A Single Step to English Communication Teacher’s Book

Thank you for choosing A Single Step to English Communication 3rd edition as your course book. I hope it will engage your learners in useful conversations, create a genuine sense of curiosity, and inspire them to use English out in the world. As a strong believer in relective teaching, I often ask myself, “What situations are my students most likely to use English?” Rather than speculate, I began asking students to choose the situations they anticipated they would need to speak English. Later in the semester, these situations became the topics for students’ inal communication tests. Not surprisingly, students’ themes never quite matched the ideas prescribed by their teacher or what appeared in standard textbook material. Based on over ifteen years of correcting and revising student generated communicative tasks, this is a book is for Japanese students. It focuses on their most common errors and uses pronunciation practice that students chose as most beneicial for them. Teachers will immediately notice that restaurant ordering, foods, and shopping receive an ample amount of page space. Based on my students’ preferences, these are the most popular topics that students anticipate they will need and really want to communicate using English.

Below is a guideline that details how I have used the textbook material for both the irst annd second semester at Japanese universities. This guideline can easily be adapted to suit the needs for your learners. Please keep in mind that class levels and motivation for speciic activities will vary. For supplemental conversational material, go to our website and click on the top right button For Teachers to ind activities for each unit.

1 Week 1 – Course Introduction, Student Needs Analysis, Class Rules Week 2 – Unit 1 – Personal Information & Introductions Week 3 – Unit 2 – My Interests ~ Thru page 18 – Group Work Week 4 – Unit 2 – From page 18 – Vocab. Building Week 5 – Unit 3 – Dining Out Week 6 – Unit 3 – Dining Out ~ From p. 28 – Audio #7 Week 7 – Review Units 1-3 Week 8 – Unit 4 – Part-Time Jobs Week 9 – Unit 4 – From page 44 – Pronunciation Skills Week 10 - Unit 5 – Music ~ Thru page 51

Week 11 - Unit 5 – Movies ~ From page 52

Week 12 - Unit 6 – Shopping Week 13 - Review Units 4-6 Week 14 – Unit 7 – Summer Time Week 15 - Final Communication or Written Test Preparation

2nd Semester

Week 1 – Review & Unit 8 – What’s She Look Like? Thru page 76 Week 2 – Unit 8 – From page 76 Week 3 – Unit 9 – How Does It Taste? Thru page 87 Week 4 – Unit 9 – From page 88 ~ World Food Festivals Week 5 – Unit 10 – Long Time, No See & Halloween Week 6 – Review Units 8-10 Week 7 – Unit 11 – My Boss Is A Really Nice Guy Week 8 – Unit 12 – Ouch, That Hurts! ~ Thru page 109 Week 9 – Unit 12 – From page 110 Week 10 - Unit 13 – Hotel & Travel Tips Week 11 – Review Units 11-13 / Unit 14 ~ Fashion Advice ~ Thru page 126 Week 12 – Unit 14 ~ From page 126 ~ Jigsaw Drawing Week 13 – Unit 15 – The Holiday Season Week 14 – Unit 15 – From page 133 ~ Reviewing New Year’s Week 15 – Final Communication or Written Test Preparation 2 Unit 1 Personal Information

Page 6 ~ Target: This activity introduces or reviews the use of irst and last names in English. Students are sometimes confused by names in English. One way to introduce the topic is to write your own name on the board.

John Smith (yeah, I got real creative here!)

Ask students which is the irst and last name. Let them discuss it in pairs.

Do you have a more advanced class? You can also introduce given name and surname here. Also, students may ask about middle name here. You can give your own example here. Additionally, one example I like to introduce is that some women either keep their last name after marrying or will change their middle name to their maiden name.

Page 6 ~ How about you?

Have students write down information that is true for them.

Page 6 ~ The Memory game – best used for groups of 5-6 students

The irst thing to establish for this game is an order. I usually do this by students’ birthday.

For example, if today is your birthday, you are number one in the group. Followed by number two, three, etc. Have students ask each other IN ENGLISH “When is your birthday?” Answer in a complete sentence, “My birthday is _

How about you? If necessary, write this question on the board.

After each group has determined the order number, you should model the rules of the game with one group. Ask #1 in the model group to give her/ his information using the page 6 information. ie.. My name is___ I‘m from . 3 In my free time, I like to ______, and I enjoy ______. Then, ask #2 in that group to repeat back the information so the rest of the group can hear it. ie.

Your name is You’re from (Note: If you try to go with She or He, students will probably make more grammatical errors…avoid mineields). In your free time, you like ______, and you enjoy ______.

As you get to #3 in the group, explain that they must repeat the information for both #1 and @2, at this point, students will let out a collective semi-groan and realize why this game is called “The Memory Game.” Simple solution–point to your head and say–you must remember. Review the hint instructions that are listed on page 6 of the text.

Depending on the time this activity takes, I often reverse the order after one round of this game (#6 becomes #1, #5 becomes #2, etc.). You can change the information for #2 and #3 to something like:

2) My favorite food is _ _.

3) In the future I would like to be __ _(job).

Page 7 ~Vocabulary: Matching answers

1. D (inaka； 田舎)

2. E (kougai；郊外)

3. B (a mansion = an apartment, condominium or a lat (マンション)

4. C (ie；家). Note: This is also called a detached house 一軒家

ikkenya) 5. A (ryou；寮)

After students complete the matching activity, point to the top image on page 7 and ask the class “what is it?” Wait for an answer. Then, ask this question. “Which number is it?” Elicit the class for answers. Conirm that students know the correct answer. Write it on the board. It’s an 4 apartment. In British English, people call it a lat.

How about the image below the apartment? What is it? Again, elicit students for an answer. On the board, write It’s a mansion.

• Note: The Japanese use of the word mansion seems to have come from French or British English which meant a luxurious apartment.

Page 7 ~ Pair practice

This activity helps students use the vocabulary in context. You can also have students practice one time and then introduce their partner to a group sitting near them.

Page 7 ~ I don’t know

Japanese students tend to overuse the expression “I don’t know.” This is a great opportunity to teach them another way to say this using “I’m not sure.”

Pre-listening: Before playing the audio CD, write these questions on the board. Sorry, what did you say? / How do you spell that?

* These questions will be used by students both in the middle of the conversation and at the end.

Page 8 ~ Conversation: Listening skills

Jessica: Hi Ashley. How’s it going?

Ashley: Hi Jessica. Pretty good.

Jessica: Cool. Oh by the way, this is my friend Emily.

Ashley: Hi. Nice to meet you.

Emily: Nice to meet you, too. So, do you (live, live) around here?

5 Ashley: Actually, I live about (14, 40) minutes from here. It’s sort of in the countryside. How about you?

Stop the audio CD and have students check their answers with a partner.

Point to the questions on the board: Sorry, what did you say? / How do you spell that?

Remind students not to look at their partner’s book.

Emily: I live (1) really close. My family and I live in a high-rise apartment. In fact, it’s just over there.

Jessica: Sorry, but we really need to get going. (2) It was nice bumping into you.

Ashley: Yeah, good seeing you, Jessica and it was nice meeting you, Emily.

Emily: Yeah, hope to see you again.

Jessica: Take care. See you.

Ashley: Bye.

Again, have students check their answers with a partner.

Point to the questions on the board: Sorry, what did you say? / How do you spell that?

Remind students not to look at their partner’s book.

Page 9 ~ Comprehension check This section has two distinct goals. First, language acquisition requires a certain amount of iguring things out from context, so this section helps students experience this process. Pair work helps provide levels of support. Also, feel free letting higher-level students assist pairs that do not understand some of the vocabulary. Remind students that they can

6 always answer by saying “I’m not sure.” Second, this section provides students with an opportunity to ask questions to the teacher. While I am comfortable being students’ resource early in the semester, it is better to teach students to work out more of the meaning as the school year progresses.

Page 9 ~ Circle the expression – either a) or b)

1. How’s it going? a) How are you?

2. Pretty good. b) I’m doing OK.

3. by the way a) Oh, I forgot to tell you…

4. actually b) in fact

5. sort of b) kind of

6. high-rise a) tall

Page 9 ~ Role play: Groups of 3

Page 9 ~ Substitution drill

Change the subscript numbered – ie. (1) – words and expressions into the dialog on page 8. Use both Rounds Two and Three. Explain to students that the meaning for subscript (2) has the same meaning. Also, this may be a suitable time to introduce students to the Word and Phrase Index on page 139.

Page 9 ~ Expansion activity

Have students review the vocabulary matching at the top of page 7. Then, have them practice the conversation one more time using their own names and personal information.

7 Page 10 ~ Pair discussion ~ Asking follow-up questions

This is a simple template to review some of the vocabulary in this unit. However, it also provides an excellent opportunity to explain the use of follow-up questions. One simple analogy is that communication can be like playing a leisurely game of tennis. Try to keep the ball bouncing back and forth at least eight times (four turns each). No need to smash the ball! You can easily model this with a good student or write the following on the board.

A: Do you plan on getting a job after university?

B: Actually, I think I may go live in ______for six months or a year.

A: Do you like the school cafeteria food?

B: Well, sort of. It’s not that tasty, but it is cheap. How about you?

*Option: Have students write down inside the box how many turns they took for each of the three pair discussions. This will encourage asking follow-up questions. Example: 5

Pronunciation practice

Native speakers—especially North Americans—have a tendency to change the s sound to a z or zed sound when using the apostrophe s. Play the CD for an example of a British pronunciation using these expressions. Then, you may want to model your own voice if it is different than the accent on the CD.

Note: on the audio CD, the speaker will pronounce the words the irst time. Then, students will listen and repeat the second time.

8 Page 10 ~ Pair practice

Give students a few minutes to write in the missing words for this dialog. Then, practice the conversation with a partner. Emphasize the pronunciation activity of changing the s to a z or zed sound.

Page 11 ~ Group work

WARNING! Some students will eagerly try illing in the chart not realizing that these boxes are intended to be used for their classmates’ answers. Remind students that they cannot write in their own names or answers.

RULE: Students must ind three classmates they have not spoken with today. They will write down the irst and last names (emphasize this or they will only write down a irst name) and answers for the three questions at the top of the chart. Encourage them to ask classmates the target question: How do you spell that? For a higher-level class, you can ask students to ask one additional follow- up question.

Page 11 ~ Discussion review

After students complete their Group work chart, they return to their seats. Next, they can follow the Discussion review template to exchange information with a partner. RULE: Do not look at each other’s books. Encourage students to ask each other more questions about the answers they recorded on page 11.

Page 12 ~ Writing example

Students read the information about Jessica Sanders and then write their own information provided in the box below.

Upon completion, students ask each other two questions about their family information.

9 Variation: 1) You can have students introduce their partner to another pair.

Her/His name is …

*To complete the Unit review, Can do & Self-relection – teachers should allow approximately 12-15 minutes

Unit review For lower level students, allow them to write the Japanese meaning of the word or phrase on the right side.

Can do & Self-relection – Have pairs review #4-5 and discuss what they want to improve. This helps make students more accountable for their learning.

Extension: After students complete this page, have students review the bilingual word and phrase index for Unit 1 on page 150. While students review this page, write the following on the board:

How do you say _ in English? How do you say _ __ in Japanese?

While working in pairs, have students choose two words or phrases from the top of page 12. Then, one student closes their book while the other student asks them: How do you say (word or phrase) in English? After students go through two questions each, have students change the activity to: How do you say (word or phrase) Japanese?

