CiC3-TB

Speaking Time: Memorize & Perform • Do a 2 minute group “study time.” This will ensure that the slow finishers have a chance memorize what they wrote. • For the rehearsal stage, have every pair stand and do their dialogs smoothly in one go, without any undo pauses or mistakes. • 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. Spend some time reviewing how to do this beforehand if needed. The feedback needn’t be extensive in order to be effective. Short expressions such as “You spoke smoothly” or “Look at your partner more” can be taught. Consider making a handout of these feedback-giving phrases so that students can refer to them as they do this activity. Expansion ideas • 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. • Practice part 2 vocabulary at cic-mulimedia.com. • Get a head start on their homework by beginning one of the photocopiable worksheets available for this part, such as writing a dialog, recording a conversation, or finding the implicit questions. • Do some role-playing with the cards on pages 124~127.

Vary your questions Closed form : Are there any fun things to do? ➞ Open form : What are some fun things to do? Closed form : Are there any special foods to try? ➞ Open form : What are some special foods to try? Alternatives : • What are some (interesting) things to do? • What are some delicious foods in your area? How about you? • Give a few minutes for students to fill in some info on an interesting activity and a special food. Remind everyone that they can recommend a great local restaurant if their area has no special food worth mentioning. • Model the model dialog with several students before having everyone practice it a few times with different partners. N OTES FOR PAGE 45 Guided Speaking Practice • Play audio track 2-4 while students listen and follow along. • For lower-level students, it may help to go over the substitution vocab before they begin reading because some of the expressions may be a bit difficult. • The vocab in column 3 showcases different ways of asking the Model Sentence on page 44. • Column 4 highlights a few different verbs that can be used- check out, go to, visit . Personalize It! • Go over the directions and make sure students understand what to do. • Go around and help students complete their dialogs as needed. • When a pair finishes, have them raise their hands. Check their work and then ask them to memorize their dialog.

Notes for Teachers: Unit 3 51