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Agenda for 11th June 2019

Time Topic Objectives Materials/Pages

9:00-9:10

(10:40-10:50) Small Talk

Talk about weekend activities and

what you're into these days. p. 3

9:10-9:25

(10:50-11:05)

E-reading

Discussion

Discuss the e-book we have read this

past week. p. 4

9:25-9:30

(11:05-11:10) Venture 3 Goals Confirm goals of Venture 3. p. 5

9:30-9:35

(11:10-11:15) Timeline

Make a timeline of our history of

hobbies and interests. p. 5-6

9:35-9:50

(11:15-11:30)

Details of Hobbies

and Interests

Add details to the hobbies & interests

we were/are into. p. 6-7

9:50-10:00

(11:30-11:40)

Speech on Hobbies

and Interests

Make an impromptu speech on our

hobbies & interests to our partner. p. 8

10:00-10:10

(11:40-11:50) Choose One Topic

Choose one hobby & interest as a

topic for our assessment speech. p. 8-9 & 13-14

10:10-10:20

(11:50-12:00) TOEIC

Practice skills for TOEIC listening

section part 3. p. 11-12

10:20-10:30

(12:00-12:10) Feedback & Close

Reflect on today's class & confirm

details of next week's class. p. 9-10

"Welcome to Venture 3 Week 1"

✓ Speak English.

✓ Don't wait for your teacher.

✓ Watch the time.

"Leader Criteria"

✓ Eye Contact

✓ Clear/Loud Voice

✓ Leader Actively

✓ Involve All

✓ Watch the Time

B1: Venture 3 Week 1

"What are you into?" (Interests) - Basic Speech Techniques

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New or Difficult Words and Expressions (preferably, use an English-English dictionary for definitions).

Words / Expressions Definitions / Usages

e.g. preferably ideally; if possible: he would like a place of his own, preferably outside the town.

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9:00-9:10 / 10:40-10:50 Small Talk

Leaders: "Good morning, everyone. Welcome to Venture 3. In this venture, we will be learning basic

speech skills as we talk about our hobbies and interests. But first, let's start, as we always do, with some

small talk? We will talk about what we did this weekend and also what we are into these days. You can

use the table below if you like. Make sure you ask as many follow-up questions as you can." Work in

pairs and change roles when you're finished.

Student A (SA) Student B (SB)

Morning, <your partner's name>. Morning, <your partner's name>. How're things?

Pretty good, thanks. And you? Not too bad.

So what did you do this weekend? Well, I (describe what you did).

Oh, that sounds (adjectives). (Ask a follow-up

question)

(Answer your partner's question) How about you?

What did you do this weekend?

Well, you know what? I am into (tell one thing you

are into these days). Oh, yeah? Sounds (adjectives)!

And (describe what you did last weekend as part

of what you're into)

Really? That's (adjective). (Ask a follow-up

question)

(Answer your partner's question) (Respond appropriately)

(Develop the dialog together with SB asking follow-up questions, SA answering them)

Um, has the bell rung yet? Yes, it has.

Well, I'd better go to class. Nice to see you. You too, and talk to you soon.

See you. -

Useful Phrases

Ask follow-up questions with:

Who…?

What…?

When…?

Where…?

Why…? /What for...?

How come...?

How…?

Use these "responses":

I see!

Oh, really? / Is that so?

Tell me more (about + topic)!

No way! / You're kidding!

Sounds + (adjective)

That must be nice / fun /tough ...

That must've been nice/fun/tough...

Notes

(Write questions, vocab or notes about your conversation.)

Move on to the next task at 9:10

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9:10-9:25 / 10:50-11:05 E-reading Discussion

Leaders: "Everyone, time to move on to the next topic. The next topic is "E-reading Discussion." Today,

we'll talk about 'Confucianism in China.' In Part A, we will describe an image. In Part B, we will discuss

the story and topic."

Part A: Look at the image below. Describe the image together in your group using full sentences. (Skip

this part if your group thinks it is too easy.)

What do you see?

What is going on in the 'picture'?

Why is that going on?

Anything else you have noticed about the

picture?

Part B: Discuss the following questions in your group. Give examples and reason for your answers.

Weekly E-book Title: 'Confucianism in China'?

Story Questions

1) Who is Confucius and what did he teach back when he was alive?

2) What was the background against which his teachings came about?

3) What was his analysis of the decline of the Zhou dynasty?

4) Do you think his analysis is correct?

Topic Questions

1) "The Master" said, "A youth should be respectful of his elders." Do you agree or disagree?

2) "The Master also said, "Virtue is the root, wealth is the result." Does it make sense to you?

