Activity Book On Elementary Japanese For Teachers (Compiled by The Japanese Foundation)

Category: Vocabulary
1-1
Activity
Please Listen!
Understanding instructions and

Form
making the appropriate gestures.
Time
Expressions
The teacher gives instructions as in the Model

Text and the students make the appropriate
gestures as shown in the illustrations. At first,
give the instructions slowly but gradually
increase the speed.
Model Text
c
d 5
b.
a.
c.
d.
e.
f.
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.
1-2
Activity
Numbers
Learning the words for

Greetings and Numbers
Form
Time
by using a song and the game,

Bingo.
V01Time
1 1 2
Expressions
(1) The Song
1. In their exercise books, students draw a
Sing the song in the Model Text to learn
grid three squares across by three squares
the words for numbers and greetings.
down.
(2) Bingo
A sample Bingo grid.
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.
Model Text
Second verse:
(The same as the first 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 find
3-5 Adjective Bingo and 6-1 form Bingo.
Category: Sentence Pattern
1-3
Activity
What is your favourite number?
Saying what your favourite

numbers are.
Form
Time
S02 N
1 1 2
P01 (and)
1. Divide the class into groups of 4 or 5

people.
2. Each student says his/her favourite number
oral presentation to the class telling who in

his /her group liked which numbers.
(choosing from numbers between 1 and
The presentation should follow the pattern
12). The student must say the number in
in Model Text (2).
Japanese.
3. The others in the group listen to the
numbers and write sentences in their
6. The others in the class listen and make

notes about who liked what numbers and
how many people like those numbers.
exercise books like those in Model Text (1).
7. The teacher and the students check the
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
accuracy of what people have recorded in
exercise books and correct any mistakes.
5. One person from each group makes an
their exercise books.
Model Text
(1) In the students notebooks
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 first names and surnames.
E.g.can be calledor.
This activity can also be used to practise any Japanese words for food, sports, etc. that the
students are familiar with.
Category: Sentence Pattern Vocabulary
1-4
Activity
What is the time?
Guessing what time your

partner is thinking of.
Form
Time
S01N
1 1 2
P04
V01 Time
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.
Model Text
A:
B: 6

A:
B: 7

A:
B: 7
(1) Use other things such as the time you
(2) Make this exercise into a competition
arrive home in the evening, the time you
where the person who asks the fewest
eat dinner and so on.
questions to get the right answer is the

winner.
1-5
Activity
What is your favourite thing?
Saying what you like.
Form
Time
S01N
1 1 2
S02N
P01 (and)
Expressions
P04
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
express the things that they like but they
2food
must use Japanese for the numbers.)
3numbers
4. When the students finish 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.
10
Model Text
(1) Interview
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:
AB
(Try not using the subject after the first
round.)
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.
As answers could also be:and.
11
Category: Listening Comprehension Conversation
1-6
Introducing Myself
Listening to a self-introduction on
Activity
tape and answering questions.
Making your own self-introduction.
Form
Time
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.
12
(2) Conversation
1. Divide the class into groups of 4 - 5
people.
2. The people in each group take turns
introducing themselves.
Model Text
: 1
: 2
: 2
: 3
Answers: -C -A -D -B
13
Task Sheet
You can use the exercises below as listening
(3) You can ask about the name, school
tasks instead of using the cloze exercise in
level and likes of each person in either
the Task Sheet.
Japanese or English.
(1) Answer True/False questions on the
(4) Summarise each persons self-introduction
content of the introductions ( or ).
in English.
(2) On a chart add the following information

about each person: name and school
level, and things that they like.
To the teacher
Explain the usual format for introducing yourself in Japanese.
1. Usewhen meeting someone for the first 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.
14
15
1-7
What time do you get up?
Asking and answering

Activity
questions about when someone
gets up.
Form
Time
P02 (point of time)
1 1 2
P04
V01Time
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.
information.
3. The teacher asks in English,Who
in this class gets up earliest?The
2. The teacher checks with the students
student who thinks his/her partner is
whether their notes are correct or not.
the person who gets up earliest in the
(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
16
information as well as his/her partners
class replies in Japanese
. This way you

. . .
can find out who is the earliest person
in the class to get up. In the same way,
you can find out who in the class gets
up latest, who goes to bed earliest and
who goes to bed latest.
Model Text
(1) Tapescript
: 7
: 11

: 6
: 4
: 9
: 9
A: B
: 4
(2) Interview
: 4
: 9
: 4
:
: 1
: 12
: 1
: 8
NB = interviewer
B: 7

A:
B: 11
Students present their findings 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.
17
2-1
Activity
Things in the classroom
Remembering what objects you

Form
have seen and writing them down.
Time
Pictures of objects or the real things.
1. Get the students to look at Picture (1) and
2. Choose one of the pictures from (2) to (4).
check that they know the names of all the
The students then look at it for 30 seconds,
things they see.
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
(3) First of all, make a list of the names of the
or teams. The person or team with the
objects. Then, after looking at the picture,
biggest number of correct words is the
the students draw beside those that
winner.
were in the picture, and beside those
(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.
18
that were not in the picture. It then

becomes a simpler exercise.
19
Category: Sentence Pattern Conversation
2- 2
Activity
Do you have a pen?
Borrowing things you need.
Form
Time
S03V
S05N N
Expressions )
Making an appropriate response
1. The students form pairs and prop up things
4. If A has that thing, he/she replies
like exercise books or file books between
If he/she doesnt have that particular
them on the desk so that they cannot see
thing, he/she replies
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,
20
5. A and B change roles.
Model Text
A:
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 first 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.
21
2- 3
Activity
On, Under, Beside
Understanding position words

and making appropriate
gestures.
Form
Time
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
(2) The students form pairs or groups and
position words, they can practise in the
decide who will give instructions and who
following ways:
will make the gestures.
(1) One student takes the role of giving the

instructions.
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.
23
2- 4
Activity
Beside Me
Describing where someone

is. Listening to descriptions of
where things are.
Form
Time
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 writesin the middle
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.
24
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 fills 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.
Model Text
(1) Practise using the following sentence
(3) Make the grid into a school building as in

Picture (2) and practise using and
patterns:
A: (use your partners name)
. 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)
25
2- 5
Activity
What is that?
Asking questions and

answering them about what is
represented in a sketch.
Form
Time
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
2. The students ask,
that to represent different things and hold
3. The teacher draws another square inside
a conversation in the same way as in the
the first big square and, underneath the
Model Text. The picture can represent
smaller square or to one side of it, draws
anything they want it to. They can answer
some switches.
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.
26
Model Text
A:
B:
When A asks,, B always

answersand 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 fish 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.
27
2- 6
Activity
Whose is it?
Looking for the owners of some

items of stationery.
Form
P05
Time
( )
V03
Expressions( )
1. The students form groups of 4 or 5 people.
4. When the person who owns that stationery
2. Each group member takes two items of
(B) replies
, A gives the
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.
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 Text
A:
B:
A: (handing it over to B)
B:
28
Practising using.
7. B shows that item of stationery to the
Variation on the Instructions
group and asks, . . .
Refer to Pictures 1-4 below.
(Picture 4)
The instructions are the same as far as

No. 5.
6. When A gives back the item of stationery
over, sayingC accepts it, saying

.
to B (Picture 2) , he/she points to the
9. B points to the thing that C had, asking
thing that B had and asks,
. . .
And
. . .
B answers,
8. C says
and B hands it
the game continues in this way.
(Picture 3)
To the Teacher
The in this exercise is not an affirmative answer, but is what you say when you are
handing something to someone.
29
2- 7
Activity
Where is it?
Asking and answering about

where real things are in the
classroom.
Form
Time
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.
30
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.
Model Text
A:
B:
C: (getting As pen and handing it to him)

A:
(1) When the students are familiar with
(2) Only Student A closes his/her eyes and
the exercise, you can borrow items of
the other students watch where B puts
stationery from as many as five students
the object. Student A nominates the
at once, and have the same number of
student who is to tell him/her where the
students as the number of items take the
object is.
role of Student B.
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,
orare possible.
31
2- 8
Activity
Is the book on the desk?

where things are while looking
at a picture.
Form
Time
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
4. The students form pairs. One student
draw in the picture and the words which
asks his/her partner about where the
denote position.
various items are, using the patterns in the
2. As a class, decide which things (objects
Model Text. The student who is listening
such as a clock, a pencil) will be drawn
then draws or writes in that item in the
into the picture.
appropriate position on the second blank
3. Give out two pictures of the classroom to

each student. Students draw the items they
5. When one student has finished listening,
decided on in Instruction 2, placing them
he/she can check whether or not he/she
wherever they like on one of the pictures.
has understood correctly by comparing
They can either draw the picture or write
his/her picture with the speakers.
the word. At this stage, they do not write

on the other picture.
32
picture.
6. The speaker and listener change roles and

repeat the exercise.
Model Text
A:
B:
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.
33
2- 9
Activity
There is a bag on the desk
Listening to a description of
where things are and choosing
the picture that matches.
Form
Time
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)
4
5
6
34
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.
35
Category: Conversation
2-10
Activity
My School
Showing someone around your

school.
Form
S03V
Time
A real map of the school
S04N N
P05
P07(location)
V04
( ) * *

* *
* *
Starting a conversation
Checking that you have heard correctly
Giving the listener feedback
Expressions
Ending a conversation (
1. The teacher makes a map of the school
school. To make it seem like two people
and checks that the students know the
are walking around, they trace their route
names of the different rooms and where
on the map with two pens.
those rooms are in Japanese.

2. Each student draws his/her own school
4. As they pretend to move around the

school, the student playing the visitors

map.
3. The students form pairs. One takes the role
36
role asks questions like

. . .
of guide, and the other takes the role of a
The student playing
visitor to the school. Theguide shows
the role of guide answers these questions
the visitor (his/her partner) around the
with
Model Text
A:
B:

A:
B:
A:
B:
A:
B:
A:
(A: guide, B: visitor)
37
Describing your school.
Variation on the Model Text
Instructions
Guide :
1. The students draw a map of a school in

2. They form pairs, and one describes

his/her school using the sentence
pattern,
as in the
Visitor :
Guide :
Model Text below. When one student

has finished explaining, the listener asks
questions about the school, such as
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.
38
2-11
Activity
Going, Coming, Returning
Choosing the verb which is

appropriate to the text.
Form
Time
S03V
P06
1. In this exercise, you always talk from the
4. Practise changing the words in Model Text
point of view of where you are now. Check
1-4 to these below:
that the students know which place they
are in. (E.g. We are now in the classroom/
2 name of your country
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
finishes each statement.
40
4 name of your school
Model Text
1
2
4 name of the students country)

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.
41
3-1
Activity
How much is it?

price.
Form
Time
V05Numbers
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
6. The other person takes four cards from the

top and puts them in a row with the
card on the right-hand side.
of the same size.
That student answersas in
They make one set with the numbers 0-9
the Model Text.
andwritten on the cards.

3. They put the card withwritten on it
on the right hand side of the desk.
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 shuffle the numbered cards and

put them in a pile face down.
5. One person in the pair asks
42
9. The students return the cards to the pile,

re-shuffle them, change roles and repeat
the exercise.
Model Text
A:

B:
A:
B:
(1) Change the number of cards and practise

larger and smaller numbers.
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.
43
Category: Vocabulary Sentence Pattern
3-2
How many do you want?
(1) and (2) - Learning counters.

Activity
(3) Saying what items you want
to buy and how many.
Form
Time
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) Counter Exercise B

1. Students form pairs.
2. One of the pair puts both hands behind
his/her back and puts out some fingers,
2. The students respond by saying the
asking . The other student
number with the appropriate counter.
must guess how many fingers his partner
eg.
3. The teacher repeats this with other
pictures (realia) and other numbers.
44
has out.
(3) Sentence Pattern Practice
3. O n e b y o n e , t h e s t u d e n t s m a k e
1. The teacher draws the chart below on the
sentences as in the Model Text, using
blackboard. The students draw the same
the sentence pattern
chart in their exercise books. The words
in the top row can be written in English
4. The other students listen to what each
or drawn as pictures. If you want to have
student says in Instruction 3 and then
the students practise a lot, increase the
write the name of the student, the
number of columns.
objects and the number of each in their
2. In the column markedthe students
own exercise books.
write down items which use the counter
5. The person who said the sentence
above or the name of a food and a
writes his/her own name, the items and
number. For example, they write things
the number of each on the chart on
like:
the blackboard, and the other students
, etc.
in the class check whether they were

correct or not.
A. thin, flat things
B. long narrow
C. books,
D. small objects, (used when
things/tapes
magazines
buying food in shops)
Model Text
45
46
(1) Counter Exercise A
(3) Sentence Pattern Practice
Students form groups or pairs and take
Change . . . to
turns at taking the role of: a) the person
the pattern,. . .
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.
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.
47
3-3
Activity
Ill have a hamburger, please
Asking for something to eat or

drink and responding to similar
orders.
Form
P08(direct object marker)
Time
* *
P10
* * *
V05Numbers
V06Counters
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
have, check that you have noted correctly
others in the group what they would like to
what everyone has ordered and how many
eat, as in the Model Text.
of each food item is needed.
The other group members look at the

menu and say what they will have.
48
3. After everyone has said what he/she will
4. In the same way, ask what people will drink

and check amounts.
Model Text
A:
B:
C:
D:
A:
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 confirming
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.
49
3-4
At the Hamburger Shop
Listening to a conversation at a
Activity
Form
hamburger restaurant. Ordering
and taking an order at a restaurant.
Time
S08N
* *
P08 (direct object marker)
* *
P09 (price per unit)
P10
V05Numbers
Expressions
V06Counters
( )
(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
50
food items and at least two drinks.

3. The students change roles and have
the conversation again.
4. When the pair practice is finished, the
teacher elects one pair to do their role
play in front of the class.
Model Text
(On Tape)
(1) A:
B:
A:
B:
A: calculating the amount610

B: handing over the money
A: receiving the money
The 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.
Theon 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 difficult 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 difficult 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.
51
3-5
Activity
Adjective Bingo
Listening to adjectives.
Modifying nouns with adjectives.
Form
Time
S06A AN
S07A A N
1. On the blackboard, the teacher writes
5. When a student has a complete row of
a list of more than sixteen adjectives in
adjectives crossed out, whether it be
Japanese that the students have already
horizontal, vertical or diagonal, he/she
learned.
calls out Bingo.
2. The students draw a grid four squares by
6. The student who called out Bingo
four squares in their exercise books, and
presents those adjectives that he/she has
write adjectives in English in the squares,
in a row to the class, adding a suitable
choosing from the adjectives written on
noun to each one. e.g.
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.
52
(1) If you want to stress the importance of
The students take turns taking cards and
learning characters, write the adjectives
reading the characters on them aloud.
in the grid in Hiragana.
(When the exercise is done in this way,
(2) Instead of reading adjectives out, as in
it has the fun of being a game of chance
Instruction 3, the teacher can use cards
rather than just being a reading exercise.)
with an adjective written on each one.
To the Teacher
Use nouns that the students have learned so far.
Fornouns like and can be used.
Fornouns like and (snack) can be used.
Fornouns like and can be used.
Refer to 1-2 Numbers to see more about Bingo.
53
3-6
Activity
What sort of bag is it?
Drawing a picture of a bag

and describing it. Listening to
a description and choosing a
picture to match.
Form
Time
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
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.
bag and make it look like a new bag or an

old bag.
Model Text
A: B
B:
A:
B:
A:
B:
54
(1) Instead of bags, you can use other things
(2) Depending on the number in the class, it
such as umbrellas, chairs, as long as the
is possible for this to be a class activity
students know a number of adjectives to
rather than group work.
describe that object.
55
3-7
Activity
Is it new?
Asking questions and guessing

what someone else is thinking
about.
Form
Time
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
object is by asking questions using the
discussion among themselves and choose
sentence structureA AN
one object in the classroom.
Model Text
A:
B:
A:
B:
A:
B:
56
3. The other team tries to guess what that
(1) It is possible to have three or more teams.
(2) If there are too many objects in the
If there are more teams, all teams guess
classroom to choosefrom, you can
what one team is thinking about.
limit the number of choices by using

picture cards or cards from Photo Panel
Collection I. Clothing, Food, Shelter, and
Associated Items.
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
3-8
Activity
What sort of shop is it?
Getting information about a

shop and deciding whether
you will go to that shop or not.
Form
Time
S06A AN
P10
*
Making an appropriate response (

1. Get the students to tell you the names of
4. Each student must then look for someone
shops and restaurants that they often go to
in the class who has chosen a different
and write those on the blackboard.
place from his/hers and has a conversation
2. Each student in turn chooses a place
with that person along the lines of the
he/she likes and tells the class about it.
Model Text. The students may look at their
3. The students make sentences about the
exercise books while they are having the
shops or restaurants they have chosen,

using the adjectives from the Vocabulary
Required and write those sentences in
58
conversation.
Model Text
(1) A:
B:
A:
(2) C:
D:
C:

(3) E:
F:
E:
(4) G:
H:
G:
To the Teacher
andetc. are names of shops and a restaurant.
59
3-9
What do you want?

what you want.
Activity
Form
Time
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.
Model Text
A: B
B:
A:
B:
60
3. The students present to the class the

conversation that they practised in pairs.
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.
61
4-1
Activity
Which picture is it?
Choosing the picture that goes

with the sentence you heard
and answering with the number
of the picture.
Form
Time
( ) ( )
( )( )
( )( * )
Pictures which represent the actions in the
Vocabulary Required.
1. The teacher chooses five of the pictures
3. The students hold up the same number of
from 1 to 14 and puts them up on the
fingers to show that they understand which
blackboard.
number picture is correct.
2. The teacher says a verb which matches

one of those five pictures.
62
Model Text
10
11
12
13
14
63
64
(1) When the students have learned these

phrases, they can play this game.
(2) One of the students can also take the role

of the teacher and give the cues.
The whole class stands up at the start,
(3) You can also make this into a game of
the teacher says a verb and the students
Bingo. To see more about Bingo, refer to
choose the matching picture, just as in
1-2 Numbers.
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.
To the Teacher
If necessary, you can make the phrases more appropriate to the studentslives by changing
toand so on.
65
4-2
Activity
My Day

questions about everyday life.
Form
Time
V08
( ) ( )
Giving feedbackto the

speaker
Pictures which represent the actions in the

1. In their exercise books, the students draw
3. The students form pairs and ask their
a grid like the one below in which they can
partner what time he/she does the various
write their days activities.
activities, as in the Model Text.
2. The students choose activities from the list
4. The student then writes the letter of the
below and write the letters which represent
partners activity beside the time when
them in the grid where it says.
he/she does it.
The place where they write them should
5. The student reports the findings of the
match the times when they do those
interview back to the class.
activities. (For G, the students should think

of an activity of their own and write it in.)
5:00
6:00
7:00
:
:
Activity List
A. B.
D. E.
66
C.
F. G.
Model Text
(1) Interview
A: B
B: 7 A
A: 7
B:

