CiC3-TB

Expansion ideas • 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. • If you have time, spend a class where pairs of students present a short slide presentation on a dream trip travel itinerary. Where would they go if money were no object? Introduce them to travel websites such as HIS or Lonely Planet to help them get ideas. In addition, the free Google Maps app would do the trick, as most students have a smartphone these days. • Do some role-playing with the cards on pages 124~127.

options for expressing themselves and contain a number of different possible verbs that could be used: I want to, I’m considering, I’m thinking of, I’m off to, I’m planning to, I’d love to, etc. • 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. N OTES FOR PAGE 61 Personalize It! • Go over the directions and make sure students understand what to do. Turn their attention toward the Model Sentences and Guided Speaking Practice dialog for ideas on what to write. Also emphasize the need for various conversation strategies, especially reactions and thinking sounds. Finally, put in a plug for longer “ +alpha ” answers and a 4-turn sequence with no questions. • 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 memorise their dialog. Speaking Time: Memorize & Perform • Using a timer, give everyone about two minutes of so to memorize their dialogs. 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 give this feedback beforehand if needed.

Illustration: Shimada Nami

Notes for Teachers: Unit 4 67