DOCSLIB.ORG

Teacher's Book

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Teacher's Book 2 Unit TEACHING TIP What are they like? When talking about animals hair the most 2 common term to use is ‘fur’. Animals usually have fur in all their body, not only in their head as Lesson 1 we do. Invite students to point to the animals on page 16 and say what their fur/hair is like. Aims To learn parts of the body to describe animals. To read about weird animals. 3 1.17 Play the track and ask the class to listen and jot down the words they understand. Check To learn and use synonyms. and play the track a second time for students to identify the animal Ben and Emily describe. Initial phase Audioscript/Answer Write ‘stamp’ and ‘brother’ on the board. Give the Ben It’s orange and black and it’s got a long neck. Emily Is it a giraffe? class two minutes to work in pairs and write one word Ben Yes, it is. beginning with each letter, eg s: ‘six’, ‘sad’, ‘surname’, ‘Superman’; t: ‘the’, ‘toy’, ‘time’, ‘ten’; a: ‘an’, ‘ambulance’, ‘art’, ‘actor’; m: ‘mum’, ‘mother’, ‘Meg’, PHASES EXTRA ‘manga’; p: ‘purple’, ‘Peter’, ‘places’, ‘peaches’. Elicit a few examples, monitor their work and check orally. • To help students become more fluent and If you wish to make thisMacmillan activity more productive, remember the new vocabulary, choose an you may ask one student to say the wordSample that animal and a body part, invite a student to corresponds to a certain letter for a second student the board and whisper into his or her ear, ‘a to make a sentence with it, eg Student A: ‘six’. monkey’s ear’ or any other animal + part of Student B: ‘I’m not six.’ the body combination. This student will make the corresponding drawing for his or her classmates to guess. Core • For more production, a second student may Vocabulary 1 Publishersmaterialbe invited to describe a monkey’s ear using colours and simple adjectives: ‘big’, ‘small’, Parts of the body ‘hairy’, etc. 1 1.16 Go through the pictures on page 16 and elicit/teach the name of the animals. Then play the track for students to listen, repeat and match MIXED ABILITIES some of the words in green with the parts of the Activities including drawing help visual learners body in 1–9 in the pictures. Tell students there remember. More able students may be asked to are some extra words that are not numbered that describe the differences between animals. they will use in exercise 2. Check orally. Make S.A. ‘Yes/No’ questions to check the rest of the words, eg ‘Is this the monkey’s foot?’ 4 Students work in pairs and describe an animal for their partner to guess. Invite two Answers 1 ear; 2 tooth; 3 mouth; 4 neck; 5 leg; 6 tail; 7 eye; 8 nose; students to read the example aloud and monitor 9 finger their work. Not numbered: arm, face, foot, hair, hand, thumb, toe Workbook page 15 2 Students complete the table with the words in exercise 1. Check on the board. Ask: ’Which word Reading 1 can go in the two columns?’ (hair) Really unusual animals Answers 5 Write the three animal names on the board – head: eye, face, hair, mouth, nose, tooth ’chameleon’, ’tarsier’, ’peacock spider’ – and ask body: arm, finger, foot, hand, leg, neck, tail, thumb, toe, hair the class if they know what they are like. Accept L1 if necessary. Then explain they will read about these three animals and learn characteristics of them, eg if they are big or small, where they are from, what colour they are, etc. 21 M17 394 Phases1TB1 013 032 U01 02 R1.indd 21 12/04/18 09:25 Read the title and elicit the meaning of ‘unusual’ (strange and uncommon). UPGRADE Invite three students to read one box each for the A Students correct the wrong information. class to read, listen and match the descriptions Check their work orally eliciting all the with the pictures. Use the pictures to explain sentence, not just the wrong word and its unknown words except ‘have got’ and ‘has got’, substitute. Also, suggest they shouldn’t just which will be presented in the next lesson. turn the given sentence into the negative. Answers Answers A 4; B 2; C 3 1 The chameleon is an African reptile. 2 The tarsier’s eyes are huge. 3 The male peacock spider is colourful. 1.18 6 Play the track for students to read again, B Students choose one of the animals on listen to the text and answer the questions. page 16 and work in pairs to write a short Check their work orally. description. Answers 1 It’s from Africa. 