Out Front Teachers Guide Out Front - English Education Press

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Out Front Teacher’s Guide

www.englisheducationpress.com

Teacher’s Guide 6th edition (2014)

Out FrontRobert Diem & Roberto Rabbini

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Out Front 2012 Teacher's Guide

Dear Educator,

We hope you will enjoy using Out Front. Enclosed is a comprehensive text package. It includes, amongst others, the following:

• An overview of Out Front's components.

• Some suggestions for exploiting the activities.

• Answers to listening dictations.

• Tapescripts and answer keys to the extra listening activities.

• A store of extra photocopiable games and activities.

We value your suggestions too, so please feel free to speak with us personally, or send your feedback to: [email protected]

Also be sure to check out our website at: www.englisheducationpress.com

Out Front ComponentsOut Front includes the following resources:

• Student textbook

• Classroom CD

• Teacher's Guide, with extra activities,

quizzes and exams

• Website with listening activities and other resources.

Student textbookOut Front is designed for a 1 or 2 koma* per week course lasting an entire academic year. While the text is designed mainly for university students, it can easily be adapted to high school students as well.

Teachers with two 1.5 hour per week courses will find that Out Front requires little or no supplementation. Instructors with 1 koma per week courses will have more than enough material and may even want to leave out certain sections of the book, such as the

extra activities at the back. Much will depend on the instructor's individual teaching style and preferences. Out Front is designed to be flexible and easy to use in a variety of teaching environments.

Classroom CDAll of the conversations and extra listenings are on CD 1. CD 2 contains the listening sections of the Spring and Fall final exams.

All of the CD 1 and CD 2 listening tracks are also available on the Out Front website <www.englisheducationpress.com/classcd.html>. The instructor has the option of using the on-line listenings to assign listening homework for extra practice or exam study.

The online CD tracks are in mp3 format, and thus ideal for transfering to mp3 and other digital devices, such as an iPod. Students can then practice their listening outside of class, especially while commuting. Likewise, the teacher may also wish to put the class CDs on his or her mp3 playing device for classroom use. An mp3 player can easily be run through a classroom TV's speakers with an inexpensive stereo cable.

Teacher's GuideIn addition to teaching tips, this guide contains answers to the various activities in the book, including the dictations, jokes, etc. Extra activites, games, and finally, quizzes and exams can be found in the appendix. Moreover, you are permited to photocopy and adapt any of the activites and exams contained in this guide to your own liking. Feel free to download the Microsoft Word files for modification at the following web address:<www.englisheducationpress.com/downloads.html>

WebsiteAs mentioned above, the class CDs, extra activities and exams are available for download on English Education Press's website. Also included are links to other teacher and student resources.

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Contents

Philosophy of Out FrontOut Front is an exciting oral communication course designed for Japanese university or high school students.

Many textbooks are written for the global market in order to maximize publishers' profits, rather than being focused on particular learners' cultures, interests and their needs. As a result, many courses end up having a generic feel and can be cumbersome to use, especially with unmotivated students.

In contrast, Out Front is written specifically for Japanese students. From cultural references to engaging graphics, the textbook was created from the "ground up" at a Japanese university by experienced teachers.

Textbooks often fall short of being student-centered, because the tasks assume the students are at a higher level and more motivated than in reality. Out Front, on the other hand, constantly involves the students in the learning process by using carefully scaffolded, non-threatening task-based activities that can appeal to even the most jaded learners. Whether asking students to complete a simple survey about themselves or do pairwork drills, the focus is always on the student. In this environment, the teacher serves more as a facilitator.

Finally, Out Front is designed to be flexible. The authors recognize that the most important variable in the educational process is the teacher, particularly the rapport that is developed with the students. In this sense, a textbook should mainly serve as a tool, one which can be adapted according to the educator's philosophy and preferences. With this in mind, topics, skill study, review - and even listening activities - have been designed in a modular format so that the educator is free to emphazie what he or she feels is important.

Advice for Using Out FrontSince Out Front is a modular-based textbook, the educator has a lot of leeway in how he or she approaches it. While each unit's activites are numbered for practical reasons, the instructor need not follow the activities in linear order. And while we suggest that the teacher begins the units with activities 1 and 2, as they are desgined to activate the students' schema, in reality, the order of activites is up to the teacher.

Philosophy of Out Front 3Advice for Using Out Front 3Advice for Setting up Your Class 4Getting students to be more active 5

Out Front Textbook - Teaching Tips

Unit 1 - Personal Information 5Unit 2 - Family and Home 6Unit 3 - Hobbies and Preferences 7Unit 4 - Times and Dates 7Unit 5 - Shopping 7Unit 6 - Routines 7Unit 7 - Vacation 7Unit 8 - Help! I’m Lost 7Unit 9 - Travel 7Unit 10 - Dating 8Unit 11 - Eating Out 8Unit 12 - Health 8Question Bank ReviewInteractive CrosswordExtra ListeningSkill Gallery

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Keys and TapescriptsAnswers to Unit Jokes 9Extra Listening Key 9Extra Listening Tapescripts 10Japanese Prefectures Key 14

Assessment 15

AppendixSnakes and Ladders Game 18/19Fruits and Veggies Crossword Game 20/21Memory Game 22/23Secret Bingo Template 24

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Furthermore, it is not necessary to do every activity in each unit.

Likewise, units don't necessarily have to be done in sequential order (although we recommend you start with Unit 1). While the final exams are based on Units 1-6 and Units 7-12, teachers are free to modify the tests to suit the material they choose to teach. Again, the course is designed to be flexible.

As previously mentioned, modules, such as Classroom English, Question Bank Reviews, Extra Listenings, Skill Builders and Fun Stuff can be emphasized or skipped depending on the teacher's goals and preferences.

Advice for Setting up Your ClassBeing a student-centered oral communication textbook, Out Front frequently utilizes pair and group work. While traditional classroom seating can be used with group activites, the educator, when possible, may wish to change the seating arrangement to not only make groupwork more natural, but also to make the class more dynamic and ‘communicative friendly' (not to mention easier for the instructor to manage).

Assuming the classroom can physically accommodate such an arrangement, consider having students arrange their desks or tables into groups of 4 at the beginning of every class. In small groups, students will always be ready to switch to pair or group work. An added benefit is as members of a smaller community students are less inclined to misbehave.

