Chapter 7 – Unit 4 Teacher’s Guide - The English Course · The English Course, Book 1 – Teacher’s Guide Chapter 7 – Unit 4 Teacher’s Guide Start up ... Tune in (Video

______________________________________The English Course, Book 1 – Teacher’s Guide

Chapter 7 – Unit 4 Teacher’s Guide

Start up

Review the pictures. Ask the students if they remember who the characters are. You could ask if theyremember the characters’ names, jobs, relationships, etcetera.

Tune in (Video 1)

Ask the students to look at the 5 questions in this section. Check that they understand the vocabularyand meaning of the questions. Then show the video 2 or 3 times without subtitles and ask thestudents to answer the questions. If students seem to have difficulty, emphasize that they shouldwork with a partner and help each other by comparing answers (if they have them).

1. What does Maria say at first? She says, Hello. Is that Noriko?2. Where do you think Maria comes from? She comes from America.3. How is Noriko? Pretty good.4. Where will they meet? At the main ticket barrier.5. How does Maria finish the conversation? She says, Great! See you on Friday.

Video 1 Extra audio comprehension questionsWith better classes, you could ask additional questions. The additional questions (below) are alsodownloadable as Unit 4 Quiz 5 from the teacher’s area of the web site.

1. How is Maria? She’s good/fine.2. When does Maria want to go out? She wants to go out on Friday night.3. Is Noriko free that night? Yes, she is.4. What does Maria invite Noriko to do? She invites her to go out to eat/for dinner.5. Where is the place they will go to? It’s in Roppongi.6. Have they ever been there before? No, they haven’t.7. How do you know that? Because it’s a new restaurant.8. Who suggests the meeting time? Maria does.9. What time will they meet? They will meet at seven o’clock.10. How does Maria end the conversation? She says, Great! See you on Friday.

Check the script / Act 1

Have students complete the practice conversation and then substitute the language inAct 1. You could extend this activity by having students substitute their own examples into thespaces. Additionally, you could also ask students to close their books and try to create their ownconversation without looking at the text.

Language focus 1

After reviewing the expressions in Language focus 1, students could be encouraged to create theirown conversations simply by following the structures from top to bottom of the page.


Sort it out (Video 2)

Check that students understand the exercise and play the video 2 or 3 times. The answers are asfollows:

1. B. eating lunch2. C. 33. A. expensive4. C. hasn’t been to an oyster bar for ages5. B. Saturday lunchtime


1. Where did Tony have lunch? At the department store across the road.2. Are there many restaurants there? Yes, there are.3. What kind of restaurants does Tony mention? An Italian, a Chinese and an oyster bar.4. Is the oyster bar cheap? No, it isn’t. It’s quite expensive.5. Has David been to an oyster restaurant before? Yes, he has.6. When is Tony playing football? He’s playing on Sunday.7. When do they decide to meet? Saturday lunchtime.8. What time do they decide to meet? They decide to meet at twelve thirty.9. What’s the name of the restaurant? The Boston something. (Tony can’t remember

exactly)10. Does David think he can find it? Yes, he does.

Rehearsal 1

Have students look at the full dialogue on page 84 and then complete the exercise. After practicingthe dialogue, students could be encouraged to talk about what they like to do in the evening or at theweekend. Firstly, elicit ideas from students, for example, go to karaoke, etcetera. and write these onthe board. Then have students list their five favourite activities in descending order. Finally, havestudents ask each other about how they like to spend their free-time.

You could use the following question examples:

What do you like to do in the evening/at the weekend?How often do you do that/go there?Who do you go with/do that with?Where do you…?Do you like to…Have you ever…?What/where’s your favourite…?


Act 2

This role-play requires students to make plans to go out with other students. It is important thatstudents talk to 3 different students and not just make 3 plans with their partner. You could perhapsextend the activity in Act 2 in two ways. Firstly, by adding extra days or plans to the activity.Secondly, after the activity, ask the students to tell their partner about the plans that they have made.

Intermission

You can use the intermission questions to have students practice answering the questions in pairs, oryou could use it to ask individual students each question. It could also be assigned as a homeworkexercise for checking the following week.

The questions are as follows:

1. What kind of movies do you like best?2. Have you ever cried when watching a movie? Which movie? Why?3. Who is your favourite movie star?4. How often do you go to the cinema?5. What is your favourite area in Tokyo? Why?6. Where is the best place to buy clothes in Tokyo? Why?7. Do you read any magazines? If yes, which ones?8. Who do you usually go shopping with?9. What is something you want to buy at the moment?10. How often do you go out for dinner?11. What kind of food do you like best?12. Where is a good place to go on a date? Why?

