contents...time activity materials aim 10 welcome & greeting five minute warm up with random...
TRANSCRIPT
1
Contents
Introduction ............................................................................................................................. 1
Lesson 1 Introductions & Expectations .................................................................................. 3
Lesson 2 Meeting & Greeting................................................................................................ 6
Lesson 3 Talking About Japan .............................................................................................. 9
Lesson 4 Keep the Conversation Going ............................................................................... 14
Lesson 5 Reading the Menu ............................................................................................... 17
Lesson 6 Restaurant Roleplays ........................................................................................... 19
Lesson 7 Review ................................................................................................................ 22
Lesson 8 Using the Telephone ............................................................................................ 24
Lesson 9 Making Plans ....................................................................................................... 26
Lesson 10 Travel Abroad ...................................................................................................... 31
Lesson 11 Travel Bookings ................................................................................................... 34
Lesson 12 Feeling Unwell ..................................................................................................... 38
Lesson 13 Going to the Doctor ............................................................................................. 41
Appendices ............................................................................................................................. 44
1
Introduction
About the course
The Survival English course is operated through Aichi Prefectural University’s multilingual learning
centre (iCoToBa) as an extra-curricular class. The course is designed to enable students to
communicate in a range of contexts and situations. Through this course, students practice accessing
and utilising the linguistic skills they have already acquired; combining them with communication
strategies to interact naturally, smoothly and confidently in a variety of real life situations.
The course focuses on challenging students to consider the interlocuter and treat communication as
an exchange, focusing on the flow of conversation and communication rather than on their own
linguistic production or comprehension.
The course has three core objectives:
1. To develop effective strategies for dealing with new situations.
2. To acquire useful situation-specific English expressions.
3. To enhance natural communication skills.
The first objective seeks to prepare students for situations they may encounter in Japan or overseas,
encouraging them to find ways to apply linguistic knowledge they already possess to deal with a
range of communicative needs. As learners realise the extent to which their existing knowledge of
English can be applied in various situations, they will hopefully gain confidence in themselves as
communicators. The second objective aims to supplement the linguistic banks of students with
expressions and phrases useful in specific situations. The third goal is perhaps the most important,
emphasising the importance of communicative awareness for effective exchange to occur. Students
tend to place importance on knowing the right words or structures, but more often than not it is the
way in which they deliver those words that will determine the successfulness of communication.
About this book
This book is essentially a teacher’s resource. It provides a comprehensive course, comprising
thirteen lessons designed to be taught in the order in which they are provided. Each lesson plan
includes a summary, objectives, a 90-minute lesson plan, and copiable class handouts. Additional
teacher resources are listed in the appendices. All lesson plans include a ten-minute period at the
end of class in which students reflect on the class and write their reflections in a learning journal for
the teacher to read. This course takes a student-centred approach, with students engaged in English
conversation of some kind for the bulk of class time. In order for this to be effective, a comfortable
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2
class atmosphere and high level of trust between students and with the teacher needs to be fostered.
Maintenance of a journal is one way to enable students to voice any concerns they may have, and to
allow development of a one-on-one relationship between student and teacher even in classes of a
larger size. A journal template can be found in the appendices.
2
3
Lesson 1 Introductions & Expectations
Lesson Objectives
Students will ~
1) get to know each other and the teacher.
2) work together to begin to create a comfortable cooperative learning environment.
3) gain confidence speaking English in front of each other.
Teaching Plan
Time Activity Materials Aim
15 Welcome
Arrange room so all students can see each other’s faces and are
accessible to the teacher. Teacher & course introduction.
Housekeeping.
15 Brief Student Introductions
Students introduce themselves to the group: name & department.
Introductions.
30 Pyramid Group Discussion
Assign random pairings. Students address the following:
1. Greet each other and re-introduce if necessary.
2. Why are you here today?
3. What do you hope to learn through this course?
4. What types of activities do you think will help you to do this?
After ten minutes form groups of four. Students share their answers
and formulate a summary of group responses. Note on handout and
choose one person to present results. Listen to all groups and note on
board. Compare with teacher ideas and look at syllabus together.
handout
markers
syllabus
Establish
student goals
and allow input
into the course.
20 Decide Group Expectations
Students consider their expectations of themselves, peers and teacher.
Share in groups of four, then summarise main points for the group.
Condense into document on screen/whiteboard. See example in
appendix for possible suggestions.
handout
Establish rules of
comfortable
learning
environment.
10 Homework
Students design a basic business card as per handout.
cards
Prepare card for
future class use.
A comfortable class atmosphere is vital in order to facilitate free conversation in English between
students. This introductory lesson aims to allow students to cooperate in considering how best to
achieve a comfortable class environment. Students are encouraged to begin to get to know each other
better, with low-risk opportunities to begin actively using their English.
3
4
Survival English – Lesson 1 Name: ________________________
Summary of Group Discussion
1. Who is in your group?
2. What reasons do you (all) have for being here today?
3. What do you hope to learn through this course?
4. What types of activities do you think will help you to do this?
Your Ideas
What expectations do you have of the following people in order to establish a great, comfortable
class atmosphere?
yourself
classmates
teacher
4
5
Business Card
Design a business card for yourself. Please include:
- your name
- your grade and department
- a picture of yourself (photo/purikura/hand-drawn picture that looks like you etc.)
- at least one fact about yourself that you are happy to share (quirky details appreciated!)
Be creative!
Here is my “business card” for you:
Fern Sakamoto
iCoToBa Lecturer @ Aichi Prefectural University
This year I have become a big green smoothie drinker! I have one almost every morning for breakfast.
Next week: Meeting and greeting
5
6
Lesson 2 Meeting & Greeting
Lesson Objectives
Students will ~
1) continue to get to know each other and build a comfortable cooperative environment.
2) consider what natural communication looks and sounds like.
3) practice meeting and greeting people for the first time.
Teaching Plan
Time Activity Materials Aim
10 Welcome & Greeting
Five minute warm up with random light conversation in pairs.
Warm up.
10 Housekeeping
Attendance. Collect homework business cards. Use to determine
seating. Make sure all students have syllabus etc. from last week.
syllabus
Housekeeping.
5 Meeting New People
How did students find the opening activity? What lines did they
use to open? Was it easy/hard to start conversations?
Highlight relevance
of today’s material.
10 Opinions
Show the scenario on the screen. Students visualise the situation
and discuss what they would do. Check responses and reasons.
Repeat for second situation. What opening lines could they use?
PPT
Consider the tactics
when meeting
people.
20 Starting a Conversation – meeting for the first time
Students work in pairs. Person A reads a question starter. Person
B must read the best match on his handout. Students write in the
missing information. Check the answers together.
handouts
(A & B)
Find language to
help start
conversations.
15 Starting a Conversation – when you have met before
Students work in pairs to choose the best responses. Take
suggestions on other responses. Check.
Check appropriate
phrases.
10 Fluency Practice
In a circle, students throw the ball with an opening line from
above exercise. Receiver responds appropriately as he catches.
ball
Internalise the
expressions.
10 Self-reflection
Explain the sheet. Complete and submit.
journals
Reflect.
Being able to socialise casually and comfortably in any language is a challenge. Students will practice
introducing themselves to strangers in a social setting. They will consider tone, body language and
topics to talk about as they strive to make a good first impression.
7
Survival English – Lesson 2 Name: ________________________
Starting a conversation – meeting for the first time A
1. This salad is delicious, ________________________________________?
Are you enjoying ________________________________________?
Sorry, do you ________________________________________?