It's also better if students sit in different groups each class, because over time it allows them to get to know all their classmates. It also makes each class seem new. One lively way to create groups is to randomly give students a number from 1-5 (if you have a class size of 20, let's say). Then, say to the class “OK, all the number 1s get together and make a group. All the number 2s get together and make a group”, and so on. Here are some further adjustments.

class size of 16 = numbers 1-4 (4 groups of 4 students)class size of 20 = numbers 1-5 (5 groups of 4 students)class size of 28 = numbers 1-7 (7 groups of 4 students)

(If the class size is not wholly divisible by 4, make an extra group of 3 or 5.)

It is a good idea to initially draw a diagram on the board to let the students know how to move the desks or tables. For example:

In the above paradigm, a student can have as many as 3 different partners in the same group. This set up not only maximizes pair and group work, but it also lends itself to rotation techniques that allow students to move around and work with even more students. For example:

In this scheme, called "Kaiten English" for fun, only the inside rows would rotate. You can think of other variations as well.

Getting students to be more active

"All Rise"Most Japanese students aren't active language learners. They're hesitant to speak out or answer questions, even if they know the answer. A good way to "encourage" students to be more outgoing is to have the entire class stand up. In order for a student to be able to sit

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down, they must raise their hand, be called on by the teacher, and depending on what you want, answer or ask a question (or provide information, such as in a brainstorm activity). You'll be amazed at how quickly the hands go up. (Note: Always end the activity with a few students still standing, so as not to single out any one student).

Call on a student, by name; ID cardsIt's much easier to establish a positive rapport with your students if you use their names. However, with 50 students in a class, it can be difficult to remember who everyone is. One solution is to have students make ID cards. The easiest way is to give each student an index card and have them write a little information about themselves. You can even have students decorate their cards and add photos. Keep the cards with you. When you use them to call on students, it lets the class know that it's random and impartial. It also makes it very easy for you to know who has and hasn't participated. ID cards can also be used to take role or quickly put students into groups.

Start with pairworkIf students are eventually going to have to perform in front of the class, it's best to first give them lots of practice in the safety of smaller groups. Start with pairwork practice, and then have them do the activity in groups of four, and eventually groups of eight if you think necessary.

Teacher-StudentOften it's very effective to pair students up with one playing the "teacher" and the other the "student". For example, if the class is resistant to repeating expressions after you, then have one student (the teacher) drill their partner (the student) instead. In the above example, the "teacher" has their book open and reads the key expressions, etc; the "student" has to listen with the book closed and repeat. They then switch roles and the "student" now gets to be the "teacher". This adapted ALM technique gives the students more responsibility and thus makes it more interesting.

Unit Teaching Tips

Note: The activities in Out Front that are self-explanatory are not mentioned below. Also, if the same activity appears twice in the text, it will only be discussed the first time it appears.

Classroom English, page 1 It might be constructive to spend some time in each class at the beginning of the term practicing these useful expressions. A good way is to use the Teacher-Student technique above. You can modify it and have the "teacher" read the Japanese translations; the "student" says the English. Also, on page 106 of Out Front there is a scrambled sentence activity that uses these classroom English expresssions.

Unit 1 - Personal Information

1 Opening - With higher level classes, keep the books closed and have groups think of their own questions.

2 Survey - ‘Survey’ appears in several units. It’s an effective way to introduce the topic and get students to participate by raising their hands. Count each TRUE and FALSE vote and write it on the board to make sure all students participate. As an alternative or follow-up for high-level students, you could have students change the statements into questions and interview a partner.

3 Guessing game - It might be a good idea to briefly review YES/NO questions and subject/verb agreement. To make the activity a little more interesting, you can introduce the concept of extra sensory perception.

4 Expression Box - These boxes contain the target expressions and structures that the students will encounter in the unit. The teacher-student technique on page 5 is one way to drill these sentences.

7 Conversation - All of the conversations in the textbook are on the class CD, so this can also be a listening activity. In fact, it may be good to have students listen with their books closed before speaking, perhaps answering some easy True/False questions that you've written on the board.

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Also note that each dialogue has a “Speaking Naturally” box. Encourage students to use these conversation strategies in other speaking activities as well. A compendium can be found on page 104. If you choose to do speaking tests, these expressions are especially useful.

8 Grammar Drill – This is a student-centered subsitution drill. Divide the students into pairs. Using the teacher-student technique on page 5, the "teacher" reads only the underlined parts of each sentence to the "student". The student then repeats the entire sentence with the new substitution. Encourage the "teacher" to help out the "student" when doing the exercise.

Be sure to demostrate this activity with the whole class the first time you do it, with you playing the "teacher". Allow the students to have their books open so they can get an idea of how the activity works.

9 Listening (Dictation) - The teacher should read the following passages to the students twice (or play the CD tr. 5,6,7) before letting them compare answers. Finally, you or the students write the answers (underlined below) on the board.

1. Hi, my name (1) is Sachiko Sakamoto, and I’m from Japan. I (2) live in Tokyo, and I go to Super University I’m (3) studying art. I (4) work very hard because I want a lot of money. I like to (5) listen to music and read in my free time. In the future, I’d like to (6) take a trip to England. Anyway, nice to meet you.

2. Hi, I’m Taro and I’m (1) from Japan. I live (2) in Akasaka. I’m a freshman (3) at university and my major is economics. I like (4) to watch TV (5) in my free time. I’m 19 years old, and I work part-time (6) at a convenience store. Take it easy.

3. Hi, my (1) name is Ryuichi Sato, and I’m from the Kanto (2) area. I’m a university student in Ibaraki. I like to play pachinko and bet on (3) horse racing in my free time. I’m studying (4) engineering. After graduating, I plan to quit (5) smoking and (6) exercise more. Anyway, nice meeting you.

11 Pair Reading - Split students into pairs A and B. Explain that each student will read a different passage

followed by some questions to ask their partner. Note that the reader of the passage has the answers next to his/her questions. Naturally, students must not look at their partner’s page. They must listen carefully to their partner’s stories and questions. Direct students to the "useful language" at the bottom. Encourage them to use these phrases when doing the pairwork activity. Designate partner A as the first reader. Remind students to listen carefully and to use English only.

13 Information Gap – This is a traditional gap fill exercise, which practices ‘Wh’ questions. You may want to let the students look back at the previous pages (particularly the Expression Box on page 5) to help them complete the task.