3) "If Confucianism forms the foundation for the Chinese way of thinking and living, what forms the

foundation for the Japanese way of thinking and living ?

4) Who do you think has influenced you most in your life in the way you think and live?

Leaders: Encourage others to ask follow-up questions!

Useful Phrases

I think so, too.

I think you're right.

I agree with you.

I totally agree with you.

I'm afraid I disagree.

I'm sorry but I don't agree with you.

I see it differently.

What makes you thinks so?

What makes you say that?

Sounds interesting.

Notes

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9:25-9:30 / 11:05-11:10 Goals of Venture 3

Leaders: "OK, let's move to the next topic. We will take a quick look at the criteria, task and procedure

of the assessment in this venture. <Name>, can you read aloud the task?" After he/she has read them,

thank him/her and ask a next person to read the criteria, and then another person to read the

procedure. (The procedure part can be left out since it will be confirmed in the 3rd week.)

Assessment Task:

1. Give a speech on what you are/were into, why you are/were into it, and how you got into it.

2. Field questions put to you by the audience after your speech.

Basic Speech Criteria: The speaker should meet all the criteria below to make a successful speech.

Mental Aspect:

1. Enthusiasm: Show a genuine interest in the topic.

Physical Aspects:

2. Eye Contact: Look (not glance) at the audience regularly.

3. Voice: Speak in a loud and clear voice

4. Posture: Keep your back straight, head up, and body steady.

5. Movement: Use gestures, steps, etc. to emphasize the meaning of your words.

Organizational Aspects:

6. Organization: Present your ideas in a logical and understandable way.

7. Introduction: Get the audience's attention with a "hook" at the start, offer a clear thesis statement,

and briefly preview the main points of the speech.

8. Body: Develop the main points in the body well.

9. Conclusion: Summarize the content of the speech effectively and end the speech confidently.

Assessment Procedure:

1. Groups: Speeches are given in two groups combined.

2. Time: Each speech should be for 2 minutes followed by 1 minute of Q&A.

3. MC: The leaders of the week MC the event, keeping it on schedule, introducing the speakers,

thanking them when they have finished talking, getting the audience involved in Q&A, etc.

4. Q&A: The audience is encouraged to ask a few questions after each speech.

5. Feedback: Then a few students may be asked to give feedback on the speeches if time allows.

Leaders: After everyone has finished, say, "Thank you, everyone. Do you have any questions?" You can only

move on when each member of your group has answered, 'No, I'm okay. Thanks.'

9:30-9:35 / 11:10-11:15 Timeline of Personal History of Hobbies and Interests

Leaders: "Now, let's move on to the next topic. We'll be focusing on one kind of hobby or interest we

are/were into in our final assessments, but before focusing on one thing, we will make a 'timeline' of our

personal history of the things we have been into in our life. Let's look at the example timeline below."

Timeline: "History of My Hobbies and Interests"

Makin

g th

ings w

ith

pla

stic b

locks

Rid

ing a

unic

ycle

Card

ga

mes

Nin

tend

o 3

DS

Origam

i

Pla

yin

g t

he p

iano

Pla

yin

g s

occer

on

a loca

l clu

b t

eam

Pla

yin

g t

he g

uitar

in a

ba

nd

Read

ing

bo

oks b

y

Hiro A

rikaw

a

(age) 5 10 15 18

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Leaders: "Now make a timeline of your own."

(age) 5 10 15 18

9:35-9:50 / 11:15-11:30 Details of Hobbies & Interests

Leaders: "Now let's add details to our hobbies and interests, such as from what age to what age, how

long, how absorbed, and why we were into them, how much time we spent a day/week on them, what

the most memorable thing about them was, and what we got out of them as we look back on them.

Hobbies,

Interests

Ages, How

long you did

them.

How you started and stopped doing them, how absorbed you were by

them, why you were into them, how much time you spent a day/week on

them, their highlights, what the most memorable thing about them was,

what you got out of them, which hobby/interest was the most memorable

of all, etc.

Continued on next page.

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Useful Expressions:

start doing ... I started playing soccer when I was 7 or so.

take up ... I took up the piano when I was 5.

get into ... I got into making things with plastic blocks when I was a second grader.

be into ... I'm into listening to music these days.

get hooked on ... I got hooked on origami when I was 6.

fall in love with ... I fell in love with the fun of playing Nintendo's 3DS at the age of 10.

get/become addicted to ... I got addicted to painting when I started junior high school.

come across ... I came across the band by accident.

spend ...on / doing I spent about 10 hours a week for about 3 years riding a unicycle.

get engrossed in I got engrossed in collecting small glass bottles when I was ten.

gradually/suddenly lose

the interest in

I don't exactly know why, but I suddenly lost interest in playing the recorder.

grow out of ... I grew out of the hobby by the time I got into high school.

stop doing something After three years, I stopped internet gaming

... so ... that ... I was just so into these games that I played them until 3 or 4 a.m. every night.

