JALT Applied Materials: Classroom Resources

Photocopy-Safe Worksheets
Copyright
All materials are copyright by JALT and their respective authors. These worksheets may be photocopied for classroom or teaching use, but must retain the copyright message at the bottom of each page.

Using the worksheets

Each worksheet has a code number in the bottom right corner. This corresponds to the activity’s article number. Clicking the “MENU” link at the bottom of each page will return you to this Contents page. The “RETURN TO ARTICLE” link will take you to the main index from where you can access all articles. The “HELP” link will take you to a page of instructions for using these files.

Contents
• Australian animals worksheets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3-4 • Boons: The convenience store . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5 • News circle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6-7 • Skim reading assignment sheets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8-9 • Explanation Bingo . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10 • Multi-purpose student sheets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11-12 • Personality adjectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13 • The thankful turkey project. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15 • Japanese entertainment trivia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16-17 • Clothing conversations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18 • Mind map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19 • The great search for the Suzuki gems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20 • World trivia quiz . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22 • Logic puzzle: Who is intelligent? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24 • The story behind the stats . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26-28 • Discussion worksheets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .29-31 • Graphic organizer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32 • Paragraph process writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .33-46 • Making money . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .47 • The rubber chicken and the fowl call . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .48-50 • Winter holiday: Find someone who… . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .51

JALT Applied Materials: Classroom Resources • Photocopy-Safe Worksheets

• Find someone who… . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .52 • Letting the cat out of the bag . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .53 • Tag question interrogation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .54-55 • “Dear Instructor” letter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .56 • A comparison essay matrix . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .57 • Résumé form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .58 • Discussion worksheet. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .59 • Using restaurant menus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .60-61 • Psst, wanna good time? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .62 • Surprise! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .63 • What am I? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .64 • Stations for testing large oral communication classes . . . . . . . . . . . . . . . . . . . . . . . . . . . . .65 • Student answer sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .66 • Skater's irregular verb waltz . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .67 • New Year’s greetings and resolutions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .68 • Hear Say minimal pairs game . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .69 • The festival presentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .70 • Listening Bingo . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .71 • "How’s your English?" . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .72 • The 5-minute movie project . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .73 • English patterns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .74-75 • Telling the future . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .76 • Information Bingo . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .78-79

JALT Applied Materials: Classroom Resources • Photocopy-Safe Worksheets

Australian animals worksheet: Student A
Describe the pictures in the boxes on the left to your partner. Listen to their descriptions and draw pictures in the boxes on the right. A1: Wombat B1

A2: Platypus

B2

A3: Bandicoot

B3

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1a

Australian animals worksheet: Student B
Describe the pictures in the boxes on the right to your partner. Listen to their descriptions and draw pictures in the boxes on the left. A1 B1: Tasmanian devil

A2

B2: Echidna

A3

B3: Possum

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1b

Boons: The convenience store
Monthly business meeting
Room 21, 7th Floor, Suzuki Building, Roppongi, Tokyo January 8, 2006 9.00 – 11.00 a.m.

Agenda
1. 2. 3. 4. 5. 6. 7. 8. 9.

Open Minutes of last meeting Disappointing sales results for December Location of new store in Tokyo New customer competition Procedure for dealing with late staff Changing the Monthly Staff Newsletter Other business Close

Student resource Scripted cues for the chairperson
1. Right. Shall we start? The aim of this meeting is to discuss some of the problems or issues that arose in December and try to decide what to do about them. In the last meeting, in December, we decided on the new color for the staff uniform and the number of staff to employ for 2005. 2. Does anyone have anything they would like to add to last month’s meeting? 3. Okay. Let’s move on to the first item on the agenda. As you know the sales figure in December was one of the lowest in the company’s history. We need to increase sales in January. Do you have any suggestions? 4. Okay. Can we take the next item on the agenda? We are planning to open a new store in February but we haven’t decided which the best location is. What do you think? 5. Okay. Let’s move on to the next point. In March, we will launch our annual spring customer competition. We need to decide the rules of the competition and the first, second and third prize. Do you have any ideas? 6. Okay, moving on to the next item on the agenda. As you well know, last year we had a big problem with staff being late for work. We sent a letter to all our stores warning staff not to be late but it hasn’t worked! What can we do about this problem? 7. Okay. Let’s move on to the final item on the agenda. We have heard from the staff that our monthly newsletter is somewhat boring and nobody reads it. We would like to make this year’s newsletter more interesting. What changes do you think we should make? 8. Right. Does anyone have any other items they would like to discuss? 9. So, to sum up, then. We’ve ________________________ Good, let’s call it a day, then. JALT Applied Materials: Classroom Resources • Photocopy-Safe Worksheet
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2

News circle assessment sheet
Please complete the following form after each News Circle. Date Topic Today I was: Participant Presenter Today, my score was: (Self-evaluation /10) Today, my score was: (Peer evaluation … average /10) Comments

Name: Group Number:

Student Number: Seat Number:

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3a

News circle numbers sheet
Cut out one sheet for each group. Refer to the article for directions

2 8

3 9 3 9 3 9 3 9 3 9

4 10 4 10 4 10 4 10 4 10

5 11 5 11 5 11 5 11 5 11

6 12 6 12 6 12 6 12 6 12

7 13 7 13 7 13 7 13 7 13
3b

2 8

2 8

2 8

2 8

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Skim reading assignment sheet A
This homework assignment is designed to help you improve two main language skills: 1. Skim Reading: speed reading news articles for gist (the main idea) and for key information. 2. Identifying, Processing, and Confirming Key “Wh” Information for clearer comprehension of the most important details

Skim reading

Follow the instructions below. Step 1: Timing yourself, in three minutes or less, skim the news article, highlighting the gist information. Then make brief, clear notes on your Homework Notes A sheet. Example Gist Notes: rice farmers aliens sited Mt. Fuji Step 2: Now, using your gist notes, create a brief sentence in your mind and, when you are satisfied, write it on your Homework Expansion B sheet.

Suggestions for completing task:

• Focus on the headline’ any bold text’ introductory and concluding paragraphs. • Pay close attention to key words such as nouns and main verbs. • Don’t try to read every word. You can skip particles (a/an & the), auxiliary verbs (is/was etc.), and even prepositions (in, on, at etc.) in order to speed up your reading and help you to focus only on understanding the gist.

Identifying and processing key “Wh” information
Follow the instructions below. Step 1: In five minutes or less skim read the article again, briefly (don’t write sentences) noting down the key words you think are important information on your Homework Notes A sheet. Example: Where-slopes of Mt. Fuji Continue until you have clearly identified the key Wh information from the news article. Step 2: Focus on your key Wh information notes and, in your mind only, expand that key information into full Wh questions, correcting your grammar as you go. Then, once again, in your mind, answer your questions. Do not write anything at this stage. Step 3: When you are satisfied with your key Wh questions and answers, write them down on your Homework Expansion B sheet. Check your work is brief and clear.

Feedback:

Having completed the homework stage of this assignment, note down at the bottom of your worksheet whether or not you found the tasks useful and why. Finally, read the news article at your own pace but don’t change your completed assignment. JALT Applied Materials: Classroom Resources • Photocopy-Safe Worksheet
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4a

Skim reading assignment sheet B
Homework notes A
1. Gist (key words only)

2. Wh information (key words only) Who: What: Where: When: Why/How:

Homework expansion B
A: Gist sentence:

B: Wh Information Questions and Answers 1. Who Question: Answer: 2. What Question: Answer: 3. Where Question: Answer: 4. When Question: Answer: 5. Why/How Question: Answer: C: Feedback Notes

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4b

Explanation Bingo
1. Copy the words from the vocabulary list randomly into the Explanation Bingo card. 2. Exchange vocabulary lists with your partner. 3. Follow the directions of the teacher.

Vocabulary list
1. 6. 11. 16. 21. 2. 7. 12. 17. 22. 3. 8. 13. 18. 23. 4. 9. 14. 19. 24. 5. 10. 15. 20. 25.

Explanation Bingo card

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5

Multi-purpose student sheets: Name placard

My Photo

Favorites

Student #:

Mobile: Email:

Name in Kanji:

Hobbies

Name in English

Clubs / Circles / Part-time Jobs

Dreams

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Family

Class:

Day:
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8a

Multi-purpose student sheets
Sample record-keeping sheet
Date
Active Participation (10 pts / day) Tests Homework Vocab Cards Keypals Presentation Reader Final Exam Extra Points Total

Totals

/100

/150

/100

/50

/200

/200

/50

/150

+

/1000

Classroom English
Classroom English Expressions I have a question. Could you repeat that? One more time please. May I go to the restroom? I can’t be here next class. I’m sorry. I don’t understand. I’m sorry I forgot my______________. I’m finished. What should I do next? I have to leave early. I’m sorry I missed the last class.

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8b

Personality adjectives
Matching situations
Adjectives
considerate

Situation cards
Jun smokes cigarettes. But when he visits his brother’s house he never smokes there. He knows that his brother hates smoking. Also, his brother has two children and Jun knows that the smoking is dangerous for them. Jun is ________________ No matter where Miki goes, she always says “hello” to people even if she doesn’t know them. She enjoys talking with them about all kinds of things. She makes many friends easily. Miki is ________________ Sachiko likes nice things. She wants to live her life wearing diamonds and going on expensive trips around the world. So, she is going to marry Yousuke because he is rich, not because she loves him. Sachiko is ________________ Hiroyuki enjoys going out with his friends to eat at a restaurant or going to karaoke for example. Often, he pays for everybody! Hiroyuki is ________________ Izumi is having a lot of problems. One problem is that her mother is in the hospital and can’t take care of the family. Her friend, Eriko, decided to go to Izumi’s house everyday and help with the cooking and washing. Eriko is ________________ Taichi came home one night after work. His house was on fire! He ran into the burning building as fast as he could so he could save his dog. Taichi is ________________ Yuichiro is going to buy his girlfriend a birthday present. He is shopping and sees a beautiful necklace that he knows she would love. He has enough money but he decides to buy her a very inexpensive tshirt instead so that he can buy some new CDs for himself. Yuichiro is ________________ It’s not easy to be friends with Keiko. She might be smiling and happy. But, then someone says something and she becomes angry even though that person didn’t say anything bad. Keiko is ________________ Yuka wanted to be the leader of her club activity, but no one agreed to that. She is always late for the meetings, or sometimes she doesn’t come at all and never tells anyone. She never pays her money on time, she doesn’t practice and she loses things a lot. Yuka is ________________

outgoing

greedy

generous

supportive

brave

cheap

moody

irresponsible

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9a

trustworthy

Daisuke got sick and went to the hospital. His friend, Yukinari, got Daisuke’s bank card and took money to pay for all Daisuke’s bills, he talked to all Daisuke’s teachers, and took care of Daisuke’s cat. Yukinari is ________________ After classes are finished, Satoko goes to the library to study. After a couple of hours, she goes to her part-time job until 10:00 p.m. Then, she does her homework for two or three more hours at home before going to bed. Satoko is ________________

hardworking

gullible

Taira believed that his teacher met aliens from another planet. Taira is ________________ Hiroshi always wears the same old hat everyday. His girlfriend hates it. She tells him not to wear it. But he doesn’t listen to her at all and continues to wear it everyday. Hiroshi is ________________ Sachi won’t allow her daughter to stay out with her friends past 8 p.m. even though she is a university student. Sachi is ________________ Aki paid some money for a sweater she just bought. The clerk gave her too much change (money) back. So, Aki told the clerk about the mistake and gave the extra money back. Aki is ________________ Momoe fell in love with a man who was not Japanese. They wanted to get married. She thought her parents would be unhappy about that. But, in fact, they were very happy and looked forward to an international family. The parents are ________________ Miku is going to get married next year. She really wants to have a gorgeous wedding and honeymoon. But she knows that it would be better to save the money to buy a house for her and her husband to live in. She decides to have a simple wedding and honeymoon. Miku is ________________ Taro passed the entrance examination to Tokyo University. His friends said, “Congratulations!” But Taro said, “Oh, yes. No problem. It was so easy for me.” Taro is ________________ Akira is always telling other people what clothes to wear, what food to eat, where is the best place to visit, what movie to see and how to solve their problems. He thinks that he always has the best idea and he makes others do things his way. Akira is ________________ When Yukari’s boyfriend broke up with her, she said, “That’s OK. I’ll get a nicer boyfriend.” When she failed to get into university, she said “That’s OK. I can try again next year.” When she had an accident and broke her leg, she said, “That’s OK. I can take a long rest.” Yukari is ________________

stubborn

strict

honest

open-minded

practical

conceited

bossy

optimistic

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9b

The thankful turkey project
Turkey body parts stencil

1 x name plate (any color) 1 x wing (brown) 1 x wing (brown)

