Activity Book on Elementary Japanese for Teachers (Compiled by the Japanese Foundation)

Category: Vocabulary

1-1Activity

Please Listen!Time

Understanding instructions and Form making the appropriate gestures.

Expressions

The teacher gives instructions as in the Model Text and the students make the appropriate gestures as shown in the illustrations. At rst, give the instructions slowly but gradually increase the speed.

Model Text

a

b

c d 5

e

f

2

a.

b.

c.

d.

e.

f.

1

Increase the number of instructions you teach. Refer to Appendix-1 Expressions Used in the Classroom.

To the Teacher Once the students understand these instructions, you can add others. When you practise a variety of instructions in the classroom, the students get a chance to move around and this can be used to give them a break in their routine.

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1-2Activity

NumbersForm Time

Learning the words for Greetings and Numbers by using a song and the game, Bingo.

V01Time

1 1 2 Expressions

(1) The Song Sing the song in the Model Text to learn the words for numbers and greetings. (2) Bingo A sample Bingo grid.

1. In their exercise books, students draw a grid three squares across by three squares down. 2. The students choose nine numbers from 1 - 12 and write them one by one in their grids in any order. 3. The teacher calls out various numbers between 1 -12 and the students cross those off when they see them on their grid. 4. When a student has crossed off three in a row (either across, down or diagonally), he/she calls out, Bingo! 5. The student who called outBingo!must then read out the numbers that he/she has in a row.

4

Model Text

1

Second verse: (The same as the rst three lines in (1))

Get the students to say instead of . To the Teacher (1) The Song When you practise the song, note that some beats have one syllable and some have two. The polite forms ofandareand . (2) Bingo Bingo is the generic name for all games like the one described here. Bingo can be used to practise vocabulary and patterns other than numbers. In this Activity Book, you can also nd 3-5 Adjective Bingo and 6-1 form Bingo.

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Category: Sentence Pattern

1-3Activity

What is your favourite number?Form Time

Saying what your favourite numbers are.

S02 N P01 (and)

1 1 2

1. Divide the class into groups of 4 or 5 people. 2. Each student says his/her favourite number (choosing from numbers between 1 and 12). The student must say the number in Japanese. 3. The others in the group listen to the numbers and write sentences in their exercise books like those in Model Text (1). 4. T h e s t u d e n t s l o o k a t e a c h o t h e r s exercise books and correct any mistakes.

5. One person from each group makes an oral presentation to the class telling who in his /her group liked which numbers. The presentation should follow the pattern in Model Text (2). 6. The others in the class listen and make notes about who liked what numbers and how many people like those numbers. 7. The teacher and the students check the accuracy of what people have recorded in their exercise books.

6

Model Text(1) In the students notebooks

1

A 1 B 1

C 5

D 1 1

8 (2) Oral Presentation

A B 1 C 5 D 1 1 8

Add up how many people like each number and put those numbers in rank order.

To the Teacher Tell the students: Use after other peoples names. Do not use it after your own name. You can also use after boys names.

Use after the teachers name. and can be used after both rst names and surnames. E.g. can be called or. This activity can also be used to practise any Japanese words for food, sports, etc. that the students are familiar with.

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Category: Sentence Pattern Vocabulary

1-4Activity

What is the time?Form Time

Guessing what time your partner is thinking of.

S01N P04 V01 Time

1 1 2

1. The teacher asks the students to write down what time they leave the house in the morning. 2. The students form pairs (A and B). 3. They guess what time their partner has written, using the patterns in the Model Text.

4. If A guesses correctly, he/she can then look at what A has written to check. 5. A and B change roles.

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Model Text

1

A:

6

B: 6 A: 7

B: 7 A: 7

B: 7

(1) Use other things such as the time you arrive home in the evening, the time you eat dinner and so on.

(2) Make this exercise into a competition where the person who asks the fewest questions to get the right answer is the winner.

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1-5Activity

What is your favourite thing?Form Time

Saying what you like.

S01N S02N P01 (and) P04

1 1 2

Expressions

Initiating a conversation

1. The teacher writes the following on the blackboard in English:

3. The students form groups of 4-5 and interview each other using the patterns in Model Text (1). (They can use English to

1colour 2food 3numbers

express the things that they like but they must use Japanese for the numbers.) 4. When the students nish interviewing each other in groups, a representative from

2. The students think about what colours, food and numbers they like.

each group asks the whole class questions using the patterns shown in Model Text (2). Students from the other groups try to guess which person he/she is talking about.

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Model Text(1) Interview

1

A: B 1 B: 1

A: 2 B: 2

A: 3 B: 3 6 A:

(2) Questions and Answers

A: 6 D: C A: C D: B A: B (Where the words are underlined, English can be used instead.)

Change the conversation in the interview as follows:

A B (Try not using the subject after the first round.)

AB B

To the teacher When you want to practise without using English, write several words on the blackboard in Japanese and the students can answer by choosing the ones they like from those words. For example: You can change the topic of your questions freely. For example, you could use . and As answers could also be: .

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Category: Listening Comprehension Conversation

1-6

Introducing Myself Form Time

Listening to a self-introduction on Activity tape and answering questions. Making your own self-introduction.

S01N S02N P01 (and) P03

* *

* *

* Expressions

Making a self-introduction

(1) Listening 1. Look at the pictures, and think about what sort of people are in pictures A - D. 2. Listen to the tape and choose from the pictures which one is making each self-introduction. 3. Listen to the tape again and fill in the brackets on the task sheet. Listen to the self-introductions one at a time and check each answer before you move on.

(2) Conversation 1. Divide the class into groups of 4 - 5 people. 2. The people in each group take turns introducing themselves.

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Model Text

1

: 1

: 2

: 2

: 3 Answers: -C -A -D -B

13

Task Sheet

:

:

:

:

You can use the exercises below as listening tasks instead of using the cloze exercise in the Task Sheet. (1) Answer True/False questions on the content of the introductions ( or ). (2) On a chart add the following information about each person: name and school level, and things that they like.

(3) You can ask about the name, school level and likes of each person in either Japanese or English. (4) Summarise each persons self-introduction in English.

To the teacher Explain the usual format for introducing yourself in Japanese. 1. Use when meeting someone for the rst time. 2. Give your name. 3. Give the type of school you attend and your year level. 4. Say what you like or what your hobbies are. 5. Finish with .

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A

B

1

C

D

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1-7

What time do you get up? Form Time

Asking and answering Activity questions about when someone gets up.

P02 (point of time) P04 V01Time

1 1 2

*

Listening to what someone has to say and asking the speaker to add more information Checking that you have heard correctly. Providing feedbackfor the speaker.

(1) Listening 1. The students listen to the tape and make notes about when the speaker gets up or goes to bed. 2. The teacher checks with the students whether their notes are correct or not. (2) Interview 1. The students form pairs and ask each other what time they get up and what time they go to bed. 2. The teacher asks 2 or 3 of the students the same sorts of questions as in Instruction 1. When asked, a student should reply giving his/her own

information as well as his/her partners information. 3. The teacher asks in English,Who in this class gets up earliest?The student who thinks his/her partner is the person who gets up earliest in the class replies in Japanese

. . . . This way you can nd out who is the earliest person in the class to get up. In the same way, you can nd out who in the class gets up latest, who goes to bed earliest and who goes to bed latest.

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Model Text

14

(1) Tapescript

:

1

:

: 1

: 8

: 1 :

:

: 12

:

2

:

: 7

5

:

: 4

:

: 4 : 4 : 4

: 9 :

3

:

: 11

: 9 : 9 : :

:

: 6

(2) Interview

A: B

NB = interviewer

B: 7

A:

B: 11

Students present their ndings of the interviews to the class and, as a class, the students make a graph showing the times when people in the class get up and when they go to bed.

To the teacher During this exercise, the students can also ask one another in English reasons for why they get up or go to bed early or late, etc. so that they can get to know each other better. They might answer with reasons like: because they live nearby or far away; they need to sleep for a long time; they watch TV till late at night, and so on.

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2-1Activity

Things in the classroomTime

Remembering what objects you Form have seen and writing them down.

Pictures of objects or the real things.

1. Get the students to look at Picture (1) and check that they know the names of all the things they see.

2. Choose one of the pictures from (2) to (4). The students then look at it for 30 seconds, try to remember as many of the things that they saw in the picture and write them down in Japanese.