2. ____________________________________ party, isn’t it?
____________________________________ OK if I join your group?
____________________________________ isn’t it?
Starting a conversation – with someone you have met before
1. Hi. Haven’t we _________________________ before?
a) Yes, I believe we have.
b) Nice to meet you too.
c) Nothing special.
2. Long time, ________________________________.
a) I see you too.
b) It has been a long time.
c) How about you?
3. How’s _________________________?
a) I’m a little sleepy.
b) I worked a lot on the weekend.
c) Good, you?
4. What ________________________ been up to recently?
a) Not much.
b) I’m fine.
c) Great, thanks.
Next week: Talking about Japan
6
7
Survival English – Lesson 2 Name: ________________________
Starting a conversation – meeting for the first time A
1. This salad is delicious, ________________________________________?
Are you enjoying ________________________________________?
Sorry, do you ________________________________________?
2. ____________________________________ party, isn’t it?
____________________________________ OK if I join your group?
____________________________________ isn’t it?
Starting a conversation – with someone you have met before
1. Hi. Haven’t we _________________________ before?
a) Yes, I believe we have.
b) Nice to meet you too.
c) Nothing special.
2. Long time, ________________________________.
a) I see you too.
b) It has been a long time.
c) How about you?
3. How’s _________________________?
a) I’m a little sleepy.
b) I worked a lot on the weekend.
c) Good, you?
4. What ________________________ been up to recently?
a) Not much.
b) I’m fine.
c) Great, thanks.
Next week: Talking about Japan
7
8
Survival English – Lesson 2 Name: ________________________
Starting a conversation – meeting for the first time B
1. ____________________________________ mind if I join your group?
____________________________________, have you tried it?
____________________________________ the party?
2. It’s a great _________________________________?
It’s cold out _________________________________?
Hi, my name is XX. Is it _________________________________?
Starting a conversation – with someone you have met before
1. Hi. Haven’t we _________________________ before?
a) Yes, I believe we have.
b) Nice to meet you too.
c) Nothing special.
2. Long time, ________________________________.
a) I see you too.
b) It has been a long time.
c) How about you?
3. How’s _________________________?
a) I’m a little sleepy.
b) I worked a lot on the weekend.
c) Good, you?
4. What ________________________ been up to recently?
a) Not much.
b) I’m fine.
c) Great, thanks.
Next week: Talking about Japan
8
9
Lesson 3 Talking About Japan
Lesson Objectives:
Students will ~
1) learn techniques for starting and stopping conversations.
2) be able to answer questions about Nagoya and Japan fluently and appropriately.
3) continue to focus on keeping conversation light and flowing.
Teaching Plan
Time Activity Materials Aim
10 Welcome & Introduction
Attendance. Rearrange seats in a circle. Students have a quick
chat to introduce themselves to a neighbour. How did they start?
Warm up.
15 Review
Look at last week’s handout and briefly practice fluent responses
to greetings (with ball or otherwise).
L2 handout
ball
Review material
covered last class.
20 Roleplay
Set the scene using slide. After a minute students must find a new
person to engage in conversation. What language did they use to
close the conversations? Look at expressions on handout. Drill.
timer
handout
PPT
Become familiar
with useful
vocabulary.
10 Talking About Japan
Show the scenario on the screen. Students visualise the situation
and choose what they would do. Talk in pairs and decide what
would be the best thing to do. Share choices.
PPT
Consider how to
deal with questions.
10 Conversation Starters
Students work in pairs to piece together the questions and
answers. Person A should begin by reading a question naturally
(not slowly or with katakana). Person B must read the answer on
his handout. Students write in the missing information. Multiple
repetitions encouraged. Check answers together on the board.
handouts
Students discover
language to help
them respond to
questions about
Japan.
15 Homework
Students should come up with 3 questions they really think might
be asked of them. BRING TO NEXT CLASS.
Prepare for next
class.
10 Reflection journals Reflect.
Japan is likely to be an easy and natural topic for students to talk about if they are abroad. In this unit,
we practice answering questions about Japan casually and simply to provide appropriate information
and keep the conversation flowing.
9
10
Survival English – Lesson 3 Name: ________________________
Ending a Conversation A
Well, it was lovely speaking with you.
It was nice to meet you. I hope to see you around.
It’s getting late. I should get going.
Let’s talk again soon.
I must be off now. It was nice talking to you.
Talking about Japan
1. Q: How big is your university?
A: ______________________________________________________________________
Q: Are Japanese universities similar to British ones?
A: ______________________________________________________________________
Q: Do you live anywhere near Fukushima?
A: ______________________________________________________________________
2. Q: _____________________________________________________________________?
A: That’s a good question actually. I don’t really think about it, it’s just automatic.
Q: _____________________________________________________________________?
A: Mmm, I guess I feel one a couple of times a year.
Q: _____________________________________________________________________?
A: I haven’t. It’s not so unusual, but it’s pretty expensive.
10
11
Homework
Write three questions that you think people might ask you (about Japan) in the UK scenario.
1. __________________________________________________________________________
__________________________________________________________________________
2. __________________________________________________________________________
__________________________________________________________________________
3. __________________________________________________________________________
__________________________________________________________________________
Next week: Keeping the conversation going. Remember to bring this handout to class!
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12
Survival English – Lesson 3 Name: ________________________
Ending a conversation B
Well, it was lovely speaking with you.
It was nice to meet you. I hope to see you around.
It’s getting late. I should get going.
Let’s talk again soon.
I must be off now. It was nice talking to you.
Talking about Japan
1. Q: _____________________________________________________________________?
A: There are about 4,000 students.
Q: _____________________________________________________________________?
A: To be honest, I haven’t really had enough time to look around yet.
Q: _____________________________________________________________________?
A: Not really, it is about 100km away.
2. Q: Why do I always see Japanese people giving the peace sign in photos?
A: ______________________________________________________________________
Q: Do you get a lot of earthquakes there?
A: ______________________________________________________________________
Q: Have you ever eaten puffer fish?
A: ______________________________________________________________________
12
13
Homework
Write three questions that you think people might ask you (about Japan) in the UK scenario.
1. __________________________________________________________________________
__________________________________________________________________________
2. __________________________________________________________________________
__________________________________________________________________________
3. __________________________________________________________________________
__________________________________________________________________________
Next week: Keeping the conversation going. Remember to bring this handout to class!
13
14
Lesson 4 Keep the Conversation Going
Lesson Objectives:
Students will ~
1) revise starting and stopping conversations.
2) continue to practice answering questions about Japan.
3) learn how to navigate difficult topics without “killing” the conversation, using follow-up
questions and clarification strategies.
Teaching Plan
Time Activity Materials Aim
10 Welcome & Warm up
Attendance. Mingle. Students walk and talk about hometowns.
Where are you from? What is it like? 2 x 5-minute conversations.
Warm up & review.
30 Review Roleplay – Before class
Homework was to write three questions about Japan. Half the
class sit, the other half go outside. Each student outside gets the
card of one inside and must go in, take a seat next to him and
strike up a conversation “Hey, I think we met last night, right?”.
Ten minute talk, including the three questions. Switch & repeat.
name cards
homework
Continue to practice
casual greetings
and talking about
Japan.
10 Killers and Keepers
Ask a few difficult questions (see appendices). Introduce strategy
with the handout. Students complete the conversations in pairs.
handout
Learn strategies for
dealing with
awkward questions.
5 Follow up Questions
Sometimes the topic is not difficult, or sensitive, but the
conversation stalls anyway. What can you do to keep it going?
