CiC3-TB

• Modelling the model dialog with a few students will ensure that everyone is clear on how to go about this short task. • See page 9 of this manual for options on how to conduct the short conversation portion of this activity. N OTES FOR PAGE 27 Listening Practice Refer to page 12 of this manual for guidance on how to conduct this task. Full transcript of audio tracks 1-20, 21, 22 (including answers and variations) A: So, where are you from? B: I’m from Chicago (UK: London AUS: Melbourne ) , but now I live here in Tokyo. A: Oh yeah? Do you live on campus (1) ? B: Yes, I live in a dormitory (UK: hall of residence ) . A: Really? Me, too. I live in the dorm (UK: hall ) for international (2) students. B: Oh, I see. So, what’s your major (UK: what are you studying ) ? A: I’m majoring in business (UK: doing business ) . B: Oh, okay. I’m in the education faculty. I’m in my third year (3) . A: Yeah, me too. I’m studying here in Japan for a year. B: I see. Are you in any clubs (4) ? A: Yes, I’m in the judo club. I love martial arts. B: Wow, that’s great. I don’t have time for club activities. A: Oh yeah? Why not? B: I’m too busy with my part-time job (5) . I work at a cram school three times a week. A: Wow, you really are busy (UK+AUS: you are really busy ) . B: Yes, I am… oh, look at the time! I gotta run (UK: I better get going ) . A: Okay! Have a good class (6) . Speaking Time: Free Conversation Step 1: • This activity is an opportunity for students to bring together all three parts of unit 1 into one coherent conversation. Feel free to conduct it in any way that works for you. Alternatively, check out page 13 for some ideas on how to go about it.

• In step 1, go over the questions listed in the table. Point out that these are the open and closed forms of the Model Sentences. Either one is perfectly fine. • Encourage students to give longer answers by answering implicit questions, or to ask implicit questions out loud if their partner gives short replies. Step 2: • If you have time, try the Guided Role-play activity. This will give students a break from always talking about themselves and give them an opportunity to work on improvising answers in the moment. • Go over the directions on page 124. • Model this task with a few students so that everyone is clear on how to improvise extra details. • Have fun!

Notes for Teachers: Unit 1 35