1. Helping learners with Sociolinguistic competence: A role-play for
monolingual classes
2. Stage Procedure Comments
Lead in Show learners two pictures: A secretary and
a manager/CEO. Ask them to discuss:
- Who the people are
- What their relationship is like
Learners listen to 2 L1 speakers performing
the task and answer:
- Is their relationship typical?
- What solution did they come to?
Now learners listen again and order the
sequence of interactions from this
conversation and board them.
The primary objective here is to encourage
learners to predict and comment on
sociocultural dynamics of the relationship
between the speakers, as this will
ultimately determine the roles each
speaker takes
Pre-
discussion
In pairs, learners discuss the following
questions:
- Where are they having the discussion?
- Is their relationship close? Why?
- Who initiates the conversation? Why?
- What problem might the secretary have?
- How do you think the boss feels at the
start of the conversation? Why?
This stage extends learners beyond the
previous task by getting them to articulate,
more precisely, some of the key features of
the roles the speakers will take. This will
help them to reflect on differences between
L1 and L2 versions later in the lesson.
Task 1 Leaners, in the same pairs, now perform the
role play. When they finish, they swap roles.
Here the teacher should listen carefully for
structures and phrases for later reflection
and comparison to the English model.
Reflection Invite feedback from learners on the
following questions:
- Did you find a solution?
- What was the solution?
- Does that seem appropriate to you?
Task reflection is a very important element
of task-based cycles. Encourage learners
to comment on the manner in which the
solution was made. Was it compromise?
Threat? Sacrifice?
Analysis Learners listen to 2 English speakers
performing the task and answer the same
questions from Lead in. Learners listen once
more and read the tapescript. Learners
underline interesting or unfamiliar phrases.
Invite learners to order the “sequences” of
the conversation, and board them as
necessary.
Focus first on interaction patterns:
- What are the differences between L1 and
L2 conversations?
- What are the reasons for these
differences?
Now look more closely at the actual forms
used. Learners answer the following
questions AND find examples of language to
support their answers:
- Is their relationship close?
- Is the interaction polite?
- How are requests sequences AND
worded?
- Are there any examples of negotiation?
How are these managed?
- How would you describe their relationship
now?
- How is this different (or similar) to the
way this discussion might happen in your
language?
This is the key stage of the lesson in which
learners identify the connection between
roles and linguistic form. This is where the
learners look not at what is said, but why it
is said in a certain way.
This is done by reflecting on the nature of
the relationship between the speakers, and
then finding structures and phrases used
that reflect these ideas, and finally
identifying differences or similarities
between these features in English, and
those in learners’ L1.
3. Role Cards
From Holmes & Riddiford, (2011). From Classroom to Practice:
tracking socio-pragmatic development. ELT Journal. Vol 65
Staying late tonight - Secretary
You have worked for your boss for 3 years as a
secretary. It is late on Friday night and he has a
favour to ask you for an important business meeting
he has tomorrow. Discuss with him the possible
solutions.
Staying late tonight - Manager
An unexpected and urgent request from
the CEO means that you would like your secretary,
Mrs Jenny Smith, to stay late tonight to help you
prepare a report. You have worked with your
secretary for three years. Discuss with your
secretary if she can stay on at work for two extra
hours.
4. Tapescript
I would strongly suggest that you use your own recording of two native-
speaking colleagues to perform the role play and see what comes out
of that, rather than relying on this script. I have included this script
(with speech acts/turns bolded) as a reference for the lesson plan.
K: Jenny can you come into my office for a minute please? (opening)
J: Yeah, hi Kevin, how can I help? (response)
K: Hey, I hate to do this to you, Jenny, but I need to ask you to help me out
with something (request). The CEO laid this on me this afternoon. I have to
have a project finished first thing Monday morning. (explanation)
J: Oh, ok
K: That means, I really hope I can count on you to help me out with this
tonight by staying an extra two hours. (request)
J: Tonight? (clarification)
K: Yeah (response)
J: Tonight? Tonight tonight? (clarification)
K: Yeah, I know (response). I promised I wouldn’t do this to you, you’ve been
so helpful in the past but it’s a really big deal for me. Please help me out.
(request)
J: Kevin, It’s already 7, and it’s a Friday. I already…I just…I just had some
things on tonight. (refusal)
K: Oh. You know. I’ll figure out a way to make it up to you. But I just can see
no way out of this. My wife is not happy. I’m not happy…. (response)
J: And we can’t do it tomorrow morning? (request)
K: You know, I thought about that, I talked to my wife. We have a
commitment we cannot get out of. This is my only opportunity to finish this.
(refusal)
J: mmmmmmm
K: I admit to you, I tried to get out of it with the boss but there was no getting
out of it. (explanation)
J: Ok. Ok. Yes. I can help you tonight,(accept) but, can I please not come in
tomorrow? (request)
K: um, yeah, of course. I appreciate all the help you’ve been offering and
that’ll be just fine. (accept)
J: Ok, no worries. Let’s do it. Let’s just get on with it. (response)
K: You’re a champ. You’re awesome, let’s do it. Thanks a lot. (closing)