Supplementary Game (not in textbook)(see Teacher's Guide, page 22, 23). This is an oral adaptation of the game Concentration. In this version, there is one "M.C.", or reader, in each group of 4 to 5 students who controls the game.

One way to set this up is to take all the readers to a corner of the class to explain what they have to do. You can also check for any pronunciation problems. Have a demonstration round with one group with the rest of the class standing around watching. Stress that the ‘players’ must not take any notes. The winner is the student with the most matches.

Unit 2 - Family and Home

11 Listening (Dictation) - The teacher should read the following passages to the students twice (or play the CD tr. 12, 13) before letting them compare answers. Finally, you or the students write the answers (underlined below) on the board.

1. I live at (1) home with my family. My house is (2) Japanese style. It’s (3) average size. There are 10 rooms. I have a (4) yard. My neighborhood is (5) quiet. There is a (6) library, a (7) school, and a (8) park near my home. I live 10 minutes on (9) foot from the nearest (10) station. I come to school by (11) bicycle.

2. I (1) live in an apartment by (2) myself. My place is western style. It’s quite small; there are only 3 rooms. I (3) don’t have a yard, but I have a small

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(4) garden. My neighborhood is noisy. There is a (5) hospital, a (6) factory, and a (7) bar near my place. I live 20 minutes (8) by bicycle (9) from the nearest station. I go to university (10) on foot

Unit 3 - Hobbies and Preferences

1 Brainstorm Box - This warm-up activity appears at the beginning of several units. It helps not only to activate the students' schema, but it also becomes a student-generated vocabulary bank that can be referred back to later. Students can brainstorm in pairs or groups. After a short period of time, the teacher (or students) can write the words or expressions on the board. You may also want to do the All-Rise technique on page 5. Students should copy any new words on the board into their brainstorm boxes. You might then want to ask them to add 3 more new words, which can also be done in groups. Experiment.

Unit 4 - Times and Dates

Optional Secret Bingo (found on pg. 78) Write a list of 24 times or dates on the board, and have the students copy the list into their blank template. Alternatively, you can dictate the list to the students. (see page 29 of the textbook for an example)

Next, instruct the students to write 16 items from the list they just created into the bingo chart at random.

In the language box, have students write a short exchange. This will vary depending on what you're practicing. Some examples:

A: What's the date today? B: It's ______.A: What time is is? B: It's ______.

Students then practice the exchange with each other, alternating A and B, and substituting items from the list of 25 into the dialogue. When one of the items is said by B, then A can cross that time off their bingo board. The winner is the first person to get 1 straight line either horizontally, vertically or diagonally. (You can make the game last longer by requiring students to complete 2 or 3 straight lines.)

Unit 5 - Shopping

10 Secret Bingo - Have the students write 16 prices in the bingo chart from the list of 24 on the right side of the box at random. They then ask each other for the price and if their partner answers with one of the prices they have chosen, they can cross that price off their bingo board. The winner is the first to get 1 straight line, either horizontally, vertically or diagonally.

12 Shopping Game - This role play is based on the dialogue at the top of the page 30. Have the students work in pairs, sharing a book. Both A and B check 6 items they want to buy in the shopping list. Each player puts a counter on the ‘Start Here’ square. The first student rolls the die and moves his/her game piece along the board. The students then act out the shopping conversation written above. If a student lands on a shop that is selling something that is on his/her shopping list, then the dialogue is performed until the end, and the student checks off that item of his or her list. If the shop does not have an item the student wants to buy, then the conversation ends with “no thanks, I’m just looking”. The first player to cross off all his/her items on the shopping list is the winner.

Unit 6 - Routines

Unit 7 - Vacation

10 Pairwork - Demonstrate by talking about your own vacation, and writing examples to the prompts on the board.

11 Pairwork - For lower level students, it may be helpful to write the options to be written in the gaps on the board: did, were, was.

Unit 8 - Help! I’m Lost

Unit 9 - Travel

11 Pairwork - Demonstrate by drawing an example telephone message box on the board. Ask a higher-level student to act as your partner and role play a telephone

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conversation with your student playing the role of the receiver, and you the caller. Any offbeat example will do, but we find the following works well: Give your name, and ask for Konishiki the sumo wrestler, and leave a message saying that you want a fight. Then ask the class to answer the following questions: “Who was the call to?”, “Who was it from?” and “What was the message?” Write the answers on the blackboard to show what the students are expected to do.

Unit 10 - Dating

11 Game - For higher level students, have them cover the upside-down question prompts.

Unit 11 - Eating Out

7 Task - Before letting the students write their own menus, this may be a good opportunity to let them discuss in groups the topic of unusual or exotic food. For example, you can ask them to talk about the strangest food they have ever eaten. They can then use these suggestions when writing their own menu.

Unit 12 - Health

1 Matching - Before doing this activity, consider a brainstorming session using the All-Rise technique on page 4.

3 Practice - A demonstration with a student of this activity will help. Set a time limit of several minutes.

Question Bank ReviewThese exercises review and consolidate what the students have learned. They can be done in class as a writing exercise individually, in pairs or in groups. They can also be assigned as homework.

For speaking practice, students can pair up or work in groups. For groups, one student can play the teacher and ask questions to the others. Points can even be given for correct answers.

Interactive CrosswordsThese highly motivating activities review lexical items after every 4 units. Drill the “helpful language” before starting. For higher level students, have them try to make their own hints without looking at the ones provided on the page.

Skill GalleryConversation skills, such as follow-up questions and speaking strategies, are extremely valuable tools for language learners as they augment and leverage what the students have already learned. Students should be prodded to use these skills whenever possible, even while doing other activities in the book. Remind students frequently that they should try to use follow-up questions (p. 105 ), speak naturally (p. 104) and give long answers (p. 105) when talking with a partner or group.

Fun StuffThese topical activities are designed to raise the learners’ knowledge of English and the target culture as well as being interesting. They work well as transition or filler activities.

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Keys and Tapescripts

Answers to Unit Jokes

Unit 1 page 8 Q- Why did the student take the ladder to school?A- Because he was going to HIGH school

Unit 3 page 18Q- What’s the longest English word? A- Smiles

Unit 6 page 34Q- Why don’t sharks eat clowns?A- Because they taste funny

Unit 7 page 40Q- What do you call a witch at the beach? A- A sandwich

Unit 8 page 43 Q- Why was number six scared? A- Because 7 8 9 (seven ate nine).

