CiC3-TB

Step 2: • If you have time, try the Guided Role-play activity. This will give students a break from always talking about themselves and give them an opportunity to work on improvising answers in the moment. Expansion ideas • 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.

Full transcript of audio tracks 2-34, 35, 36 (including answers and variations) A: Hey, Jen! Long time no see! Good to see you again. B: Great to see you, too, Rafael! A: How was your summer break (1) ? B: Oh, pretty good, thanks. I got my driver’s licence (UK: driving license) and visited my family. A: Sounds good (AUS: Sounds like a nice time) . Are you happy (2) to be back? B: Yeah, I guess so, but I wouldn’t mind a few more days off! A: I know what you mean. B: Did you have a good break? A: Yeah, it was okay, I guess (3) . I didn’t do much because I worked almost every day. But I went to the Fuji Rock Festival. That was very (AUS: really) cool. B: Really? Who did you go with (4) ? A: I went with some friends, Simon and Sophie. We had a great time. B: Excellent (5) ! A: Did you have a good time at home? B: Yeah, it was okay. I spent time with my younger brother. We just hung out (6) , mostly. A: Nice! Sounds like a relaxing time. B: Yeah, it was. Just a typical (7) summer. Speaking Time: Free Conversation Step 1: • This activity is an opportunity for students to at length about what they did over a break period, so feel free to conduct it in any way you like. A series of timed-conversations with rotating partners is always a good approach if you don’t have a better idea. NOTE: if you are covering this unit not right after a long break, then you could change the focus to the most recent one or talk about what students did last weekend. Alternatively, students could just imagine they are meeting for the first time after a break. • Go over the questions listed in the table. Point out that these are the open and closed forms of the Model Sentences . Either one is perfectly fine. • Encourage students to give longer answers by answering implicit questions, or to ask implicit questions out loud if their partner gives short replies.

Illustration: Nakayama Akari

Notes for Teachers: Unit 5 75