(1) Make it a competition between individuals or teams. The person or team with the biggest number of correct words is the winner. (2) W h e n m a k i n g t h i s e x e r c i s e i n t o a competition it is important to mark for the correctness of spelling.

(3) First of all, make a list of the names of the objects. Then, after looking at the picture, the students draw beside those that were in the picture, and beside those that were not in the picture. It then becomes a simpler exercise.

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2

19

Category: Sentence Pattern Conversation

2- 2Activity

Do you have a pen?Form Time

Borrowing things you need.

S03V S05N N

*

Expressions ) Initiating a conversation Making an appropriate response

1. The students form pairs and prop up things like exercise books or le books between them on the desk so that they cannot see what is on their partners desk. 2. One of the students puts out three things, such as a pen, a pencil and a rubber on top of the desk. 3. In order to borrow something from B, A must ask,

4. If A has that thing, he/she replies he/she doesnt have that particular If thing, he/she replies 5. A and B change roles.

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Model TextA: B: A: A: B: To the Teacher When A says, it is to attract the attention of the other person. When B speaks for the rst time, he/she also saysbut here it is to express an apology for not having the thing that his/her partner wants. can be used when you want to borrow something as well as when you want to be given something such as a piece of note paper. Theofis often omitted, so the students can practise with theleft out as well.

2

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2- 3Activity

On, Under, BesideForm Time

Understanding position words and making appropriate gestures.

The teacher says the position words and the students make appropriate gestures as illustrated in the pictures.

Model Text

22

When the students are familiar with these position words, they can practise in the following ways: (1) One student takes the role of giving the instructions.

(2) The students form pairs or groups and decide who will give instructions and who will make the gestures.

2

To the Teacher If you do this exercise to taped music with an easy tempo, it can be used as a warm-up exercise at the beginning of class or as an exercise to give the students a short break in their normal routine.

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2- 4Activity

Beside MeForm Time

Describing where someone is. Listening to descriptions of where things are.

S03V S05N N P05 P07location

1. In their exercise books, the students draw a grid which is three squares by three squares and a picture of a blackboard as illustrated in Picture (1). 2. Each student writes the middle in square of the left-hand column. Then he/she writes the names of eight people in the remaining squares. 3. The students then draw another grid which is three squares by three squares. They writein the same place as in Instruction 2, but leave the remaining eight squares blank.

4. The students form pairs and one person in the pair describes to the other where people are sitting according to where he/she wrote their names in the grid. For this part of the exercise, you must think of the squares close to the blackboard as being the front, and the squares which are furthest away from the blackboard as being the back. The other person listens to the descriptions of where people are, and lls in the blank squares with the names of those people. 5. When the first person has finished describing where people are, he/she can let the partner compare the charts to check the answers. 6. The students change roles and repeat the exercise 4 or 5 times.

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Model Text

2

(1) Practise using the following sentence patterns: A: (use your partners name)

(3) Make the grid into a school building as in Picture (2) and practise using and . Refer to the words used in 2-10 My School.

B: (2) Each student writes a description and exchanges it with his/her partner so that the partner can fill in a chart. This way, the students can also practise reading and writing.

Picture (1)

Picture (2)

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2- 5Activity

What is that?Form Time

Asking questions and answering them about what is represented in a sketch.

V02

1. The teacher draws a large square on the blackboard.

4. The students form pairs and, in their exercise books, draw a big square, using that to represent different things and hold a conversation in the same way as in the Model Text. The picture can represent anything they want it to. They can answer using Japanese for the words that they know, or using English for the words that they do not know. 5. They can draw circles or triangles and have conversations in the same way.

2. The students ask, 3. The teacher draws another square inside the first big square and, underneath the smaller square or to one side of it, draws some switches.

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Model Text

A: B:

2

When A asks, B always , answers and makes it into a picture of something completely different.

To the Teacher When the word is one that the student has not learned yet, he/she may use English. Examples of things that can be drawn with a triangle are: a point of a pencil, a sandwich, a sail on a yacht, a sh tail, a roof and so on. Examples of square things are: a blackboard, an exercise book, a desk, a book, a tape recorder and a tape. Examples of round things are: a clock, a pond and so on.

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2- 6Activity

Whose is it?Form Time

Looking for the owners of some items of stationery.

P05 V03

( )

Expressions( ) Making an appropriate response

1. The students form groups of 4 or 5 people. 2. Each group member takes two items of stationery of his/her own and puts them in a pile in the centre. Each student then takes two items of stationery which do not belong to him/her. 3. They decide who will be A and start. That person then shows the group one of the items of stationery he/she has taken and asks who it belongs to.

4. When the person who owns that stationery (B) replies A gives the , stationery back to him/her. 5. B takes the stationery from A and says 6. B then shows the group one of the two objects he/she has and asks who it belongs to. 7. In this way the student who gets his/her stationery back each time becomes the next person to ask a question and continues the practice.

Model TextA: B: A: (handing it over to B) B: 28

Practising using . Variation on the Instructions Refer to Pictures 1-4 below. The instructions are the same as far as No. 5.

7. B shows that item of stationery to the group and asks, . . . (Picture 4) 8. C says and B hands it over, saying C accepts it, saying . 9. B points to the thing that C had, asking . . . And the game continues in this way.

2

6. When A gives back the item of stationery to B (Picture 2) , he/she points to the thing that B had and asks, . . . B answers, (Picture 3)

To the Teacher The in this exercise is not an afrmative answer, but is what you say when you are handing something to someone.

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2- 7Activity

Where is it?Form Time

Asking and answering about where real things are in the classroom.

S03V S04N N P05 P07 (location)

( )

* *

Expressions

1. The teacher borrows from Student A one item of stationery such as a pen or rubber. 2. The teacher then hands that item to Student B. 3. Students other than Student B close their eyes and Student B hides that item of stationery somewhere.

4. Student A asks Student B where he/she has put his/her stationery. 5. Student B answers. 6. The teacher nominates Student C. Student C finds the item and returns it to Student A.

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Model TextA:

B: C: (getting As pen and handing it to him) A:

2

(1) When the students are familiar with the exercise, you can borrow items of stationery from as many as ve students at once, and have the same number of students as the number of items take the role of Student B.

(2) Only Student A closes his/her eyes and the other students watch where B puts the object. Student A nominates the student who is to tell him/her where the object is.

To the Teacher As in Instruction No. 3, the other students close their eyes and are quiet so that they dont make a noise until Student B has hidden the object and returned to his/her seat. Students can useandas well, but becauseor does not give a clear idea of where things are, it is better not to use them. However, are possible. or

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2- 8Activity

Is the book on the desk?Form Time

Asking and answering about where things are while looking at a picture.

S03 V S04 N N P05 P07 (location)

* *

) ) ( (

Pictures of the classroom (2 for each student)

1. Revise the names of the things you will draw in the picture and the words which denote position. 2. As a class, decide which things (objects such as a clock, a pencil) will be drawn into the picture. 3. Give out two pictures of the classroom to each student. Students draw the items they decided on in Instruction 2, placing them wherever they like on one of the pictures. They can either draw the picture or write the word. At this stage, they do not write on the other picture.

4. The students form pairs. One student asks his/her partner about where the various items are, using the patterns in the Model Text. The student who is listening then draws or writes in that item in the appropriate position on the second blank picture. 5. When one student has finished listening, he/she can check whether or not he/she has understood correctly by comparing his/her picture with the speakers. 6. The speaker and listener change roles and repeat the exercise.

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Model Text

A: B:

2

A: B: A: B:

You can turn this exercise into a competition where the first pair to finish with all items drawn onto their pictures in the correct places is the winning pair.

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2- 9Activity

There is a bag on the deskForm Time

Listening to a description of where things are and choosing the picture that matches.

S03V S05N N P05 P07 (location)

Listen to the tape and write the number of the sentence you heard in the square on the picture.

Model Text

(On Tape)

1

2

3

4 5 6

7

34

2

Answers: B-4C-1D-3E-5F-7G-2H-6

Either the teacher or a student can choose one of the eight pictures and say the sentence which matches it. The other students say which picture they think it is, choosing from Pictures A~H.

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Category: Conversation

2-10Activity

My SchoolForm Time

Showing someone around your school.

