CiC3-TB

Guided Speaking Practice • Play audio track 1-9 while students listen and follow along. • For low-level students, it may help to go over the substitution vocab before they begin reading. • Note the various prepositions of location used in column 4. • If need be, remind students of how to work through this activity (see page 11 of this manual). • ERRATA : In line 1, panel 1 of the substitution vocabulary, change “Chiba” to “the Tokyo area”. This will make it match correctly with panel 2. Sorry about this typo! N OTES FOR PAGE 19 Personalize It! • The primary aim of this pair-writing task is to help students consolidate the vocabulary presented in this lesson in a personalized manner. • Go over the directions and make sure students understand what to do. The key point is to create an 8-turn dialog that contains these questions: • Where are you from? • Where do you live now? • For now, students can model their dialogs after the Guided Speaking Practice dialog on p. 18. All they really need to do is to add in details that are true for them. • 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. • If your class contains students at various levels of ability, you may find that some pairs finish quickly while others need more time. You’ll have to ask the early finishers to spend time memorizing while you help the slower pairs finish. At some point you’ll just have to move on with the activity. Speaking Time: Memorize & Perform • This activity is basically a continuation of the Personalize It! writing task. While some pairs may have already started memorizing their dialog, it’s good to give everyone about 2 minutes of “study time” to make one final push. Use a timer of some • Whereabouts? • Where is that?

sort to provide a sense of urgency (an iPad or smartphone works great for this). You could also project the free timer at www.online stopwatch.com on to a screen in your classroom. • For the rehearsal stage, have every pair stand and do their dialogs smoothly in one go, without any undo pauses or mistakes. If they look at their books or mess up, they should start again from the top. When successful, students can sit down. • 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. This being the first time they do this activity, you’ll need to spend some time teaching students how to do give feedback. For fluency, students could comment on the number of pauses and overall smoothness. For intonation and body language, students can remark about the voice quality (genki vs not-genki), body position, or eye contact. Grammar mistakes can also be corrected. • 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. Expansion ideas Here are a few ideas for how you can productively fill any extra time: • Show students how to access and study Unit 1 vocabulary on the cic-mulimedia.com website, then give students time to try this out under your supervision. • Get a head start on their homework by beginning one of the photocopiable worksheets, which are available online.

Notes for Teachers: Unit 1 27