Unit 2 My Interests

Page 14 ~ Grammar

Explain that some verbs use either a to+verb (ininitive) or – ing. These verbs are hate, like, love and prefer.

Model the pronunciation by having students repeat the sentences in the 10 grammar box at the top of page 14.

Extension exercise: Write on the board.

I prefer to eat dinner before 8 PM.

I prefer eating dinner after 8 PM. How about you?

Students ask a partner with each student answering with a different verb use.

prefer to eat / prefer eating Then, ask students to create a new sentence using the verb prefer with a partner.

Page 14 ~ 1. Activities photos What are they doing? The emphasis here is on the gerund form of ing.

Note: In the photo on the far right, she is doing yoga.

Point to the picture on the middle bottom row and ask students:

What are they doing? Give them a few seconds. Then, elicit the class for an answer:

They are __ __. Repeat back student answers.

Then, model the irst image for the man playing tennis. Ask the class, what is he doing? Stop there and have students work in pairs to ask each other about the remaining pictures. Write on the board: What is he/she doing? What are they doing?

Extension: How do you feel about these activities? Students work in pairs and use like, dislike, love, and can’t stand.

Page 14 ~ Pair activity

Students should use the vocabulary from the activity photos to complete this task. 11

Page 15 ~ Listening skills

There are ive choices for students to number. It helps students if the teacher reads each answer aloud—having students repeat—before playing the Audio CD. While listening to the audio track, students write down the order as they appear in the conversation.

4 go skiing 5 barbecue with friends

1 read novels 3 try out new restaurants

2 do yoga

Page 15 ~ Pair practice

This is a speaking activity for pairs. Write on the board…“What do you have in common?”

After completing this speaking activity, have pairs get together with another group and ask “What do you have in common?” Note: If some students say…mattaku chigau …teach them the target expression of “we have nothing in common” or “we are completely different.”

Page 15 ~ Same time drawing card game Test, teach, test technique

This is similar to the game of Pictionary. RULES: The person drawing cannot use any letters or words. The irst group to guess the answer receives one point. Change the person drawing for each round. These are all from interests or hobbies. Depending on class level, the teacher can require that answers can be only one word or must contain both the verb and noun. Example: Go bowling.

12 Note to the Teacher: This activity may work better with lower level students after they complete the Interests activity on page 16. Before you start the game, ask students to close their books.

Teacher’s role: Use a sheet of paper to cover the next answer. That way students coming up to the front of class cannot see the answer for the next round. After students determine the order of who will draw the pictures, one student from each group will come together at the same time to the front of the class. The teacher shows all of the students the answer from either the list below or from their own list. A gesture using shhh can help here. Remind students to NOT repeat the answer as they read it on the list. Next, have students slowly return to their groups and start a countdown so students can begin drawing the answer for their respective group.

1) GO BOWLING

2) PLAY TENNIS

3) SING KARAOKE

4) GO SNOWBOARDNG

5) READ MANGA

6) LISTEN TO MUSIC

Page 16 ~ Ask students to write in the missing words for each speech bubble based on their preferences. Then, students compare answers with a partner.

Page 16 ~ Interests

13 Students complete the list of interests in the green shaded box. listen to music watch TV/movies read manga/novels go bowling play video games sing karaoke play sports try out new restaurants go snowboarding

Page 16 ~ Talking about

After students write down their information, this can be used as either a pair or small group activity. Write on the board: Target: I feel the same as you. I like__ _ , but I don’t like _ . This can help students from using the Japanese expression.

Page 17 ~ Keep talking

This is an extension activity to help students practice the gerund form (ing) for the verb with the photos from page 14. Have students use the information for all of the photos. Change yoga to sports if necessary.

Page 17 ~ Key point Have students ind a new partner

This helps students learn more information about their classmates while keeping them on task with the target language.

Page 17 ~ Complete the questions

First, have students write in the missing letters or words on the left side. They can compare with a partner after they are done. No looking at each other’s books. ie. What is your answer for #1?

1. to play/playing b

2. enjoy d

3. good a 14 4. in c

Next, students choose the best letter on the right side for #1~4.

Teachable moment: Clumsy can be explained using TPR. Use a pen or a set of keys. Toss the item from one hand to another a few times. After the pen or keys drop on the loor, you can say “I’m so clumsy.” Walk by a student desk and bang into it with your shoe, and repeat the phrase. By now, one student in class will say the Japanese word ~ doji. If they do, you can have the class repeat…clumsy.

A few students have asked about the meaning of athletic. One simple deinition is good at or enjoys sports. Again, the word & phrase index in the back of the book is a helpful reference.

Page 17 ~ Role play

Have students change partners and practice the four questions from above. Write on the board: Goal = Ask follow-up questions

Page 18 ~ Group work

STOP: Make sure students do NOT write in their own names. This time students must write in the questions at the top of the chart. ie. Free time, go shopping, can’t stand. RULE: Students must ind three classmates they have not spoken with today. For a higher-level class, you can ask students to ask 1~2 additional follow-up question(s).

Page 18 ~ Discussion review

After students have completed their Group Work Charts, they return to their seats. Next, they can follow this template to discuss the information they have gathered. RULE: Do not look at each other’s books. Encourage students to ask each other more questions about the answers they recorded on page 18.

15 Page 18 ~ Vocabulary

1. c 2. a 3. b

Page 19 ~ Pair Discussion: Review of vocabulary

This gives students a chance to use the vocabulary from page 12.

Page 19 ~ Conversation: Listening skills

Write in the missing word(s) or circle the best word in the (parentheses).

Sarah: So Jeff, you got your driver’s license recently, right?

Jeff: Yeah, I was pretty (exited, excited) about that.

Sarah: Are you planning to buy a new car?

Jeff: Not yet. Maybe after this semester I’ll start saving some cash.

Sarah: It does cost a lot. Plus, you have to pay for gas, maintenance, and insurance when you own a car. Personally, I like taking public transportation.

Jeff: So do I. Buses and trains are pretty convenient. But, I would like to take a road trip someday. For now, I just use my mother’s car on the weekends.

Sarah: Well, good luck driving. Hope to see you (abound, around) this semester.

Jeff: Yeah, same here. Catch you later, Sarah.

16 Page 19 ~ Comprehension check 1. False. Jeff is planning on buying a car after he saves some money. Maybe after this semester. 2. False. She said, “Personally, I like taking public transportation.” 3. True. He uses his mother’s car on the weekend. Or…he could say that he uses his mother’s car on weekends. Saturday and Sunday means the weekend.

Page 20 ~ Vocabulary

1. cash e. (genkin) 現金

2. insurance d. (hoken) 保険

3. driver’s license b. (unten menkyou) 運転免許

4. commute f. (tsuugaku; tsuukin) 通学；通勤

5. Personally a. (Watashi toshite wa) 私としては

6. public c. (koukyou kotsuu kikan) 公共交

通機関

Page 20 ~ Conversation review

Instructions: In pairs, have one student close their book. The other partner will read sentence #1 (and afterwards #2). For the missing word they can say hmm. Model the activity—ie: Do you enjoy __ _? Yes, I like making pasta. After #2, have students change roles.

1. Jeff is pretty excited because he got his driver’s license.

2. Public transportation is pretty convenient in Japan.

3. Sarah said that owning a car does cost a lot. You have to buy insurance.

4. How did Jeff say goodbye to Sarah? He said catch you later.

5. Another word for paper money is cash.

17 Page 21 ~ Group work

First, students write in the information for the middle box (road) and the box on the far right in the chart. The information for the box on the far right is taken from the previous activity.

Page 21 ~ Discussion review

The irst two lines are a review from the everyday greetings used in Unit 1. How’s it going? Pretty good. Expansion ~ Discuss the image at the bottom of page 21. Ask students to work in pairs or small groups and answer the following:

1) How old do you think these students are? 2) Did you walk to school at that age? 3) How did you commute to elementary school, junior high school and high school?

Page 22 ~ Unit review For lower level students, allow them to write the Japanese meaning on the right side.

Can do & Self-relection – Have pairs review #4-5 and discuss what they want to improve. This helps make students more accountable for their learning.

Unit 3 Dining Out

Note: This is the longest chapter in the text and it is challenging to complete in two 90-minute lessons. Therefore, you might want to assign some of the material as homework to complete this unit in two lessons.

18 Information gap setup – Tell students they will be looking at two photos of different foods. They must explain the food to their partner using only English. But, do NOT say the name of the food. For example, (you can model this mistake with your text)…open the book to some random page...oh, karaage … oops!! I’m so sorry! Do it again for the class… hamburger…oh no! They should get the idea at this point. Repeat to students…Don’t say the name of the food!

Page 24 ~ Power Paraphrasing Pair off Students as A or B

RULE: Student A will use page 134 while Student B will use page 144.

For lower level students, this activity works better with two students working together as Student A and two as Student B. Have students write the correct vocabulary word from the box to it into the food description below.

After completing the information, Students A and B will alternate reading their information to their partner(s). To help prevent peeking at their partners image, it is best to keep textbooks off the desks and held in both hands in front of them (teachers can model this) You can write this on the board #1,#3, #2, #4 to keep them on task.

At the bottom of this activity it asks: Think of another food and write it down here: ***If time is an issue, you can assign this as homework and start off the next lesson using this activity.

Page 24 ~ Conversation: Listening skills

Write in the missing word(s) or circle the best word in the (parentheses).

Option ~ Write the following questions on the board:

19 1) What does Ashley want to order?

2) What will Taylor eat for lunch today?

Students close their books and listen to the conversation. After listening one time, students are placed in pairs to discuss the answers to the two questions above.

Next, students open their books and read through the conversation. Ask them to try to write in the missing words. Then, check their answers to the questions one more time. Lastly, play the conversation again and have students write in the missing words while listening.

Taylor: This menu is huge.

Ashley: I know. There are so many choices.

Taylor: I’m thinking about getting the (1) soup and salad.

Ashley: You eat so healthy!

Taylor: Whaaaat?

Ashley: Well, I was going to order (2) a bacon cheeseburger and

fries, but now…

Taylor: Hey, how about we split the (3) burger and share my salad?

Ashley: Really? That sounds (4) perfect.

Page 25 ~ Language Point

This is a common error that Japanese students make. Answers: #1 = choices

#2 = dish. Fun with TPR? Take a piece of paper and write in large letters MENU on it. Explain to the class, that this is a restaurant MENU.

Then, look a long look at the paper, sniff it, and inally pretend to take a bite out of it. Utter these words…Oh, so delicious! Wow, this menu is so tasty. 20 While it is not incorrect to say – That restaurant has a tasty menu. It is not very common in spoken English. My unscientiic Facebook survey in March, 2015 revealed that the phrase “a tasty menu” sounded rather odd to native English speakers. Instead, tasty food was the better choice.

Extension Activity ~ Pair work Write on the board

Have pairs ask each other: 1) The menu at _ _ has many choices. 2) What is your favorite dish at (family restaurant)?

Page 25 ~ Substitution Drill

Before starting this activity, have students cover the substitution drill with a piece of paper. Then, students can try to guess the foods in the photos below the substitution drill box. The teacher can then ask the entire class for some possible answers. After removing the paper to check their answers, explain the pronunciation for fajita. In Spanish, the letter J is pronounced as an H sound, so the dish is called a FA-HI-TA. Also, sweet potato fries—that are now quite popular in North America—are not nearly as sweet as daigaku imo (Japanese sweet potato fries). For this

activity, change the subscript numbered – ie. (1) – words and expressions into the dialog on page 24. Use both Rounds Two and Three.