S03V S04N N P05 P07(location) V04

A real map of the school

( ) * *

* *

* *

Starting a conversation Checking that you have heard correctly Giving the listener feedback Ending a conversation (

Expressions

1. The teacher makes a map of the school and checks that the students know the names of the different rooms and where those rooms are in Japanese. 2. Each student draws his/her own school map. 3. The students form pairs. One takes the role of guide, and the other takes the role of a visitor to the school. Theguide shows the visitor (his/her partner) around the

school. To make it seem like two people are walking around, they trace their route on the map with two pens. 4. As they pretend to move around the school, the student playing the visitors

role asks questions like . . . The student playing the role of guide answers these questions with

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Model Text

2

A:

B:

A: B: A:

B:

A: B: A: (A: guide, B: visitor)

37

Describing your school. Instructions 1. The students draw a map of a school in their exercise books. 2. They form pairs, and one describes his/her school using the sentence pattern, as in the Model Text below. When one student has nished explaining, the listener asks questions about the school, such as

Variation on the Model Text Guide :

Visitor : Guide :

and

To the Teacher With this exercise, the speaker and the listener each useaccording to his or her own perspective. The answer to is, but is also correct. Refer to S01 N in the Grammar Notes. As the names and uses of classrooms vary from country to country, you can change them to suit your own country. When drawing a map of a school, encourage students to include anything they like. You can make it more like a real school map by describing in English the special features of some rooms and things they can do at their own school, etc. Students can take someone on a real guided tour of the school instead of practising with a map.

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2-11Activity

Going, Coming, ReturningForm Time

Choosing the verb which is appropriate to the text.

S03V P06

*

1. In this exercise, you always talk from the point of view of where you are now. Check that the students know which place they are in. (E.g. We are now in the classroom/ at school/ in our country.) 2. The teacher says each sentence as in the Model Text as far as . 3. The students say the verb that correctly nishes each statement.

4. Practise changing the words in Model Text 1-4 to these below:

1 2 name of your country

3 4 name of your school

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Model Text

1 2

2

3

4 name of the students country) 5

You can prepare a worksheet with partial sentences containing written on it and the students can practise choosing the missing verb by themselves and writing it onto a worksheet.

To the Teacher It is easier to explain where you are if you use pictures or photographs of a school, home, the library, your own country, Japan, etc.

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3-1Activity

How much is it?Form Time

Asking and answering about price.

V05Numbers

Checking that you have heard correctly

Paper (refer to Instructions)

1. The students form pairs and the teacher gives each pair a sheet of paper. 2. Each pair cuts the paper to make 11 cards of the same size. They make one set with the numbers 0-9 and written on the cards. 3. They put the card withwritten on it on the right hand side of the desk.

6. The other person takes four cards from the top and puts them in a row with the card on the right-hand side. That student answersas in the Model Text. 7. The student who asked the price writes down in his/her exercise book the price that he/she hears. 8. Then that student asksas

in the Model Text to check that the number he/she wrote down is the same as the cards.

4. Then they shufe the numbered cards and put them in a pile face down. 5. One person in the pair asks

9. The students return the cards to the pile, re-shuffle them, change roles and repeat the exercise.

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Model TextA:

B: A:

7 7

5 5

8 8

3 3

7

5

8

3

B:

3(2) Decide on how many times you will repeat the exercise, keeping a note of the various amounts. The winner is the person with the highest total.

(1) Change the number of cards and practise larger and smaller numbers.

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Category: Vocabulary Sentence Pattern

3-2

How many do you want? Form Time

(1) and (2) - Learning counters. Activity (3) Saying what items you want to buy and how many.

S08N P08direct object marker V05Numbers V06Counters

( )( )

*( )

( * ( ) ) ) ( * * *

a) Enlarged versions of the pictures ( a t t a c h e d t o t h e M o d e l Te x t ) o r realia which illustrate the Vocabulary Required for use in Instructions (1) and (3). b) Number cards with numbers 1 10.

(1) Counter Exercise A 1. The teacher chooses one picture card (or realia item) and one number card and shows them to the students. 2. The students respond by saying the number with the appropriate counter.

(2) Counter Exercise B 1. Students form pairs. 2. One of the pair puts both hands behind his/her back and puts out some ngers,

asking . The other student must guess how many ngers his partner has out.

eg. 3. The teacher repeats this with other pictures (realia) and other numbers.

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(3) Sentence Pattern Practice 1. The teacher draws the chart below on the blackboard. The students draw the same chart in their exercise books. The words in the top row can be written in English or drawn as pictures. If you want to have the students practise a lot, increase the number of columns. 2. In the column markedthe students write down items which use the counter above or the name of a food and a number. For example, they write things like: , etc.

3. O n e b y o n e , t h e s t u d e n t s m a k e sentences as in the Model Text, using the sentence pattern 4. The other students listen to what each student says in Instruction 3 and then write the name of the student, the objects and the number of each in their own exercise books. 5. The person who said the sentence writes his/her own name, the items and the number of each on the chart on the blackboard, and the other students in the class check whether they were correct or not.

3

A. thin, at things

B. long narrow things/tapes

C. books, magazines 3

D. small objects, (used when buying food in shops) 5

2

1

Model Text

45

46

(1) Counter Exercise A Students form groups or pairs and take turns at taking the role of: a) the person who indicates the object plus the number, and b) the person who responds by saying the number and the appropriate counter. (2) Counter Exercise B Change the exercise to ,, etc.

(3) Sentence Pattern Practice Change . . . to the pattern,. . .

3

To the Teacher Refer to Appendix-5 Counters at the end of the Grammar Book. (2) Counter Exercise B is a Japanese childrens game called(How many horns has the deer got?) (1), (2) and (3) are different exercises which practise the use of counters. The teacher should choose which ones the students are to practise using. It is not necessary to use them all.

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3-3Activity

Ill have a hamburger, pleaseForm Time

Asking for something to eat or drink and responding to similar orders.

P08(direct object marker) P10 V05Numbers V06Counters

* * * * *

*

Checking that you have heard correctly Developing a conversation based on what the other person has said

1. Form groups of 3 or 4 people. 2. Looking at the menu, one person asks the others in the group what they would like to eat, as in the Model Text. The other group members look at the menu and say what they will have.

3. After everyone has said what he/she will have, check that you have noted correctly what everyone has ordered and how many of each food item is needed. 4. In the same way, ask what people will drink and check amounts.

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Model Text

A: B:

C:

D:

A:

3

BCD:

A: B:

C:

D:

A:

BCD:

menu

To the Teacher The conversation in this exercise is a way of working out everyones orders and conrming them when you are going to have a meal together as a group. You can write the items and prices of the menu on the blackboard as well.

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3-4

At the Hamburger Shop Time

Listening to a conversation at a Activity Form hamburger restaurant. Ordering and taking an order at a restaurant.

S08N P08 (direct object marker) P09 (price per unit) P10

* * * *

*

V05Numbers V06Counters

Expressions

( )

Making an appropriate response Checking that you have heard correctly

(1) Listening 1. Listen to the conversation on the tape and write down the order and the cost.

order and the other student takes the part of the customer and they role-play giving and taking orders in a restaurant. The customer must order at least two

(2) Conversation 1. The teacher writes on the blackboard a menu from a fast food restaurant as in 3.3 Ill have a hamburger, please. 2. The students form pairs. One student takes the part of the person taking the

food items and at least two drinks. 3. The students change roles and have the conversation again. 4. When the pair practice is nished, the teacher elects one pair to do their role play in front of the class.

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Model Text

(On Tape)

(1) A:

B:

A: B:

3

calculating the amount610 A:

B: handing over the money A: receiving the moneyThe shop assistant hands the food to the customer. The customer receives the food.

(2) A:

C:

A: C:

A: 930 C: A: (A = shop assistantB and C = customers)To the Teacher Thein lines 4, 6 and 9 of both (1) and (2) are all part of the usage of Responding in Conversation Conventions. The on line 8 is what you say when you are handing over money or goods.

can also be expressed as It is easier to do this role-play if you use small props. You can use paper rolled into balls and put into small paper bags for food and you can use paper cups for drinks. Have a tray ready to use as well. If it is too difcult to remember a lot of phrases, and can be written on the blackboard so the students can see them while they are doing the role-play. When one pair is presenting a role-play in front of the class, get the other students to take notes of what was ordered, how many and how much it cost altogether. If it is difcult for the students to hold the conversation and to calculate the amount of money at the same time, nominate a student to keep the total and tell the person who is acting as the shop assistant.