A: 6 B
B: 10
(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
4-3
Activity
I have about seven hours sleep

questions about time in daily
life.
Form
Time
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,
( )( )
4
5 (As a class or in groups decide
on another activity)
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).
68
Model Text
(1) Interview
A: B

B: 7 A

A: 8
B: A

A: 1 B

B: 8
(2) Reporting Back
1 30

As a final 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 first.
If you want to repeat the same question to another person, you can just say.
69
4-4
Alwayssometimeshardly ever
Talking about and listening to

statements about daily life.
Activity
Form
Time
S10negative
( ) (
1. Divide the class into groups of 5 or 6
using or . Put a
people. Each student draws in his/her
cross in the chart if a person doesnt do
exercise book a chart like the one below.
that thing at all.
2. The students fill in how often they do

activities 1~5 in their own daily lives. (See
Model Text 1.)
4. Find out how often, in general, the group

does those activities.
5. Report back to the class how often, in
3. The students form groups of 4 or 5 people

and interview each other as in Model Text
general, the group does things as in Model

Text (2).
(1) about how often they do activities 1~5

(A)
70
Model Text
(1) 1
4
(2) An example of As answers
(3) Reporting back
C E
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
4-5
Activity
Where?
Choosing appropriate particles

depending on the verb.
Form
Time
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 takeand the
group of verbs which take.
72
Task Sheet
1 ()
2 ()
3 ()
4 ()
5 ()
6 ()
7 ()
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 final verb isor
you use
, but with other verbs you use
.
73
4-6
Activity
Tanakas Day
Reading the passage after you

have guessed its contents.
Form
Time
P11(location)
P13(and)
( )( )( )
V07Duration
( )

V08
( )( )
*
1. The teacher writes a list of everyday

activities on the board as follows.
: ( )
2 : ( )
3

: ( )

4 : ( )

: ( )
6 : ( )
74
: ( )
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.
Model Text

(On Tape)
5 1
7 11
4
(1) After you have guessed what you think
(3) The students write about their own daily
Tanakas routine is, use the tape to
routine using the patterns in the Model
practise listening to times.
Text.
(2) Look for the person who had the most

correct out of 1~7.
75
4-7
Activity
A Typical Week in Itos Life
Reading a passage and

checking whether it matches
what is in the chart.
Form
Time
P11(location)
P12
V07Duration
V08
* *
* *
76
1. The students look at the chart and check
2. Read the text and write beside the
what Itos routine is for the week. If the
sentences which are correct and beside
pictures are difficult for the students to
those that are incorrect, according to the
interpret, the teacher should explain.
chart.
Model Text
2 7
3 6 8
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
4-8
Activity
My Family
Reading a passage and looking

for the picture that matches the
contents of the passage.
Form
Time
* * *

Read the Model Text and match the passages

to the pictures.
Model Text
a.
78
(On Tape)
b.
c.
d.
(1)
(2)
(3)
(4)
Answers: (1)-b (2)-d (3)-c (4)-a
(1) Listen to the tape and match the pictures

to the passages you hear.
(4) Boys can useinstead of.

(5) The students write about their own
(2) A student looks at the pictures and
families. After that the teacher reads
introduces the people in that family to
someones work aloud and the students
someone as if he/she were a family
try to guess whose family it is.
member.
(3) When the teacher has taught family terms
such asand, use them
instead of,
etc.
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
4-9
Activity
Crossword Puzzles
Reading the clues in Across

and Down and inserting the
appropriate word.
Form
Time
S10 . . . negative
P11 (location)
Expressions
1. Read the clues in Across and Down and
2. Write one character only in each square.
fill in each square with one hiragana
Small characters for combination
character.
characters such as also use

one square.
3. The words in the brackets are additional
clues.
Model Text
(1)
1
8
10
11
80
Clues Across
2.

5.
6.
7.
9. A:
B:
10.
11. ( : 5)
Clues Down
1. ( : 9:00)
2. 1

3.
4.
7. A:
B:
8. A:
B: 170
81
(2)
1
7
8
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
10
11
(2)
1
4
7
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
5-1
Activity
What is the date?
Asking what the date is and

answering.
Form
Time
1 12 1 31

1. As in the Model Text, the students practise

giving the date using birthdays, special
The teacher names a public holiday and
school days, national and local holiday and
the students respond with the date of
other such major events.
that holiday.
(1) Special School Events
(3) Birthdays
The teacher tells the students about
The students ask each other when their
the schools special events and when
birthdays are and group together those
they will be held. (This canbe done in
who have birthdays on the same day or
English.) The students make a note of
in the same month.
thesin their books.
84
(2) National and Local Holidays
Model Text
(1) School Events

9 8
3 20 4 7
(2) Holidays
A:

B: 5 5
(3) Birthdays

A: B

B:
1 2
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
5-2
Activity
Did you watch television?

past events.
Form
Time
S11V
( )

( )
1. The students write in their books three
3. The student asking the question draws a
things that they did yesterday (or in the
beside the sentence if the answer is
weekend or the holidays).

2. Students form pairs and, as in Model
and beside the sentence if the

answer is.
Text (2), ask each other whether they did
4. As in Model Text (3), the students write
the same thing or not. The student who
a report in their books telling what their
is asked the question answers if
partner did.
he/she has done that thing.
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:
(3) Reporting Back
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
5-3
Activity
Was it fun?
Making up questions using the

words you have been assigned
and asking/answering those
questions.
Form
Time
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.
88
3. The students write down the exchanges

they had in their books.
4. The students present the exchanges they
had to the class.
Model Text
(1) A:
B:
(2) A:
B:

(3) A:
B:
(4) A:
B:
(5) A:
B:
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
5-4
Activity
It was delicious
Thinking of a word which

expresses how you feel and
completing the dialogue with it.
Form
Time
S11V
S12A AN
( )( )
* *
S13N
(P10 )
1. The students read the conversations in the

Task Sheet and choose whetheror
2. They check their answers.

3. In pairs, the students make conversations
is appropriate. They must give reasons for
as in the model texts in the Task Sheet.
their choices.
They should feel free to put in other names

of films, books, etc.
90
Task Sheet
(1) A: B
B: A
A:
(2) A: B
B: A
A :
(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
andare film 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
5-5
Activity
The Holidays

what you did in your holidays
and how you felt about it.
Form
Time
S11V
S12A AN
( )( )
P14 (with)
P15 (purpose)
Expressions
1. The students listen to the tape and take
3. In pairs, they ask and answer questions
notes about who did what and how they
about what they did in the holidays and
felt about it.
how they felt about it.
2. They check that the contents of the tape

and their notes are the same.
92
4. The students report to the class what their

partners have told them.
Model Text
(On Tape)
(1)
(2)
(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 useafter days of the week. Refer to P-02 in the Grammar Notes.
93
Category: Composition
5-6
Activity
Letters
Reading and writing about what

you did in the holidays and how
you felt about it. Writing a reply.
Form
Time
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
4. The teacher collects in the letters from
letters in the Model Text together. At that
each group and gives them out to other
time, make a note of the formalities used
groups.
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.
94
5. The students read the letters they have

been given and write a reply to those
letters as in Model Text 2.
Model Text
(1)

9 18
(2)
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 .
Thein a letter shows politeness.
In a letter, allow the students to write more detailed information or comments in English.
95
5-7
Activity
Would you like to go to the movies?
Inviting your friends to go out in

your free time. Accepting and
declining invitations.
Form
Time
S11V
( )( )
S12N
( ) *
P14 (with)
P15 (purpose)
Expressions N (
1. From the list on the next page, the
2. The students choose one of the activities
students choose five things they would like
and invite another student to do that
to do with their friends in the holidays or on
activity with them as in ModelText 1.
a particular Sunday, etc. and write those

things in their books.
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 finds 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
96
the same persons name twice.
5. The students report to the class what they

will do and with whom, as in Model Text 2.
5-8
Activity
Invitations
Thinking about an activity you

want to do on a free day and
inviting a friend. Accepting and
declining invitations.
Form
Time
S14V
S15N
* *
P15 (purpose)
Expressions
Responding

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.
98
3. The students have conversations in pairs

as in the Model Text.
4. They present their conversation to the
class.
Model Text
(1)
(On Tape)
: 7
(2) : ABC GLAY
(3)
To the Teacher
In Instruction 1, be careful to say first of all what the event is that you will go to and find 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
5-9
Activity
Posters
Making posters and writing

letters of invitation.
Form
Time
S15V
* 1 12
P14 (with)
1 31 * * *
P15 (purpose)
( *)
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.
100
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.
Model Text
(1) Poster
(2) Invitation card
(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
6-1
Activity
form Bingo
Listening to verbs in the form.
Form
Time
C01V formV
( )( )
( ) ( )
( )( )(
)( )( )( )( )
( )( )
1. The teacher writes sixteen verbs in the

form on the blackboard.
2. The students draw a grid four squares
4. The students cross off the form of

the verbs on their chart as the teacher
says those same verbs in the form.
by four squares and write the form
5. The student who gets four verbs crossed
verbs in the squares in any order they like.
off in a row, whether they are horizontal,
3. The teacher calls out the verbs in the

form.
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 flash cards with one
(3) The students write the form of the verbs
form verb written on each. Instead of
in their grid, and check with the teacher
using Instruction 3, the students take turns
afterwards whether they wrote them
to pick up a card from the pile of cards
correctly or not. Then the teacher reads
which has been turned upside down and
the verbs out in the form.
to read that card aloud.

(2) The grammar patterns
(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.
orcan be used instead of

the form.
103
Model Text
Examples of instructions the teacher can give.Underlined words can be
changed.
(1)
30

35
(2) A:
B: (starting to write)
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,
(2) If there are too many students in the
the teacher can nominate one student to
class, the students can divide into groups
make the gestures alone.
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-19in the Grammar Notes.
106
6-2
Activity
I am the teacher.
Following instructions. Giving

instructions.
Form
Time
S16V
( )( )
S18A AN V
( )( )( )

( )( )
S19
C01V formV
P17means/ingredients

Expressions

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:
(2) Reporting back
A: B
(1) You can add a variation that the person

who is fastest to find people who will do
(2) The students can think up their own

activities without using the list.
things with him/her is the winner.
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
6-3
Activity
Please could you . . .?
Making requests. Granting and

turning down requests.
Form
Time
S16V
( )(
C01V formV
)( )( )
1. The teacher writes a list like the following

on the blackboard:

requests, using phrases from the list on
108
2. In pairs, the students make various
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.
Model Text

(1) A:
B:
A:
(2) A:
B: (hands the book to A)
A:
(3) A:
B: (hands the dictionary to A)
A:
(4) A:
B:
A:
To the Teacher
After the exercise, check with the students in English what kinds of things they requested, and
find 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
6-4
Activity
Please write your name
Telling someone to write his/her

name in the way you instruct
him/her to do it.
Form
Time
S16V
( )( )( )
S18A AN V
C01V formV
( )( )( )( )

( )
1. The teacher writes on the blackboard

the following ways that names can be
their books.
written and makes sure that the students
3. As in Model Text 1, the students ask eight
understand the words and the pattern V
other students to write their names in the
form A A .
ways given in Instruction 1 (1~8).
110
2. The students write the numbers 1~8 in
4. Afterwards, they report back to each other

in pairs or in groups as in Model Text 2.
Model Text
(1) Instructions

A:
B:
A:
B:
(2) Reporting Back
A: B C

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.
111
6-5
Activity
Where is it?
Asking questions to try to guess

what place someone else is
thinking about.
Form
Time
S17V
( )( *)( )
C01V formV
( )( )( )( )
( )( )

( )
Expressions
1. The teacher writes a list of places on
3. The other students then ask that
the blackboard, using the words in the
student questions as in the Model Text
to try to guess what place it is.
2. The teacher tells one student the name of

one of thoseplaces in a way that the other
students cannot hear.
112
Model Text
A:
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.
113
6-6
Activity
School Subjects
Matching the names of subjects

to the pictures.
Form
Time
*( *) * *
* * * * *

* *( )( )
Pictures of school subjects.
Choose the pictures which match the names

of the subjects in the Task Sheet.
Task Sheet

()
()
()
()
()
()
()
()
()
10 ()
11 ()
12 ()
13
()
Name of language
Answers : 1-h2-i3-a4-f5-c6-k7-d8-g9-m10-b11-l12-j13-e
114
Match the names of subjects in Japanese
CHCl
with definitions of those subjects written in
simple Japanese or in English.
CD
Sample definitions:
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
6-7
Activity
School Timetable
Checking what is in the

timetable.
Writing a timetable.
Form
Time
P18 frequency per unit)
*( )( *)

* * * *
* * * * *( )
timetables
1. In class, the teacher checks that the

students know the names of the subjects.
3. In pairs the students talk about their

timetable as in the Model Text.
2. The students write their class timetable in

Japanese in their books.
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
10:45 ~ 11:35
11:45 ~ 12:35
8:45 ~
9:35
9:45 ~ 10:35
1:15 ~
2:05
2:15 ~
3:05
3:15 ~
4:05
HR
Aural communication
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
7-1
Activity
If you can tell me what it is, Ill give it to you
Looking at the form and

Form
saying the form (plain past).
C02V form (V )
Time
( )( )( )( )( )
( )( )( )( )( )
( )( )( )( )( )
( )( )( )( )(
)( )( )( )( )
( )
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
4. The students form pairs - Student A and

Student B.
and B. The teacher writes ten verbs in the
5. In pairs, the students take turns to show
form on the blackboard for each
the cards with the form and have
group.
the partner say the same verb in the
3. The students write their own groups
form. If B gets it correct, A hands over
verbs in the form on the front of the
the card. If B doesnt know the correct
card. On the back, they write the form
answer, A gives the correct answer but
(plain past) of those verbs. After they have
keeps the card.
written them, the whole class checks them

together and corrects any mistakes.
118
6. At the end of the exercise, the person with

the most cards is the winner.
(1) Group A swaps cards with Group B and

does the exercise again.
(3) Increase or decrease the number of

cards used.
(2) Instead of writing the form and the

form on the cards, write the verbs in
English with the form on the reverse
side.
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, first teach the students their meanings and how to conjugate them.
119
7-2
Activity
Unusual Experiences
Talking about your own

experiences. Asking others
about their experiences.
Form
Time
S20V
C02V form (V )
( )( )

P21goal
1. Students write down experiences they
3. The student who has had the most
have had that they think others may not
unusual experience in the group then asks
have had.
the class whether anyone else in the class
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.
120
has had that experience.
Model Text

A:

(1) You can turn the exercise into a game like
(2) Go round the class asking the questions
this:
one at a time, rather than dividing the
- people who have had the same
students into groups.
experience get one point;

- add up the points at the end. The
person with the least number of points
(3) Talk about your experiences in front of

the class and ask if others have also had
that experience.
is the winner.
To the Teacher
When writing about their experiences, the students can write the nouns that they have not yet
learned in English.
121
7-3
Activity
Travel Memories
Talking about travel in the past.
Form
Time
S21V V
* * *
S22Interrogatives . . . positive
S23Interrogatives . . . negative
( )( )( )
C02V form (V )
Expressions ( )
Maps (a map of the world)

notes of who did what and where.
5. The students present their conversations

in front of the class. The people listening
2. As a class, check that the students notes
make notes about who went where.
are correct. The teacher also checks that
After each dialogue, the teacher asks
the students know how to ask and answer
the listeners some questions about the
questions.
contents.

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.
122
Model Text
(1)
(2)
(1) Talk about a trip you are planning.
To the Teacher
You can use the world map in 12-6Japan(2) (a) as a task sheet, and have the students write
their destinations on it
123
Category: Reading Composition
7-4
Activity
Lets go on a trip!
Reading and writing travel

posters and pamphlets.
Form
Time
S20V
S21V V
C02V form (V )
* * *
( )*( *)
*( ) *
Expressions *
1. The students look at the posters in the
3. As a group, they make a travel poster and
Model Text and the teacher makes sure
a pamphlet. The teacher will give students
that they understand the contents. They
any vocabulary they need. Difficult
can discuss in English what information
vocabulary items can be written in English.
on a poster would attract people to that
4. The students put the posters around the
particular destination.
2. In groups of 4 or 5, the students decide
on a country, an area or a tourist spot to
advertise.
124
classroom walls and read each others

pamphlets. They could also talk to each
other about where they would like to go.
Model Text
(1)
300
4 1 5
(2)

(1) (2)
To the Teacher
There are different restrictions on advertising in some countries. For example, be careful with
using phrases such as . . .
125
7-5
Activity
Where?
Making sentences using words

you have been given.
Form
Time
(P11 (location))
(P12 / )
(P17 (means/ingredients))
P19point of detachment
P20route)
Expressions
P21goal)
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.
126
Model Text
(1) Make sentences in groups of three
sentence pattern first, as follows.
people. The first person gives (1) (a
Sentence Pattern A:
place) + a particle. The second person
(place) (vehicle)
gives (2) (a vehicle) + a particle. The
Sentence Pattern B:
third person chooses a verb from (3) and
(place) (vehicle)
finishes the sentence.
Sentence Pattern C:
(2) It is easier and is good basic pattern
(place) (vehicle)
practice when the teacher shows a
Sentence Pattern D:
(place) (place) (vehicle)
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 fill 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
7-6
Activity
From home to school
Reading and writing about the

route you take.
Form
Time
(P12 )
( )( )(
P19 (point of detachment)
*) *
P20route)
( )( ) *
P21goal)
Expressions
1. The teacher makes sure that the students
4. The teacher checks that they understand the
know the vocabulary for travel and
contents of the sentences in the Task Sheets.
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 fill inthe answers on Task Sheets
(1) or (2).
128
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.
Model Text
(On Tape)
(1)

15
10
7 40
129
(2)

16
130
Task Sheet
(1) Write appropriate particles in the brackets.
15
10
7 40
(2) Write appropriate verbs in the brackets.
15
10
7 40
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
7-7
Activity
Where is the station?
Asking and telling the way in

pairs when the students have
maps containing different
information.
Form
Time
P20route)
( )
( )
Initiating a conversation ( )
( )( )
)
Expressions
Making an appropriate response (

)
( )
4. The person who asks for directions as in
know the phrases used when asking for or
Instruction 3 writes the name of that place
giving directions.
on the map when he/she is given the
2. The students form pairs and one of each
information by his/her partner.
pair takes an A map and the other takes a
5. The students change roles.
B map.
6. When they have finished and know where
3. In pairs, the students ask each other how
all the places are, the students show each
to get to the places which are written
other their maps and check each others
on the top of the map, but which are not
answers.
marked on their own map. The partner

gives directions, as in the Model Text.
132
Model Text
A:
B:
A:
B:
A:
B:
133
134
Category: Reading
7-8
Activity
What is the best tour to take?
Reading descriptions of
possible day trips and choosing
one you would like to go on.
Form
Time
(P12 )
* *
P21goal)
* *
P20route)
* ( )
* *( )
( )
( )( )
1. The students read the Model Text and
2. The students choose out of the three
the teacher checks that the students
daytrips the one they would like to take,
understand the contents and expressions
explaining the reasons for their choice in
used.
English.
136
Model Text
(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 practice
Understanding and learning the

Activity
dictionary form through a game.
Form
C03V dictionary formV
Time
*( )( )( )
( )( )( )( )( )
( )( )( )( )( )
( )( )( )( )( )
( )( )( )( )
Picture cards of verbs
( )( )( )( )
( )( )
(1) Class Practice
2. The students write one verb in the
1. The teacher gives clues to the students
form in each square. (They can
as to what verb he/she is thinking of
write any verb they like in any order.)
showing picture cards or miming.
Altogether, there will be twenty-five
2. The students give the form and the

dictionary form of the verbs indicated
by the teacher.
(2) Game (Noughts and Crosses/Tic Tac
blank squares filled in with verbs.

