Contents...Time Activity Materials Aim 10 Welcome & Greeting Five minute warm up with random light conversation in pairs. Warm up. 10 Housekeeping Attendance. Collect homework business

1

Contents

Introduction ............................................................................................................................. 1

Lesson 1 Introductions & Expectations .................................................................................. 3

Lesson 2 Meeting & Greeting................................................................................................ 6

Lesson 3 Talking About Japan .............................................................................................. 9

Lesson 4 Keep the Conversation Going ............................................................................... 14

Lesson 5 Reading the Menu ............................................................................................... 17

Lesson 6 Restaurant Roleplays ........................................................................................... 19

Lesson 7 Review ................................................................................................................ 22

Lesson 8 Using the Telephone ............................................................................................ 24

Lesson 9 Making Plans ....................................................................................................... 26

Lesson 10 Travel Abroad ...................................................................................................... 31

Lesson 11 Travel Bookings ................................................................................................... 34

Lesson 12 Feeling Unwell ..................................................................................................... 38

Lesson 13 Going to the Doctor ............................................................................................. 41

Appendices ............................................................................................................................. 44

1

Introduction

About the course

The Survival English course is operated through Aichi Prefectural University’s multilingual learning

centre (iCoToBa) as an extra-curricular class. The course is designed to enable students to

communicate in a range of contexts and situations. Through this course, students practice accessing

and utilising the linguistic skills they have already acquired; combining them with communication

strategies to interact naturally, smoothly and confidently in a variety of real life situations.

The course focuses on challenging students to consider the interlocuter and treat communication as

an exchange, focusing on the flow of conversation and communication rather than on their own

linguistic production or comprehension.

The course has three core objectives:

1. To develop effective strategies for dealing with new situations.

2. To acquire useful situation-specific English expressions.

3. To enhance natural communication skills.

The first objective seeks to prepare students for situations they may encounter in Japan or overseas,

encouraging them to find ways to apply linguistic knowledge they already possess to deal with a

range of communicative needs. As learners realise the extent to which their existing knowledge of

English can be applied in various situations, they will hopefully gain confidence in themselves as

communicators. The second objective aims to supplement the linguistic banks of students with

expressions and phrases useful in specific situations. The third goal is perhaps the most important,

emphasising the importance of communicative awareness for effective exchange to occur. Students

tend to place importance on knowing the right words or structures, but more often than not it is the

way in which they deliver those words that will determine the successfulness of communication.

About this book

This book is essentially a teacher’s resource. It provides a comprehensive course, comprising

thirteen lessons designed to be taught in the order in which they are provided. Each lesson plan

includes a summary, objectives, a 90-minute lesson plan, and copiable class handouts. Additional

teacher resources are listed in the appendices. All lesson plans include a ten-minute period at the

end of class in which students reflect on the class and write their reflections in a learning journal for

the teacher to read. This course takes a student-centred approach, with students engaged in English

conversation of some kind for the bulk of class time. In order for this to be effective, a comfortable

1

2

class atmosphere and high level of trust between students and with the teacher needs to be fostered.

Maintenance of a journal is one way to enable students to voice any concerns they may have, and to

allow development of a one-on-one relationship between student and teacher even in classes of a

larger size. A journal template can be found in the appendices.

2

3

Lesson 1 Introductions & Expectations

Lesson Objectives

Students will ~

1) get to know each other and the teacher.

2) work together to begin to create a comfortable cooperative learning environment.

3) gain confidence speaking English in front of each other.

Teaching Plan

Time Activity Materials Aim

15 Welcome

Arrange room so all students can see each other’s faces and are

accessible to the teacher. Teacher & course introduction.

Housekeeping.

15 Brief Student Introductions

Students introduce themselves to the group: name & department.

Introductions.

30 Pyramid Group Discussion

Assign random pairings. Students address the following:

1. Greet each other and re-introduce if necessary.

2. Why are you here today?

3. What do you hope to learn through this course?

4. What types of activities do you think will help you to do this?

After ten minutes form groups of four. Students share their answers

and formulate a summary of group responses. Note on handout and

choose one person to present results. Listen to all groups and note on

board. Compare with teacher ideas and look at syllabus together.

handout

markers

syllabus

Establish

student goals

and allow input

into the course.

20 Decide Group Expectations

Students consider their expectations of themselves, peers and teacher.

Share in groups of four, then summarise main points for the group.

Condense into document on screen/whiteboard. See example in

appendix for possible suggestions.

handout

Establish rules of

comfortable

learning

environment.

10 Homework

Students design a basic business card as per handout.

cards

Prepare card for

future class use.

A comfortable class atmosphere is vital in order to facilitate free conversation in English between

students. This introductory lesson aims to allow students to cooperate in considering how best to

achieve a comfortable class environment. Students are encouraged to begin to get to know each other

better, with low-risk opportunities to begin actively using their English.

3

4

Survival English – Lesson 1 Name: ________________________

Summary of Group Discussion

1. Who is in your group?

2. What reasons do you (all) have for being here today?

3. What do you hope to learn through this course?

4. What types of activities do you think will help you to do this?

Your Ideas

What expectations do you have of the following people in order to establish a great, comfortable

class atmosphere?

yourself

classmates

teacher

4

5

Business Card

Design a business card for yourself. Please include:

- your name

- your grade and department

- a picture of yourself (photo/purikura/hand-drawn picture that looks like you etc.)

- at least one fact about yourself that you are happy to share (quirky details appreciated!)

Be creative!

Here is my “business card” for you:

Fern Sakamoto

iCoToBa Lecturer @ Aichi Prefectural University

This year I have become a big green smoothie drinker! I have one almost every morning for breakfast.

Next week: Meeting and greeting

5

6

Lesson 2 Meeting & Greeting

Lesson Objectives

Students will ~

1) continue to get to know each other and build a comfortable cooperative environment.

2) consider what natural communication looks and sounds like.

3) practice meeting and greeting people for the first time.

Teaching Plan


10 Welcome & Greeting

Five minute warm up with random light conversation in pairs.

Warm up.

10 Housekeeping

Attendance. Collect homework business cards. Use to determine

seating. Make sure all students have syllabus etc. from last week.

syllabus

Housekeeping.

5 Meeting New People

How did students find the opening activity? What lines did they

use to open? Was it easy/hard to start conversations?

Highlight relevance

of today’s material.

10 Opinions

Show the scenario on the screen. Students visualise the situation

and discuss what they would do. Check responses and reasons.

Repeat for second situation. What opening lines could they use?

PPT

Consider the tactics

when meeting

people.

20 Starting a Conversation – meeting for the first time

Students work in pairs. Person A reads a question starter. Person

B must read the best match on his handout. Students write in the

missing information. Check the answers together.

handouts

(A & B)

Find language to

help start

conversations.

15 Starting a Conversation – when you have met before

Students work in pairs to choose the best responses. Take

suggestions on other responses. Check.

Check appropriate

phrases.

10 Fluency Practice

In a circle, students throw the ball with an opening line from

above exercise. Receiver responds appropriately as he catches.

ball

Internalise the

expressions.

