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A course in communication & conversation for intermediate adult learners of English WESTERN MELBOURNE INSTITUTE OF TAFE i pute! alae Sewing PUUue eee eo eae aaa yoog S .Jayora [| BEYOND TALK A COURSE IN COMMUNICATION & CONVERSATION FOR INTERMEDIATE ADULT LEARNERS OF ENGLISH TEACHER’S BOOK ‘Anne-Marie Barraja-Rohan Catherine Ruth Pritchard Western Melbourne Institute of TAFE Melbourne, Australia 1997 Acknowledgement The development of this resource kit was undertaken as a result of funding provided from the Western Melbourne Institute of TAFE Director's Initiative Fund. The development and writing of this resource was undertaken by Anne-Marie Barraja-Rohan and C. Ruth Pritchard ‘Language Studies Department School of Foundation and Language Studies Desktop Publishing Brenda Lyons Printing Services Unit © 1997 Western Melbourne Institute of TAFE Published by the Western Melbourne Institute of TAFE Publishing Service P.O. Box 197 Footscray, Victoria 3011 Ph.:(03) 9284 8636 Fax:(03) 9284 8920 All rights reserved. Except as provided for Australian copyright law, no part of this book may be produced without the written permission from the publisher. ISBN for Kit: 0949172 375 ISBN for Student's Book: 0 949712 383 Teacher's Book Special Sharks Firstly, we want to express our appreciation to Sue Casey for enabling this project to go ahead and giving us much support Secondly, we are very thankful to all the participants of the video who generously shared a small slice of their lives for the benefits of students. This also includes all the teachers who trialed the course and had to battle with irelevant page numbers and endless drafts, in particular Virgina Ennals, as well as her students who participated in the videoed lesson, and Tlana Rischin and her students, for their useful comments and suggestions. We'd also like to acknowledge the advice that Dr. Tony Liddicoat and Dr. Rod Gardner gave us on theoretical points, as well as Renata Summo O'Connell and Marisa Cordella on greetings in Italian and Spanish, Finally, we want to say a big “thank you” to Paul Shanahan and Fiona Worthy for helping with the laborious task of transcribing. ‘This acknowledgment wouldn’t be complete without thanking our spouses and family for their constant encouragement and help, especially in difficult times. Teacher's Book Contents &. eyo A a a / | CONTENTS Preface Introduction ‘Transcription conventions Introductory Unit ™ Institutional talk and casual conversation: © Answers to Activity A © Answers to Activity B Unit 1 Conversation 1 (At the bar 1 - Rob & Fiona) © Answers to Activity A ™ Stages of conversation (sociocultural norms of opening and closing a conversation): © Answers to Activity B2 ™ The role of small talk in institutional talk and casual conversation: © Answers to Activity C Overlaps: © Answers to activity D ™ Intonation and sentence stress * Instructions for Activity E ~ Transcript: Unit 2 Conversation 2 (Rob & Lily) * Revision of concepts: © Text reconstruction sation 2: ™ Global listening to Conv © Answers to activity A 10 13 14 B 16 16 23 Ce ‘Teacher's Book Contents © Preparation for the role-play with a drama activity * Revision of feedback tokens and assessments - predicting what ‘comes next: Transcript for Activities B1 &B2 Transcript: Unit 4b Conversation 4 (In the staff room - Leisl, Antoinette & Duncan, see transcript page 53) = Answers to activity A > Complaining: + Answers to activity B > Adjacency pairs st ich as greeting, leave-taking, introducing someone, offering something, and complimenting someone, and examination of the sociocultural norms of these situations: © Answers to activity C ‘+ Matching and labeling activity for adjacency pairs © Answers to labeling activity for adjacency pairs © Answers to activity D * Answers to activity E Unit 4c Conversation 4 (In the staff room - Leisl, Antoinette & Duncan, see transcript page 53) “® Keeping a conversation going with the use of response questions and tag questions: © Answers to Activity A2 © Answers to Activity C ™ Listener's role and tag response questions: © Answers to Activities DI & D2 Unit 5 Conversation 5 (Request 1 - Leis! & John) © Answers to activity A ~™ Revision of the notion of adjacency pair: © Answers to activity B 42 43 53 45 45 a7 49 50 50 52 55 55 Teacher's Book Unit 6 Unit7 Contents ~ Examining the sociocultural norm of a request (pre-request): © Answers to activity C “ How to be polite - reinforcing the notion of participants’ relationship by examining the use of politeness and its mapping onto language: * Role-play cards for the student practice section (making @ request) ‘© Instructions for the activity on the degree of politeness ‘© Answers to the activity on the degree of politeness ‘+ Answers fo the role-play in activity D ~ Transcript: Conversation 6 (Request 2 - Chris & Duncan) © Answers to activity A © Answer to idioms ™ Contrasting a preferred response with a dispreferred response - refusing or disagreeing politely - use of body language and silence: © Answers to activity B * Answers to activity B2 © Analysis of conversation 6 from line 13 onwards ™ Summary of responses to activity B on transcripts (Conversations 5&6) Conversation 7 (Request 3 - Chris & Barry) «© Answers to activity A ~™ Expansion of the stages of conversation (opening), pre-request and politeness: ‘+ Answers to activity B iv 56 37 59 60 61 62 63 65 66 67 2B ronnnnnnnhinnnnnnnnnnnnnnannrnwaAwamweemaaee Teacher's Book Contents ™ Using the notion of adjacency to predict an upcoming problem and answering with another question: © Answers to activity C ® Role-play cards for the student practice section ™ Summary of responses to activities B & C on transcript Unit 8 Conversation 8 (Invitation - Duncan & Rob) © Answers to activity A > Expansion of the notion of adjacency pair: © Answers to activity B Examining the reasons for a pre-invitation: * Answers to activity C ~ Examining the sociocultural norm of an invitation: * Answers to activity D ~ Pre-closing and leave-taking (examination of the sociocultural norm): * Answers to activity B ~ Transcript: Unit 9 Conversation 9 (In the staff room 2 - Chris, Barry & John) being the continuation of Conversation 7 © Answers to activity A ~ Revision of all the concepts covered: * Instructions for the activities C and the student practice section (evaluation) ™ Answers to the activities B, C, D & E on transcript Index - topics Audio Tape Times Glossary of Technical Terms General Readings Bibliography 74 75 1 81 a1 81 82 82 83 86 86 87 96 97 101 103 Teacher's Book ‘D, reface Ordinary conversation the basic way people use language and most of the talk that gets done in the world is conversation. It has immense power. It is the way we establish and maintain sox relationships. It enables us to get things done and to do things in the world. Most of the things we do with other people in our everyday lives involves some form of conversation. Moreover, ordinary conversation is richly structured and these structures are central to the ways in which we participate in society. ‘Talking is much more than the sum total of our knowledge of the sounds, words and grammatical structures of a language. Conversation is where linguistic knowledge interacts with cultural and social knowledge to produce meanings within a context, When we converse, everything we say is available for interpretation by our interlocutors and everything they say is available for our interpretation. These interpretations affect how we feel