Page 26 ~ Conversation: Listening skills

Play the audio CD and have students write in their answers.

Server: Hello. My name is Kevin. Are you ready to order?

Ashley: I think so. I’ll have the bacon cheeseburger and fries.

Server: How would you like that cooked?

Ashley: Umm, medium, please.

Server: Alright. And what can I get you?

Taylor: I’ll have the soup and sandwich special.

Server: We have two soups today. Would you like the clam

21 chowder or the minestrone?

Taylor: Umm, I think I’ll have the clam chowder.

Two-part activity

1) Stop the audio CD and have students check their answers with a partner.

2) In pairs, students work out the meaning from the conversation.

Language point How would you like your steak?

To set up this activity, irst read the words in the box out loud and have students repeat. Then, explain that the deinitions or meanings are listed to the right of the images of the cooked meat. Last, have students write the correct word(s) to describe each piece of beef.

As a follow up activity, have students ask in pairs, “How would you like your steak?” “Medium rare, please.”

PAGE 27 – Student Book

Server: Got it. And what kind of dressing would you like on your salad?

Taylor: Sorry, what was that?

Server: The salad dressing. We have French, Italian, blue cheese, thousand island and balsamic vinaigrette.

Taylor: Let’s see…I’ll have the balsamic. Oh, could I have the dressing on the side?

Server: Sure. No problem. Would you like anything to drink?

Taylor: Could I have an iced tea?

Server: One iced tea. And for you?

Ashley: Ah, let’s see…I’ll have a diet Coke.

Server: OK. I’ll be right back with your drinks.

22 Taylor: Thanks (handing back the menus)

Ashley: Thank you.

Note: The photo in the dialog shows dressing on the side.

Two-part activity

1) Stop the audio CD and have students check their answers with a partner.

2) In pairs, students work out the meaning from the conversation.

Page 27 ~ Comprehension check

1. Taylor ordered dressing on her salad. False

She ordered dressing on the side.

2. Each customer ordered a drink. True

Taylor ordered an iced tea and Ashley ordered a Diet Coke.

Page 28 ~ 15 minutes later…

Write in the missing word(s) or circle the best word in the (parentheses).

Server: OK. Who had the bacon burger and fries?

Taylor: That’s hers.

Server: And here’s your (1) soup and salad.

Ashley: Thanks.

Server: OK. Can I get you anything else?

Taylor: No, I think we’re good.

Ashley: Oh, could I have some (2) ketchup, please?

23 Server: Sure. I’ll be right back with that.

Ashley: Thanks.

Page 29 ~ Culture point

Reading Comprehension Questions

1. Doria was irst eaten in France by Italian people. False

2. Doria was an Italian food originally made in France. True

3. A French chef introduced doria to Japan in Yokohama. False

Page 30 ~ Vocabulary

1. gelato e Italy

2. pie a la mode f U.S.A.

3. éclairs a France

4. almond jelly (pudding) b China

5. mango pudding c India

6. wafles d Belgium

Page 30 ~ Discussion Write on the board ~ Challenge: Use 3 turns each or 6 total talking about each dessert.

Page 31 ~ Conversation: Listening Skills ~

Write in the missing word(s) or circle the best word in the (parentheses).

24 20 minutes later…

Server: How was everything today?

Taylor: Excellent.

Server: Nice. So, did you leave any room for dessert?

Ashley: Hmm, what desserts do you have?

Server: Well, we have some delicious home made pies? Apple, blueberry, and cherry.

Taylor: Oh, those sound great. Ashley, do you want to maybe share a piece?

Stop the audio CD and have students check their answers with a partner.

Teachable Moment: Students might need an explanation for the server’s question “did you leave any room for dessert?” In this case, room means space. In Japanese, the expression 別腹 betsu bara is used to say that a person has an extra stomach for dessert. In English, we ask if you have room for dessert.

Q: Do you have room for dessert? A: I always have room for dessert! Or… A: I’m full. Maybe next time.

Ashley: Sure! Which one?

Taylor: Hmm, how about the apple pie?

Ashley: OK.

Server: Would you like that a la mode?

Taylor: Sorry, what’s that?

Server: You can get it with a scoop of ice cream on top.

Ashley: Oh, that sounds sooooo good.

25 Taylor: Yes, please. Pie a la mode.

Server: OK. One apple pie a la mode with two spoons. I’ll be right back with that.

Page 31 ~ Variation You may have to model this activity to break the ice, but students deinitely seem to enjoy this activity.

Page 32 ~ 15 minutes later…

Server: How was the apple pie?

Ashley: You were right. It was delicious!

Server: Great. OK, here’s your check.

Taylor: Excuse me, do we pay at the table?

Server: No, you can pay over there at the register.

Ashley: Got it, thanks.

Server: Have a nice day.

Taylor: You, too. Thanks.

Page 32 ~ Culture point Tipping in the U.S.

The answer for the tipping amount is on the bottom of page 138 of the student book. 20% = $7.26. More restaurants are giving diners easy tipping guides like the one that appears on this receipt. However, many restaurants do not.

Point: You should only tip on the sub-total amount (before tax amount) Extension: Ask your students to look at the receipt and guess what sliders are?

26 (They are mini-burgers and are often made using high quality beef and gourmet cheese.) Students can ind sliders at many Waikiki restaurants.

Disclaimer: Artichokes and beets are a potential mineield to explain. Although using pictures on the TV can help.

Review Units 1-3

Page 34 ~ Review units 1, 2 & 3

Page 35 ~ The tic-tac-toe review game. Rules are written in the student book at the top of page 34.

Each student must get two tic-tac-toes. The rule is to ask a different person for each box. After students inish, they return to their seats. Together with a partner, they help each other ill in the remaining boxes of the game.

Make sure that students do not start writing in their own answers before the game begins.

Total time: Approximately 20-25 minutes.

Page 36 ~ Vocabulary matching

1. immigrant e

2. former employer d

3. investors b

4. franchise business c

5. go public a

27 Page 37 ~ Questions Answers

1. Which is true about this story? a

2. What does undercut mean in this sentence? b

3. What would complete the sentence for ? a

Page 37 ~ Pair discussion

Language point: Most students are unaware that an American dog in Japan is called a corn dog in the United States.

Unit 4 Part-Time Jobs

Page 38 ~ Vocabulary

server clerk tutor

(pizza) deliverer cashier

Notes: You can explain that server is gender neutral. Although in Japanese, a 家庭教師(katei kyoushi) might be translated as home tutor, in

English we simply say tutor. In some cases, you can say…I do home tutoring. Pizza deliverer (received 41 million Google hits) may be hard to pronounce, but it is more common than using a pizza delivery person (4 million Google hits).

Teachable moment: Students often use the word checker for a supermarket cashier. Writing the following sentence on the board can help students:

At a supermarket, we wait in a check-out line and the person using the 28 register is a cashier.

Page 39 ~ Conversation: Listening skills Two Parts

Option: You can ask students to close their books and irst do a global listening activity. Possible questions to write on the board:

1) What is Amanda looking for? Answers a part-time job 2) What does Lisa suggest? an izakaya 3) How much does the job pay? about ¥900/ hour

PART ONE

Amanda: Hey Lisa, what’s going on?

Lisa: Not much. Hey, did you ind a part-time job this semester?

Amanda: Not yet. I’m still (rooking, looking).

Lisa: Well, my sister works at an izakaya. Do you want an intro?

Amanda: Sorry. She works at a … what?

Lisa: An izakaya. It is sort of like a British style pub. They have drinks and small dishes of food. The price is reasonable and it’s a fun place to hang out with friends.

Stop the audio CD and have students check their answers with a partner.

Amanda: How does the job pay?

Lisa: I think the hourly (ways, wage) is like ¥900 an hour.

Amanda: That’s not bad. Plus, I think it would be good for my Japanese.

Lisa: Oh deinitely. But Amanda. It’s kind of a tough job. My

29 sister is always really (tried, tired) after work.

Amanda: That’s OK. I can handle it.

Lisa: OK. I’ll send you my sister’s (test text) address.

Amanda: Thanks, Lisa. I appreciate it.

Lisa: Sure, don’t (mention, munch on) it.

Have students check their answers with a partner.

In pairs, students work out the meaning from the conversation.

Page 40 ~ Vocabulary

Optional Lead-in Activity (create student curiosity for the vocabulary) 1. Ask students to translate the following sentence using dictation. 週末にだいたい友達と一緒に遊ぶ。Shuumatsu ni daitai tomodachi to isshoni asobu. 2. Have students in pairs compare their answers. 3. Do the matching activity. Don’t give the answers just yet.

Write on the board, On the weekend, I ______to ______out with ______. * Place students in pairs to igure out the remaining words.

Answer: On the weekend (or…On Weekends), I like to hang out with (my) friends.

Review the answers for the matching activity.

Notes: In the dialog between Amanda and Lisa, Oh, deinitely or For sure could be used.

Page 40 ~ Group work

30 There is no Discussion Review following this activity. It is optional.

Page 41 ~ Speaking skills

Students tend to overuse the word Pardon. This section introduces them to Echo Questions—a more natural way to conirm information.

Situation

Model the example conversation between the store clerk and the customer.

Explain to students the function of echo questions. We echo back part of the words we hear, and ask the speaker for additional information. The YouTube video on this page helps to explain this in more detail. The video can be shown in class (7:32 in length) , or assigned as homework.

Page 41 ~ Practice First, have students complete #1~4

Some students are unfamiliar with sentence #3 There are some nice souvenir shops. You can explain that when people visit Tokyo Disneyland, they often buy small gifts for their friends. These are called souvenirs. In Japanese, they are called…(elicit the class for answer). Yes, omiyage.

Answers

1.B. where 2.B. how much 3.B. what kind 4.B. where

#5 & 6 Have students irst write down part A and then practice Part B. One quick extension is for students to change #5 A: Okinawa to another place #6 A: Option: Change clothes shopping to another product. ie. food shopping Find new partners and practice.

31 Page 42

PART TWO Two weeks later…

Lisa: Hey Amanda, are you OK? Amanda?

Amanda: Huh? What? Did you (see, say) something?

Lisa: What happened to you? You look … awful.

Amanda: Oh, I took that part-time job at the izakaya.

Lisa: And?

Amanda: I’m soooo tired. I’m beat, beets).

Lisa: Oh no. I told, tote) you.

Amanda: I know. I know. Now I can’t stay awake in class.

Lisa: Maybe you should quit.

Have students check their answers with a partner.

Page 42 ~ Vocabulary

1. Are you OK? b

2. beat c

3. told you a

Page 43 ~ Language point

A: What happened? B: I dropped my cell phone.

A: What’s happening? B: Not much. Note: The Japanese for What happened is 何が起こったのか？＝ Nani ga

okotta no ka? Or, simply どしたの？

Page 43 ~ Using ~ What happened?

32 Teachers can assign students to either create a spoken story to tell another group or as a written exercise. One technique is to have a pair of students write down one sentence to start a story using one of the pictures on the bottom of page 43. Each pair of students uses one of the images and everybody writes one sentence at the same time. Encourage students to use some of the vocabulary from the textbook. After they are inished, each pair passes their paper with the story to the pair sitting behind them. After everyone receives a new paper, they must write the next line to continue the story. Since each pair is writing a story using one of the three pictures on the page, it helps to number each picture. This activity can continue for approximately 5-8 sentences (depending on the class level). At the end, the teacher asks students to volunteer reading their story either in small groups or in front of the class.

