JOIN US WHATSAPP CLICK HERE
JOIN US TELEGRAM CLICK HERE
TOPIC 4: SPEAKING USING
APPROPRIATE LANGUAGE CONTENT AND STYLE
APPROPRIATE LANGUAGE CONTENT AND STYLE
Conversation
is a form of communication between two or more people. The conversation may be
bases on a certain topic / issue or subject or event that needs the sharing of
ideas or information.
is a form of communication between two or more people. The conversation may be
bases on a certain topic / issue or subject or event that needs the sharing of
ideas or information.
A
conversation or discussion normally involves spoken language used during
interviews, telephone conversation between a father / mother and son daughter
or any person. Actors or players also use conversation style.
conversation or discussion normally involves spoken language used during
interviews, telephone conversation between a father / mother and son daughter
or any person. Actors or players also use conversation style.
Observe
good grammar and tone when involved in formal conversation. Informal/casual
conversation allow you to be free to choose any language style and tone
depending on the person you are talking to and the situation in which the
conversation takes place.
good grammar and tone when involved in formal conversation. Informal/casual
conversation allow you to be free to choose any language style and tone
depending on the person you are talking to and the situation in which the
conversation takes place.
Example:
Study
the following conversation between Danes and Norman in the PCCB office at
Morogoro.
the following conversation between Danes and Norman in the PCCB office at
Morogoro.
Norman:
Good morning?
Good morning?
Danes:
Good morning, How are you?
Good morning, How are you?
Norman:
I’m fine! Excuse me what is your name?
I’m fine! Excuse me what is your name?
Danes:
My name is Danes.
My name is Danes.
Norman:
Do you mind if ask you a question?
Do you mind if ask you a question?
Danes:
No, but am sorry I have to leave now!
No, but am sorry I have to leave now!
Norman:
Where are you going?
Where are you going?
Danes:
I have to visit at ant – corruption office at Ifakara.
I have to visit at ant – corruption office at Ifakara.
Norman:
what is wrong there?
what is wrong there?
Danes:
I want to go and have discussion with the PCCB manager on corruption in
Tanzania.
I want to go and have discussion with the PCCB manager on corruption in
Tanzania.
Norman:
May you tell me one impact of corruption?
May you tell me one impact of corruption?
Danes:
What? Pardon! Can you explain to me what you mean?
What? Pardon! Can you explain to me what you mean?
Norman:
My point is, I want you to explain to me how corruption affects the society in
Tanzania?
My point is, I want you to explain to me how corruption affects the society in
Tanzania?
Danes:
Of course, corruption is a great issue in Tanzania. It leads to problems such
as Unemployment and poverty because the economy in the country falls in the
hand of few people.
Of course, corruption is a great issue in Tanzania. It leads to problems such
as Unemployment and poverty because the economy in the country falls in the
hand of few people.
Norman:
Ok, thank you for you are explanation.
Ok, thank you for you are explanation.
Danes:
That is all, I have nothing to add, and shall we stop here?
That is all, I have nothing to add, and shall we stop here?
Norman:
Yes, goodbye!
Yes, goodbye!
Danes:
Goodbye!
Goodbye!
Activity 1
Now
in group of four, practice introducing your friend to the other person. Write
down your conversation. (In not less than 20 lines)
in group of four, practice introducing your friend to the other person. Write
down your conversation. (In not less than 20 lines)
 |
| Conversation |
NEGOTIATING
SOLUTIONS TO PROBLEMS
Activity 2
Study
the problems mentioned by your teacher:
the problems mentioned by your teacher:
1. Discuss
how they can be resolved.
how they can be resolved.
2. Discuss
the appropriate language to use for each solution.
the appropriate language to use for each solution.
3.
Suggest solutions to the problems.
Suggest solutions to the problems.
4.
Play a role of a person being advised on how to resolve a problem that he /she
has.
Play a role of a person being advised on how to resolve a problem that he /she
has.
5. One
student will play the role of the advisor and the other the role of a person
with a problem.
student will play the role of the advisor and the other the role of a person
with a problem.
Negotiation Skills
Activity 3
Practice
the conversation below in pairs.
the conversation below in pairs.
Student:
Excuse me sir, can I have minute with you please?
Excuse me sir, can I have minute with you please?
Teacher:
Yes, please.
Yes, please.
I have a class project and I need to interview three teachers
Teacher:
That’s what you want? I have been interviewed by three of you classmate. That’s
enough from one teacher.
That’s what you want? I have been interviewed by three of you classmate. That’s
enough from one teacher.
Student: Sorry
sir, I know you are very busy .but I promise this will not take much time.
sir, I know you are very busy .but I promise this will not take much time.
Teacher:
What is your interview about anyway?
What is your interview about anyway?
My topic is sporting activities in traditional societies Sir.
Teacher: I
don’t have any information on that
don’t have any information on that
Student:
You still know more than me Sir.
You still know more than me Sir.
Teacher: come
another time. Right now I am busy
another time. Right now I am busy
Student: thank
you sir. What time is good for you this afternoon?
you sir. What time is good for you this afternoon?
Teacher:
One thirty.
One thirty.