Brainstorm question words. What/when/why/where/how/who.
Consider other
conversation
difficulties.
25 Longer Conversations
Extended conversation in threes. Students think up three
questions they can (but do not have to) use to keep the
conversation flowing/ Twenty-minute talking time.
handout
Practice keeping
conversation
balanced and
flowing.
10 Reflection journals Reflect.
Students often show a tendency to focus on answering questions, rather than asking them.
Conversation however, is a two-way street and being able to use appropriate responses to show
interest and keep the conversation going is an important social skill. In this class, students practice
using follow-up questions and clarification strategies to maintain balanced conversations.
14
15
Survival English – Lesson 4 Name: ________________________
Killing and Keeping
Some questions are hard. Perhaps they are embarrassing, or difficult, or uncomfortable, or you just
can’t think of an answer straight away. Are you a killer or a keeper?
Killing Keeping
I don’t know. What do you think?
I’m not sure. What are your ideas?
I have no idea. How about you?
Umm…. How do you feel about it?
I’d rather not say. Why do you ask?
*silence*
Bland answers that don’t really give much information like “it’s OK” or “fine” or “nice” can also kill a
conversation!
Fill in the spaces to demonstrate killing and keeping these conversations:
1. A: Who do you think is the greatest writer in the world?
B: I _______________________________________________________________.
B: I’m not __________________________. What ___________________________?
2. A: How much do you weigh?
B: Ummm……. aahhh….. I’d __________________________________________.
B: I’d rather not say! Why __________________________________?
3. A: What do you think about the current political climate in the world?
B: _______________________________________________________________________.
B: I don’t know a lot about the situation. ___________________________________ideas?
4. A: What do you think of that girl?
B: Umm…ahh…_______________________, she’s right over there!
B: _______________________________________________________________________.
15
16
Follow-up Questions
Longer Conversations
We will break into groups for long, free conversation. Write some questions that could be useful for
prompting discussion.
1. ___________________________________________________________________
2. ___________________________________________________________________
3. ___________________________________________________________________
Next week: Eating out in the UK
16
17
Lesson 5 Reading the Menu
Lesson Objectives
Students will ~
1) acquire basic vocabulary to perform restaurant-related tasks.
2) become familiar with the layout and language in a UK menu.
3) be able to get information and make requests in a restaurant situation.
Teaching Plan
Time Activity Materials Aim
10 Welcome
Warm up chat – restaurants you have been to recently.
Warm up.
10 British Food
Brainstorm in groups and share together.
handout
Introduce the topic.
15 Opinion
Show the scenario on the screen. Students visualise the situation
and choose what they would do. Call on some students to share
their choices and why. Discuss possible pros and cons.
PPT
Understand the
pertinence of
today’s material.
10 The Menu
What headings would students expect to see on a menu in the
UK?
starter/appetizer/appetizer/entrée
salad/side dish
main course/main dish/entrée/plates
dessert
drinks/beverages
handout
Become familiar
with parts of a
menu.
25 Menu Game
Look at menu. In groups of three, students attempt to answer
questions in a quiz style (see appendices for example materials).
menu
Practice finding
information.
10 Opinion
What would you eat? Group discussion.
menu
Conversation &
consolidation time.
10 Reflection journals Reflect.
This class allows students to become more familiar with menus and ordering in foreign restaurants.
The focus is on being able to get necessary information to order successfully, rather than on
pre-learning all the possible food vocabulary that may appear in a menu.
17
18
Survival English – Lesson 5 Name: ________________________
Eating Out
What is your image of UK food?
When you look at a menu written in English, what kinds of headings do you expect to see?
Next week: Restaurant roleplays
18
19
Lesson 6 Restaurant Roleplays
Lesson Objectives
Students will ~
1) continue to acquire basic vocabulary to perform restaurant-related tasks.
2) practice making requests and soliciting detail in a restaurant, using polite phrases.
Teaching Plan
Time Activity Materials Aim
10 Warm up
Conversation about food! Did you eat out this week? Where? etc.
Warm up.
25 Confused Conversation
Look at handout together and explain the task. Students should
work in pairs to order the conversation. Check answers and
practice reading in pairs.
handout
Introduce useful
expressions.
45 Useful Expressions & Roleplay
Read through the expressions together. Set the room up with
tables to resemble a restaurant. Assign half the class as waiters
and half as customers who will be dining alone. Waiters wait near
entrance as customers enter and serve one customer each.
Customers must enter the restaurant, order at least two foods
and one drink, eat, pay, and leave. The waiter will need to assist
the customer, and present a bill at the end. Switch and repeat.
menu
handout
order pad
Learn useful
expressions and
practice in a
roleplay.
10 Reflection journals Reflect.
Students will practice ordering food and asking questions in a restaurant scene in a polite manner.
Emphasis in this class is on framing simple requests in polite language to make a good impression and
obtain the best possible service.
19
20
Surv
ival
Eng
lish –
Less
on 6
N
ame:
___
____
____
____
____
____
_
In a
Res
taur
ant
This
con
vers
atio
n be
twee
n a
wai
ter
and
cust
omer
is a
ll m
ixed
up.
Num
ber
the
expr
essi
ons
(1-3
3) in
the
corr
ect o
rder
to c
ompl
ete
the
conv
ersa
tion.
The
wai
ter
is t
he f
irst
and
last
per
son
to s
peak
.
Wai
ter
Cus
tom
er
Su
re, w
hat
wou
ld y
ou li
ke t
o kn
ow?
W
hite
, no
suga
r pl
ease
.
17
Of
cour
se. W
hite
cof
fee?
Sug
ar?
10
OK,
and
wha
t is
“bl
ack
pudd
ing”
?
It
’s a
kind
of
saus
age
mad
e fr
om b
lood
. It
’s a
loca
l sp
ecia
lty.
It t
aste
s be
tter
tha
n it
soun
ds!
I re
com
men
d it.
Th
ank
you.
I th
ink
I w
ill g
ive
it a
try.
The
bla
ck p
uddi
ng s
tart
er
and
a Ca
esar
Sal
ad, p
leas
e. C
ould
I h
ave
thos
e to
geth
er?
3 H
ere
is y
our
men
u, I
’ll b
e ba
ck in
a fe
w m
omen
ts t
o ta
ke y
our
orde
r.
Yes,
ple
ase.
Tha
nk y
ou.
W
hat
can
I ge
t fo
r yo
u to
day?
How
abo
ut c
offe
e?
G
ood
afte
rnoo
n Si
r/M
a’am
. Tab
le f
or o
ne?
22
I’ll h
ave
it la
ter
than
ks, b
ut c
ould
I g
et s
ome
wat
er n
ow?
W
e ha
ve a
wid
e va
riety
…so
ft d
rinks
, jui
ces,
hot
drin
ks…
Is t
hat
bott
led?
Is
it po
ssib
le t
o ju
st g
et t
ap w
ater
?
O
f co
urse
, her
e yo
u ar
e. T
hat
is £
20.8
5 in
tot
al.
W
hat
is “
dill”
?
9 D
ill?
Oh,
you
are
look
ing
at t
he S
mok
ed S
alm
on s
tart
er?
Dill
is a
kin
d of
her
b.
W
hat
kind
of
drin
ks d
o yo
u ha
ve?
H
ow w
as y
our
mea
l with
us
toda
y?
32
Her
e yo
u ar
e, t
hank
you
ver
y m
uch.
Co
me
agai
n so
on!
4 Th
ank
you.
Ce
rtai
nly.
