CiC3-TB

Expansion ideas Here are a few ideas for how you can productively fill any extra time: • Practice Unit 8 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. • Do some role-playing with the cards on pages 124~127.

• As usual, encourage students to not get too stuck on the model when chatting with each other, as it is just a guide to help everyone get started. N OTES FOR PAGE 109 Personalize It! • The primary aim of this pair-writing task is to help students create an extended 10-12 turn dialog based on the topics raised in this lesson. Point out that when they write, they should include the list of require elements. This will ensure that they are using language from the units and incorporating the Golden Rules and various conversation strategies. • Go around and help students complete this task as needed. • When a pair finishes, have them raise their hands. Check their work and then ask them to memorise their dialog. 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. Hopefully by now the students should know how to give good feedback; if not, you could review this process a bit before this step. • 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. • 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.

Illustration: Nakayama Akari

Notes for Teachers: Unit 8 111