10 Self-reflection

Explain the sheet. Complete and submit.

journals

Reflect.

Being able to socialise casually and comfortably in any language is a challenge. Students will practice

introducing themselves to strangers in a social setting. They will consider tone, body language and

topics to talk about as they strive to make a good first impression.

7


Starting a conversation – meeting for the first time A

1. This salad is delicious, ________________________________________?

Are you enjoying ________________________________________?

Sorry, do you ________________________________________?

2. ____________________________________ party, isn’t it?

____________________________________ OK if I join your group?

____________________________________ isn’t it?

Starting a conversation – with someone you have met before

1. Hi. Haven’t we _________________________ before?

a) Yes, I believe we have.

b) Nice to meet you too.

c) Nothing special.

2. Long time, ________________________________.

a) I see you too.

b) It has been a long time.

c) How about you?

3. How’s _________________________?

a) I’m a little sleepy.

b) I worked a lot on the weekend.

c) Good, you?

4. What ________________________ been up to recently?

a) Not much.

b) I’m fine.

c) Great, thanks.

Next week: Talking about Japan

6

7


Starting a conversation – meeting for the first time A

1. This salad is delicious, ________________________________________?

Are you enjoying ________________________________________?

Sorry, do you ________________________________________?

2. ____________________________________ party, isn’t it?

____________________________________ OK if I join your group?

____________________________________ isn’t it?





c) Nothing special.

2. Long time, ________________________________.

a) I see you too.


c) How about you?

3. How’s _________________________?



c) Good, you?


a) Not much.

b) I’m fine.

c) Great, thanks.


7

8


Starting a conversation – meeting for the first time B

1. ____________________________________ mind if I join your group?

____________________________________, have you tried it?

____________________________________ the party?

2. It’s a great _________________________________?

It’s cold out _________________________________?

Hi, my name is XX. Is it _________________________________?





c) Nothing special.

2. Long time, ________________________________.

a) I see you too.


c) How about you?

3. How’s _________________________?



c) Good, you?


a) Not much.

b) I’m fine.

c) Great, thanks.


8

9

Lesson 3 Talking About Japan

Lesson Objectives:

Students will ~

1) learn techniques for starting and stopping conversations.

2) be able to answer questions about Nagoya and Japan fluently and appropriately.

3) continue to focus on keeping conversation light and flowing.

Teaching Plan


10 Welcome & Introduction

Attendance. Rearrange seats in a circle. Students have a quick

chat to introduce themselves to a neighbour. How did they start?

Warm up.

15 Review

Look at last week’s handout and briefly practice fluent responses

to greetings (with ball or otherwise).

L2 handout

ball

Review material

covered last class.

20 Roleplay

Set the scene using slide. After a minute students must find a new

person to engage in conversation. What language did they use to

close the conversations? Look at expressions on handout. Drill.

timer

handout

PPT

Become familiar

with useful

vocabulary.

10 Talking About Japan


and choose what they would do. Talk in pairs and decide what

would be the best thing to do. Share choices.

PPT

Consider how to

deal with questions.

10 Conversation Starters

Students work in pairs to piece together the questions and

answers. Person A should begin by reading a question naturally

(not slowly or with katakana). Person B must read the answer on

his handout. Students write in the missing information. Multiple

repetitions encouraged. Check answers together on the board.

handouts

Students discover

language to help

them respond to

questions about

Japan.

15 Homework

Students should come up with 3 questions they really think might

be asked of them. BRING TO NEXT CLASS.

Prepare for next

class.

10 Reflection journals Reflect.

Japan is likely to be an easy and natural topic for students to talk about if they are abroad. In this unit,

we practice answering questions about Japan casually and simply to provide appropriate information

and keep the conversation flowing.

9

10


Ending a Conversation A

Well, it was lovely speaking with you.

It was nice to meet you. I hope to see you around.

It’s getting late. I should get going.

Let’s talk again soon.

I must be off now. It was nice talking to you.

Talking about Japan

1. Q: How big is your university?

A: ______________________________________________________________________

Q: Are Japanese universities similar to British ones?

A: ______________________________________________________________________

Q: Do you live anywhere near Fukushima?

A: ______________________________________________________________________

2. Q: _____________________________________________________________________?

A: That’s a good question actually. I don’t really think about it, it’s just automatic.

Q: _____________________________________________________________________?

A: Mmm, I guess I feel one a couple of times a year.

Q: _____________________________________________________________________?

A: I haven’t. It’s not so unusual, but it’s pretty expensive.

10

11

Homework

Write three questions that you think people might ask you (about Japan) in the UK scenario.

1. __________________________________________________________________________

__________________________________________________________________________

2. __________________________________________________________________________

__________________________________________________________________________

3. __________________________________________________________________________

__________________________________________________________________________

Next week: Keeping the conversation going. Remember to bring this handout to class!

11

12


Ending a conversation B

Well, it was lovely speaking with you.

It was nice to meet you. I hope to see you around.

It’s getting late. I should get going.

Let’s talk again soon.

I must be off now. It was nice talking to you.

Talking about Japan

1. Q: _____________________________________________________________________?

A: There are about 4,000 students.

Q: _____________________________________________________________________?

A: To be honest, I haven’t really had enough time to look around yet.

Q: _____________________________________________________________________?

A: Not really, it is about 100km away.

2. Q: Why do I always see Japanese people giving the peace sign in photos?

A: ______________________________________________________________________

Q: Do you get a lot of earthquakes there?

A: ______________________________________________________________________

Q: Have you ever eaten puffer fish?

A: ______________________________________________________________________

12

13

Homework

Write three questions that you think people might ask you (about Japan) in the UK scenario.

1. __________________________________________________________________________

__________________________________________________________________________

2. __________________________________________________________________________

__________________________________________________________________________

3. __________________________________________________________________________

__________________________________________________________________________

Next week: Keeping the conversation going. Remember to bring this handout to class!

13

14

Lesson 4 Keep the Conversation Going

Lesson Objectives:

Students will ~

1) revise starting and stopping conversations.

2) continue to practice answering questions about Japan.

3) learn how to navigate difficult topics without “killing” the conversation, using follow-up

questions and clarification strategies.

Teaching Plan


10 Welcome & Warm up

Attendance. Mingle. Students walk and talk about hometowns.

Where are you from? What is it like? 2 x 5-minute conversations.

Warm up & review.

30 Review Roleplay – Before class

Homework was to write three questions about Japan. Half the

class sit, the other half go outside. Each student outside gets the

card of one inside and must go in, take a seat next to him and

strike up a conversation “Hey, I think we met last night, right?”.

Ten minute talk, including the three questions. Switch & repeat.

name cards

homework

Continue to practice

casual greetings

and talking about

Japan.

10 Killers and Keepers

Ask a few difficult questions (see appendices). Introduce strategy

with the handout. Students complete the conversations in pairs.

handout

Learn strategies for

dealing with

awkward questions.

5 Follow up Questions

Sometimes the topic is not difficult, or sensitive, but the

conversation stalls anyway. What can you do to keep it going?

