Thursday, April 26, 2007

Games for Single Student Lessons - What am I doing?

This game requires both the student and teacher to make guesses about each other's schedules. The main idea is to take turns guessing what a party is doing at any given time of the day. It requires both parties to imagine the time and day are different than they presently are.

The first person makes a statement about a day of the week and a time of day such as, "it's Saturday at 8:00 a.m." and then follows up with the questions, "what am I doing?" The person who is guessing speculates about what the other party is doing at 8:00 a.m. on a Saturday. If the guess is correct on the first attempt, that person gets 3 points. If it is wrong, he makes another guess. If the second guess is correct, he gets 2 points. If it is wrong, a final guess is made and 1 point is given if it is correct. If it is wrong, the correct activity is revealed.

For example:

Teacher: It's 1:00 p.m. on Tuesday. What am I doing?
Student: You are eating lunch.
Teacher: No, I'm not. Please try again.
Student: You are teaching.
Teacher: Yes, I am. You get 2 points! Very good!

Explaining the game to the student:

The teacher should tell the student they will play a game where they talk about their usual schedules. As an example, the teacher can say the current time and ask the student what she's doing (e.g., "It's 5:00 p.m. What am I doing?"). The student should be able to easily answer, "you are teaching me." Sometimes students have problems with self-referential questions so the teacher may have to correct some problems with "I/you" usage.

After this example, the teacher should tell the student to imagine it is a different day of the week and it is noon (or another time). Assert the time and day you have chosen then ask "what am I doing?" If the student is confused, impress that he should imagine it is not today and to think about your schedule. It is usually better to use the word "imagine" rather than "pretend" with students as they are more familiar with it.

For the first few guesses, it is best to use times with easily predictable scheduled activities so the student is successful and gets the hang of the game quickly. Here are some times which are good to start off with:
  • meal times (noon, 7:00 a.m. for breakfast, 7:00-8:00 p.m. for dinner)
  • late at night when most people are asleep (4:00 a.m.)
  • usual working hours (10:00 am, 3:00 p.m.)
The teacher does need to explain the game's scoring. Writing each person's name on a piece of paper or the white board and writing the score with hash marks as correct guesses are made will make it clear. Only the teacher should keep score. The student need not be bothered.

Purpose of the game:

The purpose of this game is to practice a variety of phrases and concepts. It allows the student to practice using "a.m./p.m." as well as prepositions used with days ("it's 12:00 a.m. on Monday"). It is also a good way to practice the present progressive verb tense and everyday vocabulary. It also functions as a way for the teacher and student to either get to know each other or to gauge how well they know each other.

Classroom use:

This game is a good way to review or reinforce the present progressive verb tense, talking about schedules and days, and simply a nice way to talk about daily life outside of the usual question and answer format.

Cultural Discussion - Geocaching

Cultural Discussion - Geocaching

Do you have any hobbies that use technology?

List some hobbies that use technology:

________________________________

________________________________

________________________________

List some hobbies that do not require technology:

________________________________

________________________________

________________________________

Do you think hobbies that use technology are more or less interesting than those which are old-fashioned and do not use it? Why? Why not?

Geocaching:

Technology has created a new hobby that has become popular worldwide. This hobby is called “geocaching”. Have you ever heard of this hobby?

Geo:

If you haven't heard of this hobby, try to guess at what the word might mean. First, think of some other words that contain “geo”:

1. ________________________________

2. ________________________________

3. ________________________________

If you can’t think of any words, some are listed in the FYI (For Your Information) section at the end of the lesson. Do these words have anything in common?

Can you guess what “geo” means after thinking about words that have "geo" in them?

_______________________________________________________________

Cache:

The word “cache” means valuable or useful things which are hidden.

Here are some example sentences with the word “cache” to help you understand it better:
  • My grandfather kept a cache of money and food in his garage for emergencies.
  • The thief found Mary’s cache of jewelry under her bed and took it.
  • George’s cache of rare coins was found in a box buried in his backyard.
  • Everyone should have a cache of emergency items in case of an earthquake.
Do you have any type of cache in your home or near your home?

Is a "tansu yokin" a kind of cache? Why? Why not?

Try to make your own sentence using the word "cache".

Now that you know what “geo” and “cache” mean, what do you think “geocaching” is? Try to guess even if you are not sure. Use your imagination.

_______________________________________________________________

Looking at a Geocache:

Here is a picture of a geocache:

Teachers: Click on this picture to get a bigger one which is easier to see and print.

Describe the picture above.

Explanation:

Geocaching is a type of modern treasure hunting. A container which holds items ("treasure") is a "geocache". The items are put there by people who find the box and look inside of it. People who do this hobby find the box and take one item from it and put another item in it. The item a person puts in the box should be of the same or greater value than the item they take. These types of items are often put in a geocache:
  • CDs
  • coins
  • small toys
  • buttons
  • key chains
There is also a notebook in the geocache so that people can write some notes about themselves or their travel to find the geocache.

People who do geocaching as a hobby use a GPS (Global Positioning System) to find a geocache. This box is usually waterproof and placed where it will not be easily found or disturbed. There is a web site which lists the coordinates to enter into a GPS to find these "treasures".

What kind of items do you think would be good to put inside of a geocache?

What about you?
  • Now that you know what geocaching is, do you think it is a hobby that you would enjoy? Why? Why not?
  • Do you think it would be popular in Japan? Why? Why not?
  • Do you think there is anything dangerous about this hobby?
  • Do you think a geocache would be stolen or damaged if found by a stranger who didn't know what it was?
FYI:

Here are some words that contain “geo”:
  • geography
  • geopolitical
  • geological
  • geochemical
  • geology
For more information, visit the Wikipedia English entry about geocaching here. Or, you can read the Wikipedia Japanese entry about geocaching.

