Dialogues

1. Larisa Conner

At the Post Office

Cultural Reference

-Hello! I’d like to send this package to Viet Nam.
-Sure. Would you rather send it by air or ground?
-What is the difference?
-It takes up to 60 days to deliver it if sent by ground and about 2 weeks by air.
-Oh, I’d prefer to get it there as soon as possible.
-Would you like to insure the package?
-Would I like……for sure?
-Would you like to get some money back in case your package gets lost? To insure it?
-Oh, yes, certainly.
-Let’s weigh it now. It’s 20 pounds.
-20… When I weighed it at home it was only 9.2 kilograms.
-right, 1 pound is 0.46 kilograms.
-OK. How much do I have to pay?

2. Anonymous

• You’re looking really good today.
• Thanks! You don’t look too bad yourself.
• I was wondering if you’d like to go see (movie) with me on Friday.
• I wanted to see that, but I didn’t want to go by myself. Sure I’ll go with you!
• Good. Should we meet up around 7:30 then?
• Sounds good.
• Yeah. Popcorn sounds good too.
• I was just thinking that, I want to get a whole bag all to myself.
• Well, see you on Friday, bye.

This works as a conversation facilitator. The use of spoken sayings, like ‘sounds good, ‘then’ and ‘all to myself’ might be helpful. Also I used a greeting other than ‘hello’ which could be used when starting a conversation with a friend. Classroom topics of other informal greetings like ‘long time, no see’ could follow. Also, more dialogues for movies/movie theaters could be made. From this could stem a project of talking/writing about a movie the student has seen, since movies are a big part of the American social seene.

3. Heather Caylor

“At the library”

This is meant to be a conversation-facilitating exercise which may also provide some helpful phrases and vocabulary for foreign students needing to use a library. The instructor might first read through both roles with the students, then interact with individual students by acting the part of the librarian or lost student. Afterwards the students might take turns playing the different roles to become familiar with the vocabulary and scenario. It would be easy to incorporate props into this exercise, which might help in maintaining student attention. (While this is a dialogue containing specific directions, it could facilitate a broader class discussion of what other kinds of directions the lost student could be given. Students could also adjust the dialogue to practice giving each other directions to different places in the classroom or on campus.)

L = Librarian
S = Student

L: Hello! How may I help you?
S: Hi! I’m trying to find a few books, but I’m lost.
L: OK. What books do you need to find?
S: I need to find three English conversation books by Professor Brown.
L: All right. Those books are at the main desk on the third floor.
S: How do I get there?
L: Just take this elevator up two floors. The desk is right outside.
S: Great. Thank you very much!
L: You’re welcome. Good luck!

4. Tonya Mutel

Chris: Hey, Tonya, I have a question for you. Why is it that you think Americans always overplan evenings together?

T: Look, I just mean that I am used to getting an invitation, and then going and visiting people, not planning to meet next Tuesday two weeks from now at 7:30. If you are welcome at someone’s house, you should be welcome whenever you show up.

C: But what do you do if they’re busy, or out, or… I guess I just don’t understand how you have so much free time to be visiting each other all the time. What about the rest of your life?

T: Visiting friends is our life. People find things that are important to them. The friends we are talking about are people we have known since childhood or college, and we only have two or three people that we can call friends in our lifetime. Spending time drinking tea with our friends and sharing our lives is a major thread that runs all the way through our life.

C: I guess Americans do seem to have a network of acquaintances when compared to our friendships. Maybe it’s because we move around throughout our lives, or maybe we just approach friendships differently.

T: Just because you don’t have any friends doesn’t mean no one else does! I’m sure culture influences us, but we always make our own decisions.

C: I guess. With our family, it’s hard to imagine having enough time to have a deep friendship with a dog, much less someone outside our immediate circle. Maybe this is the classic individual versus the group difference?

T: You know, it is not just Russians that think Americans always think first of themselves. Maybe we are used to thinking of what’s best for the group instead of just ourselves. On the other hand, I sure know plenty of selfish people at home. I think that ultimately it is up to everyone to work hard to make the life they dream of.

5. Michael Bortscheller

A: Where did you go yesterday?

B: I went to a friend’s birthday party.

A: That sounds like fun! Did you buy him a present?