Brainstorm question words. What/when/why/where/how/who.

Consider other

conversation

difficulties.

25 Longer Conversations

Extended conversation in threes. Students think up three

questions they can (but do not have to) use to keep the

conversation flowing/ Twenty-minute talking time.

handout

Practice keeping

conversation

balanced and

flowing.


Students often show a tendency to focus on answering questions, rather than asking them.

Conversation however, is a two-way street and being able to use appropriate responses to show

interest and keep the conversation going is an important social skill. In this class, students practice

using follow-up questions and clarification strategies to maintain balanced conversations.

14

15


Killing and Keeping

Some questions are hard. Perhaps they are embarrassing, or difficult, or uncomfortable, or you just

can’t think of an answer straight away. Are you a killer or a keeper?

Killing Keeping

I don’t know. What do you think?

I’m not sure. What are your ideas?

I have no idea. How about you?

Umm…. How do you feel about it?

I’d rather not say. Why do you ask?

*silence*

Bland answers that don’t really give much information like “it’s OK” or “fine” or “nice” can also kill a

conversation!

Fill in the spaces to demonstrate killing and keeping these conversations:

1. A: Who do you think is the greatest writer in the world?

B: I _______________________________________________________________.

B: I’m not __________________________. What ___________________________?

2. A: How much do you weigh?

B: Ummm……. aahhh….. I’d __________________________________________.

B: I’d rather not say! Why __________________________________?

3. A: What do you think about the current political climate in the world?

B: _______________________________________________________________________.

B: I don’t know a lot about the situation. ___________________________________ideas?

4. A: What do you think of that girl?

B: Umm…ahh…_______________________, she’s right over there!

B: _______________________________________________________________________.

15

16

Follow-up Questions

Longer Conversations

We will break into groups for long, free conversation. Write some questions that could be useful for

prompting discussion.

1. ___________________________________________________________________

2. ___________________________________________________________________

3. ___________________________________________________________________

Next week: Eating out in the UK

16

17

Lesson 5 Reading the Menu

Lesson Objectives

Students will ~

1) acquire basic vocabulary to perform restaurant-related tasks.

2) become familiar with the layout and language in a UK menu.

3) be able to get information and make requests in a restaurant situation.

Teaching Plan


10 Welcome

Warm up chat – restaurants you have been to recently.

Warm up.

10 British Food

Brainstorm in groups and share together.

handout

Introduce the topic.

15 Opinion


and choose what they would do. Call on some students to share

their choices and why. Discuss possible pros and cons.

PPT

Understand the

pertinence of

today’s material.

10 The Menu

What headings would students expect to see on a menu in the

UK?

starter/appetizer/appetizer/entrée

salad/side dish

main course/main dish/entrée/plates

dessert

drinks/beverages

handout

Become familiar

with parts of a

menu.

25 Menu Game

Look at menu. In groups of three, students attempt to answer

questions in a quiz style (see appendices for example materials).

menu

Practice finding

information.

10 Opinion

What would you eat? Group discussion.

menu

Conversation &

consolidation time.


This class allows students to become more familiar with menus and ordering in foreign restaurants.

The focus is on being able to get necessary information to order successfully, rather than on

pre-learning all the possible food vocabulary that may appear in a menu.

17

18


Eating Out

What is your image of UK food?

When you look at a menu written in English, what kinds of headings do you expect to see?

Next week: Restaurant roleplays

18

19

Lesson 6 Restaurant Roleplays

Lesson Objectives

Students will ~

1) continue to acquire basic vocabulary to perform restaurant-related tasks.

2) practice making requests and soliciting detail in a restaurant, using polite phrases.

Teaching Plan


10 Warm up

Conversation about food! Did you eat out this week? Where? etc.

Warm up.

25 Confused Conversation

Look at handout together and explain the task. Students should

work in pairs to order the conversation. Check answers and

practice reading in pairs.

handout

Introduce useful

expressions.

45 Useful Expressions & Roleplay

Read through the expressions together. Set the room up with

tables to resemble a restaurant. Assign half the class as waiters

and half as customers who will be dining alone. Waiters wait near

entrance as customers enter and serve one customer each.

Customers must enter the restaurant, order at least two foods

and one drink, eat, pay, and leave. The waiter will need to assist

the customer, and present a bill at the end. Switch and repeat.

menu

handout

order pad

Learn useful

expressions and

practice in a

roleplay.


Students will practice ordering food and asking questions in a restaurant scene in a polite manner.

Emphasis in this class is on framing simple requests in polite language to make a good impression and

obtain the best possible service.

19

20

Surv

ival

Eng

lish –

Less

on 6

N

ame:

___

____

____

____

____

____

_

In a

Res

taur

ant

This

con

vers

atio

n be

twee

n a

wai

ter

and

cust

omer

is a

ll m

ixed

up.

Num

ber

the

expr

essi

ons

(1-3

3) in

the

corr

ect o

rder

to c

ompl

ete

the

conv

ersa

tion.

The

wai

ter

is t

he f

irst

and

last

per

son

to s

peak

.

Wai

ter

Cus

tom

er

Su

re, w

hat

wou

ld y

ou li

ke t

o kn

ow?

W

hite

, no

suga

r pl

ease

.

17

Of

cour

se. W

hite

cof

fee?

Sug

ar?

10

OK,

and

wha

t is

“bl

ack

pudd

ing”

?

It

’s a

kind

of

saus

age

mad

e fr

om b

lood

. It

’s a

loca

l sp

ecia

lty.

It t

aste

s be

tter

tha

n it

soun

ds!

I re

com

men

d it.

Th

ank

you.

I th

ink

I w

ill g

ive

it a

try.

The

bla

ck p

uddi

ng s

tart

er

and

a Ca

esar

Sal

ad, p

leas

e. C

ould

I h

ave

thos

e to

geth

er?

3 H

ere

is y

our

men

u, I

’ll b

e ba

ck in

a fe

w m

omen

ts t

o ta

ke y

our

orde

r.

Yes,

ple

ase.

Tha

nk y

ou.

W

hat

can

I ge

t fo

r yo

u to

day?

How

abo

ut c

offe

e?

G

ood

afte

rnoo

n Si

r/M

a’am

. Tab

le f

or o

ne?

22

I’ll h

ave

it la

ter

than

ks, b

ut c

ould

I g

et s

ome

wat

er n

ow?

W

e ha

ve a

wid

e va

riety

…so

ft d

rinks

, jui

ces,

hot

drin

ks…

Is t

hat

bott

led?

Is

it po

ssib

le t

o ju

st g

et t

ap w

ater

?

O

f co

urse

, her

e yo

u ar

e. T

hat

is £

20.8

5 in

tot

al.

W

hat

is “

dill”

?

9 D

ill?

Oh,

you

are

look

ing

at t

he S

mok

ed S

alm

on s

tart

er?

Dill

is a

kin

d of

her

b.

W

hat

kind

of

drin

ks d

o yo

u ha

ve?

H

ow w

as y

our

mea

l with

us

toda

y?