“Geo” means “earth”.

This material is (c) The Home Sensei

Impact Issues - Teacher's Notes

Impact Issues Teacher's Notes
Lesson 6 – Traffic Jam

Comprehension questions:
  1. What problem do many countries have? (traffic jams)
  2. What environmental problem does driving a car cause? (air pollution)
  3. Does Singapore have a traffic problem? (No.)
  4. What is the air like in Singapore? (It’s clean.)
  5. How long does it take to drive to the airport in Singapore? (15 minutes)
  6. How has Singapore managed to control the air pollution and traffic? (they made it expensive to own and drive a car/require a permit)
  7. How much does it cost to buy a 10-year permit to drive a car? ($75,000)
  8. How much are import taxes on cars? (195%)
  9. How much might a car cost in Singapore? (over $250,000)
  10. If drivers want to go downtown, what must they do? (pay)
  11. Is gasoline cheap or expensive? (expensive) Why? (it’s taxed greatly)
  12. Do you think Singapore’s solution would work in Tokyo? Why? Why not?
  13. What is necessary in cities where owning a car is very expensive? (very good public transportation)
Opinion questions (all followed by why/why not?):
  • Do you think other cities should do as Singapore has done? Why? Why not?
  • Do you think it is necessary to own a car in Tokyo? If not, why not? Is so, why?
  • What kind of people really need cars?
  • What kind of people don’t need cars?
Homework:

Write an essay about your ideas for reducing air pollution caused by cars.

This material is (c) The Home Sensei

Cultural Discussion - Twixters

Note: This entry was updated on April 26, 2007 to add more Japanese into the list of terms.

Cultural Discussion - Twixters


Explain what each of the following words mean in Japanese culture:
  • freeter (フリーター)
  • parasite single (パラサイトシングル)
  • “loser dogs” (まけいぬ, 負け犬)
  • obatarian (オバタリアン)
  • D.I.N.K.
  • “Christmas cake” (クリスマスのケーキ)
  • hikkomori (ひきこもり)
Are there any other age- or lifestyle-related terms for people in Japan?

Why do you think we create these kinds of words?

In your opinion, do they have a positive or negative feeling?

Would you mind being called one of these words?

Do you know anyone who can be described by any of these words?

Would he or she be insulted to be called by one of these names?

Terms:

In America, there are a variety of terms that describe these types of people:
  1. twixters: This word comes from “betwixt” (which is an old-fashioned way of saying “between”). Adults who live with their parents are “betwixt” adulthood and childhood.
  2. adultescents: This word is a combination of “adult” and “adolescent”. It implies that someone is part adult and partially still an adolescent. (See the FYI section for an explanation of "adolescent".)
  3. NEET: This word stands for “not engaged in education, employment, or training”.
What about you?

Many people feel that people choosing this type of lifestyle are only common in the current social and economic situation where jobs aren't as well-paying as they were in the past and good jobs are more difficult to find.
  • Do you believe this is true only of the present or do you think there were these kinds of people in the recent or distant past?
  • Would your opinion of someone who lives with his or her parents be different if you knew that person didn’t make enough money to live alone? Why? Why not?
  • Would your opinion of someone who lives with his or her parents be different if that person were married and/or had children? Why? Why not?
  • Why do you think some people live with their parents even though they have enough money to live alone?
A Psychological Theory:
Many people in western countries who study society, psychology or culture speculate about why there are more and more young people living as adolescents with their parents. They believe adults who can afford to live on their own but choose to live with their parents are experimenting with their lifestyle. They are taking a long time to choose a job, life partner, etc. because they want to be sure they have made the best choice before they move out and live on their own.
Do you agree with this theory?

Do you think there are other explanations? Give any other explanations you can think of:
________________________________________________________________

________________________________________________________________

________________________________________________________________


FYI:

“Adolescent” means someone who is not quite a child and not quite an adult. Usually, this word is used to talk about those who are in the process of becoming adults both physically and emotionally.

This material is (c) The Home Sensei

Friday, April 20, 2007

Games for Single Student Lessons - Hangman

The classic hangman game involves two people attempting to guess a word from a number of blank spaces (one for each letter) and guessing different letters. For each incorrect guess, part of a stick figure hangman is drawn. For each correct guess, a letter is written into one of the blanks.

The main problem with using this game in ESL lessons is that the potential for this game to advance a student's English skills is quite low. Quite often, this game is used by teachers to fill time and convince themselves that it is a vocabulary builder. The problem is that this game does not build vocabulary since the words used in the game must already be known by the student.

There is one way in which the game is useful and that is with practicing "is there a ~" or "are there any ~" when teaching low level students. Be sure to use words that the student has already studied and use the game as way to reinforce new vocabulary the student may have trouble retaining.

Explaining the game to the student:

There is a very good chance that most students will have already played this game before and the act of drawing the blanks for the letters and the guillotine in preparation will clue them in on what is to come. Whether the student knows the game or not, it is helpful to write the alphabet on the board or a piece of paper to cross off "used" letters during the game.

However, if the student has not played before, write the number of blanks on a piece of paper or the white board and tell the student he must guess what letters are in the word. If the student doesn't understand, put in one letter to start with to give him the idea. Draw a complete hangman to show what the final picture looks like and count as you draw each part of the figure and tell him the final stroke is the last guess he will have.

When the student has guessed your word, have him choose a word while you guess letters. Tell him that he must answer your questions with a full sentence and not simply with "yes" or "no". That is, he should say, "no, there aren't," or "yes, there are."

Purpose of the game:

The purpose of this game is to practice asking and answering simple questions as well as reinforce previously-studied vocabulary related to the chosen subject.

Classroom use:

This game is a good way to expand the generally uninteresting lessons in beginner textbooks which are for very low level students and focus on "there is/are" and "isn't there/aren't there."