about the conversation. So some conversations are good while others are difficult, often without us knowing exactly why, Conversation is, therefore, complex. Native speakers grow up learning how to participate in conversations in expected ways in their own society. However, when we come to use a new language we are often faced with difficulties in learning how to converse-difficulties which may not come from our knowledge of the linguistic system of the language. These difficulties can affect our social relationships with native speakers of the language and affect our enjoyment of learning the new language and participating in the new culture, Even though language teaching has aimed to be communicative and has focused on oral language use, features of everyday conversation have often been ignored or undervalued in language text books. The contribution of this book is that it takes everyday language as the starting point for language learning and helps the learner to develop an understanding of what is going on in language use. This is vital for the learner and an important part of the experience of language learning. ‘The book also makes much use of everyday conversations as the starting point for leaming about language. These conversations are not scripted and are filled with all of the naturally occurring hitches and perturbations which are found when people talk. As such, these conversations expose leamers to the sort of language which speakers of Australian English use everyday for communication. The learners are supported as they are introduced to this talk by material aimed at illuminating the processes involved in conversation, the significance of the ways in which conversation is organised and the cultural context of the talk. As such, these conversations represent a very rich sample of Australian English. ‘The approach taken in this book is new. It grows out of recent work in the study of conversation which is concerned with looking at everyday talk to the full extent of its sophistication. The approach is strongly based on research and this is reflected in the choice of topics and the overall structure of the book. At each stage students are led deeper into an understanding of what it means to converse and are given the resources for participating in conversations. The division into casual 1 Teacher's Book conversation and institutional talk is particularly important in this as it allows the learner to experience issues of register and appropriate ways of speaking in different contexts. ‘This book will provide learners with opportunities to interact in spoken English in meaningful ways which will have direct relevance outside the language classroom. It will assist in enriching language Jeamning and at the same time points to an exciting new direction in communicative language teaching which will help students to appreciate both the art and science of conversation. Dr Anthony J. Liddicoat Department of Linguistics Australian National University nmunmmnnannnnnnntmannnnnnnnnnAnnAanAnn WHMUURTUMRRUUReUeeeeeeeeeeeeeeeeeeeee Teacher's Book Vutwodidction What is involved in teaching conversation Conversation is one of the most difficult aspects of language teaching because it is so complex, yet it is a major way of communicating. Conversation or spoken interaction has its own grammar and involves not only words but also intonation, sentence stress (as well as other prosodic features) and body language. Having a successful conversation in any language requires a knowledge of how to speak and ‘communicate appropriately. For this to happen conversationalists need to asses ‘€ The context, Who they are talking to - taking into account their relationship to and status of the other conversationalists - and ¥ The purpose of the conversation. In addition, they need to have a clear understanding of the particular cultural norms of the language i.e. how things are done through language. For example, in Australian English, greeting is done in two steps, with a greeting per se (“Hello” or “Hit, ete.) and a pseudo health inquiry (“How are you?”). In the health inquiry, participants are not ‘meant to give a truthful and detailed answer. They are supposed to respond according to the sociocultural norm by saying something like “not bad” or “good”. This sociocultural norm is not necessarily the same across all cultures. For example, in Italian and Spanish, the use of the health inguiry is restricted to certain types of interaction, unlike English, and is often treated as a genuine question. In fact, the health inquiry can be used as a topic opener and does not have to be strictly related to health. In Chinese, the health inquiry is replaced by a food inquiry about whether you have caten or not. The conversational differences and similarities need to be fathomed by our students so they can make sense of the Anglo-Australian culture. Students targeted and purpose of the course book ‘The course book is intended for adult learners of English from lower intermediate to upper intermediate levels. It is primarily designed to raise students’ awareness of what is involved in conversation. The acquisition of the conversational features will depend on the students themselves as a number of factors are involved in their acquisition rate. Teacher's Book Aims The overall aims of the course book arc: ‘@ to expose students to real life language, ‘© to make students aware of how conversation is organised and what rules govern conversation, ‘© torefine students’ listening skills by drawing their attention to intonation, sentence stress and other prosodic features, to help students understand the speaker's intention, to recognise the social implications of us use of politeness), ae ing language (formal versus informal and the ® to acquaint students with the sociocultural norms linked to English and by the same token students acquire a cultural awareness of their first language as well as of other languages spoken in the classroom, and ultimately, © to give students strategies and resources to deal with and participate in everyday conversation and use conversational English in a meaningful way. Methodology In this book, we have attempted to capture conversation in all its complexities as described briefly above, We therefore propose a new methodology in which we explain in a simple way how conversation works through activities, discussions and role-plays. ‘The focus of the methodology is not particularly linguistic, rather itis interactional as conversation is a social phenomenon. The activities are based on unscripted videoed conversations which reflect how language is used in real life situations. These conversations are analysed to show students the various rules and complexities of conversation. Hence these conversations not only provide the ‘context and topics but are also used as an illustration of | particular concepts to teach. The concepts unveil the rules of conversation as well as how language is used and understood in spoken interaction. In addition, they reveal the role played by intonation, sentence stress, voice quality and body language. ‘We have attempted to present conversation in an integrated form rather than only focusing on particular aspects of conversation. Conversational features such as intonation, sentence stress and body language are dealt with in relation to their meaning in conversation. However, this course book does not intend to teach the nules of intonation, sentence stress and all the different gestures used in