CiC3-TB

Expansion ideas Here are a few ideas for how you can productively fill any extra time: • Practice Unit 6 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.

they are into talking about. For example, one pair might want to talk about favorite musicians while another could focus on karaoke. There are lots of possibilities here. • Go around and help students complete this task as needed. • When a pair finishes, have them raise their hands. Check their work and then ask them to memorise their dialog. • If your class contains students at various levels of ability, you may find that some pairs finish quickly while others need more time. You’ll have to ask the early finishers to spend time memorizing while you help the slower pairs finish. At some point you’ll just have to move on with the activity. Speaking Time: Memorize & Perform • Give everyone two more minutes of study time to make one final push to memorize their dialogs. Use a timer of some sort to provide a sense of urgency. • 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. Note that you will need to spend time showing your students how to do this the first time you do this activity. • 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. • One way to frame this step to reluctant students is to emphasize how completing this task will help them build their confidence in speaking English.

Illustration: Morikawa Riho

Notes for Teachers: Unit 6 87