2 No, they aren’t. 3 It’s 45 million years old. 4 It’s from Australia. PHASES CULTURE 7 Students match the adjectives 1–3 with their synonyms. Check orally. • The animal in picture 1 is a tar fennec fox. Fennec foxes are from North Africa and they Answers are the smallest fox species. They have got 1 b; 2 c; 3 a Macmillan huge ears. They are half the size of their bodies! Their ears have two purposes: they TEACHING TIP Sample help them hear any prey living underground When we talk about synonyms, we very often and they help hem release heat and cool off mean words with similar meanings but not under the hot sun. 100% equal, especially because different words • Reptiles are cold-blooded vertebrate animals often have different collocations and these affect with scales, shields or plates covering synonymy as well. Invite students to read the text their bodies. They include snakes, lizards, one more time and replace the words ’unusual’,Publishers materialalligators, crocodiles and turtles. ’huge’ and ’tiny’ with synonyms. PHASES EXTRA Divide the class into two groups. Invite students PHASES EXTRA from each group to take turns to describe an Play a memory game. Give the class two minutes animal for the members of the other group to to memorize the order of the pictures in exercise 1. guess, eg Student A: ‘It’s got small ears and a Divide the class into two groups and invite them to very long neck.S.A. It’s yellow and brown. It’s from take turns to say a number and a part of the body Africa.’ Student B: ‘The giraffe.’ for their opponents to make a sentence about the animal in question. Students should try to use the synonyms they have learnt whenever possible, eg Closing phase Student from group A: ’7 eye’. Student from group Read these sentences for students to add the B: ’Tarsiers’ eyes are huge.’ missing word. 1 The chameleon a reptile. MIXED ABILITIES 2 The chameleon’s feet strange. Memory games of this type help visual learners and 3 The fennec fox’s ears not tiny. if this is conducted as a competition, it becomes 4 The fennec fox’s tail long. interesting to kinaesthetic learners as well. 5 The tarsier’s fingers not short. 6 The tarsier family 45 million years old. 7 The male peacock spider colourful. 8 The peacock spider not huge. Answers 1 is; 2 are; 3 are; 4 is; 5 are; 6 is; 7 is; 8 is 22 M17 394 Phases1TB1 013 032 U01 02 R1.indd 22 12/04/18 09:25 2 3 Students look at the sentences in the second Lesson 2 table and notice how we form the negative form. Aims Then they read the fact file and correct the To use ’have got/has got’ to talk about possession. sentences using the numbers in brackets. Invite a student to read the example and give the class To describe animals using ‘have got/has got’ in the three minutes to do the rest. Check orally. affirmative and negative forms. Answers To focus on and practise the /h/ sound. 1 An insect hasn’t got two legs. It’s got six legs. 2 A dolphin To listen to a radio programme about Manx cats hasn’t got 32 teeth. It’s got 200 teeth. 3 Normal cats haven’t and Dalmatian dogs. got 20 toes. They’ve got 18 toes. 4 Most spiders haven’t got two eyes. They’ve got eight eyes. Initial phase Revise parts of the body. Explain that you will spell PHASES EXTRA out a word for the class to guess the part of the body and then you’ll mention two animals. Students will Make cards for these words: ‘cats’, ‘dolphins’, use the word you have spelled out to describe the ‘camel’, ‘sharks’, ‘hamster’, ‘iguana’, ‘reptiles’, difference/s between the two, eg T: ‘l-e-g-s’ Student ‘chihuahuas’, ‘birds’, ‘spider’, ‘tigers’ and ‘lion’. A: ‘legs’ T: ‘giraffe – elephant’ Student B: ‘A giraffe’s Write these parts of the body on the board: legs are long and an elephant’s legs are short.’ ‘legs’, ‘hair’, ‘face’, ‘nose’, ‘hands’, ‘feet’, Proceed in the same way using these words: ’ears: ‘head’, ‘eyes’, ‘mouth’, ‘arms’, ‘tail’ and ‘neck’. chameleon – fennec fox’;Macmillan ‘eyes: tarsier – monkey’; Invite students to come out to the front, pick a ‘neck: giraffe – tiger’; ‘face: cat – iguana’; ‘mouth: card, choose a word from the list on the board lion – cat’; ’legs: spider – chameleon’. Sample and make a false statement for a classmate to correct. Elicit the use of adjectives too, eg Student A: iguana – legs: ‘An iguana has got Core three legs.’ Student B: ‘An iguana hasn’t got Grammar 1 three legs. It’s got four short legs.’ Remember have got – affirmative and negative to elicit one as an example.
