CiC3-TB

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provide this extra practice. These can be used in class or for homework. • Have your students complete this activity individually or in pairs. • Go over the answers when everyone is done writing. • Note : if you have a shy class that does not like to volunteer answers in a group setting, here are two workarounds: • Check in with a few students as they complete this task and make sure they have the correct answers. Then call on them later so that everyone can hear. Some students don’t mind speaking out in class if they know ahead of time their answer is correct. • Since this task is not too difficult, it may work to have everyone answer at once, as a group. Just say, “Okay, everyone- what’s an implicit question for the phrase ‘at a hotel’?” Use this approach if you feel that Guided Speaking Practice • This dialog is structured to enable students to practice giving longer answers. Various typical reasons for not working part-time are given in column 1. Columns 2 and 3 showcase different ways that longer answers about work can be made. • Play audio track 1-19 so that students can hear what the conversation sounds like. Have them repeat for extra pronunciation practice. • As you go over the various vocabulary items, you can highlight what implicit questions are being answered: What implicit question does “I work on weekends” answer? • Alternatively, after the students finish reading through this dialog, have them spend a bit of time in pairs identifying the implicit questions that each reply answers. How about you? • As students brainstorm answers about their part time jobs, remind them that they can pull vocabulary from the Guided Speaking Practice activity above or ask you: How do you say ~ in English? Notes for Teachers: Unit 1 34 most everyone knows the answers. N OTES FOR PAGE 26

Sounding Natural Note: Implicit questions This Sounding Natural Note focuses on typical implicit questions that come up when talking about part-time jobs. • Play the audio track and have students listen, or print out a full transcript for them to follow along with. • When you go over the various questions and answers with your students, remind them that it’s often the case that replies to their questions are short or vague. At those times, students should always be willing to ask implicit questions out loud. In other words, implicit questions floating in the ether can be turned into follow-up questions that get more details, which is a very good thing to do. For example: • A: Do you have a part-time job? • B: Yes, I work at Starbucks. • A: Oh really? How often do you work? • B: I work… English transcript of audio track 1-18 The sentences below will help you answer some common implicit questions regarding part-time jobs. If you have a part-time job, two examples of implicit questions are How often do you work? and Do you like your job? Why? If you don’t have a part-time job, two examples of implicit questions are Why not? and Where would you like to work? Use this vocabulary to help you make longer turns and sound more friendly in English. Be sure to ask your teacher if you need help coming up with alternative answers, or check the additional vocabulary list for Unit 1 at cic-multimedia.com. Find the implicit questions This is a unique activity that does not appear any where else in the book but is quite effective for helping students practice sensitivity and awareness to implicit questions. While an easy concept to grasp, students will often need extra practice in sussing out implicit questions. For that reason, photocopiable worksheets have been provided in each unit to