CiC3-TB

do. Remind them to switch parts when they get to the end. • It’s not necessary to be too strict with following the example dialog. If students want to spontaneously ask follow-up questions while they listen, that should be encouraged. • When done, it’s possible to keep going for another cycle or two as time permits, or have a few pairs present to the class. Expansion ideas Here are a few ideas for how you can productively fill any extra time: • After students interview several classmates, have them write up a summary of what was talked about. This can be presented in the next class as a warm-up / review activity. • Practice Unit 6 vocabulary at cic-mulimedia.com, or get a head start on the vocab for Unit 7. • Get going on a homework assignment 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.

Illustration: Ishida Wakano

Notes for Teachers: Unit 6 91