So
that
’s th
e Bl
ack
Pudd
ing,
a C
aesa
r Sa
lad,
and
a c
offe
e. T
hat w
on’t
be lo
ng.
O
h..O
K. T
hat’s
fin
e th
en, n
o w
ater
.
27
Sorr
y ab
out
that
.
……
Her
e is
you
r co
ffee.
Can
I c
lear
you
r pl
ate
for
you?
6
Actu
ally
, I h
ave
a fe
w q
uest
ions
.
13
Cert
ainl
y. W
ould
you
like
to
orde
r a
drin
k?
20
Than
k yo
u.
I’m
afr
aid
we
don’
t se
rve
tap
wat
er.
Ye
s, fo
r on
e pl
ease
.
H
ere
is y
our
star
ter
and
sala
d. W
ould
you
like
me
to b
ring
your
cof
fee
now
? 30
It
was
love
ly, t
hank
you
. Cou
ld I
hav
e th
e bi
ll?
23
Min
eral
wat
er?
20
21
Use
ful C
usto
mer
Exp
ress
ions
Ente
ring
I
have
a r
eser
vatio
n fo
r Sa
kam
oto.
Coul
d I
have
a t
able
for
two
plea
se?
Ord
erin
g
M
ay I
hav
e a
men
u, p
leas
e?
Co
uld
you
tell
me
wha
t gu
acam
ole
is?
W
hat
kind
of
drin
ks d
o yo
u ha
ve?
D
o yo
u ha
ve a
ny s
peci
als
toda
y?
W
hat
do y
ou r
ecom
men
d?
Co
uld
I ha
ve t
he C
ajun
Chi
cken
San
dwic
h, p
leas
e?
Co
uld
you
expl
ain
wha
t ch
unky
rat
atou
ille
veg
is?
Co
uld
I ha
ve O
’Con
nell’
s Sa
lad
with
out
wal
nuts
, ple
ase?
Is
it p
ossi
ble
to ju
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21
22
Lesson 7 Review
Lesson Objectives:
Students will ~
1) review techniques and language for getting to know people, maintaining conversation and
ordering in a restaurant.
2) practice applying their skills in a realistic communicative situation.
Teaching Plan
Time Activity Materials Aim
10 Warm up
Quick talk: What is your favourite food? If you could have
anything for lunch today, what would it be? Keep this brief.
Warm up.
15 Review
Students brainstorm in pairs for five minutes. Looking over
previous handouts is encouraged. Share key points briefly.
handouts
Revise.
55 Talking
Giant role play. Explain situation using handout. Teacher will be
waitress. Emphasise the realistic nature of the roleplay. The
majority of interactions should be between students rather than
with the teacher.
When students are ready, start roleplay. All students leave and
then come into the “restaurant”. Teacher to meet at door and
guide them. See appendices for sample menus and materials.
menu,
blackboard,
order pad
Realistic role play to
incorporate skills
and language
learned in all
previous classes.
10 Reflection journals Reflect.
This class marks the half-way point in the course and is an opportunity for students to revisit and
practice using all of the skills and expressions covered thus far in the course in an extended role-play.
22
22
Lesson 7 Review
Lesson Objectives:
Students will ~
1) review techniques and language for getting to know people, maintaining conversation and
ordering in a restaurant.
2) practice applying their skills in a realistic communicative situation.
Teaching Plan
Time Activity Materials Aim
10 Warm up
Quick talk: What is your favourite food? If you could have
anything for lunch today, what would it be? Keep this brief.
Warm up.
15 Review
Students brainstorm in pairs for five minutes. Looking over
previous handouts is encouraged. Share key points briefly.
handouts
Revise.
55 Talking
Giant role play. Explain situation using handout. Teacher will be
waitress. Emphasise the realistic nature of the roleplay. The
majority of interactions should be between students rather than
with the teacher.
When students are ready, start roleplay. All students leave and
then come into the “restaurant”. Teacher to meet at door and
guide them. See appendices for sample menus and materials.
menu,
blackboard,
order pad
Realistic role play to
incorporate skills
and language
learned in all
previous classes.
10 Reflection journals Reflect.
This class marks the half-way point in the course and is an opportunity for students to revisit and
practice using all of the skills and expressions covered thus far in the course in an extended role-play.
23
Survival English – Lesson 7 Name: ________________________
What have we learned so far?
What do you think is the most important point to remember in each of the situations below? Think
back on our classes, discuss, and write a few sentences to summarise.
Meeting People for the First Time
Meeting Again – and chatting
Talking About Japan
Keeping or Killing the Conversation
Ordering in a Restaurant
Giant Role Play!
Use all of the points above in today’s roleplay. Here is the situation:
You are in Australia. You arrived a week ago, and met some of your classmates at a welcome party.
You have also had a few classes together, but you don’t know each other so well yet. Today you are
all going to lunch in a café together. Your teacher called and made a reservation for you – her name
is Elizabeth Jones. Enjoy eating and talking!
Next week: Talking on the telephone
23
24
Lesson 8 Using the Telephone
Lesson Objectives:
Students will ~
1) be able to invite, and accept or refuse invitations politely.
2) be able to use appropriate language and stalling strategies for telephone fluency.
3) be able to confirm details such as time and place.
Teaching Plan
Time Activity Materials Aim
10 Warm up
Use business cards to allocate seats randomly. Students talk
about an activity/outing that they recently planned with friends.
Warm up, introduce
topic.
20 Introduction
Use screen to introduce today’s scenario. Students briefly discuss
opening lines. Share. Look at the options on the screen. Students
attempt the full conversation. Switch and repeat.
PPT
Introduce topic,
review available
language.
35 Sample Conversation
Students look at handout and consider possible language. Listen
to conversation (see appendices for script) several times, with
time for conversation in between. Share and discuss answers.
handout
listening file
Practice recognising
phrases in natural
conversations.
15 Useful Expressions
Have students read out the expressions and check understanding.
Brainstorm expressions for inviting, accepting and declining. (See
appendces for examples.)
handout
Provide useful
language.
10 Reflection journals Reflect.
This class focuses on casual telephone communication. Students listen to a natural conversation and
identify some idioms and conversational slang, then practice inviting and responding to invitations on
the telephone. Emphasis is on fluency rather than accuracy, and on the need to continue “making
noise” to avoid awkward telephone silence.
24
24
Lesson 8 Using the Telephone
Lesson Objectives:
Students will ~
1) be able to invite, and accept or refuse invitations politely.
2) be able to use appropriate language and stalling strategies for telephone fluency.
3) be able to confirm details such as time and place.
Teaching Plan
Time Activity Materials Aim
10 Warm up
Use business cards to allocate seats randomly. Students talk
about an activity/outing that they recently planned with friends.
Warm up, introduce
topic.
20 Introduction
Use screen to introduce today’s scenario. Students briefly discuss
opening lines. Share. Look at the options on the screen. Students
attempt the full conversation. Switch and repeat.
PPT
Introduce topic,
review available
language.
35 Sample Conversation
Students look at handout and consider possible language. Listen
to conversation (see appendices for script) several times, with
time for conversation in between. Share and discuss answers.
handout
listening file
Practice recognising
phrases in natural
conversations.
15 Useful Expressions
Have students read out the expressions and check understanding.
Brainstorm expressions for inviting, accepting and declining. (See
appendces for examples.)
handout
Provide useful
language.
10 Reflection journals Reflect.
This class focuses on casual telephone communication. Students listen to a natural conversation and
identify some idioms and conversational slang, then practice inviting and responding to invitations on
the telephone. Emphasis is on fluency rather than accuracy, and on the need to continue “making
noise” to avoid awkward telephone silence.
