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The one-word dialogues were written on the cards. Those were prepared and distributed for each pair in the classroom. There are four one-word dialogues
that could be chosen:
A: Good. B: Good?
A: Good. B: OK. Well…
A: Late B: Late?
A: Yes B: Sorry…
A: Speak up. B: Hush
A: Why? B: Because…
A: Gone. B: Really?
A: Again. B: Surprised?
Here were the procedures to follow: a One copy of a dialogue was distributed to each pair of students. The students
were allowed for about ten minutes to decide who was talking, where they were and what they were talking about.
b The writer checked on students’ ideas in a whole-class session. c The students were allowed for another ten minutes to rehearse speaking the
dialogue. Each student should try both halves of the dialogue. d Pairs performed their dialogues in a whole-class session. This was when
improvements, especially in the intonation, could be suggested.
2 Dialogue Interpretation
The activity of dialogue interpretation was chosen to encourage students’ imagination and creativity in interpreting a same script. Students were let to grow
their imagination and creativity from the dialogue or script given. This activity
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focused on the vocabularies and depended on the situation chosen, intonation to convey emotional charge, surprise, etc., language of discussion and evaluation.
The preparation that needed to be done was a number of short dialogues open to various interpretations. The dialogues could be written in cards to make the
distribution simple. The time needed was about one hour or more, depended on the available allocation time.
The dialogues written on the cards had been prepared. There are five prepared dialogues that could be used:
A: Who did this? B: I’m not sure.
A: But you must know. You were here all the
time.
B: I’m sorry ... I can’t ... It’s a secret. A: It’s time.
B: What do you mean? A: I think you know what I mean.
B: Oh no. Not yet, surely. It can’t be. A: Come on now.