1 x leg (yellow)

1 x leg (yellow)

1 x gobbler (red)

1 x beak (yellow) 9 x feathers (any colors)

1 x body (tan)

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10

Japanese entertainment trivia
Student A
Read the questions below to your partner then read the choices. Your partner must choose the correct answer. The correct answers are at the bottom of the page. 1. Which actress did a commercial with Arnold Schwarzenegger? a. Koyuki b. Miho Nakayama c. Rie Miyazawa d. Dewi Sukarno 2. Which actor studied jazz dance at the age of 13? a. Beat Takeshi b. Hiroyuki Sanada c. Ken Watanabe 3. Who graduated from Meiji University? a. Noriko Fujiwara b. Akiko Wada 4. What is the most successful movie in Japan? a. Sen to Chihiro b. Godzilla 5. Whose mother is a famous enka singer? a. Namie Amuro b. Ken Hirai c. Joji Tokoro c. Akira c. Saburo Kitajima d. Masatoshi Nagase d. Ken Takakura d. Mononoke Hime d. Hikaru Utada d. Sailor Moon d. Koji Yakusho d. Seiko Matsuda d. Koji Yakusho d. Masao Kimura

6. Which comic book was translated into English? a. Astroboy b. Dragon Ball c. Shonen Jump 7. Which actor dropped out of high school? a. Yuji Oda b. Masatoshi Nagase 8. Who won a talent contest at 16 years old? a. Ayumi Hamasaki b. Hikaru Utada c. Motoya Izumi c. Namie Amuro

9. Who acted with Russell Crowe in No Way Back? a. Naoto Takenaka b. Ken Watanabe c. Etsushi Toyokawa 10. Which comedian died at the age of 51? a. Kanpei Hazama b. Yasushi Yokoyama c. Kiyoshi Nishikawa

(Source: The Japan Zone, Famous Japanese People 1999-2003) Answers: 1. c; 2. b; 3. d; 4. a; 5. d; 6. all; 7. b; 8. d; 9. c; 10. b

Create your own trivia questions
Question 1: a. Question 2: a. Question 3: a. Question 4: a. Question 5: a. b. b. b. b. b. c. c. c. c. c. d. d. d. d. d.

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11a

Japanese entertainment trivia
Student B
Read the questions below to your partner then read the choices. Your partner must choose the correct answer. (The correct answers are at the bottom of the page). 1. Who won a Japanese Academy Award for acting in the movie Sennen no Koi? a. Naoto Takenaka b. Koji Yakusho c. Ken Takakura d. Ken Watanabe 2. Which actor starred in Shall We Dance? a. Papaya Suzuki b. Monta Mino 3. Who is one of the “Kings of Enka”? a. Saburo Kitajima b. Hiromi Go c. Koji Yakusho c. Tetsuya Komuro d. Sanma Akashiya d. Dragon Ash d. Tokyo d. Motoya Izumi d. Masami Hisamoto d. Tengoku to Jigoku d. 1940 d. Yuji Oda d. Masahiro Nakai

4. Where did Ayumi Hamasaki get vocal training? a. Italy b. Los Angeles c. New York 5. Which actor was the lead in the NHK period drama, Hojo Tokimune? a. Takashi Sorimachi b. Hiroyuki Sanada c. Yuji Oda 6. Which actress starred in the TV horror series Ringu? a. Nanako Matsushima b. Rei Kikukawa c. Ai Iijima 7. Which movie did Akira Kurosawa NOT direct? a. Sugata Sanshiro b. Rashomon c. Hanabi 8. When was Yoshimoto Kogyo started? a. 1929 b. 1912 c. 1950

9. Which actor did modeling in Tokyo and Europe? a. Motoya Izumi b. Etsushi Toyokawa c. Takashi Sorimachi 10. Which SMAP member has an English TV program? a. Takuya Kimura b. Shingo Katori c. Goro Inagaki

(Source: The Japan Zone, Famous Japanese People 1999-2003) Answers: 1. d; 2. c; 3. a; 4. c; 5. d; 6. a; 7. c; 8. b; 9. c; 10. b

Create your own trivia questions
Question 1: a. Question 2: a. Question 3: a. Question 4: a. Question 5: a. b. b. b. b. b. c. c. c. c. c. d. d. d. d. d.

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11b

Clothing conversations: Worksheet
Let’s use the new clothing vocabulary in short conversations. Work together. 1. Two friends or family members talking A: What’s the weather like today? B: It’s _____________________ A: Okay, I think I’ll wear my _____________________ In that case I’ll wear my _____________________ 2. Two friends talking A: Oh no! I’ve just ripped/torn my _________________ B: Oh, what a pity! Oh dear! Oh, what a shame! 3. Two friends talking A: I really like your ___________________________ B: Oh, thanks/ thank you/do you? A: --/ --/Yes. Is it/are they new? B: Yes. [where/ when] ‡ I got it/them last week in Tokyo/at Opa B: No. It’s/they’re quite old. No. I’ve had it/them for ages 4. At the coin laundry A: Excuse me. I found this/these ____________in the dryer. Is it/are they yours? B: Oh yes! Thanks/thank you. 5. On the street A: Help! Police! Stop that man/woman/child …! B: What happened? A: S/he just stole my _______ and my _____________! 6. Now with a friend talk about what you like/don’t like to wear. 7. Going out (club, disco, party, sports event) A: What kind of a _________ is it? B: Well, _____________________________ A: Right. In that case I’ll wear ____________ 8. In a shop or at a friend’s place A: I like the material. What is it? B: _____________________ A: It’s really nice. or B: I think it’s _____________ A: It’s really cool.

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12a

9. In a shop choosing clothes Assistant: How about this? Shopper: No thanks. I don’t like the _________ (pattern/colour etc.) Assistant: Well then, what about this one? Shopper: __________________

Mind map
• Choose headwords for each node – several examples are given • Fill up the arms with nouns or adjectives

materials
lycra

patterns
plaid

clothing

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12b

The great search for the Suzuki gems
Setting: Five hundred years ago in imperial Japan, a group of heroic adventurers decided to try to find Japan’s greatest treasure: the Suzuki gems. They had to travel by foot to Kyoto, Japan’s ancient capital. We join our young heroes at the beginning of their expedition.

Scene 1

Narrator: All of the members of the band of Treasure Hunters are sitting down on the ground. Their Leader walks up to them to begin their search for the Suzuki gems. Leader: Ohayoo gozaimasu. (Good morning.) Treasure Hunters: Ohayoo gozaimasu. Leader: O genki desu ka? (How are you doing?) Treasure Hunters: Hai, genki desu. (We are well.) Tokyo ni ikimasu ka? (Are we going to Tokyo?) Leader: Tokyo ni ikimasen. (No, we are not going to Tokyo.) Treasure Hunters: Kyoto ni ikimasu ka? (Are we going to Kyoto?) Leader: Kyoto ni ikimasu. (Yes, we are going to Kyoto.) (Everyone marches off the stage to the right. Then, they enter for the next scene from the right.)

(Everyone stands up and marches off the stage to the right and comes back from the right for Scene 3.)

Scene 3

Scene 2

Narrator: The Treasure Hunters stop for food. Treasure Hunter 1: (speaking to Treasure Hunter 2 and offering an apple) Ringo o tabemasu ka? (Will you eat an apple?) Treasure Hunter 2: Hai, ringo o tabemasu. Arigatoo. (Yes, I will eat an apple. Thank you.) Treasure Hunter 3: (speaking to Treasure Hunter 4 and offering some milk) Gyunyu o nomimasu ka? (Will you drink some milk?) Treasure Hunter 4: Hai, gyunyu o nomimasu. Arigatoo. (Yes, I’ll drink milk. Thank you.) Treasure Hunter 5: (speaking to Treasure Hunter 6 and offering some tea) O cha o nomimasu ka? (Will you drink tea?) Treasure Hunter 6: Hai, o cha o nomimasu.(Yes, I will drink tea.) Treasure Hunter 7: (speaking to Treasure Hunter 8 and offering juice) Jusu o nomimasu ka? (Will you drink juice?) Treasure Hunter 8: Hai, jusu o nomimasu. (Yes, I will drink juice.) Leader: Kyoto ni ikimasu! (We will go to Kyoto now!)

Narrator: The Treasure Hunters arrive at the castle where the Suzuki gems are hidden. They come to the two Gatekeepers. The only way that they can get into the castle is if they can guess the secret code number. They must approach the Gatekeepers in pairs and guess the number. If they get it wrong, they will be taken prisoner unless someone in their party can guess the number. Gatekeepers: Nan desu ka? (What is the number?) Treasure Hunters 1 & 2: (walk up to Gatekeepers) Go desu. (The number is 5.) Gatekeepers: Iie. (No.) (They pull Treasure Hunters 1 & 2 into custody and show them one finger to tell them the answer is one.) (Treasure Hunters 3 & 4 walk to the Gatekeepers.) Nan desu ka? Treasure Hunters 3 & 4: Ju ichi desu. (The number is 11.) Gatekeepers: Iie. (No.) (Treasure Hunters 5 & 6 walk to the Gatekeepers.) Nan desu ka? Treasure Hunters 5 & 6: Shichi desu. (The number is 7.) Gatekeepers: Iie. (Treasure Hunters 7 & 8 walk to the Gatekeepers.) Nan desu ka? Treasure Hunters 7 & 8: Ju yon desu. (The number is 14.) Gatekeepers: Iie. (Treasure Hunters 1 & 2 hit one of the Gatekeepers in the back with an apple, and when the Gatekeepers turn around, they sneak over to the leader and whisper the answer in his/her ear.) Gatekeepers: Nan desu ka? Leader: Ichi desu. (The number is 1.) Gatekeepers: Hai, ichi desu. (Yes, it is number one.) (They let them into the castle on stage right. Everyone exits stage right, and then comes back from stage right for Scene 4.)