25
Survival English – Lesson 8 Name: ________________________
J: Hello?
B: Hello. Is Jill ________________________ please?
J: ____________________________________.
B: Oh hi, Jill. _____________________ Bill. What _________________________ up to recently?
J: Not _______________________________. You?
B: Oh, you know, this and that. Actually, I’m ________________________________________ this
evening. Are you _______________________?
J: ___________________________________, I’m free.
B: ____________________________________ eaten?
J: Not _________________________ we go out and ____________________________ to eat?
B: Sounds _____________________ to me. Meet __________________________ at the station?
J: Sure. See you _________________________ in about ten minutes.
B: Great. Bye for ____________________.
Beginning a call
Is that ~? Could I speak to ~? Is ~ there?
This is ~. Speaking. Sure. Just a moment.
Opening a conversation
Are you free to talk now? What have you up to?
I’m calling to see if ~. How have you been?
Ending a call
Well, I’d better let you go. It was good talking to you.
Great. I’ll see you tomorrow. Thanks for calling.
Inviting Accepting Declining
Next week: Real telephone conversations - review today’s lesson & bring your cell phone!
25
26
Lesson 9 Making Plans
Lesson Objectives:
Students will ~
1) make plans with friends by telephone, confirming details such as time and date.
2) practice using appropriate language for telephone calls.
3) identify unique challenges presented by telephone communication.
Teaching Plan
Time Activity Materials Aim
10 Warm up
Use business cards to allocate seats randomly. Warm up chat
about the weekend.
Warm up.
10 Review
Review phrases from L8 using blanked sentences on board.
L8 handout
Review.
30 Roleplay 1
First activity on handout. Students mark their preferences on
handout. Encourage reference to L8 handout. Arrange receivers
in a line of chairs with empty chairs next to them. Callers choose a
vacant seat and “call” that person. Receiver should accept or
decline based on preferences. If accepting use schedule to plan.
Finish conversation & caller moves to another person.
handout
Practice telephone
conversations and
making plans.
30 Roleplay 2
Students divide into A and B. Each student writes his group (A or
B) and telephone number anonymously on a scrap of paper.
Collect these. A group will call first. Give each student a card for a
B student, and a B group number at random. Students call the
number on the paper and ask for the student on the card. B group
should pass phones as necessary. Make plans. Give B group
phone numbers and cards from A and reverse the roleplay.
extra room,
mobile
phones,
paper,
scissors
Authentic practice.
10 Reflection journals Reflect.
In this class, students use their mobile phones to attempt genuine telephone conversations. Using their
own schedules as a base, students practice calling each other and making plans, relying entirely on
their voices to communicate and confirm meaning.
26
26
Lesson 9 Making Plans
Lesson Objectives:
Students will ~
1) make plans with friends by telephone, confirming details such as time and date.
2) practice using appropriate language for telephone calls.
3) identify unique challenges presented by telephone communication.
Teaching Plan
Time Activity Materials Aim
10 Warm up
Use business cards to allocate seats randomly. Warm up chat
about the weekend.
Warm up.
10 Review
Review phrases from L8 using blanked sentences on board.
L8 handout
Review.
30 Roleplay 1
First activity on handout. Students mark their preferences on
handout. Encourage reference to L8 handout. Arrange receivers
in a line of chairs with empty chairs next to them. Callers choose a
vacant seat and “call” that person. Receiver should accept or
decline based on preferences. If accepting use schedule to plan.
Finish conversation & caller moves to another person.
handout
Practice telephone
conversations and
making plans.
30 Roleplay 2
Students divide into A and B. Each student writes his group (A or
B) and telephone number anonymously on a scrap of paper.
Collect these. A group will call first. Give each student a card for a
B student, and a B group number at random. Students call the
number on the paper and ask for the student on the card. B group
should pass phones as necessary. Make plans. Give B group
phone numbers and cards from A and reverse the roleplay.
extra room,
mobile
phones,
paper,
scissors
Authentic practice.
10 Reflection journals Reflect.
In this class, students use their mobile phones to attempt genuine telephone conversations. Using their
own schedules as a base, students practice calling each other and making plans, relying entirely on
their voices to communicate and confirm meaning.
27
Survival English – Lesson 9 Name: ________________________
Making Plans Caller
You are on holiday next week. What do you want to do? Choose ten things.
___ study English ___ go shopping ___ watch a soccer match ___ go bowling
___ hang out in Osu ___ watch a DVD ___ go to a rock concert ___ see a movie
___ have a barbecue ___ go for a drink ___ meet for a coffee ___ play golf
___ go to USJ ___ go skiing ___ go to a museum ___ have dinner
___ do karaoke ___ try pottery ___ learn how to blow glass ___ go to the zoo
Call your classmates and make plans. Write who/what/when/where in your schedule below.
Monday Tuesday Wednesday Thursday Friday
Fern
who
see a movie
what
1:00pm
when
Midland
Square Cinema
where
who
what
when
where
afternoon evening
27
28
Survival English – Lesson 9 Name: ________________________
Making Plans Receiver
You are on holiday next week. Your friend wants to hang out. Choose 5 things you don’t really want
to do.
___ study English ___ go shopping ___ watch a soccer match ___ go bowling
___ hang out in Osu ___ watch a DVD ___ go to a rock concert ___ see a movie
___ have a barbecue ___ go for a drink ___ meet for a coffee ___ play golf
___ go to USJ ___ go skiing ___ go to a museum ___ have dinner
___ do karaoke ___ try pottery ___ learn how to blow glass ___ go to the zoo
Your classmate will call. If s/he ask you to do one of the things you checked above, make an excuse.
If you are interested, decide the details and write who/what/when/where in your schedule below.
Monday Tuesday Wednesday Thursday Friday
Fern
who
see a movie
what
1:00pm
when
Midland
Square Cinema
where
who
what
when
where
evening afternoon
28
28
Survival English – Lesson 9 Name: ________________________
Making Plans Receiver
You are on holiday next week. Your friend wants to hang out. Choose 5 things you don’t really want
to do.
___ study English ___ go shopping ___ watch a soccer match ___ go bowling
___ hang out in Osu ___ watch a DVD ___ go to a rock concert ___ see a movie
___ have a barbecue ___ go for a drink ___ meet for a coffee ___ play golf
___ go to USJ ___ go skiing ___ go to a museum ___ have dinner
___ do karaoke ___ try pottery ___ learn how to blow glass ___ go to the zoo
Your classmate will call. If s/he ask you to do one of the things you checked above, make an excuse.
If you are interested, decide the details and write who/what/when/where in your schedule below.
Monday Tuesday Wednesday Thursday Friday
Fern
who
see a movie
what
1:00pm
when
Midland
Square Cinema
where
who
what
when
where
evening afternoon
29
A
Consider your REAL schedule this week. When are you free? When can’t you hang out? Write a few
notes in the schedule to help you remember when you are on the phone.
(today) (tomorrow)
morning
afternoon
evening
You will have two conversations. Write down the plans that you make below:
① You are the caller.
Who:
What:
When:
Where:
② You are the receiver.
Who:
What:
When:
Where:
Next week: Talking about travel
29
30
B
Consider your REAL schedule this week. When are you free? When can’t you hang out? Write a few
notes in the schedule to help you remember when you are on the phone.
(today) (tomorrow)
morning
afternoon
evening
You will have two conversations. Write down the plans that you make below:
① You are the receiver.
Who:
What:
When:
Where:
② You are the caller.