English. Therefore, the teacher will have to consult other sources if she or he wants to explore these features in more detail. ‘The methodology is the result of classroom based research and draws from two theoretical frameworks, namely Conversation Analysis and Politeness Pragmatics. To make the concepts accessible to students, we have simplified them at times. In the tiling sessions, we found that students had no problems using the terminology and understanding the concepts. Indeed, we felt that 4 RA RAR RAR nnn nnn nn nnn nnn n nanan ae WU eee Teacher's Book it was important to retain some technical terms as we are presenting a grammar of spoken interaction and naming its elements is important to identify and recognise those concepts. Course book design ‘Students are exposed to unscripted videoed conversations covering a range of accents, from Australian English to American and British English. Among these conversations, some are role- plays such as conversations 1, 2, 3 and 5, while the others are authentic conversations. In the role- plays, the participants play themselves and the situations are drawn from their own experiences. For ‘example, Rob has really been a barman at some stage of his life and he did have the road accident he is talking about in Conversation 3 and, Leis! used to ask John to do some photocopying for her as in Conversation 5. ‘There are ten units of which nine are based on the videoed conversations (units 1-9), the first unit being an introductory unit. The introductory unit is designed to make students aware of how talk is used for social or institutional purposes. The structure of this unit is therefore different from the other units and is based on a brainstorming activity. All the other units start with a global comprehension activity based on each videoed conversation (also numbered 1-9), which is generally followed by an explanation of idiomatic expressions and a cultural note if appropriate. However, in Unit | the section on idioms is found after the explanation of the stages of conversation. The reason for this is to encourage students to start focusing on the interactional aspect of the dialogue and not on linguistic items. Units 1 to 8 deal with various conversational features and concepts taken from the videoed conversations, and which are explained. These units also offer a range of activities for students to understand and practise those conversational features and concepts. Lastly, Unit 9 is designed to revise all the concepts covered as well as evaluate students’ progress. ‘The conversations and activities are graded so that students are gradvally introduced to more ‘complex conversations and concepts, The activities are designed to familiarise students with the new concepts introduced in each unit. Also, each concept is revised and further expanded in later units so that there is a constant reinforcement and elaboration of the concepts. The reason for the reintroduction of the concepts is to facilitate learning so students have various opportunities to acquire the concepts and can further their understanding of them. Therefore, itis important that the teacher progresses sequentially through the course book for students to really benefit from this approach and gain a sound knowledge of conversation. For example, small talk is first introduced in Unit 1, re-examined in Unit 4 and revised in Unit 9. See the illustration underneat Unit2 —-Unit4 “Unit 9 Once a conversational feature has been examined, students are given opportunities to reflect on it through a cross-cultural discussion which enables students to contrast conversational features of English with their first language. We believe that this cross-cultural awareness enhances language learning as it highlights differences and similarities with their first language. At the end of each section, students can explore the language in a meaningful way through role-plays, simulated 5 Teacher's Book conversations and authentic conversations. Topics for this section can be modified to suit the specific needs of students, particularly those who are doing English for Specific Purposes. Students are also required to perform their conversation in front of the class so they can get feedback on their performance. This is an important element in the methodology as itis during this phase that students can consolidate their learning by finding out what they are really doing. Contents of the student’s and teacher’s books In writing the student’s and teacher’s books, we have endeavoured to make the learning and teaching tasks as easy as possible. Both the student's and teacher's books contain the transcripts of all the videoed conversations. The conversations have been transcribed in detail to reveal every utterance, simultaneous talk, hesitation, silence, laughter, intonation, sentence stress and voice quality. A guide to the symbols used is found in the teacher’s book. Furthermore, the teacher’s book contain the answers to all the exercises found in the student’s book. In writing the answers, we have, when appropriate, given an extensive explanation of a particular phenomenon to enable teachers to answer possible further queries from students. A glossary of all the technical terms, which are also explained in simple English in the student’s book, is provided in the teacher’ book. Finally, an index of all the topics covered in the videoed conversations and the student practice section is included in the teacher's book. How to use the course book The activities in the course book are highly interactive and the approach used is generally inductive. The student’s book contains questions designed to: 1) test students’ comprehension, 2) elicit concepts, and 3) revise concepts. These questions are mainly intended to be answered orally. When students are required to give a written answer, this will be indicated. Writing should be kept to a minimum. Whenever a concept is defined in the course book, teachers are required to explain it to students, involving them in the explanation. The explanations of concepts in the student’s book are to be used as references for students to read at home and not in class as the course book is structured for a conversation class. ‘The explanations of concepts are found in the shaded sections of the student's book with the following icons: Teacher Explanation: To be explained by the teacher in class and not read in class. Home Ri Home Reading: To be explained by the teacher as well as read by the students at home. PUUCEEEEUeeeeeee eee Teacher's Book Other icons and indications have been used to facilitate the use of the course book such as: Video: ‘Watch the conversation on the video. ‘Activity designed for intermediate or upper intermediate levels, and not for a lower intermediate level. Transcripts of videoed conversations should not be used until students are familiar with the video. Students have to write for this activity. Intensive listening: Students are required to listen to specific items. This activity requites the use of the audio tape. Oral Work: Activity involving students to either answer questions orally or speak to each other. Group Work Role Play @ Questions to think about Teacher's Book Revision Y Cross Cultural Awareness: Students make comparisons with their first language and culture. It is a class discussion. Putting the course into action This course book provides students with ample opportunities to explore and experience the broader context and intricacies of conversation. In the trials, students and teachers have thoroughly enjoyed this approach as shown by the following feedback: No more boring, stilted audio taped dialogues about “the holidays”! After ‘many years of ESL teaching, I’ve finally found Australian video material which does more than simply provide speaking/listening practice; leamers really grapple with what it means to converse in English. Beyond Talk comes from a sound, exciting research base, uscs accessible terminology and engages learners in meaningful tasks. Bring on the sequel! 