https://my.ebook5.net/kinseido/h9fZ7c/ # 2026年度英語テキスト欧文カタログ ## Page 01 ![Page 01の画像](https://img01.ebook5.net/kinseido/h9fZ7c/contents/image/book/medium/image-000001.jpg) 【ページ内のテキスト情報】 ## Page 02 ![Page 02の画像](https://img01.ebook5.net/kinseido/h9fZ7c/contents/image/book/medium/image-000002.jpg) 【ページ内のテキスト情報】 4-BookSeriesOnlineAudioFourSkillsCriticalThinkingCOMINGSOON!ContactusfordetailsaboutthenewDIGITALEDITIONInFocusINTRO/1/2/Academic1CharlesBrowneBrentCulliganJosephPhillipsInFocusisdesignedtosystematicallybuildvocabulary,reading,criticalthinking,anddiscussionskills,whilstalsogivingfrequentpracticeinlisteningandwritingskills.KeyBenefitsCEFRA1-A2CEFRA2-B1CEFRB1-B2CEFRB2-C1Key,high-frequencyvocabularydevelopmentenablesstudentstocommunicateeffectivelyandunderstandawiderangeoftexts.LexicalsyllabusbasedontheNewGeneralServiceList(NGSL)helpsstudentssystematicallybuildtheirvocabulary,ensuringtheylearnthemostrelevantandpracticalwords.Readingskillsandstrategiesallowstudentstorefinetheirreadingcomprehensionabilitiesandexpandtheircomprehensionstrategies.Criticalthinkingskillsanddiscussionencouragestudentstoanalyze,evaluate,andexpresstheirviewpointseffectively.Regularlisteningandwritingskillspracticeallowsstudentstodeveloptheirabilitytounderstandspokenlanguageandexpresstheirthoughtsclearlyinwrittenform.TheTeacher’sManualcontainsfullstep-by-stepteachingnotes,unit-by-unitsummaries,languagenotes,tips,expansionactivities,assessmentoptions,andcompleteanswerkeys.ThefreeOnlineResourcesincludeacomprehensiveLearningDictionary,WordSearchpuzzles,aVideoConcordancetool,Crosswordpuzzles,quizzes,andadditionalmaterialsforextensiveandspeedreading.Websitewww.infocus-eltseries.comSTUDENT’SBOOK¥3,000+taxInFocusINTRO(120pp)ISBN978-4-7647-4222-2SeethewholecontentstablesINTRO12Academic1STUDENT’SBOOK¥2,700+taxInFocus1(120pp)InFocus2(114pp)InFocusAcademic1(120pp)ISBN978-4-7647-4193-5ISBN978-4-7647-4194-2ISBN978-4-7647-4195-92 ## Page 03 ![Page 03の画像](https://img01.ebook5.net/kinseido/h9fZ7c/contents/image/book/medium/image-000003.jpg) 【ページ内のテキスト情報】 1Samplepages(InFocus2,Unit1)UNITAWorldofEnglish12CorevocabularyASkimmingandscanning1Findandunderlinethekeywordsinthepassage.Trytoguesstheirmeanings.KeywordsacquireequivalentestimateexposuremultipleperregionalresearcherretainstruggleTheWonderofLanguageBWordsincontext:collocations1Lookatthetextonpage2.Findthekeywordsthatformcollocationswiththewordsbelow.1researchers________________3________________day2roughly________________4________________accent2Matchthefourkeywordswiththewordsbelowtomakenewcollocations.1________________costs5average________________2________________amount6cash________________3________________government7________________director4________________month8________________yearcollocationsCollocationsarecommonwordcombinations.Forexample,theverbexpressisoftenfoundwiththenounopinion,asinexpressyouropinion.1CriticalcartoonsAWarmupWorkwithapartnerorinasmallgroup.Lookattheinformationonthispageandthecartoon.Discussthequestionsbelow.1HowmanycountriescanyounamewhereEnglishisspokenasafirstorsecondlanguage?2HaveyouevermetanEnglishspeakerwhoexpectsotherstobeabletospeakEnglish?Whydoyouthinktheymighthavethatattitude?1.CriticalcartoonsEnglishisspokenasafirstlanguagein…Inthisunit,youwill:•readanarticleaboutlanguagedevelopment.