Wednesday, April 18, 2007

Cultural Discussion - Color

note: this lesson edited to add in more follow-up questions on 4/18/07

Cultural Discussion - Color


What is your favorite color?

How does this color make you feel?

Do any colors make you feel especially sad/happy/calm/tired?

Do you choose this color when you buy the following things:
  • clothing
  • shoes
  • jewelry
  • bags
  • bedding/pillows
  • curtains
  • carpet
  • pencils/pens
  • car/bicycle/motorbike
What colors do you think are best for each of the items above?

Talking About Color:

Here are 12 common colors. Name each one.


Many Japanese people make a mistake when they talk about color. They often say the name of the color plus the word "color". For example, they might say, "my shirt is blue color" but this is not correct. We do not say "red color" or "white color". We just say the color's name.
X I like orange color.
O I like orange.
Practice talking about color by making sentences about color combinations. For example:
  • red + yellow = ?
Red plus yellow makes orange.


  • red + blue = ?
  • blue + yellow = ?
  • white + black = ?
  • white + red = ?
  • brown + white = ?
How do each of the colors above make you feel?

Are there any colors which you feel are better for women or men? If so, why are these colors better for each of them?

Can men wear any color of clothing to their offices? If not, why not?

Can women wear any color of clothing to their offices? If not, why not?

Color Connections:

When you hear each of these words, what color do you think of?

Please make a sentence and say, "I think of (color) when I hear (word)." For example, I think of blue when I hear the word "water".
  • sky
  • tree
  • flag
  • snow
  • banana
  • eye
  • death
  • sun
  • beer
  • boys
  • girls
  • hair
  • robot
  • refrigerator
Color and Culture:
  • What colors are important in Japanese culture?
  • What are the colors of the Japanese flag?
  • Do you know the colors of any other country's flags? If so, which ones and what colors are they?
  • Are there any colors that have a special meaning in Japan?
Color and Holidays:
  • Are some colors part of Japanese holidays?
  • How are white and pink used in Japanese culture? Why are these colors special ones?
  • There are colors connected to certain holidays in the west. Do you know the colors connected to these holidays?
    • Christmas
    • Halloween
    • Valentine's Day
FYI - The "Meaning" of Some Colors in Western Culture:
Purple is connected with royalty.
White is connected with purity and innocence.
Black is connected with death.
Green is connected with nature and freshness.
Gold is connected with wealth.
Yellow is connected with happiness.
Blue is connected to being a boy and coldness.
Pink is connected to being a girl.
Red is connected with heat and love.
The meaning of color is culture-specific. For example, black is the color of death in the west but white is worn when someone dies in Korea.

This material is (c) The Home Sensei

Tuesday, April 17, 2007

Games for Single Student Lessons - "20 Questions" Modified

In the classic version of "20 Questions", one person chooses a subject then tells the other person a broad category (animal, vegetable, mineral or other) into which the subjects falls. The "guesser" can ask up to 20 'yes' or 'no' questions in order to guess the subject the "chooser" has chosen.

For ESL students, particularly those of low to low-intermediate level, playing the game in this fashion is too difficult so it is necessary to modify it to narrow the scope of subject and to allow an unlimited number of questions to be asked. It's best to choose a topic in a very specific category of item such as:
  • food (or specific food such as fruit, sweets, drinks, etc.)
  • animals
  • furniture
  • clothes
  • jobs
The first time you play the game, it's good to use "animals" as the category since it's easy for even the lowest level student to think of common animals (dogs, cats, birds, etc.). In future games, you can use other categories. Animals work well for the initial game to help the student learn how it is played.

The student should always choose an animal first and the teacher should ask questions so that the student may use the teacher's questions as a model for how to play the game. Once the teacher guesses the student's animal, the teacher chooses an animal and the student asks questions to help him guess the target animal.

By taking turns in this fashion, the student gets to practice both asking and answering questions. With higher level students, the teacher can have the student question her first as it is a greater challenge to ask questions when the vocabulary hasn't first been introduced by the teacher.

Explaining the game to the student:


The teacher should ask the student to think of an animal but not to tell her the name of the animal. Tell the student that the players can only ask questions which need a 'yes' or 'no" answer in this game. Ask the student simple questions requiring a 'yes' or 'no' answer to guess the animal he has chosen to demonstrate how the questioning is done.

If the student is a low level student, the teacher may want to write some basic questions on the white board or a piece of paper so the student may reference them when it is his turn to ask questions.

Here are some examples that work with an animal as the subject:
  • Does this animal sometimes live inside our homes?
  • Is it big/small?
  • Is it dangerous?
  • Is it always the same color?
  • Does it have feathers/fur/scales?
  • Is it noisy/quiet?
  • Does it usually eat meat/plants?
  • Is it fast/slow?
Purpose of the game:

The purpose of this game is to practice asking and answering simple questions as well as practice vocabulary related to the chosen subject.

Classroom use:

This game is good as a good way to review or reinforce a lesson on vocabulary related to a certain theme or simple question structure as well as a good warm-up or wrap-up.

Cultural Discussion - Tipping

Cultural Discussion - Tipping

What is a "tip"?

Have you ever been to a country where tipping is common? If so, did you ever forget to tip someone?

Do you think tipping is difficult to understand or calculate? If so, why?

Pronunciation:

Many Japanese people say "chip" instead of "tip". In English, a "chip" is something you eat (a fried potato) so be careful to pronounce "tip" correctly. Practice saying each word a few times to make sure you can say them correctly.

Usage:

(a) tip (noun)
  • George left a big tip because his waitress was very good.
  • Fred didn't leave a tip. His waiter was angry.
  • I always leave a 15% tip.
Try to make your own sentences using the word "tip" as a noun.

