In The Drivers Seat 101 Cover.pdf
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18/02/2016
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In The Driver’s Seat
by Fiona Wall Minami
2016
In The Driver’s Seat ©2016 Fiona Wall Minimi and Perceptia Press Published by Perceptia Press, Nagoya, Japan in association with Panurgic Publishing First Edition Printing: 10 9 8 7 6 5 4 3 2 1 All rights reserved. This book must not be copied or reproduced in any form whatsoever. ISBN978-4-939130-45-8 Book Code: E141 A Teacher’s Guide for this book is available via the publisher: www.perceptiapress.com info@perceptiapress.com
About The Author Fiona Wall Minami is British and has lived and worked in Japan for over twenty years. She runs her own language school in addition to teaching part-time at various universities. In her free time, she enjoys quizzes, board games, escape rooms, and zip-lining. She lives in Kumamoto with her husband and two children.
Acknowledgements The author would like to thank the students of Britz English School, Kumamoto University, and Kami-Amakusa School of Nursing for making teaching such a pleasure. Many thanks also to Michelle Kaney and Fujiko Motoyama who gave me wonderful opportunities, and helped get the ball rolling. And to friends and family who gave me the encouragement I needed to turn my dozens of notebooks and stacks of paper into a “proper” book. Cover and illustrations by Jan Barger. brightonillustrators.co.uk/portfolios/Jan_Barger
Contents Contents....................................................................................3 Information for Teachers.................................................................5 1 Food.....................................................................................7 2 Money..................................................................................15 3 Future Dreams........................................................................19 4 Music...................................................................................23 5 Health..................................................................................27 6 Movies..................................................................................31 7 Stress....................................................................................35 8 Personality.............................................................................39 9 Fashion..................................................................................43 10 Crime...................................................................................47 11 Books...................................................................................51 12 Childhood Memories................................................................55 13 Sports ..................................................................................59 14 Countries & Stereotypes............................................................63 15 Education..............................................................................67 Appendix....................................................................................71
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A Note To Students Welcome to In the Driver’s Seat! Have you ever taken driving lessons? If so, you’ll know that the only way to become a confident driver is to get in the car, start driving, and just keep going, even though you may make some mistakes along the way. It’s the same with becoming a confident English speaker. You won’t learn how to drive if your instructor is driving the car for you. And you won’t learn how to speak English if your teacher is doing all of the talking. This course will put you in control, giving you the opportunity to speak more in class than ever before, while also developing leadership, writing, and listening skills. Get in the driver’s seat, fasten your seatbelt and enjoy the journey!
A Note To Teachers When I first started teaching at university, I was curious to know why so many of my students struggled with speaking English despite having good academic ability and high test scores. One of the main reasons became clear when I visited my own children’s schools to observe their English lessons. The teacher would generally do 90% of the speaking in class, and very little of that was in English. This left few opportunities for students to speak at all, let alone in English. In the Driver’s Seat aims to reverse this passive approach. Students are encouraged to spend 90% of time in class actively speaking English while the teacher takes a supportive role—just like a driving instructor offering advice and assistance from the passenger seat. Week by week, you’ll find your students becoming more talkative and independent, and by the end of the course, they should be ready to drive off with a positive attitude towards English and confidence in their speaking ability.
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Information for Teachers In order to achieve the goal of students doing 90% of the speaking in class, it is important to lay strong foundations. Therefore it is more realistic to expect a 50/50 split in the first lesson.
Group Work This course can be used with classes of any size, but works best when students are divided into groups of 4–6, with a leader chosen in the previous class. A quick and simple way to make groups is with a pack of cards. Assign a number or suit to the leaders and write them on the board, explaining where each group will sit. Then, hand out cards to the remaining students and instruct them to join their teams. If you plan to have four groups, use the suits as group names (hearts, clubs, diamonds, spades). If you have more groups, use numbers instead. You can also add some wild cards (e.g. jokers, kings, or queens), and the people who draw these can choose which group to join. Arrange tables and chairs so that each group is sitting closely together, with the leader in a position where they can be easily heard.