B: Yeah, I bought him a CD.

A: What did you eat at the party?

B: I ate a hamburger and fries. It was great!

A: When did you leave?

B: I left at 5:00.

A: Did you have a good time?

B: I had an awesome time.

This dialogue concerns words with irregular past tense forms and would be geared towards lower-level students. It also shows how to address questions in the past tense with the word “did” and a bare form of the verb. A dialogue like this could be expanded almost indefinitely to include other vocabulary words. It could also tie in with a discussion of birthday celebrations.

6. Anonymous

Asking Directions

Purpose: To become familiar with common expressions given for directions.

1. A: Excuse me, I was wondering if you could help me?
2. B: Sure! What’s up?
3. A: I need to find this office. Do you know where it is?
4. B: Oh yeah. You’re going to want to go up this street and make a right.
5. A: I’ll turn right at the light on the corner?
6. B: Right. Go down that street, and it’s in the middle of the block.
7. A: That’s where the building is?
8. B: Yeah, the office is on the first floor, so go down the stairs and it’s right there.
9. A: Got it. Thank you!
10. B: No Problem!

*Note: this dialog is good for intermediate learners because some f the expressions are very specific to directions, and they may not have heard of them before. However, because B does most of the talking, that role should be giving to a more advanced student or the teacher.

Things to talk about:

1. The different meaning of “right”—lines 4 and 5 to mean direction, line 6 to mean yes, and line 8 to mean just there.
2. The fact that “down the street” does not have the same meaning as “down the stairs”.
3. That “in the middle of the block” means half-way down the street, not in the middle of the street. Also, define what a “block” is.
4. Casual speech such as “yeah”, “what’s up”, “got”, and “no problem”.
5. the contraction of “going to want to go” to gonna wanna go.
6. The beginning of the dialog (approaching strangers), and the end (leave taking does not have to include an expression for good-bye).

7. Robyn Groth

Dialogue

Employee: Welcome to Burger World. Would you like a Super Burger combo?

Customer: No thank you. I would like a grilled chicken sandwich with just mayo, tomato and lettuce.

Employee: Would you like fries with that?

Customer: Yes I would like curly fries and a pop.

Employee: What size fries and pop do you want?

Customer: A small fry and a medium pop.

Employee: What kind of pop?

Customer: Pepsi

Employee: Anything else?

Customer: No, that’s it.

Employee: Okay that’s $5.65. Please pull around to the first window.

Customer: Thank you
(Customer pulls around to the window)

Employee: $5.65
(Customer gives money to the employee)

Employee: Here’s your change.
(Employee gives change, pop, and food to the customer.)

Employee: Thank you.

Customer: Thanks.

In this dialogue I included ‘Would you like…’ and “…you want’ and also ‘Thank you ‘ and ‘Thanks’. I also included phrases that are not whole sentences that you would typically hear a fast food restaurant, and elsewhere like ‘What kind of pop?’ and ‘Anything else?’. This dialogue could be recreational, but also helps with conversation facilitation because it uses incomplete sentences.

8. Maria Lopez Alfonso

This dialogue is of the conversation facilitation type. In this dialogue, we find a very common situation. A person goes to a restaurant and needs to order the meal. In my opinion, this dialogue would be very useful for ESL students, who are living in an English Speaking country and that do not have too much experience yet. This dialogue can be used in the classroom to work in pronunciation. It is also full of common expressions that the student is going to find very often around him. Also, the instructor can use the dialogue to talk about some constructions, such as will + verb, subject + be + going to + verb, which talk about the future. The instructor could show the different situations where a person uses one or the other. Nevertheless, the main goal of this dialogue is to teach how to behave, what you are supposed to say in a situation like this. That is why it would be appropriate to use this dialogue in role plays, and have the students read it aloud in class and finally act it out.

Waiter: Hi! How are you doing this afternoon?
Customer: Fine, thank you.
W: Here is your menu.
C: What are your specials today?
W: Our special today is Grilled Chicken Breast. It comes with a baked potato and a side salad.
C: Sounds good, but I’m going to take a look at the menu.
W: OK. Can I get you anything to drink?
C: Yes, I’d like a diet coke.
W: Sure, I’ll bring that right out.
(Coming with the drink)
W: Here you go. Have you had time to decide?
C: Yes. I’m going to have the Rosemary Pork Loin.
W: Oh, good choice. How would you like that cooked?
C: Medium well.
W: OK. And you have a choice of potatoes with that.
C: I’ll have fries, please.
W: And what kind of dressing would you like with your salad?
C: Italian, please.
W: I’ll be right back with your salad.