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14a

Scene 4

Narrator: The Treasure Hunters run into two tengu, creatures in Japan with magical powers and extremely long noses. The only way that our Treasure Hunters can get past them is by surviving a game of Simon Says. Tengu: Simon Says suwatte kudasai. (Simon Says sit down.) (Everyone sits down.) Simon Says tatte kudasai. (Simon Says stand up.) (Everyone stands up.) Suwatte kudasai. (Treasure Hunters 7 & 8 both sit down. The tengu make them disappear through trap doors in the floor. They can be heard yelling as they fall. Treasure Hunters 7 & 8 roll up into balls on the floor to disappear.) Tengu: Simon Says te o agete kudasai. (Simon Says raise your hand.) (Everyone raises hand except Treasure Hunters 5 & 6, who sit down. They also disappear into the floor.) Tengu: Simon Says shizuka ni shite kudasai. Simon Says suwatte kudasai. Simon Says tatte kudasai. (Simon Says be quiet. Simon Says sit down. Simon Says stand up.) (The Treasure Hunters 1, 2, 3, & 4 and the Leader do everything correctly. The tengu disappear into the floor, and the five remaining people exit stage right and enter stage right for Scene 5.)

Scene 6

Scene 5

Narrator: This is the final battle, when the Treasure Hunters find the four Deadly Ninja guarding the door to the treasure room. (The Treasure Hunters and their leader stand at stage right, and the Ninja stand at stage left. They all grit their teeth at each other and get ready to fight with their weapons. Then, suddenly, the Leader walks out of the crowd of Treasure Hunters, stares into the eyes of the Ninja, and the Ninja start to sing Atama Kata Hiza Ashi (Head, Shoulders, Knees, and Toes). The Treasure Hunters and their leader start to do the gestures to the song, faster and faster, as the Ninjas sing faster and faster.) (Finally, the Ninjas give up after the fourth time they sing the song. The Leader yells Slow down! and the Treasure Hunters and the Leader sing the song very slowly, stopping just before the end and leaving the ninja frozen, touching their knees.) (The Treasure Hunters exit stage left and enter stage left.)

Narrator: Our heroes walk into the treasure room and find no treasure! Instead, a Princess is sitting there, and they introduce themselves to her and let her choose one of them to marry. (As the narrator is explaining this, the Treasure Hunters and the Leader walk in the room, see the Princess and then line up to introduce themselves to her.) Leader: Hajimemashite. Watashi wa ______ desu. (Nice to meet you. My name is _______.) (Each person introduces him/herself. The Princess gives a thumb up if she likes them and says Hai, and if she doesn’t, she gives them a thumb down and says Iie. She gives a thumb up to Treasure Hunters 1 and 6.) Narrator: Our beautiful Princess has chosen two Treasure Hunters that she likes, but she must now make the final decision. Whoever can answer her questions correctly will be the one. Princess: Kyo wa nan yoobi desu ka? (What day is today?) Treasure Hunter 1: Nichi yoobi desu. (Today is Sunday.) Princess: Iie. (No.) (She turns her thumb down at Treasure Hunters 1.) Kyo wa nan yoobi desu ka? Treasure Hunter 6: Moku yoobi desu. (Today is Thursday.) Princess: Hai! (Yes!) (She looks dreamily into the eyes of Treasure Hunters 6.) Kisetsu wa nan desu ka? (What is the season?) Treasure Hunter 6: Fuyu desu. (It is winter.) Ugly Princess: Hai! (Yes!) (The run towards each other, embrace.) Narrator: They fall in love, and live happily ever after. THE END

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14b

World trivia quiz
Quiz questions
Name: _________________________ Number: _________________________ Final score: _____
1) Which country won the most medals in the 2004 (Athens) Summer Olympics? (Range: Less than 200) Points a) Australia: ______ medals _____ b) China: c) Russia: ______ medals ______ medals _____ _____ _____ _____ _____ 4) Which country has the longest coastline? (Nearest 100 km; range: 10,000 to 999,900) Points a) Russia: ____________ km _____ b) Philippines: c) Indonesia: d) Canada: Total: ____________ km ____________ km ____________ km _____ _____ _____ _____ _____

d) United States: ______ medals Correct Answer: ______ Total:

Correct Answer: ____________

2) Which country has the tallest building? (Range: 100 to 999) Points a) China: ______ meters _____ b) Malaysia: c) Taiwan: ______ meters ______ meters _____ _____ _____ _____ _____

5) Which country has the largest city? (Nearest 100,000 people; range: 10,000,000 to 99,900,000) Points a) Argentina: ____________ people _____ b) China: c) India: d) Russia: Total: ____________ people ____________ people ____________ people _____ _____ _____ _____ _____

d) United States: ______ meters Correct Answer: ______ Total:

Correct Answer: ____________

3) Which country has the highest mountain? (Range: 1000 to 9999) Points a) Argentina: ________ meters _____ b) Nepal: c) Tanzania: ________ meters ________ meters _____ _____ _____ _____ _____

d) United States: ________ meters Correct Answer: ________ Total:

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18a

World trivia quiz: Answer cards Person A
1) Q: How many medals did Australia win in the 2004 Summer Olympics? A: Australia won 49 (forty-nine) medals in the 2004 Summer Olympics. 2) Q: How tall is the tallest building in China? A: The tallest building in China is the Jin Mao Building, in Shanghai. It’s 421 m (four hundred twenty-one meters) tall. 3) Q: How high is the highest mountain in Argentina? A: The highest mountain in Argentina is Mt. (Mount) Aconcagua. It’s 6960 m (six thousand nine hundred sixty meters) high. 4) Q: How long is Russia’s coastline? A: Russia’s coastline is approximately 37,600 km (thirty-seven thousand six hundred kilometers) long. 5) Q: How many people live in Buenos Aires (Argentina)? A: Buenos Aires has approximately 11,900,000 (eleven million nine hundred thousand) people.

Person B

1) Q: How many medals did China win in the 2004 Summer Olympics? A: China won 63 (sixty-three) medals in the 2004 Summer Olympics. 2) Q: How tall is the tallest building in Malaysia? A: The tallest buildings in Malaysia are the Petronas Towers, in Kuala Lumpur. Each is 452 m (four hundred fifty-two meters) tall. 3) Q: How high is the highest mountain in Nepal? A: The highest mountain in Nepal is Mt. (Mount) Everest. It’s 8850 m (eight thousand eight hundred fifty meters) high. 4) Q: How long is the Philippines’ coastline? A: The Philippines’ coastline is approximately 36,300 km (thirty-six thousand three hundred kilometers) long. 5) Q: How many people live in Shanghai (China)? A: Shanghai has approximately 13,300,000 (thirteen million three hundred thousand) people.

Person C

1) Q: How many medals did Russia win in the 2004 Summer Olympics? A: Russia won 92 (ninety-two) medals in the 2004 Summer Olympics. 2) Q: How tall is the tallest building in Taiwan? A: The tallest building in Taiwan is Taipei 101 (one oh one), in Taipei. It’s 509 m (five hundred nine meters) tall. 3) Q: How high is the highest mountain in Tanzania? A: The highest mountain in Tanzania is Mt. (Mount) Kilimanjaro. It’s 5995 m (five thousand nine hundred ninety-five meters) high. 4) Q: How long is Indonesia’s coastline? A: Indonesia’s coastline is approximately 54,700 km (fifty-four thousand seven hundred kilometers) long. 5) Q: How many people live in Mumbai (India)? A: Mumbai has approximately 12,600,000 (twelve million six hundred thousand) people.

Person D

1) Q: How many medals did the US win in the 2004 Summer Olympics? A: The US won 103 (one hundred three) medals in the 2004 Summer Olympics. 2) Q: How tall is the tallest building in the US? A: The tallest building in the US is the Sears Tower, in Chicago. It’s 442 m (four hundred forty-two meters) tall. 3) Q: How high is the highest mountain in the US? A: The highest mountain in the US is Mt. (Mount) McKinley. It’s 6194 m (six thousand one hundred ninety-four meters) high. 4) Q: How long is Canada’s coastline? A: Canada’s coastline is approximately 202,100 km (two hundred two thousand one hundred kilometers) long. 5) Q: How many people live in Moscow (Russia)? A: Moscow has approximately 11,300,000 (eleven million three hundred thousand) people.

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18b

Logic puzzle: Who is intelligent?
Student handout
These six people live on Miller Street. Can you use the clues to fill in the chart? • They have six nationalities: Australian, English, French, Japanese, Korean, German • They have six names: Lee, Mitterrand, Schultz, Nakamura, Jones, and Johnson • They have six occupations: accountant, teacher, salesman, banker, writer, businessman • They have six personalities: intelligent, talkative, friendly, outgoing, shy, hard-working Color Number Name Occupation Personality Country blue yellow pink green white brown

Student handout

These six people live on Miller Street. Can you use the clues to fill in the chart? • They have six nationalities: Australian, English, French, Japanese, Korean, German • They have six names: Lee, Mitterrand, Schultz, Nakamura, Jones, and Johnson • They have six occupations: accountant, teacher, salesman, banker, writer, businessman • They have six personalities: intelligent, talkative, friendly, outgoing, shy, hard-working Color Number Name Occupation Personality Country blue yellow pink green white brown

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23a

Logic puzzle: Clue strips
The accountant lives in the blue house. The accountant lives at 201 Miller Street. The accountant’s name is Jones. The teacher lives next door to the accountant. The teacher lives between the accountant and the salesman. The businessman lives in the brown house. The businessman lives next to the writer. The shy man lives at 201 Miller Street. The man in the pink house is Japanese. The Japanese man is a salesman and his name is Nakamura. The number of the pink house is 250. The teacher is from France. The Frenchman, Mr. Mitterrand, lives at 215 Miller Street. The Frenchman is a teacher. The Englishman lives in the white house. The Korean lives in the brown house. The German lives at 300 Miller Street. It is a green house. The banker is from Germany. The banker is intelligent. The white house is 415 Miller Street and the brown house is 518 Miller Street. The German’s name is Schultz. The Englishman’s name is Johnson. The Korean’s name is Lee. The teacher is friendly. The Japanese is talkative. The Korean is outgoing. The writer is hard-working. Mr. Schultz lives in the green house. The accountant is a shy Australian. JALT Applied Materials: Classroom Resources • Photocopy-Safe Worksheet
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23b

The story behind the stats
Student A
Ask your partner questions and fill in the “The UK” column. Worksheet A 1. percentage of land used for agriculture? 2. percentage of households consisting of only elderly people 3. divorce rate 4. percentage of the population from an ethnic minority 5. number of people dying from heart disease 6. number of people committing suicide 7. average length of hospitalization 8. number of teenage births 9. number of McDonalds restaurants 10. area of park land per person in London 12.7% 14% 2.9 couples per 1,000 married couples 1.6% 40 people per 100,000 of population 17 people per 100,000 of population 45.4 days 4 births per 1,000 teenagers (15-19 years old) 28 restaurants per 1 million people 2.1 square metres per person (Tokyo) Japan The UK Possible reason for differences

Follow-up activity:

Choose 5 statistics from the table and write a paragraph for each, describing how the statistics differ, and advancing some possible reasons for the differences.

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24a

The story behind the stats
Student B
Ask your partner questions and fill in the “Japan” column. Worksheet B 1. percentage of land used for agriculture? 2. percentage of households consisting of only elderly people 3. divorce rate 4. percentage of the population from an ethnic minority 5. number of people dying from heart disease 6. number of people committing suicide 7. average length of hospitalization 8. number of teenage births 9. number of McDonalds restaurants 10. area of park land per person in Tokyo Japan The UK 66.4% 37% 12.8 couples per 1,000 married couples 8% 160 people per 100,000 of population 8 people per 100,000 of population 10 days 32 births per 1,000 teenagers (15-19 years old) 18 restaurants per 1 million people 26 metres square per person (London) Possible reason for differences

Follow-up activity:

Choose 5 statistics from the table and write a paragraph for each, describing how the statistics differ, and advancing some possible reasons for the differences.