Load more

Recommended publications
  • Stardigio Program
    スターデジオ チャンネル:４０８ J-POPピックアップアーティスト 放送日：２０１９/０７/１５～２０１９/０７/２１ ｢番組案内 （８時間サイクル）｣ 開始時間：4：00〜/12：00〜/20：00〜 楽曲タイトル 演奏者名 ■MAN WITH A MISSION 特集(1) NEVER FXXKIN' MIND THE RULES MAN WITH A MISSION 1997 MAN WITH A MISSION DANCE EVERYBODY MAN WITH A MISSION Smells Like Teen Spirit MAN WITH A MISSION Feel and Think MAN WITH A MISSION distance MAN WITH A MISSION フォーカスライト MAN WITH A MISSION FROM YOUTH TO DEATH MAN WITH A MISSION Get Off of My Way MAN WITH A MISSION Emotions MAN WITH A MISSION database ～アニメ「ログ・ホライズン」OPテーマ～ MAN WITH A MISSION feat. TAKUMA (10-FEET) higher MAN WITH A MISSION Seven Deadly Sins ～アニメ「七つの大罪」OPテーマ～ MAN WITH A MISSION Dive MAN WITH A MISSION ■MAN WITH A MISSION 特集(2) Out of Control MAN WITH A MISSION×Zebrahead Raise your flag ～アニメ「機動戦士ガンダム MAN WITH A MISSION 鉄血のオルフェンズ」OPテーマ～ Memories MAN WITH A MISSION Survivor MAN WITH A MISSION Dead End in Tokyo MAN WITH A MISSION My Hero MAN WITH A MISSION Find You MAN WITH A MISSION Take Me Under MAN WITH A MISSION Winding Road ～アニメ「ゴールデンカムイ」OPテーマ～ MAN WITH A MISSION Freak It! MAN WITH A MISSION feat. 東京スカパラダイスオーケストラ Remember Me MAN WITH A MISSION Left Alive MAN WITH A MISSION スターライト・シンドローム MAN WITH A MISSION FLY AGAIN 2019 MAN WITH A MISSION ■Superfly 特集(1) ハロー・ハロー Superfly マニフェスト Superfly i spy i spy Superfly×JET 愛をこめて花束を Superfly Hi-Five Superfly How Do I Survive? Superfly My Best Of My Life Superfly 恋する瞳は美しい Superfly やさしい気持ちで Superfly Alright!! Superfly Dancing On The Fire Superfly Wildflower Superfly タマシイレボリューション Superfly You & Me Superfly ■Superfly 特集(2) Eyes On Me ～ゲーム「The 3rd Birthday」テーマソング～
    [Show full text]
  • Menlo Park Juvi Dvds Check the Online Catalog for Availability
    Menlo Park Juvi DVDs Check the online catalog for availability. List run 09/28/12. J DVD A.LI A. Lincoln and me J DVD ABE Abel's island J DVD ADV The adventures of Curious George J DVD ADV The adventures of Raggedy Ann & Andy. J DVD ADV The adventures of Raggedy Ann & Andy. J DVD ADV The adventures of Curious George J DVD ADV The adventures of Ociee Nash J DVD ADV The adventures of Ichabod and Mr. Toad J DVD ADV The adventures of Tintin. J DVD ADV The adventures of Pinocchio J DVD ADV The adventures of Tintin J DVD ADV The adventures of Tintin J DVD ADV v.1 The adventures of Swiss family Robinson. J DVD ADV v.1 The adventures of Swiss family Robinson. J DVD ADV v.2 The adventures of Swiss family Robinson. J DVD ADV v.2 The adventures of Swiss family Robinson. J DVD ADV v.3 The adventures of Swiss family Robinson. J DVD ADV v.3 The adventures of Swiss family Robinson. J DVD ADV v.4 The adventures of Swiss family Robinson. J DVD ADV v.4 The adventures of Swiss family Robinson. J DVD ADV v.5 