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3-5Activity

Adjective BingoForm Time

Listening to adjectives. Modifying nouns with adjectives.

S06A AN S07A A N

*

1. On the blackboard, the teacher writes a list of more than sixteen adjectives in Japanese that the students have already learned. 2. The students draw a grid four squares by four squares in their exercise books, and write adjectives in English in the squares, choosing from the adjectives written on the blackboard in Japanese. Check that they write the correct English meanings for those adjectives. 3. The teacher reads out one adjective at a time adding . 4. If a student sees that adjective in his/her grid, he/she crosses it out.

5. When a student has a complete row of adjectives crossed out, whether it be horizontal, vertical or diagonal, he/she calls out Bingo. 6. The student who called out Bingo presents those adjectives that he/she has in a row to the class, adding a suitable noun to each one. e.g.

52

(1) If you want to stress the importance of learning characters, write the adjectives in the grid in Hiragana. (2) Instead of reading adjectives out, as in Instruction 3, the teacher can use cards with an adjective written on each one.

The students take turns taking cards and reading the characters on them aloud. (When the exercise is done in this way, it has the fun of being a game of chance rather than just being a reading exercise.)

3

To the Teacher Use nouns that the students have learned so far. For nouns like and can be used. For nouns like and (snack) can be used. For nouns like and can be used. Refer to 1-2 Numbers to see more about Bingo.

53


3-6Activity

What sort of bag is it?Form Time

Drawing a picture of a bag and describing it. Listening to a description and choosing a picture to match.

S07A AN N

( ) *

Paper for a picture like the one on the next page (one picture per student).

1. Students form groups of 5 or 6 people. 2. The teacher gives one picture of a bag to each student. 3. The students colour in the picture of the bag and make it look like a new bag or an old bag.

4. In groups, collect the pictures together, line them up on top of the desk, and take turns to ask each other questions and guess whose bag is whose, as in the Model Text.

Model TextA: B

B: A: B: A: B: 54

3

(1) Instead of bags, you can use other things such as umbrellas, chairs, as long as the students know a number of adjectives to describe that object.

(2) Depending on the number in the class, it is possible for this to be a class activity rather than group work.

55


3-7Activity

Is it new?Form Time

Asking questions and guessing what someone else is thinking about.

S06A AN

*

( )

1. Divide the class into two teams. 2. T h e m e m b e r s o f o n e t e a m h a v e a discussion among themselves and choose one object in the classroom.

3. The other team tries to guess what that object is by asking questions using the sentence structureA AN

Model Text

A:

B: A: B: A: B:

56

(1) It is possible to have three or more teams. If there are more teams, all teams guess what one team is thinking about.

(2) If there are too many objects in the classroom to choosefrom, you can limit the number of choices by using picture cards or cards from Photo Panel Collection I. Clothing, Food, Shelter, and Associated Items.

3

To the Teacher If you want to put a topic into the conversation, use . used in this instance is not pointing out something which can be seen, but is referring to something that the other person

is thinking about. e.g.

57


3-8Activity

What sort of shop is it?Form Time

Getting information about a shop and deciding whether you will go to that shop or not.

S06A AN P10

*

* Making an appropriate response ( Developing a conversation based on what the other person has said

1. Get the students to tell you the names of shops and restaurants that they often go to and write those on the blackboard. 2. Each student in turn chooses a place he/she likes and tells the class about it. 3. The students make sentences about the shops or restaurants they have chosen, using the adjectives from the Vocabulary Required and write those sentences in their exercise books.

4. Each student must then look for someone in the class who has chosen a different place from his/hers and has a conversation with that person along the lines of the Model Text. The students may look at their exercise books while they are having the conversation.

58

Model Text(1) A: B:

A: (2) C: D:

3

C:

(3) E: F:

E: (4) G: H:

G: To the Teacher andetc. are names of shops and a restaurant.

59


3-9Activity

What do you want?Form Time

Asking and answering about what you want.

S07A AN N S09N

( )

C D *

1. The students form pairs. 2. In pairs, they ask questions about what they want, as in the Model Text.

3. The students present to the class the conversation that they practised in pairs.

Model Text

A: B B: A:

B:

60

To the Teacher The in the Model Text is not indicating ownership. This indicates that a noun has been

omitted because it is understood. In this case means a small one.

3

61


4-1Activity

Which picture is it?Form Time

Choosing the picture that goes with the sentence you heard and answering with the number of the picture.

( ) ( )

( )( )

( )( * ) Pictures which represent the actions in the Vocabulary Required.

1. The teacher chooses five of the pictures from 1 to 14 and puts them up on the blackboard. 2. The teacher says a verb which matches one of those ve pictures.

3. The students hold up the same number of ngers to show that they understand which number picture is correct.

62

Model Text

1 2 3 4

8

9 10 11 12

5 6 7

13

14

4

63

64

(1) When the students have learned these phrases, they can play this game. The whole class stands up at the start, the teacher says a verb and the students choose the matching picture, just as in instructions 1 to 3, but the students who make a mistake have to sit down. The object of the game is to see who can be the last person left standing.

(2) One of the students can also take the role of the teacher and give the cues. (3) You can also make this into a game of Bingo. To see more about Bingo, refer to 1-2 Numbers.

4

To the Teacher If necessary, you can make the phrases more appropriate to the studentslives by changing toand so on.

65


4-2Activity

My DayForm Time

Asking and answering questions about everyday life.

V08

( ) ( ) Giving feedback to the speaker

Pictures which represent the actions in the Vocabulary Required.

1. In their exercise books, the students draw a grid like the one below in which they can write their days activities. 2. The students choose activities from the list below and write the letters which represent them in the grid where it says. The place where they write them should match the times when they do those activities. (For G, the students should think of an activity of their own and write it in.)

3. The students form pairs and ask their partner what time he/she does the various activities, as in the Model Text. 4. The student then writes the letter of the partners activity beside the time when he/she does it. 5. The student reports the findings of the interview back to the class.

5:00 6:00 7:00 : :

Activity List

A. B.

C.

D. E.

F. G.

66


A: B B: 7 A A: 7

B: A: 6 B B: 10

4

(2) Reporting Back

A: 6 B

10 B 7

Write the activity in Instruction 2 in Japanese sentences rather than recording them as letters. This way the exercise becomes writing practice.

To the Teacher If the activities listed here are not appropriate to the students daily lives, they can be changed for other activities.

67


4-3Activity

I have about seven hours sleepForm Time

Asking and answering questions about time in daily life.

V07Duration V08

( ) ) (

( )

1. Write the following sorts of activities on the blackboard.

2. In their exercise books, the students write the times when they do activities 1~5 in their own day. 3. The students form groups of 4 or 5 and,

1

2

using the pattern in the Model Text (1), interview each other about the times when they do the activities. 4. Then the students can work out the average time for the whole group to do those activities. 5. One of the students reports back to the class, giving theaverage times of the group, as in Model Text (2).

3

4 5 (As a class or in groups decide on another activity)

68


A: B

B: 7 A

A: 8

B: A

A: 1 B

B: 8

4

(2) Reporting Back 7

1 30 2

As a nal activity, work out the average times for the whole class.

To the Teacher If it is necessary to know how to tell the time using 10 minute divisions, teach that rst. If you want to repeat the same question to another person, you can just say.

69


4-4Activity

Alwayssometimeshardly everForm Time

Talking about and listening to statements about daily life.

S10negative

( ) (

)

1. Divide the class into groups of 5 or 6 people. Each student draws in his/her exercise book a chart like the one below. 2. The students fill in how often they do activities 1~5 in their own daily lives. (See Model Text 1.) 3. The students form groups of 4 or 5 people and interview each other as in Model Text (1) about how often they do activities 1~5 (A) 1 2 3 4 5 B

using or . Put a cross in the chart if a person doesnt do that thing at all. 4. Find out how often, in general, the group does those activities. 5. Report back to the class how often, in general, the group does things as in Model Text (2).

