CiC3-TB

How about you? • Students may find it helpful to see some more examples of typical summer highlights and lowlights. Feel free to put them on the board. You can also refer students to cic-multimedia.com, where more vocab is available. Also encourage students to ask you for vocabulary ideas: " Excuse me, how do you say~ in English? " is a powerful question! • Give students a few minutes to fill in the blanks with their own answers. Go around while they write and help them come up with at least one highlight and lowlight from their most recent break. • Model the model dialog with a few students. Switch up leading with an open or closed form. • Make time for students to practice this model dialog with several classmates. As usual, encourage them to go beyond the model if they can. Hopefully by now in the course they will be able to do that. N OTES FOR PAGE 70 Model Sentences 2 Romaji transcript of audio track 2-32 Are you happy to be back? Modotte kite ureshii desu ka? Yeah, it’s good to be back. Hai, modotte kuru no wa ii mono desu. Yeah, it’s good to be back, but I could use some more time off. Hai, modotte kuru no wa ii mono desu ga, motto yukkuri shitakatta desu. No, not really. Iie, betsu ni. No, not really. I need a vacation from my vacation. Iie, betsu ni. Kyuuka ni mo kyuuka ga hoshii desu. I already miss my dog. Mou sudeni uchi no inu ga koishii desu. I already miss sleeping in. Mou sudeni yukkuri neru koto ga koishii desu.

❉❉ I need a vacation from my vacation. This expression is used when your vacation was filled with activity and you come home exhausted, in need of more rest. Guided Speaking Practice • Listen to audio track #2-33 as usual, then practice a bit of pronunciation if need be. • Lower-level students might benefit from some time spent on the substitution vocab. • After everyone finishes reading this dialog, you could have each pair brainstorm an additional line of content and share it with the class. N OTES FOR PAGE 71 Listening Practice • Since all three accents are virtually the same at the vocabulary level, it would be good to focus on differences in pronunciation. • (optional) Have students pair-read the dialog aloud in a “ Read-Look-Speak ” manner.

Notes for Teachers: Unit 5 74