The adventures of Swiss family Robinson. J DVD ADV v.5 The adventures of Swiss family Robinson. J DVD ADV v.6 The adventures of Swiss family Robinson. J DVD ADV v.6 The adventures of Swiss family Robinson. J DVD AGE Agent Cody Banks J DVD AGE Agent Cody Banks J DVD AGE 2 Agent Cody Banks 2 J DVD AIR Air Bud J DVD AIR Air buddies J DVD ALA Aladdin J DVD ALE Alex Rider J DVD ALE Alex Rider J DVD ALI Alice in Wonderland J DVD ALI Alice in Wonderland J DVD ALI Alice in Wonderland J DVD ALI Alice in Wonderland J DVD ALI Alice in Wonderland J DVD ALI Alice in Wonderland J DVD ALICE Alice in Wonderland J DVD ALL All dogs go to heaven J DVD ALL All about fall J DVD ALV Alvin and the chipmunks.
    [Show full text]
  • Istration Is Committed to Ensuring That Every Child Can Read by the Third Grade
    The Admin- istration is committed to ensuring that every child can read by the third grade. No Child Left Behind President Bush January 29, 2001 Presentation by Elfrieda H.Hiebert University of Michigan in LEARNING TO READ EFFECTIVE READING INTERVENTIONS Elfrieda H. Hiebert University of Michigan in READING TO LEARN Effective Reading Interventions Depend on: • Clear, measurable goals • Clear, consistent means for achieving goals CLEAR, MEASURABLE GOALS National Reading Panel (see PUT READING FIRST): – Phonemic Awareness – Phonics – Fluency – Vocabulary – Text comprehension CLEAR, CON- SISTENT MEANS 1.Teacher-led sessions with instructional routines 2.Texts of appropriate difficulty 3.Follow-up activities: – Writing – Reading & Rereading books – Following-along with taped versions READING TO LEARN 1.Instructional Routines 2.Appropriate Texts 3.Follow-up Activities GOALS: THE REPORT OF THE NATIONAL READING PANEL ON TEXT COMPREHENSION: •The instruction of cognitive strategies improves reading comprehension in readers with a range of abilities…This improvement occurs when teachers demonstrate, explain, model and implement how to comprehend a text. ON FLUENCY •Guided repeated oral reading procedures had a significant, positive impact on word recognition, fluency, and comprehension across a range of grade levels…These results apply to all students--good readers and those experiencing reading difficulties-- through at least grade 4 as well as through high school for students with various kinds of reading problems. ON VOCABULARY •Repeated exposure to vocabulary is important for learning. The restructuring of texts facilitates vocabulary and comprehension (e.g., substituting easy for hard words). ARE WE REACHING THESE GOALS? NAEP, 2000 Below Basic Basic Proficient Advanced ORAL READING EVIDENCE (NAEP, 1995) 180 160 140 120 100 80 60 40 20 0 Level 1 Level 2 Level 3 Level 4 (7%) (37%) (42%) (13%) Words per Min.
