Quick Guide
- Keywords: Sentence stress, dialog writing, word order, grammar
- Learner English level: Intermediate and above
- Learner maturity: High school and above
- Preparation time: 20 minutes (using the Appendices)
- Activity time: 75-90 minutes
- Materials: Slides and handouts of dialogs and dialog templates
This activity enhances students’ awareness of sentence stress and provides them with novel and enjoyable practice of writing and performing their own correctly stressed dialogs. The template that students use in creating their work limits the usefulness of translation software and AI software such as ChatGPT.
Preparation
Step 1: Prepare slides of three two-person dialogs, on which the stressed words should be highlighted, as follows: two dialogs of approximately 50 words each, and the other of about 20 words (Appendix A). Highlighted Dialogs A and B are answer keys, and C is a specimen answer.
Step 2: Make a second slide and handout of Dialog A on which none of the words are highlighted (Appendix B).
Step 3: Make a second slide and handout of Dialog B as follows: replace each word with a blank, highlight the blanks representing stressed words, and list all the words of the dialog in alphabetical order beneath the blanked dialog (Appendix C).
Step 4: Make a second slide and handout of Dialog C in the same manner but omit the list of words (Appendix D).
Procedure
Step 1: Introduce sentence stress using Plain Dialog A (Appendix B). Distribute the handout and display the corresponding slide. Ask students, in pairs, to predict which words are likely to be stressed in natural speech, and to mark their handout accordingly. Take suggestions. Show the Highlighted Dialog A slide from Appendix A so students can check their work. Have a volunteer pair read out the conversation. Give a model reading, if necessary.
Step 2: Verify students’ understanding of sentence stress: content words are generally stressed, whilst grammar words are generally not, and so on.
Step 3: Have students practice with Blank Dialog B (Appendix C). Distribute the handout and ask students in pairs to fill in the blanks with the listed words. Suggest students begin by predicting which of the words are most likely to be stressed. Allow 5-10 minutes for this.
Step 4: Show the Highlighted Dialog B slide (Appendix A) so students can check their work. Call upon a volunteer pair to perform the dialog. Give a model reading if necessary.
Step 5: Distribute Blank Dialog C for students in pairs to create their own dialogs (Appendix D). Monitor and assist. Have each pair practice reading their conversation aloud to each other, focusing on sentence stress and dramatic expression. Allow 30-40 minutes for this.
Step 6: Allow pairs 10-15 minutes to mingle with other pairs, reading their work aloud to each other, changing partner-pairs frequently. If time allows, encourage some to read their work to the class.
Step 7: If desired, show and perform Highlighted Dialog C (Appendix A) to provide students with a model script and reading.
Extension
Give the students another blank dialog (Appendix E) to complete for homework.
Conclusion
Whilst engrossed with their partners in writing and practicing their dialogs, students not only build up their knowledge of sentence stress but gain valuable practical experience of working with word order and grammar. Since students are not constrained in terms of theme or style as to what they write, the mingling phase is a source of particular pleasure for many, as they are continually surprised by the often bewildering diversity of their classmates’ work.
Appendices
The appendices are available below.