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24b

Stats: Supplementary material Expressing conjecture

Here are some expressions which indicate that you are not 100% sure about your opinion: 1. One possible reason for Japan’s lower divorce rate could be… 2. It is possible that the divorce rate is higher in the UK because… 3. It may be that more people get divorced in Japan compared to the UK because... 4. I read recently that the Japanese work longer hours than the British and the higher suicide rate in Japan may be related to this. 5. It is conceivable that Japan’s lower divorce rate is due to… 6. It is probable that Japan’s higher divorce rate stems from differences in attitudes towards…

Information sheet for teacher

Here are just a few ideas that can be used to stimulate and guide discussion. 1a. Japan is very mountainous, so there is less room for agriculture. Conversely, England is relatively flat (there are, however, quite high mountains in Scotland and Wales). 1b. There was a lot of migration from rural areas to urban areas after WWII in Japan (4 million farmers became urban workers annually in the late 1960s), so rural areas have become depopulated. In the UK, people are actually moving back to the country from the city, some to start their own farms. 2a. There is a custom in Japan that the eldest child must take care of aged parents. 2b. Elderly people in the UK are more independent and live by themselves in their own house or sheltered housing. (Note that because of rising house prices in the UK, there is a new resurgence of people living in extended families). 3a. Marriages in Japan are more the tying of a knot between two families rather than individuals, so there is greater pressure keeping unhappy marriages together. 3b. The legal system in the UK tends to favour women over men in a divorce settlements. 4a. The legacy of the British Empire. Most of the immigrants who came to the UK in the 1950 and 1960s were from former (or soon to become independent) colonies. 4b. The accession in May 2004 of eight former Soviet-block countries to the EU has increased the number of immigrants from Eastern Europe. 4c. There are relatively relaxed immigration laws in the UK. The UK took in 92,000 asylum seekers in 2002, while only 14 were accepted by Japan in the same year.

4d. There are generous social benefits for immigrants in the UK. 4e. A British attitude of tolerance toward different cultures. 4f. The UK is a more attractive destination because English, a global language, is spoken. 5a. The UK has a worse diet than Japan. (Scotland is particularly bad out of the nations in the UK: it has the highest rate or heart disease and the lowest consumption of fresh fruit and vegetables in Europe). 6a. Attitudes towards suicide may differ. Harakiri and kamakaze may still have romantic connotations in Japan. 6b. The economy in the UK is in better condition than Japan’s. Unemployment and bankrupcies cause people to become depressed and even suicidal. 6c. Counselling services are more extensive in the UK and British people may feel less inhibited to talk about their problems. 7. See overview section 8a. Could British teenagers be more promiscuous than their Japanese peers? 8b. Both countries have pretty poor sex education, but the UK is probably more progressive. (It is interesting to note that Holland, a very liberal country with quite explicit sex education classes, has the lowest rate of teenage births in Europe). 8c. There is not as much stigma attached to being a single mother in the UK. 8d. Japan has a high abortion rate, a significant proportion carried out on young women. The pill is not popular in Japan and condom use is actually declining. 9a. Is Japan more influenced by American culture? 9b. There may be more competitors to McDonalds in the UK, so the overall number of fast-food restaurants could be more than in Japan. 9c. According to the National Diet and Nutrition Survey in 2001, 5% of the UK population is vegetarian. 10a. Many of the large parks in London have a long history, originally being recreation areas for royalty. 10b. The UK has strict conservation planning laws that make it more difficult to build on parkland. The construction industry in Japan is very powerful (in fiscal 2003, construction investment accounted for 10.7 of Japan’s GDP and it employed 10% of the nation’s total work force) meaning that green space may be more vulnerable to development in Japan. 10c. Tokyo’s higher population density (5517 per square kilometer compared to 4573 in London) dictates that there is less space for parks (or is it the other way round?).

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24c

Discussion worksheet 1

Look at the pictures above; write down as many words or phrases as you can:

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25a

Discussion worksheet 2
When was the first heart transplant operation performed? 1967

How many people are waiting for a heart transplant at any given time?

4,000

How many heart transplant operations are performed each year in the USA?

2,300

How much does a heart transplant cost?

$210,000

Discussion Worksheet 4
You are team of doctors at an American hospital. At the moment, you have six patients who desperately need a transplant if they are to have any chance of living. All six patients are classified as “critically ill,” and could die at any time. You have just received news that three hearts have become available for transplantation. Fill in the chart and then decide who will get the hearts. Name Important information

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25b

Discussion worksheet 3

Omar Abu (25)
He is from Iraq. He is very poor, but sells carpets at a flea market. His family has worked very hard and has saved enough money to pay for the transplant. He is a Muslim fundamentalist. He is married, and has 4 children (ages 2, 4, 5 and 6).

Ying Lee (27)
She is from China and has a PhD in education from Shanghai University. She is the owner of one of the largest language schools in China. She is not married, and doesn’t have any children.

Victor Jones (45)
He is American and works for the U.S government for the Central Intelligence Agency (CIA). He is an expert in terrorism. He had a heart transplant one year ago but his body rejected the heart. He is married and has three children (ages 5, 10, and 15).

Peter Kennedy (65)
He is from Ireland and is a Roman Catholic priest. He won a Nobel Peace prize for promoting peace in Northern Ireland. He is not married, and doesn’t have any children.

Michael Smith (38)
He is an American. He is a retired basketball player. He was the greatest basketball player in the world. He is now the owner of a basketball team. He is an alcoholic. He is married and has 3 children (ages 13, 18, and 19).

Kim Won (12)
He is a junior high student from Korea. He is a child prodigy in mathematics. There is a chance that the new heart may be rejected because his body is too small. He has three other people in his family. His father, mother and one younger sister (9 years old).

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25c

Graphic organizer
Name: Graphic organizer for: 1. Persons & relationships Class:

2. Things

3. Events

4. Problems & persons

Name: Graphic organizer for: 1. Persons & relationships

Class:

2. Things

3. Events

4. Problems & persons

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26

Paragraph process writing
Cause and effect paragraph writing assignment: Part 1
Name: ____________________________ Assignment part 1: Selected theme: How to Make a Better World Step 1: Topic selection (トピックの選択). ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ Student Number: _____________ Date: ________ Grade = _____ /10

Step 2: Brainstorm the topic you have selected in Step 1 (ステップ1で選んだトピックのブレーンストーミ ング). Step 3: Complete the list of Causes and Effects below by using the ideas in Step 2 (ステップ2のアイディア を使って原因結果のリストを完成させなさい。). Topic: _________________________________ (e.g. Improve relations with my family in Canada) Subtopic Causes Effects They feel good about their son living and working in Okinawa, Japan. e.g. Parents I telephone my Mother and Father in Canada every week. They tell other family members and their friends that I called. They won’t worry about me. They can learn more about Okinawa and my lifestyle.

A ________________

B ________________

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27a

C ________________

Step 4: Outline your topic (トピックのアウトライン). Title:

Step 5: Use Step 3 (Listing) and Step 4 (Outline) to make cause and effect sentences below, using “which” and “that”. Sentences should be at least 6 words long. (whichとthatを使って、原因結果を表す文を書きな
さい。その際、ステップ3とステップ4で考えたリストとアウトラインを参考にしてください。各文6つ以 上の単語から成ること。)

Subtopic A: Write at least 5 sentences (5つ以上文を書いてみましょう。).

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27b

Subtopic B: Write at least 5 sentences (5つ以上文を書いてみましょう。).

Subtopic C: Write at least 5 sentences (5つ以上文を書いてみましょう。).

Step 6: Write an introductory paragraph (導入のパラグラフを書いてみましょう。).

Step 7: Write the body of the paragraph using the sentences in Step 5 above and add any additional adjectives that accurately depict the ideas you have chosen. Also, use the following linking words to join your sentences. (ステップ5で書いた文を使ってパラグラフの本文を書きなさい。その際、あなたの考えをより正
確に記述する形容詞を加えてください。また、下に挙げた接続語(文と文、考えと考えをつなぐ語)を使って ください。) 

Linking words: and, but, because, or, so, then, after that, first, next, finally, however, therefore, also Relative pronouns: which, that

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27c

(body continued)

Step 8: Write a concluding paragraph (結論のパラグラフを書いてみましょう。).

Step 9: Type your first draft. Combine Steps 6, 7, and 8 to complete your draft. (最初のドラフトをタイプ しなさい。ステップ6, 7, 8を全て用いて、ドラフトを完成させなさい。) Step 10: Come to your next class with this hand written assignment, your first draft completed, and your floppy disk to continue the next part of the assignment. (次の授業に手書きしたこのプリントと最初のドラ フトを持参すること。また、次の課題をするため自分のフロッピーも忘れずに持ってくること。)

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27d

Paragraph process writing
Cause and effect paragraph writing assignment Part 2: Assignment process checklist
Name: _____________________________________________ Your classmate’s name: ______________________________ Assignment part 2: Student No.: _____________ Student No.: _____________ Grade = _____/20 Assignment process checklist Step 1 2 3 4 5 Task When you have Assignment Part 1 and your First Draft completed, submit them to your teacher and obtain Checklist 1: Peer-Revision. Then exchange your First Draft with a classmate and peer-check their composition. When you have your Second Draft completed, show it to your teacher and obtain the Checklist 2: Peer-Proofreading. Then your classmate will proofread your paper for grammar and spelling mistakes. Make changes to your Second Draft after your classmate has made their suggestions in Step 2 above. This is your Third Draft. When you have your Third Draft completed, show it to your teacher and obtain the Checklist 3: Self-Revision. Use these rules to revise your Third Draft if necessary. Congratulations this is the Final Version of your assignment. Submit all of your drafts and 2 copies of the Final Version of your paper with all supporting documentation including this Checklist. OK?

Have you included the following? (Please check place a check after each item you have submitted.): Draft 1 Draft 2 Draft 3 Final Version (2 copies) Email your Final Version to your teacher Checklist 1: Peer-Revision Checklist 2: Peer-Proofreading Checklist 3: Self-Revision Teacher’s Feedback and Final Grade This Assignment Checklist

By carefully following the above steps, you will improve your writing and critical thinking skills. Good luck, and have fun!

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27e

Paragraph process writing
Cause and effect paragraph writing assignment Part 2: Assignment process checklist
名前: ______________________________________ クラスメートの名前: _______________________ 学籍番号: _____________ クラスメートの学籍番号: ___________

Assignment Part 2:

Grade = _____/20 Assignment Process Checklist

ステップ

Task
最初のドラフトを書きなおしなさい。書き直したら、 先生 に見せる。そし て、Checklist 1: Peer-Revisionをもらう。そして、クラスメートと交換して、 お互いのドラフトのフォーマットと文章の流れ(理論的に内容が展開している か)をチェックする。 2回目のドラフトを書き終えたら、先生に見せる。そしてChecklist 2: PeerProofreadingをもらう。クラスメートと交換をして、お互いのドラフトの文法 とスペルをチェックしなさい。 クラスメートが指摘した個所を訂正しなさい。これが3回目のドラフトです。 3回目のドラフトを書き終えたら、先生に見せる。そして、 Checklist 3: SelfRevision をもらう。このシートにある規則にそってドラフトを書き直しなさ い。 さあ、これで最終のドラフトです。これまでの全てのドラフトと最終ドラフト を提出しなさい(最終ドラフトは2部)。その際、必ずこのチェックリストも含 めこれまでの全てのチェックリストを一緒に提出すること。

OK?

