CiC3-TB

Vary your questions Open form : What are the people like? ➞ Closed form : Are the people (friendly)? Open form : What is the weather like? ➞ Closed form : Is the weather (hot in summer)? Alternatives :

Speaking Time: Interview three classmates • This is a classic interview activity to practice conversation. The act of taking notes slows things down for students and enables slower learners to keep up. • Before beginning, note the Golden Rule 1 repair strategies- students may need these when conducting their interviews. Feel free to add more if you like. • You can run this activity in a variety of ways, such as setting a time limit for each round, or having students stand up and mingle until the task is completed. If students stand, encourage them to use a shitajiki , or something firm to write on as they take notes. Doing so will help improve body language as students speak to each other. Otherwise, students will tend to slump over to write on a desk while in the midst of conversation. Expansion ideas • Have students give mini-presentations about the classmates they spoke with, either in small groups or in front of the class. • For homework, students write up a short paragraph that reports on what their classmates said. These reports can be delivered in the following class as a review activity. • Practice 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.

• Are they (friendly)? • Is it (hot in summer)? How about you? • Give a few minutes for students to fill in the blanks with their own personalized answers. • Model the model dialog with a few students, then have everyone practice it with several classmates. Again, this works quite well if you have the students stand while speaking and then sitting down when done. • Encourage everyone to go beyond the model dialog if they are able, but make a point of using open and closed forms. • If you notice students looking at their books while talking, encourage them to not do so for an added challenge. N OTES FOR PAGE 49 Guided Speaking Practice • Play audio track #2-8 while students listen and follow along. • For low-level students, it may help to go over the substitution vocab before they begin reading. These items are intended to expand students’ options for expressing themselves. • If you have time, have pairs of students come up with an additional line of content. Pick a few good ones to perform their new content for everyone to hear.

Illustration: Soukawa Emi

Notes for Teachers: Unit 3 55