3. The character of responses: question, a statement, an imperative;

4. The communicative function in a d:

• asking for information;

• giving information;

• specifying information;

• requesting, persuading, invitations etc.

3. The degree of polemics:

• DU –unison: statement – development of the same idea;

• DU – with zero degree of polemics:

• statement – statement – statement –question;

- moderation – statement – doubt- - objection’

• high – statement – counterstatement – expressing disagreement or refutation.

Grammatical peculiarities:

1. elliptical sentences (when a subject r a ink-verb, or a preposition, there is/are constructions may be omitted);

2. usage of Present Simple/Pr. Continuous/Pr. Prefect Tenses;

3. contracted forms of modal and auxiliary verbs.

Lexical peculiarities:

1. conversational formulas and cliché;

2. silence-fillers (well, er, so, hm…);

3. modal words (of course, sure, no doubt).

Phonetic peculiarities:

1. phonetic ellipses: ‘cos, ‘cause…;

2. emphatic intonation (Low/High Rises/Falls…, stresses).

Extended remarks are complex units of D produced by one of the participants of a speech act which combine some qualities of M and D.

Extended remarks consist of several elementary components.

R eceiving contact Monological part Establishing Contact

The most widely used communicative types of extended remarks are:

• giving detailed information;

• questions with preamble;

• questions for more information;

• joining and developing the partner’s idea/s/.

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There are 2 main approaches in TD:

• from the model dialogue which is to be memorized;

A model dialogue A dialogical unit an independent dialogue

• teaching leads and responses in dialogical units.

A dialogical unit a microdialogue establishing contact.

Stages and Techniques of td

Stage One: developing dialogical skills at a dialogical unit level.

It is aimed at developing the skill of differentiating between different communicative types of responses and reproducing them after the teacher. Ex-ses to be used - are of receptive and reproductive character:

• receptive ex-ses:

• imitation ex-se:

• substitution ex-ses;

• question-answer ex-ses (find – out and guessing games);

• respond to my statements;

• give a proper context to…

• make up a DU by analogy;

• songs for teaching elements of the D;

• jazz-chants; small-talks.

Stage Two: developing dialogical skills above the dialogical unit level.

It is aimed at developing the skills of producing microdialogues with the help of different props:

1) Props to be used here:

• simplified pictures;

• stick-pictures;

• structural dialogue: question – statement + request

question for more information answer;

• based on the beginning/end;

• a monological text;

• a reported speech.

2) ex-ses at giving the proper context to the responses of a D based on simplified pictures;

3) ex-ses aimed at the extension of a D. e.g. Listen to the beginning of the D and enlarge it;