(to) tip (verb)
  • He tipped his waitress 20% because she was very pretty.
  • I always tip 15%.
  • You should always tip in restaurants.
Try to make your own sentences using the word "tip" as a verb.

(a) gratuity (noun) is a bigger word for "tip"
  • Many restaurants allow you to pay a gratuity with your credit card.
  • Please leave a gratuity for good service.
Try to make your own sentences using the word "gratuity". Making your own sentences helps you remember the word better.

Why We Tip:

Tipping is done in some countries as a way of getting the best service. If someone does a bad job serving you, he knows he will not get a good tip. If he does a good job, he knows he will get a good tip.

In countries where tipping is common, people who work at jobs where they commonly get tips get a low salary. Tips are very important to these types of workers. Without tips, many people in such jobs cannot pay their rent or buy food so they work hard to make the customer happy.
  • Do you think tips are a good idea? Why? Why not?
  • Do you think service in Japan would be better if tips were given? Why? Why not?
  • Have you ever had bad service at a Japanese hotel or restaurant? If so, please describe it. Also, do you think tipping would reduce the chance that customers would receive bad service? Why? Why not?
When to Tip:

Usually, you tip any time someone serves you or takes care of your personal needs. Generally, you do not tip in places where the prices are cheap and there is little personal service.

For example, you should not tip in fast food restaurants because you carry your own food from the counter to the table. You do not tip a bus driver because he is not taking care of you personally. He is driving many people.

Should you tip at each of these places in the U.S.? Explain why you should or should not tip at each.
  • Starbucks
  • The Hard Rock Café
  • The Sheraton Hotel
  • Kentucky Fried Chicken (KFC)
  • Subway Sandwich shops
  • a hotel bar
How to Tip:

There are several ways to tip.
  1. You can give the tip in cash to the person who served/helped you.
  2. You can write the amount you want to tip on the credit card bill and add it into your total bill. There is a special box on American credit card statements which will say “tip” or “gratuity” and you write the amount you would like to tip in the box.
  3. You can put the money into a tip jar if there is such a jar on a counter or bar at which you are eating or drinking.
FYI — Who and How Much to Tip:

These amounts are average amounts. At an expensive restaurant or hotel, you should tip the higher amount of the given numbers (or more if you like). Additionally, in big cities, you may be expected to tip a little more compared to smaller cities.

Restaurants, Cafés, Bars, Food-related services:
  • Waiters and Waitresses - 15-20% of the total bill
  • Busboys - not necessary to tip
  • Bartenders - $1 per drink or 15% of the total bill
  • Baristas (those who prepare special coffee drinks) - 50 cents to $1 per drink
  • Pizza (and other food) delivery people - 10% of total or $3, whichever is higher
  • Restroom attendant - $1
  • Coat checker - $1 per coat
  • Valet parking attendants - $1-$2 twice (first when you arrive and second when you leave)
Transportation:
  • Taxicab/limo drivers - 15% of the total bill
Hotels:
  • Room Service 15-20% of the total bill
  • Bellhops $1 to $2 per bag
  • Hotel maids $2 per day (leave it on the bedside table)
  • Hotel concierge - $5-$10 if you are helped by him/her
  • Hotel doorman - $1 per bag for help with luggage, $1 for getting you a cab
  • Sommeliers - 15% of the cost of a bottle of wine
  • Restroom attendant - $1
  • Spa service - 15-20% of the bill
  • Coat checker - $1 per coat
Other Services:
  • Hairdressers/barbers - 10%-20%
  • Manicurist - $5-15%
  • luggage handlers at airports - $1 per bag
Why do you think these types of jobs are ones in which people receive tips?

Do you think they are enjoyable jobs? Why? Why not?

Do you think people who do these jobs are treated kindly by customers, guests, or clients? Why? Why not?

Would you like to do one of these jobs? If not, do you think you'd enjoy it more if you got tips? Why? Why not?

Answers to the tipping questions above:
  • Starbucks - no (you carry your own drink from the counter)
  • The Hard Rock Café - yes (you order and are served at the table)
  • The Sheraton Hotel - yes (you should tip at all hotels which offer help with carrying your bags and room service)
  • Kentucky Fried Chicken (KFC) - no (you carry your own food to the table and order at a counter)
  • Subway Sandwich shops - no (you carry your own food to the table and order at a counter)
  • a hotel bar - yes (you order at the bar but are served at the bar or will be served by a waiter/waitress)
This material is (c) The Home Sensei

Monday, April 16, 2007

Impact Issues - Teacher's Notes

Impact Issues Teacher's Notes
Lesson 5 – Take the Money and Run


Comprehension questions:
  1. Who is Paulo Umberto? (one of the world’s best soccer players)
  2. Tell me about Paulo’s family. (he is married and has 3 children)
  3. What is the name of Paulo’s soccer team? (the Eagles)
  4. What do the Eagles do well? (everything/defense, passing, scoring)
  5. What will Paulo be doing soon? (leaving his team)
  6. How many owners do the Eagles have? (4)
  7. What country’s team would like Paulo to join it? (England)
  8. How much money could he make in 5 years if he joins the British team? (enough to last a lifetime)
  9. Does Paulo want to move to England? (no)
  10. Why not? (he doesn’t speak English; wants to live in his home country with his family; he likes his teammates and the owners)
  11. Why don’t the owners of his country’s team pay him more? (they aren’t wealthy)
Opinion questions (all followed by why/why not?):
  • Do you think Paulo should take the money and move to England?
  • What would you choose to do if you were in Paulo’s situation?
  • Do you think money is more important than being comfortable in your homeland?
Homework:

Write an essay about what it would take to get you to move to a country you weren’t comfortable living in.

This material is (c) The Home Sensei

Cultural Discussion - Money

Cultural Discussion - Money

How important is money to you?