3. Each pair decides who will write and
who will write .
4. One by one the students say a verb in
Toe)
the dictionary form and write or
1. The students form pairs and each
(whatever was decided in 3) on the
pair makes a grid five squares by five
form of that verb. Whoever gets five
squares on a sheet of paper.
in a row first is the winner. (The and

can go across, down or diagonally.)
138
(1) A variation on Instruction 2
3. A student gives a verb in the dictionary
Divide the class into two teams and play
form, the next student says that same
the game.
verb in the dictionary form, then adds
(2) Another version of dictionary form practice

Instructions:
1. The students take turns to say what
another verb in the form.

E.g. The teacher :
Student A :
verbs they have learned so far in the
Student B :
form.
Student C :
2. The teacher writes the verbs given by

the students on the blackboard.
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.
139
8-2
What is your hobby?
Guessing what someones

hobbies are from what that
person mimes.
Activity
Form
Time
S25V
( )( )( )
*
1. The class divides into two teams.
4. A team gets one point if someone from
2. A student from one team comes to the
that team guesses the answer. Then that
front of the class and mimes what his/her
team sends someone to the front to mime
hobby is.
the next clue.
3. The students from the opposing team
5. Repeat Instructions 2 ~ 4.
watch the mime and guess the hobby,
6. Set a time limit as well as a limit on the
using the sentence patterns in the Model
number of repetitions a person can make
Text.
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 thanso that
they get to practise this structure.
141
8-3
Activity
What do you do with your friends?
Reading a graph for

understanding. Doing the same
survey with the class.
Form
Time
S25V
* *
* *( ) *
Expressions
1. Before the students read the Model Text,
the subject headings in the graph. Make
they talk in class in English about the
sure that they work out how many people
following:
in total do each of those things.
whether they meet up with their friends
4. Then, looking at the results of their survey,
on days off or not;
they make their own graph, ranking their
when they meet up with their friends,
findings from most people to fewest
what they do together.
people.
2. The students read and interpret the graph
5. They fill in the blanks in the task sheet
together as a class.
with appropriate words and then write
3. Then they do a survey as a class, using
sentences about their own class.
Model Text
142
Task Sheet
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
8-4
Activity
Which person is it?
Guessing which person it is from

a description of what someone
is doing and/or wearing.
Form
Time
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
3. They continue this exercise until they have

found out the names of all the people on
their sheets.
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 confirmation.
Model Text
A:
B: 4
A:
A:
B: 5
A:
144
(1) The students write a description of the
(2) They can also write the names of all the
people in the pictures (what they are
people on the bottom of both sheets.
doing, what they have on) onpaper and
They ask questions about the ones they
exchange them with a partner.
dont know. They should first decide

which sentence pattern they will use for
the questions
or
145
A
146
8-5
Activity
A part-time job
Reading a letter which tells you

about what has been happening
recently and replying to it.
Form
Time
S24V
( *)

P22subject
P23
C D * *( )
P24
P25reason
Expressions ( )/
Writing Letters
1. Before the students read, they should
2. Then the students read the letter in the
discuss one of the topics below. They can
Model Text, imagining that they have just
use English for this discussion.
received it from a Japanese high school
What would you write about if you
student, Norio Tanaka.
wrote a letter about your daily life to a

foreign high school student?
What is your experience of working
3. The teacher should make sure that the

students understand the vocabulary, the
expressions and the content.
part-time? (Talk about the hours, the
4. The students then write a letter about their
type of work you do, how you spend the
own everyday experiences or about their
money you get from the job, whether it
own part time job, using one of the letter
is a good experience or not.)
openings that is given in the Task Sheet.

Write either to a friend or to Norio Tanaka,
the person who wrote the letter in the
Model Text.
148
Model Text
(On Tape)
1 3
1 5
C D
1999 9 30

149
Task Sheet
Sample Letter 1
A

()
Sample Letter 2

To the Teacher
In Japanese letters, it is common to write about the season or how your daily life is affected
by it. You put this between the opening greetings and the main part of the letter. When there
has been no change in the season, you can write instead about major events in your life. For
example
For information about composing a letter, refer to 5-6 Letters.
150
Category: Conversation Listening Comprehension
8-6
Activity
Telephoning
Listening to a telephone
conversation and choosing the
correct message.
Form
Time
(P16 (conjunction))
* *
P22subject
* * * *
Making a telephone call

Indicating that you want the other
Expressions (
person to pick up the conversation at
this point

( )

Pausing while you think
1. The teacher should first make sure that the
2. T h e s t u d e n t s l i s t e n t o Te l e p h o n e
students know how to have a telephone
Conversation 1 and choose one correct
conversation politely in English before
answer from a, b and c. The teacher
explaining how to in Japanese. (Explain
checks whether the students have chosen
how to leave a message and how to take a
the correct message or not.
message.)
152
3. Do the same with conversations (2) and (3).
Model Text
Telephone Conversation 1
: 7
: 7

: 1

: 2

: 2
153
:
321-4576

: 321-4576
Answers :
(1)-b(2)-a(3)-c
154
8-7
Activity
The Japanese School System
Reading a passage about the

Form
Japanese school system. Writing
a passage about the school
system in your own country.
Time
P22subject
*( *)( )
P23
* * *
( ) *( )
( ) *

* * *
Expressions Vdictionary
form
1. Before the students read, the teacher

should make sure that they know about
their own school system. Afterwards it
4. They draw a diagram of the Japanese

education system.
would be good to draw a diagram in the
5. Referring to the diagram (that they drew in
same style as the one in the Model Text
Instruction 1) and to the text, the students
so that the students can make a visual
write a passage about the education
comparison of their own system and the
system in their own country.
Japanese school system.

2. The teacher introduces vocabulary such
as the names of schools, and words such
asand, all
the time checking that they know about the
same things in their own country.
156
3. The students read the text.
Model Text

6 6
4 2

6334
157
After they have read the Model Text, they
on to university. (These resources can be
can compare their own country and Japan,
read in (Outline of
using the diagram of the school system, the
the Ministry of EducationJapan) and
percentage of school attendance and a chart
(Education Dataland) .
showing the percentage of students who go
To the Teacher
About 10% of all high schools in Japan are teaching a foreign language other than English.
The most widely taught languages, in order of popularity, are Chinese, French, Korean,
German, Spanish, Russian, Italian and Portuguese. For more detail, refer to
(Dataland) published by Jijitsuushinsha.
158
9-1
Activity
form Quiz
Looking at the form and

writing the form
Form
C04V formV
Time
( )( )( )( )
*( )( )
( )
Paper (one sheet per student)
1. The teacher hands out a sheet of paper to

each student.
4. When a student receives a sheet of paper,

he/she looks at the from of the verbs
2. As in Picture (1), the students fold the
on the left-hand side and writes the
paper in two and write ten verbs in the
form of those verbs on the right, then gives
form on the left hand side. The student
the paper back to the original student whose
writes his/her name on the top of the
name is at the top of the left-hand side. The
left-hand side of the sheet of paper. Then
original student checks the answers and
he/she makes a place at the top of the
hands the paper back.
right-hand side of the paper for the student

who will fill in the answers to write his/her
name.
3. The teacher collects in the papers from
each student and gives them out again to
other students.
160
(1) The teacher writes more than ten verbs
student to write the answers. Fold in the
on the blackboard and the students
middle section so that it cannot be seen,
choose ten verbs from that list.
and give the paper to the other student
(2) The students can fold the paper in three
who writes the answers on the right-hand
as shown in Picture (2) and write the
side. That student can later fold out the
form on the left, form (the
middle section to check his/her own
correct answers) in the middle section
answers.
and make a place on the right for another
To the Teacher
You need to give careful consideration to who you pair with whom for this exercise.
161
9-2
Activity
Please do not use a pen
Telling others what they can

and cannot do. Following
instructions to do something or
not to do something.
Form
Time
S16V
*( )
S29V
Expressions ( )

2. One of the students gives instructions as
in Model Text (1). The person listening
does as he/she is instructed. The students
in each pair then change roles.
162
3. As in Model Text (2), the students write

down what they did when they were
instructed to do so by their partners.
Model Text
(1) Instructions

(2) Written Report

To the Teacher
Fill in the students mother language forin the <Model Text> (1).
163
9-3
Activity
Parts of the Body
Learning the names of parts of

the body by playing a game.
Form
Time
( )( )
( )
(1)
(2) Draw a face
1. The teacher says one of these words:
.
2. The students point to that part of the
1. The teacher draws a large circle on the

blackboard.
2. One student goes to the front of the
class and is blindfolded.
body on themselves that the teacher
3. The other students say the words
3. Repeat 1 and 2 until the students have
4. The teacher points to his/her eyes
the student who is blindfolded tries
he/she thinks they should be on the
while saying . Then the
teacher says clearly, but points to

his/her own mouth.
5. In this case, the students should not do
what the teacher does but should point
to that part of the body that the teacher
164
to draw those facial features where
learned the words.
said.
one at a time and
has said.
circle.
Use the traditional Japanese childrens game
2. The blind-folded student takes those
called Fukuwarai.
cut-outs of facial features and puts
Instructions
them on the face where he/she thinks
1. Draw a face which has no eyes, nose
that they should be. The other students
or mouth and make some cut-out
help the blindfolded student to place
pictures of facial features like eyes, a
them correctly by sayinthings like:
nose, a mouth and eyebrows.
To the Teacher
The instructions for playingFukuwaraihave been introduced here to practise the names of
facial features, but in fact this game is mainly used to practise position words like
165
9-4
Activity
The Alien
Listening to a description of the

special characteristics of an
aliens face and choosing the
correct picture of that alien.
Form
Time
S27N A AN
* *
Listen to the tape and choose the picture of

the alien that matches what you hear.
Model Text
(On Tape)
(1)
(2)
(3)
Answers: (1)-B(2)-E(3)-G
One of the students chooses one of the
to try to guess which alien that student has
pictures. The other students ask questions
chosen.
that can only be answered with or
166
167
9-5
Activity
Take care of yourself
Taking the role of a doctor or the

school nurse and giving instructions
to someone who is sick.
Form
Time
(S16V )
( ) ( )
S27N A AN
* *
S29V
C04V formV
Expressions

Ending a conversation
1. The whole class discusses in English what
4. The student who is being given advice
things you should do and should not do
should write down that advice in a brief
when sick. The teacher makes sure that
note.
the students understand and practise all
5. The students change roles.
the Japanese phrases and words in the
6. The students present to the class what
Vocabulary Required list.

2. The student who takes the role of the
patient decides what is wrong with him/her.
3. The student who plays the part of the
doctor asks what is wrong as in the Model
Text and then says one thing that the
patient should or should not do.
168
sort of advice they were given.
Model Text
(On Tape)
(1) Instead of Instruction 6, the students can
(2) A student pairs up with another student
present their conversations in pairs.
and repeats <Steps> 3-5. Teacher tells

the students to go back to their seats
after confirming they have each practiced
the exercise with two to three persons.
To the Teacher
The following are also examples of possible instructions that could be given:
. . .
. . .
Different origins and culture prompt a different reaction to illnesses for each student.
Remember to respect the students custom.
169
9-6
Activity
Test of Sporting Ability
Making a check sheet about

what sporting activities you can
do and asking and answering
the questions on it.
Form
Time
S26V N
* * * *
1. In groups, as in the Model Text, the

students think about what sort of questions
they could ask to find out about someones
sporting ability.
2. The students present their questions to
the class and the teacher makes a note of
them on the blackboard.
3. As a class, the students discuss the
relative difficulties of each sporting activity
in the questions and assign a score to
each. Scoring could range from one point
for an easy activity to a top score of three
points for a difficult activity.
170
4. The students form pairs and question each

other about what they can and cannot do.
5. Each student adds up the points gained by
his/her partner.
Model Text
Examples of items for the sporting ability test:
1 100
2 5
3
4 20
5
6
To the Teacher
Typical sports and sporting activities differ from country to country, so make the test reflect
what is typical in your country.
If words like and used in Model Text 6, are not appropriate in your country,
use words for distances and times that are appropriate instead.
171
Category: Reading
9-7
Activity
A Health Check
Reading questions about health

and checking how healthy you are.
Form
Time
S26V N
S28N A AN + N
( )( )

C* *
* * *
Expressions
1. As a class, discuss in English what

constitutes a healthy person and a healthy
two points for, zero for
lifestyle.
and one point for all other answers. For
2. The students read the points to be

considered (1 - 10 in the Task Sheet) and
the teacher makes sure that the students
know what they all mean.
3. Each of the students chooses the answers
that are true for him/her individually and
circle them.
172
4. The students add up their scores, allowing
questions 7 and 8, they should get zero for

and two points for.
5. The students look at their totals and
one-by-one report to the class on how
healthy they are.
Task Sheet
(1) Health Check
2
4 20
5 1
9 C
10
(2) How to read your results (can be done in students mother language)
16 14 :
13 9 :
(1) As a class, increase the number of

questions to be considered.
(2) In pairs, the students ask each other

the questions, make notes of their
partners answers and tell their partners
their scores.
To the Teacher
The appropriateness of a question may differ among different cultures and national
backgrounds. Remember that this is only an example.
Try to touch on both body and mental health as the topic.
173
9-8
Activity
Lets Cook
Talking about cooking and

ingredients. Asking and
answering questions.
Form
Time
P17 (means/ingredients)
* *(
) *
* * *
( )

know about cooking and ingredients.
3. The teacher checks the meaning of the

sentences the students have made.
2. U s i n g t h e w o r d s i n t h e Vo c a b u l a r y
4. The students practise asking questions
Required list, the students make sentences
and answering about cooking and
like those in Model Text (1).
ingredients as in Model Text (2).
174
Model Text
(1)

(2)
A:
B:
A:
B:
(1) Talk about eating habits in your own

country.
1-016 Fruits 2, 1-017 Breakfast 1, 1-018

Breakfast 2, 1-019 Japanese Cuisine
(2) Refer to these pictures in Photo Panel
1 Tenpura, 1-020 Japanese Cuisine 2
Collection I. Clothing, Food, Shelter, and
Sukiyaki, 1-021 Japanese Cuisine 3
Associated Items: 1-013 Vegetables
Sushi and Sashimi, 1-025 Meat and make
1, 1-014 Vegetables 2, 1-015 Fruits 1,
sentences.
9
To the Teacher
The students may talk about food in English as well.
Teach the students how to talk about food and cooking using just a few Japanese words so
that this topic doesnt become too difficult.
175
10-1
Activity
What is round and red?
Describing things, using two

adjectives.
Thinking about things that fit a
description.
Form
Time
S30A AN N
( *)
( *)
1. The teacher describes something using two

adjectives joined together.
2. T h e s t u d e n t s t a k e t u r n s t o n a m e
something that matches that description

has to make up a new description
something that matches the teachers
4. Then the students take turns again to think
description. They can use either Japanese
of things that match the new description.
or English.
176
3. The first person who cannot think of
Model Text
(1) The students form groups of five or six

and discuss what they think a description
could be referring to. Then they give a
group answer.
(2) You can have a competition between
groups to see which one can write down
the most words to match each
description.
(3) You can use a prepared list of nouns

when you do this exercise.
Instructions for this variation.
1. The teacher writes a list of nouns,
names of people and names of places
on the blackboard.
2. The students each choose one of
those words and describe it, using two
adjectives.
3. The other students listen and guess
which noun the student is describing.
To the Teacher
As much as possible, get the students to use Japanese words that they have learned so far,
but they can also use English.
177
10
Category: Sentence Pattern Listening Comprehension
10-2
Activity
Who is it?
Choosing the picture which

matches what you hear on the
tape. Describing people in your
class.
Form
Time
S27N A AN
( )( )
S28N A AN + N
( )( )
S30A AN N
(1) Listening
()
(2) Sentence structure practice
1. The students think of someone in the
choose the most appropriate picture
class and make up sentences as in
from (a) to (h).
the Model Text. They present their

sentences to the class and the other
students try to guess who the person is.
Model Text
4
5
6
178
Answers: 1-h2-g3-d4-b5-e6-c
(1) Practise making sentences using the

pictures.
Instructions for this variation
1. The teacher gives each of the eight
people in the pictures a name.
2. The students form pairs and one of
each pair describes one person from
the pictures.
3. The other student says the name of the
person he/she thinks it is. For example:
A:
B:
A:
(2) You can use the sentence pattern which

can be found in S-28 N A AN + N.

For example:
(3) You can use descriptive sentences that

use vocabulary and phrases other than
those used in the Model Text.
10
To the Teacher
The word order adjective followed by adjective or adjective followed by a verb phrase is
basically correct, but in this exercise, you can also allow the students to put a descriptive verb
phrase before or after the adjective. (The verb phrase used here is .)
Change the number of heights for the pictures heights depending on the country of origin.
You can also change the unit.
Take the students feelings into account when you are considering their physical characteristics
so as to not embarrass anyone.
incan be pronounced or written either asor as.

