Monday October 13th., 2008. I. Call the role. II.

Ask them about what pranks the Reading is about.

III.

Go over power point presentation. Remind them what characteristics a story must have. Ask them which characteristics the one they read had before. Ask them what they found the most interesting. Ask them to get in groups 4 four people. Talk about childhood pranks they had. Choose the ones that are the best.

IV.

Elicit one story a group. Tell them they will have to write and memorize either a story or an evaluative routine in which they include the characteristics and some expressions to make it as similar as possible to a native one.

They also have to write a report in which they explain the transcription of their conversation and explain comment the linguistic features they included. V. Ask them to discuss the questions in the activity.

Group 1 I asked them to get in groups and discuss about their childhood pranks. Then I asked them to choose one of the stories and write the conversation. Their evaluation is going to be the role play of the conversation in which every one in the group takes a turn. They have to memorize it and include the characteristics of the story

telling. They should also include aspects of conversation analysis such as: fixed expressions, vague language, discourse markers. They have to rehearse the conversation first. The pronunciation and structure are graded too. It should last at most about 5 mnts. And no less than3 mnts. They have to prepare a power point presentation similar to the one I mentioned in which they explain the conversation analysis aspects they covered. The people who did not speak much should balance their talking by speaking in the presentation. Bring their presentation in a CD. Include the transcription.

Tomas de protesta Novermber 4th. 10:00 Nov 6th. 10:00 and 12:00.

DANGEROUS CHILDHOOD PRANKS This conversation is an example of a story telling. The conversation is among four people. Speakers 1 and 2 are brother and sister. Speaker 3 is speakers 2 husband. Speaker 4, is an speakers 1 and 2 old childhood friend. The speakers are reminiscing about dangerous childhood pranks. The speaker who takes the most turns is S3. Two main topics are included in the story telling. One is about 3 children playing with a Smith and Wesson in a shed. The other story was about children who used to ride their bicycles towards the tides and get rid of it in the middle of the air. Story 1 (Topic 1) Characteristic Opening/ closing: So anyway, Dear God. Reference to time, Childhood, in RickHolmans places and settings shed , shooting a couple of rounds Events They were playing with the thing and messed about with it, put a cross to make a dum- dum and fired it. The bullet went round the shed. Conclusion It was outrageous. They had no idea that that was going to happen. Embelishments: The speaker gets the attention with the idea of the 38 gun. The word froze and outrageous give an idea of danger and make the story more vivid.

Story 2 Characteristic Opening/ closing: Remember that kid, yeah (I suppose)you know we didnt kell each other and all things like that I dont, it`s icredible. places When we were kid, cycling into the waves. The mocking of Guss Hughes cycle down on foggy days straight down Canute Road and the prom into the sea into the waves. They were kneeling down and told Guss Hughes the water was deep. So he went crunch when he dived in to the water. S2 wonders if anybody broke their neck, S3 denies it. S3 realizes it could be dangerous but no one got hurt. Telling funny stories, expressing attitudes towards the boy the made fun of, the linking of the waves story to the mocking of Guss Hughes.

Reference to time, and settings Events

Conclusion Embelishments:

This story has most characteristics is a good story telling, besides there are good examples of informal vocabulary such as vague language and fixed expressions.

discourse marker anyway (lines 1 -3): used to mark boundaries in conversations between one topic and another and the next. Other kinds of discourse markers can be: right, OK, I see, I mean (to open, close or continue).

Vague language: Sort of (there was 4 of us in this sort of mm eight by six shed). (12) About (its about an eight or ten food dive) (41)

In oral discourse it is sometimes necessary to give specific information (train departures and arrivals, etc). In informal conversation, sometime being to precise sounds assertive or unduly authoritative. To soften this vague language can be used. Words such as something, anything, or whatever are used in clause final position.

Can you get me a sandwich or something?

Have they got mineral water or anything like that?

In factual information where approximation seems more appropriate, vague expressions can also be used.

A: Do you think shes interested? B: Well, shes sort of interested.

Fixed expression Did the usual: (We messed about with it and did the usual)It describes language which is in some way pre-formulated or prefabricated, that is, language forms which are routinised and patterned. A significant proportion of all language comes into this category and, indeed, speakers would find it difficult to communicate if everything that was said hat to be invented or original. Fixed expressions play an important part in spoken language in maintaining and establishing relationships and in reinforcing shared knowledge and social conventions, and referring to common cultural understandings. Examples: as a matter of fact, once and for all, at the end of the day, honesty is the best policy, an open door policy, as far as Im concerned.

Monday group groups: Group 1 Francisco Javier Nallehli Blanca Killer Miriam Group 2 Eduardo Eva Bertha Astrid

Group 3 Adrian Jonathan Mayra Fabiola Group 5 Jairo Belzabeth Rosalino Mara de Jess Gloria

Group 4 Jeimmy Eduardo Laura Maria de Jess