I I|GSF hr tt.l.rt!.t tn.!. tr tlltbi - Higher Education Commission

Affer adaotation:
--- It is the students who have to read the rubncs. Thev have io
Dr.dict what the situadon js. This @ b€ ion d|e dcture aod tle
-- The teacbels role is lo put students' idels together and to guide
lhe dis.nssion to its right padl
-- The stude s discN the pictut€ with the h€lp ofth€ tsch€t lor
ex,nple, they have to idendry who is 'Bill' and who is lhe othcr
p€Iso? They should say how they come to loow that. They have !o
do thar ofcouse, withour th€ lookins al the actual dialosue.
-- T@cher tels thm to imasirE rhe situation and urriie the
conveEarion betlv€€n Mr. Bill md dte .eceprionis! who will sy
that Mf. Hossni is out at lhe mom€nt. This aclivity cu b€ done it
- ft. snldds wn6 faced e/ith difiqnty @ ur. lhe approprialc
shategi€s like the use of Ar"bic or any olher stlategies they think
ot
- The s<strong>hr</strong>dents in erouF rcponed the \$itren dialoSue ro rhe
teach€r ard fie rest of the class. This was fonowed by a discussion
fo. @l'rent.nd/ or addhion.
-- h is only now tiat th€ studenrs arE asked to look at the actual
dialogue. 'ftey h6ve to comrare their ve$ion with the original one
and s€€ the simi<strong>hr</strong>iti€s ard diftrencg.
-- TrEse differcnces arc coNidercd as d|e lacl€ that th€ stude.ts
need to le3r! this is a basic !o leamer@nleredness.
- lt is herc that the teachq irrerfe.es srd exphits tlE n.w it€rns
with the !tuddts' help.
Dialosuc (2)
. This di.logle. ir nEny €spects. is sirnilar ro fte prcvioc oner
so d€ s€@ $.ges wil be fonow€d wnh ndb.r othd stag6 wil
. Role-plar: D which studeds play lta rcle of a pe.son and a
receptiotrist and act our the dialogE.
. Tley have to hvsr the name ofthe company or the situatior.
. They have lo N th.ir Imes exc€pr for the one who plays the
rol€ of lhe rec€ptioDisl.