You can use eitheror.
179
10-3
Which one do you do first?
Listening to the order of two

actions and comparing what
you do in your daily routine with
what others do.
Activity
Form
Time
S33V
1. On the blackboard, the teacher writes a
2. Each student writes sentences joining the
list of pairs of actions that different people
two actions with to show what is
may do in a different order.
true for him/her.

3. The students form pairs and get their
partners to listen to the sentences they
wrote. The person listening writes
beside his/her own sentence if the speaker
does things in the same order.
180
4. Each student counts up how many
he/she has.
Model Text
a.
b.
a.
b.
a.
b.
a.
b.
a.
b.
a.
b.
You can have a competition to see who can

get the most .
10
To the Teacher
By getting the students to write the sentences they have joined together and present them to
the class, you can check that they have understood correctly.
Formulate the combination of actions in <Step> 1 considering the living habit of the student.
Thein 3 can also be expressed with.
181
10-4
Activity
Plans for Sunday

questions about what you will
do and in what order, using the
form and .
Form
Time
S31V V
( )
S33V

Expressions
Ending a conversation ( )
1. The teacher asks the students about
3. The students ask questions of other
things that they often do on their days off.
students in the class, as in the Model Text
The teacher then chooses five of those
and look for someone who has made the
things and lists them on the blackboard as
same plans.
below.
4. When they find someone with the same

plans, they report to the teacher.
2. The students choose three of the activities

on the blackboard and write them down in
their books.
182
Model Text
(1) Looking for people who have the same plans
1 A :
B :
A :
B :
A :
B :
A :
B :
2 C :
D :
C :
D :
C :
(2) Reporting Back
To the Teacher
Tell the students to move directly on to the next person if someone is not planning to do the
same thing.
Be careful that each student takes the part of both the speaker and the listener.
183
10
10-5
Activity
Please write to me
Reading a text which is advertising

for pen pals. Choosing the person
you would like to reply to. Writing
your own text seeking a pen pal.
Form
Time
S30A AN N
* *
S33V
S34V
* *
P26 (indirect object marker)
* *
Expressions ( )

Writing a self-introduction
1. The students read Model Text (2) which
3. Referring to Model Text (2), the students
is advertising for pen pals and choose a
write a short passage of their own looking
person that they would like to reply to from
for a pen pal.
A, B, C and D.
2. The students form pairs and talk together
about who they chose and why, as in
Model Text (1).
184
Model Text
(1) Explaining who you chose
A:
B:
A:
B:
(2) Seeking penpals

A

17
185
10
Write a reply to the person you chose in

Instruction 1.
To the Teacher
In dialogues A and D, boys can change to .
For C, replace an appropriate language name for.
Refer to 1-6 Introducing Myself for instructions on how to make a self-introduction.
Tell the students that when they are writing a text seeking a penpal, they can choose a few
things from the following to write about: whether they are male or female; their personality;
their hobbies; information about their families and how well they can speak Japanese.
It would be good if you could create an opportunity for your students to correspond with
Japanese high school students. It is necessary to give the Japanese students information
about the learners level and ask them to write to your students in simple Japanese.
You can enlarge the pictures on the following page for the students to write on.
186
10
187
Category: Reading Conversation Composition
10-6
Activity
My Friend
Asking and answering each

others questions about
childhood. Writing about your
friends childhood.
Form
Time
S33V
1. The students read Model Text (1).

2. They form pairs and interview their partner
about his/her past, as in Model Text (2).
3. The students write a passage like Model
Text (1) which is reporting what their
partner told them. Afterwards, the other
students may read those passages and try
to guess which student has been written
about, so tell the students not to write the
name in the passage.
188
4. The students present the passages they

have written in front of the class.
5. The other students listen and try to guess
who each passage is about.
Model Text
(1)
(2) Interview
A:
B:
A:
B:
A:
B:
A:
B:
A:
B:
A:
B:
To the Teacher
10
Change the number and type of questions to suit the students ability level.
If the other students know the town well where a student was born, then use
But if they do not know that town well, change it to.
189
10-7
Activity
How do you do things?
Asking and answering questions

about your daily routine.
Form
Time
S31V V
S32V
* * *
( )( )
1. The students fill in the gaps 1 6 in the
3. If the partner does the same thing, the
Task Sheet with verbs, either in the
student writes beside his/her sentence.
form or in the so that the sentences
If the partner does not do the same thing,
become true for them. Then they write the
the student writes beside that sentence.
sentences in their books.

2. They turn the sentences they wrote into
questions and, in pairs, use them to ask
their partners if they do the same thing.
190
4. The students present their findings to the

class as in the Model Text.
Task Sheet
Model Text
To the Teacher
The sentences in the task sheet can be changed to suit what is normal in your own students
lives.
10
191
Category: Reading
10-8
Activity
My Future
Reading a passage that has been

written about someones hobbies
and what he/she wants to do in
the future, and guessing what
their future occupation might be.
Form
Time
S34
*
* *

* *
* *

* * * *
*
Expressions ( )
1. The teacher and students talk freely in

English about the students future courses
and what they want to become.
2. The teacher should teach the names of
occupations that the students want to
pursue in the future.
192
3. The students read the Model Text.

4. From the list (a) to (e) below, they choose
the occupation that they think each student
in (1) to (5) wants to do.
Model Text
(1)
(2)
(3)
(4)
(5)
a. b. c. d. e.
Answers (1)-e(2)-d(3)-c(4)-a(5)-b
10
193
To the Teacher
The jobs in the Model Text are from among the highest ranked jobs that Japanese high
school students said they wanted to do in the future. This information was gained from

. However, about 40% of

boys and 30% of girls replied that they did not know what they wanted to do in the future.
The most popular choices were, for boys:
programmer, architect, technician,
translator
company employee
nurse, kindergarten teacher
public servant
(others)
company employee
teacher, hairdresser
teacher
chef, beautician, hairdresser
driver, carpenter, factory worker
194
The most popular choices for girls were:
11- 1
Activity
In what order?
Putting things in order.

Guessing the order.
Form
Time
S35
S36
(S33V )
Picture cards or cards with words/

sentences which describe the actions in
this exercise.
1. The students choose three out of the five
3. They form pairs, read their own sentences
pictures from either (1) Morning Routine
and try to guess in what order their partner
or (2) Free Time Activities on the next
has put the activities.
page and put them in any order they want.

2. They write them in their notebooks, giving
them the letters to e and under each letter
write a sentence usingas in the
Model Text.
196
4. They check their answers by looking at

each others sentences.
Model Text
(1) Morning routine
A:
B:
A:
(2) Free time activities
B:
A:
B:

A:
B:
11
197
198
(1) Using only:
(2) Using bothand:
A:
B:
B:
A:
A:
B:
A:
B:
To the Teacher
If the students write in their exercise books, the teacher can check their work for accuracy
afterwards.
11
199
11- 2
Activity
What is it?
Making up a quiz. Answering

the questions in the quiz.
Form
Time
S37V + N
(cut) * *

1. The students think of things or places and

write sentences to describe them (like the
ones in the Model Text) in their exercise
books.
2. One by one they read out what they have

written.
3. The other students listen and try to guess
what is being described.
Model Text
(1) Objects
a.
b.

c.
d.
e.
200
(2) Places
a.
b.
c.
d.

e.
f.
g.
h.
i.
Answers:
(1) a. b. c. d. e.
(2) a. b. c. d. e. f.
(1) Compete for points in groups.

(2) Make definitions for words in Japanese
like this.
E.g.
Q:
(3) Without writing it in their exercise books,

the students can just say them as they
think of them.
(4) Get the students to make up some other
activities like or
A:
To the Teacher
For g, h and i, use the names of a famous person or place that the students will know.
11
201
11- 3
Activity
Interview

things in the past
Form
Time
S37V + N
*[ ]
(P16(conjunction))
Expressions
/
)
1. The students form groups of three or four

decide on a topic they can talk about in the
past tense and think up some questions.
2. They ask each other questions as in the
Model Text and write the answers in the
task sheets.
202
3. They present the questions and the groups

answers to the class.
Model Text
(On Tape)
(1) About your childhood
A:
B:
A:
B:
A:
B:
A:
B:
(2) About your class yesterday

A:
B:
A:
B:
A:
B:
A:
B:
11
203
Task Sheet
(1) About your childhood
(2) About your class yesterday
To the Teacher
If everyone has the same answer for (2) , change the question
to something else like it .
In (1) and (2), you can use things like
as topics and questions.

If there are funny questions or answers, talk about it in the mother language.
204
11- 4
Activity
What do you think?
Answering by adding
to your verbs, adjectives
or nouns.
Form
Time
S38
C05Plain forms
1. The teacher asks questions using the
2. The students answer, using
forms like Person A in the Model
as Person B does in the Model Text. Before
Text.
the person answers, the teacher should

indicate whether their answers should be
positive or negative verbs before
.
206
Model Text
A:
B:
A:
B:
A:
B:
A:
B:

A:

B:
It is a meaningful exercise if you get the

students to say what they think things that
they cannot see might be. You can use things
like hidden objects, pictures or photographs
from the Photo Panel Collection.
To the Teacher
Teacher must be careful to maintain a good balance between activities on the past and
non-past for verbs, adjectives, and nouns.
11
207
11- 5
Activity
A town in the past, present and future
Saying and writing descriptive

sentences about how a town
has changed or might change in
the future.
Form
Time
S38
*( )( )
S39A AN N
( ) *
C05Plain forms
( *)( )
1. For each group, prepare one set of the
5. In Model Text 4, they predict what the town
pictures which show the same town in the
will be like in the future. At first, they do it
olden days, now and in the future.
without looking at the picture.

3. In pairs, the students look at the pictures
one at a time, and they describe what they
think the town was/is like as in Model Texts
(1) and (2).
4. In Model Text 3, they compare the two
pictures and say how the town has
changed.
208
6. F i n a l l y i n M o d e l Te x t 5 , t h e y m a k e
predictions after comparing the two
pictures of the town.
Model Text
(1) In the olden Days
(2) Now
(3) Comparing the olden days and today
11
209
(4) In the future
(5) Comparing the present and the future
The students say what changes have taken

place in their own town, comparing the
present town with what it was like when they
were small.
210
11- 6
Activity
What do you think is going to happen?
Look at a four-frame comic strip

and predict what will happen.
Form
Time
S38
C05Plain forms
*
*
Expressions
1. The teacher shows one frame at a time
2. The students imagine what is in the frames
of a four-frame comic strip to the students
that they cannot see and answer the
and asks questions as in the Model Text.
teachers questions, predicting what will

happen next.
Model Text
(1) Looking at frame
A:
B:
Looking at frames and
A:
B:
212
Looking at frame
A:
B:
(2) Looking at frame
A:
B:
Looking at frame
A:
B:
Looking at frame
A:
B:
Looking at frame
A:
B:
11
The students draw four-frame comic strips of

their own, either individually or in groups, and
show them to other students, getting them to
predict what will happen.
To the Teacher
It is good if the students make a variety of predictions. Ask the students why they made those
particular predictions. You can do this in English.
213
214
11
215
11- 7
Activity
The Four Seasons
Reading and writing about

the seasonal changes in your
country.
Form
Time
S39A AN N
* *
( ) *

* *
* * *
Expressions ( )
1. Read the passage in the Model Text about

the seasonal changes in Japan.
2. The students look at the pictures and draw
similar pictures which show the seasonal
weather changes in their own country or
region.
216
3. The students fill in the blank spaces in the

task sheet, then write a similar passage
which descibes the weather changes in
their own country or region.
Model Text

(On Tape)
3 5
6 8 6
7 8
9 11
12 2
11
217
Task Sheet
( )
( ) ( ) () ()
( ) ( ) ( )
( )
( ) ( ) ( )
( )
( ) ( ) ( )
( )
( ) ( ) ( )
( )
( ) ( )
After the sentences, ,

you can add information such as what special
events or festivals are held in that season.
To the Teacher
In Photo Panel Collection III. Nature and Leisure Time, you can also use these pictures:3-001
Seasons, 3-009 Rainy Season, 3-033 Flowers 2 Cherry, 3-036 Trees 2 Autumn Leaves, 3-062
Swimming in the Ocean, 3-083 Ice Skating, 3-084 Skiing.
If you do not have four seasons in your country, you can refer to the rainy season and the
dry season instead.
218
11
219
12-1
Activity
Something good might happen tomorrow.
Reading and writing

for a friend, saying that
something good might happen.
Form
Time
S42
( *) * *
* * * *
Expressions
1. The teacher explains Japanese Omikuji

to the students. Read the Model Text as an
3. The students divide into two groups.

4. The students write one sentence each
example of the contents of an omikuji.
on a small piece of paper, fold the paper
2. The teacher then suggests things that the
neatly, and each group collects them
students could make omikuji about. Get
220
together in a box.
the students to choose from things such as
5. The groups exchange the boxes and the
study, friends, pocket money, hobbies, and
students each draw out one omikuji
get them to write about what they would
each from the other groups box and read
like to happen in the near future.
it.
Model Text
(1)

20
(2)

(3)

(4)

To the Teacher
Theinis a special usage. It means being able to make (new
friends).
12
221
12-2
Activity
When did it happen?
Understanding sentences that

Form
use.
Joining sentences using.
Time
S40
*( *) *
Expressions
1. The students individually read Model Texts

1 and 2 and answer the questions that are
listed below in English.
(1) Do you clean the rooms when a visitor
is going to come or after he/she has
come?
Do you serve tea after a visitor has
come or before he/she comes?
(2) Where did Mr Tanaka change his
clothes?
Where did he eat?
222
2. In the task sheet, match a. and b. with

and on the task sheet.
Model Text
(1) a.
b.

(2) a.

b.
Task Sheet
(1) a.
b.
(2) a.
b.
Answers:
(1) a- b- (2) a- b-
(1) The students individually write sentences
(2) Change Model Text 1 into a task sheet
as in the Model Text, exchange them with
where the students have to choose the
a partner and think about which of the
correct verb form.
activities should be main clauses and
E.g. a.
which should be subordinate clauses.
12
223
Category: Reading Vocabulary
12-3
Activity
What do you say at such times?
Reading a description of a
scene and thinking about what
expression you should use at
such a time.
Form
Time
* * *
S40
**
* *

Expressions

Read the Model Text, where people are

meeting in various situations. Imagine the
scene in each situation and answer the
question which follows.
Model Text

(1)
(2)
224
(3)
(4)
(5)
(6)
(7) 8
(8)
(9)
(10)
Answers:

(1)- (2)- (3)- (4)-

(5)- (6)- (7)-
(8)- (9)- (10)-
(1) Create your own interchanges that would
(3) Provide the scenes/contexts in English.
happen in such situations and practise

them.
(2) M a k e a c o m p a r i s o n w i t h s i m i l a r
expressions used in English and discuss
12
the different circumstances in which you

use them.
225
Category: Reading
12-4
Activity
Useful signs
Matching signs with

explanations, places and
names.
Form
Time
* * *
S40
( *) * * * *

* *
* *( )

* * *
* * *
Expressions
Match up the signs with the explanations,

places and names.
Model Text

226
(1)
(2)
(3)
(4)
(5)

(6)
(7)
(8)
2 3

400
a. b. c. d. e.
f. g. h.
Answers:
-(6)-h -(2)-c -(8)-d -(7)-e -(1)-a
-(5)-b -(4)-f -(3)-g
12
227
Category: Reading Vocabulary
12-5
Activity
Festivals and Events in Japan
Reading a passage which

describes events and festivals
and looking for related words on
a word-find sheet.
Form
Time
* * *

* * * * *
* * * * *
* * * *
* * * *
Photos and anything which can help to
describe any of the festivals or events.
1. Look at the pictures and talk about what
3. Look for a word in the word-find that
the students know about Japanese
is connected in some way with each
festivals and events.
description.
2. Read the Model Text and think about what
4. Make sure that the students know what
festivals or events those sentences are
each festival is or what connection each
describing.
word they find has to what festival. Arrange

the festivals in order of the months in
which they take place.
228
Model Text
( ) 1
(1) 5
(2) 3 5 7
(3) 1
(4)
(5) 7
(6)
Task Sheet
12
229
(1) 5
(2) 11
(3) 12
(5) 7
(6) 2
(4) 3
To the Teacher
You can use pictures or Shashin Panel Bank to illustrate the festivals.
a. 1 13 (New Year)
b. 39 42 (Childrens Day)

c. 83 (Shichi-go-san)

d. 98 (Toshikoshi Soba)
e. 25 (Girls Day)
f. 52, 53 (Tanabata)
g. 18,19 (Setsubun)
in g. is referring to age.
230
12
231
Category: Reading
12-6
Activity
Quiz about Japan
Answering questions about Japan.

Reading a passage about Japan and
comparing it with your own country.
Form
S40
P27 (cause/reason)
Time
* * *

* * * * *
*( ) * *
* * * * *
* * * *

* * * *
* * * *
* * * *
* * *( *) *
* * * *
* * * *

* * *

* * *
* * *( )
* * * *
* * *
( )( ) *

* *
Expressions A AN
( )
1. Read a. to k. in Model Text (1) and choose
2. Read Model Text 2 and answer the
the correct answer from the four choices
questions at the end of the passage and
below each sentence. You dont have to
talk in English about any related matters.
limit yourself to choosing just one answer.
232
Model Text
(1) Do you Know?

a.
b.
c.
d.

e.
f. 12

g.

h.
i.
2 3 4 5
j.

k.
Answers :
a- b- c- d- e- f- g- h-
i-3 j- k-
12
233
(2) Lets Compare

a.