•readanarticleabouttheEnglish-speakingworld.•discusstheprosandconsofEnglishasaworldlanguage.IguesssomeEnglishspeakersthink…OnewaytheuseofEnglishhaschangedis…3ThinkabouttheuseofEnglishamongyourgrandparent’sgeneration,yourparent’sgeneration,andyourown.Howhasitchanged?Maybethemessage4Whatisthemessageofthe?ofthecartoonis…Whatistheconnectiontotheunittopic?AnauthenticpoliticalcartoonisusedMEDIAFry’sPlanetWord(2011)isafive-partdocumentaryserieswrittenbyactorandlinkwriterStephenFry.Itexploreslanguageanditsroleinhumanhistory.Episode4,asawarm-uprelated“SpreadingthetoWord,”examinesthethetopicinfluenceofEnglishasasaworldlanguage.Itlooksathowtechnologyinfluenceslanguageevolutionandspread.aschema-buildingForadditionalactivitymedialinks,gotoandinfocus-eltseriesinitial.comcriticalthinkingskillsactivity.351015202530ReadingskillsAPre-reading1Quicklyscanthetextandcirclethe10keywords.2HowmanypeoplearoundtheworlddoyouthinkarelearningEnglish?3WhydoyouthinkEnglishhasbecomeaninternationallanguage?BReadingReadthetextandcheckyouranswerstothepre-readingquestionsabove.Thenhighlightaninterestingideaineachparagraph.Englishiswidelyspokeninmanycountriesaroundtheworldandisanofficiallanguageinmorethan50.ManyofthesecountriesareformercoloniesofBritainandretainedEnglishafterindependence.ButevenRwanda,theformerFrench-speakingcolonyofBelgium,hasadoptedEnglishasanofficiallanguage.Englishhastrulybecomeaninternationallanguage.ResearchersattheBritishCouncilestimatethatitisspokenasafirstlanguageby375millionpeopleandasasecondlanguagebyanother375million.Meanwhile,over750millionpeoplespeakitasaforeignlanguage,andthisnumberisgrowingrapidly.InChina,thereareanestimated400millionEnglishlanguagelearners.AccordingtotheBritishCouncil,twobillionpeoplearoundtheworldareattemptingtoacquireEnglish,andoneinfourcanspeaksomeEnglish.WhenthecaptainofaMexicanpassengerplanefliesintoanairportinFranceorGermany,heorshecommunicateswiththeairtrafficcontrollerinEnglish.Itiseasytounderstandwhy:thepilotmaynotspeakFrenchorGerman,theairtrafficcontrollermaynotspeakSpanish,anditisnecessarytoconfirmdetailsabouttheflight.However,intheequivalentsituation,whenthesameplanelandsinArgentina4Unit1AnEnglish-SpeakingWorldEnglishwebsitesarecreatedperminute.EightypercentofinternationalorganizationsuseEnglishasanofficiallanguage,includingtheUnitedNations,theEuropeanUnion,andtheInternationalOlympicCommittee.Englishisthemostimportantlanguageinscience:halftheworld’sscientificpapersarewritteninit.Finally,intheworldofentertainment,itisimpossibletoavoidexposuretoEnglish.Hollywoodmoviessellthemostticketsincinemas,andpopularsongsincountriesfromSwedentoJapanaresunginEnglish.Englishisaninternationallanguagebecauseoftwomainregionalinfluences.ThefirstistheruleoftheBritishEmpire,whichatitspeakin1922governedafourthoftheworld’sareaandafifthofitspopulation.ThesecondisthepowerofAmericancompaniesthatspreadaroundtheworldafterWorldWarII.orColombia,thepilotagaincommunicateswiththeEnglishisnotjustaninternationallanguagebecauseitWorkwithapartnerorinasmallgroup.Askandanswerthequestionsbelow.groundinEnglish,eventhoughboththepilotandisspokenallovertheworld.Englishnowbelongstothe1Lookbackattheideasyouhighlightedinthetext.AretheythegroundcontrollerhaveSpanishastheirmotherworld.Peopleallovertheworlddon’tjuststruggletolearnthesame?Whatarethedifferences?tongue.ThisisjustoneexampleofhowEnglishisittogetbetterjobs.Theyaddwordsandexpressionsofusedasthestandard3.internationalReadinglanguagearoundskills2GiveatleasttwoexamplesofthespreadofEnglishinyourtheirown,andtheyarechangingthelanguageinmultiple55country.theworld.Today,three-quartersoftheworld’smail,ways.ThishelpstomakeEnglishatrueworldlanguage.3Arethereanylanguagesthatcouldonedaycompetewithmostbooks,andmanyoftheworld’snewspapersandEnglishasaworldlanguageallowsallcountriestobepartEnglish?Explainwhichlanguageandwhywhynot.magazinesareThewritteninEnglishsecond.Morethanhalfofofthereadingworldcommunity,andthisbenefiistsusapproximatelyall.400wordstheworld’swebsitesareinEnglish,andover100new35404550CCheckingdetailsReadthequestionsbelowandcirclethecorrectanswersaccordingtothetext.1Whichofthefollowingstatementsistrue?Weallspeakone.Everyday,peoplecommunicatewithoneanotherusinglanguage.Fromthethousandsofwordsweknow,weeasilyfindthewordsweneedandarrangethemintosentencestogiveouropinionsormakerequests.Someresearcherswhostudyhowweacquirelanguage,likethewell-knownwriteronlanguageStevenPinker,estimatethatpeopleknowabout50,000to60,000wordsbytheageof20.Thatisroughlyequivalenttolearningeightorninewordsperdayfrombirth.Thisamazingprocessbeginsfromthedayweareborn.Childrenwhohavenotyetlearnedtospeaklistentotheirmothers,fathers,brothers,andsisterstalktothem.Thisearlyexposureintroducesthechildtothesoundsoftheirlanguage.Thisiswhentheybegintoacquiretheirregionalaccent.WeareallamazedathowlittleAmericanbabiessoundAmerican,whilelittleEnglishbabiesspeakwithaBritishaccent.Bythetimechildrenbecomethree,theyhaveusuallylearnedmanythousandsofwords.Childrenhaveheardsomewordsmultipletimes,soitisnotsurprisingthattheyknowthem.Otherwordschildrenmayhearonlyonce,buttheyretainthemeaning.Somewordsaredifficult,andthechildhastostruggletosaythewordbutstillhasnoproblemrememberingitsmeaning.Learningaforeignlanguagemaybedifficult,butitisimportanttorememberthatpeopleareborntocommunicatethroughspeech.Itisagiftweallhave.2Readthestatementsbelow.Whichbestdescribeswhatthistextisabout?CircleA,B,orC.Thenexplainyouranswertoapartner.2Unit1ATherearemorespeakersofEnglishasafirstlanguagethanasasecondlanguage.BThemajorityofEnglishspeakersspeakitasafirstlanguage.CApproximately25percentofpeopleintheworldcanspeaksomeEnglish.DNearly50percentofinternationalorganizationsuseEnglishasanofficiallanguage.2WhichofthefollowingstatementsisNOTtrue?AManyformerBritishcolonieskeptEnglishasanofficiallanguageafterindependence.BAformerFrenchcolonyhasEnglishasanofficiallanguage.CMexicanpilotsspeakEnglishwhencommunicatingwithairtrafficcontrollersinColombia.DMostoftheworld’sbooksarewritteninEnglish.DMakinginferencesReadthesentencesbelowandcirclethecorrectanswersaccordingtothetext.