I think I learned ... I think I learned the fun of playing jazz after a few months in the school jazz club.

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9:50-10:00 / 11:30-11:40 Impromptu Speech on Hobbies & Interests with Q&A/Feedback

Leaders: "We will make a short impromptu speech on the hobbies and interests that we have been into

in our life based on the timeline we have just drawn up. Let's work in pairs." Make pairs here: Student A

(SA) and Student B or (SB).

Leaders: "SA, you will make a speech first. You can start and finish your speech like below if you like.

(See 'Starting' and 'Finishing' below.) SB, listen carefully and prepare to ask a few questions after the

speech (Q&A). And finally, SB, please give SA some feedback on their speech. When you're finished,

please swap roles. Does anyone have any questions?" If you have no questions, say, "No, I'm fine." "Good.

Let's start."

Starting: "Let me tell you about the hobbies and interests that I got into in my life. First I got

into ... when I was ten...

Finishing: "These are the things that I have been into in my life so far. Thank you for listening.

Now do you have any questions?"

Notes for Q&A/Feedback

10:00-10:10 / 11:40-11:50 Choose One Hobby/Interest for the Assessment

Leaders: "Good work, everyone. Now let's move on to the next topic. First, we will choose one hobby or

interest on our timeline in the exercise above. Then, we will decide what we can say about the topic using

a 'mind map'."

"Look at the mind map on the next page. Put the hobby or interest you have picked out in the biggest

box in the center. Then, add some main points in the boxes right around the biggest box. And finally, in

the outside boxes, add details to each of these main points. (See the example mind map on the last page

of this booklet.) If you don't want to use this map on the next page, please draw your own map in the

space on page 13 of the booklet and work on it. Start!"

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10:10-10:20 / 11:50-12:00 TOEIC Tactics

Leaders: "Okay, let's move on to the next topic. The next topic is TOEIC. This week, we're going to

practice 'skills for Listening Part 3.' Let's familiarize ourselves with this part by reading the directions for

it. [Name], can you read the directions below?

Directions: You will hear some conversations between two people. You will be asked to answer

three questions about what the speaker say in each conversation. Select the best response to each

question and mark the letter (A), (B), (C), or (D) on your answer sheets. The conversations are not

printed in your test book and will be spoken only one time.

Leaders: After he/she has read aloud the directions, show appreciation by saying, "Thank you, [name]."

Many types of questions appear in this section. Some are 'overview questions' which ask where the

conversation is taking place (location), what the speakers' occupations are (occupation), and what they

are talking about (topic). Also, some are 'detailed questions' which ask reasons or means for something,

what the speakers are doing next, etc. Today we will focus on the 'overview questions.'

Continued on next page.

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There are three things you have to do to get this type of question right.

1) Read the questions first before you listen to the passage.

2) Then identify what these questions are asking.

3) Finally, listen carefully for hints that let you choose the right answer.

Exercise 1: Identifying Questions

Leaders: "Now work in pairs and sort the following questions into: Location Questions (LQ), Occupation

Questions (OQ), and Topic Questions (TQ)."

1. Where does the conversation most likely take place? ( LQ )

2. Who most likely is the man? ( )

3. Where do the speakers most likely work? ( )

4. What kind of events are the speakers talking about? ( )

5. Where does the man work? ( )

6. Where is the conversation taking place? ( )

7. Where most likely are the speakers? ( )

8. What type of business do the speakers work for? ( )

9. Where are the speakers? ( )

10. What are the speakers discussing? ( )

Check your answers together in your group when everyone is finished.

Exercise 2: Role-play & Answering Questions

Leaders: "Now, we will do the following exercise in our group. We will be A, B, C, and D." Point to each

student as you decide who will be A, B, C, and D. "A and B will role-play conversations 1 and 2, and

C and D will answer questions 1 and 2. Then we will switch and C and D will role-play conversations 3

and 4, and C and D will answer questions 3 and 2. Let's start!"

Questions 1: What are they discussing? (Practice Test 1, Part 3, #50 on Page 261)

(A) A car

(B) A movie

(C) A sale

(D) A book

F: Have you read this bestseller by Mark Westbrook?

M: No, I haven't. I don't really enjoy fiction.