Page 44 ~ Pronunciation

On my personal student needs analysis, students often target pronunciation as area they would like to improve. Getting students to distinguish between the L and R sounds can be both fun and useful.

Teachable moment: Being a voice model for students is key for this activity. Using a personal narrative/story about words that were dificult for you learning another language can help relieve student anxiety. For example, the author had a dificult time at irst trying to say the Japanese sound ryo as in ryouri ( 料 理 ). For many English speakers, ryo often

becomes riyo. However, using a mirror to practice can help ix this problem. It helps to let students know that pronunciation can be dificult for anyone trying to speak a foreign language.

33 Page 45 ~ Vocabulary review

1. server; hourly wage 4. I can handle it.

2. Oh deinitely! 5. tough

3. awful

Page 45 ~ Pair work - Restaurant server

***Using the additional space, have students think about one more good and bad point about working as a restaurant server.

Good Bad

Time goes by fast I’m always standing up and moving I like my co-workers The hourly wage is low

Page 46 ~ Expansion activity: Have students make a list of two more part- time jobs. Then, hand the list to the pair sitting next to them. Write down 2-3 good and bad points about each part-time job.

Page 46 ~ Rejoinders Ask students to close their books. Step One: Students write only their answers to the following sentences: 1) Next month I’m going to Hawaii for ten days.

2) My aunt gave me a ¥10,000 gift certiicate.

3) I lost my wallet yesterday.

4) I’ve had terrible back pain for three days.

Step Two: Have students compare their answers.

34 Step Three: Read it again. Students write down the words of the sentences (#1-4) using a dictation activity.

Step Four: Students compare their sentences. And conirm their rejoinders.

Step Five: Teacher writes on the board while eliciting students for their answers. Do not write the rejoinder answers.

Step Six: Ask students whether the sentences are good news or bad news.

Step Seven: Teacher elicits students for answers and writes them on the board.

Step Eight: Students open their books to page 46. Teacher reviews the rejoinders. Then, students practice the dictated sentences choosing the best rejoinder from page 46.

Page 46 ~ Practice

1. I got my driver’s license yesterday. Good Rejoinder

2. My brother crashed his car. Bad Rejoinder

3. I scored over 600 on the TOEIC. Good Rejoinder

4. Instructions: Have students write down a sentence for #4 & #5.

35 Unit 5 Talking About Music & Movies

Page 4 Number the music genres

#1 = Jazz #2 = Hip Hop #3 = Classical

#4 = Electronic #5 = Country #6 = Heavy Metal

Page 48 ~ Complete the chart

After students complete the chart, they can compare in pairs or small groups. Have students use the question on the bottom of the page. How do you feel about…?

Asking a follow-up question is a nice option here.

ie. A: I love Japanese pop music. How about you?

B: ______is my favorite singer. Who is yours?

Page 49 ~ Conversation: Listening skills Instructions: Books Closed ~ Since there are not many words in the conversation gap ill, students should be able to answer these questions during the irst listening:

1) What is John listening to?

2) When did the song come out?

3) What kind of music does Carrie like?

Next, have students open their books and ind the answers.

Second listening ~ Write in the missing word(s). 36 Carrie: Hey John, what are you listening to? John: Sorry, what’s that? Carrie: Your music, what are you listening to?

John: Oh, it’s a new song by (1) Baylor Twist. Carrie: Really, when did it come out?

John: About (2) two days ago. Do you want to (3) listen?

Carrie: Sure. Hmm, sounds pretty good. John: Yeah, I like her music. So Carrie, what other music do you like?

Carrie: Well, I’m really into (4) K-Pop these days. John: I don’t know much about it. Who would you recommend? Carrie: Well, I recommend …

Have students check their answers with a partner. In pairs, students work out the meaning from the conversation.

Page 50 ~ Adverbs of frequency (answers as they appear in the box)

Never = 0% always = 100% sometimes = 50% often = 70-80% hardly ever = 10-15%

Teachable moment: A few students have asked, “how can I say that I never ever do something?” This likely comes from the Japanese expression…ぜったいしない。Zettai shinai = I never do something. You

can use: I absolutely never… Or… I never ever…

Page 50 ~ Use: pair practice

This can be done in small groups using a chain drill. One student starts the conversation by saying their sentence. Then, the next student reads 37 their sentence and so on.

Page 50 ~ Expansion activity

This activity can be done either in pairs or as a chain drill.

Page 51 ~ Language point This is a vocabulary recycle from Unit 2. play volleyball go bowling play tennis do judo play golf do homework go swimming do laundry do homework

Page 51 ~ Pair work

Students must use the adverbs of frequency from page 50.

Page 51 ~ Group work

There is no Discussion review following this activity. It is optional.

Page 52 ~ Talking about movies

The mind map or graphic organizer serves as a way for students to build vocabulary that is useful in this section. Notes: English-Drama in Japanese = Human Drama; English – Sci Fi in Japanese = S.F.

Other genres to ill out the Mind Map ~ animation, horror, suspense, action, musical, romantic comedy, fantasy, thriller, documentaries, westerns

Page 53 ~ Vocabulary

1. handsome c

38 2. gorgeous e

3. typecast b

4. funny a

Vocabulary group share – Chain drill Instructions: Place students in groups of 4-6. One student starts by completing the irst sentence. I think Brad Pitt is handsome. Then, the next person uses the same sentence structure, but chooses another person. I think Ryan Gosling is handsome. Next person in the group continues the drill, I think… is handsome. After everyone completes #1, they start with #2. I think Emma Stone is gorgeous.

Using Japanese actors or TV Entertainers is OK especially for #3.

Page 54 ~ Conversation: Listening skills

Round One – Global Listening

Students read the questions and then close their books.

Answers

1. Tony – action movies Ayumi – vampire/horror

2. Tony – exciting, great entertainment; Ayumi – all the same story

After completing the Global Listening activity, students can open their books and try to ill in the missing words and circle the best word (s) in the parentheses.

2nd Listening

Tony: Hey Ayumi, it’s Tony.

Ayumi: Hey Tony, what’s up?

39 Tony: Not much. Hey, do you want to see a movie tonight?

Ayumi: That sounds (1) great. What do you want to see?

Tony: How about that new (2) action movie?

Ayumi: Well, I’m not (ready, really) into (2) action movies. How about the new vampire movie? Hello? Tony, Hello? Huh, I think we got (called, cut) off.

Tony: (calling back). Ayumi…sorry we got cut off. What were you saying?

Ayumi: How about the new vampire movie?

Tony: Hmm, I’m not really into horror movies. Besides, (2) action

movies are more (3) exciting!

Ayumi: C’mon Tony, (2) action movies are (all, or) the same story.

Tony: Well, I still think (2) action movies are great entertainment. But, I guess you can (choose, chose)he movie this time.

Ayumi: I really think you’ll like it.

Have students check their answers with a partner.

Teachable moment: Some students might not know the meaning of: Besides = Also (さらに)

Page 55 ~ Comprehension check

1. Ayumi invited Tony to go see a movie. False (Tony invited Ayumi.)

2. Tony is really into horror movies. False

40 Page 55 ~ Substitution drill

Write the abbreviation rom-com on the board. Elicit the class to guess what it means. You can give them a hint that it is an abbreviation. Example: In Japan, Mister Donuts is often called Mis-Do.

Page 56 ~ Writing skills

Variation: Write these questions on the board:

1) When did you see the movie?

2) Who did you see the movie with?

3) Have you seen any other movies with the same actors?

Have students ask each other these questions to add a conversational element to this activity.

Page 56 ~ Group presentation

Point: Movie studios earn the most money when character goods are part of the movie franchise. Star Wars data taken from http://www.statisticbrain.com/star-wars-total-franchise-revenue/

After the activity is completed, you can write this on the board… Star Wars – Total Franchise Revenue = $27 billion Movie Box Ofice how much?

DVD Sales how much?

41 Video Game Sales how much?

Toy Sales how much?

Key Point: It is ALL about the TOYS!

• Keep in mind that the above data was for movies prior to the 2015 release of The Force Awakens. • For further information, see http://people.stern.nyu.edu/adamodar/pdfiles/blog/StarWars.pdf

Unit 6 Let’s Go Shopping

Page 58 ~ Fill in the missing letters.

1. Can I help you? 2. Are you inding everything OK?

42 3. I’m just looking. 4. Can I try this on in a smaller size?

An additional activity is to ask students “Who would say these questions or statement? Is it the sales clerk or the customer? Write down S for sales clerk and C for customer next to each.

Page 58 ~ Conversation: Listening skills

Write in the missing word(s) or circle the best word in the (parentheses).

Clerk: May I help you?

Customer: No thanks, I’m just looking.

Clerk: OK. Just (rent, let) me know if you need anything.

Customer: Thanks.

Page 58 ~ 10 minutes later

Clerk: Those items are all (marketed, marked) down.

Customer: Sorry, what’s that?

Clerk: Those items. They are (in, on) sale.

Customer: Oh, OK. Can I try this on?

Clerk: Sure. The dressing rooms are right this way.

Customer: Thanks.

43 Have students check their answers with a partner.

Page 59 ~ Comprehension check

1. How could you answer/reply if a sales clerk asks you, “May I help you?” No thanks, I’m just looking.

2. How do you say marked down in Japanese? Answer = Price down

3. In Japan, the palm is faced down as the ingers wave in a downward motion. Meanwhile in western countries, the palm is faced up with ingers motioning on top.

Page 59 ~ 5 minutes later…

Write in the underlined spaces using the phrases from the box below.

Clerk: Is everything OK in there?

Customer: Yeah, but could I try this one in a smaller size?

Clerk: Sure. I’ll check if we have one.

Customer: Thank you.

Page 59 ~ 5 minutes later…

Clerk: Here you are. I got you a smaller size in that style and also an extra small in (a rather, another) color.

Customer: OK. Thank you so much.

Clerk: Let me know how they it.

Customer: Thanks, I will.

44

Page 60 ~ 5 minutes later…

Listen to the conversation and write in the missing words.

Customer: This one was perfect. Can I leave, leaf) these with you?

Clerk: Sure.

Customer: Excuse me, where do I pay?

Clerk: The cash register is just over there.

Customer: Thank you for your help.

Clerk: You’re welcome.

Page 60 ~ Reading Elicit from students about the title. What kind of job is a personal shopper? Talk to a partner. Then, have students read the passage and answer the questions on page 61. Answers for Reading comprehension:

1. False 2. True 3. False

Review Units 4-6

This is an information gap activity with Student A on page 62 and Student B on page 64.

Students do the pair work on page 63. It helps to have students ind a new partner and practice again.

Page 66 ~ Vocabulary matching

45 1. sparkly d

2. high hopes a

3. launched e

4. line f

5. demanding c

6. on the road b

Page 66 ~ Reading skills

Questions

1. Which is true about this story? c

2. What would be the best sentence for? b

3. What was important for Mimi So when she irst started her own business? b

Unit 7 Summer Time

Page 68 ~ Conversation: Listening Skills

Write in the missing word(s) or circle the best word in the (parentheses).

Madison: (Was, What’s) (1) the matter, Tyler?

Tyler: I think I (caught, catch) a cold.

Madison: Oh no, That’s (2) too bad.

Tyler: Yeah, I forgot my umbrella yesterday.

46 Madison: (Light, Right) it was (3) raining all day.

Tyler: I know. I got (4) (soaked, stoked).

Madison: Well, I hope you get better soon.