Student: I
will be here at one thirty sir. May I leave my short questionnaire behind for
you to look at?
will be here at one thirty sir. May I leave my short questionnaire behind for
you to look at?
Teacher: place
it on the table over there.
it on the table over there.
 |
| Conversation between student and teacher |
LANGUAGE
PATTERNS
Modal
auxiliaries include will, shall, should, can, and must. They are used to
express prediction, certainty and obligation.
auxiliaries include will, shall, should, can, and must. They are used to
express prediction, certainty and obligation.
Expressing Predictions
When
you want to make predictions, you use ‘will” and ‘shall”. You predicting
because you are talking about things that have not take place. For example;
you want to make predictions, you use ‘will” and ‘shall”. You predicting
because you are talking about things that have not take place. For example;
1.
I think the country will change.
I think the country will change.
2.
I know he will win the elections.
I know he will win the elections.
“Shall”
is mostly used in the first person (I /we). Its use, however, is not very
common. It is mostly used in questions when:
is mostly used in the first person (I /we). Its use, however, is not very
common. It is mostly used in questions when:
1.
Making offers, for example: shall I get you another cup of tea?
Making offers, for example: shall I get you another cup of tea?
2.
Making suggestions, for example: shall we go to the stadium on Saturday?
Making suggestions, for example: shall we go to the stadium on Saturday?
Express Certainty
When
we want to express certainty we use ‘will” and sometimes “must”. For example:
we want to express certainty we use ‘will” and sometimes “must”. For example:
1.
You will have noticed that corruption has gone down.
You will have noticed that corruption has gone down.
2.
The principal won’t (will not) be in the office.
The principal won’t (will not) be in the office.
3.
It will be alright.
It will be alright.
4.
I am very tired. I will not go anywhere.
I am very tired. I will not go anywhere.
“Must”
is sometimes used to show that something is certain, example:
is sometimes used to show that something is certain, example:
1.
It must have rained heavily last night.
It must have rained heavily last night.
2.
This must be his house; I recognise the car parked outside.
This must be his house; I recognise the car parked outside.
In
this use, the opposite of must is’ cannot’ or ‘cant’. For example, the two
sentences above would be:
this use, the opposite of must is’ cannot’ or ‘cant’. For example, the two
sentences above would be:
1.
It can’t have rained heavily last night.
It can’t have rained heavily last night.
2.
This can’t be his house; I don’t recognise the car parked outside.
This can’t be his house; I don’t recognise the car parked outside.
Expressing Obligation
To
express obligation we use “should’ and ‘must’. For example:
express obligation we use “should’ and ‘must’. For example:
1.
Every student must work hard in school.
Every student must work hard in school.
Member of parliament must fulfil their election promises.
3.
Doctors should listen to patients carefully.
Doctors should listen to patients carefully.
4.
Children should obey their parents.
Children should obey their parents.
NB:
In these sentences,’ should” and ‘must” are used to express what is required or
what is expected.
In these sentences,’ should” and ‘must” are used to express what is required or
what is expected.
Exercise
Rewrite these sentences using ‘must’
or “cant”.
The first two are done for you.
or “cant”.
The first two are done for you.
1.
I’m sure she’s at home. She must be at home.
I’m sure she’s at home. She must be at home.
I’m sure you’re not serious. I know you’re joking. You can’t be serious. You
must be joking.
3.
I ‘m certain you’re disappointed.
I ‘m certain you’re disappointed.
4.
I’m sure she thinks I’m mean.
I’m sure she thinks I’m mean.
5.
They’re always buying new cars-I m certain they make a lot of money.
They’re always buying new cars-I m certain they make a lot of money.
6.
Are you an architect? I’m sure that an interesting job.
Are you an architect? I’m sure that an interesting job.
7.
I know that isn’t my bag – it is my brothers.
I know that isn’t my bag – it is my brothers.
8.
I’m sure he’s unhappy.
I’m sure he’s unhappy.
9.
I’m sure he has problems at home; he doesn’t like getting home early.
I’m sure he has problems at home; he doesn’t like getting home early.
10.
I m sure there’s some way I can help him solve his problem.
I m sure there’s some way I can help him solve his problem.
SEEKING AND
GIVING ADVICE
Activity 4
Read
and study the dialogue below between Jamila and Jasmine:
and study the dialogue below between Jamila and Jasmine:
Jamila:
How are you my friend Jasmine?
How are you my friend Jasmine?
Jasmine:
I’m fines how about you?
I’m fines how about you?
I’m also ok! But I have something to share with you.
Jasmine:
What?
What?
Jamila:
I’m very afraid of disease called HIV/ADIS
I’m very afraid of disease called HIV/ADIS
Jasmine:
Oh! My friend, there are several ways on how to be out of disease.
Oh! My friend, there are several ways on how to be out of disease.
Jamila:
What are they?
What are they?
Jasmine:
One of the most effective ways is to abstain from doing sexual intercourse.
One of the most effective ways is to abstain from doing sexual intercourse.
Jamila:
What more do you think I should do?
What more do you think I should do?
Jasmine:
oh! My friend, the other way is to use condoms and to have a single faithful
partner.
oh! My friend, the other way is to use condoms and to have a single faithful
partner.
|
| Giving advice |