CiC3-TB

• As usual, encourage students to not get too stuck on the model, as it is just a guide to help everyone get started. N OTES FOR PAGE 116 Guided Speaking Practice • This dialog (track #3-41) is structured to model an eight-turn sequence with no questions. It begins with a statement and goes from there. • Within the substitution vocab are several expressions that you may want to go over with your students before they begin reading this dialog in pairs. • Note that Speaker B speaks second in panels 1 and 2 but then speaks first in the 3rd and 4th panels. Listening to the audio track beforehand should clear up any possible confusion. • If you have time, you could have your students brainstorm an additional line of content. Sounding Natural Note: Take the final “no-questions” challenge • This is the final Golden Rule 3 related exercise in the book. In this task, students should work together in pairs to complete an eight-turn sequence without any questions. They have been building up to this point, so it should be within the realm of possibility. For support, students can use the Guided Speaking Practice dialog above as a model. English transcript of audio track 3-42 To demonstrate your ability to converse without relying on questions, work with a partner to complete the following eight-turn sequence without using any questions. Begin with a statement about your dream job, then move into what you both find most important in a job. If you get stuck, please ask your teacher for help. • The following screen shot shows an example of work produced by two 2nd year university students. Hopefully this will more or less be along the lines of what you can expect. Compare this dialog with those students were having earlier on in the course…

N OTES FOR PAGE 117

Listening Practice 5. Go over the Useful Expressions . 6. Play the three audio tracks continuously and have students fill in the blanks. 7. Go over any differences between the three versions, both pronunciation and vocabulary. 8. (optional) Have students pair-read the dialog out loud without looking at the text as they speak. • Since there are few differences in vocabulary between the three versions, you may want to focus more on differences in pronunciation. • If you have time and interest, remember that you can use these Listening Practice dialogs to open a door to different varieties of world Englishes. Hopefully hearing how English is spoken around the world will help your students appreciate their beautiful Japanese accents. Full transcript of audio tracks 3-43, 44, 45 (including answers and variations) A: Will you still be living here after you graduate (1) ? B: Yeah, probably. It depends on my job situation. But in five years or so I hope to be living abroad. A: Really? That’s great. I’ll probably (2) still be living with my parents. B: Oh yeah? Are you planning to continue living with them even after you get a job? A: Well, it’s quite common where I’m from. Personally, (3) I think it’s okay. B: Interesting. I can’t wait to get out on my own! What do you think is a good age to leave home? A: Good question… after I get married, I guess. Maybe your (UK: in your) late twenties (4) ?

Notes for Teachers: Unit 8 118