Units The units can be used in any order, but it is strongly recommended that you start with Unit 1 (Food). This unit contains a sample Leader’s Worksheet and should be used in the first lesson to demonstrate what students will need to do when they produce their own worksheets later on. A lesson plan for this unit appears below. For more in-depth information, consult the Teacher’s Guide.
Unit 1 Lesson Plan Divide your class into groups of four to six students, and have them open their book to the sample Leader’s Worksheet for Food. Read out the Word Quiz clues and have students discuss the answers in their groups. Go over the answers after 5 minutes of thinking time. For Quick Questions, each group should have a leader who reads out the For Teachers
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questions and writes the number of Yes/No answers. This activity should also take about 5 minutes. For My Story, prepare a food-related story or anecdote and invite your students to ask you questions about it at the end. For Discussion Questions, assign new leaders to ask the questions and make sure everyone in the group speaks English and gets a chance to offer their opinion. My Story, including question and answer time, and Discussion Questions should each take around 10 minutes to complete. After completing these exercises, explain that each student will be responsible for making their own worksheet when they become a group leader. Show the blank Leader’s Worksheet and Leader’s Guide in the appendix. Go through the Preview and Group Activities in class, assigning new leaders to each section, and spend time circulating around class, sitting with each group to make sure they understand your instructions. You may wish to pause between each activity and ask random people for feedback or a summary of their group’s answers. In the final few minutes of class, explain your grading and testing policy, and decide who will be group leaders for the next class. You may wish to ask for volunteers, choose students who have stood out as confident speakers, or have each group select a leader by, e.g., rock, scissors, paper. Explain that the homework for leaders is to prepare both the Worksheet and Preview page for the given unit. Homework for all other students is that unit’s Preview page only. It is also a good idea to read through the group activities ahead of class and look up any unfamiliar words. If you prefer to follow the course without students making their own worksheets, you may wish to use the Sample Leader’s Worksheets for each unit that can be found in the Teacher’s Guide. (Contact the publisher for a copy.) The lesson plan should be suitable for a 90 minute class. If you have shorter classes, it is advisable to spend 2 classes on one unit.
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In The Driver’s Seat
unit
1 Food Leader’s Worksheet Topic: Food ––Word Quiz ww Think of 5 English words connected to today’s topic. Give a clue and let your
group guess the word. You can also tell them the first letter if they need more help.
1. 2. 3. 4. 5.
Someone who doesn’t eat any meat or fish. (v...............) You use this to heat up food quickly. (m..............) Rice, pasta, and potatoes contain this. It gives you energy. (c...............) A shop that sells many kinds of bread. (b...............) This tells you how to prepare a dish. (r................)
––Quick Questions ww Simple questions with simple answers. Make a note of how many people answer for
each choice.
1. Do you eat breakfast every morning? 2. Have you ever been on a diet? 3. Have you ever made a cake? 4. Which do you prefer, rice or bread? 5. Have you bought food at a convenience store this week? 6. Do you eat more than five kinds of fruit/vegetables a day? 7. Are you a good cook? 8. Have you ever worked in a restaurant? 9. Do you have any cookery books? 10. Do you like to watch TV shows about food?
(Y: (Y: (Y: (R: (Y: (Y: (Y: (Y: (Y: (Y:
/N: /N: /N: /B: /N: /N: /N: /N: /N: /N:
) ) ) ) ) ) ) ) ) )
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––My Story ww Tell a story related to today’s topic. Try to talk for at least 2 minutes. Use this
space to write some keywords to help you tell your story. Your group will ask you questions after listening.
Ideas: •• My favorite restaurant •• Birthday cake •• The best meal I ever had •• My hometown’s special food •• Learning to cook •• My food diary ––Discussion Questions ww Write 5 questions related to today’s topic for your group to discuss.
