Speaking activity: Conversation with Neighbours (CLB 3/4)

Speaking Activity           Maureen Spearman        January 14, 2020

Activity:  Conversations with Neighbours 

This activity is to prepare students for short informal conversations with neighbours and acquaintances they would meet on the street, over the fence, at the grocery store, etc. The activity gives student vocabulary and practice to allow them to initiate these conversations. The focus is more on communication, but grammar, pronunciation and vocabulary are learned as well. 

Level: CLB 3/4 (Beginner)

Preparation:  

The teacher would show videos of various short informal conversations, and then discuss with students what is happening.  Vocabulary can be noted and discussed, and ‘chunks’ of language identified, some of which they should already know, such as opening and closing salutations (Hello, how are you?  Nice to see you.  See you later).  Body language and formality, and politeness are discussed. 

The teacher and volunteer can do an example of a conversation.  Props could be used such as two people walking their dogs (stuffed animals on leashes) or pretending chairs on shopping carts in a grocery store. 

Example conversation: 

Hi, nice to see you. 

Nice to see you too. 

How are you today? 

Good. And you? 

Good. 

The weather is very cold. 

Yes, I hope it warms up soon. 

Have a nice day. 

You too.

Practice:  Handouts of various scenarios are given to students to practice.  Teachers go over in large group, then students divide into small groups or pairs and practice.  This small group practice activity can be repeated over several classes until they do not need the written conversation.  Then groups would be asked to do a short conversation in front of the class, choosing whatever scenario they wish. 

Knowledge and Strategies: 

1)    Grammatical knowledge: the informal, relaxed grammar structure of the conversation 

2)    Textual knowledge: using pronouns like ‘it’, connective words ‘and’. 

3)    Functional knowledge: body language used, common expressions (opening and closings) and early formulative language

4)    Sociolinguistic knowledge: politeness used, short conversation is culturally appropriate

5)    Strategic competence: using chunks of language.