Tyler: Thanks, Ah-choo.

Have students check their answers with a partner.

Conversation: Listening Skills ~ Write in the missing word(s) or circle the best word in the (parentheses).

Madison: It’s SO hot today!

Tyler: I know. It’s supposed to (leech, reach) (1) 37 degrees.

Madison: Tyler, does it get this hot where you’re from?

Tyler: Well, the temperature can (get to, gotcha) 37, but it’s not

this (2) (humid, human).

Madison: I see. Summer here (can be, can’t) SO (3) sticky.

Tyler: When it gets this (4) hot, I just (one two, want to)…

Have students check their answers with a partner.

Page 69 ~ Role play

Some possible sentences to continue the conversation for Tyler…

I just want to … go for a swim; stay inside under an air conditioner; put my feet in a bucket of ice water.

One option would be to write the beginning of these sentences on the board.

go for a ; stay inside under an ______; put my feet in a bucket of cold ______. 47 Page 69 ~ Information gap Student A = page 137

Student B = page 147

Page 70 ~ Photos and vocabulary

1. Look at the beautiful ireworks.

2. She’s wearing a yukata. It’s like a summer kimono.

3. The boys are eating shaved ice.

4. That soft serve looks so delicious.

Page 70 ~ Rearrange the words to make a question.

1. Do you usually watch ireworks during summer?

2. Do you wear a yukata in the summer?

3. Do you sometimes eat shaved ice in summer? Do you eat shaved ice sometimes in summer? 4. Do you have a favorite soft serve lavor?

*** Americans use soft serve while British English uses soft ice cream.

Expansion: Ask follow-up questions. ie. Where do you watch ireworks in summer?

Page 71 ~ Pair work Notes: A roller coaster is usually called a jet coaster in Japanese.

Page 72 ~ Talking about the past – This can also be used as a homework assignment.

Page 72 ~ Pair discussion – This activity can also be done in small groups.

Page 72 – Group work – It helps to review the adverbs of frequency from 48 page 50 before starting this activity.

Unit 8 What Does She Look Like?

Page 74 ~ This irst activity tests students understanding of words to describe people.

tall and thin short and stocky heavy skinny it/athletic

Vocabulary: After students inish writing in the missing letters, model the pronunciation for each of the words.

The QR code for the YouTube video lesson helps explain the words we use to describe people.

Another fun question to ask is: What is the average height for men and women in Japan?

Write it on the board. Elicit some responses from students. The actual answer is 171 cm for men and 159 cm for women. Then, you can ask students…are you average height? Are you a little tall? A little short? Ask your partner.

The third vocabulary item is the word “heavy.” When speaking in Japanese, students quite commonly use the word futoru 太る(ふとる)

to describe someone that is fat. However, in spoken English, we instead opt to soften this by using heavy or heavy set. Students should be made aware of this difference.

The word skinny is easier for students to comprehend. They are likely familiar with skinny jeans, so comprehension of this word is not too dificult.

49 Pair work: Remind students that they are supposed to use the vocabulary from this page to talk about their friends.

Page 75 ~ Conversation: Listening skills

Jessica: Hey Chloe, (1) what are you doing?

Chloe: Oh, hey Jessica. I’m just looking at some photos I (take, took).

Jessica: Are those your friends?

Chloe: Yeah, we all went out to eat last night.

Jessica: (Who’s, Whose) the girl sitting (2) next to you?

Chloe: On my left, her name is Sophie. I’ve (know, known) her

(3) since high school.

Jessica: She looks (4) very tall.

Chloe: Yeah, she (5) plays volleyball.

Jessica: It seems like you had a lot of fun.

Chloe: We did! You should join us next time.

Post listening: Have students compare their answers with their partner.

Elicit the class for answers. Write them on the board so students are able to check their answers.

Page 75 - Pair practice

A: What is your answer for Chloe’s irst line?

B: I wrote ______.

Page 75 - Substitution drill 50 Change the subscript numbered – ie. (1) – words and expressions into the dialog at the top of page 75. Use both Rounds Two and Three.

Page 76 ~ Comprehension check

1. Chloe took some pictures with friends. True

2. Jessica’s friend Sophie is quite tall. False Chloe’s friend is tall.

Page 76 ~ Expansion activity

You may need to write a short template on the board to help lower level students for this activity. ie.

This is a photo of my friend ______. She/He is ______. I irst met her/him ______(in high school).

Partner’s question: ______.

Your answer: ______.

Page 76 –Language point – Be polite Have students cover the vocabulary words on the left side of the page and look at the photo of the muscular man lexing his back. Ask students about the man in the photo. ie. Is he thin? Hold up the book and elicit the class for some possible answers.

After students practice saying the vocabulary words, point out that macho is only used to describe a person’s personality. You can elicit students again and ask if macho has a good nuance or a bad nuance. In English, macho is usually a negative way to describe someone’s attitude toward women.

Page 76 –Grammar point: Since, For & Ago

1. My uncle has lived in New York for 20 years

51 2. She has been sick since last week.

3. We had lunch about one hour ago.

Teaching point: The difference between for & since.

For is used for a speciic time period (from beginning to end). The word since shows a point in the past until now.

In action

4. I’ve been a student at this university since April.

5. I (practiced, studied, learned) for a few months.

6. I met my best friend years ago.

Pair practice ~ Talk with your partner about #4-6. Make one more question to ask your partner for each question.

Page 77 – Hairstyles

First, say each of the styles and have students repeat. Next, have students write the correct style below each photo. Answers: bangs long hair a bob cut curly hair dyed hair a pixie cut

While students write down their answers, you can write the following on the board:

What is her / his hairstyle? I think she/ he has a .

After students inish writing their answers, have them ask each other the question and answer above for each of the photos on the top of page 77.

Page 77 – Pair work

This provides students with an opportunity to use the target vocabulary. Circulate around the room and listen for any pronunciation mistakes and

52 help answer students’ questions. You may want to write this question (as a reminder) on the board. How do you say______in English?

Page 77 – Facial hair

Similar to hairstyles, say each of the vocabulary words and have students repeat. Next, have students write the correct facial hair below each photo. Answers: beard sideburns mustache Van Dyke

While students are writing their answers, write the following on the board:

What do you call his facial hair? I think he has (a) .

Note: there are two sideburns, so we use the plural S. He has a sideburn. He has sideburns.

After students inish writing in their answers, have them ask each other the question and answer above for each of the photos on the top of page 77.

Page 77 – Eyes

Again, say each of the vocabulary words and have students repeat. Next, have students write the correct eye color below each photo. Answers:

hazel blue brown green gray

While holding up your textbook to the class, elicit answers for each of the eye colors from students.

Note: Students may ask the difference between hazel and green eyes. Hazel eyes are usually a mix of brown and green.

53 Conversation: Listening skills ~ Write in the missing word(s) or circle the best word in the (parentheses).

Scott: Hey Donna, (1) what’s going on?

Donna: Not (munch, much), Scott.

Scott: Hey, is that a new hairstyle?

Donna: Yes. Do you like it?

Scott: Yeah, it (2) looks good on you. Is it a (3) bob?

Donna: Yes, But, I think it’s too (4) short.

Scott: I like it. (Quite, Quiet) stylish.

Donna: And how about you? Are you growing a beard?

Scott: Actually, it’s called a (5) (Ban, Van) Dyke.

Donna: Sorry, What do you call it?

Scott: It’s called a (5)Van Dyke.

Donna: It suits you.

Scott: Thanks.

Post listening: Have students compare their answers with their partner.

Elicit the class for answers. Write the answers on the board so students are able to check for any possible spelling errors.

Page 78 – Work out the meaning

Students may ask about the difference of a bob cut v. a short haircut. Note: A bob cut or bob is a short haircut usually for women in which the hair is typically cut straight around the head at about jaw-level, often with a fringe (or "bangs") at the front.

54 Page 78 – Role play – Have students practice the conversation between Scott and Donna with a partner.

Page 79 - Substitution drill

Change the subscript numbered – ie. (1) – words and expressions into the

dialog at the top of page 78. Use both Rounds Two and Three. For Round Three, you will need to explain the meaning of a soul patch. A soul patch is a small piece or patch of hair below the lower lip.

Page 79 - Vocabulary

Write down the vocabulary words from above using the pictures below.

1. She wears colored contacts.

2. He has a tattoo.

3. She has a nose piercing. (although is it quite small in this photo!)

4. She smokes.

5. She has dyed hair.

Note: Since the nose piercing photo for #3 is so small, you can introduce students to the phrase “You can hardly see it.”

Here is a quick TPR to use with the class for the phrase “You can hardly see it.” Put a very small chalk mark on your shirt. Point to it and say; Oh no, I got chalk on my shirt. Next, elicit the class to respond with an answer. Note: You may need to get the students started by saying: You can…

For lower level classes, write parts A & B on the board.

A: Oh no, I got chalk on my shirt. B: It’s OK. You can hardly…

55 Page 79 – Small group discussion

This activity works best in groups of 3-4 students. To help explain the expression “That depends,” write the following on the board “Yes, but…”

Would you ever date someone that has colored contacts? That depends. If the color is nice, I would date him/her.

Page 80 - Silly stories Student A = This Page

Student B = Page 140

Instructions: Give students approximately 5-7 minutes to complete the answers for #1~10. This activity can be done individually or in pairs. Lower level classes may beneit from pairs and then having four students work together to complete the activity. Explain to the class that silly means funny.

Steps Two & Three – Students read their story to their partner(s). They should quickly realize that this activity is amusing. If you happen to notice a pair of students laughing about a story, ask them to read their silly story to the rest of the class. This helps develop listening skills for the rest of the class and praises/validates the students that read their story. It is always nice rewarding creativity and promoting humor in the second language classroom.

Page 81- Group work

STOP: Make sure students do NOT write in their own names. This time students must write in the questions at the top of the chart. ie. hair color, has a tattoo, and third box…Tell me about your brother’s hairstyle. RULE: Students must ind three classmates they have not spoken with today. For a higher-level class, you can ask students to ask 1~2 additional follow up question(s).

56 Page 81 ~ Discussion review

After students have completed their Group Work Charts, they return to their seats. Next, they can follow this template to discuss the information they have gathered. RULE: Do not look at each other’s books. Encourage students to ask each other more questions about the answers they recorded on page 81.

Page 82 – Writing skills – to be done in class or for homework

You can either have students read the example or read it aloud to the class. At the end of the example, ask the class who is the movie star. Answer: Johnny Depp.

My Turn - Give students a few minutes to complete the information in the box.

After each student reads their story, they are supposed to guess which movie star their partner is talking about.

Page 82 ~ Expansion activity Encourage students to try to use the vocabulary in this unit. Write the words height, size, hairstyle on the board.

***In the rare case that a student does not have a smart phone or any photos, have them write down the name of a friend on the page.

Page 83 ~ Unit review For lower level students, allow them to write the Japanese meaning on the right side.

Can do & Self-relection Have pairs review #4-5 and discuss what they want to improve. This helps make students more accountable for their learning.

***To complete the Unit Review and Can-Do & Self-Relection – you should allow approximately 12-15 minutes

What Does She Look Like?Unit 8 What Does She Look Like?

57 ~ How Does it Ta Unit 9 How Does It Taste?

Ask students to close their books.

Page 84 – First listening

Set up the conversational context for students. Two friends are eating at a restaurant. Which food tastes do they talk about?

A preview to help introduce this activity is to irst elicit speciic food tastes from students. As students say a speciic taste, the teacher should write it on the board.

ie. sweet salty, bitter *Using a mind map can also be helpful.