32

Her

e yo

u ar

e, t

hank

you

ver

y m

uch.

Co

me

agai

n so

on!

4 Th

ank

you.

Ce

rtai

nly.

So

that

’s th

e Bl

ack

Pudd

ing,

a C

aesa

r Sa

lad,

and

a c

offe

e. T

hat w

on’t

be lo

ng.

O

h..O

K. T

hat’s

fin

e th

en, n

o w

ater

.

27

Sorr

y ab

out

that

.

……

Her

e is

you

r co

ffee.

Can

I c

lear

you

r pl

ate

for

you?

6

Actu

ally

, I h

ave

a fe

w q

uest

ions

.

13

Cert

ainl

y. W

ould

you

like

to

orde

r a

drin

k?

20

Than

k yo

u.

I’m

afr

aid

we

don’

t se

rve

tap

wat

er.

Ye

s, fo

r on

e pl

ease

.

H

ere

is y

our

star

ter

and

sala

d. W

ould

you

like

me

to b

ring

your

cof

fee

now

? 30

It

was

love

ly, t

hank

you

. Cou

ld I

hav

e th

e bi

ll?

23

Min

eral

wat

er?

20

21

Use

ful C

usto

mer

Exp

ress

ions

Ente

ring

I

have

a r

eser

vatio

n fo

r Sa

kam

oto.

Coul

d I

have

a t

able

for

two

plea

se?

Ord

erin

g

M

ay I

hav

e a

men

u, p

leas

e?

Co

uld

you

tell

me

wha

t gu

acam

ole

is?

W

hat

kind

of

drin

ks d

o yo

u ha

ve?

D

o yo

u ha

ve a

ny s

peci

als

toda

y?

W

hat

do y

ou r

ecom

men

d?

Co

uld

I ha

ve t

he C

ajun

Chi

cken

San

dwic

h, p

leas

e?

Co

uld

you

expl

ain

wha

t ch

unky

rat

atou

ille

veg

is?

Co

uld

I ha

ve O

’Con

nell’

s Sa

lad

with

out

wal

nuts

, ple

ase?

Is

it p

ossi

ble

to ju

st g

et t

ap w

ater

?

Pay

ing

Co

uld

I ha

ve t

he b

ill, p

leas

e?

D

o yo

u ac

cept

cre

dit

card

s?

Ch

eck,

ple

ase.

Nex

t w

eek:

Gia

nt r

olep

lay

to r

evie

w m

eetin

g an

d gr

eetin

g, k

eepi

ng t

he c

onve

rsat

ion

goin

g an

d or

derin

g in

a r

esta

uran

t. R

evie

w y

our

hand

outs

!

21

22

Lesson 7 Review

Lesson Objectives:

Students will ~

1) review techniques and language for getting to know people, maintaining conversation and

ordering in a restaurant.

2) practice applying their skills in a realistic communicative situation.

Teaching Plan


10 Warm up

Quick talk: What is your favourite food? If you could have

anything for lunch today, what would it be? Keep this brief.

Warm up.

15 Review

Students brainstorm in pairs for five minutes. Looking over

previous handouts is encouraged. Share key points briefly.

handouts

Revise.

55 Talking

Giant role play. Explain situation using handout. Teacher will be

waitress. Emphasise the realistic nature of the roleplay. The

majority of interactions should be between students rather than

with the teacher.

When students are ready, start roleplay. All students leave and

then come into the “restaurant”. Teacher to meet at door and

guide them. See appendices for sample menus and materials.

menu,

blackboard,

order pad

Realistic role play to

incorporate skills

and language

learned in all

previous classes.


This class marks the half-way point in the course and is an opportunity for students to revisit and

practice using all of the skills and expressions covered thus far in the course in an extended role-play.

22

22

Lesson 7 Review

Lesson Objectives:

Students will ~

1) review techniques and language for getting to know people, maintaining conversation and

ordering in a restaurant.

2) practice applying their skills in a realistic communicative situation.

Teaching Plan


10 Warm up

Quick talk: What is your favourite food? If you could have

anything for lunch today, what would it be? Keep this brief.

Warm up.

15 Review

Students brainstorm in pairs for five minutes. Looking over

previous handouts is encouraged. Share key points briefly.

handouts

Revise.

55 Talking

Giant role play. Explain situation using handout. Teacher will be

waitress. Emphasise the realistic nature of the roleplay. The

majority of interactions should be between students rather than

with the teacher.

When students are ready, start roleplay. All students leave and

then come into the “restaurant”. Teacher to meet at door and

guide them. See appendices for sample menus and materials.

menu,

blackboard,

order pad

Realistic role play to

incorporate skills

and language

learned in all

previous classes.


This class marks the half-way point in the course and is an opportunity for students to revisit and

practice using all of the skills and expressions covered thus far in the course in an extended role-play.

23


What have we learned so far?

What do you think is the most important point to remember in each of the situations below? Think

back on our classes, discuss, and write a few sentences to summarise.

Meeting People for the First Time

Meeting Again – and chatting

Talking About Japan

Keeping or Killing the Conversation

Ordering in a Restaurant

Giant Role Play!

Use all of the points above in today’s roleplay. Here is the situation:

You are in Australia. You arrived a week ago, and met some of your classmates at a welcome party.

You have also had a few classes together, but you don’t know each other so well yet. Today you are

all going to lunch in a café together. Your teacher called and made a reservation for you – her name

is Elizabeth Jones. Enjoy eating and talking!

Next week: Talking on the telephone

23

24

Lesson 8 Using the Telephone

Lesson Objectives:

Students will ~

1) be able to invite, and accept or refuse invitations politely.

2) be able to use appropriate language and stalling strategies for telephone fluency.

3) be able to confirm details such as time and place.

Teaching Plan


10 Warm up

Use business cards to allocate seats randomly. Students talk

about an activity/outing that they recently planned with friends.

Warm up, introduce

topic.

20 Introduction

Use screen to introduce today’s scenario. Students briefly discuss

opening lines. Share. Look at the options on the screen. Students

attempt the full conversation. Switch and repeat.

PPT

Introduce topic,

review available

language.

35 Sample Conversation

Students look at handout and consider possible language. Listen

to conversation (see appendices for script) several times, with

time for conversation in between. Share and discuss answers.

handout

listening file

Practice recognising

phrases in natural

conversations.

15 Useful Expressions

Have students read out the expressions and check understanding.

Brainstorm expressions for inviting, accepting and declining. (See

appendces for examples.)

handout

Provide useful

language.


This class focuses on casual telephone communication. Students listen to a natural conversation and

identify some idioms and conversational slang, then practice inviting and responding to invitations on

the telephone. Emphasis is on fluency rather than accuracy, and on the need to continue “making

noise” to avoid awkward telephone silence.

24

24

Lesson 8 Using the Telephone

Lesson Objectives:

Students will ~

1) be able to invite, and accept or refuse invitations politely.

2) be able to use appropriate language and stalling strategies for telephone fluency.

3) be able to confirm details such as time and place.

