CiC3-TB

How long will it take? About 20 - 30 minutes , depending on class size and ability. Interview & Report This is spin on another traditional speaking practice activity, and it takes place in two steps. First, students interview each other in pairs using questions taught in a unit up until that point. Next, they switch partners and then present a short report on what their first partner said. A dialog template is provided to offer extra guidance for lower-level learners.

from page 122 on the board , such as: Pardon? What does ~ mean? How do you say ~ in English? How do you spell that? 3. In pairs, students interview each other and take notes in the spaces provided. Again, encourage your students to go beyond the basic questions in the table to acquire more detailed info. Referring everyone to the Getting More Details strategy on page 123 may help encourage this. 4. Walk around the room and monitor progress. When everyone is done or nearly done, move on to the Report step. 5. Students switch partners and complete the Report step. The first few times you do this activity, it would help to model this step with a few students so that everyone is clear on what to do. The main idea is for each partner to take turns reporting on what their previous partner said. They should use the past tense and give as many details as possible. The other partner should work on actively listening by using various reaction expressions (page 121), or by showing interest via back-channel feedback sounds (uh-huh, mm-hm) and positive body language. Point out the dialog template, but also let everyone know they are free to go beyond this as they like. 6. If there is time, repeat the activity for another cycle : Students now interview their 2nd partner, then make reports to a 3rd partner after that. To summarize:

Giving short presentations is a good way to develop the ability to make longer turns, which is an important element of sounding more natural in English. Additionally, listening to a short presentation helps students practice reactions and other active listening skills. How do I teach this activity? 1. Begin by quickly reviewing the questions in the table by having students repeat after you. Encourage students to use either the open or closed form of these questions as well as any other follow-up questions they can manage. Point out that collecting as many details as possible will result in more interesting reports. 2. Since writing is involved, you may find it helpful to put up and go over a few repair strategies

• Round 1 : A & B, C & D interview each other and take notes in their books. • Round 2 : A & C exchange reports about B & D, while B & D exchange reports about A & C. • (optional) A & C, B & D now interview each other, making notes in their books. • Round 3 : A & D exchange reports about B & C, while B & C exchange reports about A & D.

How do I teach the ~ ? 14