Page 84 ~ Conversation: Listening skills

Jack: Hey Kaori, what are you going to order? Kaori: Hmm, I’m not (sure, share). The Taiwanese noodles look

(1) nice. Jack: I’ve had those. They’re pretty spicy. I’m thinking about

the (2) pho.

Kaori: That’s (3) Vietnamese beef noodle soup, right?

Jack: Yeah, I like to add sriracha to it.

Kaori: Sriracha? What’s that?

Jack: It’s a really popular (hot, hut) sauce. Can you eat spicy food, Kaori?

Kaori: Most of the time I’m OK. But, I don’t really like (4) garlicky foods.

Jack: Oh, so I guess you don’t like kim-chee. 58 Post listening: Have students compare their answers with their partner.

Elicit the class for answers. Write them on the board so students are able to check their answers.

Comprehension check - If students are unfamiliar with Vietnamese pho, there is a photo at the bottom of page 84.

Page 85 - Pair practice & Substitution drill

Change the subscript numbered – ie. (1) – words and expressions into the dialog at the top of page 84.

Page 85 - Reading

Option One: Students silently read.

Option Two: Have students do an alternate reading activity. Here, a student reads one sentence while the other student listens without looking at their textbook. After each sentence, students switch roles playing the reader. Teacher – while students are reading, you can write these questions on the board.

1. What products sales are booming in the U.S.? Answer: hot sauces

2. Which ingredients are used in sriracha? Answer: chili peppers, vinegar, garlic Note: Japanese students often use the word “materials” for ingredients.

* You should point out that ingredients are used for foods.

3. How many bottles of Sriracha does Huy Hong Foods make per year?

Answer: 20 million bottles 59 Page 86 – Vocabulary: Food tastes

Part One: Review the pronunciation of each of these food tastes.

Part Two: Have students ask their partner about the foods on page 86. No need to write at this point. Speaking only.

Model the question for students. How does it taste? It tastes…

Part Three: Review the tastes with students. Have them write down the answers in the box on page 86.

1. chewy 2. luffy 3. garlicky

4. sour 5. sticky 6. greasy

7. juicy 8. spicy 9. creamy

Teaching point: Japanese students often describe meat – similar to the photo on #7 – oily. In English, we tend to call meat that is cooked medium rare – juicy. Greasy or fried food is more similar to oily food because it uses cooking oil. For example, some tempura can be considered oily. Salty is another word to describe foods. Potato chips, pretzels, and instant noodles are salty.

Page 86 – Pair practice

A key point here is to get students to review the adverbs of frequency from page 50. This will help with their luency.

An option after students complete this activity is to have pairs introduce their partners’ food taste preference to another pair. For example, Noriko often eats luffy food like marshmallows. But, she hardly ever eats spicy food like Taiwan ramen. How about you?

60 Page 87- Group work

STOP: Make sure students do NOT write in their own names. This time students must write in the questions at the top of the chart. RULE: Students must ind three classmates they have not spoken with today. For a higher-level class, you can ask students to ask 1~2 additional follow up question(s).

Page 88 – Language point

Students often use the word volume to describe restaurant portion size. Read each sentence aloud and have students choose which is better. The answer is letter B.

As the picture on the right shows, volume is more often used for music volume. Volume of food is more associated with the weight of food (think cooking class).

Page 88 – Podcast listening - Questions

1. How many countries has Jackie visited?

a. 13 b. 30 c. 33

2. Jackie said she often travels on a ______?

a. tough budget b. tight schedule c. tight budget

3. According to Jackie, tourist traps cost more money. True False

Page 89- Reading

Have students read and answer the comprehension questions. Answers: 1. b 2. c 3. a

61 Discussion: As students work in pairs to discuss Eat With, you can write www.airbnb on the board. Airbnb is an online service that helps travelers rent an apartment or room in people’s homes for a price that is signiicantly less than that charged by a hotel. Almost all Airbnb places have a kitchen. The key point about using Eat With is that students must be able to speak some English. Remind them that they do not have to be highly luent, but a basic level so they can communicate. This will provide students with more opportunities to meet new people and see how people in the world live. Hotels cannot offer us the same glimpse into people’s lives.

Page 90 – Writing skills

This activity can be used as either an individual or pair project outside of class. Ask students to bring in some photos of their chosen world food festival to show to their classmates. This activity works best having students place their photos on a desk to explain the festival.

Use the Group discussion questions to help encourage students to stay on task in English. After students talk to a few different pairs, have them return to their desks and discuss which festival they would most like to attend.

Page 91 ~ Unit review For lower level students, allow them to write the Japanese meaning on the right side.

Can do & Self-relection – Have pairs review #4-5 and discuss what they want to improve. This helps make students more accountable for their learning.

***To complete the Unit Review and Can do & Self-relection – you should allow approximately 12-15 minutes.

62 Unit 10 Long Time, No See

Vocabulary

1. graduation c.

2. I have to get going. a.

3. It has been ages. b.

Page 92 - Conversation: Listening skills

Amy: Tina, is that you?

Tina: Wow! Amy, long time, no see.

Amy: I haven’t seen you since (1) last summer.

Tina: I know. It has been (2) a long time. How’s it going?

Amy: Pretty good.

Tina: So, what’s new with you?

Amy: Well, I have a new boyfriend and I (get, got) a new job.

Question: What do you think Tina says next?

a) I envy you. b) That’s wonderful. c) Unbelievable.

Stop the audio track here at the :54 mark.

Give students a few minutes in pairs to choose their best response.

Cultural teaching point: While the phrase (urayamashii) or “I envy you” is very common in spoken Japanese, it is not used that often in English. A

63 more culturally appropriate response to another person’s positive or exciting news is “That’s wonderful,” “That’s great,” or “Good for you.”

Restart the audio dialog.

Tina: Wow! That’s wonderful. What’s he like?

Amy: Well, he’s kind of (3) short…like me. He’s really sweet. Anyway,, what’s happening with you, Tina?

Tina: Not much. I’m still (doubting, dating) Todd and working

as a (4) sales rep.

Amy: Todd is so funny. Listen, I have to (get, kit) going. Send me

a (text, ticket). How about (5) lunch next week?

Tina: OK, that sounds super.

Amy: Nice (running, lemming) into you, Tina.

Tina: You too, Amy. Take care.

Post listening: Have students compare their answers with their partner.

Elicit the class for answers. Write them on the board so students can check their answers.

Page 93 – Work out the meaning ~ Talk with your partner about any words you did not understand from the dialog. For example…A: What does sweet mean? B: I’m not sure. I think it means kind.

Practice the conversation for Amy and Tina with your partner.

Page 93 - Pair practice & Substitution drill

Change the subscript numbered – ie. (1) – words and expressions into the dialog on page 92.

64 Expansion drill – Have pairs work together to write a new dialog. For more advanced classes, you can have students perform a short skit. Most importantly, encourage students to have fun!

Page 94 – Halloween Pre-reading answers 1. A 2. B 3. C Teaching point: Do not give students the answers above until after they have completed Reading: A Brief History of Halloween on pages 94-5.

Since this activity is cognitively challenging, I would suggest having students complete it in pairs from the start. This will avoid having some students doze off (just an honest assessment).

Point out that the Vocabulary words on page 95 to help students.

After students have completed reading and choosing the order numbers for the passage, have them work with another pair to check their answers (see page 95).

The answers for the order of the reading passage are as follows:

3, 1, 5, 6, 4, 2

Reading strategy for students: Choice #1 uses the phrase “The beginning” which is a good hint that it is the start of the reading passage. Choice #2 uses the term “Celtic people” which is a continuation from #1. The remaining choices are all in chronological order. Choice #3 mentions the “16th century” while choice #4 discusses the “19th century”. Choice

#5 talks about “Irish immigrants in the 20th century.” Finally, choice #6 uses the word “Today” which is an indication that it is the last part of the reading passage.

Page 95 – Useful expression: remind(s) me of (someone or something)

This useful expression has a Japanese explanation to help students. Further examples: She reminds me of my sister.

65 looks like = physical appearance reminds me of = more of a person’s personality; mannerisms

Page 96 – Pair Discussion

Students should recognize that Halloween and the Japanese holiday of O- Bon (occurring in mid August) have similarities.

A few similarities:

1. Spirits of dead people return to their homes.

2. People sing songs.

3. Families use candles.

Page 96 – Small Group Work

This activity is a chain drill. Have one student start and the next one continues the conversation. Each student has a chance to talk about a Halloween costume.

Page 97 – Find these missing words in the word puzzle below?

Trick or treat Jack o’lantern orange and black when crops are gathered = harvest

In North America, people carve a pumpkin

The irst people that started Halloween were the celtic.

People lit candles and ires to frighten evil spirits.

66 Review Units 8-10

ie. My father is average height and my mother is a little short.

Unit 9 – Review conversation

Unit 10 – Review Conversation

Students will do better if you give them a target time minimum for their conversation. Lower level students should aim for 30 seconds and adjust accordingly as student levels rise.

Page 100 – Describing people’s character

1. nice G 2. friendly G 3. angry B

4. shy N 5. mean B 6. chatty N

7. moody B 8. funny G 9. selish B

Page 100 – Pair practice

Remind students that the target is to use six of the vocabulary words.

Option: After students inish with pair practice, they can try to explain about their partner’s details to a nearby pair.

Page 102 – Vocabulary matching answers

1. c 2. a 3. b

67 Page 101 – Conversation: Listening skills

Carmen: Hi Daniel.

Daniel: Oh, hi Carmen. How’s it going?

Carmen: Pretty good. What are you up to?

Daniel: Not much.

Carmen: So, how’s your new part-time job?

Daniel: Actually, I’m thinking about quitting.

Carmen: Why? (1) What (happening, happened)?

Daniel: My (boss, both) is always so mean. He’s such an

(2) angry guy.

Carmen: Oh, that’s too bad. Is he (right, like) that to (3) all the workers?

Daniel: Yes. Nobody likes being (along, around) him.

Carmen: Well, (4) maybe you can ind a better part-time job?

Daniel: I sure hope so.

Post listening: Have students compare their answers with their partner.

Elicit the class for answers. Write them on the board so students are able to check their answers.

Page 102 ~ Comprehension check.

1. Everyone can’t stand Daniel’s boss. True

2. Carmen wants to quit her part-time job. False

Page 102 – Pair practice Students practice the dialog from page 101.

Page 102 - Substitution drill

68 Change the subscript numbered – ie. (1) – words and expressions into the dialog. Use both Rounds Two and Three.

Page 102 – Expansion activity

Again, set a minimum time limit for students to complete this activity. If they were able to speak for 30 seconds last time, try for 40 seconds this time. Students do not need to write out a completely new dialog. Have them try to speak using the dialog on page 101 as a template.

Page 103 - Pronunciation: B, V and W sounds

Model for students the difference between the B & V sounds. If you put the palm of your hand directly in front of your mouth, you can show students that there is a popping sound for the letter B. Have them try it. Say the words…Boy, Buy, Bike. Air should hit your hand when you say the letter B.

Next, the V sound can be demonstrated by taking your two front teeth and touching them (almost biting down) to your bottom lip. Model these words for students…Very, View, Value

Note: If students struggle with this, try writing the above words for B and V on the board.

Page 104 – Information gap Pronunciation battleship game

Rule: Make sure students stay on their page.

Page 105 ~ Unit review For lower level students, allow them to write the Japanese meaning on the right side.