Teaching Plan


10 Warm up

Use business cards to allocate seats randomly. Students talk

about an activity/outing that they recently planned with friends.

Warm up, introduce

topic.

20 Introduction

Use screen to introduce today’s scenario. Students briefly discuss

opening lines. Share. Look at the options on the screen. Students

attempt the full conversation. Switch and repeat.

PPT

Introduce topic,

review available

language.

35 Sample Conversation

Students look at handout and consider possible language. Listen

to conversation (see appendices for script) several times, with

time for conversation in between. Share and discuss answers.

handout

listening file

Practice recognising

phrases in natural

conversations.

15 Useful Expressions

Have students read out the expressions and check understanding.

Brainstorm expressions for inviting, accepting and declining. (See

appendces for examples.)

handout

Provide useful

language.


This class focuses on casual telephone communication. Students listen to a natural conversation and

identify some idioms and conversational slang, then practice inviting and responding to invitations on

the telephone. Emphasis is on fluency rather than accuracy, and on the need to continue “making

noise” to avoid awkward telephone silence.

25


J: Hello?

B: Hello. Is Jill ________________________ please?

J: ____________________________________.

B: Oh hi, Jill. _____________________ Bill. What _________________________ up to recently?

J: Not _______________________________. You?

B: Oh, you know, this and that. Actually, I’m ________________________________________ this

evening. Are you _______________________?

J: ___________________________________, I’m free.

B: ____________________________________ eaten?

J: Not _________________________ we go out and ____________________________ to eat?

B: Sounds _____________________ to me. Meet __________________________ at the station?

J: Sure. See you _________________________ in about ten minutes.

B: Great. Bye for ____________________.

Beginning a call

Is that ~? Could I speak to ~? Is ~ there?

This is ~. Speaking. Sure. Just a moment.

Opening a conversation

Are you free to talk now? What have you up to?

I’m calling to see if ~. How have you been?

Ending a call

Well, I’d better let you go. It was good talking to you.

Great. I’ll see you tomorrow. Thanks for calling.

Inviting Accepting Declining

Next week: Real telephone conversations - review today’s lesson & bring your cell phone!

25

26

Lesson 9 Making Plans

Lesson Objectives:

Students will ~

1) make plans with friends by telephone, confirming details such as time and date.

2) practice using appropriate language for telephone calls.

3) identify unique challenges presented by telephone communication.

Teaching Plan


10 Warm up

Use business cards to allocate seats randomly. Warm up chat

about the weekend.

Warm up.

10 Review

Review phrases from L8 using blanked sentences on board.

L8 handout

Review.

30 Roleplay 1

First activity on handout. Students mark their preferences on

handout. Encourage reference to L8 handout. Arrange receivers

in a line of chairs with empty chairs next to them. Callers choose a

vacant seat and “call” that person. Receiver should accept or

decline based on preferences. If accepting use schedule to plan.

Finish conversation & caller moves to another person.

handout

Practice telephone

conversations and

making plans.

30 Roleplay 2

Students divide into A and B. Each student writes his group (A or

B) and telephone number anonymously on a scrap of paper.

Collect these. A group will call first. Give each student a card for a

B student, and a B group number at random. Students call the

number on the paper and ask for the student on the card. B group

should pass phones as necessary. Make plans. Give B group

phone numbers and cards from A and reverse the roleplay.

extra room,

mobile

phones,

paper,

scissors

Authentic practice.


In this class, students use their mobile phones to attempt genuine telephone conversations. Using their

own schedules as a base, students practice calling each other and making plans, relying entirely on

their voices to communicate and confirm meaning.

26

26

Lesson 9 Making Plans

Lesson Objectives:

Students will ~

1) make plans with friends by telephone, confirming details such as time and date.

2) practice using appropriate language for telephone calls.

3) identify unique challenges presented by telephone communication.

Teaching Plan


10 Warm up

Use business cards to allocate seats randomly. Warm up chat

about the weekend.

Warm up.

10 Review

Review phrases from L8 using blanked sentences on board.

L8 handout

Review.

30 Roleplay 1

First activity on handout. Students mark their preferences on

handout. Encourage reference to L8 handout. Arrange receivers

in a line of chairs with empty chairs next to them. Callers choose a

vacant seat and “call” that person. Receiver should accept or

decline based on preferences. If accepting use schedule to plan.

Finish conversation & caller moves to another person.

handout

Practice telephone

conversations and

making plans.

30 Roleplay 2

Students divide into A and B. Each student writes his group (A or

B) and telephone number anonymously on a scrap of paper.

Collect these. A group will call first. Give each student a card for a

B student, and a B group number at random. Students call the

number on the paper and ask for the student on the card. B group

should pass phones as necessary. Make plans. Give B group

phone numbers and cards from A and reverse the roleplay.

extra room,

mobile

phones,

paper,

scissors

Authentic practice.


In this class, students use their mobile phones to attempt genuine telephone conversations. Using their

own schedules as a base, students practice calling each other and making plans, relying entirely on

their voices to communicate and confirm meaning.

27


Making Plans Caller

You are on holiday next week. What do you want to do? Choose ten things.

___ study English ___ go shopping ___ watch a soccer match ___ go bowling

___ hang out in Osu ___ watch a DVD ___ go to a rock concert ___ see a movie

___ have a barbecue ___ go for a drink ___ meet for a coffee ___ play golf

___ go to USJ ___ go skiing ___ go to a museum ___ have dinner

___ do karaoke ___ try pottery ___ learn how to blow glass ___ go to the zoo

Call your classmates and make plans. Write who/what/when/where in your schedule below.

Monday Tuesday Wednesday Thursday Friday

Fern

who

see a movie

what

1:00pm

when

Midland

Square Cinema

where

who

what

when

where

afternoon evening

27

28


Making Plans Receiver

You are on holiday next week. Your friend wants to hang out. Choose 5 things you don’t really want

to do.






Your classmate will call. If s/he ask you to do one of the things you checked above, make an excuse.

If you are interested, decide the details and write who/what/when/where in your schedule below.


Fern

who

see a movie

what

1:00pm

when

Midland

Square Cinema

where

who

what

when

where

evening afternoon

28

28


Making Plans Receiver

You are on holiday next week. Your friend wants to hang out. Choose 5 things you don’t really want

to do.






Your classmate will call. If s/he ask you to do one of the things you checked above, make an excuse.

If you are interested, decide the details and write who/what/when/where in your schedule below.


Fern

who

see a movie

what

1:00pm

when

Midland

Square Cinema

where

who

what

when

where

evening afternoon

29

A

Consider your REAL schedule this week. When are you free? When can’t you hang out? Write a few

notes in the schedule to help you remember when you are on the phone.

(today) (tomorrow)

morning

afternoon

evening

You will have two conversations. Write down the plans that you make below:

① You are the caller.

Who:

What:

When:

Where:

② You are the receiver.

Who:

What:

When:

Where:

Next week: Talking about travel

29

30

B



(today) (tomorrow)

morning

afternoon

evening


① You are the receiver.

Who:

What:

When:

Where:

② You are the caller.