1 Think this way of looking at conversation was very accessible and students enjoyed being analytical. Beyond Talk often brought up issues that would not have come up otherwise and the cross-cultural focus gave students a chance to really compare English to their first language. 1 find that Tam easily to speak to Australians now because I’m using English a lot more than before. (sic) Beyond Talk helps me understand more English outside school. ANMUDHAAARAAR AAA RRA ARR RAR Aaa aA dninkd Teacher's Book ‘This methodology is different and can be challenging at first but highly rewarding for students and teachers alike. To help teachers adapt to this new methodology, a model lesson of Unit I has been filmed and incorporated in the video. Teaching preparation has been minimised and students are required to take an active part in their learning. Teachers have the flexibility to modify the activities to suit their own teaching style. This book touches a sensitive chord in students and teachers by delving into the social nature of language. It is pertinent to students’ lives as it gives them the tools to examine their own language and socialise in English. In sum, it deals with real life. ‘This course book can be taught over a semester on a two-hour weekly basis. It is not designed to supplement other teaching materials as it is a whole course and should be implemented in its entirety to obtain the desired results. Teacher's Book Thanscription oonoantitres Intonation contours: we have simplified and adapted from the traditional transcription system some of the conventions used for intonation contours. Ivoice falls (high fall) © Tvoice rises (high rise) * dow fall * Tow rise sudden cut off _ woice is level Sentence stress: ozh the colon indicates elongated sound ‘you the underline indicates loudness Overlaps: COverlaps are when two speakers or more talk simultaneously and are indicated by a square bracket, for example: Fiona: em [chardonnayT Rob: [chardonnay Silence: Silence is significant in a spoken interaction. In the transcripts, silence is indicated like this (.) and is considered as a tam. ‘Normally in Conversation Analysis, silence is measured in seconds as its duration helps to understand what goes on in a spoken interaction. In a few conversations (such as conversations 6, 7 & 9) we have occasionally measured the silence which is indicated as follows: (1.2) and (1.5) when we felt its length was significant. In both cases, the duration is long and has an impact on the interaction. Other prosodic sign: The degree sign ° just a bit indicates that the talk is softer than the surrounding talk. ‘© Capital letters indicate talk that is louder than the surrounding talk. It is often used to emphasise an utterance. For example: Lily: THM:1 been together for about three months now! 10 PAU RM AUAM ARAMA RTM AHH KHAKnnAnnAnnnnAannnannnt. Rhythm: Teacher's Book At times we have indicated if the speech was slow by spacing out the letters, or fast by contracting the letters. For example: © Faster speech Rob: Lily: Rob: «Slower speech Chris: References Atkinson , J. & J. Heritage (1984). yeah! catch you later! Thin okayl see youd, see youd [please please] please (.) pleased ranscription notation. In Atkinson & Heritage (eds) Structures of Social Interaction: Studies in Conversation Analysis. Cambridge: Cambridge University Press, ix-xvi. Gardner, R. (1995). On some uses of the conversational token “Mm”. Unpublished Ph.D. thesis, the University of Melbourne. u ‘Teacher’s Book Introductory Unit Vote @ Castel: Converiaton This unit is designed to make students aware that there are two types of conversation: institutional talk and casual conversation or ordinary conversation, and that casual conversation is at the base of institutional talk. ppm: Aepiaghawuerrey optical ie TE ae eendae tg conversation when students will have their tum to have a conversation, Then, keep on eliciting the following items to make students aware of what casual conversation is about, as opposed to. institutional talk.) ‘When people talk to each other what do they talk about? ‘They talk about: * Themselves * business * other people (gossip) * weather © Family © holidays © Employment © entertainment Food + what's happening (events), etc 2. Who do people talk to? ‘They talk to: © their friends © teachers/lecturers «Relatives © classmates © Strangers * work mates © neighbours © boss + tradespeople/professionals © etc. Teacher’s Book Introductory Unit 3. Where do people talk” ‘They talk: + athome in shops at parties in offices © in the streets/parks at school in cafes/restaurants at the workplace ‘+ in cars/buses/trains/planes ete. sees 1, Casual conversation 2. Institutional talk 3. Casual conversation 4. Institutional talk 5. Casual conversation 6. Institutional talk 7. Institutional talk (it’s part of the hairdresser’ role to get customers to talk about themselves) 8. Institutional talk 9. Casual conversation 10 Institutional talk 11 Institutional talk 12.Casual conversa jon, although if itis part of an oral presentation, itis institutional talk. sete 4 ATMA ANRAAAAAHAAKNAAnnnnnnnnnnnnnnnnng ‘Teacher’s Book Unit 1 1. Inabar 2. Evening 3. Strangers 4. To buy/sell a drink . Institutional talk Seeeeet Note On Institutional Talk And Casual Conversation Note that this conversation is considered as institutional talk and not a mixture of institutional talk and casual conversation even though there is a bit of small talk. It is part of the barman’s and the customer's role to make small talk if they choose to do so. While they are making small talk their role remains the same. sesees 1. Opening: lines | - 3 till that’s good J. 2. Fiona does not reciprocate the greeting, she simply answers to how are you? and this is prefaced with o:hJ. She complies with the sociocultural norm of answering the health inquiry with a positive response preity good thanks when in fact she is probably not feeling very well as she reveals later that she had a terrible day. Indicate to students that it is the norm not to state your health state as it really is but to give a positive answer as a general rule particularly among strangers or people who do not know each other very well. 3. Centring: lines 3 from what can I get for yous till line 30. 