(Theremaybemorethanonecorrectanswer.)1PeoplearoundtheworldwanttoacquireEnglishbecause…AtheywanttounderstandHollywoodmovies.BairtrafficcontrollersneedEnglish.Ctheywantbetterjobs.DtheywanttolearnaboutAmericancompanies.2Whichofthesechangesarelikelytotakeplaceinthefuture?AEnglishvocabularywillgrow.BEnglishwon’tbespokenatmeetingsoftheOlympicGamesCommittee.CPilotswillchoosewhichlanguagetospeakwhentheyareintheair.DEnglishwillbecomeaworldlanguage.EIdentifyingopinionsWorkwithapartnerandanswerthequestionbelow.Check(✓)theboxes.Inthisarticle,howcantheauthor’spointofviewbestbedescribed?Paragraphs1–4positiveneutralnegativeParagraphs5positiveneutralnegativeDiscussitinlength,Level2readingsare400-500words,andAcademic1readingsare550-600words.Throughthese2readings,studentswillbeexposedtomultipleviewpointstohonetheircriticalthinkingskills.Studentswillengageinshortdiscussionsbasedontheirunderstandingofthecontentwithactivitiesthatidentifyandinfertopic/mainidea,details,andopinion.AHowwelearnforeignlanguagesBHowchildrenacquiretheiraccentsCHowwelearnourownlanguageUnit154ResearchingatopicAInformationgathering1Workinsmallgroups.UsethepicturesbelowtoidentifywordsEnglishhasborrowedfromotherlanguages.Canyouguesswhichlanguagetheycamefrom?A________________B________________C________________D________________E________________F________________G________________H________________2ThinkofsixwordsfromyourlanguagethatcamefromEnglish.ThenlookupthemeaningofthewordsinEnglishinadictionaryoronline.Completethetablebelow.BorrowedwordMeaninginyourlanguageMeaninginEnglish123456BInterpretingandreportingresultsFormnewgroupsandcompareyourfindings.Discussthequestionsbelow.1WhichmeaningsarethesameinbothEnglishandyourlanguage?Canyouthinkofanythataredifferent?2Whydoyouthinkthemeaningofsomeborrowedwordsisdifferentinyourlanguage?3DoyouthinkborrowedwordshelpyouacquireEnglishmoreeasily?Whyorwhynot?5101520CWordparts:equa/equiWordswithequa/equiExample:equivalentadequateequationequatorequidistantequinoxequivalentinequality1Usethewordsintheboxtocompletethesentencesbelow.Trytoguessthemeaningofanywordsyoudon’tknow.1Akilogramisroughly____________________totwopounds.2Whensomethingis____________________,itisenoughforasituation.3Amathematicalstatementinwhichbothsidesarethesameisan____________________.4Wecansee____________________inasocietywhengroupsofpeoplearetreateddifferently.5Whenaplaceisthesamedistancefromtwootherplaces,wecansaytheyare____________________.6Theinvisiblelinethatdividestheearthintonorthernandsouthernhalvesiscalledthe____________________.7Thetimewhenthesunisdirectlyovertheequatorandnightanddayarethesamelengthiscalledan____________________.2Workwithapartner.Whatdoyouthinkequa/equimeans?Writeyourguessbelow.Thencheckyouranswerwithanotherpartner.Ithinkequa/equimeans_______________________________________________________DDiscussiondictation1Listenandwritedownthequestions.Thendiscusstheminsmallgroups.2.Corevocabulary1How________________________________________________________________________?2How________________________________________________________________________?3What_____________________________________________________________________?2Formnewgroupsandcompareyouranswers