C

D

E

70

Model Text

(1) 1

2 3 4 5

4(2) An example of As answers

1 2 3 4 5

(3) Reporting back

C E B D

To the teacher can indicate both frequency and amount. For example, can mean both I do not eat breakfast very often and I do not eat very much for breakfast. Here we are studyingas a word of frequency, along with and .

71


4-5Activity

Where?Form Time

Choosing appropriate particles depending on the verb.

P07 (location) P11 (location)

1. Put or in the (

) of the task sheet.

2. Check your answers together as a class. 3. Think about the differences between the group of verbs which take and the group of verbs which take.

72

Task Sheet1 () 2 () 3 () 4 ()

5 ()

6 ()

7 ()

4

8 ()

9 () 10 () 11 () 12 ()

13 () 14 ()

15 () Answers : 1- 2- 3- 4- 5- 6- 7- 8- 9- 10- 11- 12- 13- 14- 15-

To the teacher Tell the students that the wordin 3 and 4 is referring to the bathroom, not the bath. When the nal verb is use or you but with other verbs you use , .

73


4-6Activity

Tanakas DayForm Time

Reading the passage after you have guessed its contents.

P11(location) P13(and) V07Duration V08

( ( ( ) ) )

( )

( )( ) *

1. The teacher writes a list of everyday activities on the board as follows.

2. Looking at this list, the students guess the times that Tanaka (a Japanese high school student) would do these daily activities and write the times down in their exercise books. 3. Read the passage about Tanakas day. 4. Put beside the correct answers.

1

: ( )

2 : ( ) 3

: ( )

4 : ( )

5 7

: ( )

6 : ( ) : ( )

74

Model Text

(On Tape)

6 5 1

2 7 11

4(1) After you have guessed what you think Tanakas routine is, use the tape to practise listening to times. (2) Look for the person who had the most correct out of 1~7. (3) The students write about their own daily routine using the patterns in the Model Text.

75

Category: Sentence Pattern Vocabulary

4-7Activity

A Typical Week in Itos LifeForm Time

Reading a passage and checking whether it matches what is in the chart.

P11(location) P12 V07Duration V08

* * * *

1. The students look at the chart and check what Itos routine is for the week. If the pictures are difficult for the students to interpret, the teacher should explain.

2. Read the text and write beside the sentences which are correct and beside those that are incorrect, according to the chart.

76

Model Text

4

1 2 7

3 6 8

4 5 6 2 Answers : 1- 2- 3- 4- 5- 6-

To the teacher In Japan, the system of a 5-day week started in 1992 when the second Saturday in every month was declared a holiday. In 1995 the second and fourth Saturdays were declared a holiday. The system was completed in 2002 when every Saturday became a holiday.

77

Category: Vocabulary Reading

4-8Activity

My FamilyForm Time

Reading a passage and looking for the picture that matches the contents of the passage.

*

* * *

Read the Model Text and match the passages to the pictures.

Model Text

(On Tape)

a.

b.

c.

d.

78

(1) 1

(2) 2

(3)

(4)

6

4

Answers: (1)-b (2)-d (3)-c (4)-a

(1) Listen to the tape and match the pictures to the passages you hear. (2) A student looks at the pictures and introduces the people in that family to someone as if he/she were a family member. (3) When the teacher has taught family terms such asand, use them instead of, etc.

(4) Boys can use instead of . (5) The students write about their own families. After that the teacher reads someones work aloud and the students try to guess whose family it is.

To the teacher If there is a student who doesnt want to talk about his/her own family, that student may write about an imaginary family. You can use Photo Panel Collection V Daily Life 5-901 White-collar worker: The Kaneko Family, 5-902 Merchant (Fish shop): The Mori Family, 5-903 Teacher: The Kimura Family, 5-904 Farmer: The Yamashita Family.

79


4-9Activity

Crossword PuzzlesForm Time

Reading the clues in Across and Down and inserting the appropriate word.

S10 . . . negative P11 (location)

*

Expressions

1. Read the clues in Across and Down and fill in each square with one hiragana character.

2. Write one character only in each square. Small characters for combination characters such as also use one square. 3. The words in the brackets are additional clues.

Model Text(1)1 5 2 3 6 4

7 10

8

9

11

80

Clues Across 2.

5. 6. 7.

9. A: B:

10. 11. ( : 5)

4

Clues Down 1. ( : 9:00)

2. 1

3.

4. 7. A:

B: 8. A:

B: 170

81

(2)1 2 3

4 7 8 9

5

6

10

Clues Across

1.

4. 8.

10.

Clues Down

1. 1 2. A: B:

3. 8 5. 11 6. A: B: 7.

8. 9.

82

(1) 1 5

2

8

3 6

9

4

7

10

11

45 2

(2) 1

4

6

3

7 8

9

10

Give the clues in English. To the teacher Because each character of an answer becomes an additional clue for another answer, tell the students to write a word into the crossword grid as soon as they know what it is. Get the students to revise the vocabulary learned so far. The crosswords can be done in pairs or in groups as well.

83


5-1Activity

What is the date?Form Time

Asking what the date is and answering.

1 12 1 31

2

1. As in the Model Text, the students practise giving the date using birthdays, special school days, national and local holiday and other such major events. (1) Special School Events The teacher tells the students about the schools special events and when they will be held. (This canbe done in English.) The students make a note of thesin their books.

(2) National and Local Holidays The teacher names a public holiday and the students respond with the date of that holiday. (3) Birthdays The students ask each other when their birthdays are and group together those who have birthdays on the same day or in the same month.

84

Model Text(1) School Events

9 8

3 20 4 7

(2) Holidays

A: B: 5 5

(3) Birthdays

A: B B: 1 2

5

The students ask each other in class when their birthdays are and make a list grouping together all the people who were born in the same month.

To the Teacher Calendars or real timetables of school events can be used if you have them. The teacher can do all or just one of (1), (2) and (3). It is not necessary to do all three. For a list of the days of the month and the months of the year, refer to the end of the Grammar Notes : Appendix-7 Dates and Days. You can also do this exercise in pairs or as a class.

85


5-2Activity

Did you watch television?Form Time

Asking and answering about past events.

S11V

( )

( )

1. The students write in their books three things that they did yesterday (or in the weekend or the holidays). 2. Students form pairs and, as in Model Text (2), ask each other whether they did the same thing or not. The student who is asked the question answers if he/she has done that thing.

3. The student asking the question draws a beside the sentence if the answer is and beside the sentence if the answer is . 4. As in Model Text (3), the students write a report in their books telling what their partner did. 5. The students report to the other students what their partners did.

86

Model Text(1) As Exercise book

(2) Questions and Answers

A: B B: A A: B B:

5

(3) Reporting Back

B

In pairs, the students can look for as many things as possible that they have both done. There is no need to limit the number of sentences to just three. The pair with the longest list is the winner.

87


5-3Activity

Was it fun?Form Time

Making up questions using the words you have been assigned and asking/answering those questions.

S12A AN

* ( )

( )

( )( )

( ) *

1. The teacher makes a list of nouns and adjectives like those in the Vocabulary List. 2. In pairs, the students form questions by linking together the nouns and adjectives from that list and making questions using the past tense. When answering, they should use both and answers.

3. The students write down the exchanges they had in their books. 4. The students present the exchanges they had to the class.

88

Model Text(1) A: B: (2) A: B:

(3) A: B:

(4) A: B: (5) A: B:

5

The students divide into groups and make lists of nouns and adjectives that would go with them. Make sure they include a variety of nouns. They should include both adjectives and adjectives.

89


5-4Activity

It was deliciousForm Time

Thinking of a word which expresses how you feel and completing the dialogue with it.

S11V S12A AN S13N (P10 )

( )( ) * *

1. The students read the conversations in the Task Sheet and choose whether or is appropriate. They must give reasons for their choices.

2. They check their answers. 3. In pairs, the students make conversations as in the model texts in the Task Sheet. They should feel free to put in other names of lms, books, etc.

90

Task Sheet

(1) A: B

B: A

A:

(2) A: B B: A

A :

5

(3) A: B B: A

A:

(4) A: B GLAY

B: A

A: Answers:1- 2- 3- 4-

Get the students to think of their own answers in Line 3.

To the Teacher and are lm titles that were popular in 1997 and 1998. (The Titanic and Princess Mononoke). is the name of a restaurant. GLAY is the name of an actual singing group.