    [Show full text]
  • Free Download Olariche Music Free Download Olariche Music
    free download olariche music Free download olariche music. Completing the CAPTCHA proves you are a human and gives you temporary access to the web property. What can I do to prevent this in the future? If you are on a personal connection, like at home, you can run an anti-virus scan on your device to make sure it is not infected with malware. If you are at an office or shared network, you can ask the network administrator to run a scan across the network looking for misconfigured or infected devices. Another way to prevent getting this page in the future is to use Privacy Pass. You may need to download version 2.0 now from the Chrome Web Store. Cloudflare Ray ID: 67a9b146fa86c41f • Your IP : 188.246.226.140 • Performance & security by Cloudflare. Music download. The iTunes Store accessed via a mobile phone, showing Pink Floyd's album The Dark Side of the Moon . A music download (commonly referred to as a digital download ) is the digital transfer of music via the Internet into a device capable of decoding and playing it, such as a personal computer, portable media player, MP3 player or smartphone. This term encompasses both legal downloads and downloads of copyrighted material without permission or legal payment. According to a Nielsen report, downloadable music accounted for 55.9 percent of all music sales in the US in 2012. [nb 1] [1] By the beginning of 2011, Apple's iTunes Store alone made US$ 1.1 billion of revenue in the first quarter of its fiscal year.
    [Show full text]
  • Agility Final Standings for All Trials Processed from 6/1/2018 Thru 5/31/2019 Standard Finalists 1. ATCH-V ARROW of TIME TAMARA
    Agility Final Standings For all trials processed from 6/1/2018 thru 5/31/2019 Standard Finalists 1. ATCH-V ARROW OF TIME TAMARA ROBINSON SAUGUS, CA 190.00 2. ATCH-VI WESTERN HILLS SHAKE IT UP DNA-VP PAMELA G SMITH HEIDI C MOBLEY LAS CRUCES, NM 170.00 3. ATCH-VII UPROAR'S ROCKET TO THE MOON EDWARD GRACZYK NANCY GRACZYK SIMI VALLEY, CA 125.00 4. ATCH-II WTCH CHAKRA'S GAME ON DNA-VP LOU BRANNICK GLENDALE, AZ 109.00 5. ATCH-X CH BONFIRE'S FAST & THE FLURIOUS STDd OTDcs RNC RNX RM PAMELA BRYANT-MEEKS BURLESON, TX 100.00 6. ATCH-II CHAKRA'S CINDY LOU WHO STDs DNA-VP CINDY MAULLER PEORIA, AZ 98.00 7. ATCH-II LAKEHILLS BOURNE TO RUN BAMBI ELLIS CHINO VALLEY, AZ 95.00 8. ATCH-II CH SLYDROCKS ONCE YOU GO BLACK DNA-VP ELIZABETH NEUMAN BEASLEY, TX 93.00 9. ATCH-III N STAR ZEMMA MOOOVES EWE PAUL KIRK MIKE OMARTIAN MARY M FINLEY NORTHRIDGE, CA 89.00 10. ATCH-II RTCH DALLY UP CINCHED & READY @ 5Y RTX DNA-VP CLAUDIA YEARSLEY EVERGREEN, CO 88.00 11. ATCH-IV ELFSPRING SUNDANCE KID LF-N SUZANNE MORLOCK CHICO, CA 87.00 12. ATCH SCOTTY SPRINGS SILVER SAGE GS-E-SP JS-E-SP RA DNA-VP JEAN H DANVER LOS ALTOS HILLS, CA 85.00 13. ATCH-IV CHUKKER'S MOST WANTED RN DNA-VP WENDY CERILLI GREENWICH, NY 84.00 14. ATCH-VI UPROAR'S MAKE MINE A GUINNESS NANCY L. BAKER WOODSTOCK, IL 82.00 15.