4. Closing: lines 33-34 although the initiation of the closing starts at line 30. sett ‘Teacher’s Book Unit 1 . Fiona and Rob make small talk from lines 11 to 19. This small talk is part of the service encounter as people like to he friendly to one another. ate a new topic by talking about the terrible day that she had. The reason why she wants to start a new topic is speculative so the aim of the question is to get the students to talk about it and make hypotheses. She may be trying to start a more involved conversation than just a simple service encounter perhaps to fill in time. However, Rob avoids the topic and continues to assume his institutional role of a barman. He may not want to get involved in this kind of conversation as it goes beyond his role. saets Activity D Teacher’s Book Unit 1 Note On The Intonation This conversation is a good example of how intonation indicates turn-taking. Look at lines 13, 15, 17 and 19, and note how the intonation starts from a rise and progressively falls until it is a complete fall indicating that the speaker has finished talking. Point this out to the students if their language level is high enough to understand this concept. Also students should be made aware that the intonation on questions does not always rise but can also fall. This point is reinforced in Unit 2. [Se students to role play Conversation 1 with special attention 1 sentence stress and intonation. weetees ” Unit 1 At The Bar 1. Rob: 2, Fiona: 3. Rob: 4, Fiona: 5. Rob: 6. Fiona: 7. Rob: 8. Fiona: 9. Rob: 10.Fiona: 11.Fiona: 12, 13.Rob: 14. 15.Fiona: 16.Rob: ‘Teacher's Book (Comeavsation 1 hil how are you —ozht pretty good thanks —sthat 's good! what can I get for you o:hd well I think I I feel like a white actually I'l ha[ve er_ [white wineT em [chardonnayT [chardonnayT —yeah no wiorriest [that'll be great thanks (.) ° just a bit? (it) is a bit quiet tonightT you're usually (.) [a few more people here. [well itis usually quiet at this time To:hd —»but er it'll pick up after the theatres close AUOMKMARHhHAHAHAAnRAARnennAaAARRRAe Unit 1 17.Fiona: 18.Rob: 19.Fiona: 20.Rob: 21.Fiona: 22.Rob: 23.Fiona: 24. Rob: 25.Fiona: 26.Rob: 27.Fiona: 28.Rob: 29.Fiona: 30.Rob: 31.Fiona: 32.Rob: 33.Fiona: Teacher's Book oh yeah and er (,) it gets pretty busy then _ b- —yeah —>but this time yeah it’s not so wild yeah so ho[w much _ [a dollar fifty sa dollar fifty? ob it’s great it’s a good price tal looking forward to this? oh what a day _ was hellY today some nuts there as [well- you like some nutsT] {oh yum oh that’s gre Jat thank youl ~sno problem — Tokay I'll just go and sit over here okay —eall right see you later see you later seeeers Teacher’s Book Unit 1 When the stress is on are in how are you?, the speaker wants to know about the listener's health state, for example when the listener has been sick. Whereas when the stress is on you in How are you?, the speaker is merely being polite in asking the question as itis part of the greeting. In ‘most conversations, the stress falls on the you. settee Oh Jwhat a dayd said with a falling intonation means that it was a terrible day. Oh what a Yay. said with a high rise-low fall intonation means that it was a very good day. Note that the stress can fall on either what or day. Before getting students to do the role-play, model both ‘examples to students. Indicate that in the second example, the intonation does not rise as much as for a question. Oh what a day? with a full rise is not possible; it would sound like a question and as such would not make sense. Let students experiment with the different intonations so they realise what they are actually saying. westete 20 Teacher’s Book Unit 1 rie, / At The Bar Rob and Fiona Rob: hil how are youl 2.Fiona: o:hd pretty good thanks. 3.Rob: that 's good) what can I get for youl 4 Fiona: och well [ think I fee! like a white actually I'l halve er_ 5.Rob: [white wineT 6.Fiona: em [chardonnayT 7.Rob: [chardonnayT 8.Fiona: yeah 9.Rob: no wlorries| [that'll be great thanks (.) ° just a bits. Git) is a bit quiet tonight? you're usually (.) [a few more people here! [well it is usually quict at this Trimet 14,Fiona: Tot 15.Rob: buter it'll pick up after the theatres IcloseT 16 Fiona: oh yeahl. 17.Rob: and er (.) it gets pretty busy then _b- 18.Fiona: yeah 19.Rob: but this time yeah it’s not so wild! 20-Fiona: yeah! so ho[w much _ 21. Rob: {a dollar fifty) 22.Fiona: a dollar fifty? oh it’s greatT it’s a good Tpricel 23.Rob: tal 24.0) 25.Fiona: looking forward to thisT oh what a day _ was hell. today? 26 Rob: some nuts there as [well- you like some nuts?] 27 Fiona: {oh yum oh that’s grejat thank youl 28.Rob: no problem 294.) 21 Unit 1 30.Fiona: 31.Rob: 32.Fiona: 33.Rob: 34.Fiona: Tokay I'll just go and sit over There okays Tall right) see you laterL see you later! eeeeees 2 Teacher’s Book Teacher's Book Unit 2 Revision Of Concepts Covered In Unit 1 At the start of this unit, you should revise the concepts covered in unit 1. Itis important so that the new concepts become familiar to the students particularly when students have a low language f To revise the three stages of conversation, the use of intonation for turn-taking, overlaps and idioms, ‘use Conversation 1 and do the first activity below. Text reconstruction Teaching preparation: photocopy Conversation 1 and the headings, both found overleaf, and cut them into strips. Before getting the students to reconstruct the conversation, play the conversation once without any sound so students familiarise themselves with the context again. Group students in twos or threes and give Conversation I and the headings cut up in strips to each group, Students will have to reconstruct the conversation by paying attention to 1) the opening, 2) the centring, 3) the closing, 4) the overlaps, and 5) idiomatic expressions. Remind students of the conventions used for overlaps and intonation. These will be useful in their text reconstruction. ‘The headings are designed to give students a direction in reconstructing Conversation 1 Teacher's Book CONVERSATION 1 AT THE BAR Rob and Fiona OPENING (start of conversation) CENTRING (topic of conversation) CLOSING (end of conversation) ae ee R: hil how are youl i |F: oth pretty good thanks! R: that 's good R: what can I get for youl -F: o:hd well I think II fee! like a white actually I'll hafve er_ 4 mmimmurnninrtnnnnnnninnrnnrninnnnnnnnnAnnnnnnn Unit 2 e& & F: em [chardonnayT R: [chardonnayT F: yeah R: no wforriesL F; __ [that’ll be great thanks (,) ° just a bit°L Teacher's Book F: (it) is a bit quiet tonight? you're usually (.) [a few more people herel- R: this LtimeT F: Toh R: but er it'll pick up after the theatres closeT 25 [well it is usually quiet at Teacher's Book F: oh yeahl R: and er (,) it gets pretty busy then _ b- _R: but this time yeah it’s not so wild F: yeah) so ho[w much _ R: [a dollar fifty) F: a dollar fiftyT oh it’s greatT it’s a good Tpriced UR: tab |F: looking forward to this oh what a day _ was hell todayT R: some nuts there as [well- you like some nuts] y wud Teacher's Book Unit 2 F: oh yum oh that’s greJat thank youd R: no problem! F: Tokay. I'll just go and sit over Therel- R: okayl F: Tall right R: see you later) F: see you laterL x Teacher's Book ‘Unit 2 1. Ina bar 2. In the evening 3. Acquaintances 4. Lily's boyfriend, ordering a drink, going to the opera and price of the opera ticket. 5. Casual conversation, informal 6. Opening: lines 1-6 (up to yeah) Centring: lines 6 (from so how's things) to 53 (although Lily puts an end to the conversation by spotting Fiona at line 51) Closing: lines 53-56 weeess Note On Formal And Informal Question 5 We distinguish institutional talk and casual conversation from formal and informal. We define formal and informal in relation to the register and the social distance between the participants. For example, people may have a casual conversation using a register that indicates formality as in the case of a lecturer and student meeting socially but not being friends. A service encounter being an institutional talk may be done formally or informally depending on the type of language used: colloquial versus formal. seteees 1. Conversation 1: the participants do not address each other by any names. It has been deliberately left impersonal. Conversation 2: the participants call each other by their first name. Conversation |: it’s the barman who initiates the opening and the customer only responds to the health inquiry without reciprocating it. In this situation, it is expected to be first greeted by the bartender and the customer does not usually inquire into the bartender’s health state. Conversation 2: Lily interrupts Rob who is busy at the back to get his attention by saying “hey Rob” then Rob greets her. Note that the greeting and the health inquiry are reciprocated which show a more intimate relationship than does the opening of Conversation 1 3. In Conversation 1, Rob maintains his institutional role whereas in Conversation 2 he does not. Buying a drink in Conversation 2 is reduced to just two lines (23 & 24 which is a confirmation check). Itis interesting to note that in Conversation 2, Lily does not ask about the price of her drink which denotes that she already knows it and is a regular customer. Also in Conversation 2, the participants talk about a range of topics which include a personal topic whereas in Conversation 1, when they make small talk the topic is impersonal. 28 ANANDA RAAAAAKRAARKHARAKRKHAHAAAAnnnnnn. Teacher's Book ai Lily changes the topic because Rob does not want to talk about his personal life claiming that he is too busy to have one. Despite Lily's insistence (line 18, you reckon’, line 20 really? and line 21 yeah?), Rob does not want to elaborate on this topic, so realising it Lily decides to close that topic by saying oh okay. (line 23) and switches to something impersonal such as ordering a drink SOCIALLY APPROPRIATE TOPICS SOCIALLY INAPPROPRIATE TOPICS Work © Love life Sports ‘+ Money: personal earnings and spending, mas financial affairs eg. banking, investments, tax, debts. Television shows * Detailed health conditions ‘Arts (movies, live theatre; visual art, mnusic) |p cligion (with strangers or acquaintances), Family life (not with strangers though) Politics Cost of living YP 1. Lily repeats her answer because Rob did not hear or understand her answer. Rob reformulates his question. Rob could have asked Lily to repeat her answer: How much did you say they were? What was that? What did you say? etc. or Rob could have indicated that he did not hear or understand Lily's answer by saying something like’ Sorry? Come again? ete. Because of their relationship, Rob would have used a more informal language. ‘Teacher's Book Unit 2 Note On The Listener Role Since the approach in this book is inductive when possible, we would suggest that you elicit from the students what the listener does to show that s/he is listening. The explanation on the listener role in the student’s course-book is best used after the elicitation activity, its function is to remind students of the concepts covered. eeeeeet 1. The listener says things like hm, mm, of, wh huh, yeah that are called feedback tokens, as well as gazes at the speaker, nods or shakes her/his head to show that s/he is listening. 2. Itis important for the speaker to know that s/he is being listened to as s/he speaks for a purpose and to someone. The notion of having an audience is paramount to any interaction. wettest 1. Feedback tokens: : oh, line 6: yeah, line 14: MM, line 16: yeah, line 19: mm, line 21: yeah, line 22: yeah, line 23: oh okay, line 29: oh, line 35: ha right, line 36: mm, line 45: yes, line 46: yeah, line 47: yeah, line 51: oh, line 52: okay, line 53: okay, line $4: yeah, line 55: mm, okay. Note that the yeah at line 27 and the mm, mm at line 25 are not feedback tokens but a response to a question. Other feedback tokens: uh huh, right, hm, etc. 2. Assessments: Line 4: not too bad, line 7: good, line 8: great, great, line 15: very nice, line 29: very nice. Other assessments: (that’s) fantastic, terrific, lovely, terrible, incredible, how awful, etc. ot any statements of evaluation. seeeees Note On Feedback Tokens And Assessments Point out that feedback tokens are used much more frequently than assessments that have a narrower purpose. Assessments are also dealt with in Unit 3. Feedback tokens are not responses to questions but are used to acknowledge what the speaker has just said or to indicate that the information is new, whereas assessments give an evaluation of what the speaker has just said. 30 mnomuaunnnnnnnnnnnnnnnnnnnnnnnnnnnnane” Teacher's Book Unit 2 Note On Intonation Intonation is more complex than what is outlined in the student's book. This is just a general guideline of how intonation is mostly used. Indeed, there are many exceptions to these rules. For instance, in Australia, the intonation at the end of an utterance may be rising even though itis not a question and the speaker has finished talking. However, the students need to realise that the intonation on wh interrogatives is often falling. Note that the intonation on tag questions is discussed in more detail in Unit 4. Teacher's Book Unit 2 Gomersation 2 Lily and Rob at the bar LISTENING ACTIVITY (intonation on feedback tokens and assessments) The intonation on the first feedback token and assessment has been done for you in line 4. Put the intonation only in the spaces provided with the dotted lines | Lily: hey Robs Rob: Lily h[i how are youT. Lily: thi Lily: ohJ not too bad! how are you Jong time no seel how’s things eer awe ene A Rob: Lily: great great Rob: ‘wht've youbeenupto 10. Lily: new man in my lifeT 11, Rob: who::’s that 12. Lily: Michael 13.Rob: Michael 14, Lily: been together fr about three months nowl 15. Rob: 16. Lily: __ So anyone in your life 17. Rob: no not at this staged too busy 18. Lily: you reckon? 19.Rob: mm _ [I'm working} most nights you know? 20. Lily: [reallyT 21. Lily: yeah? 22. Rob: yeah_ 23. Lily: oh okay, em can I have a glass of Tred please 24. Rob: glass of red? 25. Lily: mm mm, () gee I’m looking forward to this I tell yal 32 Unit 2 26. Rob: 27. Lily: 36. Lily: 37. Rob: 38. Lily: 39. Rob: 40. Lily: 41. Rob: Teacher's Book been a busy day? Tyea:h _ isn’tit always, BUT I’m going to the opera tonight so 'm really looking forward to that [tool [oh very nice | what are you going to seel. em Marriage of Figaro Marriage of Figaro! favourite operad where’s that playing er Australia Opera Centred ha right tmm,, (will dol) xpensive tickets? er about fift- fifty Tdollarsd, bow muchT about fifty dollars) Td better give your fifty cents back 42. (laughter) 43. Lily: 44, Rob: 45. Rob: 46. Lily: 47. Rob: 48. Lily: 49. Rob: 50. Lily: 51. Rob: 52. Lily: 53. Rob: 54. Lily; 55. Rob: thainksl they’re worth itd. come [on ] I waited fr about two years fr this {I belt yes it has been along time hasn’tit Tyea::hT yeah that's the thing erl well (.) hopefully it'll be goody (.) and hopefully it’ll be good with TMichaell. I'm sure it will bed twice as goodl ‘oh hang on Fiona over therel [okay] [anyway] nice to see youl yeah catch you laterd. Tmm__ day, seyul eeyal Teacher's Book Unit 2 (Comwravsibbione 2 Lily and Rob at the bar L.Lily: hey Rob! 2.Rob: Lily hfi how are youT 3.Lily: thil 4.Lily: ‘oht not too bad! how are you 5.Rob: Jong time no seeL 6Lily: ‘Tyea::hd so how’s things! 7.Rob: good! (.) yrselft B.Lily: great greatl 9.Rob: ‘what ve you been up tof 10.Lily: new man in my lifeT 1L.Rob: who::'s that? 12.Lily: Michael 13.Rob: Michael 14.Lily: TMM: been together for about three months nowL 15 Rob: very nice 16.Lily: Tyeahl so anyone in your lifeT 17.Rob: no: not at this staged too busy! 18.Lily: you reckon? 19.Rob: mmf [I'm working] most nights you knowT. 20.Lily: [really? 21 Lily: yeah 22.Rob: yeah_ 23.Lily: oh okay em can Ihave a glass of Tred please! 