1. 2. 3. 4. 5. 8
What is the one food you cannot live without? Which region in your country do you think has the best food? Can you recommend a good restaurant? How much money does one person need for food every month? What was the first thing you learned how to cook? In The Driver’s Seat
Leader’s Worksheet Topic: ............................ ––Word Quiz ww Think of 5 English words connected to today’s topic. Give a clue and let your
group guess the word. You can also tell them the first letter if they need more help.
1. 2. 3. 4. 5.
........................................................................ ( ........................................................................ ( ........................................................................ ( ........................................................................ ( ........................................................................ (
) ) ) ) )
––Quick Questions ww Simple questions with simple answers. Make a note of how many people answer for
each choice.
1. .......................................................................... ( 2. .......................................................................... ( 3. .......................................................................... ( 4. .......................................................................... ( 5. .......................................................................... ( 6. .......................................................................... ( 7. .......................................................................... ( 8. .......................................................................... ( 9. .......................................................................... ( 10. .......................................................................... (
Unit 1
/ / / / / / / / / /
) ) ) ) ) ) ) ) ) )
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––My Story ww Tell a story related to today’s topic. Try to talk for at least 2 minutes. Use this
space to write some keywords to help you tell your story. Your group will ask you questions after listening.
––Discussion Questions ww Write 5 questions related to today’s topic for your group to discuss.
1. 2. 3. 4. 5.
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........................................................................................ ........................................................................................ ........................................................................................ ........................................................................................ ........................................................................................
In The Driver’s Seat
Preview Vocabulary Sorting ww Sort these words into the correct groups.
mild juicy sweet fry
sour crunchy boil salty bitter bake grill rich steam sticky chewy simmer soft spicy hard bland
texture
taste
way to cook
Idioms & Expressions 1. Someone who loves eating chocolate and cake is said to have a: (a) sweet tongue (b) sweet tooth (c) sweet mouth 2. If a restaurant says you can “BYOB,” it allows you to: (a) bring your own bottle (b) buy your own beer (c) bake your own bread 3. If I’m not interested in something, I might say that it isn’t: (a) my cup of tea (b) my cup of cocoa (c) my cup of coffee 4. If something is really easy, it is: (a) a bowl of ice cream (b) a cherry pie
(c) a piece of cake
5. If something is bought by many people, it (a) sells like warm bread (b) sells like hot cakes (c) sells like fresh fish Unit 1
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Group Activity 1 Word Association ww Look at the list of words below that describe taste and texture. In your group,
think of a food you associate with each word, e.g., bitter: coffee, bland: tofu.
bitter bland chewy sweet sour sharp salty spicy juicy sticky crunchy rich
Guessing Game ww Now take turns describing a food and ask your group to guess what it is.
For example: “It’s hot and salty. It has a rich taste. It contains noodles, vegetables, and thin slices of meat in a soup. What is it?” (Answer: Ramen)
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In The Driver’s Seat
Group Activity 2 Dinner Party ww You and your group are planning the menu for a dinner party. First think of a
theme, e.g. season, color, or event. Then decide what you will prepare for the starter, main course, dessert, and drinks. ––Theme ––Starter
––Main course
––Dessert
––Drinks
Extra Discussion •• If you lived overseas, what foods would you miss the most? •• What dish reminds you most of your childhood? •• What’s the strangest food you’ve ever eaten? What would you like to eat that you haven’t tried before? Unit 1
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Extra Time Activities Useful Words & Phrases ww Write down some useful words and phrases you have learned from this lesson.
Quiz The Teacher ww Write some questions about today’s topic to ask your teacher.
•• ........................................................................................ •• ........................................................................................ •• ........................................................................................ •• ........................................................................................ •• ........................................................................................
My Rating ww Give yourself a score out of five for each of these. What is your total?
•• Before class preparation •• Listening skills •• Participation
/5 /5 /5
• Speaking in English • Discussion skills • Enjoyed this topic?
/5 /5 /5
Group Leaders ww Write a short summary of how your discussion went. Present this at the end of
class. ............................................................................................ ............................................................................................ ............................................................................................ ............................................................................................
One Minute Challenge: ww How many foods can you think of that start with the letter C in 60 seconds?
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In The Driver’s Seat