Who:
What:
When:
Where:
Next week: Talking about travel
30
30
B
Consider your REAL schedule this week. When are you free? When can’t you hang out? Write a few
notes in the schedule to help you remember when you are on the phone.
(today) (tomorrow)
morning
afternoon
evening
You will have two conversations. Write down the plans that you make below:
① You are the receiver.
Who:
What:
When:
Where:
② You are the caller.
Who:
What:
When:
Where:
Next week: Talking about travel
31
Lesson 10 Travel Abroad
Lesson Objectives:
Students will ~
1) discuss where they would like to go and why.
2) consider pros and cons of various destinations and be able to use those to speak
persuasively.
Teaching Plan
Time Activity Materials Aim
10 Warm up
Students discuss travel experience to date.
Warm up.
15 Where in the world
Students discuss landmarks on the screen in pairs, thinking about
what they are called, where they are, and what they know about
them. (Use images of any famous landmarks here to prompt
discussion.) Share information.
PPT
Become familiar
with landmarks in
English.
30 Conversation
Students discuss where they would like to go, and why. Keep the
conversation going with responses, extra information, follow-up
questions etc. Mix pairs and repeat. Students talk to three people
(7 minutes per conversation). After they are done students write
about their friends’ responses. As much as they can recall and
write in 4 minutes. Call on some students to share.
handout
Practice keeping the
conversation
flowing. Check
comprehension &
retention.
20 Being Persuasive
Use handout to consider possible pros and cons of various
destinations. Give each student pair a picture of a place (internet
images are perfect). Brainstorm some pros and cons for that
place. Switch pictures.
pictures
Prepare to talk.
20 Conversation
Students write some pros and cons for place they want to visit.
Make pair with someone who has a different ideal destination.
Make plans for summer holiday travel together. Use example
expressions on handout if useful, and try to convince partner.
pictures
Practice speaking
persuasively and
making
compromises.
10 Reflection journals Reflect.
In this class students are encouraged to bring depth to conversations by expressing their opinions and
providing reasons to support them. Students practice discussing pros and cons.
31
32
Survival English – Lesson 10 Name: ____________________
Going Abroad
Where do your friends want to go and why? Write as much as you can remember from
your conversations.
ex. Jane wants to go to America because she wants to see the Statue of Liberty and go shopping in
New York. She…
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
Pros Cons
It’s .. (nice and cool / fun / relaxing / cheap /
near)
It’s .. (boring / crowded / too far / very cold)
There is/are .. (lovely scenery / lots to see /
many things to do)
There is/are .. (nothing to do / too much
pollution / too many mosquitos)
We can .. (swim / ski / try Mexican food) We can’t (swim / drink the water there)
32
32
Survival English – Lesson 10 Name: ____________________
Going Abroad
Where do your friends want to go and why? Write as much as you can remember from
your conversations.
ex. Jane wants to go to America because she wants to see the Statue of Liberty and go shopping in
New York. She…
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
Pros Cons
It’s .. (nice and cool / fun / relaxing / cheap /
near)
It’s .. (boring / crowded / too far / very cold)
There is/are .. (lovely scenery / lots to see /
many things to do)
There is/are .. (nothing to do / too much
pollution / too many mosquitos)
We can .. (swim / ski / try Mexican food) We can’t (swim / drink the water there)
33
Planning Your Holidays
Destination:
Pros Cons
Conversation
A: What do you want to do in the holidays?
B: …..
Making suggestions
How about ~? You/We could ~ What do you think about ~?
Don’t you think ~? Why don’t you/we ~?
Showing preferences
I’d rather ~ I’d prefer to ~ I like ~ better.
Next week: Making travel bookings – review telephone language and bring your mobile phone!
33
34
Lesson 11 Travel Bookings
Lesson Objectives:
Students will ~
1) be able to ask for details on the telephone.
2) be able to make reservations and confirm plans on the telephone.
3) review pronunciation of large numbers and learn tips for being understood on the
telephone.
Teaching Plan
Time Activity Materials Aim
10 Warm up
(Choose a timely topic.)
Warm up.
5 Brochure & numbers
Look at travel agency brochure. Practice reading numbers. (See
appendices for brochure sources.)
brochure
Practice reading
numbers.
20
Discussion
In pairs, students need to decide where they will go together, and
the dates that they wish to go there. Write destination, preferred
dates, passport number & name into booking details. (See
appendices for online calendar resources).
handout
calendar
Practice discussing
pros and cons and
making decisions.
35 Roleplay
Two groups. Collect phone numbers for each group. Go through
possible language with travel agents. Customers to consider what
language to use in the meantime. Travel agents write in some
sold-out dates on their handout. Students call travel agents and
make booking. Students and agents write down booking details.
Compare booking details afterwards.
phones
Telephone practice!
10 Spelling Tips
Reference numbers are often difficult to hear over the phone.
Introduce using words to illustrate alphabet letters. A for apple
etc. Students make reference numbers and recite to each other
using this method.
Tips for easier
communication.
10 Reflection journals Reflect.
This class allows students to bring together their discussions about travel and telephone skills practiced
in class, requiring them to use telephones to make travel bookings. Students will consider appropriate
language for business transactions, and also the types of details necessary for telephone bookings.
34
34
Lesson 11 Travel Bookings
Lesson Objectives:
Students will ~
1) be able to ask for details on the telephone.
2) be able to make reservations and confirm plans on the telephone.
3) review pronunciation of large numbers and learn tips for being understood on the
telephone.
Teaching Plan
Time Activity Materials Aim
10 Warm up
(Choose a timely topic.)
Warm up.
5 Brochure & numbers
Look at travel agency brochure. Practice reading numbers. (See
appendices for brochure sources.)
brochure
Practice reading
numbers.
20
Discussion
In pairs, students need to decide where they will go together, and
the dates that they wish to go there. Write destination, preferred
dates, passport number & name into booking details. (See
appendices for online calendar resources).
handout
calendar
Practice discussing
pros and cons and
making decisions.
35 Roleplay
Two groups. Collect phone numbers for each group. Go through
possible language with travel agents. Customers to consider what
language to use in the meantime. Travel agents write in some
sold-out dates on their handout. Students call travel agents and
make booking. Students and agents write down booking details.
Compare booking details afterwards.
phones
Telephone practice!
10 Spelling Tips
Reference numbers are often difficult to hear over the phone.
Introduce using words to illustrate alphabet letters. A for apple
etc. Students make reference numbers and recite to each other
using this method.
Tips for easier
communication.
10 Reflection journals Reflect.
This class allows students to bring together their discussions about travel and telephone skills practiced
in class, requiring them to use telephones to make travel bookings. Students will consider appropriate
language for business transactions, and also the types of details necessary for telephone bookings.
35
Survival English – Lesson 11 Name: ________________________
Holiday Time!
1. Look at the flights and decide where you will go.
2. Use the calendar to decide when you will depart from and return to Japan.
Customer Booking Record
Name: ________________________________________________ (your full name)
Passport Number: _______________________________________ (you can make it up!)
Destination: ____________________________________________
Preferred Departure Date: ________________________________________
Preferred Return Date: ___________________________________________
Actual Departure Date: ________________________________________
Actual Return Date: ___________________________________________
Total Cost: ____________________________________
Booking Reference Number: ___________________________
Book your trip!
I’d like some information about ~
I’d like to make a reservation for ~
I’d like to book ~
I’d like to depart on …. and return on ….
Could you tell me how much the flight to ~ is?
What airline is that?
Does that include tax?
What is the total cost, including all taxes?
Could you repeat that, please?
