CiC3-TB

situation- students may not have a typical major or know how to say the name of their faculty in English. • You could also point out the word um in panel 1- this is an example of a Getting Time to Think strategy (page 121), which will be covered later on. It’s never too early to help students clean up the eeto from there English conversations! • Panel 2 exemplifies a successful repair, but as you know, this isn’t always going to happen. This could be a good moment to remind students that it’s okay to ask for help and struggle a bit to find the right words- anything to avoid prolonged silence! If they get totally stuck, just say Oh, never mind! and move on. • Afterwards, if you have time, you could brainstorm a bit of majors and clubs vocab with the students. Alternatively, remind students that additional items can be found on the Unit 1, Part 2 page at cic-multimedia.com. N OTES FOR PAGE 23 Speaking Time: Interview & Report • Please refer to page 13 of this manual for a more detailed description on how to teach this activity. • Since the students will be interviewing each other in pairs during the 1st step, you may find it helpful to go over again some basic repair strategies on the board that will help them stay in English while managing this task: • Pardon? • In the 2nd step, students will change partners and report on what their first partner said. The idea here is to make a short “mini-presentation” to practice making longer turns and listening actively. Modelling the short dialog with a few students will help everyone understand what to do. Remind them to switch parts when they get to the end. • It’s not necessary to be too strict with following the example dialog. If students want to spontaneously ask follow-up questions while they listen, that should be encouraged. • When done, it’s possible to keep going for another cycle or two as time permits, or have a few pairs present to the class. • Sorry, what does that mean? • How do you say ~ in English? • How do you spell ~?

English transcript of audio track 1-14 A vital ingredient of successful communication in any language is showing your partner that you are interested in communicating. In addition to positive body language such as eye contact and smiling, this interest is often verbally demonstrated by using short words or expressions that react in some way to what your partner says. You do this all the time in Japanese, maybe without realizing it. Expressions such as sou desu ka, naruhodo, or hontou?! are vital elements of friendly interaction in Japanese. To sound more natural, friendly, and interactive in English, you will need to learn and frequently use similar expressions. For now, here are a few to get you started. We will learn more as you go through this book. Oh really? Oh yeah? I see. Sounds + (ADJECTIVE) Sounds great! Me, too! / Me, neither. To see the difference these expressions make, listen to the following dialogs, then read them out loud with a partner. Which one feels friendlier to you? Conversation 1 A: What’s your major? B: I’m majoring in literature. A: What year are you? B: I’m a first year student. A: Are you in a club? B: No, I’m not in any club. Conversation 2 A: What’s your major? B: I’m majoring in literature. A: Oh really? Sounds interesting. What year are you? B: I’m a first year student. A: Oh yeah? Me too! Are you in a club? B: No, I’m not in any club. I’m too busy. A: I see. Guided Speaking Practice • Play audio track #1-15 while students listen and follow along. • For low-level students, it may help to go over the substitution vocab before they begin reading. • Note that a Golden Rule 1 repair strategy appears in panel 1 ( Getting Needed Vocabulary , page 122) because it may very well be useful in this

Notes for Teachers: Unit 1 31