Who:

What:

When:

Where:


30

30

B



(today) (tomorrow)

morning

afternoon

evening


① You are the receiver.

Who:

What:

When:

Where:

② You are the caller.

Who:

What:

When:

Where:


31

Lesson 10 Travel Abroad

Lesson Objectives:

Students will ~

1) discuss where they would like to go and why.

2) consider pros and cons of various destinations and be able to use those to speak

persuasively.

Teaching Plan


10 Warm up

Students discuss travel experience to date.

Warm up.

15 Where in the world

Students discuss landmarks on the screen in pairs, thinking about

what they are called, where they are, and what they know about

them. (Use images of any famous landmarks here to prompt

discussion.) Share information.

PPT

Become familiar

with landmarks in

English.

30 Conversation

Students discuss where they would like to go, and why. Keep the

conversation going with responses, extra information, follow-up

questions etc. Mix pairs and repeat. Students talk to three people

(7 minutes per conversation). After they are done students write

about their friends’ responses. As much as they can recall and

write in 4 minutes. Call on some students to share.

handout

Practice keeping the

conversation

flowing. Check

comprehension &

retention.

20 Being Persuasive

Use handout to consider possible pros and cons of various

destinations. Give each student pair a picture of a place (internet

images are perfect). Brainstorm some pros and cons for that

place. Switch pictures.

pictures

Prepare to talk.

20 Conversation

Students write some pros and cons for place they want to visit.

Make pair with someone who has a different ideal destination.

Make plans for summer holiday travel together. Use example

expressions on handout if useful, and try to convince partner.

pictures

Practice speaking

persuasively and

making

compromises.


In this class students are encouraged to bring depth to conversations by expressing their opinions and

providing reasons to support them. Students practice discussing pros and cons.

31

32

Survival English – Lesson 10 Name: ____________________

Going Abroad

Where do your friends want to go and why? Write as much as you can remember from

your conversations.

ex. Jane wants to go to America because she wants to see the Statue of Liberty and go shopping in

New York. She…

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

Pros Cons

It’s .. (nice and cool / fun / relaxing / cheap /

near)

It’s .. (boring / crowded / too far / very cold)

There is/are .. (lovely scenery / lots to see /

many things to do)

There is/are .. (nothing to do / too much

pollution / too many mosquitos)

We can .. (swim / ski / try Mexican food) We can’t (swim / drink the water there)

32

32

Survival English – Lesson 10 Name: ____________________

Going Abroad

Where do your friends want to go and why? Write as much as you can remember from

your conversations.

ex. Jane wants to go to America because she wants to see the Statue of Liberty and go shopping in

New York. She…

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

Pros Cons

It’s .. (nice and cool / fun / relaxing / cheap /

near)

It’s .. (boring / crowded / too far / very cold)

There is/are .. (lovely scenery / lots to see /

many things to do)

There is/are .. (nothing to do / too much

pollution / too many mosquitos)

We can .. (swim / ski / try Mexican food) We can’t (swim / drink the water there)

33

Planning Your Holidays

Destination:

Pros Cons

Conversation

A: What do you want to do in the holidays?

B: …..

Making suggestions

How about ~? You/We could ~ What do you think about ~?

Don’t you think ~? Why don’t you/we ~?

Showing preferences

I’d rather ~ I’d prefer to ~ I like ~ better.

Next week: Making travel bookings – review telephone language and bring your mobile phone!

33

34

Lesson 11 Travel Bookings

Lesson Objectives:

Students will ~

1) be able to ask for details on the telephone.

2) be able to make reservations and confirm plans on the telephone.

3) review pronunciation of large numbers and learn tips for being understood on the

telephone.

Teaching Plan


10 Warm up

(Choose a timely topic.)

Warm up.

5 Brochure & numbers

Look at travel agency brochure. Practice reading numbers. (See

appendices for brochure sources.)

brochure

Practice reading

numbers.

20

Discussion

In pairs, students need to decide where they will go together, and

the dates that they wish to go there. Write destination, preferred

dates, passport number & name into booking details. (See

appendices for online calendar resources).

handout

calendar

Practice discussing

pros and cons and

making decisions.

35 Roleplay

Two groups. Collect phone numbers for each group. Go through

possible language with travel agents. Customers to consider what

language to use in the meantime. Travel agents write in some

sold-out dates on their handout. Students call travel agents and

make booking. Students and agents write down booking details.

Compare booking details afterwards.

phones

Telephone practice!

10 Spelling Tips

Reference numbers are often difficult to hear over the phone.

Introduce using words to illustrate alphabet letters. A for apple

etc. Students make reference numbers and recite to each other

using this method.

Tips for easier

communication.


This class allows students to bring together their discussions about travel and telephone skills practiced

in class, requiring them to use telephones to make travel bookings. Students will consider appropriate

language for business transactions, and also the types of details necessary for telephone bookings.

34

34


Lesson Objectives:

Students will ~

1) be able to ask for details on the telephone.

2) be able to make reservations and confirm plans on the telephone.

3) review pronunciation of large numbers and learn tips for being understood on the

telephone.

Teaching Plan


10 Warm up

(Choose a timely topic.)

Warm up.

5 Brochure & numbers

Look at travel agency brochure. Practice reading numbers. (See

appendices for brochure sources.)

brochure

Practice reading

numbers.

20

Discussion

In pairs, students need to decide where they will go together, and

the dates that they wish to go there. Write destination, preferred

dates, passport number & name into booking details. (See

appendices for online calendar resources).

handout

calendar

Practice discussing

pros and cons and

making decisions.

35 Roleplay

Two groups. Collect phone numbers for each group. Go through

possible language with travel agents. Customers to consider what

language to use in the meantime. Travel agents write in some

sold-out dates on their handout. Students call travel agents and

make booking. Students and agents write down booking details.

Compare booking details afterwards.

phones

Telephone practice!

10 Spelling Tips

Reference numbers are often difficult to hear over the phone.

Introduce using words to illustrate alphabet letters. A for apple

etc. Students make reference numbers and recite to each other

using this method.

Tips for easier

communication.


This class allows students to bring together their discussions about travel and telephone skills practiced

in class, requiring them to use telephones to make travel bookings. Students will consider appropriate

language for business transactions, and also the types of details necessary for telephone bookings.

35


Holiday Time!

1. Look at the flights and decide where you will go.

2. Use the calendar to decide when you will depart from and return to Japan.

Customer Booking Record

Name: ________________________________________________ (your full name)

Passport Number: _______________________________________ (you can make it up!)

Destination: ____________________________________________

Preferred Departure Date: ________________________________________

Preferred Return Date: ___________________________________________

Actual Departure Date: ________________________________________

Actual Return Date: ___________________________________________

Total Cost: ____________________________________

Booking Reference Number: ___________________________

Book your trip!

I’d like some information about ~

I’d like to make a reservation for ~

I’d like to book ~

I’d like to depart on …. and return on ….

Could you tell me how much the flight to ~ is?

What airline is that?

Does that include tax?

What is the total cost, including all taxes?

