CiC3-TB

may have to model this with a few students so that everyone gets how to do it. • If possible, join the students as they role play their characters. Toss in some extra questions to help everyone create more details answers. Have fun improvising yourself and showing everyone how it’s done. Your own enthusiasm will make a big difference for the success of this activity.

Full transcript of audio tracks 3-29, 30, 31 (including answers and variations) A: Wow (1) , I’m so full! I had too much to eat for lunch. B: Really? What did you have? A: I had a big bowl of ramen, some gyoza, and cake for dessert (2) . B: Oh yeah? Do you usually eat so much at lunch ? (UK: for lunch) A: No, not usually, but this morning I skipped (3) breakfast, so I was really hungry. B: Yeah, I do that sometimes, too. A: Normally I’ll just have something light, like soup and salad, but today was special. B: I had some Thai curry for lunch. A: Really? Oh, I can’t eat that. It’s too spicy (4) ! B: Oh yeah? It wasn’t bad, though. I quite enjoyed it. A: Yeah, well, I don’t like spicy food. B: Really? Too bad for you! (UK: Too bad!) Have you ever tried Mexican food? A: No, never. Is it spicy? B: It depends on the dish. You should try it. There's a great Mexican place near the station. It's cheap, and the food is delicious (5) . A: Alright, sounds great. I'll give it a try. Speaking Time: Free Conversation Step 1: • This activity is an opportunity for students to bring together all three parts of this unit into one coherent conversation. • Encourage students to give longer answers by answering implicit questions, or to ask implicit questions out loud if their partner gives short replies. Hopefully the work they have put into making original follow-up questions will bear fruit during this activity. Step 2: • If you have time, try the Guided Role-play activity. This will give students a break from always talking about themselves and give them an opportunity to work on improvising answers in the moment. • Go over the directions on page 124. • Have students begin by doing a round of just “getting to know each other” using the info on each card. This will give everyone a chance to create their character’s background story. • Next, have students improvise complete answers to the Unit 7 questions listed in Step 1. Again, you

Notes for Teachers: Unit 7 107