9. Maria N. Fruit

In-Class Dialogue: AT THE GAS STATION

• Exercise: Set dialogue, followed by student-created variation
• Purpose: Conversation Facilitation, Dialectal Familiarity
• Level of students: Intermediate-> Intermediate-high
• Goals:
  1. to familiarize students with station attendant-customer conversation at a gas station; and
  2. to improve ESL student understanding of a regional dialect (e.g., the Southeastern dialect, as exemplified herein).

Scene: A customer intends to pay for gas inside the store after the gas has been pumped. Upon entering store, the customer also decides to purchase a cup of coffee.

.*Points of discussion:

• Variable use of fine and good and well in response to ‘How are you?’
• Finding and knowing you pump number; what to do/say if you don’t know you pump number while paying for gas inside the store
• Southeastern dialect:
  • regular use of sir and ma’am
  • reductions; ya, doin, gonna, bout, comin; slang: alrighty
• How might this same dialogue be said with other words?
• How might a person purchase gas at the pump and not inside the store?
• How might this dialogue be different if the customer were purchasing gas inside the store before the gas had been pumped?

10. Anna Schlumbohm

Christian is an international student from Costa Rica. He calls a local Chinese restaurant to place an order and Bill answers the phone.

Bill: China Wok, this is Bill, how may I help you?

Christian: Hello, I would like to order the sesame chicken.

Bill: Take-out or delivery?

Christian: Delivery, please.

Bill: Ok, what‘s the address?

Christian: 130 Jefferson St. Apartment #2

Bill: Ok, and your phone number?

Christian: 319-245-2626

Bill: Ok, and did you want the large or the small order of sesame chicken?

Christian: The small order, please, and I would also like an order of crab Rangoon.

Bill: Ok, will that be all?

Christian: Yes, that’s all.

Bill: Ok, your total is $9.95, that’ll be about 30 minutes.

Christian: Thank you!

This dialogue is a sort of conversation facilitation focusing on a specific kind of phone etiquette- the strange mixture of formal and informal register when ordering take-out, a polite but rapid-fire exchange of information. There are very formal phrases involved, such as “how may I help you,” “would you like… I would like…” etc. There are also a lot of contractions used in the interest of speed, though, and a lot of clipped phrases. Also, in the specific instance of ordering take-out over the phone, the student also must be comfortable using and understanding numbers (phone numbers, address, the prices, delivery time, etc.) This dialogue can be expanded by the student to include other places they might order take-out from, and then to phone etiquette beyond ordering food, such as calling a computer help-line, ordering cable, making reservations, and other situations that involve a polite but rapid exchange of information.

11. Todd Eichmann

Restaurant Dialogue
Purpose: To practice casual, rapid speech. (Conversation facilitation)

Formal Speech (Uncommon)
Waiter: Hello, how is it going?
Customer: I am good, thank you.
Waiter: what do you want to drink?
Customer: Which soft drinks do you have?
Waiter: We have Coke, Diet Coke, Sprite, Sunkist, Iced Tea, and Lemonade.
Customer: Ok, I will have an Iced Tea.
Waiter: And what would you like to eat?
Customer: I would like the shrimp and chicken platter. What else comes with that?
Waiter: You can choose fries or a salad.
Customer: I will have the salad with ranch dressing.
Waiter: Ok, I will be back with your order soon.

Casual Speech (Common)
Waiter: Hi, how’s it goin?
Customer: I’m good, thanks.
Waiter: Whaddya want to drink?
Customer: What are your soft drinks?
Waiter: we’ve got Coke, Diet Coke, Sprite, Sunkist, Ice Tea, and lemonade.
Customer: Ok, I’ll hav’n Ice Tea.
Waiter: And what wouldja like to eat?
Customer: I’d like the shrimp’n chicken platter. And uh, what comes with that?
Waiter: Fries or a salad.
Customer: I’ll have the salad with ranch dressing.
Waiter: Ok, I’ll be back with your food inna bit.