Could you repeat that, please?

35

36

Travel Agent Booking Record

Name: ________________________________________________

Passport Number: _______________________________________

Destination: ____________________________________________

Departure Date: ________________________________________

Return Date: ___________________________________________


Next week: Feeling unwell

36

36

Travel Agent Booking Record

Name: ________________________________________________

Passport Number: _______________________________________

Destination: ____________________________________________

Departure Date: ________________________________________

Return Date: ___________________________________________


Next week: Feeling unwell

37

Travel Agency

Destination Sold Out Dates Airline Flight Taxes Total Cost

Seoul Korean Air ¥4,000 ¥5,000 ¥9,000

Taipei ANA ¥19,600 ¥1,000 ¥20,600

Beijing China Air ¥23,000 ¥2,000 ¥25,000

Manila Cebu Air ¥19,600 ¥3,000 ¥22,600

Bangkok Thai Airways ¥20,400 ¥2,000 ¥22,400

Denpasar Garuda Indonesia ¥20,400 ¥2,500 ¥22,900

London British Airways ¥50,000 ¥12,000 ¥62,000

Paris Air France ¥50,000 ¥10,000 ¥60,000

Frankfurt JAL ¥50,000 ¥10,000 ¥60,000

Los Angeles Continental ¥47,000 ¥9,000 ¥56,000

New York Continental ¥52,000 ¥9,000 ¥61,000

Vancouver Air Canada ¥57,000 ¥6,500 ¥63,500

Sydney Air Asia ¥55,000 ¥0 ¥55,000

Perth Qantas ¥55,000 ¥5,000 ¥60,000

Auckland Air New Zealand ¥66,000 ¥4,000 ¥70,000

Good morning/ Good afternoon. Number One Travel Nagoya, ……… speaking. How may I help you?

Where would you like to go?

When would you like to depart?

When would you like to return?

I’m afraid the flights are sold out on …….

Would you like to try a different date?

There is a flight with ……….

The flight cost is ….

The tax is …..

The total cost is …..

Would you like me to book the flight for

you?

May I have your name, please?

How do you spell that?

May I have your passport number, please?

Your booking is complete. Your booking

reference number is ………

Thank you for calling.

37

38

Lesson 12 Feeling Unwell

Lesson Objectives:

Students will ~

1) review language related to health and the body.

2) learn how to describe symptoms and injuries.

3) acquire medical vocabulary they are likely to hear from a doctor.

Teaching Plan Time Activity Materials Aim

5 Housekeeping

Reflections back, attendance, seating.

Housekeeping.

10 Pair Discussion

Warm up by discussing one or two of these:

Are you a healthy person?

What do you do to stay healthy?

Perhaps share a story or two if students are amenable.

Warm to the topic,

access language.

15 Body

Review of body parts using handout. Check pronunciation of

tricky ones.

handout

Teach necessary

vocabulary.

25 Vocabulary

Have students think back to HS English – what “sickness” words

did they learn? Students match words with pictures. Check

verbally. Practice pronunciation. Drill each other in pairs with

“What’s wrong?”

handout

Learn and practice

pronouncing new

vocabulary.

25 Advice

“Hey, you don’t look so great. Are you OK?”

Students choose one illness or symptom. Roleplay with friends

and get advice. Mix pairs a lot.

handout

Practice talking

casually about

health issues.

10 Reflection

This class reviews and adds to vocabulary for describing symptoms and illnesses. Students practice

describing health problems and giving advice.

38

38

Lesson 12 Feeling Unwell

Lesson Objectives:

Students will ~

1) review language related to health and the body.

2) learn how to describe symptoms and injuries.

3) acquire medical vocabulary they are likely to hear from a doctor.


5 Housekeeping

Reflections back, attendance, seating.

Housekeeping.

10 Pair Discussion

Warm up by discussing one or two of these:

Are you a healthy person?

What do you do to stay healthy?

Perhaps share a story or two if students are amenable.

Warm to the topic,

access language.

15 Body

Review of body parts using handout. Check pronunciation of

tricky ones.

handout

Teach necessary

vocabulary.

25 Vocabulary

Have students think back to HS English – what “sickness” words

did they learn? Students match words with pictures. Check

verbally. Practice pronunciation. Drill each other in pairs with

“What’s wrong?”

handout

Learn and practice

pronouncing new

vocabulary.

25 Advice

“Hey, you don’t look so great. Are you OK?”

Students choose one illness or symptom. Roleplay with friends

and get advice. Mix pairs a lot.

handout

Practice talking

casually about

health issues.

10 Reflection

This class reviews and adds to vocabulary for describing symptoms and illnesses. Students practice

describing health problems and giving advice.

39

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stom

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B a

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h

C d

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hea

D a

hea

dach

e

E a

bloc

ked

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F a

runn

y no

se

G

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H a

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J a

sore

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oat

K di

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Surv

ival

Eng

lish

– L

esso

n 12

Nam

e: _

____

____

____

____

____

__

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I ha

ve ~

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A k

eep

snee

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F

cut

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finge

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ee

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pass

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wis

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ankl

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fain

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M

w

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D

burn

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y fin

ger

I c

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dow

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E ’

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39

40

Bod

y P

arts

Ha

Dis

cuss

Hav

e yo

u ev

er b

roke

n or

spr

aine

d a

bone

?

Do

you

ofte

n go

to

the

doct

or/d

entis

t?

Hav

e yo

u ev

er h

ad a

ser

ious

illn

ess?

An

oper

atio

n?

Do

you

have

any

alle

rgie

s?

Do

you

usua

lly s

tay

hom

e fr

om s

choo

l whe

n yo

u ar

e si

ck?

Did

you

oft

en m

iss

scho

ol w

hen

you

wer

e a

high

sch

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tude

nt?

Whe

n w

as t

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ime

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wer

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ck?

N

ext

wee

k: G

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the

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40

41

Lesson 13 Going to the Doctor

Lesson Objectives:

Students will ~

1) practice describing feelings, symptoms, and cause & effect.

2) be able to understand and give simple medical advice.


10 Pair Discussion

Warm up discussion:

How many hours sleep did you get last night?

How are you feeling today?

Do you think this has been a healthy week for you so far?

Warm up.

15 Treatment & Advice

Refer to handout from last week. Look at the problems. What

would you do? What do you think the doctor would tell you to do?

Try to think up some advice or treatment for each problem. eg.

rest, take some painkillers. Share ideas afterwards.

L12

handout

Review. Consider

necessary English.

10 Handout

Match treatment and advice to pictures in pairs.

handout

Learn new words.

25 Roleplay

Look at handout and go through phrases there. Divide students

into two groups. Doctors sit in their own “office” with a treatment

sheet. Patients take three cards from the teacher, then find a

doctor. Each patient needs to see three different doctors about

three different problems. Switch roles.

illness cards

treatment

sheet

Practice describing

symptoms and

giving advice.

20 Freestyle

Students create their own problem cards. Collect. Distribute to

patients. Roleplay in pairs. Switch and distribute remaining cards.