38 km2

170
54
b.
1889

20

234
c. 4
3 4
20 4
Using the passage in Model Text 2 as a

base, write an essay about your own country,
including information like the size of the
country, transport system and weather.
To the Teacher
If the students do not have much knowledge about Japan, teach them beforehand by giving
them reading materials in English, talking to them about Japan in class or giving them some
homework to do that will increase their knowledge.
in (2) b means was made/ was developed and has nothing to do with
ability.
Related material in Photo Panel Collection:
(1) Photo Panel Collection II , Community Life : 2-029 Money, (1) j Photo Panel Collection
IV Social and Ceremonial Occasions : 4-025 Doll Festival. 4-053 Tanabata-matsuri 1 The
Shopping Street, 4-054 Tanabata-matsuri 2 At Home, 4-083 Shichi-go-san, 4-001 4-013
New Years 1-13, (1) k Photo Panel Collection III. Nature and Leisure Time : 3-086 Sapporo.
235
12
(2)a
(2)b
236
(2)c
12
237
Category: Listening Comprehension
12-7
Activity
Famous Places
Listening (for understanding) to

a conversation about famous
tourist spots.
Form
Time
S44 V
* *( ) *
( )( )( ) * *
* *
( )
Encouraging the speaker to continue
speaking
* *(

*)( *) * *
* * *
*
Giving feedback ( ) to the

speaker
Expressions
( )
Photographs of tourist areas
1. The teacher shows the students four or
2. The students listen to the tape where
five tourist photographs of Mt Fuji, Tokyo
people are talking about where they went
Disneyland and Nara, andtalks to the
in the weekend, and they try to work out
students about them.
where each person went, choosing from

the places discussed in 1 above,
238
Model Text
(On Tape)
(1) A:
B:

A:
B:
A:
B:

A:
B: 3776
A:
(2) A:
B:
A:
B: 5
A: 5
B: 1
A:
B:
12
239
(3) A:
B:
A:
B:
A:
B:
A:
B:
A:
B:
A:
Answers:
(1)- (2)- (3)-
To the Teacher
In Instruction 1, the teacher can talk about the tourist spots in English, including whatever the
students might be interested in.
You can use pictures from Photo Panel Collection III. Nature and Leisure Time : 3-086
Sappro, 3-088 Nikk , 3-090 Tokyo, 3-101 Mt. Fuji, 3-103 Nara and 3-104 Kyoto.
240
Category: Reading
12-8
Activity
How to put out the rubbish
Reading and speaking about

problems related to rubbish.
Form
Time
S41V
* *( ) *
* * *
* * *

( ) * *
* * *

* * * *
*
ExpressionsV(stem) V *
1. Before you read Model Text 1, discuss as a

class in Englishwhat problems have arisen
that you did not have in the past.
4. Talk about the matters listed below:

What do you think happens to the
newspapers, the cardboard milk cartons
2. Read Model Text 1.
and the plastic bottles after they are
3. Read Model Text 2 and write beside the
collected?
things that you always do.
What can we do to protect the

environment, either as a society or
individually, that is not in the check list
in (2)?
242
Model Text
(1) Ways of putting out and collecting rubbish
12
243
(2) Checklist
a.
b.
c.
d.
e.
f.
g. The students write what they always do.
To the Teacher
Recycling and concern for the protection of the environment differ from country to country.
Make a check list which fits the actual situation in your country.
244
12
245
Category: Reading Conversation
12-9
Famous people
(1)(2)(3)
Reading introductions of famous

Activity
Form
people for understanding.
Time
S40
* *
S44V
* * *
* * *

* *
* *

* * *

* * * *

*( *) *
* *
* *
ExpressionsV (dictionary form)
1. Read the Model Text for understanding.

2. Answer the questions at the end of the
Model Text.
246
Model Text

(1)

1996

1998
12
247
(2)

1997 11 20
43
248
(3)
12
249
Answers:

(1)
(2)

43

(3)
(1) The students choose who will play the
Interviewer :
role of the famous person and role play

an interview with him/her in groups or as
Interviewee :
a class.
Interviewer :
Example of an interview:

Interviewer :
Interviewee :
(2) Each student writes a simple passage
Interviewee :
about a famous person that he/she

knows. Include what sort of person
he/she is and what that person has done.
To the Teacher
There are various ways you can answer , so get the students to make up their own answers.
Refer to Shashin Panel Bank : 70 ,72 .

Konishikis real name is . Konishiki is the name he uses for Sumo. He is now also
working as a TV personality using the name KONISHIKI.
A sumo wrestler is called abut when you talk to a sumo wrestler, you address him
as.
250
12
251
Category: Reading
12-10 Kasa Jizo

Activity
Looking at pictures and

predicting a story. Reading a
story.
Form
S43 . . . negative
Time
* * * *(
)( ) *
( ) *
what another has said.
* * *
( ) * *
* * * *

* *( ) * *
*( ) * *
* * *
Expressions
1. Before the students read, they look at the
4. In English, talk about where the story you
pictures in order, and as a group, think
predicted differed from the written story.
about what they think the story is and
5. The students answer the questions in
present that story to the class.

2. The teacher checks that the students know
what andmean. The
referred to in this story is a type of straw hat,
andare stone statues.
3. Read the Model Text.
Model Text (2).

6. Then they listen to the tape while looking
at the pictures.
7. Discuss in English what the moral of the
story might be.
8. The students retell the story themselves
using only the pictures to remind them of
what happens.
252
Model Text
(On Tape)
(1)
12
253
254
(2)
1.
2.
3.
4.
5.
6.
7.
8.
Answers:
1.
2.
3.
4.
5.
6. E.g.
7. E.g.

8. E.g.
12
255
Cut out the pictures and enlarge them. Give

eight students a picture each, and one by one
they read aloud a section of the story from
the Model Text while showing their picture.
The others in the class listen.
To the Teacher

When you are telling the students about for the first time, you can use Photo
Panel Collection Daily life : 5-057 Harvesting Rice.
In the questions in Model Text (2), there are many answers possible to Nos. 3-2, 6, 7 and 8.
The students will probably show more interest if they can express their thoughts and ideas in
English rather than Japanese.
256
12
257
13-1 Guidance counselling for an exchange student
Seeking counselling. Giving

Activity
advice.
Form
Time
S45
Developing a conversation based on what
S46V
the other person has said
S48V
Pausing before you speak . . .
* *
Expressions
(1) Listening
1. The students divide into groups of four or
five.
2. The teacher gives out a set of picture
5. The students listen to the tape again

and check to see if the advice they
predicted is the same as that on the
tape.
cards to each group.

3. The students look at the cards and try to
(2) Speaking
imagine what sort of problem each student
The students form pairs, choose one card
has and what sort of advice to give.
at a time and, looking at the card, practise
4. They listen to the tape and, in groups,
having a conversation where they discuss
choose which counselling dialogue from
each problem and give advice as in the
(1) - (8) goes with which card.
Model Text.
Model Text
(On Tape)
13
(1) A:
B:
A:
B:
(2) A:

B:
A:
B:
(3) A:
B:
A:
B:
(4) A:
B:
A:
B:
(5) A:
B:
A:
B:
(6) A:
B:
A:
B:
A:
B:
(7) A:
B:
A:
B:
A:
B:
(8) A:
B:
A:
B:
Answers : (1)- (2)- (3)- (4)- (5)- (6)- (7)- (8)-
13
Alternative speaking activity

Hold conversations where you discuss
problems that a Japanese exchange student
who has come to your country might have
and how you might solve them.
To the Teacher
You can changein Model Text (8) toand, where necessary, change
the dialogue to fit the situation in each country.
When practising the dialogue, you can use the following conversation pattern:
A:
B:
A:

B:
13-2 You are not allowed to . .

Activity
Listening to sentences and

Form
choosing the picture that
matches the rules given in each.
Time
S47V
* * *
(1) Listening
five.
2. They look at the pictures and think about
what thing you are not allowed to do in
each.
3. They listen to the tape and match the
sentences they hear to the pictures.
(2) Speaking
1. They talk together in groups about
rules that can be expressed using
and draw pictures to
illustrate them.
2. Each group comes to the front of the
class in turn and shows the pictures
they have drawn. The people from the
other groups guess what rules are
being illustrated.
Model Text
(On Tape)

13
(1)
(2)
(3)
(4)
(5)
(6)
(7)
(8)
(9)
(10)
Answers :
(1)- (2)- (3)- (4)- (5)- (6)- (7)- (8)- (9)- (10)-
10
13-3 Giving and Receiving

Activity
Passing a ball to others, saying

or.
Form
Time
S50
S51
a tennis ball or any other sort of soft ball
1. The students stand and form a circle.

2. One student has a ball and, saying
, passes it to that
person.
12
3. The student who catches the ball says

4. Repeat instructions 2 and 3.
Model Text
13
A: before you pass the ball

B: when you have caught the ball
13
13-4 I received a pair of gloves

Activity
Exchanging presents and

saying what you received and
from whom.
Form
Time
S51
advertisements containing photographs,

envelopes (one for each student) and a
large bag
1. The teacher gives a small envelope to

each student.
4. Each student looks at the name on the

envelope he/she has taken, and chooses
2. Each student writes his/her name on the
a picture of something that would be
front of the envelope and puts it into the
a suitable gift for that person from the
large bag which the teacher has.
advertisements. He/she cuts out that
3. After everyone has put his/her envelope
picture and puts it into the envelope. They
into the bag, the students each take a
each write their own name on the back of
different envelope out of the bag.
the envelope.
5. The teacher collects the envelopes and
gives each one back to the student whose
name is on the front.
6. The students open the envelopes and, one
by one, say what they have received using
the pattern in the Model Text.
14
Model Text
13
The students ask each other questions and

answer questions as below:
A:

B:
A:
B: C

A: C B
C: B
To the Teacher
You can get the students to bring to school advertising materials which contain photos.
If you cannot find suitable advertisements, you can either use picture cards or get the students
to draw the pictures.
In Instruction 3, make sure that the students do not take their own envelope out of the bag.
If the students do not know how to say the name of something in Japanese, they can use
English.
15
13-5 Presents
Activity
Reading and writing sentences

about giving and receiving
presents.
Form
Time
S50
S51
* *
1. Read the Model Text and fill in the blanks
16
2. Write sentences about who gave what to
in the Task Sheet with who received what
whom in the Task sheet using
presents from whom.
and.
Model Text
13
5 5
10 4
17
Task Sheet
Answers :
18
13
The students write a passage about presents

they have personally given and received.
To the Teacher
When they write the answers, get the students to changeto. They
can use the rest of the words in the passage as they are.
If you want the students to use the plain family terms such asor, you can use
them to replace the polite family terms used in the text. However, in that case, the students
need to be careful that they do not use them when they are talking about someone elses
family.
There are context rules for the usage of words likeand.
For example, often refer back to what you have just been talking about. Refer to
Grammar Notes : V09 " ".
19
13-6 Homestaying in Japan

Activity
Listening for understanding

to some of the things you
have to be careful about when
homestaying in Japan.
Form
Time
S46V
S47V
S48V
S49V
* * **
* * *

* * *

Expressions
1. Look at the pictures and listen to the tape.
2. After listening to the tape, fill in the Task

Sheet.
20
Model Text
(On Tape)
13
(1)
(2)
21
(3)
(4)
(5)
22
Task Sheet
13
Write in the appropriate column beside each sentence to show whether you
should or should not do that thing.
Talk about the differences between these

rules and rulesin your own country.
To the Teacher
You can show the students photographs of real Japanese houses and food rather than or as
well as using the illustrations given here.
Refer to "Photo Panel Collection . Clothing, Food, Shelter, and Associated Items" : 1-034
Genkan, 1-038 Japanese-Style Room, 1-045 Toilet, 1-046 Bathroom, "Photo Panel Collection
Daily Life" : 5-015 Eating Lunch (Japanese-Style Pub).
is used when you enter the house from the by going up a step.
23
13-7 I want to try climbing Mt Fuji

Activity
Reading and writing a letter to

a homestay family.
Form
Time
S48V
Writing letters
S49V
* *
* *

* * *

Expressions

( )
1. As a class, discuss what sorts of things

you would like to try doing if you were to
go to Japan.
2. After you have read the questions, read
the letter in the Model Text.
24
3. Answer the questions.

4. Fill in the blanks in the Task Sheet and,
using the Model Text as a pattern, write a
letter to a homestay family.
20
13
Model Text
(1)
(2)
Answers :
(1) 4
(2)
25
Task Sheet
26
To the Teacher
13
The purpose of Instruction 1 is to make the students familiar with some of the contents they
will see in the Model Text.
In Instruction 2, have the students read the questions before they read the Model Text and get
them to practise scanning for important information.
If necessary, explain the format for writing letters before they start writing.
The students answers do not need to be the same as the answers given in Answers.
27
14-1 Relay
Activity
Changing verbs from the

dictionary form to the potential
form.
Form
Time
C06Potential Form
1. The students divide into three or four

groups.
2. The students in each group decide in what
order they will go, and the first student
takes a piece of chalk.
3. When the first student gets the signal to
start, he/she goes to the front and writes
one verb in the dictionary form on the
board. He/she then runs back and gives the
chalk to the student whose turn it is next.
4. That student runs to the board and writes
the potential form of the verb beside the
verb written on the blackboard. Then
underneath the first verb in the dictionary
form, he/she writes another verb, also in
the dictionary form and hands the chalk on
to the next student.
28
5. Repeat Instructions 3 and 4.

6. The teacher tells them to stop after a
suitable length of time.
7. Everyone checks together whether the
verb forms written on the blackboard are
correct or not.
(1) You can use the form rather than the

dictionary form.
(3) The group which writes the largest number

of correct verbs is the winner.
(2) Instead of the students thinking of which
14
verbs to use, the teacher can write some

verbs on the board or put up a row of verb
cards and let the students choose from
them.
To the Teacher
This game can be used to practise verb conjugations other than the potential form.
You can use other games to practise verb formation. Refer to Activity Book 1: 6-1 form
Bingo ; 7-1 If you can tell me what it is, I will give it to you ; 8-1 Dictionary form practice; 9-1
form Quiz ; and Activity Book 2 : 17-1 Volitional Form Card Game.
The verbs in the Required Vocabulary have been chosen from the verbs which appear
frequently in Block 14. The teacher can choose any other verbs to use that he/she thinks are
suitable.
29
14-2 Can you swim?

Asking what people can do.
Answering the same questions.
Reporting the answers.
Activity
Form
S52V
Time

C06Potential form
Giving feedback
to the speaker
*
Expressions
for the things they can do, for the

things they can do just a little bit, and
five.
2. They each write in their exercise books
beside the things they cannot do.
a chart frame like the one below, then fill
4. In their groups, they ask each other
it in with the names of the people in their
questions as in Model Text (1), and write
group, including their own names.
or beside peoples names
3. They think of three things to ask others
accordingly.
if they can do them, and write them in
5. Using the pattern in Model Text (2), they
the column under . In the
present their findings to the group or to the
column under their own names, they write
class.
30
Model Text
(On Tape)
(1)
A
14
:
A :
:

A :
A :
:
A :
(2)

C B C
(1) Instead of having the students think
of their own things, the teacher writes
examples of various things that can be
done and the students choose from them.
(2) The students write their findings in their
exercise books.
(3) Give the results of the interview as shown
below in and get the other groups

to guess who is being talked about.
To the Teacher
Because it is not very interesting to talk about things that the students already know, get them
to interview each other about things they do not know about each others abilities.
It is a good idea to play them the tape as a model of how to hold the conversation before they
practise.
31
14-3 School Quiz

Asking and answering questions
Form
about what you can and cannot
do in various parts of the school.
Activity
Time
S52V

C06Potential form
* * *
1. The teacher writes the names of different

places in the school such as the pool
and some classrooms. The whole class
confirms together what you can and
cannot do in those places.
3. One of the students in each pair chooses
one of the places that are written on the
board and writes it in his/her book without
showing his/her partner.
4. The partner then asks questions which
can only be answered withor
about what you can do in that place,
as in the Model Text.
32
5. The first student answers using only

or.
6. When one of the pair answers, then
the other one can ask
7. The student repeats numbers 46 until
he/she has guessed the answer.
8. When one partner gets the right answer,
they switch roles.
Model Text

A:
B:
14
A:
B:
A:
B:
A:
(3) Use a map of the school like the one in
(1) The students can have a quiz where they
Activity Book 1: 2-10 My School.
compete as groups.
(2) Make the exercise into a competition
where the pair which guesses the most
places correctly within a set time limit is
the winning pair.
To the Teacher
Use the names of parts of your own school.

LL
E
The usage ofVhere has the same meaning asV .
is used here according to the rules for its use in context. Refer to Grammar Notes : V
09 .
It is a good idea to have the students listen to the tape first as a model for their conversations
before they practise.
Refer to Photo Panel Collection II , Community Life ; 2-137 Art Room , 2-138 School Library,
2-139 Gymnasium
33
14-4 Various School Uniforms

Activity
Listening to a description of
Japanese school uniforms.
Form
Time
S53V
S54V
* *
* *
* * *
Expression

2. They look at the four pictures and talk
about what sorts of rules there are at those
schools.
34
3. They listen to the tape and match the

passages they hear to the pictures.
4. They listen to the tape again and, in pairs,
describe the schools in the pictures.
Model Text
(On Tape)
(1)
14
(2)
(3)
Answers :(1)-C(2)-A(3)-D
35
Look at the Model Text and write a similar

passage describing the school uniform at
your school.
To the Teacher
Before they practise, make sure that the students know the words for school uniforms and
different items of clothing.
36
14
37
Category: Reading
14-5 Playing Port Ball

Understanding the rules of a
sport.
Activity
Form
Time
(S47V )
S52 (potential)
S53
P28
* * *
* * *
* * * * * *
** *
***
* * * *
* *
Expressions
1. The students read the Model Text.

2. They try to think of similar sports.
3. If possible, they can actually try to play
Port Ball.
38
Model Text
14
6
5
39
Referring to the Model Text, write descriptions

of how some sports or games are played.
To the Teacher
To the Teacher
Port Ball is a game which is similar to Basketball or Handball.
If you want to actually play it, you can use the same rules as Basketball or Handball for the
finer rules of the game.
Expressions to use when you play the game:
When you want to cheer the players on:
Announcing the score: 3 6

Congratulating the winning team:
Showing sympathy to the losing team:
is used here according to the rules for its use in context. Refer to Grammar Notes : V
09
A AN is not an item of grammar which is taught here, so teachas an item
of vocabulary only.
Reference 1998
40
14-6 Turning down invitations

Activity
Turning down invitations from

friends, giving reasons.
Form
Time
S53V
P28
Listening to what another has to say

and coming to a conclusion
Making invitations
* *

* *

Expressions
1. Look at in Model
4. The students each write what they plan to
Texts (1) and (2) and listen to the tape. At
do in the frame in their notebooks. They do
that time, make sure the students know
not write any plans for three of the days.
how to make invitations and how to give
They leave three spaces blank. They make
reasons when they cannot accept an
into a real day of the week.

5. They decide what invitations they each
invitation.
2. The teacher draws a frame for writing their
plans into ( ) on the blackboard,
want to make.
6. They then extend invitations to other
and the students copy it into their books.
students as in Model Texts (1) and (2).
3. The teacher writes Model Text (3) on the
They continue making invitations to people
board.
until they find someone who can go out

with them.
42
Model Text
(On Tape)
14
(1)

43
(2)

(3)

( )
( )
( )
44
Instead of the teacher writing things on the

blackboard for the students to choose from,
the students themselves think of what sorts of
14
things they want to invite people to.