1

2 3 4 5

次のものを必ず一緒に提出してください。提出する前に全てが揃っているかチェックしてください。

Draft 1 Draft 2 Draft 3 Final Version (2 copies) Email your Final Version to your teacher

Checklist 1: Peer-Revision Checklist 2: Peer-Proofreading Checklist 3: Self-Revision Teacher’s Feedback and Final Grade This Assignment Checklist

上述のステップに沿っていくと、英作文と思考力を伸ばすことができるはずです。

Good luck and have fun!

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27f

Paragraph process writing
Checklist 1: Peer-revision
Classmate’s name: _________________ Classmate’s checklist 1: Peer-revision score: Classmate’s student #: _____________ ___/10

Please have the following points checked by a classmate. Your classmate will receive a grade for this. After your classmate has completed this review, make changes to your draft, then make further revisions using the Checklist 2:Peer-Proofreading. Note: 30% of your classmate’s final grade will be given for how well they check your draft. The more corrections they make the higher their score. Checklist 1: Peer-Revision 1. 2. 3. 4. 5. 6. 7. 8. 9. Is there a heading (name, student ID number, date, course name and assignment title, and draft number)? Is the title centered? Are the necessary letters capitalized in the title? Are the paragraphs indented? Does every sentence begin with a capital letter and end with a period? Are there 2 spaces after each period? Is there a main idea (topic) sentence? If so, underline it. Is each sentence related to the topic sentence? Is there a concluding sentence? If so, mark it with a double underline. Yes No

10. Does the conclusion summarize the main points clearly? 11. Are “linking words” used to combine sentences? 12. Does the paragraph flow smoothly? (That means, you do not have to go back to the previous sentence(s).) 13. Underline the sentences which you CAN understand with a colored pen or pencil. 14. Put a line through sentences which you DO NOT understand. 15. Put a dotted line under the sentences which you think more information is necessary. 16. Do you think people who are not familiar with the topic can learn something new by reading this composition?

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27g

Paragraph process writing
クラスメートの英作文チェックリスト1
クラスメートの名前: ___________ クラスメートの英作文チェックリスト1の点数: クラスメートの学籍番号: ___________ ___/10

クラスメートに次の項目をチェックしてもらってください。このチェックはクラスメートの成績の一部と なります。クラスメートが指摘した個所を訂正し、また、Checklist 2: Peer-Proofreadingも参考にして書きな おしてください。 Note: 30% of your classmate's final grade will be given for how well they check your draft. The more corrections they make the higher their score. (クラスメートの成績の30%は、あなたのドラフトをどれほどきちんとチェックし たかで決まります。間違いをより多く訂正すれば、点数は高くなります。) クラスメートの英作文チェックリスト 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. ヘディングはありますか。(氏名、学籍番号、日付、ドラフト番号) タイトルは真ん中ですか。 タイトルで必要な語の頭文字は大文字になっていますか。 段落の書き出しは適宜スペースがあいていますか。 文の書き出しは大文字で、文の終わりにピリオドはありますか。 ピリオドの後はスペース2つ空いていますか。 トピックセンテンスはありますか。下線を引いてください。 各文はトピックセンテンスに関係していますか。 結論はありますか。二重線を引いてください。 結論は簡潔にトピック及びまとめが書かれていますか。 文をつなぐ語句が使われていますか。 議論の展開はスムーズですか。(つまり、同じ文を何度も読み直す必要があ る場合はスムーズとは言えません。) よく理解できる(書き手の意図が正しく伝わる)文に色ペンで下線を引いて ください。 理解できない文に線を引いて消してください。 もう少し説明が必要な文に点線を引いてください。 トピックについてよく知らない人でもこの文章を読むとトピックについて 知ることができると思いますか。 Yes No

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27h

Paragraph process writing
Checklist 2: Peer-proofreading grammar and spelling
Your Classmate’s Name: ___________ Student #: __________ Date: __________ Your Classmate’s Peer-Proofreading Score: _____/20 Please check your partner’s Second Draft for Grammar and Spelling mistakes. パートナーの二回目のドラ
フトを読んで、文法やスペルの間違いをチェックしなさい。

Thoughts into writing - Correction symbols (page 99) checklist 2 Symbol 1. s/v 2. wt 3. wf 4. pl/sg 5. sp 6. ¶ 7. wo 8. ww 9. C 10. ^ 11. Ø 12. ~ 13. | 14. ‿ 15. ? 16. ’X Kind of error Subject-verb agreement Wrong tense Wrong form Plural/singular error Spelling New paragraph Word order error Wrong word Capitalization Add something Take out Reverse word order Separate these words One word Meaning unclear Contraction used Example Hideki play soccer. I meet him yesterday She is health. Bob has many friend. Birds can fry high. … a few days. ¶Lisa and… Ken wanted to more eat. There was many information. In april, it rains gently. They have ^ cute dog. I like to go to shopping. My mother enjoys very much cooking. We meet at the cafeteria every|day. I have some‿thing to tell you. He is must not absent from school. We’re great students. Checked

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27i

Paragraph process writing
Grammar and spelling correction checklist guide
Thoughts into writing - Correction symbols and guide (page 99) Symbol 1. s/v 2. wt 3. wf 4. pl/sg 5. sp 6. ¶ 7. wo 8. ww 9. C 10. ^ 11. Ø 12. ~ 13. | 14. ‿ 15. ? 16. ‘X Kind of error Subject-verb agreement Wrong tense Wrong form Plural/singular error Spelling New paragraph Word order error Wrong word Capitalization Add something Take out Reverse word order Separate these words One word Meaning unclear Contraction used Example Hideki play soccer. I meet him yesterday She is health. Bob has many friend. Birds can fry high. … a few days. ¶Lisa and… Answers Hideki plays soccer. I met him yesterday. She is healthy. Bob has many friends. Birds can fly high. … a few days. Lisa wanted to

Ken wanted to more eat. Ken wanted more to eat. There was many information. In april, it rains gently. They have^cute dog. I like to go to shopping. My mother enjoys very much cooking. There was a lot of information. In April, it rains gently. They have a cute dog. I like to go shopping. My mother enjoys cooking very much.

We meet at the cafeteria We meet at the cafeteevery|day. ria every day. I have some‿thing to tell I have something to tell you. you. He is must not absent from school. We’re great students. He must not be absent from school. We are great students.

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27j

Paragraph process writing
Checklist 3: Self-revision
Student name: ______________ Student number: ___________ Date: __________ After you have completed this checklist, make changes to your draft. Then, hand in Checklists 1, 2, and 3 with your Drafts, and 2 copies of your Final Version of this assignment. Checklist 3: Self-revision score: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 31. _____/10 Checklist 3: Self-revision Is there a heading (name, student ID number, date, course name and assignment title, and draft number)? Is the title at the center of the page? Are there 3 or more words in the title? Does the title accurately represent the focus of your writing? Are all important words in the title capitalized? Are small words like (a, an, the, to, with, and at) in titles capitalized? (Do not capitalize them except at the beginning.) Is there a line (space) between the title and the paragraph? Is there an indent (Tab = 5 spaces) at the beginning of every paragraph? Does every line begin at the left margin (25.4mm)? – except for the first indented line in each paragraph. Is there a one-inch (25.4mm) margin on the right? Have you used Times New Roman Size 12? Do you use a period (., !, or ?) at the end of every sentence? Have you used ellipses … or and so on? In formal writing and in this class it is better to explain more thoroughly what you are thinking. Have you left 2 spaces after each period? Does every sentence begin with a capital letter? Are the names of people and places capitalized? Are you using hyphens correctly? (Note: They are not necessary at the end of a line when you use a computer.) Do periods and commas (,) begin a new line? (They must follow words. They cannot begin a new line.) Do your paragraphs have four to ten sentences? In formal writing, paragraphs should have more than one or two sentences.) Do you use “linking words” to combine sentences? Are the relative pronouns (that and which) used correctly? Does every sentence in the paragraph follow the sentence before it? (Start on a new line only when you begin a new paragraph.) Have you changes all contractions? (For example: I’m = I am; can’t = cannot; haven’t = have not: don’t = do not; etc…) Is there a main idea (topic) sentence? Is it the 1st sentence? Does the first sentence of your paragraph start with a question? Change it. Are there enough support sentences? Is each sentence related to the main idea? Is there a concluding sentence? Is it the last sentence? Does the conclusion summarize your main points clearly? Does the paragraph flow smoothly? (That means, you do not have to go back to the previous sentence(s).) Do you think people who are not familiar with your topic can learn something new by reading this composition? JALT Applied Materials: Classroom Resources • Photocopy-Safe Worksheet
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27k

Paragraph process writing
自己チェックリスト3
氏名: ______________ 学籍番号: ___________ 日付: __________

チェックリストを使って自分のドラフトをチェックしなさい。そして、チェックリストをもとにドラフト の不適切な個所を訂正しなさい。その後、チェックリスト1, 2, 3とドラフトを一緒に提出すること。最終ド ラフトは2部提出。 規則チェック: _____/10 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 31. チェックリスト3 ヘディングはありますか。(氏名、学籍番号、日付、コス名ドラフト番号) タイトルは央に書かれていますか。 タイトルは3.4語からなり、自分のオリジナルですか。 タイトルはあなたの主張と適格にあらわしていますか。 タイトルで必要な語の頭文字は大文字になっていますか。 タイトルでa, an, the, to, with, and atのような語は、大文字になっていませんか。(タイト ルの書き出しは除く。) タイトルと最初の段落との間にスペースはあいていますか。 全ての段落の書き出しは適宜スペース(Tab= 5スペース)があいていますか。 用紙の左側はマージン(25.4mm)がとられていますか。(各段落の書き始めは除く。) 用紙の右側はマージン(25.4mm)がとられていますか。 フォントはTimes New Roman、サイズは 12を使っていますか。 文の最後はピリオド(., !, or ?)がついていますか。 ピリオドを数個使った省略(……)やand so onで文を終了していませんか。正式な作文や このクラスでの作文では、このような方法を用全部を最後まで書いてください。 ピリオドの後はスペース2つあいていますか。 各文の書き出しは大文字になっていますか。 人名や場所の名前の頭文字は大文字で書かれていますか。 単語が次の行へ続く時、ハイフンは正しい位置に入っていますか。(注:コンピュータ を使う場合は、この項目は関係ありません。) ピリオドやコンマで次の行の文を始めていませんか。(これらは必ず単語のすぐ後につ けること。) 段落は4から10ぐらいの文からなっていますか。 文をつなぐ語句を使っていますか。 thatやwhichなどの関係代名詞は正しく使われていますか。 次の文は前の文の後に続いていますか。(新しい段落を始めるとき以外は、行を変えな い。) 短縮形を使っていませんか。(例: I’m = I am; can’t = cannot; haven’t = have not: don’t = do not; etc…) トピックセンテンスはありますか。 パラグラフは疑問文で始まっていませんか。もしそうなら、肯定文に書き直すこと。 トピックセンテンスの内容は十分議論されていますか。(つまり、十分な支持文が書か れていますか。) 各文はトピックに関係していますか。 結論はありますか。 結論は、読者に主張が何であるかを明確かつ簡潔にわかるように書かれていますか。 パラグラフは、前に戻ることなくスムーズに読み進めることができますか。 書かれているトピックについてあまり知らない読者がこの作文を読むことで何か新し いことを学習できますか。 Yes No