    [Show full text]
  • Japanese Folk Tale
    The Yanagita Kunio Guide to the Japanese Folk Tale Copublished with Asian Folklore Studies YANAGITA KUNIO (1875 -1962) The Yanagita Kunio Guide to the Japanese Folk Tale Translated and Edited by FANNY HAGIN MAYER INDIANA UNIVERSITY PRESS Bloomington This volume is a translation of Nihon mukashibanashi meii, compiled under the supervision of Yanagita Kunio and edited by Nihon Hoso Kyokai. Tokyo: Nihon Hoso Shuppan Kyokai, 1948. This book has been produced from camera-ready copy provided by ASIAN FOLKLORE STUDIES, Nanzan University, Nagoya, japan. © All rights reserved No part of this book may be reproduced or utilized in any form or by any means, electronic or mechanical, including photocopying and recording, or by any information storage and retrieval system, without permission in writing from the publisher. The Association of American University Presses' Resolution on Permissions constitutes the only exception to this prohibition. Manufactured in the United States of America Library of Congress Cataloging-in-Publication Data Nihon mukashibanashi meii. English. The Yanagita Kunio guide to the japanese folk tale. "Translation of Nihon mukashibanashi meii, compiled under the supervision of Yanagita Kunio and edited by Nihon Hoso Kyokai."­ T.p. verso. "This book has been produced from camera-ready copy provided by Asian Folklore Studies, Nanzan University, Nagoya,japan."-T.p. verso. Bibliography: p. Includes index. 1. Tales-japan-History and criticism. I. Yanagita, Kunio, 1875-1962. II. Mayer, Fanny Hagin, 1899- III. Nihon Hoso Kyokai. IV. Title. GR340.N52213 1986 398.2'0952 85-45291 ISBN 0-253-36812-X 2 3 4 5 90 89 88 87 86 Contents Preface vii Translator's Notes xiv Acknowledgements xvii About Folk Tales by Yanagita Kunio xix PART ONE Folk Tales in Complete Form Chapter 1.
    [Show full text]
  • Menelik Shabazz • Havana, Rotterdain Filin Festivals L.A
    Menelik Shabazz • Havana, RotterdaIn FilIn Festivals L.A. FilInInakers • Latin-African Cooperation $2.25 o 0 0 0 0 0 0 0 a 00000000000000 DOD 0 000 000 000 0 0 000 BL_- K LM BII IIlW o 0000000000000 000 0000000000000000000 000 0 0 Vol. 2 No.2 Published Quarterly Spring 1986 POSITIVE PRODU TIONSJ I -s BY OFFERING THREE SEPERATE OPPORTUNITIES TO SEE NEW FILMS BY AFRICAN AND AFRICAN AMERICAN FI~KERSJ TAKE WORKSHOPS IN DIRECTING AND SCRIPTWRITING AND HEARING PANEL DISCUSSIONS ON AFRICAN AND AFRICAN AMERICAN FIUMMAKING EVENTS AFRlCAN·FtLM.M1NI SERIES FoURTH ANNUAL BENEFIT FILM BIOGRAPH HEATRE FESTIVAL MARCH 3-6 SLM1ER OF 1986 "BRIDGES -A RETROSPECTIVE OF AFRICAN AND AFRICAN PMERICAN CINEMA" - FALL 1986 PMER lCAN FI I..M INST IlUTE FOR MORE INFORMATION CALL 529-0220 African and African American MYPHED UHF ILM 8 1 INC. filmmakers are struggling to make their points of view known o African-American families are struggling to find media relevent to their own experiences s We are working to bring thes~ two groups togethero We distribute films nationally and internationally (members of the Committee of African Cineaste: For the Defense of African Filmmakers)o Our newest arrivals include thirteen new titles made by African film­ makers o For brochures contact: MYPHEDUH FILMS, INC o 48 Q Street NGE o Washington DoC. 20002 (202)529-0220 p_ln.TIlE DlSlRJCJ Of COL1JIB1I 3 BLACK FILM. REVIEW 110 SSt. NW washington, DC 20001 Editor and Publisher Contents David Nicholson Goings On Consulting Editor Independent films at the Rotterdam Festival; actors' unions meet on Tony Gittens (Black Film Insti­ employment issues.
