CiC3-TB

Model Sentences 2 Romaji transcript of audio track 1-24 How long does it take you to get ready in the morning? Asa, mijitaku wo suru no ni dono kurai no jikan ga kakarimasu ka? It takes me around ten minutes. Juppun kurai kakarimasu. ❉❉ It takes me around ten minutes. The use of " you " and " me " in these Model Sentences is optional. Use these words if you need to make it extra clear about who you are talking about. N OTES FOR PAGE 30 Vary your questions Open form : How long does it take you to get ready in the morning? ➞ Closed form : Does it take you long to get ready in the morning? • Does it take you long to get ready? • Does is take long for you to get ready? How about you? • Give a few minutes for students to fill in times for how long it takes them to do various daily activities. Emphasize that they don’t need to be overly specific- just a general average will be okay. Alternatively, students can make note of how times vary from day to day. • Remind students not to be overly specific with the times. Instead, they should make use of expressions such as “about” or “around” to sound more natural. • Model the model dialog with several students before having everyone practice it a few times with different partners. Alternatives : • Does it take you long? • Does it take long?

Sounding Natural Note: Give yourself time to think English transcript of audio track 1-25

After someone asks you a question, it’s quite common to need a few moments to think about your answer, even if the question itself is easy to understand. For example, while a question like “How long does it take you to have breakfast?” is not difficult, since this topic is not something most people regularly think about, it’s natural to need some time to think of your reply. Here is a tip for sounding more natural in English: instead of unconsciously using Japanese thinking sounds such as eeto or doudaro, try these common English sounds and expressions: um, ah, hm, oh, Let’s see, Let me see, That’s a good question, That’s a difficult question • Being strict about avoiding Japanese thinking paying attention to such details will help raise awareness and lead to better sounding English, which in turn will help build confidence. N OTES FOR PAGE 31 Guided Speaking Practice • Play audio track 1-26 while students listen and follow along. • For lower-level students, it may help to go over the substitution vocab before they begin reading. • If need be, remind students of how to work through this activity (see page 11). 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 a 6-turn dialog which is modelled after the Guided Speaking Practice dialog. Several prompts Notes for Teachers: Unit 2 38 ええと sounds will help your students clean up this aspect of their communication skills. It may seem like a subtle and insignificant point, but