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27l

Paragraph process writing
Cause & effect paragraph feedback, and final grade
Student name: ______________ Student number: ___________ Date: __________ Score 0–1–2–3 0–1–2–3 0–1–2–3 0–1–2–3 0–1–2–3 0–1–2–3 0–1–2–3 0–1–2–3 ____/24 Score 0–1–2–3 0–1–2–3 0–1–2–3 0–1–2–3 0–1–2–3 0–1–2–3 0–1–2–3 0–1–2–3 Score 0–1–2 0–1 0–1 0–1 0–1 0–1 0–1–2 0–1–2 0–1 Teacher’s feedback score: _____/60 Organization and ideas 1. Does your paragraph have a topic sentence? Is it the first sentence? 2. Are sentences clear enough to understand what the writer wants to emphasize? 3. Is there any explanation why the writer has chosen to write about this topic? 4. Are there any sentences that tell the reader what will follow in the paragraph? 5. Does the paragraph use adjectives to describe the topic adequately? 6. Are the main events described enough in the body (not too little/much)? 7. Is there a concluding sentence? Is it the last sentence? 8. Is the conclusion logical? Subtotal Grammar 1. Is there an appropriate subject in each sentence? 2. Does each sentence have a verb? 3. Do the verbs reflect the appropriate tense? 4. Are the correct verb forms used? 5. Are parts of speech correct in each sentence? 6. Are adjectives correctly used? 7. Are conjunctions (and, because, but, so) used correctly to combine sentences? 8. Are the relative pronouns (that and which) used correctly? Subtotal Punctuation, spelling, and format 1. Is there an appropriate heading? 2. Is the title centered? 3. Are the necessary words capitalized in the title? 4. Does each sentence begin with a capital letter? 5. Does each sentence end with a period? 6. Are there 2 spaces after the period? 7. Are words spelled correctly? 8. Are commas put in the appropriate places? 9. Are all paragraphs intended properly (Tab key or 5 spaces)? Subtotal How many hours did you work on this writing assignment? Comments: Your checklist 1: peer-revision score: • Your checklist 2: peer-proofreading score: • Checklist 3: Self-revision score: • Teacher’s feedback score: • Final grade: _______ • Your classmate’s name: • Peer-revision checklist 1 score: • Your classmate’s peer-proofreading checklist 2 score: ____/24

____/12 __________ hours _____/10 _____/20 _____/10 _____/60 ______/100 Student #: ______ ____/10 ____/20

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27m

Paragraph process writing
Cause & effect paragraph 評価及び成績
氏名: _________________ 評価点: _____/60 構成・アイディア 1. トピックセンテンスがありますか。 2. 文章は明確で、筆者が何を主張しているかわかりますか。 3. 筆者は、何故このトピックを選んだかを文章の中で説明していますか。 4. 筆者がパラグラフでこれから何を述べようとしているかを示す文がありますか。 5. パラグラフではトピックを適切に描写するための形容詞が使われていますか。 6. 本文で主な出来事が過不足なく書かれていますか。 7. 結論はありますか。最後の文ですか。 8. 結論は論理的ですか。 小計 ____/24 点数 0–1–2–3 0–1–2–3 0–1–2–3 0–1–2–3 0–1–2–3 0–1–2–3 0–1–2–3 0–1–2–3 点数 0–1–2–3 0–1–2–3 0–1–2–3 0–1–2–3 0–1–2–3 0–1–2–3 0–1–2–3 0–1–2–3 学籍番号: ___________ 日付: __________

文法 1. 各文に意味的に適切な主語がありますか。 2. 各文に動詞はありますか。 3. 動詞は適切な時制を表していますか。 4. 動詞は正しく活用されていますか。 5. 正しい品詞が使われていますか。 6. 形容詞は正しく使われていますか。 7. 文と文をつなぐand, because, but, soなどの接続詞は正しく使われていますか。 8. thatやwhichなどの関係代名詞は正しく使われていますか。 小計 スペル・フォーマット等 1. 適切なヘディングがありますか。 2. タイトルは中央に書かれていますか。 3. タイトルで必要な語の頭文字は大文字になっていますか。 4. 各文は大文字で始まっていますか。 5. 各文はピリオドで終わっていますか。 6. ピリオドの後はスペース2つありますか。 7. スペルは正しいですか。 8. コンマの場所は適切ですか 9. パラグラフの書き始めはTAB/5文字分あいていますか。 小計 • • • • • • • • • ____/12 ____/24

点数 0–1–2 0–1 0–1 0–1 0–1 0–1 0–1–2 0–1–2 0–1

コメント: この英作文の課題に費やした時間: __________ 時間 英作文チェックリスト1点数: _____/10 英作文チェックリスト2点数: _____/20 英作文チェックリスト3点数: _____/10 この課題の評価点: _____/60 合計点: ______/100 クラスメートの名前: __________ クラスメートの学籍番号:__________ クラスメートの英作文チェックリスト1点数: ____/10 クラスメートの英作文チェックリスト2点数: ____/20

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27o

Making money
1. Design the front side of your banknote in the space below:

2. Explain why you chose this design:

3. After seeing all the designs in your class, choose which one you think is the best. I chose ________________’s design because . . .

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29

The rubber chicken and the fowl call
Read this story:
The accused, Kai Tamaki, lives in Edmonton, Alberta. He is a 21-year-old college student. On January 10th, Kai went to a hockey game at Rexall Place, a hockey arena in Edmonton. Edmonton’s hockey team is the Oilers. Kai took his seat high up in the stands with the other hockey fans. The complainant, Hanna Sato, was also at the game. The Oilers were playing against their archrival, the Calgary Flames. Oiler fans do not like the Flames. Late in the third period of the game, the score was tied at one. Finally, with one minute to go, Ryan Smyth, an Oiler star player, shot the puck and it went off one of his teammate’s skates and into the Flames’ net. The Oilers and their fans went wild. However, the referee waved off the goal because it was kicked in. In hockey, if the puck bounces off a skate, the goal can count, but you cannot score a goal by deliberately kicking the puck into the net. The crowd at the game thought that the referee was wrong and that the goal was good. People threw things toward the ice to show their anger. Kai threw a rubber chicken toward the ice. Unfortunately, Kai’s rubber chicken did not land on the ice. Hanna Sato, the complainant, had been standing near some steps when she fell and broke her leg. One of the issues at the trial is whether the rubber chicken thrown by Kai hit Hanna on the head, causing her to fall and break her leg. After Hanna got hurt, a security guard said, “Who threw that chicken?” Kai panicked and started to run away. The security guard caught Kai and called the police. Kai was taken to the police station and charged with assault for hurting Hanna Sato with the rubber chicken.

Answer these questions:
a. Who is the accused? b. Who is the complainant? c. Where did the incident take place? d. What teams were playing? e. Why didn’t the goal count? f. Why was the crowd unhappy? g. What did Kai throw? h. What happened to Hanna? i. What happened to Kai?

Group 1 task:

Take the role of Kai’s team of lawyers. Use the information in the story to make a persuasive argument explaining why your client is not guilty.

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30a

The rubber chicken and the fowl call
Read this story:
The accused, Kai Tamaki, lives in Edmonton, Alberta. He is a 21-year-old college student. On January 10th, Kai went to a hockey game at Rexall Place, a hockey arena in Edmonton. Edmonton’s hockey team is the Oilers. Kai took his seat high up in the stands with the other hockey fans. The complainant, Hanna Sato, was also at the game. The Oilers were playing against their archrival, the Calgary Flames. Oiler fans do not like the Flames. Late in the third period of the game, the score was tied at one. Finally, with one minute to go, Ryan Smyth, an Oiler star player, shot the puck and it went off one of his teammate’s skates and into the Flames’ net. The Oilers and their fans went wild. However, the referee waved off the goal because it was kicked in. In hockey, if the puck bounces off a skate, the goal can count, but you cannot score a goal by deliberately kicking the puck into the net. The crowd at the game thought that the referee was wrong and that the goal was good. People threw things toward the ice to show their anger. Kai threw a rubber chicken toward the ice. Unfortunately, Kai’s rubber chicken did not land on the ice. Hanna Sato, the complainant, had been standing near some steps when she fell and broke her leg. One of the issues at the trial is whether the rubber chicken thrown by Kai hit Hanna on the head, causing her to fall and break her leg. After Hanna got hurt, a security guard said, “Who threw that chicken?” Kai panicked and started to run away. The security guard caught Kai and called the police. Kai was taken to the police station and charged with assault for hurting Hanna Sato with the rubber chicken.

Answer these questions:
a. Who is the accused? b. Who is the complainant? c. Where did the incident take place? d. What teams were playing? e. Why didn’t the goal count? f. Why was the crowd unhappy? g. What did Kai throw? h. What happened to Hanna? i. What happened to Kai?

Group 2 task:

Take the role of Hanna’s team of lawyers. Use the information in the story to make a persuasive argument explaining why the accused is guilty.

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30b

The rubber chicken and the fowl call
Read this story:
The accused, Kai Tamaki, lives in Edmonton, Alberta. He is a 21-year-old college student. On January 10th, Kai went to a hockey game at Rexall Place, a hockey arena in Edmonton. Edmonton’s hockey team is the Oilers. Kai took his seat high up in the stands with the other hockey fans. The complainant, Hanna Sato, was also at the game. The Oilers were playing against their archrival, the Calgary Flames. Oiler fans do not like the Flames. Late in the third period of the game, the score was tied at one. Finally, with one minute to go, Ryan Smyth, an Oiler star player, shot the puck and it went off one of his teammate’s skates and into the Flames’ net. The Oilers and their fans went wild. However, the referee waved off the goal because it was kicked in. In hockey, if the puck bounces off a skate, the goal can count, but you cannot score a goal by deliberately kicking the puck into the net. The crowd at the game thought that the referee was wrong and that the goal was good. People threw things toward the ice to show their anger. Kai threw a rubber chicken toward the ice. Unfortunately, Kai’s rubber chicken did not land on the ice. Hanna Sato, the complainant, had been standing near some steps when she fell and broke her leg. One of the issues at the trial is whether the rubber chicken thrown by Kai hit Hanna on the head, causing her to fall and break her leg. After Hanna got hurt, a security guard said, “Who threw that chicken?” Kai panicked and started to run away. The security guard caught Kai and called the police. Kai was taken to the police station and charged with assault for hurting Hanna Sato with the rubber chicken.

Answer these questions:
a. Who is the accused? b. Who is the complainant? c. Where did the incident take place? d. What teams were playing? e. Why didn’t the goal count? f. Why was the crowd unhappy? g. What did Kai throw? h. What happened to Hanna? i. What happened to Kai?

Group 3 task:

You are the judges and jury. You must decide which group has made the best argument. While the lawyers are getting ready, prepare a list of criteria on which you will base and justify your decision.