91


5-5Activity

The HolidaysForm Time

Asking and answering about what you did in your holidays and how you felt about it.

S11V S12A AN P14 (with) P15 (purpose)

( ) ( )

Expressions

Making an appropriate response

1. The students listen to the tape and take notes about who did what and how they felt about it. 2. They check that the contents of the tape and their notes are the same.

3. In pairs, they ask and answer questions about what they did in the holidays and how they felt about it. 4. The students report to the class what their partners have told them.

92

Model Text(1) (2)

(On Tape)

: : : : :

: : : : :

5

(3)

: : :

:

:

To the Teacher Sayat the end of the dialogue if it was a good experience for your partner. If it was not a good experience, show consideration for your partner by saying. You can also use after days of the week. Refer to P-02 in the Grammar Notes.

93

Category: Composition

5-6Activity

LettersForm Time

Reading and writing about what you did in the holidays and how you felt about it. Writing a reply.

S11V S12A AN S13N P14 (with) P15 (purpose)

( )( )

(

( )*

)

P16 (conjunction)

Expressions ( )

Writing a letter.

Paper for letter writing.

1. The teacher and the students read the letters in the Model Text together. At that time, make a note of the formalities used in the letters. 2. Divide into groups of 4 or 5 and, in each group, pick a time to write about, such as a holiday or a Sunday. 3. Write a letter as in Model Text 1, saying what you have done recently in the holidays or on a particular Sunday, and write how you felt about it.

4. The teacher collects in the letters from each group and gives them out to other groups. 5. The students read the letters they have been given and write a reply to those letters as in Model Text 2.

94

Model Text

(1)

9 18 (2)

5

9 18 To the Teacher Explain how to organise a letter like the ones in the Model Text. (1) (the recipients name) . . . (2) Ask about the recipients health. . . . (3) Finish by writing or by asking the recipient to write back to you. (4) Give the day and the date. (5) Give the name of the person sending the letter plus . The in a letter shows politeness. In a letter, allow the students to write more detailed information or comments in English.

95


5-7Activity

Would you like to go to the movies?Form Time

Inviting your friends to go out in your free time. Accepting and declining invitations.

S11V S12N P14 (with) P15 (purpose)

) ) ( (

* ( )

*

Expressions N (

)

1. From the list on the next page, the students choose ve things they would like to do with their friends in the holidays or on a particular Sunday, etc. and write those things in their books.

2. The students choose one of the activities and invite another student to do that activity with them as in ModelText 1. 3. The person who has been invited accepts the invitation if that activity is also on his/her list. If it is not on the list, then he/she declines the invitation. 4. When a student nds someone who wants to do the same thing, he/she writes that persons name beside the appropriate activity on the list. A student cannot write the same persons name twice. 5. The students report to the class what they will do and with whom, as in Model Text 2.

96


5-8Activity

InvitationsForm Time

Thinking about an activity you want to do on a free day and inviting a friend. Accepting and declining invitations.

S14V S15N P15 (purpose)

*

* *

Expressions Responding Developing a conversation based on what another person has said Making an invitation

1. The students listen to the tape and look for phrases and expressions which are special to invitations. 2. The students think about when and to where they want to invite a friend.

3. The students have conversations in pairs as in the Model Text. 4. They present their conversation to the class.

98

Model Text(1)

(On Tape)

:

:

: 7

:

(2) : ABC GLAY

:

: : :

5

(3)

:

: : :

To the Teacher In Instruction 1, be careful to say rst of all what the event is that you will go to and nd out if it is convenient or not for your partner before you make the invitation. GLAY is the name of an actual singing group. You can use advertisements or other things which relate to the invitations if you have them on hand.

99

Category: Composition

5-9Activity

PostersForm Time

Making posters and writing letters of invitation.

S15V P14 (with) P15 (purpose)

* 1 12

1 31 * * *

*

( *)

Expressions

Paper, coloured pencils, felt pens and other such things that might be needed for making posters.

1. The students read the posters and letters in the Model Text and discuss what kinds of events they think are being talked about. 2. In groups of 4 or 5, they decide on an event to which they want to invite people.

3. They make an invitation poster and cards like the ones in the Model Text. 4. They put them up on the walls around the classroom.

100

Model Text(1) Poster (2) Invitation card

5

(3) Poster

12 23 4 7

To the Teacher If they cannot write all of the information in Japanese, the students can write some of it in English instead. It is possible for the students to do this exercise in pairs or as a class rather than in groups.

101

Category: Conjugation

6-1Activity

form BingoForm Time

Listening to verbs in the form.

C01V formV

( )( )

( ) ( )

( ( ( ) )

( ( ( ) ) ) ) ) (

( )( )

1. The teacher writes sixteen verbs in the form on the blackboard. 2. The students draw a grid four squares by four squares and write the form verbs in the squares in any order they like. 3. The teacher calls out the verbs in the form.

4. The students cross off the form of the verbs on their chart as the teacher says those same verbs in the form. 5. The student who gets four verbs crossed off in a row, whether they are horizontal, vertical or diagonal, calls out Bingo! 6. The student who calls out Bingo! then must read out the verbs he/she has in a row, using the form, and the class check whether or not he/she is correct.

102

(1) The teacher prepares ash cards with one form verb written on each. Instead of using Instruction 3, the students take turns to pick up a card from the pile of cards which has been turned upside down and to read that card aloud. (2) The grammar patterns orcan be used instead of the form.

(3) The students write the form of the verbs in their grid, and check with the teacher afterwards whether they wrote them correctly or not. Then the teacher reads the verbs out in the form. (4) T h e v e r b s c a n b e w r i t t e n o n t h e blackboard in English.

6

103

Model TextExamples of instructions the teacher can give.Underlined words can be changed.

(1) 30

35

(2) A: B: (starting to write)

6

A: 2 B:

A: B: (writing hurriedly)

A: 35 B: (starting to read)

A: B:

A: B: (hurriedly reading)

105

(1) When everyone is used to Instruction 1, the teacher can nominate one student to make the gestures alone.

(2) If there are too many students in the class, the students can divide into groups and do the exercise in Instruction 2.

To the Teacher If you use the simple instructions andquestions and answers over and over in your normal classes, the students will remember them easily. Practise the dialogues in Model Text 2 after the students have studied S-18A AN V and S-19 the Grammar Notes. in

106

Category: Sentence Pattern Conversation

6-2Activity

I am the teacher.Form Time

Following instructions. Giving instructions.

S16V S18A AN V S19

( )( )

( ( ( ) ) )

( ( ) )

C01V formV P17means/ingredients

Expressions

Making an appropriate response Developing a conversation based on what another person has said

1. As in Model Text (1), the students listen to the teachers instructions and make the gestures or do the actions that match the instructions.

2. One student can take the part of the teacher. 3. After the teacher and student have changed roles, do the actions indicated by the instructions as in Model Text (2).

104

Model Text(1) Invitations

A: B B:

A: C C: ( )

A: D D:

5

(2) Reporting back

A: B

(1) You can add a variation that the person who is fastest to nd people who will do things with him/her is the winner.

(2) The students can think up their own activities without using the list.

To the Teacher If the students do not usually do the activities on the list, add other activities. Make sure that all students take the part of both accepting and declining an invitation.

97


6-3Activity

Please could you . . .?Form Time

Making requests. Granting and turning down requests.

S16V

( )(


)( )( )

Initiating a conversation Making an appropriate response

1. The teacher writes a list like the following on the blackboard:

2. In pairs, the students make various requests, using phrases from the list on the blackboard. The person who has been asked to do something either grants the request or turns it down. If he/she grants the request, instruct him/her to indicate or point to the thing that has been requested.

108

Model Text

(1) A: B: A:

(2) A: B: (hands the book to A) A:

(3) A: B: (hands the dictionary to A) A:

6

(4) A: B: A:

To the Teacher After the exercise, check with the students in English what kinds of things they requested, and nd out whether those requests were granted or turned down. is used as an introduction to making a request, and is an apology for having to turn down a request.Refer to P16 (conjunctive)in the Grammar Notes.

109


6-4Activity

Please write your nameForm Time

Telling someone to write his/her name in the way you instruct him/her to do it.

S16V S18A AN V

( ) ( ( ) )

) ) ( ( ( ) ) (


( )

Initiating a conversation Making an appropriate response

1. The teacher writes on the blackboard the following ways that names can be written and makes sure that the students understand the words and the pattern V form A A .

