replies. Each of the replies comprises two phrases. The mentioned above Sp – P operative technique can also be recommended for its performance.

If the classroom situation does not allow using a phonogram a teacher may use ‘a moving rank’ technique where each pupil exchanges replies with several partners, i.e. the interaction between a pupil and pupils takes place.

Ex.5. Instruction: We are at the department store. I’m a shop assistant, you are customers. Tell me what you’d like to buy.

T: What can I do for you?

P₁: I need a cap. I’d like to buy a summer cotton cap.

T: What can I do for you?

P₂: I need a pair of boots. I’d like to buy brown autumn boots.

This activity is of a ‘question vs. answer’ kind. Here structural correlation is zero. That is why the exercise is if a receptive-reproductive type for pupils. Besides, the role-play technique is used in this activity. A teacher performs the role of a shop assistant; pupils perform the roles of customers. Having performed the exercise in the way of a T – P technique the activity may be done in a chain-speaker way: the role of a teacher can be performed by one of every other pupil. To perform this exercise as a Sp – P activity the learners will need cues like pictures or slides depicting the things the pupils would like to buy. In this case, the exercise becomes not the one in substitution but the activity in the exchange of replies, i.e. the ‘informing vs. informing’ DU, for the pupils themselves produce both stimulating and responsive replies. The P – P activity may be intensified if the ‘moving rank’ technique is used.

Ex.6. Instruction: You are salesgirls (salesmen). Help a customer choose a thing he wants to buy.

Model: Customer: I need a blouse. Can you help me choose one?

Salesgirl: Certainly. What kind of blouse do you want to buy?

Procedure: 1) T: I need a dress. Can you help me choose one?

P₁: Certainly. What kind of dress do you want to buy?

T: A summer silk dress.

2) T: I’d like to buy a scarf. Can you help me choose one?

P₂: Sure. What kind of scarf do you want to buy? Etc.

This exercise is more complicated than the preceding one. The replies of both partners consist of two phrases. Due to the presence of the specifying question in the second reply the skill to keep the conversation going is developed. Speech input in the activity exceeds the boundaries of a single DU, bringing it close to a MD. Having performed this exercise with 5 or 6 pupils (as it was done in the model) the teacher changes parts with them. Then in case of a Sp - P activity, a speaker performs the part of a customer. At last, the simultaneous pair work of all the pupils is performed as a P - P activity.

It should be noted that all roughly tuned speech input of future dialogues has to be let through the exercises of the second group. Exercises of the second group should be performed at all stages of teaching though their number and the way of performing may vary depending upon the level of challenge of a definite language level group of learners. Thus, in a group with a poor language level imitation exercises may be more useful, while for a group with a high level the exercises in substitution and those of a ‘question to answer’ kind are advisable.