Unit 9 page 53Q- What did the fish say when it hit the wall? A- Dam

Unit 9 page 55 Q- Why did the man throw water out of the window?A- Because he wanted to see a waterfall

Unit 11 page 60Q- Why did the golfer wear 2 pairs of socks? A- In case he got a hole in one

Unit 12 page 66 Q- What’s the shortest month of the year? A- May (it has the fewest letters).

Extra Listening Key

Extra Listening Unit 1Part 1:

Part 21. What do you do?2. What year are you in?3. What do you like to do in your free time?4. What do you want to do after you graduate?

Extra Listening Unit 2Part 1:1. Taro 2. Sachiko 3. Mio 4. Junichi 5. Kazuki 6. Junko 7. Takashi 8. Sumiko 9. Yoshikuni 10. Naoki 11. Ryotaro 12. Yoko 13. Michiyo

Part 2:1. How many people are in your family?2. Do you have any brothers or sisters?3. What's your neighborhood like?4. How far is your home from the nearest station?

Extra Listening Unit 3Part 1: Japanese food.Part 2:

Extra Listening Unit 4Part 1: 1. 26th 2. 4:15 3. 8:20 4. 13th 5. 10:306. 2 am 7. 21st 8. 15th

Part 2:1. When's your birthday?2. What time do you go to bed at night?3. What's the day after tomorrow?4. What was the date yesterday?

Extra Listening Unit 5Part 1: 1. $6.15 2. $20.70 3. $8.25 4. 12,000 yen 5. $706. $9.99 7. $1.50 8. $.04

Part 2: 1. 75 2. 54,000 3. 6 billion 4. 1800 5. 2 million 6. 26,000 7. 720 MB 8. 18 million 9. 750 million 10. 650,000

Extra Listening Unit 6Part 1:1. sleep 2. work part-time 3. work part-time 4. meet friends 5. sleep 6. do homework 7. surf the internet 8. sleep 9. do laundry 10. work part-time 11. do homework 12. relax at home 13. sleep 14. meet friends 15. do homework 16. chat on the phone

Extra Listening Unit 7Part 1: 2 4 1 3 Part 2:1.Where did you go in the summer vacation?2: What did you do there?3: How long were you there?4: Did you buy anything?

Extra Listening Unit 8Part 1:1. It’s across from the computer office2. It’s next to the post office3. It’s behind he bakery

Part 2:1. Go straight down this street for 2 blocks.2. The station? Yes, ok, it is next to the office. From here go straight and turn left. Go down Maple street for 2 blocks and it’s just past the office. The office is on the corner of Oak street and Maple street. You can’t miss it.3. Yeah sure…..erm…..turn left at the first intersection, er…..let me see a sec, erm… then go straight and the university is behind the bakery.

school year major live part-time job

Sara Super 4th year Math Chiba noTaro Japan ? English Tokyo restaurant

TOM crazy about / loves really likes okay / so so doesn’t like can’t stand

/ hates

nattoshiokarasashimi

SARA crazy about / loves really likes okay / so so doesn’t like can’t stand

/ hates

nattoshiokarasashimi

✓✓

✓

✓

✓

✓

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Extra Listening Unit 9Part 1:Message 1To: HiroshiFrom: TomMessage: No message / He’ll call him back later

Message 2To: MarikoFrom: TomokiMessage: Ask her to call him back

Message 3To: TomFrom: TooruMessage: Going to local pub Saturday, half past 6

Message 4To: HirokoFrom: KaoriMessage: Call her back on new cell number - 080 425 6757

Part 2: Question 1: Hi could I reserve a table?Question 2: Hello, may I speak to Maki?Question 3: Can you lend me a pen?Question 4: Could you tell her to call me back?

Extra Listening Unit 10Part 1:1. accept2. accept3. refuse

Part 2:1. c2. c3. b

Extra Listening Unit 11Part 1:Conversation 1: cheeseburger, fries, cokeConversation 2: soup, steak, coffeeConversation 3: salad, salmon, cake

Part 2: Listen again. Check True or FalseConversation 1: 1) F 2) FConversation 2: 3) T 4) FConversation 3: 5) F 6) T

Extra Listening Unit 12Part 11. Hiromi, the flu2. Nano-chan, stomachache3. Megumi, sore throat

Part 2 1. B) stay in bed. 2. C) take some aspirin.3. B) take some cough sweets

Extra Listening TapescriptsExtra Listening, Unit 1Part 2: Sara - Hi, I’m Sara. Taro - Hi, Sara. I’m Taro. Nice to meet you.Sara - Nice to meet you too. Taro - What do you do Sara?Sara - I’m a student.Taro - Oh really, I am too. Where do you go to school?Sara - I go to Super University? How about you? Taro - I’m a Freshman at Japan University.Sara - What are you studying? Taro - English. And you? Sara - My major is Math. But I like English too.Taro - So what year are you in?Sara - I’m in my 4th year. Taro - So where do you live Sara?Sara - In Chiba. But I’m from Fukushima. How about you?Taro - I live in Tokyo. Sara - Oh yeah. So do you work part time, Taro?Taro - Yeah, I work at a restaurant 3 days a week. How about you?Sara - No, I’m too busy with my studies right now.I had a part-time job last year at a ramen shop, but I quit.Taro - Well, here’s my train, it was nice meeting you. Take it easy.Sara - Nice meeting you too, Taro. Bye.

Part 3:1. What do you do?2. What year are you in?3. What do you like to do in your free time?4. What do you want to do after you graduate?

Extra Listening, Unit 2Part 1:

Hi, my name is Taro, and I’d like to tell you a little bit about my family.

My wife’s name is Sachiko, and we have a daughter named Mio. I

have a sister named Junko, and a nephew named Junichi. My brother-

in-law is named Kazuki. My mother’s name is Sumiko, and my father’s

name is Yoshikuni. I have an uncle named Naoki. My grandparents are

both still alive, and their names are Ryotaro and Yoko. My father-in-

law’s name is Takashi. My mother-in-law, Michiyo, passed away last

year.