2. The students write the numbers 1~8 in their books. 3. As in Model Text 1, the students ask eight other students to write their names in the ways given in Instruction 1 (1~8). 4. Afterwards, they report back to each other in pairs or in groups as in Model Text 2.

1 2 3

4

5 6 7 8

110

Model Text(1) Instructions

A: B:

A: B:

(2) Reporting Back

A: B C D

For Instruction 2, rather than limiting the number of names to the number of methods, make it into a competition to see who can collect the most names in a given time. However, make it a rule that all eight methods must be included.

6

111


6-5Activity

Where is it?Form Time

Asking questions to try to guess what place someone else is thinking about.

S17V

( )( *)( )

C01V formV

( ( ( ( ) ) ) )

( )( )

( )

Expressions

1. The teacher writes a list of places on the blackboard, using the words in the Vocabulary Required. 2. The teacher tells one student the name of one of thoseplaces in a way that the other students cannot hear.

3. The other students then ask that student questions as in the Model Text to try to guess what place it is.

112

Model TextA: B: C: B: D:putting up a hand B: E:putting up a hand B:

To the Teacher Theused in this exercise is not asking for permission but is asking about what you are allowed to do at that place. Because what you are allowed to do or not do in a certain place varies from country to country and from place to place, form questions which are appropriate to the students own circumstances.

6

113


6-6Activity

School SubjectsForm Time

Matching the names of subjects to the pictures.

*( *) * *

* * * * *

* *( )( )

Pictures of school subjects.

Choose the pictures which match the names of the subjects in the Task Sheet.

Task Sheet

1 4 7

() () ()

2

() () ()

3 6 9

() () ()

5 8

10 () 13 () Name of language

11 ()

12 ()

Answers : 1-h2-i3-a4-f5-c6-k7-d8-g9-m10-b11-l12-j13-e

114

6

Match the names of subjects in Japanese with definitions of those subjects written in simple Japanese or in English. Sample denitions:

CHCl

CD

1

To the Teacher Because the names and content of subjects differ from country to country, change them to suit. The students write English or the name of their own language in No. 13 in the Task Sheet.

115


6-7Activity

School TimetableForm Time

Checking what is in the timetable. Writing a timetable.

P18 frequency per unit)

*( )( *)

* * * *

* * * * * ) (

*

timetables

1. In class, the teacher checks that the students know the names of the subjects. 2. The students write their class timetable in Japanese in their books.

3. In pairs the students talk about their timetable as in the Model Text.

Model Text

A: B:

A:

B: 1

A: 1 B: 8 45 9 35 A: 1 B: 1 4

116

Compare your school timetable with a Japanese school timetable. An example of a Japanese school timetable

8:45 ~

9:35

9:45 ~ 10:35 10:45 ~ 11:35 11:45 ~ 12:35 1:15 ~ 2:15 ~ 3:15 ~

HR

2:05 3:05 4:05

6

Aural communication

1

HR

To the Teacher The high school timetable from Japan that is in the Variation was taken from Nihongo Kyoiku TsushinNo. 26 Japanese Life As Seen in Photographs (November 11, 1996). In Japanese high schools, one period is a 50 minute block.

117


7-1Activity

If you can tell me what it is, Ill give it to youTime

Looking at the form and Form saying the form (plain past).

C02V form (V )

( ( ( ( ( ) ) ) ) )

( ( ( ( ( ) ) ) ) )

( ( ( ( ) ) ) ) ) (

( ( ( ( ( ) ) ) )

( ( ( ) ) ) ) ) (

( ) Sheets of paper or card for making cards (ten per student).

1. Give ten pieces of card to each student. 2. The students divide into two groupsA and B. The teacher writes ten verbs in the form on the blackboard for each group. 3. The students write their own groups verbs in the form on the front of the card. On the back, they write the form (plain past) of those verbs. After they have written them, the whole class checks them together and corrects any mistakes.

4. The students form pairs - Student A and Student B. 5. In pairs, the students take turns to show the cards with the form and have the partner say the same verb in the form. If B gets it correct, A hands over the card. If B doesnt know the correct answer, A gives the correct answer but keeps the card. 6. At the end of the exercise, the person with the most cards is the winner.

118

(1) Group A swaps cards with Group B and does the exercise again. (2) Instead of writing the form and the form on the cards, write the verbs in English with the form on the reverse side.

(3) Increase or decrease the number of cards used.

To the Teacher You can save time by having the students make the cardsfor homework. The verbs that you practise can be chosen from verbs that the students have learned so far or can also include the verbs of motion that they will learn in this block (Block 7). If you do include the verbs of motion, rst teach the students their meanings and how to conjugate them.

7

119


7-2Activity

Unusual ExperiencesForm Time

Talking about your own experiences. Asking others about their experiences.

S20V

( )( )

C02V form (V ) P21goal

*

1. Students write down experiences they have had that they think others may not have had. 2. Divide into groups of 4 or 5 and, one by one, the students say what their experiences were and ask others in the group whether they have also had that experience or not, as in the Model Text. A student who has also had that experience puts up his/her hand.

3. The student who has had the most unusual experience in the group then asks the class whether anyone else in the class has had that experience.

120

Model Text

A:

(1) You can turn the exercise into a game like this: - people who have had the same experience get one point; - add up the points at the end. The person with the least number of points is the winner.

(2) Go round the class asking the questions one at a time, rather than dividing the students into groups. (3) Talk about your experiences in front of the class and ask if others have also had that experience.

7

To the Teacher When writing about their experiences, the students can write the nouns that they have not yet learned in English.

121


7-3Activity

Travel MemoriesForm Time

Talking about travel in the past.

S21V V S22Interrogatives . . . positive S23Interrogatives . . . negative

* * *

*

( )( )( )

C02V form (V ) Expressions ( ) Making an appropriate response

Maps (a map of the world)

1. The students listen to the tape and take notes of who did what and where. 2. As a class, check that the students notes are correct. The teacher also checks that the students know how to ask and answer questions. 3. The students form pairs. 4. They have conversations in pairs, as in the Model Text, talking about trips they have made in the past. They can make up the places they went to and the things they did there.

5. The students present their conversations in front of the class. The people listening make notes about who went where. After each dialogue, the teacher asks the listeners some questions about the contents.

122

Model Text

(1)

: :

: : : :

:

(2)

: : :

: :

:

: :

7

: :

(1) Talk about a trip you are planning.

To the Teacher You can use the world map in 12-6 Japan (a) as a task sheet, and have the students write (2)their destinations on it

123

Category: Reading Composition

7-4Activity

Lets go on a trip!Form Time

Reading and writing travel posters and pamphlets.

S20V S21V V

*

* * *

C02V form (V )

( ( )* *)

*( ) *

Expressions *

1. The students look at the posters in the Model Text and the teacher makes sure that they understand the contents. They can discuss in English what information on a poster would attract people to that particular destination. 2. In groups of 4 or 5, the students decide on a country, an area or a tourist spot to advertise.

3. As a group, they make a travel poster and a pamphlet. The teacher will give students any vocabulary they need. Difficult vocabulary items can be written in English. 4. The students put the posters around the classroom walls and read each others pamphlets. They could also talk to each other about where they would like to go.

124

Model Text

(1) 300 4 1 5

(2)

(1) (2)

7

To the Teacher There are different restrictions on advertising in some countries. For example, be careful with using phrases such as . . .

125


7-5Activity

Where?Form Time

Making sentences using words you have been given.

(P11 (location)) (P12 / ) (P17 (means/ingredients)) P19point of detachment

*

P20route) P21goal)

Expressions

1. The teacher writes three types of lists on the blackboard: 2. The students choose words from (1), (2) and (3) and write sentences as in the Model Text, thinking carefully about which particles are needed. 3. The students present the sentences they have made to the class and check that they are correct.

1

2

3

126

Model Text

(1) Make sentences in groups of three people. The first person gives (1) (a place) + a particle. The second person gives (2) (a vehicle) + a particle. The third person chooses a verb from (3) and nishes the sentence. (2) It is easier and is good basic pattern practice when the teacher shows a

sentence pattern rst, as follows. Sentence Pattern A:

(place) (vehicle) Sentence Pattern B:

(place) (vehicle) Sentence Pattern C: (place) (vehicle) Sentence Pattern D:

(place) (place) (vehicle)

7

To the Teacher Before you do this activity, it is necessary to practise linking nouns with the appropriate particles. For example, you could make a cloze exercise from the sentences below where the students ll in the missing particles. Where a particle is not needed, write an .