24.Rob: glass of red 25.Lily: mm mm4 (,) gee T'm looking forward to this I tell ya. 26.Rob: been a busy dayT 2TLily: Tyea:hJ isn’t it alwaysd BUT I'm going to the opera tonight 28, so I'm really looking forward to that [tool 29.Rob: [oh very nice! what are you going to seed. 30.Lily: em Marriage of Figarol 4 Unit 2 31.Rob: 32Lily: 33.Rob: 34.Lily: 35.Rob: 36.Lily: 37.Rob: 38.Lily: 39.Rob: 40Lily: ALRob: 42Lily: 43 Lily: 44 Rob: 45.Rob: 46Lily: 47 Rob: 48.Lily: 49.Rob: SO.Lily: 51 Rob: S2Lily: 53.Rob: S4.Lily: 55.Rob: ‘Teacher's Book Marriage of Figarol favorite operal where's that playing er Australia Opera Centrel ha rightl TmmL (will dod) xpensive tickets T er about fift- fifty Tdollars1 how much? about fifty dollarsJ I'd better give your fifty cents back! (laughter) tha:nkst they're worth itl come [on 1] I waited fr about two years fr thist {belt yes it has been a long time hasn't itl Tyeaz:hd yeah that's the thing er! well (.) hopefully it’ll be good (.) and hopefully it’ll be good with Michael I'm sure it will bey twice as good! oh hang on I see Fiona over there. [okayl} fanyway1] nice to see youl. yeabl. catch you laterL ‘Trnnnlayl sceyou! seeyou! Sette 35 Teacher's Book 1. Ina waiting room —= 3. Topics: road accident, getting better, running late, traffic and parking, overbooking patients 4. To pass the time/to be friendly 5. They are waiting to see the doctor. 6. . Strangers Casual conversation and informal. wets . The opening of Conversation 3 is different from the previous conversation, It does not start with the usual greeting and health inquiry. The opening can be argued to start at line 1 with ah excuse ‘me or at line 6 poor thing, what's happened to you? On one hand, itis possible that Fiona could be using the excuse me as a conversational opener as indirectly it may be used in that way. Also, the context and the physical setting of the conversation are different from the previous ones, For Fiona to sit comfortably, she needs to sit next to Rob which necessitates an excuse me so he can remove his crutches. On the other hand, the conversation could very well stop after shanks at line 4 or start at line 6 without requiring the excuse me. . The centring starts from line 6. As we have seen in the previous question, the centring could start with the opening where the topic is introduced. The participant being Fiona first gives an assessment (poor thing!) then asks a question (What's happened to you?). To do this, she relies on contextual clues such as the crutches. Here it is relevant to point out that the participant who starts the conversation is a female, particularly when she says poor thing. If the participant had been a male, it is very possible that the conversation would have started in a different way and not necessarily with an assessment. 3. The conversation ends abruptly and is interrupted by the doctor calling Rob as his turn has come up. It ends with Fiona agreeing with Rob. atest . Fiona says poor thing! What's happened to you? to show affiliation which indicates caring and ‘empathy. Note the falling intonation on poord and the stress on thing and yoru which reinforces the caring tone of the sentence. 2. Roles: Fiona takes on the role of the caring listener and Rob of a story teller relating some sort of trouble or accident in this case. Their roles in this conversation are very different from those of Conversation 1 for two other reasons: 1) it is not an institutional talk as they do not have a task to fulfill ie. it is not a service encounter, and 2) they are chatting to pass the time and have no obligation to talk to each other. ANSWERS 37 Unit 3 1. Atline 8 Fiona says Toh: J. It is a feedback token that shows affiliation as itis heavily stressed (loudness and elongation of the sound) which indicates not only that she is receiving new information but also displaying a feeling of surprise and empathy. 2. At line 10 Fiona says oh: Tand you were crossing f on the _. She partially repeats Rob’s utterance to confirm the information she has received. Note also the intonation on the _ which is level indicating that she wants Rob to keep on telling her about his accident 3. At line 14 Fiona first sighs then says isn’t that ama:zing 7. The sigh and the verbal feedback are both an assessment. She wants to show Rob that she is being supportive of his misfortune by sharing his feelings. At line 16, Fiona asks a question about the motorcyclist to make sure that she understands the Seeeees Fiona changes the topic by using the adverb aciually which indicates that there will be anew topic. 2. Rob was not surprised that she talked about something else. A change of topic was actually expected. In fact, both participants had nothing else to say, for the time being, about the previous topic. They had closed the topic of getting better altogether. The closing of that topic took place over four turns from lines 30 to 33 up to yeah_ where a series of yeahs are uttered by both participants with a falling or level intonation. 3. At line 37, Fiona talks about the traffic being heavy which relates to being late, The reason for being late is implied; it is due o the heavy traffic which means that she took more time than planned to get to the clinic. At line 38, Rob explores another reason for being late due to the difficulty of finding a parking space. 4. At line 43, Rob changes the topic of traffic to doctors overbooking patients by referring back to the topic of being late and waiting for his turn (lines 33 & 34). The transition is made smoothly ithout any marker as the topic relates to something that they had been talking about earlier. UUMUnMamnmnnnnnnnnnnnnnnnnnnnnnhAAannan ae Teacher's Book Unit 3 (Griecetion Re In The Doctor's Waiting Room Fiona and Rob 1 Fiona; ah- excuse me? 2.Rob: yeah no worries! 34.) 4.Fiona: thanks/ 5.0) 6 Fiona: poor. thing what’s happened to you? 7.Rob: oth I got knocked off a crossing by a- um- motorbi:keT 8.Fiona: Tohhh: 9.Rob: while I was crossing it (.) yeah 10.Fiona: ‘oh: and you were ing? on the: _ 1L.Rob: I was [crossing on the crossing] (.) and this guy just came around the 12.Fiona: {crossing the roadl] 13.Rob: corner and (.) took me with him! 14,Fiona: (sigh) isn’t that{ a Jma:zingT 15.Rob: (yeah 16.Fiona: didn’t even take any notice of the pedestrian walk 17.Rob: not not at alld 18.Fiona: not 19.Rob: yeah he- yeah didn’t really have to time to seed it’s in a- (.) a really bad placel 20.Fiona: oh [oh::4] 21.Rob: {h e } just came speeding round the comerd ‘nd_ 22.Fiona: poor thing! 23.Rob: didn’t have time to jump_ha- [ha-ha] 24,Fiona! fo: hJozh() (such a nui:sanced} 25.Rob: [but atthe end of the road now] so:T 26.Fiona: oh goo:dl 27.Rob: yeah_ 28.Fiona so it’s- it's almost better 29.Rob: yeahl 30.Fiona yeah_ 31.Rob: yehl 39 Teacher's Book 32.Fiona: 33. Rob: 34.Fiona: 35.Rob: 36 Fiona: 37.Rob: 38.Fiona: 30.Rob: 40-Fiona: 41 Fiona: 42.Rob: 43.Doctor: 44,Fiona: 45.Rob: 46.Fiona: Unit 3 yeah_ actually I (.) thought I was (.) really running la:ted welll (.) I've been waiting half an hour for my: (.) [appoint |mentl [have you?} yes so I don’t think you're going to be too latel yeah_ the traffic was just s- so: heavyT yeah! and it’s difficult to get a park out there as welll. TYE:AHL It's al{most impossiJblel feeally:: Y it’)ss rezally bazd isn’t it yeah still:: I think they sort of overload- overbook everyon|e as well] {Mr Rob [Le]eT} [yeah_} yest yea:ht that might be right! 