Part 2:

1. How many people are in your family?

2. Do you have any brothers or sisters?

3. What’s your neighborhood like?

4. How far is your home from the nearest station?

Extra Listening, Unit 3Part 2: Sara -Hi, Tom, how’s it going?Tom - Great. Thanks. And you.Sara - I’m okay. I just had a really interesting lunch.Tom - Oh, yeah? What?Sara -Shiokara and rice.Tom - Oh, yuck, I can’t stand shiokara!Sara - Really? I love it. Tom - How can you eat that? I suppose you like natto too.Sara -Yeah, it’s okay. How about you.Tom - Actually, I really like natto. It’s my favorite Japanese food.Sara - Wow, that’s unusual. I love sashimi.Tom - You know, I don’t really like sashimi. I prefer my fish cooked.

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Extra Listening, Unit 4Part 1:1. A - Hey, when’s the concert next month?B - It’s on the 26th.2.A - Excuse me, could you tell me the time?B - Sure, it’s a quarter after four.A - Thanks.3.A - Is that our train?B - No, ours departs at 20 after 8.4.A - Hey, you’re birthday’s tomorrow, isn’t it?B - No, it’s on the 13th.5.A - What time does class finish today?B - Half past 10, I think.6.A - Pardon me, do you know what time it is?B - Yeah, it’s 2 am.7.A - Mr. Smith, when is our final exam?B - Good question, Taro. It’s on the 21st.8.A - What’s the date today?B - Uhh, I think it’s the 15th.

Part 2:1. When’s your birthday?2. What time do you go to bed at night?3. What’s the day after tomorrow?4. What was the date yesterday?

Extra Listening, Unit 5Part 1: 1. A - Excuse me, how much is the book?B - It’s $ 6.15.2.A - Did you have to pay sales tax?B - Yeah, it came out to $20.703.A - How much do you make an hour at your part-time job?B - $8.25.4.A - How much did you say the price was?B - It’s 12,000 yen.5.A - Could I borrow some money?B - Sure. How much?A - Uhh, maybe 70 dollars?6.A - Okay, that’s $9.99 in total.B - Here, keep the change.7.A - How much money do you have on you right now?B - Oh, about $1.50.8.A - Okay, and .04 cents is your change.B - Thanks.

Part 2: 1. A - How many people can fit on the bus?B - Oh, around 75, suppose.2.A - Is your city fairly large?B - No, I think it has only around 54,000 people.3.A - How many people are in the world?B - Around 6 billion, I guess.4.A - Did you hear about the earthquake?

B - Yeah, I heard over 1800 people were killed.5.A - How many people live in Seattle?B - About 2 million.6.A - Do you know how high Mt. Everest is?B - It’s around 26,000 feet.7.A - How much does this CD hold?B - Uhh, around 720 MB.8.A - Did you know that over 18,000,000 people live in the Tokyo-Yokohama area?B - Really? I didn’t know that! 9.A - It’s estimated that over 750,000,000 million sq. meters of rainforest are deforested in the world each year.B - That much?

10.A - How many people were killed during the civil war?B - Somewhere around 650,000.

Extra Listening, Unit 6Part 1: Ken - Hi, Mary, what’s up?Mary - Not much. How about you?Ken - I’m okay. Are you going to the culture festival on Saturday?Mary - No, I can’t. I work part-time in the afternoons. How about you?Ken - I can’t either. I work part-time, too - in the afternoon AND the evening.Mary - Sounds tiring. What do you usually do on Saturday nights?Ken - Uh, I usually meet my friends. How about you?Mary - I just relax at home. I do homework in the evening, and I’m usually pretty tired after working. And I also get up early on Saturdays and do laundry. Ken - You do laundry on Saturday morning? Wow, I’m still in bed sleeping.Mary - Yeah, I sleep in on Sunday mornings. Ken - Well, I sleep in on Sundays too. And then I usually do homework in the afternoon and surf the internet after dinner. Do you work at all on Sunday, Mary?Mary - No way. I meet my friends, and in the evenings I do homework. Usually at night I just chat on the phone.Ken - Really, I always read for an hour or so before falling asleep.Mary - Well, speaking of reading, I have to go do my homework. See you.Ken - Alright, catch you later.

Extra Listening, Unit 7Part 1:Number 1A) Hi John, how’s it going? Dij ya have a good holiday?B) Yeah thanks it was really cool. I went to the beach in Chiba and

surfed for three days.A) I guess it was really hot here in Japan, right?B) Yeah it sure was.A) So how dijya get to Chiba? By car?B) Yeah that’s right…I drove with my friends. There were 4 of us.

Well, I’m late for class, catch ya later.A) Ok, talk to you soon. Bye.

Number 2A) Hey Mariko, how ya doing?B) Pretty good thanks and you?A) I’m fine thanks. So, how was your summer?B) Actually, it was pretty boring. I only worked at my part-time

job…….,and,…erm… the rest of the holiday I just stayed home and watched TV.

A) Well, I must get to my part-time job now so I’ll see ya later.B) Yeah, see ya bye.

Number 3A) So Hide, where jya go in the summer vacation?B) I went to Australia on a homestay program….it was great.

12



A) Wow, Wha diddya do?B) Oh I studied English and saw lots of interesting places in Sydney,

oh and I went swimming in the Ocean. A) Really? Sounds wonderful. How long were you there?B) Erm…let me see…I stayed for about 4 weeks. The time went so

quickly. Well, I gotta run, catch ya later.A) Yeah, see ya later.

Number 4A) Hi Tomoko, how’s it going?B) Good thanks and you?A) Pretty good. Sooo……long time no see, B) Yeah it’s been a while hasn’t it. How was your summer vacation?A) Very nice thank you, I went to Shizuoka for a week.B) Really? Who jya go with?A) Oh just a few friends. How about you? Where jyu go?B) I went cycling and camping around Chichibu. It was really nice.A) Sounds like fun. Who did you go with?B) My boyfriend, it was very romantic actually.A) That’s nice. Dijya buy him anything?B) No I didn’t. I had to save my money. Well, must run, talk to ya

later.A) Yeah see ya.

Part 2: Q1: Where did you go in the summer vacation?Q2: What did you do there?Q3: How long were you there?Q4: Did you buy anything?

Extra Listening, Unit 8Part 1:1: The movie theaterA) Excuse me, could you tell me how to get to the movie theater?B) Sure no problem. Go straight down this street for 2 blocks. It’s

easy to find. It’s across form the computer office.A) Thank you very much.B) You’re welcome.

2: The stationA) Erm excuse me, I’m looking for the station. Is there one near here? B) The station? Yes, ok, it is next to the post office. From here go straight and turn left. Go down Maple street for 2 blocks and it’s just past the post office. The post office is on the corner of Oak street and Maple street. You can’t miss it.A) Great. Thanks for your help.B) No problem.