Example:

45
14-7 Apologising
Activity
Apologising for mistakes you

have made.
Form
Time
S55V
* * *

* *
Expressions
1. The students divide into groups of three or

four people.
2. The teacher gives out the eight situation
cards to each group.
3. The students look at the cards in their
groups and try to think about what is
happening in each situation and what is
said.
4. They listen to the tape and check that they
understand what is being said.
46
5. They turn the situation cards face down

and put them in the middle of the group.
6. They each take one card at a time and, as
in the Model Text, apologise as if it were
their own mistake.
7. The person next to the one who has picked
up a card must give a suitable reply.
Model Text
(1) A:
14
B:
(2) A:
B:
(3) A:
B:
(4) A:
B:
(5) A:
B:

(6) A:
B:
(7) A:
B:
(8) A:
B:
47
To the Teacher
Verbs likeandare usually not used if you
intended to do that action on purpose. However, they are used here with which
implies that you did not mean to do the action. That is, it happened by accident rather than on
purpose.
When spoken in polite terms, sara ( ) and hashi ( ) become o-sara ( ) and
o-hashi ( ), however males are more apt to just use sara.
48
14
49
14-8 A terrible day

Understanding a passage
Form
someone has written about
a terrible day. Writing about
mistakes you have made yourself.
Activity
Time
(1)
(2)
S52V (potential)
S55V
S56A/AN/V
* * *
Expressions
(1) Speaking
1. The students look at the pictures and
Referring to the Model Text, write an
think about what sort of day the person in
essay about mistakes you have made or
the pictures has had.
unpleasant experiences you have had.
2. They read the Model Text and answer the

questions which follow.
50
(2) Writing
Model Text
14
51
Instead of answering the questions after

reading the passage, they can describe what
sort of day the person has had by looking at
the pictures but without reading the Model
Text.
To the Teacher
In Instruction 2, the teacher can ask some questions as below and get the students to write an
essay based on their answers.
2
3
Before you do this exercise, make sure that the students know family terms like
andhave a special contextual usage here.

Refer to Grammar Notes : V09 .
52
14
53
15-1 Posters
Activity
Looking at the pictures in

posters and thinking about what
words would go with them.
Form
Time
S57
* * * * *
* *
1. The students divide into groups.

2. They discuss what each poster is saying.
3. They complete the sentences in the Task

Sheet by filling in the blank spaces with
phrases using so that the sentences
match the pictures in the posters.
54
Task Sheet
( ) 1000
(1)
(2)
15
(3)
(4)
(5)
( )
(1) (2) (3) (4)
(5)
(1) Give the completed sentences and get
(3) Think up phrases using and make
the students to match them with the
posters to go with them.
pictures.
E.g.
(2) Get the students to make up the whole
sentence to go with each picture.
To the Teacher
The students may also complete sentence (5) with.
55
56
15-2Japan Survival(song)
Activity
Learning how to use the

form with a song.
Form
Time
S57
* * *
Learn how to use the form as in the song.
Model Text
(On Tape)
119
119
110

104
117

177

58
15
To the Teacher
The usual reading of phone numbers is(117). The
(119) and(110) used here are special readings.
In Japan,can be read as bothand.
On the accompanying tape a karaoke version follows the song.
59
15-3 How about here?

questions about what you can
and cannot do in certain places.
Activity
Form
Time
(S52V (potential)
S57
S58
small cards (10 for each group)
* * *
* * * *
1. The whole class suggests more than ten
6. One student chooses from the blackboard
places like parks, shops, tourist spots
one of the. He/she picks up
in their own town and the students talk
a card, shows the card to the person next
about what they can do in each place. The
to him/her, and using thethat
teacher writes those on the blackboard.
he/she has chosen, has a conversation with
2. The students divide into groups of three or

four.
7. When the conversation is finished, he/she
3. The teacher gives each group ten cards.
returns the card to the pile and shuffles the
4. The students in each group choose ten
cards.
of the places that are written on the

blackboard and write one on each of the
cards.
5. They put the cards in a pile face down on
the desk.
60
his/her neighbour, as in Model Text 2.
8. They take turns to repeat the conversation

six or seven times.
Model Text

(1)

15
(2)

A: B
A shows the card to B
If there is a place on the card that matches the question . . .

B:
If there is not a place on the card that matches the question . . .
B:
To the Teacher
It is easier for the students to understand what to do if you get one group to come to the front
and do the exercise first, then divide them into groups so they can practise.
61
15-4 If I were the Mayor, . . .
(1) Listening to speeches by people

Activity
Form
who want to be the Mayor and
understanding their opinions.
(2) Thinking about what you would
do if you were the Mayor and
making a simple speech.
Time
Ending a speech
S57
S59A /AN /N
S60V
* *

* * *
Expressions
(1) Sentence Patterns

1. Change the underlined parts in the
Task Sheet into the correct forms.
2. Listen to the tape and check whether
your answers were correct or not.
62
(2) Speaking
Using the Task Sheet as a model, think
about what you would do if you were the
Mayor and give a simple speech.
Task Sheet
(On Tape)
(1)
15
(2)
(3)
(4)
63
Model Text
(1)
(2)
(3)

(4)
64
(1) Delete the words in the underlined spaces
(2) Give a presentation saying which candidate
in the Task Sheet and get the students to
you think is best and why. If it is too difficult
write them in as they listen to the tape.
for the students to make the presentation in

Japanese, they can give it in English instead.
15
To the Teacher
You can change Instruction (2) to the following Speech Pattern:

In Instruction (2) whereV is used, the students should practise using

after verbs they have control over, such as:
65
Category: Reading
15-5 Recycling
Activity
(1) Reading for understanding

instructions about how to
make things out of recycled
materials.
(2) Following instructions to
make something.
Form
Time
S57
S59A AN N
* * * *
* * * *
* * * * *
Expression
(1) 1. Discuss in English the sort of recycling

that the students are familiar with.
2. Look at the pictures in the Task Sheet
and check that they know what they
are illustrating.
3. Read the Model Text and write the
number of each sentence on the
pictures in the Task Sheet.
66
4. Read the Model Text again and check

that the students have them in the
correct order.
(2) Read the Model Text and make postcards.
Task Sheet
15
Model Text
1.
2.
3.
4. 2
5.
6.
7.
8.
9.
10.
67
Introduce other things that can be made out
3.
of recycled materials.
Making a "kendama" from a plastic
4.
drinking bottle
Things to prepare: a plastic bottle, a
bottle cap, a film tube,string, strong
5.
tape, cutters
6.
Read these instructions and match
each instruction to a picture in the
task sheet.
1.
2.
68
To the Teacher
Conditional forms are used a lot when writing recipes for cooking or instructions for making
handicrafts.
In Instruction (2), you can use a bamboo roll used for making sushi instead of the fine netting.
If you do not have a blender, boil the paper in some water till it turns to pulp.
References:

(1996)

15
(2000) 5
69
15-6 Geography Quiz

Activity
Having a quiz with a range of

questions about different towns
and countries. Answering those
questions.
Form
Time
S61
S62N N
* * * * *
* * * * *
* * * * *
* * * * *
1. Before class starts, the teacher prepares

enough quiz cards for each pair.
2. The students form pairs. The teacher gives
out one set of quiz cards to each pair.
3. The students put the cards in a pile face
down.
4. In pairs the students take it in turns to pick

up a card each.
The person who picks up the card asks
the question as in the Model Text and the
partner answers.
5. He/she then looks at the card and checks
the answer. If the answer is correct, the
partner can keep the card.
70
Model Text
A:
B:
A:
15
The students make up their own quiz
questions based on data that the teacher and
students have researched together.
To the Teacher
The phrases marked withare the correct answers.
It is good to use the following expressions which are used in games:
or(said to someone who gives a correct answer)
or(said to someone who gives an incorrect answer)
Depending on the students, you could remove the adjectives and asterisks from the correct
answers.
It does not matter if the students do not know how to read the units of measurement such as
km and .
For reference:
mm
m
km
km2
The information in the quiz cards was taken from: 1998

13
The data for theandcards is based on the month when there was
most rain or least rain in that city.
The countries, areas, etc which have the mountains, rivers and cities on the quiz cards are
listed below:
Rivers:
Nile River (Africa), Amazon River (South America)
Mountains:
Everest (Nepal), Mount Cook (New Zealand), Kilimanjaro (Tanzania)
Places:
London (England), Moscow (Russia), Hawaii/ Los Angeles (America),

Bangkok (Thailand), Cairo (Egypt), Lima (Peru)
71
997,000km2
6,695km
959,000km2
6,516km
3,776m
3,754m
8,848m
5,895m
3.8
936,000,000
2,600,000
3,550,000
1,200,000,000
72
22.7
18.2
344mm
5mm
330mm
4mm
15-7 Putting things in order

Activity
Listening for understanding and

putting cards in order.
Form
Time
S61
* *

2. One student reads the Model Text . The
other listens and puts the four cards in the
correct order. In Model Text (1) , arrange
them from smallest to largest. In Model
Text (2) , arrange them from the cheapest
to the most expensive. The students can
reread the text until the other student
understands.
74
3. Check the answers as a class.
Model Text
(1) ABCD4 A
B B C
D C
C A
15
(2) 4
Answers :
(1)
DCAB
(2)
75
(1) A student can pick up just two cards
Sample questions for (2)
and compare them, saying which is
A: A B
m o r e e x p e n s i v e / c h e a p e r, w h i c h i s
B:
bigger/smaller, etc. using or .
A: B C
(2) You can also play a game where one of

the students arranges the four cards in
B:
any way he/she likes. The other person

must guess the order the cards are in by
asking only three questions. When you
play this you should stand the cards up
(as illustrated in the pictures) so that the
other person cannot see them.
To the Teacher
You can use names of supermarkets and hamburger outlets that the students are familiar with.
76
15-8 Which one is the better shop?
(1) Understanding a report on

Activity
Form
the findings of research into
two shops.
(2) Researching two shops
where you often go shopping
and comparing them.
Time
S61
Preparing a report
S62N N
* * *
* *
Expressions
(1) Listening
Listen to the tape and circle the
information on the Task Sheet which is
correct.
(2) Project Work
people.
3. As a group they choose a pair of similar
shops. Each group should choose a
different type of shop.
1. Get the students to say which shops
4. Referring to the Task Sheet, they
they often go to and write the names
should decide in each group what sort
of those shops on the blackboard. At
of thing they will investigate.
the same time, group together pairs of

similar shops.
Eg. Bookshops (Whitcoulls, Borders
Book Shop)
78
2. The students form groups of four or five
5. Each group investigates two shops of

the same kind.
6. As in the Model Text, they report their
findings in their groups.
Task Sheet
1 100 120
1 100 120
1 10 8
1 10 8
15
Model Text
100
10 8
To the Teacher
Do the project work in Instruction (2) after you have done the Listening practice in Instruction (1) .
Do 1 to 4 of Instruction (2) first, then set 5 for homework and do the reporting back in the next
lesson.
79
16-1
Activity
Comparing your own country with Japan
Comparing geographical
information about your own
country with that of Japan.
Form
Time
S63N N
* * * *
1. The teacher writes a chart like the one
2. In the next lesson, they report their
below on the blackboard and the students
findings, as in the Model Text.
copy the chart into their books. Then they

go and find out facts about their own
country such as the land area, highest
mountain, longest river and largest lake
and fill in the chart.

( )
377,800km2
km2
120,000,000
3,776m
367km
km
671km2)
km2
80
Model Text
(1)
(2)
(3)
(4)
(5)
16
(1) The students write the report that they
presented in class.
(2) They can go and find out about other

information that is not in the chart, such
as the GDP or the population density.
To the Teacher
Get the students to practiseN N , using positive verb forms only.
For information about land, geography, etc. refer to the home page of the Japanese Foreign
Office listed below:

http://www.mofa.go.jp/mofaj/world/ichiran/index.htm

http://www.mofa.go.jp/mofaj/world/juni2/index.htm
81
16-2
Activity
An interview with a famous person
Deciding what questions you

Form
would like to ask in an interview
and presenting them to the class.
S64
Time
interrogatives
Preparing a report
...
* * *

* * *
* *

Expressions

five people.
presents to the class the information about
2. In each group they decide on a famous
whom they would like to interview and
person in Japan whom they would like to
what questions they would like to ask that
interview.
person, as in Model Text (2)
3. They list the things they would like to ask

that person as in Model Text (1).
82
4. One person comes to the front and
Model Text
(1)

16
(2)
83
(1) Rather than interviewing a famous
(2) It is not necessary to imagine an interview
person, think of some questions you
with a particular individual. Rather, you
could ask a Japanese person who lives in
can think of questions you could ask a
your local area.
person in a particular kind of job such as

a Sumo wrestler, the Japanese Prime
Minister or an employee of a particular
company.
To the Teacher
Instruct the students to practise using bothandquestion word . . . in their
questions and in their reports.
Japanese people sometimes ask questions which do not contain a question word, like
without using, but you should get the students

to practise using.
You can think of questions which would form the basis of an interview with one of the famous
people in Activity Book 1 12-9 Famous People.
84
Category: Reading
16-3 Japanese History

Activity
Reading a passage about

Japanese history and putting
things in chronological order.
Form
Time
(S49V )
S65N N
* * * *
* * * * *
* *
* * * * *
Expressions
1. Look at the pictures in the chart on the
2. Read the passage in the Task Sheet, think
Task Sheet and discuss as a class when
about which events happened in which
each Period was.
period and write the number of the correct

sentence in the appropriate bracketed
space.
86
Task Sheet
(1)
(2)
(3)
(4)
(5)
16
(6)
(7)

(8)

(9)
87
10000
200

600
700
1000
1600
1800
Answers :
-(1) -(3) -(4) -(8) -(9) -(5) -(2) -(6) -(7)
88
To the Teacher
Reference: 1997
16
89
Category: Listening Comprehension Reading
16-4 Diary of a policeman

Activity
Listening to a conversation at
Form
a police boxand
reading a passage about an
incident that was reported there.
Time
(S45 )
(S55V )
S64
interrogatives
...
P30 (quotation)
maps,etc
Expressions
1. The teacher tells the students to listen

for information about what sort of person
the questions in Instruction 1.
came to the police box, what happened
4. Read the Task Sheet.
and what the policeman did about it.
5. Listen to the tape once again and fill in the

notes if necessary.
90
3. Everyone checks together the answers to
blank spaces in the Task Sheet.
Model Text
(On Tape)
: (goes away)
16
(10 minutes later)
91
Task Sheet
4 23

10
20 3
10
Answers :

1-
2-
3-
4-
5-
92
To the Teacher
If necessary, explain what a Japanese police box is before you do this exercise.
The Japanese police box, besides just patrolling the local area and giving people
directions, gives passers-by helpful advice. The policeman at a Police box is called
. Refer to Photo Panel Collection II, Community Life : 2-076 Police Box.
Where is written in the blank spaces, write the quotation exactly as it is said; but in
the spaces where there is no, be careful to change the form of what was said before
you write it in.
In the Model Text, the that is used in is money that is given as
16
a reward.
93
Category: Reading
16-5 Lodgings for a sparrow

Reading a folk tale.
Activity
Form
Time
(S50 )
(S51 )
S65N N
P29
P30 (quotation)
V09
* * *
* *
* *
* *
Expressions
1. Before reading the story, look at the

pictures and think about what the story
might be.
2. Answer the questions at the end of the
story when you have finished reading.
94
3. Give reasons for choosing each answer.
Model Text
(On Tape)
16
95
96
16
3
To the Teacher
As a form of preparation before you read the Model Text, talk with the students about folk tales
about animals from your own country and what sort of animals they are. If you do not have any
animals which resemble a sparrow, it is a good idea to show a picture or photograph.
Refer to Photo Panel Collection III. Nature and Leisure Time : 3-022 .
Getting the students to look at the pictures and predict the story before they read arouses their
interest and it does not matter if they make different predictions.
Of the possible answers (2) is correct according to the actual folk tale but there is no one
correct answer. You should allow the students to make up their own.

There is a folk tale which is generally known as (The Sparrow with a Cut
Tongue) which has a kind old man and a cruel, greedy old woman who cuts the sparrows
tongue. The folk talein this exercise is a newer version of that earlier tale.
97
16-6 Please come to visit my town
Reading and writing an

Activity
introduction to a tourist resort.
Form
Time
S65N N
Writing an introduction to a tourist
Interrogatives + . . .
S66
report
positive
P29
Tourist brochures, maps, etc
* * * *

* * *

* * * * * *
* *
Expressions
(1) Read the Model Text and write the
3. Think about what you will put in your
answers in the column of Task Sheet
introduction and write it in the line of
(1).
Task Sheet (1).
(2)
4. U s i n g Ta s k S h e e t ( 2 ) , w r i t e a n
1. Divide into groups of four or five.
2. In groups, decide what town in your
country you will introduce.
98
introduction.
5. In groups introduce your tourist resort.
Model Text

(On Tape)
5 7 10
16
99
Task Sheet
(1)

Answers :
1-
2- 5 7 10

3-

4-
5-
6-
100
(2)
16

101
After you have heard the presentations by the

different groups, talk as a class about where
you thought youd like to go.
To the Teacher
If you have Japanese tourist pamphlets or Photo Panel Collection, you can use these to
introduce Japanese Tourist Resorts.
Refer to Photo Panel Collection IV Social and Ceremonial Occasions 4-048 Aoi-Matsuri, and
Photo Panel Collection III. Nature and Leisure Time 3-104 Kyoto.
You do not need to write the headings such as when the students write the essay.
In the column of Task Sheet (1), you can omit a heading if it does not apply to your town.
If it is difficult to use Task Sheet (2) as it is, you can change it to suit the tourist spot you have
chosen.
Before the students fill in Task Sheet (2), you can show them the example below about Kyoto.
1 :

2 :
5 7

10
3 :

4 :

5 :
6 :
7 :

102
16-7 Kabuki
(1) Listening to an interview

Activity
Form
about Japans traditions.
(2) Interviewing someone about
traditions in your own country.
Time
(S45 )
(S49V )
S63N N
S65N N

Pausing before you speak

speaker
Responding
Developing an interview
* *

* *
* *
*
* *

Expressions
104
(1) Listening
Look at the chart
2.
1.
2.
The students listen to the tape and
and check that the students
answer the questions.
know these expressions.