.EachunitprovidestworeadingsUnit13carefullygradedtocontainonlyNGSLwordswhichintroduceinformationanddifferentpointsofviewontheunittopic.Thefirstreadingisapproximately200wordsinlength(200-250wordsinLevel2,300-400NAWLwordsinAcademic1),covering10keywordsincontext.Studentsthenpracticeusingthewordstheyhavelearnedthroughactivitiesthatfocusonwordpartsandcollocations.Studentswillsimultaneouslydevelopvocabularyacquisitionskillsandstrategiestohelpthemdealwithunknownwords.5CriticalthinkingAFactoropinion?TherearemanydifferentpointsofviewonthetopicofEnglish.Workwithapartneranddecideifthefollowingstatementsarefact(F)oropinion(O).1SpanishsoundsmorebeautifulthanEnglish._____2Chineseisthemostdifficultlanguagetolearn._____3Englishhasmorewordsthanmostotherlanguages._____4Englishhasborrowedwordsfrommanyotherlanguages._____5BritishEnglishiseasiertounderstandthanAmericanEnglish._____BCategorizing1Decideifthefollowingstatementssoundpositive,neutral,ornegative.Putchecks(✓)intheboxes.Underlineanywordsinthesentencesthatsupportyourchoice.1Englishisspokenwidelythroughouttheworld.2ThespreadofEnglishisdestroyingmanylanguagesandcultures.3Englishasaninternationallanguagewillleadtoworldpeace.4PilotsflyingMexicanplanesinFranceorGermanyalwaysuseEnglish.5ItisimpossibletoescapeEnglishintheworldofentertainment.2Compareyouranswerswithapartner.Explainthereasonsforyourchoices.CWritingPositiveNeutralNegativeLookbackatthestatementsinBabove.WriteashortparagraphaboutthepositiveandnegativeresultsofEnglishbecomingtheworldlanguage.Usethemodelbelow.TherearedifferentopinionsaboutEnglishbecomingaworldlanguage.Onthepositiveside…Onewordwithdifferentmeaningsis…Perhapsthefirstusersoftheworddidn’t...Wethinkthatborrowedwordsdon’talwayshelpbecause…However,therearealsonegativeresults.Forexample…6Unit1Unit17DDiscussion1InC,youwroteaboutthepositiveandnegativeresultsofEnglishbeingtheworldlanguage.Nowreadthestatementsbelowaboutlanguagefromyoungpeoplearoundtheworld.Discusstheminsmallgroups.Doyouagreeordisagree?Shareyouropinionsandaskfollow-upquestions.“Englishhelpsspeedglobalizationandeconomicdevelopment.That’sagoodthing.”“EnglishasagloballanguagegivesEnglishspeakersanunfairadvantage.”“IfEnglishspreadseverywhere,thensodoesWesternculture.Thatmakestheworldaworseplace.”Iagreewithyou.That’swhatIthinktoo.Absolutely.AGREEINGDISAGREEINGWellmaybe,butthewayIseeit…Iseeyourpoint,but…Iunderstandwhatyou’resaying,but…2Nowagreeonagroupopinionforeachpoint.Shareyourresultswiththeclass.Eachgroupshouldpresentoneidea.Wefeltthat…because…QuotablequotesFinalthoughts...Learnanewlanguageandgetanewsoul.Czechproverb*1Howisthisquoteconnectedtothetopicoftheunit?2DoyoufeeloractdifferentlywhenyouspeakEnglish?Inwhatway?3IsthegrowthofEnglishinyourcountrychangingyourculture?Ifso,how?