F: I think you'd like this one — it's a very fast-paced adventure, and Westbrook has a really wild imagination.

M: Really? Maybe I'll try to read it in June when I'm on vacation. I'm too busy with work right now.

Questions 2: Where are they? (Practice Test 1, Part 3, #62 on Page 263)

(A) In a new apartment

(B) In a store

(C) In a bookstore

(D) In a card shop

F1: Hi Rosa! Did your boss send you down here to get another book of stamps?

F2: No, I'm just filling out a change-of-address card. People are still sending mail to my old apartment.

F1: Oh, then did you get the party invitation I sent you ? For my wedding anniversary on Saturday?

F2: As a matter of fact, I did. You're one of the few people who managed to get my new address.

So, yeah, I'll definitely be there —I wouldn't miss it

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Questions 3: What is Ms. Anspach's occupation? (Practice Test 1, Part 3, #65 on Page 264)

(A) Painter

(B) Photographer

(C) Nurse

(D) Salesperson

M: We've commissioned Ms. Anspach to do a portrait of our CEO for his birthday.

F: But I thought we were going to surprise him. It won't be a surprise if he has to pose for her!

M: Calm down — he won't have to. I took a couple of snapshots of him, and she'll work from the

photograph.

F: Well, all right. But if I were you, I'd let his wife choose the photograph that Ms. Anspach works from.

We want to be sure that he'll like it.

Questions 4: What are they discussing? (Practice Test 2, Part 3, #44 on Page 302)

(A) An audio technician

(B) A painter

(C) A public relations expert

(D) A journalist

F1: I was thinking, for next week's press conference, we should have Mr. Weisberg answer the

reporters' questions.

F2: Absolutely. Even though he's only been here since last month, he's become a real artist at making

the company look good.

F1: Well, that's his job. I just hope the audio setup works better than it did a couple of months ago.

Those buzzing microphones almost drove me crazy!

10:20-10:30 / 12:00-12:10 Sharing, Feedback & Close

Leaders: "Good work, everyone. Now let's quickly look back on today's class. First, fill out the table

below quickly."

Evaluate the performance of yourself/leader; use the following 6-point scale.

Excellent 6 5 4 3 2 1 Very Poor

Self Leader

Eye contact

Big, clear voice

Active leading

Involve all members

Time management

Preparation for class

Leaders: When everyone has finished filling out the table, discuss the contents of the table.

• What did you do well today?

• What do you want to do better next time?

• Finally, what did you learn today?

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Leaders: "Nice work, everyone! Now let's get some feedback from our teacher. <Teacher's name>, can

we have some feedback?"

(Feedback from the teacher)

Leaders: After your teacher hands back over to you, choose a leader for next week. Do it by yourself,

quickly and silently. Don't let the other members decide by "rock, paper, scissors," or "janken."

Leaders: "We are coming to the end of today's lesson. Our leader next week will be <name>. <Name>,

please read next week's Venture Booklet and check the meaning and pronunciation of each word you

don't understand. It will be the leaders' responsibility to answer any questions your group members may

have about the lesson, so don't forget to prepare. And the other members, please also take a look at the

booklet to prepare yourself for the next lesson."

Leaders: "And finally, please make sure to scan and complete this week's QR Code Survey below

before you go. Thank you everyone, and see you next week."

Next week you will have a mini-bibliobattle for 15 minutes after the small talk section. You can

bring a copy of the book you will be talking about whether it is a paper book or a digital book.

Mini-Bibliobattle

Instructions:

1. Introduce a favorite or an interesting book; you can show the book to others if you have it with you.

2. Speak about the book for *2 minutes.

3. Next, discuss the book in your group for 1 minute.

4. After all presentations, all participants will vote for the book they want to read most.

This book will be the "Champion Book of the Day" or "Champu-bon" in Japanese.

*NOTE: Speakers must use the full time: No more, no less

Assignments

1) Online Work on manaba+R

- Do the next set of "manaba+R Online Quizzes" before the deadline.

2) Weekly E-book

- Read the next "Weekly E-book." There will be no discussion next week

on the book. Instead you will have a mini-bibliobattle. (See the

instructions for the mini-bibliobattle above.)

3) Monthly E-reading

- Read at least 10,000 words by the deadline.

4) Bonus E-reading

- Get a bonus point for every 2,500 words you read beyond the "Monthly E-reading" assignment.

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[Draw your own mind-map here]

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Example of Mind Map

Fin

e A

rt

Pa

inti

ng

work

& h

ob

by

ba

lan

ce =

my

goal

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nt

to t

rav

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to s

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ap

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more

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on

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Ja

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1

2

3

4

5

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7

8