Autonomous

roleplay.

10 Survey

This is a good opportunity to get student feedback on the course

as a whole, and encourage them to reflect on what they have

achieved. Teachers may wish to design and distribute a simple

survey in the final class.

surveys

Feedback.

Students discuss health issues and come up with possible remedies and cures. A hospital roleplay

requires students to practice describing symptoms; reviewing words learned last week and drawing on

communicative strategies covered through the course.

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Treatment

I’m going to ~

Advice

Please ~

You should ~

A bandage ~ E take your temperature

B put ~ in a cast F give you an injection

C take a blood sample G check your pulse

D take an x-ray H write you a prescription for some ~

A gargle

B ice ~

C take ~ pills ~

D apply ointment to ~

E keep your fluids up

F keep ~ elevated

G use crutches

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42


Treatment

I’m going to ~

Advice

Please ~

You should ~

A bandage ~ E take your temperature

B put ~ in a cast F give you an injection

C take a blood sample G check your pulse

D take an x-ray H write you a prescription for some ~

A gargle

B ice ~

C take ~ pills ~

D apply ointment to ~

E keep your fluids up

F keep ~ elevated

G use crutches

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Doctor Patient

Greet the patient Greet the doctor

Good morning. Good morning.

What seems to be the problem?

How can I help you today? Give details about the problem

I feel ~

Get details about the problem I think I have ~

How long have you had the rash? It has been going on for ~ days.

When did it happen?

How did it happen? Confirm details of treatment

How did you treat it? Should I ~?

Is it OK to drink alcohol?

Explain treatment When should I take the pills?

I’m going to ~ How long should I continue ~?

Give final advice

Please ~

You should ~

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Appendices


Suggestions for class guidelines

Students: Come on time.

Do your homework.

Carry out pair and group work in English.

If you miss a class, catch up by talking to peers or the teacher.

Teacher: Grade homework tasks within a week.

Finish on time.

Everyone: Laugh with (not at) each other.

Listen to each other.

Help each other.

Don’t be afraid to make mistakes!

Sample Journal Template

Survival English Date:

I was prepared for class. Y N

I used a lot of English today. Y N

I participated actively in class. Y N

I was able to understand the teacher. Y N

I enjoyed group/pair work. Y N

I learned something new today. Y N

Score for effort today: /10

Student comment:

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

Teacher comment:

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

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44

Appendices


Suggestions for class guidelines

Students: Come on time.

Do your homework.

Carry out pair and group work in English.

If you miss a class, catch up by talking to peers or the teacher.

Teacher: Grade homework tasks within a week.

Finish on time.

Everyone: Laugh with (not at) each other.

Listen to each other.

Help each other.

Don’t be afraid to make mistakes!

Sample Journal Template

Survival English Date:

I was prepared for class. Y N

I used a lot of English today. Y N

I participated actively in class. Y N

I was able to understand the teacher. Y N

I enjoyed group/pair work. Y N

I learned something new today. Y N

Score for effort today: /10

Student comment:

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

Teacher comment:

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

45

Lesson 4 Keeping the Conversation Going

Suggestions for difficult questions

What is the biggest problem in the world today? Who is the most beautiful girl here? What is your opinion on the policies of the current Japanese government? What do you think we can do to achieve world peace? How many boyfriends have you had in your life? Why is Japan continuing whaling?

Lesson 5 Reading the Menu

Online Menus

http://driverlayer.com/img/menu/127/image

http://casinerina.blogspot.jp/2013/04/menu-posters.html

Example Menu Questions

(Menu from http://www.oconnellsbar.ie/wp-content/uploads/2009/11/Annacotty-new-bar-menu-2.jpg)

How much is the fish and chips? 9.95 How much does it cost to add a side dish to your order? 2.50 What are the sandwiches served with? chips and salad What dressing comes with the chicken salad? sweet grain mustard dressing What is the cheapest item on the menu? soup of the day or anything from lite bites What kind of batter is used for the fish and chips? wasabi and sesame Which salad is safe for vegetarians? O’Connell’s Salad What vegetable is served with the grilled sausages? potato Which menu item is “fresh from the tank”? oysters Does this pub offer dessert? yes What three things do I have to decide if I order a steak? size, mash or chips, kind of butter How much is a chicken sandwich with mushy peas? 10.95 + 2.50=13.45 Lesson 8 Using the Telephone

Sample Expressions

Inviting Accepting Declining

Are you free for dinner tomorrow? We are having a party. Would you like to come? How about seeing a movie tomorrow? So you want to catch up this week? I was wondering if you’d like to see a movie this week.

Sounds good. I’d love to. Sure. Great!

Thanks, but I’m afraid I have to work. I’m sorry, I have other plans that day. I’m busy tomorrow, but how about next week? I’d love to, but I’ve made other plans. I’m not really a fan of movies, what if we have dinner instead? I’m not really up for a party tonight. I don’t really feel like going out tonight.

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Telephone Conversation Script

Jill: Hello?

Bill: Hello. Is Jill there please?

Jill: This is Jill.

Bill: Oh hi, Jill. It’s Bill. What have you been up to recently?

Jill: Not much really. You?

Bill: Oh, you know, this and that. Actually, I’m at a loose end this evening. Are you busy?

Jill: Not at all, I’m free.

Bill: Have you eaten?

Jill: Not yet, why don’t we go out and grab a bite to eat?

Bill: Sounds good to me. Meet you shortly at the station?

Jill: Sure. See you there in about ten minutes.

Bill: Great. Bye for now.


Online calendar resources

http://www.timeanddate.com/calendar/

http://www.calendarlabs.com/

Sample Travel Brochures

Can be screen printed from these travel agencies:

http://www.no1-travel.com/

http://en.statravel.co.jp/

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Telephone Conversation Script

Jill: Hello?

Bill: Hello. Is Jill there please?

Jill: This is Jill.

Bill: Oh hi, Jill. It’s Bill. What have you been up to recently?

Jill: Not much really. You?

Bill: Oh, you know, this and that. Actually, I’m at a loose end this evening. Are you busy?

Jill: Not at all, I’m free.

Bill: Have you eaten?

Jill: Not yet, why don’t we go out and grab a bite to eat?

Bill: Sounds good to me. Meet you shortly at the station?

Jill: Sure. See you there in about ten minutes.

Bill: Great. Bye for now.


Online calendar resources

http://www.timeanddate.com/calendar/

http://www.calendarlabs.com/

Sample Travel Brochures

Can be screen printed from these travel agencies:

http://www.no1-travel.com/

http://en.statravel.co.jp/

0

執筆者

坂本ファーン（英語担当）

イラスト

小久保菜々

年月発行

発行：愛知県立大学（多言語学習センター）

〒 − 愛知県長久手市茨ヶ廻間－棟階

本教材は、愛知県立大学グローバル人材育成推進事業の

成果の一部として刊行された。

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Documents

Contents...Time Activity Materials Aim 10 Welcome & Greeting Five minute warm up with random light conversation in pairs. Warm up. 10 Housekeeping Attendance. Collect homework business