Why is money important to most people?

Do you think that money affects how happy you are? Why? Why not?

Saving:

How important is saving money to you?

Why do you save money?

List all the things you think it’s important to save money for in your future (either long-term or short-term).

_______________________________

_______________________________

_______________________________

_______________________________

_______________________________

_______________________________


Here are some statistics about saving in the United States and Japan:

Savings Habits:
  • amount of income saved: U.S. - 1%, Japan - 6%
  • amount saved in 1990's: U.S. - 1.7%, Japan - 15%
  • *average savings at retirement: U.S. - $55,00, Japan - $113,000
  • amount of money in cash savings: U.S. - 13%, Japan - 55%
  • amount of stock invested - U.S. - 34%, Japan - 9%
*These figures do not include non-cash assets such as the value of property.
  1. Do any of these statistics surprise you? If so, which ones and why?
  2. Why do you think the amount of savings is so different between Americans and Japanese?
  3. Why do you think Japanese people invest far less of their savings in stocks compared to Americans?
  4. What is “tansu yokin”?
Spending Habits:

Do you worry about how much money you spend? Why? Why not?

Does spending money make you feel happy or sad? If so, what kind of spending makes you feel good and what sort of spending makes you feel bad?

In English, there are some sayings which describe living with barely enough money to get by. Some of these sayings are:
  • living hand to mouth
  • living paycheck-to-paycheck
  • barely eking out a living
People who must live this way have little or no extra money with which to buy unnecessary items. A lot of people in developed countries would find this type of life unbearable.

How would you feel if you were to find yourself in such a situation?

Look at the list of items below and number them from 1 to 10 in order of the highest to the lowest expense in your life. Number “1” should be the item you spend the most on. Number “10” should be the item you spend the least on.
  • Rent
  • Groceries
  • Eating Out
  • Holidays (travel, hotel, etc.)
  • Luxury Goods
  • Necessary Sundry Goods
  • Entertainment
  • Utility Bills (gas, electric, etc.)
  • Clothing
  • Gifts
  • Other (car, health club, etc.)
Here is information on the average debts of people in Japan and America.

Debt Information:
  • average credit card debt: U.S. - $8,940, Japan - $400
  • % of homeowners who take out a mortgage to buy a home: U.S. - nearly 100%, Japan - 33%
  • total credit card debt nationwide: U.S. - $800,000,000, Japan - $70,000,000
Here are some common causes of debt in America:
  1. A consumptive lifestyle (buying too much, often more than one needs)
  2. Ease of credit encouraging one to live beyond one’s means
  3. Adult “toys” (recreational vehicles, boats, computers, etc.)
  4. Eating out
  5. Unexpected expenses (medical expenses, car failure/breakdown, etc.)
  6. Reduction of income
  7. Lack of a household budget to help control spending
Do you think any of these are common causes of debt in Japan?

Do you ever shop as a “hobby”? Do you think this puts you at risk of going into debt? Why? Why not?

How is bankruptcy viewed in Japan?

Would you be surprised to learn that 1/3 of all suicides in Japan are because of financial problems?

Describing Our Habits:

There are many words in English to describe how people handle their money. Here are two of them: frugal cheap

These words have very similar meanings. Both of them talk about people who don't spend more money than necessary. The difference is that "frugal" sounds good and "cheap" sounds bad.

For example:

He is frugal. = He spends money carefully.
He is cheap. = He doesn't spend money because he is selfish.
  • Why do you think there are both positive and negative words for how people spend money?
  • How do you view someone who spends money freely?
  • How do you view someone who doesn't want to spend money because he wants to keep his money for himself?
  • What about you? Are you frugal or cheap?
  • What major decisions in your life have been affected by concerns about money?
Consider each of the following choices we make in our lives and how money affects decision you would make about each one:
  • Do you choose your job based on the salary or the type of work?
  • Do you choose a marriage partner based on his or her job?
  • Do you choose the city you live in based on how expensive it is?
  • Do you choose the kind of clothing you buy based on its price or style?
  • Do you choose a hobby based on how expensive it is?
  • Do you choose your means of transport (train, bus, subway, taxi, etc.) based on how expensive it is?
This material is (c) The Home Sensei

Sunday, April 15, 2007

Games for Single Student Lessons - The Location Game

In this game, the teacher and student take turns choosing an object in the room and asking questions to guess what the chosen object is. The "guesser" will ask the "chooser" of the object about the position of the chosen object relative to other objects in the room.

For example:

Guesser: Is it on the floor?
Chooser: No, it isn't.
Guesser: Is in on the table?
Chooser: Yes, it is.
Guesser: Is it in front of me?
Chooser: No, it isn't.
Guesser: Is it beside me?
Chooser: Yes, it is.
Guesser: Is it the white board?
Chooser: Yes, it is.
Explaining the game to the student:

Depending on the student's level, you may want to write a list of common prepositions of location on the white board or a piece of scratch paper so the student can reference them. Possibilities:
  • in
  • on
  • at
  • under
  • behind
  • in front of
  • beneath
  • between
  • next to
  • beside
  • below
  • at the back of
  • at the front of
Ask the student to look around the room and to choose an object in the room but tell him he must not tell you what the object is (or stare at it in a way that reveals which object he has chosen). Tell him that you will ask him questions about where the object is to help you guess the object he chose.

The teacher going first will demonstrate how to question your way to the solution. If the item is easy to guess, the teacher may want to ask more questions than necessary to demonstrate more effectively. After the student's object has been guessed, the teacher chooses and object and the student asks the questions.

Purpose of the game:

The purpose of this game is to practice prepositions of location as well as asking and answering simple questions.

Classroom use:

This game is good as a good way to review or reinforce a lesson on prepositions.

