Practicing and Assessing Simple English Dialogues in Pairs with Primary School Students Based on a Differentiated Approach

This paper discusses teaching simple English dialogues through role-swapping  in pairs and evaluating student speech based on observable criteria. Task supports are  differentiated within the same communicative objective; specific aspects—such as the situational  appropriateness of questions, the relevance of responses to the input speech, and the maintenance  of conversational turn-taking—are assessed individually. The assessment results serve to  determine the level of support provided in subsequent exercises.