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30c

Winter holiday: Find someone who…
Find someone who... 1. Worked a part-time job on Christmas Day 2. Received more than ¥50,000 in gift money (otoshidama) 3. Drank champagne on New Year’s Eve 4. Wore a kimono 5. Did not eat zoni or osechi ryori (traditional New Year’s foods) 6. Went skiing or snowboarding 7. Traveled outside of Japan 8. Sent more than 25 New Year’s cards 9. Received an expensive Christmas present 10. Went to a Christmas party 11. Ate Christmas cake 12. Had a Christmas tree in their home 13. Bought more than one Christmas present 14. Watched a film at the theater 15. Watched a video 16. Watched the NHK “Red and White Song Contest” (Kohaku uta gassen) 17. Went to a temple (otera) or shrine (jinja) at midnight of the New Year 18. 19. 20. JALT Applied Materials: Classroom Resources • Photocopy-Safe Worksheet
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Name

Other information

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33a

Find someone who…
Find someone who... 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. Name Other information

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33b

Letting the cat out of the bag
Origin
A Greek voting system whereby members dropped a bean into a jar. A white bean showed approval; black disapproval. Only officials knew how many black beans but occasionally someone would spill the beans for all to see. A 15th century custom to mark feast days (celebration days) on the calendar in red. Up is usually associated with good and cloud nine is probably as high as someone’s spirits could go. Comes from a Malayan word amoq, describing tribesmen who perhaps using opium worked themselves into frenzies. Alludes to cowboys having a good time shooting up a town and threatening to spill blood (kill people) if anyone stopped them. The original meaning was to fall to the earth in battle. Slaughtered pigs were suspended from a frame called a bucket. Any muscular twitch after death caused the pig to kick against it. Feeling so high with excitement (e.g., delight at victory) one imagines jumping over the moon. Norse mythology telling of a fierce warrior who, throwing down weapons and armor, went berserk and plunged into battle wearing only a bearskin coat. Instructions: Match each idiom with the correct origin and mental image by drawing lines between them. Some mental images will match more than one idiom.

Idiom

a red letter day go berserk paint the town red over the moon spill the beans kick the bucket run amuck on cloud nine bite the dust

Mental image

to celebrate

to die

to be out of control

to be very happy

to tell a secret

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37

Tag question interrogation
Person A worksheet
Person A Do you think your partner… Example: ...is interested in fashion? 1. ...has a lot of money in their bank account? 2. ...can sleep almost anywhere? 3. ...has a dark secret? 4. ...must use an alarm clock to wake up? 5. ...would marry someone for their money? 6. ...would sacrifice their life for their country? 7. ...had a good night’s sleep last night? 8. ...has dyed hair? 9. ...can name the three previous Japanese prime ministers? 10. ...was a shy child? YES ° NO Tag Question You’re interested in fashion, aren’t you? Were you right or wrong? ® RIGHT ® WRONG ® RIGHT ® WRONG ® RIGHT ® WRONG ® RIGHT ® WRONG ® RIGHT ® WRONG ® RIGHT ® WRONG ® RIGHT ® WRONG ® RIGHT ® WRONG ® RIGHT ® WRONG ® RIGHT ® WRONG ® RIGHT ® WRONG

Person B worksheet
Person B Do you think your partner… Example: ...is interested in fashion? 1. ...has a good singing voice? 2. ...can keep up with the pace of this class? 3. ...has a pet? 4. ...must be home by a certain time at night? 5. ...would leave Japan for good and live abroad? 6. ...would help me if I were in trouble? 7. ...gets on well with their parents? 8. ...has had a haircut recently? 9. ...could beat you in arm wrestling? 10. ...was happier when they were in high school compared to now? YES ° NO Tag Question You’re interested in fashion, aren’t you? Were you right or wrong? ® RIGHT ® WRONG ® RIGHT ® WRONG ® RIGHT ® WRONG ® RIGHT ® WRONG ® RIGHT ® WRONG ® RIGHT ® WRONG ® RIGHT ® WRONG ® RIGHT ® WRONG ® RIGHT ® WRONG ® RIGHT ® WRONG ® RIGHT ® WRONG

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41a

Tag question interrogation
Person A worksheet
Person A Do you think your partner… Example: ...is interested in fashion? 1. ... 2. ... 3. ... 4. ... 5. ... 6. ... 7. ... 8. ... 9. ... 10. ... YES ° NO Tag Question You’re interested in fashion, aren’t you? Were you right or wrong? ® RIGHT ® WRONG ® RIGHT ® WRONG ® RIGHT ® WRONG ® RIGHT ® WRONG ® RIGHT ® WRONG ® RIGHT ® WRONG ® RIGHT ® WRONG ® RIGHT ® WRONG ® RIGHT ® WRONG ® RIGHT ® WRONG ® RIGHT ® WRONG

Person B worksheet
Person B Do you think your partner… Example: ...is interested in fashion? 1. ... 2. ... 3. ... 4. ... 5. ... 6. ... 7. ... 8. ... 9. ... 10. ... YES ° NO Tag Question You’re interested in fashion, aren’t you? Were you right or wrong? ® RIGHT ® WRONG ® RIGHT ® WRONG ® RIGHT ® WRONG ® RIGHT ® WRONG ® RIGHT ® WRONG ® RIGHT ® WRONG ® RIGHT ® WRONG ® RIGHT ® WRONG ® RIGHT ® WRONG ® RIGHT ® WRONG ® RIGHT ® WRONG

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41b

“Dear Instructor” letter
Use this template to help you write a letter to your teacher. Follow your teacher’s instructions. Address City and zip code Date Teacher’s name Address City and zip code Dear (teacher’s name), Dear (Paragraph 1) ,

(Paragraph 2)

(Paragraph 3)

Sincerely, Sincerely,

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44

A comparison essay matrix
Member name Items for comparison 1. Taste Similarities/differences 1. Both stories take place during a dinner party 2. Both stories have married couples as characters 3. Both stories involve betting (and cheating) 1. 2. 2. 3. 1. 1. 2. 2. 3. 1. 1. 2. 2. 3. 1. 1. 2. 2. 3. Use the grey box to rank the importance of each similarity. JALT Applied Materials: Classroom Resources • Photocopy-Safe Worksheet
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Main point of comparison 1 2 3 The stories show us people in everyday situations being dishonest.

Example: Mika

2. My Lady Love, My Dove

1.

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46

Résumé form
PERSONAL
1. Employee’s name (Family, Given) 4. Home address 5. Marital status 8. Children (Names and ages) a. Age: b. Age: 6. Spouse’s name c. d. 7. Spouse’s occupation Age: Age: 2. Date of birth 3. Place of birth

EDUCATION
9. Schools attended (names of schools, dates attended, degrees received) School Dates attended Degrees received a. b. c. d. 10. Special skills or training received

PROFESSIONAL
11. Past and present employment a. Employer: Job description: b. Employer: Job description: c. Employer: Job description: from from from to to to

12. Other professional experience or areas of experience • Foreign business travel: • Publications: • Presentations: • Honors & awards:

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51

Discussion worksheet
For homework, find and read a story in English (newspaper, magazine, Internet…) a. Write a short summary in your OWN words. (Part 1) b. Choose and learn/memorize some key phrases from the story. (Part 2) c. Choose topics from the story to discuss (Part 3). You should discuss topics in your story, but you must also extend the discussion by linking topics to your own life and experiences.
Part 1: Summary (In your own words)

Part 2: Key lexical chunks or vocabulary

English 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

Japanese

Part 3: General questions to ask your partner about the topic(s) in your story. Good, challenging, open auestions only!

1. 2. 3. 4. 5. 6. 7.

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55

Using restaurant menus (1)
Task 1: Complete these sentences
• If you boil an egg, it’s a ____________ egg. • If you fry an egg, it’s a ____________ egg. • If you fry potatoes, they are __________ potatoes. • If you chop a tomato, ____________________________________. • If you slice cheese, ____________________________________. • If you chop cabbage, ____________________________________. • If you barbecue spare ribs, ____________________________________. • If you bake bread, ____________________________________. • If you grill chicken, ____________________________________. • If you stuff a turkey, ____________________________________. • If you freeze a banana, ____________________________________. • If you bake salmon, ____________________________________. • If you toss a salad, ____________________________________. • If you stir-fry vegetables, ____________________________________. • If you toast muffins, ____________________________________. • If you whip cream, ____________________________________. • If you grate cheese, ____________________________________. • If you dice an onion, ____________________________________. • If you melt cheese, ____________________________________. • If you peel an apple, ____________________________________. • If you mince garlic, ____________________________________. • If you grind beef, ____________________________________. • If you mash potatoes, ____________________________________. • If you _____ _____________, ____________________________________. • If you _____ _____________, ____________________________________.

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57a

Using restaurant menus (2)
Task 2: Search online menus for other examples of passive descriptions Example sentence Restaurant name
http:// http:// http:// http:// http:// http:// http:// http:// http:// http://

URL

Task 3: Find your favorite Japanese restaurant’s online menu. Write 5 English descriptions Restaurant name: Japanese description English description

Task 4: On the back of this worksheet, create a poster of your favorite dish. Draw a picture of the dish, and add a description using passive sentences. JALT Applied Materials: Classroom Resources • Photocopy-Safe Worksheet
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57b

Psst, wanna good time?
Instructions
It is now seven o’clock in the evening. 1. Go back two and a half hours. What is the time? ___________________________ Please write your answer directly below the time on the clock below. Bonus question: How do you say 一昨日 in English? ___________________________ 2. Go forward 15 minutes. What is the time? ___________________________

3. Go ______________________________________. What is the time? ___________________________ 4. Go ______________________________________. What is the time? ___________________________ 5. Go ______________________________________. What is the time? ___________________________

11 10 9 8 7

12

1 2 3 4

6

5

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60

Surprise!
Scenario roleplay cards
Situation 1 A Recently you borrowed an old book from a friend. Although the book looked quite rare, you lost it after falling asleep during the train ride home. When you woke up at your stop, you quickly ran off the train forgetting the book behind you. Though you checked the Lost and Found office and called the station several times, the book was not turned in. Tonight you are meeting your friend and will have to explain what happened. Situation 2 A Tonight you had made plans to have dinner with your boyfriend or girlfriend to celebrate your first anniversary together. Just before you meet, however, you get an urgent phone call about a family emergency and will have to return to your hometown this evening. When your partner arrives apologize and explain that you have to cancel your plans. Situation 1 B Tonight you are meeting a friend downtown. Your friend is supposed to return an old book that you had recently lent him or her. The book is a favorite of yours and, because it is rare, is now quite valuable. Special Information: The book was not really yours. It belongs to your father and he has already asked for it to be returned on several occasions.

Situation 2 B Tonight you are meeting your boyfriend or girlfriend to celebrate your first anniversary together. You are looking forward to it because recently you have both been very busy and have not been able to do anything fun together. Special Information: You are a little worried because recently you have not been spending any time together. You suspect your partner may have met someone new and want to ask about this when you meet. Situation 3 B

Situation 3 A

Situation 4 A

Situation 4 B

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65

What am I?
Write your questions and answers in the boxes below: “What am I?” question Sample: I am used when you play baseball. The ball is very hard, so I am used to cover your hand. I can help you catch the ball. 1. Answer glove

2.

3.

4.

5.

6.

7.

8.

9.

10.

Our group’s score: Correct answers to other group’s questions (2 points each) Correct answers from other groups to our questions (1 point each) Total

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66

Stations for testing large oral communication classes
Station set up and instructions
Station Activity Goal Materials 1 Vocabu- To test vocab- 12 pictures in three groups of lary ulary studied four with each group representing in class nouns, verbs or adjectives. A title or question should be used for each group indicating the word or type of word that students should write as their answer. 2 Picture To test speak- Four to six pictures (face down) Dictaing and listen- with the same background but tion ing with about six differences. The differences should all relate to the target and be expressible in language the students have studied. Each picture should have a number on the back for students to write on their answer sheets. The student’s answer sheet should only have the background printed on it. Procedure Students look at the title or question for each group, think about the corresponding answer for each picture, then write the word on their answer sheet.