Variation:

If the classroom has a limited number of objects, a picture can be used and the student and teacher may choose an object in the picture then ask questions based on location.

Cultural Discussion - Romantic Meetings

Cultural Discussion - Romantic Meetings

Think about the many ways in which people meet a romantic partner in your country.
  • Where and how do people usually meet their boyfriends or girlfriends?
  • Which way do you think is the most natural and comfortable?
  • Which ways do you think are possibly dangerous?
  • Which way do you think is best for meeting someone who could be a good future spouse? Why do you think this way is best?
Meeting Places:

Here is a list of places people might meet a romantic partner. As you consider each place, answer these questions for each one:
  1. Is it a good place to meet a romantic partner? Why? Why not?
  2. Is it a safe place to meet someone? Why? Why not?
  3. Is it a usual place for people to find a boyfriend or girlfriend in Japan?
Places:
  • a bar
  • a church
  • a library
  • the Internet
  • the office
  • a classroom
  • a dating service
  • a club meeting
  • a friend’s house (a friend of a friend meeting)
  • a blind date
  • a train
Meetings in the Movies:

In the movies, people meeting in many unusual ways. A famous movie critic in America named Roger Ebert calls these types of meetings a “meet cute”. He calls them this because they are unrealistic and never happen among real people.

Here are some examples of “meet cutes” from television and movies. Read each one and discuss how realistic or possible each is in real life.
  • A girl is browsing for books in a book store and the book she needs is on a high shelf. She jumps up to reach the book and knocks it down onto the head of a boy. The boy becomes her boyfriend.
  • A man is out jogging and he stops at a bench to tie his shoe. A woman is sitting on the bench reading talking on her cell phone and her dog is near her. The dog tries to bite the man while he is tying his shoe. They become romantically involved.
  • A pregnant woman rides a cab to the hospital when she is ready to have her baby. Her baby arrives too quickly and has to be delivered in the cab by the cab driver. She later marries the cab driver.
Can you think of any “meet cute” moments from any movies you have seen?

Why do you think these types of unusual meetings are so popular in movies?

Do you know anyone in real life who has had an unusual meeting like the ones above?

The “meet cute” situations assume complete strangers will meet and become romantically interested in each other. Do you think that strangers do this? Would you do this? Why? Why not?

What about you?
  • Has a stranger of the opposite sex ever tried to start a conversation with you? If yes, how did you respond?
  • How did you feel after the experience?
  • Have you ever tried to start a conversation with a stranger for any reason? How did you feel about the experience?
  • How did you meet your boyfriends or girlfriends?
This material is (c) The Home Sensei

Friday, April 13, 2007

Games For Single Student Lessons - Sentence Tag

In this game, the last word of a sentence is used to form the beginning of the next sentence. Each person takes turns making a sentence. For example:

Teacher: I saw a cat.
Student: The cat had a ball.
Teacher: The ball was blue.
Student: Blue is my favorite color.
Teacher: Color photographs are very nice.
Student: Nice people work in my office.

This game is easy to play and very flexible. The teacher can set the difficulty level by making simpler or more complex sentences for the student to work from.

Explaining the game to the student:

Write a simple sentence on the white board or a piece of scratch paper. Underline the last word.

Example: I have a pet dog.

Tell the student that you will make a sentence like the one on the board and that he must make a sentence using the last word of your sentence at the beginning of his sentence. Write the linking sentence and underline the first word to demonstrate this.

Example: The dog is very friendly.

Write a third linking sentence and underline the last word in the second sentence and the first work in the third one.

Example: Friendly dogs are fun to pet.

At this point, the student should understand the concept and be ready to begin to play.

Purpose of the game:

The purpose of this game is practice sentence structure and learn to flexibly use adjectives and nouns in particular to make sentences.

Classroom use:

This game is good as a warm-up or as an extension of a lesson on sentence structure or adjectives. The teacher can help the student make sentences or explain how to make sentences as part of the game.

Cultural Discussion - The Taste of Home

Cultural Discussion - The Taste of Home

Look at the words below and discuss the traditional Japanese food for each of the following:
  • breakfast
  • lunch
  • dinner
  • sweets
  • snacks
  • drinks
  • staple food(s)
Do you eat these traditional foods everyday? If not, why not?

Unique ingredients

An ingredient is part of a recipe. For example, flour, sugar, yeast, and water are ingredients in bread making. Some unique Japanese ingredients are listed below. Describe each ingredient in English and talk about what types foods they are used in.
  • mirin
  • miso
  • sen-cha
  • shoyu
  • anko
  • nori
  • wasabi
  • sake
  • konyaku
  • katsuobushi
  • ponzu
Why do you think these foods are unique to Japanese or Asian cooking?

Do you often use these ingredients in the food you cook or eat?

FYI:

There are many foods which are similar but not quite the same when you compare the American version and the Japanese version. Here are some examples:

  1. milk: Milk in Japan is heat-treated differently than it is in the U.S. and tastes very different. Japanese milk is heated more so it can be kept on the store shelves longer. Also, milk in the U.S. does not come in a wide variety of fat contents. Usually, you can only buy “whole milk” (full fat), skim milk (no fat) or “2% milk”. In Japan, you can get a variety of milk with different fat percentages. Also, milk is most often sold by the gallon in America. In Japan, it is impossible to buy large size containers of milk.
  2. bread: Bread in Japan is usually sliced much thicker and white bread is usually much softer and “cake-like”. The thinner bread cuts in America are designed to accommodate toasters.
  3. soft drinks: Soft drinks in Japan are mixed with a different formula than they are in the U.S. Even brand names that are famous worldwide like Coca-cola and Pepsi are different in Japan. It is impossible to know for sure but there seem to differences in the amount of acidity (or “bite”) and sweetness.
  4. frozen yogurt: Frozen yogurt is much more popular in America than Japan but the main difference is that Japanese frozen yogurt tastes sour like regular yogurt. American frozen yogurt is a low fat, lower calorie version of ice cream and is rarely sour.
  5. bagels: Japanese-made bagels are more bread-like and softer than traditional bagels. American bagels are chewier and denser.
  6. icing/frosting: Most icing and frosting in Japan has less sugar and more fat than that in America. American frosting is sweeter but the texture is not as rubbery as Japanese frosting.
  7. donuts: Japanese donuts are not as sweet as American ones and tend to be smaller and more cake-like.
  8. bacon: American bacon is much saltier and usually thinner than Japanese bacon. It is more crispy when cooked. Japanese bacon is closer to what Americans call “fresh side” than what they call “bacon”. “Fresh side” is very lightly cured or uncured bacon.
This material is (c) The Home Sensei