69 Can do & Self-relection – Have pairs review #4-5 and discuss what they want to improve. This helps make students more accountable for their learning.

***To complete the Unit Review and Can do & Self-relection – you should allow approximately 12-15 minutes.

Page 106 – Vocabulary

Note: Write the words uncle and ankle on the board. Ask students to say each of them to their partner. Since many students tend to say ankle using the /ae/ sound (same as the word apple), this will help them. Need words to help them remember? Try this one…The monster ate eight ankles.

Next, read each of the words in the box and have students repeat.

Page 106 – Work with your partner.

Refrain from answering student questions until they complete this exercise.

Let the pairs try to work through the vocabulary list. Finally, you can elicit for questions. Another option is to have students stand up and introduce them to the children’s game known as Simon Says.

Page 107 ~ Vocabulary Answers

1. broke – b 2. cut - c

3. sprain – d 4. hurt – a

Page 107 – Has this ever happened to you?

First, have students write the personal information in the chart.

Pair work - Have students work with a partner using the expression

Have you ever…?

70 Page 107 – Grammar point Past continuous statements

Teaching point: Using past continuous statements can help students set the background for telling a story. We can use the word WHEN either at the beginning or the middle of the statement. When I was …ing is the key point for students to remember.

Page 107 – In action

Some possible answers:

4. When I was riding my bike, I crashed into a parked car/a telephone pole.

5. I hurt my arm when I was playing baseball/moving furniture.

6. I bumped my head when I was bending down under the desk.

Page 108 – Listening

Students should close their books. Read the Listening Preview question for Part One “What happened to Matt?” to the students.

Play audio track 30

First listening: Have students check their answers for the Preview question “What happened to Matt?” Answer: He sprained his ankle.

Read the Listening preview question for Part Two “What is Samantha’s advice?” to the students. Students keep their books closed.

Play audio track 31

Have students check their answers. “What is Samantha’s advice?”

71 Answer: She told Matt to use the RICE method.

Page 108 - Second listening: Students open their books. Play audio tracks 30 & 31. Students ill in the missing word(s) or circle the correct choice within the dialog.

Samantha: Hey Matt, what’s (1) wrong? You don’t look so good.

Matt: Oh, hi Sam. (Honestly, Actually), I (2) sprained my ankle last night.

Samantha: That’s too bad. Were you (3) playing sports or something?

Matt: Not exactly. It’s a little embarrassing.

Samantha: Well, come on. (Tell, Told) me.

Check your answers with a partner.

Part Two

Matt: No, I can’t tell you, Sam.

Samantha: Come on, Matt. Now I (half, have) to know.

Matt: Well, I (2) sprained my ankle (4) practicing my dance moves.

Samantha: (5) Your dance moves! Were you by yourself?

Matt: Yup. See? Pretty embarrassing.

Samantha: Well, you should use the RICE (messing, method).

Matt: What’s that?

Samantha: R is for rest, I is for ice, C is for compression, and E is for (elevation, innovation).

Matt: RICE – Now I get it. OK, I’ll try that.

Post listening: Have students compare their answers with their partner.

Elicit the class for answers. Write them on the board so students are able to check their answers.

72 Note: Students may not understand the word compression. You can easily show them by using your hand to squeeze your opposite forearm. Many students understand the word taping. Also, you may want to introduce the word しっぷ shippu which are so popular in Japan. It is often called

a (medicated) hot or cold plaster or patch in English. Note: The picture on this page shows a taped ankle.

Page 109 - Work out the meaning ~ Talk with your partner about any words you did not understand from the dialog. For example…A: What does embarrassing mean? B: I’m not sure. I think it means kind.

Practice the conversation for Matt and Samantha with your partner.

Page 109 - Pair practice & Substitution drill

Change the subscript numbered – ie. (1) – words and expressions into the dialog on page 108. Use both Rounds Two and Three.

Page 109 – Useful expression: I was So embarrassed!

1) Read each separate conversation using the target expression for A & B.

2) Ask students to make their own short dialog using the target expression.

Note: How embarrassing = You must have been embarrassed.

Page 110 – Talking about illness

a) She has a sore throat. 3 b) He has a runny nose. 5

c) She has a cough. 4 d) She has a headache. 6

73 e) He has a stomachache. 2 f) She has a fever 1

Cultural point: Write on the board…

When I sneeze or cough, I usually ______.

Have students work in pairs to create an answer. If they struggle for an answer, write this on the board hint:etiquette.

Some possible answers will be: use a tissue / cover my mouth with my hand/ cough into my shirt sleeve. These are all considered proper social etiquette in many countries. They help stop the spread of germs.

Conversation: Listening skills ~ Write in the missing word(s) or circle the best word in the (parentheses).

Jacob: What’s the (madder, matter), Emily?

Emily: I feel awful. I (1) have a stomachache.

Jacob: Oh, that’s too bad. Are you taking any medicine?

Emily: No. It just started (2) an hour ago.

Jacob: Well, I think you should (3) drink some tea..

Emily: Thanks, Jacob. I’ll try that.

Jacob: OK. Take (care, calm).

Post listening: Have students compare their answers with their partner.

Elicit the class for answers. Write them on the board so students can check their answers.

Page 111 ~ Comprehension check

1. Matt injured himself playing sports. False

74 2. Samantha recommended the RICE method. True

Practice the conversation for Matt and Samantha with your partner.

Page 111 - Pair practice & Substitution drill

Change the subscript numbered – ie. (1) – words and expressions into the dialog at the top of page 110. Use both Rounds Two and Three.

Page 111 – Vocabulary

This activity gives students an opportunity to use the illness target vocabulary from page 110. Circulate among students and try to answer their questions.

1. If you have a fever… b. get some rest

2. If you have a sore throat… a. take a lozenge

3. If you have a headache… c. take some aspirin

Note: typically = usually

Page 112 – Pre-reading

1. Ask students to make a list of three things they can do to prevent catching a cold.

2. Students write in the number next to each vocabulary term.

* Ask students in pairs to list which of the cold preventions they think are best to help prevent catching a cold (#1~3). Elicit the class for answers. Next, have students read the passage and answer the questions.

Answers: 1) c 2) c 3) b

4) three

75 Page 114 – Pair discussion

Give students a chance to use the topic in conversation.

Page 114- Group work ***Students must pretend they have an injury or are sick.

STOP: Make sure students do NOT write in their own names. This time students must write in the questions at the top of the chart. RULE: Students must ind three classmates they have not spoken with today. For a higher-level class, you can ask students to ask 1~2 additional follow up question(s).

Discussion Review – although there is no discussion review template in the textbook, feel free to ask students to refer to page 81 for a template that will help them review their group work answers. It keeps them accountable for staying on task and writing answers, and also allows them to learn more about their classmates.

Page 115 ~ Unit review For lower level students, allow them to write the Japanese meaning on the right side.

Can do & Self-relection – Have pairs review #4-5 and discuss what they want to improve. This helps make students more accountable for their learning.

13

Unit 13 Hotel & Travel Tips

Hotel & Travel Tips

Page 116 – Speculation activity

Useful Skill: It is important to be able to anticipate what a person will ask you before starting a conversation. 76 1) Give students 3-5 minutes to individually write down some answers.

2) Then, have them compare their answers with a partner.

3) Elicit from students some possible answers. Write them on the board.

Hello. Do you have a reservation? May I have your last name?

May I help you? What is your name, please?

Page 116 – Personal information

1. This is a vocabulary recycle from Unit 1 regarding the use of last and irst name. If students cannot remember, have them turn to page 6.

2. Addresses in English usually have the street numbers irst.

ie. 1-2-3 Genki-cho, Subarashi-ku

City, Prefecture, Postal Code

Page 116 – Conversation: Listening skills

Front Desk Clerk: Hello, welcome to the (1) Lake Resort Hotel.

Guest: Thank you. I have a reservation. My last name is (Harris, Bayless).

Front Desk Clerk: Yes, Ms./Mr. Harris. Let me check that for you.

(Pause for two seconds)…Oh, (2) here it is.

Guest: Super.

77 Front Desk Clerk: I see you’ll be staying (3) three nights with us.

Guest: Yes, that’s (light, right).

Front Desk Clerk: Could I see a photo ID, please.

Guest: Sure, here you are.

Front Desk Clerk: OK. That will be ine. This is your room card. Number 816.

Guest: Sorry, did you say 860?

Front Desk Clerk: No, it’s eight-one-six.

Guest: OK. I’ve got it. And could you tell me where…

Post Listening: Have students compare their answers with their partner.

Elicit the class for answers. Write them on the board so students are able to check their answers.

Work out the meaning ~ Talk with your partner about any words you did not understand from the dialog. For example…A: What does Photo ID mean? B: I’m not sure. I think it means______. If you don’t know, raise your hand and ask your teacher.

1. Before students practice the conversation, in pairs have them continue the conversation to complete the Guest’s last line. And could you tell me where is the … ie. restaurant, sports gym, vending machine.

2. Role Play - Have students practice the conversation in pairs.

Page 117 - Substitution Drill

Change the subscript numbered – ie. (1) – words and expressions into the dialog on pages 116-17. Use both Rounds Two and Three.

78 ***For the last round, students can try to extend the conversation using the information on the bottom of page 117.

Page 118 – Reading Scanning for Info

Ask students to close their books. Tell them they will have 10 seconds to quickly look at the reading at the top of page 118. They must answer the following questions:

1. What is the topic?

2. What are some key words?

You can have students perform 2-3 rounds of 10 seconds depending on their level and interest. After they inish with the scanning activity, have them read the card “Help Save the Planet” and answer the four questions.

Answers:

1. True 2. False

The purpose of the card is to help hotels save water. This is good for the environment.

Page 119 – Pair practice answers

1. on the corner of 2. across from

3. next to 4. In between

79 Conversation: Listening skills

Write in the missing word(s) or circle the best word in the (parentheses).

Megan: Excuse me, sir. I’m looking for the drug store.

Man: Let me see. OK, take this street (done, down) to the irst corner. Take a right and you will be on Pine Street.

Megan: OK. Go (straight, street) down First Avenue and then turn right.

Man: Yeah, that’s right. Walk for two blocks and then take a left on Taylor Drive. There’s a gas station on the corner.

Megan: OK.

Man: The drug store is in between the gas station and the post ofice.

Megan: How long does it take to get there?

Man: On (hood, foot), about 15 minutes from here. By taxi, maybe 5 minutes.

Megan: Alright. Thank you so much for your help.

Man: Sure. Don’t mention it.

Page 119 - Post listening: Have students compare their answers with their partner. Elicit the class for answers. Write them on the board so students can check their answers.

Page 119 – Pair practice: Have students practice the conversation for Megan and the Man.

Page 120 – Grammar point How long does/will it take…

Have students work in pairs and then small groups using #2 & #3.

Page 120 – In action

80 Students complete the questions by themselves and then compare with a partner.

1. How long will it take?

2. How long has she been learning?

3. How long did it take?

Note: Renovate = reform in Japanese

Page 120 – Giving directions: Jigsaw map activity

Students write in the names of 1-2 new stores or places using the map on page 118.

1. Keep the location secret from your partner.

2. Have a conversation with one person starting from the police station or the train station. Their partner will give them the name of the store or location. Then, they must ask them for directions to get there.

3. Target: Use the unit vocabulary located in the box at the top of page 119.

Page 121 ~ Unit review For lower level students, allow them to write the Japanese meaning on the right side.