    [Show full text]
  • Cinema Studies: the Key Concepts
    Cinema Studies: The Key Concepts This is the essential guide for anyone interested in film. Now in its second edition, the text has been completely revised and expanded to meet the needs of today’s students and film enthusiasts. Some 150 key genres, movements, theories and production terms are explained and analysed with depth and clarity. Entries include: • auteur theory • Black Cinema • British New Wave • feminist film theory • intertextuality • method acting • pornography • Third World Cinema • War films A bibliography of essential writings in cinema studies completes an authoritative yet accessible guide to what is at once a fascinating area of study and arguably the greatest art form of modern times. Susan Hayward is Professor of French Studies at the University of Exeter. She is the author of French National Cinema (Routledge, 1998) and Luc Besson (MUP, 1998). Also available from Routledge Key Guides Ancient History: Key Themes and Approaches Neville Morley Cinema Studies: The Key Concepts (Second edition) Susan Hayward Eastern Philosophy: Key Readings Oliver Leaman Fifty Eastern Thinkers Diané Collinson Fifty Contemporary Choreographers Edited by Martha Bremser Fifty Key Contemporary Thinkers John Lechte Fifty Key Jewish Thinkers Dan Cohn-Sherbok Fifty Key Thinkers on History Marnie Hughes-Warrington Fifty Key Thinkers in International Relations Martin Griffiths Fifty Major Philosophers Diané Collinson Key Concepts in Cultural Theory Andrew Edgar and Peter Sedgwick Key Concepts in Eastern Philosophy Oliver Leaman Key Concepts in
    [Show full text]
  • Fairy Inc. Sheet Music Products List Last Updated [2013/03/018] Price (Japanese Yen) a \525 B \788 C \683
    Fairy inc. Sheet Music Products list Last updated [2013/03/018] Price (Japanese Yen) A \525 B \788 C \683 ST : Standard Version , OD : On Demand Version , OD-PS : Piano solo , OD-PV : Piano & Vocal , OD-GS : Guitar solo , OD-GV : Guitar & Vocal A Band Score Piano Guitar Title Artist Tie-up ST OD ST OD-PS OD-PV ST OD-GS OD-GV A I SHI TE RU no Sign~Watashitachi no Shochiku Distributed film "Mirai Yosouzu ~A I DREAMS COME TRUE A A A Mirai Yosouzu~ SHI TE RU no Sign~" Theme song OLIVIA a little pain - B A A A A inspi'REIRA(TRAPNEST) A Song For James ELLEGARDEN From the album "BRING YOUR BOARD!!" B a walk in the park Amuro Namie - A a Wish to the Moon Joe Hisaishi - A A~Yokatta Hana*Hana - A A Aa Superfly 13th Single A A A Aa Hatsu Koi 3B LAB.☆ - B Aa, Seishun no Hibi Yuzu - B Abakareta Sekai thee michelle gun elephant - B Abayo Courreges tact, BABY... Kishidan - B abnormalize Rin Toshite Shigure Anime"PSYCHO-PASS" Opening theme B B Acro no Oka Dir en grey - B Acropolis ELLEGARDEN From the album "ELEVEN FIRE CRACKERS" B Addicted ELLEGARDEN From the album "Pepperoni Quattro" B ASIAN KUNG-FU After Dark - B GENERATION again YUI Anime "Fullmetal Alchemist" Opening theme A B A A A A A A Again 2 Yuzu - B again×again miwa From 2nd album "guitarium" B B Ageha Cho PornoGraffitti - B Ai desita. Kan Jani Eight TBS Thursday drama 9 "Papadoru!" Theme song B B A A A Ai ga Yobu Hou e PornoGraffitti - B A A Ai Nanda V6 - A Ai no Ai no Hoshi the brilliant green - B Ai no Bakudan B'z - B Ai no Kisetsu Angela Aki NHK TV novel series "Tsubasa" Theme song A A
    [Show full text]
  • Rock Album Discography Last Up-Date: September 27Th, 2021
    Rock Album Discography Last up-date: September 27th, 2021 Rock Album Discography “Music was my first love, and it will be my last” was the first line of the virteous song “Music” on the album “Rebel”, which was produced by Alan Parson, sung by John Miles, and released I n 1976. From my point of view, there is no other citation, which more properly expresses the emotional impact of music to human beings. People come and go, but music remains forever, since acoustic waves are not bound to matter like monuments, paintings, or sculptures. In contrast, music as sound in general is transmitted by matter vibrations and can be reproduced independent of space and time. In this way, music is able to connect humans from the earliest high cultures to people of our present societies all over the world. Music is indeed a universal language and likely not restricted to our planetary society. The importance of music to the human society is also underlined by the Voyager mission: Both Voyager spacecrafts, which were launched at August 20th and September 05th, 1977, are bound for the stars, now, after their visits to the outer planets of our solar system (mission status: https://voyager.jpl.nasa.gov/mission/status/). They carry a gold- plated copper phonograph record, which comprises 90 minutes of music selected from all cultures next to sounds, spoken messages, and images from our planet Earth. There is rather little hope that any extraterrestrial form of life will ever come along the Voyager spacecrafts. But if this is yet going to happen they are likely able to understand the sound of music from these records at least.