Impact Issues Lesson 4 - Teacher's Notes

Impact Issues Teacher's Notes
Lesson 4 – Last Chance

Comprehension questions:
  1. What kind of story is this? (a science fiction story)
  2. In what year does the story take place? (2006)
  3. What year is the woman from? (2500)
  4. Who is the woman in the story speaking to? (leaders of the United Nations)
  5. How did the woman get to 2006? (a time machine)
  6. Why did she travel back in time? (to tell the people of earth it is their last chance to change their lifestyle and save the earth)
  7. What did people do in the middle of the 20th century that polluted the earth? (dumped dangerous chemicals into the lakes and oceans, drove lots of cars and cut down trees)
  8. What state was the earth’s water in by the year 2200? (completely polluted)
  9. Could people drink water? (no)
  10. What did they drink? (other liquids)
  11. What does “overpopulation” mean? (too many people for the planet to support)
  12. What was scarce by the year 2300? (food)
  13. What happened to all the fish? (they died because of pollution)
  14. Who did wars break out between? (the wealthy and the poor)
  15. What did people think might be a solution to the problems of the earth? (a new place to live/another planet)
  16. hat happened by the year 2400? (the air became so polluted that people had to leave the earth)
Opinion questions (all followed by why/why not?):
  • Do you think the events in this story could really happen?
  • Do you worry about the future?
  • Do you do the best you can to avoid polluting the planet?
  • What do you think everyone should be doing to protect the environment?
  • Do you recycle? Do you avoid buying new items? Do you avoid over-packaged items?
  • Do you shop carefully for items that will be biodegradable?
Homework:

Write about the things you do to control pollution.

This material is (c) The Home Sensei

Thursday, April 12, 2007

Cultural Discussion - Coupons

Cultural Discussion — Coupons

What is a coupon? ______________________________________________________

Types of Coupons:

One type of coupon allows you to reduce the cost of an item. For example, Pizza Hut (in Japan) often gives away coupons (on their menus) which allow you to take ¥600 or ¥800 off of the price of orders of ¥2500 or ¥3500 yen or more.

What other types of coupons are there?

____________________________________________________________


Coupons in Japan:

What types of businesses use coupons in Japan?
____________________________________________________________

Which types of business never use coupons in Japan?
____________________________________________________________

Where do you get coupons?
____________________________________________________________

Which kinds of coupons have you used?

Are you more likely to buy something if you have a coupon for it? Why? Why not?

Why do you think companies give away coupons?

Coupons in America:

Here is some news about coupon use in America:
“Americans took 3 billion coupons to retailers last year, a 33% drop from 2000, according to NCH Marketing Services Inc., a Deerfield, Ill.-based coupon processor. At the same time, the average coupon value has risen from 79 cents to 89 cents.”
(Washington Monthly magazine, April 1, 2006)

Answer these questions about this news:
  • True or False Americans are using coupons more than before.
  • True or False Americans can save an average of 10 more cents per coupon compared to the past.
Americans use coupons the most often in grocery stores or supermarkets. The coupons they use are given away by the makers of various brand name products. For example, Hershey’s chocolate company will give away coupons for their candy. These coupons usually are given away with newspapers (especially the Sunday paper) but you can get some coupons by visiting web sites and printing out the coupons. For example, a Hershey’s coupon from a web site is shown at below:


(Teachers: Click this picture to bring up a larger one which is more legible on a new page.)

Try to answer these questions about the coupon:

How much must you buy in order to use this coupon?

_________________

If you spent $20 on chocolate, how much would you save with this coupon?

_________________


Finding Coupons:

Coupons are so popular that there is a web site that lets you find all the coupons that can be used in your city. This web site is www.valpak.com. When you visit this web site, you enter your city or town’s zip code (postal code) and it shows you all the places which you can get coupons from. You can click on the links and print out the
coupons that you want to use.

Here is part of a page of search results:

(Teachers: Click this picture to bring up a larger one which is more legible on a new page.)

Would you use a web site like this? Why? Why not?

FYI:

Wikipedia's definition of a coupon is here.

Types of coupons (use this list for the second question in this lesson to augment what the student has said):
  • Buy one (item), get another (item) free.
  • Price reduction by %. (e.g., 10% off the retail price)
  • Price reduction by a set amount of money. (e.g., $1.00 off the retail price)
  • Free shipping.
  • Free gift with purchase (of an item). (free toothbrush with purchase of toothpaste)
  • Free extra service with the purchase of a service. (e.g., free cleaning of the inside of
  • your car with purchase of a car wash and wax)
  • Free food item or drink with meal purchase at a restaurant. (e.g., free Coke with
  • purchase of a lunch set at a fast food restaurant)
Which type of coupon is most useful in your opinion? Which is least useful?