35
36
Travel Agent Booking Record
Name: ________________________________________________
Passport Number: _______________________________________
Destination: ____________________________________________
Departure Date: ________________________________________
Return Date: ___________________________________________
Booking Reference Number: ___________________________
Next week: Feeling unwell
36
36
Travel Agent Booking Record
Name: ________________________________________________
Passport Number: _______________________________________
Destination: ____________________________________________
Departure Date: ________________________________________
Return Date: ___________________________________________
Booking Reference Number: ___________________________
Next week: Feeling unwell
37
Travel Agency
Destination Sold Out Dates Airline Flight Taxes Total Cost
Seoul Korean Air ¥4,000 ¥5,000 ¥9,000
Taipei ANA ¥19,600 ¥1,000 ¥20,600
Beijing China Air ¥23,000 ¥2,000 ¥25,000
Manila Cebu Air ¥19,600 ¥3,000 ¥22,600
Bangkok Thai Airways ¥20,400 ¥2,000 ¥22,400
Denpasar Garuda Indonesia ¥20,400 ¥2,500 ¥22,900
London British Airways ¥50,000 ¥12,000 ¥62,000
Paris Air France ¥50,000 ¥10,000 ¥60,000
Frankfurt JAL ¥50,000 ¥10,000 ¥60,000
Los Angeles Continental ¥47,000 ¥9,000 ¥56,000
New York Continental ¥52,000 ¥9,000 ¥61,000
Vancouver Air Canada ¥57,000 ¥6,500 ¥63,500
Sydney Air Asia ¥55,000 ¥0 ¥55,000
Perth Qantas ¥55,000 ¥5,000 ¥60,000
Auckland Air New Zealand ¥66,000 ¥4,000 ¥70,000
Good morning/ Good afternoon. Number One Travel Nagoya, ……… speaking. How may I help you?
Where would you like to go?
When would you like to depart?
When would you like to return?
I’m afraid the flights are sold out on …….
Would you like to try a different date?
There is a flight with ……….
The flight cost is ….
The tax is …..
The total cost is …..
Would you like me to book the flight for
you?
May I have your name, please?
How do you spell that?
May I have your passport number, please?
Your booking is complete. Your booking
reference number is ………
Thank you for calling.
37
38
Lesson 12 Feeling Unwell
Lesson Objectives:
Students will ~
1) review language related to health and the body.
2) learn how to describe symptoms and injuries.
3) acquire medical vocabulary they are likely to hear from a doctor.
Teaching Plan Time Activity Materials Aim
5 Housekeeping
Reflections back, attendance, seating.
Housekeeping.
10 Pair Discussion
Warm up by discussing one or two of these:
Are you a healthy person?
What do you do to stay healthy?
Perhaps share a story or two if students are amenable.
Warm to the topic,
access language.
15 Body
Review of body parts using handout. Check pronunciation of
tricky ones.
handout
Teach necessary
vocabulary.
25 Vocabulary
Have students think back to HS English – what “sickness” words
did they learn? Students match words with pictures. Check
verbally. Practice pronunciation. Drill each other in pairs with
“What’s wrong?”
handout
Learn and practice
pronouncing new
vocabulary.
25 Advice
“Hey, you don’t look so great. Are you OK?”
Students choose one illness or symptom. Roleplay with friends
and get advice. Mix pairs a lot.
handout
Practice talking
casually about
health issues.
10 Reflection
This class reviews and adds to vocabulary for describing symptoms and illnesses. Students practice
describing health problems and giving advice.
38
38
Lesson 12 Feeling Unwell
Lesson Objectives:
Students will ~
1) review language related to health and the body.
2) learn how to describe symptoms and injuries.
3) acquire medical vocabulary they are likely to hear from a doctor.
Teaching Plan Time Activity Materials Aim
5 Housekeeping
Reflections back, attendance, seating.
Housekeeping.
10 Pair Discussion
Warm up by discussing one or two of these:
Are you a healthy person?
What do you do to stay healthy?
Perhaps share a story or two if students are amenable.
Warm to the topic,
access language.
15 Body
Review of body parts using handout. Check pronunciation of
tricky ones.
handout
Teach necessary
vocabulary.
25 Vocabulary
Have students think back to HS English – what “sickness” words
did they learn? Students match words with pictures. Check
verbally. Practice pronunciation. Drill each other in pairs with
“What’s wrong?”
handout
Learn and practice
pronouncing new
vocabulary.
25 Advice
“Hey, you don’t look so great. Are you OK?”
Students choose one illness or symptom. Roleplay with friends
and get advice. Mix pairs a lot.
handout
Practice talking
casually about
health issues.
10 Reflection
This class reviews and adds to vocabulary for describing symptoms and illnesses. Students practice
describing health problems and giving advice.
39
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stom
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B a
coug
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C d
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D a
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dach
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E a
bloc
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F a
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feve
r
I a
toot
hach
e
J a
sore
thr
oat
K di
zzy
L na
useo
us
Surv
ival
Eng
lish
– L
esso
n 12
Nam
e: _
____
____
____
____
____
__
I ~
I ha
ve ~
/ I
fee
l ~
A k
eep
snee
zing
F
cut
my
finge
r K
kee
p vo
miti
ng
B g
raze
d m
y kn
ee
G
pass
ed o
ut
L t
wis
ted
my
ankl
e
C a
m c
onst
ipat
ed
H
fain
ted
M
w
as s
tung
by
a be
e
D
burn
ed m
y fin
ger
I c
an’t
slee
p N
ca
n’t
keep
food
dow
n
E ’
ve b
roke
n m
y le
g J
thi
nk I
’ve
spra
ined
my
ankl
e
39
40
Bod
y P
arts
Ha
Dis
cuss
Hav
e yo
u ev
er b
roke
n or
spr
aine
d a
bone
?
Do
you
ofte
n go
to
the
doct
or/d
entis
t?
Hav
e yo
u ev
er h
ad a
ser
ious
illn
ess?
An
oper
atio
n?
Do
you
have
any
alle
rgie
s?
Do
you
usua
lly s
tay
hom
e fr
om s
choo
l whe
n yo
u ar
e si
ck?
Did
you
oft
en m
iss
scho
ol w
hen
you
wer
e a
high
sch
ool s
tude
nt?
Whe
n w
as t
he la
st t
ime
you
wer
e si
ck?
N
ext
wee
k: G
oing
to
the
doct
or
ear
th
roat
hand
head
stom
ach
le
g
knee
bott
om
wris
t
ches
t
back
mou
th
finge
rs
to
es
foot
thum
b
arm
ankl
e
elbo
w
sh
ould
er
ear
no
se
toot
h
neck
40
41
Lesson 13 Going to the Doctor
Lesson Objectives:
Students will ~
1) practice describing feelings, symptoms, and cause & effect.
2) be able to understand and give simple medical advice.
Teaching Plan Time Activity Materials Aim
10 Pair Discussion
Warm up discussion:
How many hours sleep did you get last night?
How are you feeling today?
Do you think this has been a healthy week for you so far?
Warm up.
15 Treatment & Advice
Refer to handout from last week. Look at the problems. What
would you do? What do you think the doctor would tell you to do?
Try to think up some advice or treatment for each problem. eg.
rest, take some painkillers. Share ideas afterwards.
L12
handout
Review. Consider
necessary English.
10 Handout
Match treatment and advice to pictures in pairs.
handout
Learn new words.
