CiC3-TB

subsequent conversation practice flow more smoothly. • As students write, go around and provide assistance as needed. • When going over the model conversation, you can point out the use of the repair strategy to help avoid a bit of potential silence or breakdown regarding food names. • While it’s fine to want to say a Japanese food name in English, it is also not always necessary, especially if the students are talking with a non Japanese person who is familiar with Japanese culture. Sushi is sushi, after all. It may help to put some common Japanese foods up on the board that do not need any translating: sushi, tempura, miso soup, takoyaki, ramen, etc . • As usual, encourage students to not get too stuck on the model, as it is just a guide to help everyone get started. N OTES FOR PAGE 96 Sounding Natural Note: Introducing new interesting topics with “Do you ever ◯◯ ?” • This note introduces how to use a simple question pattern that everyone knows as a way of transitioning to related topics within the conversational flow. • After listening to the audio (or following along with the full transcript), students will work in pairs or small groups to come up with a number of follow-up questions based on two related topics: skipping breakfast and cooking for oneself. If you have time, feel free to explore other related topics with your students. • It may help to remind them that follow-ups are connected to answers. If they can imagine an answer to the main question, it will make it easier to come up with a relevant follow-up. • While this exercise may take a bit more time than usual, it will really help make student conversations more personal, meaningful, and original. It’s also a great opportunity to review question patterns studied in earlier units. • Having each group write their questions on the board will enable everyone to benefit. Remember to have everyone photograph this board work with their smartphones!

English transcript of audio track 3-19 When talking about food, there are a number of possible avenues for the conversation to follow. A simple and easy way to introduce new interesting topics is using “Do you ever ◯◯ ?” This question is great for transitioning smoothly to new interesting topics that are a bit out of the norm and not so typical, such as eating pizza for breakfast, eating out, or skipping breakfast. Since this is a closed question, answers can be short, ranging from “Yes, all the time” to “Yes, sometimes” to “No, never”. To sound more natural in English, you’ll need to work on making an extra comment that provides more specific details. After that, continue by asking simple follow-up questions. Take a look below for some ideas on how your conversations about eating could flow. What additional follow-up questions can you come up with? N OTES FOR PAGE 97 Personalize It! • The primary aim of this pair-writing task is to help students create a dialog based on food likes and dislikes that makes use of the language brainstormed in the previous Sounding Natural Note task. Now that students have had a chance to come up with their own follow-up questions, they can put a few of them to use in this task. • 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 memorize their dialog. • The following photo shows one typical result of what you may find with your students. This sample was written by two 2nd year university students.

Notes for Teachers: Unit 7 98