This material is (c) The Home Sensei

Games For Single Student Lessons - I Spy

About the game:

"I Spy" is a game commonly played by children in the United States. One person looks around at everything in his line of sight and silently chooses something he can see. He then says, "I spy with my little eye, something ..." The remainder of the sentence can be completed in a variety of ways in order to expand the possibilities in an ESL class:
  • I spy with my little eye something (color - red, green, blue, etc.).
  • I spy with my little eye something that begins with (letter of the alphabet).
  • I spy with my little eye something (adjective - big, small, soft, hard, etc).
For example, one person says "I spy with my little eye, something that begins with 'C'."

The second person can ask the first person a variety of questions depending on the parameters the teacher wishes to set based on the student's level. For low level students, the teacher may want to ask the student to only ask the question, "is it (name of item)?" For higher level students, any question which requires a 'yes' or 'no' answer may be asked such as, "can I hold it in my hand?"

While the game is rather simple, it can be quite difficult depending on the choice of item made and the initial statement. For instance, if the teacher says, "I spy something which starts with 'C'," and there are cushions, curtains, a cabinet, carpet, clock, chair, and compact discs in the room, making a guess of which one of these is the correct item can take quite a bit of guessing.

Explaining the game to the student:

When using this game for ESL lessons, the first thing the teacher should do is explain what "spy" means in this context. The simplest thing to say is that "spy" means the same as "see" in this case. With higher level students, you might want to discuss the verb and noun definitions of "spy". Most students will know about James Bond ("007" in Japan) as a spy but very few will know about the verb usage as displayed in this game.

After the student understands what "spy" means, the teacher should choose an item in view of both she and the student. Explain that the item can be in the room or seen through a window. Make sure the student knows you're talking about an item that can be seen. After a choice is silently made, the teacher will say "I spy something..." and that the student will ask questions to guess what the teacher has chosen. If the teacher goes first, the student will understand how to play the game when it is his turn to choose an item for the teacher to guess.

Purpose of the game:

The purpose of this game is both to practice questions, learn vocabulary, and to encourage thinking in English.

Classroom use:

This game is good as either a warming up or winding down activity with students. If the teacher has finished a lesson and there is still 10-20 minutes of class time left, this game can be a good way of finishing up.

Impact Issues Lesson 3 - Teacher's Notes

Impact Issues Teacher's Notes
Lesson 3 – What's For Dinner?

Comprehension questions:
  1. Who is Dr. Heidi Cornfield? (a professor of food science)
  2. What is she being interviewed about? (her new book)
  3. What’s her book called? (“What’s for Dinner”)
  4. What does Dr. Cornfield think American’s eat too much of? (meat)
  5. What kind of food besides meat will give us protein? (tofu)
  6. Do we need to eat meat to live? (no)
  7. Why do people eat hamburgers if they don’t need them to live? (they like them)
  8. Why should people stop eating meat? (it causes health problems)
  9. What kind of health problems can meat cause? (heart disease)
  10. What is another reason why people should stop eating meat? (It hurts the environment)
  11. How does eating meat hurt the environment? (rain forests are destroyed to make cheap beef)
  12. How much rain forest is destroyed for each hamburger a person eats? (20 sq. meters)
  13. Do you have to eat tofu or meat to get protein? (No, there are other foods.)
  14. In the last 300 years, how much American forest land has been cut down to grow food for cattle? (more than half/50%)
Opinion questions (all followed by why/why not?):
  • What do you think of Dr. Cornfield’s views on eating meat?
  • Do you think everyone should stop eating meat?
  • How much meat do you eat?
  • Do you ever eat hamburgers at fast food restaurants?
  • Would you feel bad if you had to stop eating meat?
  • Do you think eating meat is unhealthy?
  • Do you worry that eating meat will make you sick?
  • Would you stop eating some foods if you learned their production hurt the environment? Why? Why not?
  • Do you think about the environment when you choose the food you buy and eat?
  • What does the word “diet” mean to you? (use this to explain the true meaning of the word and not the limited weight loss version)
  • Have you ever read about any reasons why meat is important in our diets?
  • Do you ever read or study about nutrition and food?
  • What foods do you feel are good for you and why?
Homework:

Write an essay about what you feel is the best eating style/diet for people.

This material is (c) The Home Sensei

Tuesday, April 10, 2007

Cultural Discussion - Being "Japanese"

Being “Japanese” Discussion Lesson

What does it mean to be Japanese? Write 3 things which are very important for being “Japanese”:

1. _______________________________________________

2. _______________________________________________

3. _______________________________________________


How important are each of these factors in deciding how “Japanese” a person is? Rate each factor from 1 to 5.
1= unimportant
2=a little important
3=important
4=very important
5=very, very important
  1. speak Japanese
  2. read/write Japanese
  3. epicanthic fold (eyes)
  4. straight hair
  5. black hair
  6. brown eyes
  7. born in Japan
  8. unselfish
  9. hard working
  10. likes Japanese cuisine
  11. likes alcohol
  12. has many friends
  13. has Japanese ancestors
  14. follows societal rules
  15. polite
  16. shy
  17. knows Japanese traditional culture (sumo, kimono, ikebana, tea ceremony, etc.)
Consider whether or not the following people are “Japanese” and explain why they are or are not Japanese:

• The son of Japanese parents who were born in Japan but moved to Peru before their son was born.

• A British man who applied for Japanese citizenship and has been accepted as a naturalized Japanese citizen.

• The daughter of Japanese parents. She was born in Japan and lived there until she was 2 years old but moved to Australia and lived there until she was 16.

• The son of American parents who was born in Tokyo and lived there until he was 15 years old. He speaks, reads, and writes Japanese at the same level as Japanese 15-year-olds.

• The daughter of Japanese parents who was born in California but moved back to Japan just before she was one year old.

• The son of an American man and a Japanese woman who was born and grew up in Osaka.

This material is (c) The Home Sensei