CiC3-TB

HOW DO I TEACH “SPEAKING TIME?”

What is “Speaking Time?” The Speaking Time section in each part of every unit consists of a traditional speaking task designed to give students conversation practice. These tasks serve as the culmination of every lesson, where students put together what they have learned during class. What are the speaking tasks? There are three types of tasks, each with a different amount of scaffolding (support): Personalize it! / Memorize & Perform

supplementary vocabulary lists via their smartphones at cic-multimedia.com.

2. Go around and help students as needed while they write . This will give you a chance to monitor their progress and gauge when to move on to the next step of this activity. Tell students to raise their hands when they finish. 3. Give the dialogs a quick look over and provide feedback as necessary. This will give you a chance to fix errors and offer a bit of personalized grammar instruction. This may be difficult if you have a large class, but do your best to look over every dialog and give it your stamp of approval. Doing so will give students confidence and prepare them for the following performance step. Note : if some pairs finish quickly, tell them to get going with memorizing their dialogs while you continue checking the slower workers. 4. Give students a few minutes to memorize their dialogs. Using a timer will help give students a bit of urgency. 5. Do a “dress rehearsal” by having all the students do their dialogs while standing up. Once they can recite it perfectly with no mistakes or looking at their books, they can sit down. 6. For the performance step, have each pair partner up with another pair. After deciding who goes first (jan-ken-pon?), the first pair gives their books to the second pair and then stands to perform their dialogs. The second pair watches and gives feedback. If they notice a mistake, they should ask the first pair to repeat it until they get it right. 7. After the first pair successfully completes their dialog, the second pair should give some feedback. You may need to spend a bit of time at the beginning of the course on teaching your students how to do this. Things to look out for are: fluency (the overall smoothness and lack of noticeable pauses), accuracy , and intonation . 8. Now the second pair takes its turn performing their dialog while the first pair checks their accuracy and gives feedback. 9. (optional) If you think your students are up for a challenge, have pairs perform for the entire class . This will help build confidence and hold everyone accountable for the quality of their in class effort. Use your warm personality and good humor to create a safe and fun atmosphere.

This is a highly scaffolded two-step activity where students work in pairs to first write and memorize a short dialog and then perform it for their classmates. In early units, the writing task usually consists of re writing a Guided Speaking Practice dialog in a personalized manner. In latter units, the task is more open, where students are challenged to incorporate several required expressions.

After writing their dialog, students take a few minutes to memorize and rehearse it before presenting it in a

small group or in front of the entire class. How do I teach this activity?

1. Put students in pairs and give them a set amount of time to write their personalized dialog . Point out the parts of the book where they can find needed language, such as the Guided Speaking Practice dialogs, the Model Sentences , or the Conversation Strategies section in the back. Remind them that they can also access

How do I teach the ~ ? 13