25 Roleplay
Look at handout and go through phrases there. Divide students
into two groups. Doctors sit in their own “office” with a treatment
sheet. Patients take three cards from the teacher, then find a
doctor. Each patient needs to see three different doctors about
three different problems. Switch roles.
illness cards
treatment
sheet
Practice describing
symptoms and
giving advice.
20 Freestyle
Students create their own problem cards. Collect. Distribute to
patients. Roleplay in pairs. Switch and distribute remaining cards.
Autonomous
roleplay.
10 Survey
This is a good opportunity to get student feedback on the course
as a whole, and encourage them to reflect on what they have
achieved. Teachers may wish to design and distribute a simple
survey in the final class.
surveys
Feedback.
Students discuss health issues and come up with possible remedies and cures. A hospital roleplay
requires students to practice describing symptoms; reviewing words learned last week and drawing on
communicative strategies covered through the course.
41
42
Survival English – Lesson 13 Name: ________________________
Treatment
I’m going to ~
Advice
Please ~
You should ~
A bandage ~ E take your temperature
B put ~ in a cast F give you an injection
C take a blood sample G check your pulse
D take an x-ray H write you a prescription for some ~
A gargle
B ice ~
C take ~ pills ~
D apply ointment to ~
E keep your fluids up
F keep ~ elevated
G use crutches
42
42
Survival English – Lesson 13 Name: ________________________
Treatment
I’m going to ~
Advice
Please ~
You should ~
A bandage ~ E take your temperature
B put ~ in a cast F give you an injection
C take a blood sample G check your pulse
D take an x-ray H write you a prescription for some ~
A gargle
B ice ~
C take ~ pills ~
D apply ointment to ~
E keep your fluids up
F keep ~ elevated
G use crutches
43
Doctor Patient
Greet the patient Greet the doctor
Good morning. Good morning.
What seems to be the problem?
How can I help you today? Give details about the problem
I feel ~
Get details about the problem I think I have ~
How long have you had the rash? It has been going on for ~ days.
When did it happen?
How did it happen? Confirm details of treatment
How did you treat it? Should I ~?
Is it OK to drink alcohol?
Explain treatment When should I take the pills?
I’m going to ~ How long should I continue ~?
Give final advice
Please ~
You should ~
43
44
Appendices
Lesson 1 Introductions & Expectations
Suggestions for class guidelines
Students: Come on time.
Do your homework.
Carry out pair and group work in English.
If you miss a class, catch up by talking to peers or the teacher.
Teacher: Grade homework tasks within a week.
Finish on time.
Everyone: Laugh with (not at) each other.
Listen to each other.
Help each other.
Don’t be afraid to make mistakes!
Sample Journal Template
Survival English Date:
I was prepared for class. Y N
I used a lot of English today. Y N
I participated actively in class. Y N
I was able to understand the teacher. Y N
I enjoyed group/pair work. Y N
I learned something new today. Y N
Score for effort today: /10
Student comment:
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
Teacher comment:
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
44
44
Appendices
Lesson 1 Introductions & Expectations
Suggestions for class guidelines
Students: Come on time.
Do your homework.
Carry out pair and group work in English.
If you miss a class, catch up by talking to peers or the teacher.
Teacher: Grade homework tasks within a week.
Finish on time.
Everyone: Laugh with (not at) each other.
Listen to each other.
Help each other.
Don’t be afraid to make mistakes!
Sample Journal Template
Survival English Date:
I was prepared for class. Y N
I used a lot of English today. Y N
I participated actively in class. Y N
I was able to understand the teacher. Y N
I enjoyed group/pair work. Y N
I learned something new today. Y N
Score for effort today: /10
Student comment:
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
Teacher comment:
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
45
Lesson 4 Keeping the Conversation Going
Suggestions for difficult questions
What is the biggest problem in the world today? Who is the most beautiful girl here? What is your opinion on the policies of the current Japanese government? What do you think we can do to achieve world peace? How many boyfriends have you had in your life? Why is Japan continuing whaling?
Lesson 5 Reading the Menu
Online Menus
http://driverlayer.com/img/menu/127/image
http://casinerina.blogspot.jp/2013/04/menu-posters.html
Example Menu Questions
(Menu from http://www.oconnellsbar.ie/wp-content/uploads/2009/11/Annacotty-new-bar-menu-2.jpg)
How much is the fish and chips? 9.95 How much does it cost to add a side dish to your order? 2.50 What are the sandwiches served with? chips and salad What dressing comes with the chicken salad? sweet grain mustard dressing What is the cheapest item on the menu? soup of the day or anything from lite bites What kind of batter is used for the fish and chips? wasabi and sesame Which salad is safe for vegetarians? O’Connell’s Salad What vegetable is served with the grilled sausages? potato Which menu item is “fresh from the tank”? oysters Does this pub offer dessert? yes What three things do I have to decide if I order a steak? size, mash or chips, kind of butter How much is a chicken sandwich with mushy peas? 10.95 + 2.50=13.45 Lesson 8 Using the Telephone
Sample Expressions
Inviting Accepting Declining
Are you free for dinner tomorrow? We are having a party. Would you like to come? How about seeing a movie tomorrow? So you want to catch up this week? I was wondering if you’d like to see a movie this week.
Sounds good. I’d love to. Sure. Great!
Thanks, but I’m afraid I have to work. I’m sorry, I have other plans that day. I’m busy tomorrow, but how about next week? I’d love to, but I’ve made other plans. I’m not really a fan of movies, what if we have dinner instead? I’m not really up for a party tonight. I don’t really feel like going out tonight.
45
46
Telephone Conversation Script
Jill: Hello?
Bill: Hello. Is Jill there please?
Jill: This is Jill.
Bill: Oh hi, Jill. It’s Bill. What have you been up to recently?
Jill: Not much really. You?
Bill: Oh, you know, this and that. Actually, I’m at a loose end this evening. Are you busy?
Jill: Not at all, I’m free.
Bill: Have you eaten?
Jill: Not yet, why don’t we go out and grab a bite to eat?
Bill: Sounds good to me. Meet you shortly at the station?
Jill: Sure. See you there in about ten minutes.
Bill: Great. Bye for now.
Lesson 11 Travel Bookings
Online calendar resources
http://www.timeanddate.com/calendar/
http://www.calendarlabs.com/
Sample Travel Brochures
Can be screen printed from these travel agencies:
http://www.no1-travel.com/
http://en.statravel.co.jp/
46
46
Telephone Conversation Script
Jill: Hello?
Bill: Hello. Is Jill there please?
Jill: This is Jill.
Bill: Oh hi, Jill. It’s Bill. What have you been up to recently?
Jill: Not much really. You?
Bill: Oh, you know, this and that. Actually, I’m at a loose end this evening. Are you busy?
Jill: Not at all, I’m free.
Bill: Have you eaten?
Jill: Not yet, why don’t we go out and grab a bite to eat?
Bill: Sounds good to me. Meet you shortly at the station?
Jill: Sure. See you there in about ten minutes.
Bill: Great. Bye for now.
Lesson 11 Travel Bookings
Online calendar resources
http://www.timeanddate.com/calendar/
http://www.calendarlabs.com/
Sample Travel Brochures
Can be screen printed from these travel agencies:
http://www.no1-travel.com/
http://en.statravel.co.jp/
0
執筆者
坂本 ファーン( 英語担当)
イラスト
小久保 菜々
年 月発行
発行:愛知県立大学 (多言語学習センター)
〒 − 愛知県長久手市茨ヶ廻間 - 棟 階
本教材は、愛知県立大学グローバル人材育成推進事業の
成果の一部として刊行された。
印刷 株式会社 あるむ