CiC3-TB

• One way to frame this step to reluctant students is to emphasize how completing this task will help them build their confidence in speaking English. Expansion ideas Here are a few ideas for how you can productively fill any extra time: • Practice Unit 7 vocabulary at cic-mulimedia.com. • Get a head start on their homework by beginning one of the photocopiable worksheets available for this part, such as writing a dialog, recording a conversation, or finding the implicit questions. • Encourage students to incorporate the follow-up questions they created during the writing activity on p. 96 in some free conversation practice. • Do some role-playing with the cards on pages 124~127.

• In this actual sample, you can see the students did a nice job mimicking the opening line by changing “wow” to “God” for humorous effect. The “you look pale” in the second line was equally funny and original. The minor corrections made gave the teacher a chance to focus on form a bit directly with the students. It’s clear these students wanted to talk more, but due to the lack of space they crammed in two topics within two turns, which was confusing. The teacher suggested they split these up to basically add two turns to the overall length. Overall, the reactions were good, and the dialog flowed really well. You can tell these students had really internalized what they had learned all year. Speaking Time: Memorize & Perform • Give everyone two more minutes of study time to make one final push to memorize their dialogs. Use a timer of some sort to provide a sense of urgency. • For the rehearsal stage, have every pair stand and do their dialogs smoothly in one go, without any undo pauses or mistakes. • For the performance stage, have students work in groups of four. Each pair should take turns doing their dialog while the other pair watches and then gives feedback on areas such as intonation, fluency, body language, and accuracy. Remember to teach students how to give good feedback if need be. • If possible, take the performance a step further by having some of the pairs perform their dialogs in front of the class. Use your warm personality and good humor to establish a safe atmosphere. You’ll find that some students will be quite anxious, but as long as it’s not too much, they will greatly benefit from having completed a dialog of clean English in front of their peers.

Illustration: Hayashi Yuna

Notes for Teachers: Unit 7 99