3.
Check the answers as a class.
The students form pairs and interview
(2) Interview
each other about what they have
1.
researched.
The students individually research the

traditions in their own country before the
4.
They change roles with their partners.
next lesson.
16
Model Text
(On Tape)
: 17
: 400
105
Answers :
1-

2- 17
3-
4-
106
16
17
400
107
(1) Report the results of your interview to the

class.
(2) When you do your interviews in pairs,

come to the front of the class, one pair at
a time, and present them.
To the Teacher
You can divide the class into two groups, A and B, and get them to practise the roles of the
interviewer and interviewee by reading aloud together from the Flow Chart on the next page.
Refer to Photo Panel Collection III. Nature and Leisure Time : 3-057 kabuki.
108
17-1 Volitional Form Card Game

Activity
Learning the Volitional Form

through a game.
Form
Time
C07Volitional form
Paper for making cards (enough for each

student to make 20 cards)
1. The students divide into groups of three.

2. The teacher gives each student enough
paper or card to make 20 cards.
3. T h e t e a c h e r w r i t e s 3 0 v e r b s i n t h e
dictionary form in three columns on the
blackboard.
6. In groups, sort theform cards and

the volitional form cards in different piles.
Then shuffle them and lay them out on the
table in two separate groups face down.
7. The students take turns to pick up two
cards, and if a student picks up the
4. Each of the three students writes the verbs
form and the volitional form of the same
from a different column on the blackboard
and
),
verb, (for example
in theform on ten of the cards. On
he/she can keep the cards. If a student
the remaining ten cards they write those
picks up cards which are different verbs,
verbs in the volitional form.
then he/she must put them back where
5. After they have written them down, the

class checks that the volitional forms have
been written correctly and correct any that
are wrong.
110
they were.
8. Repeat Instruction 7 till all of the cards are
taken.
(1) The student who gets the most cards is
(2) Spread out the cards as you would in a game
the winner.
of and one person reads out a verb

in theform and the other students try
to be the first to grab the volitional form card
which goes with that verb.
To the Teacher
The verbs in the Required Vocabulary have been chosen from the verbs which are used in
Block 17.
You can mix in other verbs that the students have not yet learned.
You can also use this activity to teach verb forms other than the volitional form.
17
For other activities which teach verb forms, refer to Activity Book 1 :
6-1 form Bingo;
7-1 If you can say what it is, I will give it to you;
8-1 Dictionary Form Practice;
9-1 Form Quiz;
14-1 (Activity Book 2) Relay.
111
17-2 Popular Jobs

Having a survey in class about
what jobs people want to do in
the future and presenting the
findings to the class.
Activity
(S64
Form
Interrogatives
Time
Construct a conversation
...)
S67V

C07Volitional form
* * * *
* *

* * * *

Expressions
1. The class divides into groups of seven or

eight people.
2. In each group, the students say one by
4. A representative from each group gives

a report to the class by reading what the
members of his/her group wrote.
one what sort of job they want to do in the
5. Two or three students come to the front
future, as in Model Text (1) and also write
of the class and keep a record on the
down what others in the group say.
blackboard of what jobs were popular
3. Each student then writes a report which
and how many people wanted to do them
collects together what people have said in
and, afterwards, rank the jobs in order of
their own groups, as in Model Text (2).
popularity.
112
Model Text
(On Tape)
(1)
A:
B:
C:
D:
E:
17
(2)

3 2

113
Before you do the survey, get the students to

predict what they think the most popular jobs
will be and, after the survey, compare the
results with their predictions.
To the Teacher
There will probably be a difference in job preferences between boys and girls, so you can also
work out the ratio of males to females in the class and give different statistics for them.
You can introduce the method of counting things using the kanjiso that the students can
use it when counting people.
You can use English to name different jobs.
Jobs which are popular among young Japanese people are:
(company worker); (engineer/technician); (public servant);
(sportsman); (nurse); (teacher); (artist/designer);

(lawyer) and (doctor).

Source: 1997
114
17-3 Why are you doing it?

Listening to and writing about
why someone wants to do
something.
Activity
Form
Time
S67V
S70

C07Volitional form
* *
* * * *

five people.
3. One person from each group tells the class

what he/she wants to do. The people in
2. They separately write down something
the other groups confer in their groups and
they want to do in the future and why, using
guess what the persons reason might
as in Model Text (1) and present
be for wanting to do that thing. Then the
it to others in the group. Theyall write down
students ask and answer questions, as in
what is presented in their exercise books.
Model Text (2) .
116
Model Text

(1)
(2) 1 A:

B:
A:

C:
A:
17
D:
A:
2 A:
B:
A:
C:
A:
(1) The group that guesses the most correct
part of the sentence that expresses the

action and get the students to make up
answers is the winner.

(2) When getting the students to make
the part of the sentence that expresses
sentences using
the purpose.
, the teacher should produce the
To the Teacher
When you have practised talking about short-term objectives as above, challenge the students
to talk more about their long-term objectives.
117
17-4 It might be expensive

Activity
Imagining what you need when

you are homestaying in Japan
and saying what it is.
Form
Time
S67V
S68

C07Volitional form
* * *
E * * * *
Expressions
1. The teacher shows the pictures to the
2. The students choose from the pictures
students and asks them what sorts of
what things theywould take and then think
things they might take with them if they
about why they would take them. They
were to go to Japan and have a homestay.
write sentences as in the Model Text and

present those sentences to the class.
118
Model Text
(1)
(2)
(3)
(4) E
(5)
(6)
(7)
Think about things other than those

represented in the pictures and use those in
your presentation as well.
119
17
120
17-5 What do you think you will be?
Listening to a discussion about

Activity
someones career path after
he/she graduates and having a
conversation about it.
Form
Time
S67V
S69 (nominalization)
S70

C07Volitional form

speaker
* * *

* * *
* * * * *

* * * * *

Expressions
122
(1) Listening
3. The person playing the role of the
student answers with as much detail
make notes in Task Sheet (1) about the
as possible about his/her own plans
contents of the conversations.
for the future, and explains why he/she
2. Listen to the tape again and check

what you wrote.
wants to do those things.

4. The student playing the role of the
teacher makes notes while listening.
(2) Conversation
1. The students form pairs and decide
who will take the role of the teacher
and who will take the role of the
student.
2. As in Model Text (1), the student taking
He/She can make notes in English.

5. T h e y c h a n g e r o l e s a n d r e p e a t
Instructions 2 to 4.
6. Read about the dreams of the student
in Model Text(2) and fill in Task Sheet
(2), then present it to the class.
the role of theteacher asks his/her

partner what sort of work he/she wants
to do in the future and whether or not
he/she wants to go to university.
123
17
Model Text
(On Tape)
(1) Listening
124
: 1
17

125
(2) Speaking
Task Sheet
(1)

Answers :

(2)
126
To the Teacher
Refer to 17-2 Popular Jobs.

It is alright to give other sorts of answers such asin the

column of Task Sheet (1) .
17
127
17-6 What do you do in the weekend?

Activity
Asking questions and

answering them about plans for
the weekend .
Form
Time
S67V ( )
C07Volitional form

speaker
* *
* * *
Expressions
1. The teacher asks the students what they

are going to do the following Sunday and
chooses ten of those activities and writes
them in a list on the blackboard, as below.
2. The students choose two of the ten

activities listed and write them in their
exercise books.
128
3. The students look for partners to go out with

by questioning other students as in Model
Text (1). When they find a partner, they
decide the time and place to meet. They
need to be careful that they dont arrange
to do the two activities at the same time
and that they decline an invitation if the time
is inconvenient. Also, it is alright to make
arrangements to go out with two or more
people rather than just with one person.
At such times you should also let the first
person that you made arrangements with
know that others will join you.
4. The students report back to the whole
class what plans they have made for
Sunday as in Model Text (2).
Model Text
(On Tape)
(1)

: 10
17
: 4 4

(2)

Gather together as many people as you can

to do something with you.
129
17-7 Dreams for the future

(1) Reading for understanding
a passage about dreams for
the future.
(2) Writing an essay about your
own dreams for the future.
Activity
Form
S67V ( )
Time
Organising an essay
S69 (nominalization)
S70

C07Volitional form
* *

* *
Expressions
(1) Reading
1. Read the Model Text and answer the
questions which follow.
(2) Essay
1. Answer the questions in the survey
sheet in the Task Sheet.
2. Using the Model Text as a pattern,
use the answers you gave in the Task
Sheet to write an essay about your own
dreams for the future.
130
Model Text
131
17
(1)

(2)
(3)

(4)
Answers :
132
Task Sheet
1.
A.
17
B.
C.
2.
3.
Collect the students essays together in a

book.
To the Teacher
The meaning of in the Model Text means I have decided to
be a teacher.
133
18-2 Making preparations
(1) Looking at a list of preparaActivity

tions to be made and guessing what the event is.
(2) Working out what preparations are needed for some
events and saying what
those preparations are.
Form
Time
S72V
* * * * *
* * *
* * *
C D * * *
* * *

* *
* *
Expressions
(2) Writing
(1) Reading

Read Model Text (2)
1. The students divide into groups of
and match 1 to 4 (the preparations that
three or four and each group thinks of
are to be made) with to (the events
an activity they can do for the Culture
listed in Model Text (1).
Festival Day. Then they think about

what preparations are necessary for
that event and write them down.
2. Each group presents to the class what
was written down.
138
Model Text
(On Tape)
(1)
(2)
1
C D
Answers :
1- 2- 3- 4-
139
18
To the Teacher
Examples of preparations that might be needed for an activity for Culture Day in Instruction (2).

If Culture Day is not an event the students are familiar with, use an event from the students
own school calendar that they are familiar with. For example: Sports Day ( ( );

Ball Sports Day /Athletics Day( ); Singing Contest (
); Field Trip ( ) ; Arts Festival ( ); Tests ( ); Fire Drill ( ).

It is all right to use the names of events in the students own language.
You can find useful information about Japanese schools in the following web page:
KIDS WEB JAPAN: http://web-japan.org/kidsweb/school-j.htm
140
18-3 Volunteering
Saying what you have decided
to do. Saying what you have to
do according to an
(job roster).
Activity
Form
S73V N
Time

S74V N

Checking that you have heard correctly )
* * * *
1. First of all the teacher explains that he/she
chooses a number as in Model Text (1).
will get the students to act as regional
A student cannot choose a number that
volunteers and the teacher will act as the
another student has already chosen.
students supervisor.
2. The teacher makes an in the
horizontal lines as in (2). From the number
following way:
on the left, trace a line using the horizontal
(1) On the blackboard, write long horizontal
and vertical lines to a task on the right,
linesone for each of the tasks you
and the person who chose that number
have, as in Diagram (1).
becomes the person who does that task.
(2) To the left of each line, write a number,
6. The students, asking questions as in
and to the right of each, write a task.
Model Text (2), look for the person or
If possible, hide the tasks from the
people from other groups who have to do
students view.
the same task as them.
3. Form groups consisting of the same number

of people as there are tasks to be done.
4. In each group, decide who will speak in
what order, and in that order, each student
142
5. Draw short, vertical lines between the
7. When students have formed into groups of

people who will all do the same task, they
report as a group to the class what they
have to do.
18
143
Model Text
(1) A: B
B: 1
C
C: 3
D
D: 2
E
E: 5
F
F: 6
A: 4
(2) G: B
B:
G
G:
(3)
144
Set up an activity in which everyone in the

class can participate.
For example: Culture Day
To the Teacher
It is usual to write an with long vertical lines and short horizontal lines linking them,
but the task here has been made with long horizontal lines so that it iseasier to write on the
blackboard.
You can use an when you are allotting tasks to people in real situations as well.
18
145
18-4 Gesture Game

Activity
Watching someone making a

Form
gesture and saying what you
imagine the situation is from what
that gesture looks like to you.
Time
S71(look)
1. On the blackboard, the teacher writes
3. In each group, one student chooses an
adjectives and verbs that can be
adjective or verb from those written on
expressed with gestures alone (i.e. without
the blackboard and mimes that word. The
using words).
others in the group guess what the word is
2. The students divide into groups of five to

seven people.
by usingas in the Model Text.

4. If the answer is correct, the next person
takes a turn at miming.
146
Model Text
(1) All the groups start at the same time,
(2) The people who are good at miming do
and the group which finishes first (that is,
so in front of the class and the students
everyone has mimed and elicited correct
all guess.
responses) is the winning group.
18
To the Teacher
These are some adjectives and verbs that can be expressed easily with mime and without
using words:
Adjectives:

Verbs:
147
18-5 What we plan to do on Culture Day

Activity
Writing about what you have

decided and the reasons for
your decision.
Form
Time
S74V N
* * * * *
*C D * * *
* * *
Expressions

2. Read 1 to 8 in Model Text (1) and each
student chooses his/her own preference
from the two options given. Then, as in
Model Text (2), the students write their
reasons for making those choices.
148
3. They talk to each other in pairs about what

they chose.
Model Text

(1) 1
4 8
5 C D
18
(2)
149
18-6 Club Activities
(1) Listening to descriptions of

Activity
some club activities.
(2) Discussing what club activity to choose and making a
choice.
Form
Time
(S53V )
S71 (look)
S74V N
P31 (Condition)


speaker
* * *

* *
* * *

* *
* * * *
* * * * * *
Expressions
150
(1) Listening
3. Listen to the tape and choose the
1. Asking people in the class who are in
picture that matches what you hear on
clubs what sort of club they are in, how
the tape.
long practice lasts and so on. It is all

right to name the clubs in English.
(2) Speaking
1. Listen to the tape once more.
2. Look at the illustrations of Japanese

school clubs and check that the
2. Form pairs and have conversations
students know the names of the
as in Model Text (2) where you decide
different clubs. If this is difficult to do in
which club you will join.
Japanese, it is all right to use English.
Model Text
(On Tape)
(1) Listening
10 1
1 1 1
10
151
18
Answers :

1- .
2- . 3- . 4- . 5- .
(2) Speaking
A:
B:
A: ()
B: () ( )
A: ()
B: ()
A:
B: () ()
152
(1) In Instruction (2) you can read Model Text
Instructions for Variation (3)
(1) and have conversations where you
1. People who are in the same club form
choose a club, rather than listening to the
a group and, referring to Model Text (1),
tape.
write a description of their own club. It is
(2) The teacher gives the list of Japanese
all right for individuals to write alone as
school clubs and the students have
well.
conversations where they decide which
2. When they have finished writing the
ones they will join.
description, theypresent it to the class.
(3) The students write a description of

their own clubs. Get them to include
the advantages as well, not just what is
demanding about the practice schedules
and the rules.
18
To the Teacher
The students can practise the conversation in Model Text (2) by replacing the words in
brackets with other suitable names of clubs.
There may be times when negative forms likeand
are more suitable thanand.
Some examples of expressions usingare:

Clubs which can be used in the list in Variation (2) are:

Clubs are named simply by adding to the name of the activity, as in .

Refer to Photo Panel Collection . Community Life : 4-147 Club Activities.
153
. . . . . .
154
18-7 Busy Term Two

Activity
Listening to a conversation
about school events in Japan.
Form
Time
S71 (look)
S72V
S73V N
S74V N
* * * *

* * * * *
* * *

* *
* * *
* * *
*
Expressions
1. Before listening to the tape, the teacher

should get the students to think of what
3. As a class, check that the students have

filled in the Task Sheet correctly so far.
4. Listen to the tape once more and write
school events they have.
2. The students choose suitable things from
notes in the right hand column of the
the Events List in the Task Sheet while
about what sort of events they are.
they are listening to the tape and write
5. The students individually present to the
them in the order they heard them in the
class what they understand about the
events column of the in the

Task Sheet.
156
different events.
Model Text
(On Tape)
: 2
: 2
157
18
: 12
10
: 2
158
Task Sheet

1
2
3
4
5
18
1
2
10
(1) Write brief passages using

(seems) to give your impressions of the
(2) Get the students to write without referring

to the Events List.
different events.
To the Teacher
The Memo column can be filled with the students own words based on their listening
comprehension and it is all right if their wording is different from that provided in the model
answers.
159
18-8 School Events in Japan

(1) Reading for understanding a passage
Activity
about school events in Japan.
(2) Writing an essay describing
school events in your own country.
Form
S73V N
Time
Organising what you write ( Letters)
P31(Condition)
* *
* * * *
* * * * *
* * * *
* * * * * *
* * * *
* *
* * * * *
Expressions
(1) Reading
1. Read the letter in the Model Text.
2. Fill in the Task Sheet with information
about the Japanese school year.
3. Check the answers.
(2) Letter
1. Before you write a reply to this letter, talk
about the differences between school events
in Japan and those in your own country, and
make notes on the chart in the Task sheet
about events at your own school.
2. Write an answer to the letter in the Model
Text.
160
Model Text
1 4 3 4
1 1 1 4 7
2 9 12 3 1 3
3 3
4 3
5 6
9 10

100
161
18
11 2

2 1
2 1
162
Task Sheet
18
10
11
12
163
Answers :
10
11
12
To the Teacher
Before the students write the letter in response to the Model Text, write on the blackboard the
words and expressions that the students will need as translations from English.
Use the Model Text as a pattern for how to organise a letter.
For example:
1opening greetings
2the reason for writing the letter
3the years schedule
4the main events and their descriptions
5closing comments
The students can write the letter in reply as a homework task.
164
19-1 Next Thursdays examination

Reporting what one person has
told you to another person.
Activity
Form
Time
S78 (hearsay)
* *

* *
1. The teacher writes a chart like the one

below on the blackboard. The students
copy it into their exercise books.
2. The students divide into groups of five
people.
3. In their groups, they decide who will be in
charge of each piece of information, from
(1) to (5) on the chart.
4. The teacher puts up five information cards
from (1) to (5) outside the classroom.
5. The teacher gives a signal and, first of all,
the person in charge of information (1)

( )
from each group goes to look at the cards.

They each memorise the information on
the card and, as in Model Text 1, report
that piece of information back to the group.
The other students make notes about the
information they hear. Group members in
charge of information (2) to (5) repeat this
part of the exercise in the same way.
6. When all of the groups have finished writing
down the information the groups present
their answers to the class and the class
checks whether they were correct or not.

(1)
(2)
(3)

(4)
(5)
166
Model Text

(1) 2 3

(2)
(3)
1 15

(4)

(5)
Information Cards
( )
(1)
(2)

(3)
1
15
19
(4)

(5)

Five students from the class become the information gatherers and separately report the
information they are in charge of to each group.
To the Teacher
At first, you can use the example to teach the students how to do the activity.

Change the contents of Information Card (3) to suit your students. or example,

A M
If you want to use a topic other than an examination or happenings within the school, make it
a topic that the students are familiar with.
167
19-2 Reading the newspaper

Activity
Passing on information that you

have heard on the news.
Form
S78 (hearsay)
Time
Constructing a report
Newspaper articles (enough for one per

group)
* *
1. Before the class, the teacher selects
5. Working together in their groups, the
newspaper articleswritten in English
students read the newspaper articles and
enough for one per group. As far as
write the general details (when? where?
possible, choose articles with content that
what? who? why?) into the chart. At that
can be expressed simply in Japanese.
time, it is all right to use English if they do
2. The students form groups of four or five

people.
not know the Japanese.