3: The universityA) Erm, (cough) excuse me, I’m sorry to bother you, but I was wondering if you could help me. Do you know how to get to the university from here? B) Yeah sure…..erm…..turn left at the first intersection, er…..let me see a sec, erm… then go straight and the university is behind the bakery. A) Thanks a lot.B) Not at all. My pleasure.

Extra Listening, Unit 9Part 1:Message 1:A) Hi, this is Tom here. Can I speak to Hiroshi please?B) Sorry but he’s not in right now. Can I take a message?A) No, it’s ok, I’ll call him back later.B) Oh Ok, good bye.A) Good bye.

Message 2:A) Hello, Mariko? Is that you Mariko?B) No this is her sister Maki, she’s busy at the moment. Shall I ask her

to call you back?A) Yes, can you? This is her friend Tomoki.B) Ok, I’ll ask her to give you a call when she’s free. Bye-bye.A) Thank you. Good bye.

Message 3:A) Hello, is Tom there please?B) Sorry but I’m afraid Tom is on holiday and isn’t coming back until

Friday. A) Oh I see, well this is Tooru, can you tell him that we’re going to the

local pub on Saturday night?B) Hang on, let me get a pen…..Tooru …pub…Saturday night…what

time are you meeting on Saturday evening?A) Half past 6. B) Ok, I’ll give him the messageA) Thanks , bye.B) See you , good bye.

Message 4:A) Hi May I speak to Hiroko?B) Sorry she’ out right now. Is that you kaori?A) Yeah this is Kaori, sorry but who’s that?B) This is Hiroko’s father, Taro, so how are you doing Kaori?A) Good thanks and you?B) Pretty good. So how’s school? A) Fine thanks. I’m very busy but having fun.B) I’m glad to hear it. Anyway, can I ask Hiroko to call you back when she gets in?A) Great, yes please, but I just changed my cell number so can you

write it down?B) Sure, go ahead.A) It’s 080 425 6757B) Ok, I’ll tell her. It was nice talking with you again Kaori. See you

then.A) Yeah, thank you. Bye bye.Part 2: Question 1: Hi could I reserve a table?Question 2: Hello, may I speak to Maki?Question 3: Can you lend me a pen?Question 4: Could you tell her to call me back?

Extra Listening, Unit 10Part 1:1A) Hi John, how’s it going? Are you doing anything tonight?B) Erm…no not really.A) Well, I’m going to the local pub. Do you wanna come?B) Yeah sure. What time are you going?A) We’re gonna get there about 7. OK?B) Yeah great…see ya there.A) Ok, see you soon. Bye.

2A) Hi Maya, Teru here, how ya doing?. B) Pretty good thanks and you?A) I’m fine thanks. Was just wondering if you’re free Saturday

night?B) Actually, I’ve got something on then, but I’m not doing anything

Sunday. Why? A) Well, I was thinking of catching a movie. D’you fancy going on Sunday evening then?B) Yeah, sure, sounds good. Shall we meet outside the cinema?.A) Yeah, great. Lets say half past six. Cool, ok, well I’ll see ya later then.B) Ok, see ya, bye.

3A) Hello Tom, this is Ben. Are you doing anything on Friday afternoon?B) Erm … I don’t think so…er…why?A) Well, I’m going shopping? J’ya wanna come with me? It will be

fun. B) Oh actually, sorry I forgot, erm I have to prepare for a test. A) Really? We could meet at Takashimaya if you can make it.B) Erm…sorry, like I say, I’ll be busy.A) Ok, well may be some other time. Ok, see you soon I hope.B) Yeah, see ya later.

13



Extra Listening, Unit 11Part 2: Conversation 1:A) Hi, are you eating in or taking out?B) Erm eating in. I’ll have a cheeseburger and large fries please.A) Okay, a cheeseburger and large fries. Would you like anything to

drink with your meal?B) Oh yeah, erm a coke please.A) Ok, a coca cola. What size would you like? Super large, Large,

medium or small?B) er….large please.A) Regular or diet?B) Regular please.A) Ok, will that be all?B) Yes that’s all.A) Thank you, that’ll be 5 dollars 50 please

Conversation 2:A) May I take your order now?B) Yes, I’ll have the margherita pizza…erm…oh and a minestrone

soup as a starter, and erm…she’d like the steak and chips.A) How would you like your steak done madam?C) Well done please. A) Ok, and what would you like to drink?B) We’ll have a bottle of the house red wine please, and can we have some coffee after our meal?.A) Certainly sir, will that be all for now?B) Yes thanks.A) OK, I’ll be back with your order shortly.

Conversation 3:A) Hello there, are you ready to order?B) Yeah, erm Can I have a salad followed by the grilled salmon

please. A) Of course, sir, and what salad dressing would you like?B) Well…er what kind of dressing do you have?A) Caesars, Italian, Ranch, and French. B) Ok, I’ll have the Italian dressing please. And a glass of white wine.A) Certainly. And can I get you anything for dessert?B) Oh I suppose so, why don’t I treat myself. Ok, I’d like the chocolate

cake.A) Very good sir. Can I get you anything else?B) No thanks that will be all.

Extra Listening, Unit 12Part 1:

1: HiromiA) Hi Hiromi, wow, you look awful, what’s the matter? Are you

alright?B) No, I feel really terrible. (cough) I think I have a bug of some kind.

I hear there’s one going around.A) Yes that’s right. Many of my friends have really high temperatures at the moment. You hould take it easy and lie in bed till you get better. It takes time getting over influenza.B) Thanks, I wish I could take your advice, but I have to study for my final exams.

2: Nano ChanA) Erm Hi Nano chan, are you ok? You don’t look so good. What’s up? B) Well, I don’t feel so good, I can tell you. I went to an Indian restaurant last night and ate a really spicy curry, and I had quite a few beers too, so now my stomach is not so good.A) I’m sorry to hear that, but I guess it’s your own fault. Why don’t you take some aspirin for it.B) Thanks maybe I will.

3: MegA) Erm, Meg you look pretty bad, what’s wrong? B) (cough) well I sang and shouted too much at karaoke yesterday so

I can hardly speak now.A) Oh that’s too bad, you should take some cough sweets for that.B) Yeah, (cough). I think I should, and I probably will.A) Well, good luck, hope you get better soon.B) Thanks, see you later.