Can do & Self-relection – Have pairs review #4-5 and discuss what they want to improve. This helps make students more accountable for their learning.

81 Review Units 11-13

Unit 11 ~ Pair review – For this activity, I permit students to use the timer function on their smart phones. Located in the Utilities folder of i- Phones. Goal is a 3-minute timed conversation.

Unit 12 ~ Checking into a hotel – Role Play

Unit 13 ~ Giving directions

Page 123 ~ The tic-tac-toe review game.

Each student must get two tic-tac-toes. RULE: They cannot talk to the same person more than once. To complete this game, they will need to speak with seven of their classmates. After students inish, they return to their seats. Together with a partner, they help each ill in the remaining boxes of the game.

See page 122 Option: Timed Conversation for further details.

Unit 14 Fashion Advice

Clothing patterns

checkered tartan polka dot

solid striped

Page 124 – Pair practice

Have students ask both questions in pairs.

For #2, one possible answer is …you shouldn’t wear striped and checkered together.

Page 124 – What am I wearing?

82 An option to this activity is after 5 seconds, have students stand back-to-back so they do not cheat by peeking at each other!

Conversation: Listening skills

Meeting a Friend at the Station

Hannah: Oh, I’m sorry I’m late.

Lauren: What (happened, happening)? You were

supposed to meet me (1) 20 minutes ago.

Hannah: I’m so sorry, I overslept. It’s just…I was up really late (teaching, texting)with my coworker.

Lauren: Is everything OK?

Hannah: Yeah, yeah, it’ll be (light, right). Sorry, I was late. Hey, is that a new sweater?

Lauren: Yeah, what do you (sink, think)?

Question: What does Hannah say next?

a) I want one, too. b) You must be rich. c) It looks good on you.

Hannah: Nice (to sign, design). It looks good on you.

Lauren: Thanks, I suppose I like (2) striped sweaters.

Hannah: Yeah, the colors are nice. Where’d you get it?

Lauren: I got it at (3) Vestidos over at the mall.

Hannah: You can’t beat (3) Vestidos! Their prices are (4) so reasonable.

83 Lauren: Yeah, and their (quantity, quality) is pretty good.

Page 125 - Post listening: Have students compare their answers with their partner. Elicit the class for answers. Write them on the board so students are able to check their answers.

Page 125 – Work out the meaning:

Page 125 – Pair practice: Have students practice the conversation for Hannah and the Lauren.

Page 126 - Substitution drill

Change the subscript numbered – ie. (1) – words and expressions into the dialog on page 125. Use both Rounds Two and Three.

Page 126 – Jigsaw drawing activity

1) Quickly assign the role of Student A and Student B.

2) Student B goes to page 137 and stays there. No looking back at page 126-7. Student A stays on pages 126-7.

3) They must explain one photo at a time of the clothes worn by the woman. Student A uses page 126 and Student B uses page 137.

Target: Use the clothing pattern vocabulary from this unit.

Hint: She is wearing a ….

Page 127 – Grammar point If I were you…I would

This is a very useful phrase for giving advice.

Grammar use: After students practice the textbook dialog, have them write in the name of a place. Then, have a conversation with their partner offering up advice using the target phrase “If I were you…”

84 Page 128 - Pre-listening: Write the expression “Price Down” on the board. Next, ask students if they think this is good English. A show of hands? Next, play audio track 36 with student books closed. Which expression does Lauren use for “Price Down?”

Conversation: Listening skills ~ While Shopping

Hannah: Hey, what do you think about this (shirt, shirts)?

Lauren: It has a nice (pad on, pattern).

Hannah: I want to (1) buy it, but I like (2) this sweater, too.

Lauren: Why don’t you get (both, boss)?

Hannah: The shirt costs ¥2,200 and the (2) sweater is

¥4,500.

Lauren: And the (2) sweater is (3) marked down .

Hannah: But, I only have ¥5,000. Hmm, what should I do?

Lauren: If I were you, I would…

Page 128 - Post listening: Have students compare their answers with their partner. Elicit the class for answers. Write them on the board so students can check their answers.

Page 125 – Work out the meaning:

Page 125 – Pair practice: Have students practice the conversation for Hannah and the Lauren.

Page 126 - Substitution drill

85 Change the subscript numbered – ie. (1) – words and expressions into the dialog on page 128.

Page 129 ~ Unit review For lower level students, allow them to write the Japanese meaning on the right side.

Can do & Self-relection – Have pairs review #4-5 and discuss what they want to improve. This helps make students more accountable for their learning.

Unit 15 The Holiday Season

The aim of this unit is to offer student a glimpse into the Christmas holiday from three different countries (Austria, Canada, and Australia).

Page 131 - Pre-listening: Have students look at the pictures at the top of the page. Give students a few minutes in pairs to decipher and discuss the photos.

Task: First Listening - As students listen to each person talk about Christmas, have them write an L for Lukas, a D for David, and an A for Angela above each of the eight photos on page 130.

Page 131 – Eight photos

Four Top Row Photos

1) trile– Angela 2) meat pie – David

3) carp – Lukas 4) open presents – Lukas

Four Bottom Row Photos

5) go to midnight mass - Angela 6) eat fruitcake – Angela

7) walk in the woods – Lukas 8) eat ribbon salad– David

86

1. Lukas From: Austria

a) Roast goose or grilled carp

b) Children play with presents; go for a walk in the forest. Stay home and relax.

c) Eat our Christmas meal. Exchange presents.

2. David From: Canada

a) Meat pie served with mushroom sauce. Ribbon salad which is a jello dish that is white, green and red.

b) Open Christmas stockings.

c) Sing songs, go for a walk.

3. Angela From: Australia

a) Traditional Christmas lunch. Roast chicken, corned beef, honey- glazed ham, and prawns. Served cold, not hot.

b) Get together with family for a traditional lunch.

c) Go to midnight mass/church.

TEACHER NOTE: For lower level classes, it may be better to provide students with some scaffolding before having them listen to all three interviews.

87 If so, have students complete the Vocabulary Matching on the bottom of page 131.

1. take a walk e. in the forest

2. Europeans often eat roast g. goose at the main dish

3. in the morning, children h. will open their presents

4. French Canadians like to eat d. a meat pie called tortiere.

5. Some people in Austria eat a. grilled carp on Christmas

6. Many Australians eat b. trile for dessert

7. In Austria, the Christmas dessert f. is traditional cookies

8. Catholic people often go to c. a church for midnight mass

Page 131 ~ Pair / Small group discussion – Christmas know-how

In the U.S., about 96% of Christians and 81% of non-Christians celebrate Christmas. Overall, approximately 90 percent. In the world, the answer is probably from 35-50%.

In the U.K. people like to eat roast turkey, roast potatoes, stufing, chipolatas (pigs in blankets), gravy,, Brussels sprouts, trile, Christmas pudding, and mince pies.

Sorry, trick question! The birth of Jesus Christ. Actually, Roman pagans irst introduced the holiday Saturnalia which was a weeklong celebration. 88 For numbers 4 & 5, students will ask each other questions.

Page 132 ~ Questions – Note: This is best given as a homework assignment.

Page 132 ~ Relection: Using a mind map or graphic organizer is a nice complement to this activity. In the middle of the circle, students can write “Things I learned about Christmas.”

Page 132 ~ Writing skills: My plans for New Year’s

***Teaching Note: This activity should take place just before the winter break.

Page 133 ~ How was your New Year’s break?

***Teaching Note: This activity should take place just after the winter break.

Have students write in their own answers for the chart.

Then, have them discuss their answers with their partner. Rule: Do not look at your partner’s book.

Page 133 ~ Group work RULE: Students must ind three classmates they have not spoken with today. For a higher-level class, you can ask students to ask 1~2 additional follow up question(s).

Page 133 ~ Discussion review

After students have completed their Group Work Charts, they return to their seats. Next, they can talk about their classmates’ answers.

Expansion activity: Students must give a tour of a New Year’s shrine or temple to a group of English-speaking tourists. Write a dialog.

89 Classroom Activities

Page 134 ~ Unit 3: Power paraphrasing

#1 The outside of this food is a yellow color. The outside is luffy. The inside color is white. People often eat this food for lunch. Many people put ketchup on it. But, some people like to use a demi-glace sauce.

ANSWER: Omu-rice or a rice omelette

#2 The outside of this food is a brownish color. It is a fried food. The inside meat is a white color. I think this food is high in calories. People often eat this food with cabbage. Many people like to put miso sauce on it. Some people like to use a little bit of mustard.

ANSWER: Miso-katsu or fried pork cutlet with miso sauce

Page 136 ~ Unit 6 Gap ill conversation review Student A

Clerk: May I help you?

Clerk: OK. Let me know if you need anything.

Clerk: Those items are all marked down.

Clerk: It means those items are on sale.

Clerk: Sure. The dressing rooms are right this way.

Two minutes later

90 Clerk: How did that size it?

Clerk: OK. Do you want me to check for a (smaller, larger,) size / (shorter, longer) style?

Clerk: Here you are. I also got you one in a different color.

Five minutes later

Clerk: Great. Let me take those for you.

Clerk: The cash register is just over there.

Page 139 ~ Unit 14 Gap-ill expansion activity

A: Well, this is a surprise.

A: I’m doing ine. What are you looking for?

A: I’m shopping for (______). But, I’m also just browsing.

A: Not really. Actually, I’m heading over to Vestido’s. Do you want to join me?

A: I know. I still have clothes from Vestido’s that I bought years ago.

A: Really? Their clothes are well made, but the styles are pretty trendy.

A: Then again, my sister/brother gave me a hand-me-down from Vestido’s and I still wear it.

A: A hand-me-down is used clothing. You usually receive it from a family member.

A: Oh, I ….

91 A: How much do they cost?

Page 144 ~ Unit 3: Power paraphrasing Student B

#3 This food is steamed. It is served in a small cup. You can eat it with a spoon. The lavor is not sweet. The main lavors are shrimp and mushroom. It is a popular food during the winter season.

ANSWER: Chawan-mushi or savory egg custard

#4 This food is cooked using a grill. We usually cook this food by ourselves. But, you should only cook one or two pieces. Many young people enjoy this food. People eat this food with chopsticks and use dipping sauces. This food is made from cows. Customers also take raw vegetables and cook them, too.

ANSWER: Yaki-niku or grilled beef

Page 146 ~ Unit 6 Gap ill conversation review Student B

Customer: No, thanks. I’m just looking.

Customer: Thank you.

Customer: Sorry, what does marked down mean?

Customer: Oh, OK. Can I try this on?

Customer: Thank you.

Ten minutes later

92 Customer: I like the style, but this one is a little (short, long, loose, tight).

Customer: Yes, please.

Customer: OK. Thank you so much.

Customer: I will.

Five minutes later

Customer: This one was perfect. I’ll take it.

Customer: Thanks. Excuse me, where do I pay?

Customer: Thank you for your help.

Page 149 ~ Unit 14: Gap-ill expansion activity Student B

B: I thought that was you.. How’ve you been?

B: I’m shopping for a new wallet. How about you?

B: Have you seen anything good?

B: Sure. I love that store. You can’t beat Vestido’s.

B: My friend told me that Vestido’s clothing is popular at overseas second-hand clothing stores.

B: Yeah, I agree. The style and colors change every year.

B: What does hand-me-down mean?

B: Now, I get it. Hey, what do you think about these (______)?

93 B: Do you think I should buy them?

B: Hmm, let me check the price. They cost (students decide on a price).

94