12. Eileen Cannon

At the University Registration Center

1. Desk attendant: May I help you?
2. Student: I need to file this application for graduation.
3. Desk attendant: (looks at form) Are you planning to graduate in December?
4. Student: No. I am going to graduate in May.
5. Desk attendant: Okay, I will file this with the registrar. If you want a different name on your diploma than what’s on your records, you will have to fill out a green Name Change form.
6. Student: When is the deadline for turning in the green form?
7. Desk attendant: Be sure to file it 30 days prior to graduation.
8. Student: Okay, thank you very much for your help.
9. Desk attendant: You’re welcome. Have a nice day.

This conversation facilitation dialogue is intended for an intermediate conversation class. After practicing it as is, the teacher could use any of three variations, depending on student goals: (1) Have students suggest alternate forms of each line that they may have heard in a similar situation. For example, in line 1, students may suggest “Who’s next?” or “I can help whoever is next.” (2) Reductions and contractions can be practiced. For example, line 4 could be “…I’m gonna graduate in May” and line 6 could be “When’s the deadline…” This dialogue is not intended to introduce these forms, but it could be used to practice them. (3) This dialogue could be used to introduce a cultural activity regarding filling out forms, meeting deadlines, or using nicknames versus full manes. Additionally, line 5, because it is longer and contains a dependent clause, could be used for focused practice on stress, intonation and rhythm. The vocabulary that might need to be taught before using this dialog includes prior to, and to file (an application form).

13. Megan Allen

This dialogue introduces and refreshes knowledge of conversational phrases such as greetings and “good luck.” It would also serve as a good introduction to a conversation in the classroom about impending exams, study techniques, and whether students feel nervous or prepared for upcoming tests. It would be good to use just before midterm week, to open a discussion of what the students will be expected to know. It could also lead into an interesting conversation about cross-cultural testing differences.

John: Hi Miguel! How are you?
Miguel: I’m fine. How are you?
John: I’m tired. I’ve been studying for hours.
Miguel: Do you have an exam tomorrow?
John: Yes, I do. Have you had any exams yet?
Miguel: No, not yet. I have three next week.
John: Wow! Good luck with your exams.
Miguel: Good luck to you, too, John.

14. Steven Schubert

The conversation takes place between two native speakers of English in an anonymous Midwestern U.S. college town.

1. Y: Hey, do you know where to find Phillips Hall?

2. X: Sure. Yuh go a few blocks east and then go one block north.

3. X: It’s on Clinton and Iowa.

4. Y: Can you tell me which way is east?

5. X: Yeah. It’s that way, up the big hill.

6. Y: OK. So, after two blocks that way I turn to the left?

7. X: Yeah. That’s right. Turn left and go one more block.

8. X: It’s a big building right there on the corner.

9. Y: Right. Got it. Thanks a lot!

The purpose of this conversation is to demonstrate the use of ellipsis and pragmatics in an informal conversation. Some information is not stated explicitly and some information presupposes that the listener is familiar with the cardinal directions. The listener should be aware of the different meaning of the word “right” and know when it means a certain direction, when it means “correct” and when it is used as a degree word as in “right there.” This would be a dialog used in an advanced EFL language course for students that already are familiar with such situations. I have attempted to make the conversation natural, at least for the Midwest, and have made vocabulary redundant, reducing the scope of the conversation to the immediate task of transmitting directions from Speaker X to Speaker Y.

Questions for the Students:

1. What does Speaker X mean by “yuh” in 1?
2. What does Speaker X assume that speaker Y knows about the town in 2?
3. In 3, what does “on Clinton and Iowa” stand for?
4. What does “that way” mean in 6?
5. If Speaker Y must turn left after two block why does Speaker X respond with “that’s right” in 7?
6. What does “right there” mean in 8?
7. On which corner is Phillips Hall?
8. What does speaker Y mean by “right” in 9? What does “Got it” mean?
9. How do you imagine the participants of this conversation to be, and would you say this is an informal or a formal conversation?
10. What clues made you decide on your answer for question 8?

Extension Exercise: Practice giving directions using this dialog as a model for other buildings around the town you live in.