14



tokyo

chiba

hokkaido

okinawa

kouchi

akita

iwate

hiroshima

ginza

nakano

aomori

ningyocho

aichi

ehime

hyogo

kagawa

nagasaki

fukushima

fukui

kumamoto

miyazaki

oita

tottori

toyama

yamanashi

1. east capital2. thousand leaves3. north sea road4. offshore rope5. high knowledge6. fall rice field7. rock hand8. wide island9. long field10. island root11. blue forest12. rock river13. love knowledge14. love princess15. soldier storage16. scent river17. long coast18. happy island19. happy well20. bear origin21. shrine coast22. big divide23. bird take24. rich mountain25. mountain pear

Fun Stuff

Japanese Prefectures KEY

15



Assessment

Exams, quizzes and oral assessment marking sheets can be found at www.englisheducationpress.com. These are Word documents, so feel feel to modify them as you see fit.

Oral AssessmentOral exams are a challenge to schedule and set up, especially in large classes. However, teachers should try to allot time for them, especially since speaking is a core competency of the course. Another often overlooked factor is that speaking tests provide valuable "washback" effect; that is, if students know their speaking is going to be tested, they will take conversation practice more seriously.

Some ideas

•Consider allocating one class per semester just to speaking tests. Students can either sign up for blocks of time, or the entire class can do a writing activity while waiting at the back of the room. A little music from a strategically placed CD player will keep the students from overhearing the test.

•Adjust the difficulty of the speaking test depending on the level of students. With lower-level learners, you might allow students to write out a dialogue to be memorized beforehand. Or, you may tell the students what questions you plan to ask - or want to be asked.

•For higher level classes, you can simply provide skeleton prompts, such as "Where/live?" to elicit "Where do you live?" (see website) Or, you can "free it up" even more by putting the burden on the students to prove to you that they can talk about the material - without any prompts.

•Depending on the class size, speaking tests can be done student-to-teacher, student-to-student, or in groups of 3 or 4.

16



Appendix

17



Glo

ssar

y

abroadbetcolored hairdecideEconomicsEngineeringexercisefree timefuturegraduatehorse racinghumidLawmajornearbyonly childpart-time jobpierced quitspicy

kaigaikakeruchapatsukimerukeizaigakukogakuundo suruhima na jikanshoraisotsugyo surukeibamushi atsuihogakusenko suruchikaku nihitorikoarubaitopiasu o shitayamerukarai

Unit 1

agreeboringcan’t standcrazy aboutdentistdisagreehateopinionP.E.preferresponseseason

sansei surutsumaranaigaman dekinai-ni muchu de aruhaishahantai surudaikiraiikentaiku-no ho o konomuhenjikisetsu

Unit 3

apartmentauntaverageclosetcondominiumcousinfamilyfather-in-lawfireplacegardengrandfathergranmotherhallwayJapanese-styleneighborhoodnephewniecerelativesstairsuncleWestern-styleyard

apaatoobaheikinoshiiremanshonitokokazokugiri no chichidanroniwaojiisanobaasanrokawashikikinjooimeishinsekikaidanojiyoshiki(ura) niwa

Unit 2

alwaysborncongratulationsdateeveningget upleavemidnightnoontime usuallyweekend

itsumoumaretaomodetohizukeyugataokiruuchi o deruyonakahirujikantaiteishumatsu

Unit 4

billcoincostcurrencycustomereachsalesclerkspend

satsukokanedantsukakyakusorezoreteninkane o tsukau

Unit 5

alwaysapplicationarrestedat leastcafeteriafancyhardly everhot springshow oftennapneveroftenonce in awhilepositiveroutinesometimesusuallyyell

itsumomoshikomishotaiho sarerusukanaku to moshokudogoka nahotondo~naionsendonokuraihiruneichidomo~naiyoku, shiba shibatokidokomaemuki nashukantokidokifutsu, taiteisakebu

Unit 6

datefireworks invitedsouvenirssurfingsweethearttransportationweather

deetohanabisasowareruomiyagesaafinkoibitokotsu shudantenki

Unit 7

acceptdaydreaminvitationinvitelove at first sightrefusesunsettreat

ukeirerukuso surushotaijosasouhitomeborekotowaruyuyakeogoru

Unit 10

across frombakerybehindbetweencinemago straightin front ofintersectionlibrarymovie theatermuseumnext toon the corner ofon the leftturn right

~no mukou nipanya~no ushiro nono aida nieigakanmassugu ni iku~no mae nikosatentoshokaneigakanhakubutsukan~no tonari ni~no sumi nihidari te nimigi ni magaru

Unit 8

actuallybe outborrowcell phone (US)certainly lendmobile phone (UK)not inprank phone callreservespamsurf the internet

jitsu wagaishutsu karirukeitaitashika nikasukeitaigaishutsuchuitazura denwayoyaku surumeiwaku meeruintanetto o tsukau

Unit 9

eating ineating outethnic foodget madshortlystartertaking outwaitress

ei de taberugaishokuesunikku fudookorusugu nizensaimochi kaeru~

Unit 11

ankleaspirinawfulchestdiarrheaelbowfeverfoothangoverlegrear endsore throatsprained anklestomachsunburnterriblethe flu

ashikubiasupirinhidoimunegerisnetsuashifutsuka yoiashishirinodo ga itainenzaihiyakehidoikaze

Unit 12

Snakes and Ladders Directions

Topic/Grammar: AnyLevel: AnyActivity type: GroupPurpose: ReviewTime: 25-30 minutesMaterials needed: die, snakes and ladders game boards, question sheets (see sample below)

Suggested procedure:1. Students make groups of 3-6.2. Each group gets a game board, question sheet and a die.3. Students put game pieces on start (they can use coins, erasers, etc.)4. Students play junken. Let's say "Taro" is the winner; Taro rolls the die first and moves to the appropriate space.5. The student to the left of Taro asks Taro a question from the question sheet that corresponds to the number of the space Taro has landed on. For example, Taro lands on space number 7; Taro is then asked question number 7.6. If Taro answers the question correctly, he can stay on the space. If he gets it wrong, he has to go back to where he was before. It is up to the student asking the question (the judge) to decide if the answer is correct or not. 7. After Taro's turn is completed, the play continues clockwise. For example, the student to Taro's right then rolls the die, and Taro asks that student a question from the question sheet.8. First one to the finish is the Winner.