3

4

5

6

Step 1: Students work in pairs. One student (S1) picks up a picture and dictates it to the other student (S2). S2 draws the picture and the picture’s number on their sheet. Step 2: Students switch and repeat. Variations: This can be used to test various grammar points including prepositions of location or the present continuous tense. You may want to have the person drawing ask questions instead to get the details about the picture. Q&A To test inSheets (face down) with various Step 1: Students work in pairs. S1 formation questions written on them. takes a sheet and asks the quesquestions, tions to S2. S2 responds and S1 speaking and writes the answers on the answer listening sheet. Step 2: Switch and repeat. Writing To test mul- Posted sheet with the following: Working alone, students write tiple written “Write two sentences about each their answers on the answer responses to question.” sheet. questions (List three questions) Random To test variCards (face down) with various Working alone, each student Tasks ous vocabu- tasks and questions written on takes five cards then does the task lary, topics, them. or answers the question written grammar, on them. Students write their spelling and answer on the answer sheet. writing Example task and question: Write three answers to “How are you?” What kind of music do you like? Talk To test speak- Posted instruction sheet with the Step 1: Working alone, students to the ing, writing following: write two questions in English to Teacher and listening “On you answer sheet, write two ask the teacher. questions to ask the teacher.” Step 2: Students ask their questions to the teacher and write the teacher’s answers. Step 3: The teacher asks the student two questions and the student answers in English.

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69a

Student answer sheet
Answer sheet
Name: ____________________________________________
Station 1 1. 2. 3. 4. 5. 6. Station 3 Partner: 1. 2. 3. 4. 5. 6. Station 5 1. 2. 3. 4. 5. 2. Q: A: Station 6 1. Q: A: 7. 8. 9. 10. 11. 12. Station 4 1. 2. 3. 4. 5. 6.

Number: _____________________________

Station 2 Partner: Picture number:

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69b

Skater's irregular verb waltz
bend lend spend send bleed feed lead read creep keep sleep sweep hang sting string swing bent lent spent sent bled fed led read crept kept slept swept hung stung strung swung bent lent spent sent bled fed led read crept kept slept swept hung stung strung swung

Skater's irregular verb waltz (blank)

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71

New Year’s greetings and resolutions
Use this form to write a draft of your letter. After checking, write a final version on letter paper Address 1 Address 2 Address 3 Date Dear (your name), Greeting message

New Year’s goal #1 New Year’s goal #2 New Year’s goal #3 New Year’s goal #4 New Year’s goal #5 Finishing paragraph

Best wishes for the new year, Sign your name Envelope

Name Address 1 Address 2 Address 3

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74

Hear Say minimal pairs game 1 cards
Completed cards
HEAR START RIGHT RYE RATE REAP HEAR RED ROB ROAD LINK HEAR LID LOAD LYE RICK LEAP HEAR RID LOB LATE LICK RIPE Player A ‡ ‡ ‡ ‡ ‡ Player B ‡ ‡ ‡ ‡ Player C ‡ ‡ ‡ ‡ ‡ Player D ‡ ‡ ‡ ‡ ‡ SAY RED LOB LARRY LICK LARRY SAY LID RIBIT LYE LEAP SAY RIGHT RIBIT RATE LARRY RIPE SAY RAT ROAD LOVE LINK FINISHED HEAR HEAR HEAR

Blank cards
HEAR Player A ‡ ‡ ‡ ‡ ‡ Player B ‡ ‡ ‡ ‡ Player C ‡ ‡ ‡ ‡ ‡ Player D ‡ ‡ ‡ ‡ ‡ SAY SAY SAY SAY

Hear Say minimal pairs game 2 cards
PLEASE START ‡‡‡ I have a green vest. VEER ‡‡‡ I think I'm going to vomit! He drives a van, not a car.

BEER ‡‡‡ He has a large boat

VEST ‡‡‡ He ran to first base.

BASE ‡‡‡ That was very nice.

BAT ‡‡‡

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VAN ‡‡‡ WE ARE FINISHED!

BEST ‡‡‡ I'm going to vomit!

BERRY ‡‡‡ She's a real baby!

VASE ‡‡‡ I'm going to vomit!

VOTE ‡‡‡ She's a real baby!

VAT ‡‡‡ I'm going to vomit.

BOAT ‡‡‡ Bats fly at night.

SAY

SAY

BAN ‡‡‡ She's a real baby!

VERY ‡‡‡ I want a beer.

Player A

Player B

HEAR

HEAR

Player C HEAR

SAY

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75

The festival presentation
Presentation Evaluation Sheet Evaluated by: How was this booth? How was this group’s speech? How were this group’s posters? Total Points: Comments: Booth name: Poor 5 5 5 OK 10 10 10 Good 15 15 15 Excellent 20 20 20

Presentation Evaluation Sheet Evaluated by: How was this booth? How was this group’s speech? How were this group’s posters? Total Points: Comments:

Booth name: Poor 5 5 5 OK 10 10 10 Good 15 15 15 Excellent 20 20 20

Presentation Evaluation Sheet Evaluated by: How was this booth? How was this group’s speech? How were this group’s posters? Total Points: Comments:

Booth name: Poor 5 5 5 OK 10 10 10 Good 15 15 15 Excellent 20 20 20

Presentation Evaluation Sheet Evaluated by: How was this booth? How was this group’s speech? How were this group’s posters? Total Points: Comments:

Booth name: Poor 5 5 5 OK 10 10 10 Good 15 15 15 Excellent 20 20 20

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77

Listening Bingo
• Follow the teacher’s directions to play “Listening Bingo. ”

Bingo card 1 Bingo vocabulary
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20.

Bingo card 2 Bingo vocabulary
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. JALT Applied Materials: Classroom Resources • Photocopy-Safe Worksheet
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79

"How’s your English?"
Name: Number: Yes No

Green
• I have lived overseas. • I can understand some movies without reading the subtitles. • I have studied at a conversation school for more than a year. • I listen to NHK radio English programs. • I regularly talk to native English speakers. • I enjoy using English when I go abroad.

Yellow
• I like English, but I’m not very good at it. • I understand basic English if you speak slowly. • I have studied at a conversation school for less than one year. • I know some English grammar, but I’m not confident using it. • I have made a start at English, but I need to get better. • I enjoy speaking English if I can understand the other person.

Yes

No

Red
• I can read a little bit of English, but I can’t speak it. • I often feel scared talking to foreigners. • I have never studied English conversation before now. • To tell the truth, I don’t really like English. • I have never been overseas. • I’m not very good at English so I want to get better.

Yes

No

My self appraisal:
What level do you feel is suitable for you? Use your answers above as a guide.

I think my level is . . .
Green Yellow Red

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82

The 5-minute movie project
Group task sheet
Group members:

Movie title: Presentation date: Movie introduction:

Viewing questions: 1. 2. 3. 4. 5.

Discussion questions: 1. 2. 3. 4. 5.

Group’s self evaluation

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84

English patterns 1
This week’s English patterns
Function 1. Target pattern Pattern mini-dialogue

2.

3.

4.

5.

Social situations
1. Situation Response

2.

3.

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88a

English patterns 2
Role-play commands
1. 2. 3. 4. 5.

Written dialogues
Character descriptions Situation

Character

Dialogue

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88b

Telling the future
Activity 1. Interview activity
Present Continuous Tense
Walk around the classroom and interview ten different classmates. Write their names and answers in the spaces provided. Question 1. What are you doing after class today? 2. When are you going to do your homework? 3. Which movie are you planning to see this weekend ? 4. Who are you meeting tomorrow? 5. What is your mother going to buy you for your birthday? 6. Why aren’t you studying English this weekend? 7. Where are you hoping to go this summer? 8. Are you cleaning your room tonight? 9. How are you going to Tokyo this weekend? 10. What are you going to eat for dinner tonight? Friend’s name Friend’s answer

Appendix 2. Look into the crystal ball
Fortune teller Welcome. I am going to look into my crystal ball to see your future. Ask me any question you like. You are going to work at (name of any company) in (name of any city). Yes, you are going to move to (name of that city) after you meet the love of your life. You are going to fall in love with a (adjective) and (adjective) (man / woman). You are going to meet them (number) years from now. Yes, you are going to have (number) children. Customer Okay. Where am I going to work after I finish school? (name of that city) ???? Really? Am I going to move to (name of that city)? What? Am I going to meet a (adjective) and (adjective) person? Wow! That’s great! When am I going to meet them? And am I going to have lots of children? I see. Am I going to make enough money to support my children?

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Yes, you are going to make lots of money, about (large number) dollars a month. Yes, you are going to be happy, (adjective), and (adjective). Hey, what about my money?

Oh, I am so excited. But, am I going to be happy? Oh, thank you very much. Goodbye. Oh, here‘s ______ yen.

Activity 3. Do, go, or play?
Sports and hobbies
Look at the list of activities below. Decide which verb to use out of play, do, or go. Write it next to the word. 1. ceramics 2. basketball 3. calligraphy 4. baseball 5. soccer 6. bowling 7. skiing 8. skating 9. horse-back riding 10. yachting 11. snowboarding 12. kick-boxing 13. diving 14. swimming 15. volleyball 16. aikido 17. badminton 18. tennis 19. hockey 20. football 21. bungee jumping 22. aerobics 23. sit-ups 24. ballet 25. synchronized swimming 26. judo 27. snorkeling 28. gymnastics 29. puppetry 30. musical instruments

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Information Bingo
~GAME SHEET~
This is a game to help you improve your QUESTION and ANSWER skills. Follow these steps to play... • STEP 1: write any number from 1 to 49 in the squares below

• STEP 2: Use the questions on the back of this paper. Ask a question to anyone in the class. If you get a ‘NO’ answer, ask someone else. If you get a ‘YES’ answer, cross out that question’s number on the game sheet. • STEP 3: When you get SEVEN (7) numbers in a row, call out ‘BINGO’ and sit down.

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Information Bingo
~QUESTION SHEET~
Use these questions to finish your BINGO card. You’ll need to use: “Do you...”, “Can you...”, “Would you...”, “Have you...”, “Did you...”, “Is your...”, “Will you...”, etc...

Find someone who/whose…
1.

..went to a hot spring (onsen) this year.

2. ..dislikes parsley or celery 3. ..likes hip-hop music. 4. ..can play soccer.

5. ..loves the Giants baseball team 6. ..wants to be rich! 7. ..would like to live in Okinawa. 8. ..can play the piano. 9. ..sang karaoke last month.

10. ..has feet bigger than 27cm

11. ..went to an amusement park last year. 12. ..can ski or snowboard. 13. ..mother’s name begins with ‘K’. 14. ..has been to another country. 15. ..family name starts with ‘T’ 16. ..favorite fruit is grapes. 18. ..has a pet cat.

17. ..favorite restaurant is Joyfull. 19. ..family has a black car. 20. ..dislikes nattou.

21. ..favorite group is ‘SMAP’. 22. ..is shorter than 155 cm. 23. ..can ride a bicycle.

24. ..wants to have 3 children.

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26. ..has a pet fish. 28. ..dislikes liver. 31. ..likes Korean food. 33. ..likes the Beatles.
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25. ..has a part-time job 27. ..got up before 7:00AM this morning. 29. ..has 2 or more sisters. 30. ..first name starts with ‘S’. 32. ..enjoys singing Karaoke. 34. ..watched a movie this month. 35. ..can play a musical instrument. 36. ..wants to live in another country. 37. ..has never been to Tokyo. 38. ..cooked something this week. 39. ..lives near a mountain. 40. ..favorite color is white 41. ..has played pachinko. 42. ..favorite food is Italian. 43. ..has been to Hokkaido. 44. ..went bowling this year. 45. ..has a birthday in June or July. 46. ..likes classical music. 47. ..lives in an apartment. 48. ..went to McDonalds this month. 49. ..enjoys studying English.

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