Dialogue Aside

In this activity, one learner is a character and the other learner plays the character’s thoughts. The technique aims to provide a commentary of inner speech, deepen understanding of characters’ real feelings, and distinguish the text and its subtext.

Preparation

Prepare situation cards.

When to Use It

• To practice spontaneous, creative use of language • To expand a textbook dialogue • To promote oral fluency

Level

Procedure Skills

1. Give a situation to the groups (e.g., A job interview. The inter2. viewee is lying about his experience, etc.). Half the learners are the people in the situation. The other half Practice play the thoughts for one of the characters in the situation. For example, Learner A is the person interviewing; Learner B will Materials speak his/her thoughts. Learner C is the person being inter- Situation cards optional 3. viewed, and Learner D is Learner C’s thoughts. Learners practice their dialogue and then perform them for the Preparation Time rest of the class. 15–20 minutes if using situation cards Examples of situations: Activity Time • On the bus. There is an old woman sitting and reading on the bus 15–35 minutes, depending on groups presenting and suddenly a smelly, old, drunk man sits next to her. • Someone you dislike sits next to you on the bus, in class, etc. • A parent is asking his/her daughter/son why s/he arrived home after curfew. • At school. A teacher is testing a student who is not prepared. • Life situation. A young man asks his girlfriend to marry him. • Excuses. A driver is trying to explain to a police officer why he was speeding.

Variations

1. Mix up who speaks first (thoughts of characters or characters themselves). 2. Use only the thoughts of the person and have the rest of the class guess the situation. 3. Use a textbook dialogue. 4. Allow use of the Drama Box to enhance the dialogue.