6. Using the Model Text as a pattern, a
3. The teacher gives each group an article.
representative for each group reports what
4. The teacher writes the chart from the Task
the article was about to the class while
Sheet on the blackboard. The students
looking at the notes they have made in the
copy that chart into their exercise books.
chart.
168
Task Sheet
( )
300
Model Text

300
Give a report about news you gathered

from the newspaper or television, using the
19
structure.
To the Teacher
If it is difficult to find news that the students can understand easily, the teacher can construct
news items in simple Japanese and present them.
For example:

169
Category: Listening Comprehension Reading
19-3 Why there is no cat among the twelve animals of the zodiac
Listening to a conversation and
reading about the twelve animals of the zodiac.
Activity
Form
Time
S75V (Passive)
S78 (hearsay)

C08Passive form ( )
* * **

* * * * * * * * *
* * * * *
* *

* *
Expressions
(1) Listening
1. Check the students know the names of
the animals on the Task Sheet.
2. Listen to the tape and answer the
questions.
170
(2) Reading
1. Read Model Text (2) and answer the
questions.
Task Sheet
19
(
) (
171
Model Text
(On Tape)
(1) Listening
12 12 12
: 12
: ?
Answers :
172
(2) Reading

12 1 1
12
12
1 2
19
1 1
12

173
12
( )
1980
1985
1981
1990
1986
1991
1982
1987
1992
1983
1988
1993
1984
1989
1994
Answers :
1 1 1 12
174
To the Teacher
The names of the animals in the illustration on the Task Sheet are, in order from the left:
sheep, turtle, dog, ox, rabbit, snake, horse, monkey, cat, dragon, rat, chicken, lion, boar and
tiger.
In Instruction (2), Reading, the students do not have to answer the questions in exactly the
same way as the answers that are given, as long as their meaning is correct.
The dog and the ox of the twelve animals of the zodiac use special kanji, but and
have been used in this reading passage.
The kanji for the twelve animals of the zodiac are:
19
175
19-4 Even though . . .

Activity
Thinking what the meaning is

and joining the first half of a
sentence with the second half.
Form
Time
P32
1. Thinking about which sentence in the left

column goes with which sentence in the
right column and connecting them with a
line.
176
2. Useto join the two sentences and

write them down.
Task Sheet
(1)10

(2)
(3)
(4)
(5)
(7) 80

19
(6)
(8)
(9) 9
(10)

(11)
(12)
177
Answers :
(1) 10
(2)

(3)
(4)

(5)
(6)
(7) 80

(8)
(9) 9

(10)

(11)

(12)
(1) Give the first half of the sentence only
(2) Copy the first parts and the second parts
and get the students to think of what the
of the sentences, cut them up, shuffle them
second half will be.
and issue one to each of thestudents. Each

student must look for the person with the
part of the sentence to complete his/her own
sentence.
To the Teacher
Warn the students to be careful to change the verb form at the end of the sentence which
comes before.
178
19-5 A thank-you card

Writing a card to thank someone
Form
who has done something for you.
Activity
S77V
Time
Writing a thank-you card
Paper for making cards (enough for one

per student)
Expressions ( )
1. The students think of things people have
2. From the people in the chart they choose
done for them and make notes, as in the
one person whom they would especially
chart on the next page.
like to thank and write a thank-you card

to that person, as in the Model Text.
180
Model Text
(1)
(2)
19
(3)

(4)

181
Instead of writing a card, you can write an
explanation, as in the example below.
To the Teacher
In the Model Text replace with your own name where it says .
Point out to the students that the way you say thank- you varies depending on your relationship
with the other person and the amount of gratitude needed.
For example, if the other person is your superior or someone you do not know well, you say
. But if the other person is your equal, you can simply say
182
19
183
Category: Reading
19-6 A thank-you letter

Reading a thank-you letter
Activity
Form
Time
S75V (passive)
S76V
S77V

C08Passive form ( )
(P30quotation)
* * * *
* * * *
Expressions
1. Read the Model Text.
3. As a class, compare your answers and talk
2. Change the words in the brackets in the
about your reasons for the changes you
Task Sheet so that they express your
made. It is all right to use English to do
gratitude.
this.
184
Model Text

19
185
Task Sheet

Answers :

186
If it is too difficult to correct the letter, show
Use English to do this if it is too difficult to do in
the students both the Task Sheet and the
Japanese.
answers and talk about why they are different.
To the Teacher
In English, it is not usual to use a verb of giving or receiving when saying what someone does
for someone else, but the point of this exercise is to teach the students that, in Japanese, it is
normal to use or with such verbs. Not to use or
in such cases sounds both unnatural and ungrateful.
19
187
19-7 A report about a homestay

Listening for understanding to a
report about a homestay.
Activity
Form
Time
S75V (passive)
S76V
S77V

C08Passive form ( )
P32
* * * *
* * * *
* * *
* *
Expressions
1. Look at the Task Sheet and predict what

will be on the tape.
2. Listen to the tape and write the answers
on the Task Sheet. The students may listen
to the tape as many times as they need to
complete the answers.
188
3. Check the answers by reading the Model

Text and listening to the tape again.
Model Text

17
14
189
19
190
Task Sheet
1.
2.
3.
4.
19
5.
191
Answers :
1.
2.
3.

4.
5.
Basing it on the contents of the conversation

on the tape, have a class discussion where
you think about what sorts of things you
would say, and what sort of communication
you would be able to have with your homestay
family if you were to have a homestay in
Japan.
To the Teacher
Tell the students to write the answers on the Task Sheet, using the plain form.
192
20-1
Activity
Since I started to use e-mail, . . .
Talking and writing about changes

in our lives that have been brought
about by learning to use new tools
or do new things.
Form
Time
S79V
E * * *

3. In pairs, the students think of as many

2. The teacher writes the first half of the
sentences of the Model Text on the
194
ways to finish the sentences as possible.

4. After a time limit of ten minutes is up, each
blackboard, such as E
pair presents their finished sentences to
the class.
Model Text
(1) E
(2)
(3)
20

(4)

Say what changes have happened in your
For example:
own life recently.
To the Teacher
Get the students to think of and write about changes that have happened in society in
general rather than just those that have happened to them personally.
195
20-2
A haunted apartment
Listening to various sounds and

reporting what you understand
those sounds to be.
Activity
Form
Time
S80V
* * *

* * * * * *
* * *
* *

1. The students form pairs. Give the15

pictures to each pair.
2. As a class, listen to the tape
The teacher writes the answers on the

blackboard so the students can check.
In pairs, the students choose the three
, then check that the students have
pictures which match the answer on
understood the tape.
the blackboard, choosing from the 15
3. Usingas an example, teach the

class to play this game:
pictures they have been given and put

them in a row in the correct order.
The students listen to the whole of
4. From2 to5 , the students
, then they imagine what is
do the activity in pairs. One student listens
happening.
to the sound and, as in, reports
They listen to the tape again. The
what he/she hears. The other student
teacher stops the tape at the point
chooses the three cards to match and puts
where the bells ring. The students say
them in order.
what theay think it is, usingV

as in Model Text (2).
5. When two rooms are finished, the

students change roles.
6. The whole class listens to the tape again
and checks the answers.
196
Model Text
(On Tape)
(1)
20
(2)
20
1
1
3
4
197
3
1
4
5
4
1
2

198
5
1
3
4
5
(1) The teacher can stop the tape after each
(2) Divide the class in half. One half of the
sound and the students can write down
class listens to the tape in a separate
what they think they heard.
classroom and make notes about what

they hear in the different rooms. They
then report back to the other group.
They change roles so that everyone can
practise in the same way.
To the Teacher
Explain to the students at the start that they are a team of detectives.
Get the students to read Model Text (1) in order to check that they have understood
.
The students can practise in pairs if you have a language laboratory or enough tape players
and headphone sets.
When you get the students to report back, do not let them report the sounds simply as
or
The students must use
The underlined words which correspond to the sounds on the tape are illustrated. The letters
in thebrackets show the corresponding illustration.
199
20
200
20
201
20-3 Japan through the eyes of an exchange student

Activity
Looking at the picture of the

town and saying what you understand from it.
Form
Time
S80
* ** * *
* * * * *

* * * *
* * * * *
* * *
1. Look at sections (1), (2) and (3) of the
4. As a group, look at the picture and
picture which is illustrating a Japanese
consider what it shows about the Japanese
town and consider what you think the
lifestyle and customs, then write along the
situation is in those sections.
lines of the Model Text. Finally, write your
2. Read the Model Text and see if it is the

same as what you were thinking.
3. Form groups of four or five people.
202
reasons for why you think like that.

5. The different groups present what they
have written to the class.
Model Text
(1)

(2)

(3)

To the Teacher
If it is difficult for the students to express their reasons in Japanese, it is alright for them to use
English.
Non-native speakers of Japanese increase their understanding of Japan by guessing things
through their personal observation while staying in Japan. Sometimes there are some big
misunderstandings, but these are the fun experiences of coming into contact with a foreign
culture and it is good to be able to have them also.
You can use the pictures to make sentences as shown below.
20
:
7

:
8

203
204
20
205
20-4
Activity
A pen which is easy to write with
Saying what is difficult to use

about some merchandise and
getting it changed.
Form
Time
S82V
Initiating a conversation ( )
S83V
Making an appropriate response ( )

Ending a conversation ( )
Expressions
1. T h e t e a c h e r w r i t e s L i s t ( n a m e s
4. Using the words on the blackboard, say
of things) and List (verbs) on the
what are some of the problems of using
blackboard.
some of the things and ask for them to be
2. As a class, look for the verbs which go with

the nouns and check for accuracy.
206
exchanged, as in the Model Text.

5. Swap roles after one round.
Model Text
holding the pen
:
:
: handing a pen to the customer

:
20
To the Teacher
Names of things and verbs which go with them:
207
20-5
Activity
Interpreting a graph
Looking at a graph and writing a

description of the information in
the graph.
Form
Time
S81V V
* * * *
Expressions
1. Look at the graph and practise saying what
2. The students write the correct form of
changes are happening according to the
graph, using
in the (
Sheet.
) brackets on the Task
3. The students read out the answers they

have filled in on the Task Sheet and they
check as a class whether they are correct
or not.
208
Task Sheet
(1) 4

20
4 4 1
(2) 2 2
(3) 2
(4)
209
Answers :
(1)-
(2)-
(3)-
(4)-
Explain other changing situations using any

statistical materials you have at hand.
To the Teacher
Before you do this exercise, make sure the students understand
.
Tell the students thatin the Model Text is a form of.

The data used here was created to make this reading exercise using statistical materials. It is
not data from actual research.
210
About 20.6, 20.7, 20.8 and 20.9
The exercises used in 20.6, 20.7, 20.8 and 20.9 have been written using
the sentence patterns and grammar learned so far. However, many words
which are not in the Level Three Syllabus of the Japanese Proficiency Test
have been included in the various Model Texts. If you wish the students
to know the meaning of those words, it is not difficult to attach extra word
20
lists. Please work out how to make best use of these units, depending on
the amount of study time you have available. For example, you can use
them, a paragraph at a time, for reading practice or you can allow students
to listen to them many times on tape.
211
Category: Reading
20-6
What will the future be like?
Reading passages about the

future.
Activity
Form
Time
S75V (passive)
S79V
S80
S82V
S83V

C08Passive form ( )
* ***

* * *

* * *
* *
* * * * * *
* *

* *
* * * * * *
Expressions
1. The students each look at the titles of the
3. The students look for others who have
passages in the Model Text and choose
read the same passage and form groups
one to read from (1) to (3).
of three or four people.
2. They read the passage they have chosen

and answer the questions.
212
4. They check their answers together as a

group.
Model Text
(1)
2050
20
2050
213
(2)

214
(3)
20
215
Answers :
(1) 1
2050
(2) 1
(3) 1
(1) Each group gives a presentation about
(2) If they can read Japanese on the internet,
the passage they have read. If it is
they can gather information from the
too difficult to give a presentation in
following homepages:
Japanese, it is all right to use English.

http://www.robocup.or.jp/

http://www.honda.co.jp/robot/
http://www.wnn.or.jp/wnn-s/index.html

http://www.wschool.net/World School Network

http://www.transport-pf.or.jp/

http://www.nal.go.jp/Welcome-e.htmlNAL

http://www.spacetopia.com/ja/tourism /jrs.html
216
To the Teacher

For a passage about the future, refer to
20
217
20-7
Activity
The news in the future
Listening to a news item and

imagining the context of the
news.
Form
Time
S79V
Constructing a news report
S80
S81V V
S82V
* * * *
* * * *
* *
* * * *

* * * *
* * *

Expressions
1. The whole class listens to the news on the
3. Each student chooses an item he/she likes
tape. They listen for the main points like
from the three items and, as in Model Text
what year and what sort of news report it is
(2), writes what he/she thinks people will
2. They listen to the tape again and each

student writes down what people will be
able to do by that time in the future. Some
students should present what they have
written to the class so everyone can check.
218
be able to do and by when.
Model Text
(1)

2050 9 10
20

30
20
30
219
2015 4 17
taking the machine

turning on the switch

220
2032 6 6
30c m
20
221
(2)
2050
2015

2032
30c m
222
If you have more than two tape recorders,

you can record the different news items onto
different tapes and the students can listen
and write reports as groups.
To the Teacher
In news item ,if the students are from areas which are not familiar with typhoons, you can
give the following sort of explanation:
It does not matter if the report the students write is not the same as Model Text (2), as long as
they have understood.
The students have not learnedA AN , so teachas a vocabulary item only.
20
223
Category: Reading Conversation
20-8
The Future? A Survey

(1)
Activity
(1) Reading the results of a surForm

vey where Japanese people
were asked what they thought
the future would be like. Doing a similar survey in class.
(2) Interviewing people about
what they think society will be
like in the future.
S79V
(1)
(2)
Time
(2)
Pausing while you think . . .

Organising what you say (Interviews)
21 * * * * *

* * * * * * *

* * * * *

* * ( )* * *

Expressions
224
(1) Reading/survey
3. Compare the results with those in
1. The students each read either chart
Model Text (1) and, using Model Text
or chart of the Model Text which
(2) as a pattern, give the results of that
show the results of the survey. As a
comparison.
class, check they have understood the
(2) Interview
The students form pairs and, using Model
material.
2. In class do the same survey, asking
Text (3) as a pattern, interview each other
about the same topics. One student
about what they think society will be like in
can read out the headings, get students
the future.
who hold the same opinions to raise

their hands and count the numbers.
Model Text
(1)

21

( )
77.8
76.6
20
73.7
36.1
35.4
35.3
29.0
16.9
21 1998 11 1999 1
225
21

57.7
AIDSHIV
55.2
()
41.8
37.8
28.9
16.4
15.9
14.9
21 1998 7
(2)
60
226
(3)
A:
B:
A: B
B:
A:
B:
A:
Write an essay in which you compare the

Japanese survey results with the result of the
students survey.
To the Teacher
In Instruction (2), point out to the students before they start that there is a flow chart showing
how to do an interview on the next page.

Reference Material: 2000
227
20
228
20-9
Activity
Our Future
Writing a passage in groups

about what we think our own
future will be like and sending
it to a Japanese school.
Form
Time
S79V
Organising what you say (Introductions)
S80
Organising what you write (Essays)
S82V
* * * * *
* *
* * *
* * * * *
* *
Expressions
1. Read Model Text (1). Check as a class that

the students have understood
2. Using the passage written as a report in
20.7 and the class survey and interviews
done in 20.8, write an essay about society

in the future called . When

the students are writing, they can use
Model Text (2) as a model of how to
construct an essay.
230
3. Collect the essays in and send them to a

school in Japan.
Model Text
(1)
10
20
231
20
232
(2)

( ) ( )

( )
( )
( ) ( ) (
( )
20
233
(1) If you have a sister school in Japan, you
(2) You can make a homepage and put the
can send the essays there as one of the
essays that you have done as a class or
ways in which you exchange with each
as a group on that home page. Refer to
other. Or you can exchange letters with a
the next three pages for an example of a
school in a country other than Japan but
homepage.
where Japanese is taught.
To the Teacher
The headings in the chart above can be written in English as well.

Choosing themes familiar to the students such as and makes it easier for the
students to write.
A home page which introduces Japanese culture is:

http://web-japan.org/kidsweb/school-j.html ( )KIDS WEB JAPAN
When you want to make your own homepage, you can refer toon this site.
234
20
235
236
20
237

Activity Book On Elementary Japanese For Teachers (Compiled by The Japanese Foundation)

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Category: Vocabulary

Understanding instructions and

The teacher gives instructions as in the Model

Increase the number of instructions you

Learning the words for

by using a song and the game,

(1) The Song

1. In their exercise books, students draw a

Sing the song in the Model Text to learn

grid three squares across by three squares

the words for numbers and greetings.

2. The students choose nine numbers from

Get the students to say instead

Category: Sentence Pattern

What is your favourite number?

Saying what your favourite

1. Divide the class into groups of 4 or 5

oral presentation to the class telling who in

(choosing from numbers between 1 and

The presentation should follow the pattern

12). The student must say the number in

in Model Text (2).

6. The others in the class listen and make

exercise books like those in Model Text (1).

7. The teacher and the students check the

accuracy of what people have recorded in

exercise books and correct any mistakes.

5. One person from each group makes an

their exercise books.

(1) In the students notebooks

Add up how many people like each number

Use after the teachers name.

Category: Sentence Pattern Vocabulary

What is the time?

Guessing what time your

1. The teacher asks the students to write

4. If A guesses correctly, he/she can then

(1) Use other things such as the time you

(2) Make this exercise into a competition

arrive home in the evening, the time you

where the person who asks the fewest

eat dinner and so on.

questions to get the right answer is the

Category: Sentence Pattern

What is your favourite thing?

Saying what you like.

1. The teacher writes the following on the

3. The students form groups of 4-5 and

express the things that they like but they

must use Japanese for the numbers.)

4. When the students finish interviewing each

2. The students think about what colours,

each group asks the whole class questions

(2) Questions and Answers

Change the conversation in the interview as

(Try not using the subject after the first

Category: Listening Comprehension Conversation

You can use the exercises below as listening

(3) You can ask about the name, school

tasks instead of using the cloze exercise in

level and likes of each person in either

the Task Sheet.

(1) Answer True/False questions on the