Tune in (Video 3)

Ask the students to look at the 5 questions in this section. Check that they understand the vocabularyand meaning of the questions. Then show the video 2 or 3 times without subtitles and ask thestudents to answer the questions. If students seem to have difficulty, emphasize that they shouldwork with a partner and help each other by comparing answers (if they have them). If your classfinds the listening too easy, you could also play the video with pauses and one speaker off, and askthem to write what they think the other half of the conversation is.

1. Why is Noriko calling Maria? She has a problem about meeting on Friday.2. When does Noriko want to meet? Saturday night.3. Why doesn’t Noriko want to go out for dinner? Because she’s going out for lunch.4. What kind of movies does Maria like? Romance and comedies.5. What is Noriko going to do next? She’s going to check out what’s on and call

back.



1. What is Noriko’s problem on Friday? She has a meeting at work.2. What time will she finish work? About seven thirty.3. When does Noriko suggest that they meet? She suggests Saturday night.4. Why can’t Maria meet at that time? She has a date at that time.5. When do they arrange to meet? They arrange to meet on Sunday night.6. What is Noriko doing on Sunday lunchtime? She is going out for lunch.7. What else does Maria suggest they do? She suggests going to a movie.8. What kind of movies does Maria like? She likes Romance and Comedies.9. What is Noriko going to do next? She’s going to call the cinema.10. When does Maria want Noriko to call her? She wants her to call after six o’clock.

Check the script / Act 3

Have students complete the practice conversation and then substitute the language in Act 1.

Screen test

This exercise is meant to be fun and it is not necessary to spend too much time having students thinkabout the answers. However, it is a good opportunity to once again talk about different countries andcultures and to remind students of the things they might want to do when they travel abroad.

The answers are as follows:

1. Samba = Brazil2. Panda = China3. Frog’s legs = France4. Caesar’s Palace = the USA5. The River Nile = Egypt6. Taj Mahal = India7. Sombreros = Mexico8. Sari = India9. Safari = Kenya10. Piccadilly Circus = England11. Champagne = France12. Skiing = Canada13. Tasmanian Devil = Australia14. Pasta = Italy15. Peking Duck = China16. Thanksgiving Dinner = the USA

You could extend this activity by asking students if they been to any of the places or done any of thethings in the quiz. You could also ask students to give their own recommendations for things to do inother countries or things to do in other parts of Japan.

Language focus 2

After reviewing the expressions in Language focus 2, students could be encouraged to create their


own conversations simply by following the structures from top to bottom of the page

Sort it out

This is a cloze exercise. It is suggested that you show the video 2 or 3 times. If students seem to havedifficulty, emphasize that they should work with a partner and help each other by comparing answers(if they have them). You could also ask students which parts of the activity they find the mostdifficult and focus on those parts for additional listening opportunities. For parts where students havetrouble getting the words, you could reveal or give hints in several ways, such as: drawing the linesfor the missing words on the board and writing the number of letters of each missing word under itsline; writing the first letter of each missing word; doing both; providing extra letters, if necessary.

1. you doing after work.2. about going for something to3. really feel like Thai4. Shall we try that5. meet at seven o’clock in the


1. Does Tony have any plans for after work? No, he doesn’t.2. Why can’t Tony go to the sports club? He has hurt his leg.3. What does Tony suggest that they do? He suggests they go out to eat.4. What does Tony want to eat? He wants to eat Mexican food.5. Why doesn’t Tony want to eat Thai food? He doesn’t fell like Thai food today.6. What bar does David want to go to? To the new bar in Shibuya.7. Where does Tony prefer to go? To the music bar in Shinjuku.8. Why doesn’t Tony want to go to the new bar? He doesn’t really like Shibuya.9. What time does Tony want to meet? He wants to meet at seven o’clock.10. Why does David suggest seven thirty? Seven o’clock is too early.

Rehearsal 2

Have students look at the full dialogue on page 85 and then complete the exercise. You could extendthe exercise by asking students to tell you or each other about their favourite restaurants, bars etc.

Act 4

If you wanted to develop the activity further, you could ask students to close their textbooks andcreate a complete invitation conversation. To make it more difficult, you could tell the partner beinginvited out to be as difficult as possible.


Finale

This Finale consists of a video clip that features a conversation between Karen and Ken. Each line ofthe conversation has been separated and given a letter. Students must listen to each line of theconversation and then rebuild the whole conversation.

Take it away

This section simply directs students to The Study Centre to attempt the various exercises and quizzesthat accompany the unit.

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Chapter 7 – Unit 4 Teacher’s Guide - The English Course · The English Course, Book 1 – Teacher’s Guide Chapter 7 – Unit 4 Teacher’s Guide Start up ... Tune in (Video