Conversation Partner Guide

Turkish Study Guide 8

Online at http://langmedia.fivecolleges.edu/turkish

Essential Preparation:
1. Go through the student study guide carefully, all materials assigned, and the instructions
on this sheet. Remember to limit yourself to using the vocabulary and structures the
students are learning. This is a good point in the semester to reassess where you are in
terms of communicating with the students in Turkish and the idea of adding more
complicated instructions. This will need to be a gradual change.
2. Go through this conversation guide carefully and prepare yourself for each exercise.
Prepare necessary materials as needed.
3. Prepare to give instructions at a level appropriate for the students in the session. Keep in
mind the vocabulary and structures they are using and train yourself to mostly use these
structures and words. If you decide to introduce a new phrase or concept for classroom
instructions, be sure you write it on the blackboard and explain its significance before
using it. Allow this progress naturally and gradually.
4. Find images either from magazines, the internet, or in photographs of different
professions/occupations. These photographs will be used for talking about professions,
describing people, and generally reviewing previous structures and vocabulary + the
Turkish vocabulary for occupations.
5. Create a drill for the dative case similar to the exercise on page 115 in Unit 6.
6. Create enough identity cards for each student. Each card should represent an identity of
someone at a high school reunion. Include all necessary information including
profession.

Lesson Plan:
Tell students at beginning of session that there will be 10 minutes at the end of the session in
which they can ask you questions in English. Then try to stick to Turkish, body language, or
illustrations throughout the session.
N.B. Remember to create a circle and to emphasize a more conversation-oriented atmosphere
rather than an environment that simulates a classroom lecture. If possible, sit with the students
and avoid using the instructors desk. This will help relax them.
Part A: Whole group together (10-15 minutes)
Move from student to student, but give students plenty of time to think and respond before
helping them along. The group should be in a circle of chairs or around a table..

Greetings
Greet the students as a group as well as individually. Ask them simple questions using the present
progressive and incorporating vocabulary and structures they are familiar with. Use this time for
the students to warm up and practice using the Turkish they already know.

Professional Photographs
For each image, picture, or photograph you have selected representing an occupation, ask the
students to describe the image:
What is the person doing?
What are the surroundings like?
What colors do you see?
What job is the person doing?
What is this job called?
This activity is meant to give them a review of vocabulary, the present progressive and to practice
talking about professions and occupations.
Dative Case Drill
Drill students on the dative case with the exercise you have prepared.
Part B: Students work in pairs for dialogue practice (15-20 minutes)
Scenario I
Based on the dialogue students had to create for homework, have each pair mimic a job interview
setting in which the interviewer asks the interviewee questions about the job s/he currently has
and his/her qualifications.
Scenario II
In order to practice verbs with the dative case, have each pair role play a situation between a
parent and child in which the child tells his/her parent that s/he is going to a friends house to
study and that s/he is going to be late for dinner. The parent reminds the child to phone before
s/he leaves. This is meant to focus on verbs such as to telephone, to start, to answer, to be late
etc. If you are able to devise a more effective scenario case, please feel free to make changes as
you see fit.
Scenario III: Each pair will reenact a phone conversation similar to the one on page 123.
Part C: Whole group together (15-20 minutes)
Activity 1: As a group read together sections 9 and 10 in Unit 6. Be sure each person has a
chance to read and use this time to work on pronunciation and intonation.
Activity 2: Hand out the high school reunion identity cards you have created. Hand them out
to everyone and have them mingle with one another as if they were at a party. Students, as if at a
party, should talk amongst each other inquiring after what each person is doing now, their present
situation etc.
Give the students a chance to ask questions in English during the last 5-10 minutes. This is
a good time to discuss cultural issues that came up during the session. End the session on a
positive note. Practice appropriate parting/goodbye/see you again phrases.