    [Show full text]
  • 307429678.Pdf
    rsstetttefc ;}jf to REV. EGERTON RYERSON 770,3 6OOO CHINESE CHARACTERS WITH JAPANESE PRONUNCIATIO AND JAPANESE AND ENGLISH RENDERINGS BY J. IRA JONES, A.B. H. V. S. PEEKE, D.D. KYO BUN KWAN TOKYO CONTENTS PAGE PREFACE ... ... ... ... ... v-vi INTRODUCTION vn-ix TABLE OF SOUNDS PRODUCED BY CERTAIN COMBINATIONS OF TWO OR MORE LETTERS OF THE kana ... ... ... ... x LIST OF THE 214 RADICALS ... ... ... XI-XX DICTIONARY 1-212 I.IST OF CHARACTERS WHOSE RADICALS ARE OBSCURE ... ... ... ... ...213-219 LIST OF USEFUL GEOGRAPHICAL NAMES 22O-223 PREFACE. Some years ago the present writer discovered a small Chinese- Japanese dictionary containing five thousand characters. It was fairly well printed, was portable, in fact just what he wanted, but it was nearly out of print. He was fortunate enough to obtain a dozen copies in an obscure book-shop, and made it a practice to pre- sent a copy to young missionaries of special linguistic promise. One of these books was given to Rev. J. Ira Jones, a student missionary at Fukuoka. When Mr. Jones took up the study of the Chinese characters in earnest, he applied the index principle to the little dictionary. There was nothing original in indexing the side margin with numbers for the sets of radicals from one stroke to seventeen. But the indexing of the lower margin for the radicals themselves, thus subdividing the side indexes, deserves the credit of a new invention. By the first, the time required for finding a it addi- character was cut one fourth ; by the second, was reduced an tional two fourths.
    [Show full text]
  • Colorblindness, a Life: Race, Film and the Articulation of an Ideology by Justin Daniel Gomer a Dissertation Submitted in Parti
    Colorblindness, A Life: Race, Film and the Articulation of an Ideology By Justin Daniel Gomer A dissertation submitted in partial satisfaction of the requirements for the degree of Doctor of Philosophy in African American Studies in the Graduate Division of the University of California, Berkeley Committee in charge: Professor Leigh Raiford, Chair Professor Ula Y. Taylor Professor Darieck Scott Professor Scott Saul Spring 2014 © 2014 by Justin Daniel Gomer All Rights Reserved Abstract Colorblindness, A Life: Race, Film, and the Articulation of an Ideology by Justin Daniel Gomer Doctor of Philosophy in African American Studies University of California, Berkeley Professor Leigh Raiford, Chair My dissertation, entitled, “Colorblindness, A Life: Race, Film, and the Articulation of an Ideology,” offers a political and cultural biography of the racial ideology of colorblindness from its emergence as a coherent racial ideology in the years after the civil rights movement to its dominant influence in social policy in the 1990s. Most importantly, the project reveals the manner in which colorblindness became the racial project of neoliberalism. This elaboration of colorblindness as an ideology and cultural form is best understood through an examination of film during the period of my study. Beginning in the second-half of the 1970s, Hollywood developed its own set of filmic aesthetics, narratives, and tropes that advocated colorblindness. Moreover, Hollywood was not only central to the articulation of the ideology, it also depended upon colorblindness in the New Hollywood era. In the post-civil rights era, then, colorblindness, neoliberalism, and film are constitutive of and inextricable from one another. The project illustrates three key themes.
    [Show full text]