Notes:*the above procedure is just a suggestion; the rules can be adapted in a variety of ways.*demonstrate how to play the game first by joining a group and going through a few rounds; the rest of the class can gather around to watch.*make sure the question sheet is always face down on the table when it's not in use.*teach students game English: "It's your turn", "Once more please", "That's right", etc.*try to use a die; flipping a coin to move can be a bit tedious.-----------------------------------------------------------------------------------------------------------------------SAMPLE QUESTION SHEET (make your own questions depending on what you're reviewing)

1. How many people are in your family? 4, 5, etc.2. Are you married? Yes, I am./No, I'm not.3. Where do you go to school? I go to Super University.4. What's your major? I'm studying.....5. What year are you in? I'm a 1st year student.6. What does your father or mother do? He/She is a....7. Do you have a part-time job? Yes, I do./No I don't.8. What do you do? I'm a student.9. What do you like to do in your free time? I like to....10. Do you live with your grandparents? Yes, I do./No, I don't.11. Do you have any brothers or sisters? Yes, I do. / No, I don't.12. What's your neighborhood like? It's quiet/noisy, convenient, etc.13. Are you an only child? Yes, I am./No , I'm not.14. Are you from China? No, I'm not./Yes, I am.15. What high school did you go to? I went to....16. How do you come to school? I come by train... etc.17. What time do you get up in the morning? Around 7, etc.18. How often do you study English? Often, sometimes, once a week, etc.19. Where do you live? I live in...

20

t o m a t o

b a n a n a

a p p l eg r a p e

g r a p e f r u i t

c u c u m b e r

c h e r r y

g a r l i c o n i o n

w a t e r m e l o n

Fruits and Veggies Crossword

1

2

3

4

5 6 7

8

9 10 11

12 13

14

15 16

17 18

19

What’s number 1 ?

It’s a fruit.It’s a vegetable.

What shape is it?

It’s round.It’s oval.It’s square.It’s long / short.It’s thin / thick.I’m not sure.

How large is it?

It’s big.It’s pretty big.It’s pretty small.It’s small.

What color is it?

It’s

yellowgreenwhitebrownpurple

...

inside.

outside.

Is it...

sweet?sour?

spicy?bland?juicy?

Is it...

hard?soft?

rough?smooth?

A ~Could you spell that please?~Once more please.~Please give me another hint.~Pass!~Is it a carrot?

downacross

21

stra

c wa l o br e r e

p r t p a ru o t e n rm t u a g yp c c m ek e h ui p sn o s h

t p ra i ot n oo a m

ch

What shape is it?

It’s round.It’s oval.It’s square.It’s long / short.It’s thin / thick.I’m not sure.

How large is it?

It’s big.It’s pretty big.It’s pretty small.It’s small.

What color is it?

It’s

yellowgreenwhitebrownpurple

...

inside

outside.

Is it...

sweet?sour?

spicy?bland?juicy?

Is it...

hard?soft?

rough?smooth?

1

2

3

4

5 6 7

8

9 10 11

12 13

14

15 16

17 18

19

Fruits and Veggies Crossword

B~Could you spell that please?~Once more please.~Please give me another hint.~Pass!~Is it a carrot?

What’s number 1 ?

It’s a fruit.It’s a vegetable.

downacross

22 Unit Extensions

_____ I have a bad toothache. What should I do? _____ I think you should see a dentist.

_____ Do you often go shopping? _____ Yes, three times a week.

_____ Excuse me. Is there a bookstore around here? _____ Uh, it’s up this street two blocks.

_____ Could I reserve a table? _____ Sure. Patio or inside?

_____ How many stars is the hotel? _____ Four stars.

_____ Would you like to go hiking sometime? _____ I’d love to.

_____ I have a terrible headache. What should I do? _____ Why don’t you take some aspirin.

_____ May I take your order? _____ Sure, I’ll have the fish, please.

_____ What kind of dressing would you like? _____ Italian, please.

_____ I sprained my ankle. Do you have any advice? _____ Try not to walk on it.

Questions Answers

2

7

1

3

5

9

4

10

8

6

Directions: Use the gameboard on page 23. Students make small groups. One student is the M.C, who writes down numbers 11-20 on the right at random. The players will take turns choosing pairs of numbers from questions (1-10) and answers (11-20).

MC: When you hear the first number, read the first question. When you hear the second number, read the answer. If the sentences match, say “MATCH” and have the player write their name into the two boxes on the gameboard. If the two sentences do not match, say “NO MATCH”. Then, the next player chooses. Continue until all the questions and answers are matched. The player with the most matches is the winner.

Unit 1 GameNumber the answers randomly from 11-20

Unit 12 Game

_____ Nice to meet you. _____ Nice to meet you, too.

_____ What do you do in your free time? _____ I like to play sports.

_____ Where do you live? _____ I live in Yokohama.

_____ What are your future plans? _____ I want to be a rock star.

_____ What year are you in? _____ I’m a freshman.

_____ How’s it going? _____ Pretty good.

_____ What do you do? _____ I’m a student.

_____ What’s your major? _____ I’m studying English.

_____ Where is she from? _____ She’s from Hokkaido.

_____ What’s your first name? _____ It’s Yuko. Nice to meet you.

2

7

1

3

5

9

4

10

8

6

Questions Answers

Memory

23

Questions

1 2 3 4 56 7 8 9 10

Answers

11 12 13 14 1516 17 18 19 20

Memory

24



1.2.3.4.5.6.7.8.9.10.11.12.

13.14.15.16.17.18.19.20.21.22.23.24.

Secret Bingo

Template (use with any grammar)

Directions for teacherWrite a list of 24 items you wish to practice on the board, and have the students copy the list into their blank template. Alternatively, you can dictate the list to the students.Next, instruct the students to write 16 items from the list they just created into the bingo chart at random.

In the language box, have students write a short exchange. This will vary depending on what you're practicing. Some examples:

A: What's the date today? B: It's ______.A: What time is is? B: It's ______.

Students then practice the exchange with each other, alternating A and B, and substituting items from the list of 25 into the dialogue. When one of the items is said by B, then A can cross that time off their bingo board. The winner is the first person to get 1 straight line either horizontally, vertically or diagonally. (You can make the game last longer by requiring students to complete 2 or 3 straight lines.)

Out Front Teachers Guide Out Front - English Education Press

Documents

Transcript of Out Front Teachers Guide Out Front - English Education Press