40 Unit 4a Teacher's Book 1, People talk about the weather because 1) it is topical (the weather changes rapidly) and 2) to ‘make contact with other people and be friendly. In this conversation, the participants talk about the weather to start a conversation since they are having a break at the same time. Hence, talking about the weather is used as a “warm-up” which may lead to a more involved conversation. It is ‘more polite to talk about trivial issues than ignore each other as silence is not well tolerated. TOPICS Anything related to the activity in which the participants are engaged Sports like football cricket, tennis, motor racing, (depending on the season). News items particularly tragic ones (such as major fire or accident, death of a famous person, kidnapping, etc.) Big events (such as a visit by the British Royal family, major political eleetion, ete.) ‘Young children/babies Cost of living ‘Complaint about delays PLACES. Any public place such as a park, bus stop, railway station, lift, ete. Public transport including taxi Pub/restauranvcafé Shops Waiting room (at the doctor's or dentist's, etc.) Waiting in a queue (supermarket, airport, etc.) School/university Workplace/canteen Office such as the bank, post office, etc. seepeTe Preparation Activity BI &B2 For these activities, use the transcript (see next page) specially designed for it and the audio tape. Stop the audio tape after each double slash. Only do Activity 1 up to line 15 for a lower level group and up to line 35 for a more advanced group. eevee a punnunHnHTernnnHnHhHnHnHHrHna HaHa Hh ae 1. Antoinette: n . Antoinette: Leis!: Antoinette: Leis: Antoinette: Leisl: POnnanea w Antoinette: 10.Leisl: 11.Antoinette: 12.0) 13.Leisl: 14.Antoinette: 15.Leisl: 16.Antoinette: 17 Leisl: 18.Antoinette: 20. 21 Antoinette: 22.Leisl: 23.Amtoinetie: 24.Leisl 25.Antoinette: 26 Leis 27. 28. Antoinette: 29.Leisl: Teacher's Book ie . (Ce 4 hiT Leisll. hiT Antoinetted how are youd alright! hey your hair looks really good today! // ‘oh th::an(ks: (feedback token) [have you had it cut? ly! itlooks (really good] 4 (assessment) no: but it needs cutting bar {I'm jus’ having colffee do you want oneT ‘o:h no thanksd I'm not really into coffee _ sureT // _ (feedback token) yea: so: what ya been doing! oh- just teaching _ you (O:H jus’ the same ol’ routine (gee) it’s cold today isn’ itl // TonJ yeah it’s bloody awful day? (feedback token) nearly froze on the way to workL haz° ((sigh)) (feedback token) that’s the trouble when you get here thought you know it's really warm in the building an'_// oh yeazht the computer room's terrible // (feedback token) hml (feedback token) you come out of that computer room jus’- // hm. (feedback token) flushed cheeks it's terribled // an’ when you leave- when Ileave home I'm wa:rm an' I get in the car an' I'm warm // an’ then I get out at work I'm freezingt // yeah_ (feedback token) g0 back inside you're warm againt a ‘Teacher's Book 30.Antoinette: 31.Leisl: 32.Antoinette: 33.Leisl: 34.Antoinette: 35. 36.Leisl: 37-Antoinetic: 38.Leisl: 39.Antoinette: 40.Leisl: 41.Antoinete: 42.Leisl: 43. Antoinette: 44.Leisl: Unit 40 hm our house is really really freezing! // isnt we've got a double brick placeT // mm\. (feedback token) "s like- Tm sure it's five degrees_ // (.) colder in there an’ it's jus’- than anywhere else // yeah_ (feedback token) it’s just so: “freezing? it’s got really high ceilings? (it'd) be nice in summer thought ‘yeah it is! although after a few days warm weather? (.) it ge[tst fyeah_ you know! yeazhT (feedback token) really hot! yeah (feedback token) (noise of movement) 45.Leisl: 46.Duncan: 4TLeisl: 48.Duncan: 49.Leisl: 50.Dunean: 51.Leisl: 52.Duncan: 53.Antoinette: 54.Leisl 95.Duncan: 56.Leisl: 57.Ducan: 58.Antoinette: 59.Dunean: 60.Antoinette: hi Duncan g'day: — how ya goin’ _ goords d’ you know AntoinetteT o::h J yeahT I think I've met you actually Duncan [(.)A ]ntoine]tte? [righ(tl] [yeah that’s right] 1 Antoinette Duncanl. how’re you going _ you probably (.) have seen each other yea:h_ staff meeting or som’thing _ yeath_(.) couple 0” weeks agol. (feedback token) yeah a AUMKXTMKMAMKHnAKMKHnHhnnnnnnnannnnnnnennnnninnet Teacher's Book ~ Ina staff room 2. Work mates 3. Topics: hair, offering coffee, what they have been doing, weather and differences in temperatures between indoors and outdoors, Antoinette’s house in relation to temperature changes, introduction of Duncan to Antoinette and vice versa. 4. To be friendly/to pass the time/get to know each other 5. Casual conversation/small talk and informal 6. The opening (lines 1-3) is the usual one with greeting and a pseudo health inquiry. The centring starts at line 3 with a compliment. Note that this conversation is not complete. After the participants are introduced, they go on talking about football. The talk on the weather is just used to start a conversation. As a quick activity, you can ask students to predict what the participants are going to talk about after having made small talk, taking into consideration the participants’ ages and sexes. ayes 1. The participants complain about the weather, how cold it is and the differences in temperatures between indoors. particularly the computer room, and outdoors. Then, Antoinette complains about the temperatures in her home. They complain about the differences in temperatures because they affect them and are unpleasant. However the real aim of their complaint is to seek commonalities and build a rapport. Indirect complaint such as this one as well as, making small talk are both social strategies where by participants try to build relationships. 2. The choice of words indicates an unpleasant state: Use of negative adjectives or nouns: awful (line 16), terrible (lines 21 & 25), trouble (line 19), Exaggeration: froze (line 17) or freezing (lines 27, 30, 37). ‘The negativity is emphasised through the use of: Repetition: ierrible is used twice by the same participant over five turns, and freezing ot froze is repeated four times by the two participants, really is repeated consecutively at line 30, Emphatic adverbs: bloody (line 16), really (lines 19, 30, 43), ~ Comparison: it’s five degrees _(.) colder in there than anywhere else (lines 34-35), tence stress: words with a negative connotation are stressed such as awful (line 16), terrible (line 25), trouble (line 19), froze (line 17), freezing (lines 27, 30), cold (line 15), colder (line 34), flushed (line 25), hot (line 43). 4s Teacher's Book Unit 4b Note On The Use Of “Sentences” And Adjacency Pairs We have used the term sentences to simplify the concept for students at this level but by sentences we mean utterances. Note, that the second part of an adjacency pair does not have to be a sentence; it can be an utterance ‘such as a grunt or non verbal such as a nod, a shrug of the shoulders, etc. eetess 1. You expect to be greeted back with a Hi or Hello or anything similar. The reason is that a greeting needs to be met with another greeting as it is a social convention to do so. 2. You expect that person to take leave of you in a similar fashion with a Goodbye, See you later, etc, The reason is that leave-taking needs to be met with another leave-taking as it is a social convention to do so. 3.Other examples where you expect a particular response: © Asking a question => © You want a response © Thanking someone => © You respond with something like: You're welcome ‘© Introducing someone => © Youexpect the person introduced to say something like: nice to meet you © Paying a compliment => © You thank the participant for the compliment Rettese 46

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