We already know each other!!!

After working down at the port for 5 years it got a bit like; "We know you, you know us... so, let's not go through all this again." They had a point.

So, my objective in my first classes was always to get them to start speaking and thinking in English again after the long break. I also wanted to get to know them as students. I discovered this activity which can be used in the first lesson and periodically throughout the whole year.

This activity is called "four-line dialogue" and is suitable from level B upwards. It's an activity for students who know each other but it can be used with groups of students who don't know each other as well. It's a first day activity, but it can also be continued throughout the school year. I do this with my business groups every 2 or three weeks.

The activity is what it says - a dialogue with four lines for pairs of students (two lines for each student). If you have an odd number, which is always likely, it simply becomes a "six-line dialogue".

Materials: OHP (+OHT) or PC with projector (powerpoint)

Stage one: Tell the Ss that they are going to act out a dialogue and ask them to decide who is A and who is B. Explain that they are not going to carry it out in real time but in slow motion.

Stage two: Put the following dialogue on an OHT and cover it up.

4 line dialogues


You have come to a meeting. You don’t know anyone.



A. Make a comment about the room.

B. Respond. Then ask a question.


A. Reply. Then ask a question about this city.

B. Respond. Then make a comment or ask a question about another person.

Explain to them again that they are going to have a conversation in which they will each speak twice but the conversation will be in slow motion. They only do what you instruct them to do, i.e. they can’t respond to their partner until you tell them.

Stage three: Uncover the first line of the dialogue and ask A to follow the instructions. Tell B he can’t answer at the moment.

Stage four: Now, B can answer. Uncover the second line of the dialogue and ask B to follow the instructions. Tell A he can’t answer at the moment.

Stage five: Continue like this until all four lines of the dialogue have been covered.

Stage six: Now ask the students to repeat the same dialogue again in real time.

Stage seven: This activity can be adapted in many ways but I like to ask them to sit in pairs and write out the dialogue together. This gives me a chance to work with them and correct their English and try to get them to improve their dialogues (make it more formal, more informal, more appropriate for higher levels etc.)

Stage eight: Pairs perform their new improved dialogue for the class. This is motivating because they all want to hear what the others have done. They may want to keep it going for a few more lines.

My students find this activity useful for business small talk that they have to do at coffee breaks, dinners and pubs. Possible topics could be: family, sport, prices, leisure activities etc.


Here’s another one:

You are at a party. Your friend has left you alone. There is someone next to you who is also alone.

A. Make a comment about the party to open the conversation.

B. Respond. Then ask a question.


A. Reply. Then ask a question to try to find something in common with your new friend.

B. Respond. Make an excuse to leave the conversation.