Sentence Pattern A: Sentence Pattern B:

Sentence Pattern C: Sentence Pattern D:

127

Category: Listening Comprehension Composition

7-6Activity

From home to schoolForm Time

Reading and writing about the route you take.

(P12 ) (P17 (means/ingredients)) P19 (point of detachment) P20route) P21goal)

( ( ( ) )

*) *

( )( ) *

Expressions

1. The teacher makes sure that the students know the vocabulary for travel and transport. 2. The students listen to the tape while looking at maps (1) and (2). 3. While listening to the tape of Model Text (1), they ll inthe answers on Task Sheets (1) or (2).

4. The teacher checks that they understand the contents of the sentences in the Task Sheets. 5. The students draw a map and write a set of directions, as in the Model Text. 6. The students present their directions to the class while displaying the maps they have drawn.

128

Model Text

(On Tape)

(1)

7 8

15 10 7 40

7

129

(2)

16

3

130

Task Sheet(1) Write appropriate particles in the brackets.

7 8 15 10 7 40

(2) Write appropriate verbs in the brackets.

7 8

15 10 7 40

7

For Model Text (2) , make a similar task sheet to that for Model Text (1) , to provide more practice.

To the Teacher If there are not many differences in the ways the students go to school, ask students instead to make a set of directions for how to get from home or school to a place the students know such as a big department store, a park or a station, as in Model Text (2).

131


7-7Activity

Where is the station?Form Time

Asking and telling the way in pairs when the students have maps containing different information.

P20route)

( )

*

) ( Initiating a conversation ( ) Ending a conversation ( ) Making an appropriate response ( ) Checking that you have heard correctly ( ) Expressions

( )( )

1. The teacher makes sure that the students know the phrases used when asking for or giving directions. 2. The students form pairs and one of each pair takes an A map and the other takes a B map. 3. In pairs, the students ask each other how to get to the places which are written on the top of the map, but which are not marked on their own map. The partner gives directions, as in the Model Text.

4. The person who asks for directions as in Instruction 3 writes the name of that place on the map when he/she is given the information by his/her partner. 5. The students change roles. 6. When they have nished and know where all the places are, the students show each other their maps and check each others answers.

132

Model TextA:

B:

A: B:

A: B:

7

133

134

Category: Reading

7-8Activity

What is the best tour to take?Form Time

Reading descriptions of possible day trips and choosing one you would like to go on.

(P12 ) (P17 (means/ingredients)) P20route) P21goal)

* ( )

* *

* *

* *( )

) (

( )( )

1. The students read the Model Text and the teacher checks that the students understand the contents and expressions used.

2. The students choose out of the three daytrips the one they would like to take, explaining the reasons for their choice in English.

136

Model Text

A 3 1

B 2 1

C 2 1

7

(1) Draw a map for the day trip.

(2) Add the costs and make costs one of the things you consider when choosing a day trip.

137


8-1

Dictionary form practiceForm

Understanding and learning the Activity dictionary form through a game.

Time

C03V dictionary formV

*( )( )( )

( ( ( ( ( ) ) ) ) )

( ( ( ( ( ) ) ) ) )

( ( ( ( ( ) ) ) ) )

( ( ( ( ) ) ) ) Picture cards of verbs

( )( )( )( )

( )( )

(1) Class Practice 1. The teacher gives clues to the students as to what verb he/she is thinking of showing picture cards or miming. 2. The students give the form and the dictionary form of the verbs indicated by the teacher. (2) Game (Noughts and Crosses/Tic Tac Toe) 1. The students form pairs and each pair makes a grid ve squares by ve squares on a sheet of paper.

2. The students write one verb in the form in each square. (They can write any verb they like in any order.) Altogether, there will be twenty-five blank squares lled in with verbs. 3. Each pair decides who will write and who will write . 4. One by one the students say a verb in the dictionary form and write or (whatever was decided in 3) on the form of that verb. Whoever gets ve in a row rst is the winner. (The and can go across, down or diagonally.)

138

(1) A variation on Instruction 2 Divide the class into two teams and play the game. (2) Another version of dictionary form practice Instructions: 1. The students take turns to say what verbs they have learned so far in the form. 2. The teacher writes the verbs given by the students on the blackboard.

3. A student gives a verb in the dictionary form, the next student says that same verb in the dictionary form, then adds another verb in the form. E.g. The teacher : Student A : Student B : Student C :

To the Teacher There is a detailed description of the game, Noughts and Crosses/Tic Tac Toe and some other practical ways of practising verbs in Ideas for Japanese-Language Classrooms in Nihongo Kyoiku Tsushin No. 18.

8

139


8-2Activity

What is your hobby?Form Time

Guessing what someones hobbies are from what that person mimes.

S25V


( )( )( ) *

1. The class divides into two teams. 2. A student from one team comes to the front of the class and mimes what his/her hobby is. 3. The students from the opposing team watch the mime and guess the hobby, using the sentence patterns in the Model Text.

4. A team gets one point if someone from that team guesses the answer. Then that team sends someone to the front to mime the next clue. 5. Repeat Instructions 2 ~ 4. 6. Set a time limit as well as a limit on the number of repetitions a person can make when miming. At the end, the team with the most points wins.

140

Model Text

As this is an important structure, get the students to write sentences about their hobbies as well.

To the Teacher It may be a somewhat unnatural phrase in Japanese if the hobby is something like tennis, but get the students to say or write: rather than so that they get to practise this structure.

8

141


8-3Activity

What do you do with your friends?Form Time

Reading a graph for understanding. Doing the same survey with the class.

S25V

* *


* *( ) *

Expressions

1. Before the students read the Model Text, they talk in class in English about the following: whether they meet up with their friends on days off or not; when they meet up with their friends, what they do together. 2. The students read and interpret the graph together as a class. 3. Then they do a survey as a class, using

the subject headings in the graph. Make sure that they work out how many people in total do each of those things. 4. Then, looking at the results of their survey, they make their own graph, ranking their findings from most people to fewest people. 5. They fill in the blanks in the task sheet with appropriate words and then write sentences about their own class.

Model Text

142

Task Sheet

8

The students compare their findings with those of Japanese high schools and look for similarities and differences. Discuss in English what reasons there might be for the differences.

To the Teacher

The graph above was made with reference to in

.

143


8-4Activity

Which person is it?Form Time

Guessing which person it is from a description of what someone is doing and/or wearing.

S24V

( ) * *

( )( )

( ) ( ) ( )

( )( )

1. The students form pairs and take either Sheet A or Sheet B of the picture cards. 2. As in the Model Text, one student names a person in the picture and describes to his/her partner what that person is doing or what he/she looks like. The partner then says which person he/she thinks it is and asks for conrmation.

3. They continue this exercise until they have found out the names of all the people on their sheets.

Model TextA:

B: 4 A: A:

B: 5 A: 144

(1) The students write a description of the people in the pictures (what they are doing, what they have on) onpaper and exchange them with a partner.

(2) They can also write the names of all the people on the bottom of both sheets. They ask questions about the ones they dont know. They should first decide which sentence pattern they will use for

the questions or

8

145

146

A


8-5Activity

A part-time jobForm Time

Reading a letter which tells you about what has been happening recently and replying to it.

S24V P22subject P23 P24 P25reason

( *)

*

C D * *( )

Expressions ( )/

Writing Letters

1. Before the students read, they should discuss one of the topics below. They can use English for this discussion. What would you write about if you wrote a letter about your daily life to a foreign high school student? What is your experience of working part-time? (Talk about the hours, the type of work you do, how you spend the money you get from the job, whether it is a good experience or not.)

2. Then the students read the letter in the Model Text, imagining that they have just received it from a Japanese high school student, Norio Tanaka. 3. The teacher should make sure that the students understand the vocabulary, the expressions and the content. 4. The students then write a letter about their own everyday experiences or about their own part time job, using one of the letter openings that is given in the Task Sheet. Write e

Documents

Activity Book on Elementary Japanese for Teachers (Compiled by the Japanese Foundation)