*proverb(n):awell-knownstatementthatoftengivesadvice;asayingWedon’tthinkthat…Overall,webelievethat…4.ResearchingatopicResearchingisnotjustaboutfindinginformationandusefuldata-interpreting.Presentingresultsisacrucialnextstepandanimportantcriticalthinkingskill.Thissectionisdesignedtopromotethediscussionandpresentationofinformation,andtofurtherreinforcetheideaspresentedthroughouttheunit.Scaffoldedtasksandlanguagepromptshelpstudentsbothpresenttheirideas,andanalyzethepresentationsoftheirpeers.5.CriticalthinkingStudentsworkinpairs,groups,orasawholeclasstodevelopcriticalthinkingskillsthroughinferencingactivitiesandclassificationofdata.Studentsthenwritetheirownopinionsonthetopic,andhaveadiscussiononthetopicattheendoftheunit(inhigherlevelsstudentsdopresentation,debate,orroleplay).8Unit13 ## Page 04 ![Page 04の画像](https://img01.ebook5.net/kinseido/h9fZ7c/contents/image/book/medium/image-000004.jpg) 【ページ内のテキスト情報】 &ACRITICALTHINKINGCOURSELEVEL1AndyBoonDownloadablemp3FourSkillsCriticalThinkingREASON&RESPONDACRITICALTHINKINGCOURSELEVEL1AndyBoonNEWReason&RespondACriticalThinkingCourse-Level1AndyBoonLEVELTOEIC300400500600>B5size>13units+Intro+Projects>120pages>ISBN978-4-7647-4247-5>¥2,800+taxReasonandRespondisabouthelpingstudentsbecomethoughtful,independentthinkerswhocanengagemeaningfullyinthelanguage.Itisapractical,topic-basedcoursebookforA2–B1learnersthatblendscriticalthinkingwithlanguagedevelopment,equippingstudentstoaskbetterquestions,expresstheirideasclearlyinEnglishandreflect,evaluate,andengageinmeaningfuldialogue.Studentslearntonegotiatemeaning,listenrespectfully,andrespondwithconfidence.Eachunitcentersonakeyconcept(e.g.,factsvs.opinions,assumptions,bias)andbuildsunderstandingthrough:•Collaborativeactivitiesthatpromotepeerinteraction•Oralandwrittentasksthatencouragedeeperreflection•VocabularyandacademicfluencydevelopmentHowTeachersCanMaximizetheBook•Usethethinkingcycleasaclassroomroutinetobuildhabitsofinquiry•Encouragestudentreflection—notjustoncontent,butonhowtheythink•Integratespeakingandwritingtaskstoreinforcecriticalthinkingacrossskills•Adaptunitstolocalcontextsusingthemanual’ssuggestions•FosterrespectfuldialogueandpeerfeedbacktodeepenunderstandingScopeandSequenceREASONRESPONDIntroductionW�atisCriticalT�inking?pp.9-10Unit1Factspp.11-18Unit2Opinionspp.19-26Unit3T�eArtofListeningpp.27-34Unit4Beliefspp.35-42Unit5Assumptionspp.43-50Unit6Biaspp.51-58Unit7ReviewofUnits1–6pp.59-62GettingStartedUnderstandingCriticalT�inkingGettingStartedUnderstandingFactsIdentifyingFactsI&IISupportingFactsI&IIResearchingFactsReflectingGettingStartedUnderstandingOpinionsIdentifyingOpinionsI&IISupportingOpinionsI&IIResearchingOpinionsReflectingGettingStartedUnderstandingListeningIdentifyingListeningStrategiesI&IISupportingListeningI&IIResearchingListeningReflectingGettingStartedUnderstandingBeliefsIdentifyingBeliefsSupportingBeliefsChallengingBeliefsI&IIResearchingBeliefsReflectingGettingStartedUnderstandingAssumptionsIdentifyingAssumptionsSupportingAssumptionsChallengingAssumptionsI&IIResearchingAssumptionsReflectingGettingStartedUnderstandingBiasIdentifyingBiasI&IIChallengingBiasI&IIResearchingBiasReflectingGettingStartedIdentifyingCriticalT�inkingElementsChallengingClassmatesReflectingUnit8Categorizingpp.63-70Unit9Evaluatingpp.71-78Unit10Persuadingpp.79-86Unit11LogicalFallaciesI:AdHominem&StrawManpp.87-94Unit12LogicalFallaciesII:Either/Or&AppealtoEmotionpp.95-102Unit13ReviewofUnits8–12pp.103-106ExtensionActivities:Projectspp.107-118GettingStartedUnderstandingCategorizingIdentifyingCategoriesI&IISupportingCategoriesI&IIResearchingCategoriesReflectingGettingStartedUnderstandingEvaluatingIdentifyingEvaluationsI&IISupportingEvaluationsI&IIResearching&EvaluatingReflectingGettingStartedUnderstandingPersuadingIdentifyingPersuasionI&IISupportingPersuasionResistingPersuasionResearchingPersuasionReflectingGettingStartedUnderstandingLogicalFallaciesIdentifyingLogicalFallaciesI&IIChallengingLogicalFallaciesI&IIResearchingLogicalFallaciesReflectingGettingStartedUnderstandingLogicalFallaciesIdentifyingLogicalFallaciesI&IIChallengingLogicalFallaciesI&IIResearchingLogicalFallaciesReflectingGettingStartedIdentifyingCriticalT�inkingElementsChallengingClassmatesReflectingProjectIdeasforUnits1–6ProjectIdeasforUnits8–12CorePedagogicalFramework:TheThinkingCycleEachunitfollowsafour-partcycleadaptedfromHadley&Boon(2023),embeddedinscaffoldedtasks.Thiscyclegivesstudentsaconsistentmethodforapproachingideascriticallyandcollaboratively.TheTeacher’sManualincludes:•Step-by-stepteachingnotes•Suggestedanswersanddiscussionideas•NotesonclassroommanagementandadaptingtodifferentcontextsThebookintroducesimportanttopicssuchasfacts,opinions,assumptions,bias,categorizing,evaluating,persuading,andfaultyreasoning.StageDevelopingDispositionsReceivingReasoningRespondingFocusRecognizebias,questionassumptions,staycuriousListenactively,readattentively,respectviewpointsEvaluatearguments,spotfaultylogicCollaboratetorefineideasthroughdiscussion4 ## Page 05 ![Page 05の画像](https://img01.ebook5.net/kinseido/h9fZ7c/contents/image/book/medium/image-000005.jpg) 【ページ内のテキスト情報】 Facts1BUnderstandingFactsCIdentifyingFactsI1CovertheexplanationinTask2.Then,workinasmallgroup.Discussandwriteyourdefinitionbelow.1ReadaboutLinh.Underlineatleast10factsabouther.DL02CD02AGettingStarted1Workwithapartner.Askquestionstogettoknowyourpartner.AfactisW�atisafact?2Readtheexplanationbelowandcheckyouranswer.Afactissomethingthatweknowtobetrue.Itisrealinformationaboutsomething.Afactisbasedonevidence.Wecanchecktheevidence.T�enwecandecideifthefactistrueorfalse.3Lookaroundyou.Writesomefactsaboutwhatyousee.Writeevidencethatsupportseachfact.5101520Hieveryone!MynameisLinh.I’mfromHanoi,Vietnam.I’man18-year-olduniversitystudentstudyinginternationalrelationsatHanoiUniversity.IspeakVietnameseandI’mcurrentlylearningEnglishandMandarinChinese,too.Ithinkthatlearningandspeakingotherlanguagesisimportantformyfuture.Aswellasstudying,I’mbigonsports.I’montheuniversityvolleyballteam.Iplayvolleyballthreetimesaweek.IneedtopracticemorethoughasI’mnotagoodplayer.Ialsoliketoplaysoccerwithmyfriends.Ontheweekends,Ihaveapart-timejob.IworkonSaturdaysandSundaysinacoffeeshopinthecitycenter.Sometimes,IgettopracticemyEnglishandChinesewhentouristsvisittheshop.T�erefore,thisjobisreallygoodforme.W�enI’mnotbusy,Iliketoread.Inmyopinion,there’snothingbetterthanrelaxingwithagoodbookandgettinglostinthestory.Ilikefantasynovels.Ialsolovetoreadmanga.Lastsummer,IwentsightseeinginJapan.Ienjoyedthesights,thefood,andtheculture.Ireallythinktravelingisthebestwaytodevelopyourselfandtogetnewperspectives.W�at’syourname?I’mLinh!Ex.Fact:Theclassroomis301.Evidence:Thereisasignoutsidetheroom.2Workwithapartner.Shareyouranswers.3Discusswithyourpartner:WhatissomeevidencethatcouldsupporteachfactaboutLinh?Makealistbelow.W�ereareyoufrom?I’mfromHanoi.It’sinVietnam.Fact:Thereare31studentsintheclasstoday.Evidence:Icountedthem.Ex.FactsaboutLinh:Evidence:HerfirstnameisLinh.StudentIDDoyouhaveanybrothersorsisters?Ihaveanolderbrotherandayoungersister.Fact:Everyoneinmygrouphasasmartphone.Evidence:Theyshowedmetheirphones.W�atlanguagesdoyouspeak?IspeakVietnamese,andalittleEnglishandChinese.4Shareyourfactsandevidencewithyourgroup.2Workwithanewpartner.Shareinformationaboutyourpreviouspartner.4Workinasmallgroup.Shareyourfactsandevidencewithyourgroup.1112UNIT1FACTS13DSupportingFactsI1DrawalinetomatchsomeofthefactsyoufoundaboutLinhinSectionC,page13tothepossiblewaystogetevidence.a.SheisfromVietnam.1.VisitthestoreonaSunday.b.ShecanspeakEnglish.2.Asktoseeherphotographs.c.Sheplaysvolleyball.3.Checkherpassport.d.Sheworksinacoffeeshop.4.Askforaself-introductioninEnglish.4Makealistof10factsaboutyourself.WriteeightTRUEfactsandtwoFALSEfacts.12345678910e.Shelikesreading.5.Goandwatchherteamplay.f.ShewenttoJapanlastyear.6.Askwhichbooksshehasread.5Workwithapartner.StudentA:Readoutyourfacts.StudentB:GuesswhichfactsareTRUEorFALSE.2Workwithapartner.Shareyouranswers.3Discusswithyourpartner:Isthisgoodevidence?Whyorwhynot?OK.Numberone.Ihaveadriver’slicense.Doyouthinkthat’strueorfalse?Ithinkit’sfalse.DoyouthinkcheckingLinh’spassportisgoodevidence?ButwhatifshewasborninVietnamandthenmovedtoanothercountryasayoungchild?Yes.It’sanofficialdocument.IfshehasaVietnamesepassport,sheisfromVietnam.ShewouldstillbefromVietnamoriginally,soIthinkit’sgoodevidence.Sorry.T�eansweristrue!OK.Numbertwo.Ihavetwobrothersandonesister.6Switchroles.7Switchbooks.Lookbackatyourpartner’seighttruefacts.Discusswithyourpartner:Whatissomeevidencethatcouldsupporteachfact?Isitgoodevidence?Whyorwhynot?14UNIT1FACTS15EIdentifyingFactsII1ReadaboutHanoi.Guessthemissingwords.DL03CD03FSupportingFactsII1Readtheexplanationbelow.GResearchingFacts1Workwithapartner.Chooseacountrytoresearch.Findoutfactsaboutthecountry.Useevidencetosupportthefacts.5HanoiisaverybigcityinVietnam.Infact,itisthe1city.T�ereareover8,000,0002livinginHanoi.T�ismakesitVietnam’ssecond-mostpopulatedcityafterHoChiMinhCity.Itislocatedinthe3partofVietnamtothewestoftheRedRiver.Hanoiisveryoldanddatesbackthousandsof4.SummersinHanoicanbehot.T�eaverage5inAugustisAstatisticisanumberthattellsyousomethingaboutagroupofthingsorpeople.Byusingastatistic,youcanhelptosupportyourfact.Itcanmakeyourfactmorebelievable.Lookattheexamplebelow.Ex.Canada—Itisthesecond-largestcountryintheworldbyarea.Evidence—9,984,670km²(Worldometers)around30°C.T�ebesttimetovisitisOctobertoDecemberwhenthetemperaturefalls.T�ecityisfamousforits6.T�erearemanyhistoricalbuildingstoseeinHanoi’sOldQuarter.Inthepast,Statistic1:HoChiMinhCityhasa10Vietnamwasunderthe7ofChinaandFrance.InHanoi’spopulationofaround9,000,000people.OldQuarter,youcanseetheinfluenceofbothChineseandFrenchcultureonhowthehousesweremade.HanoiisalsofamousforitsStatistic2:Hanoihasapopulationof8.Oneofthemostpopulartotryispho.It’soneoftheover8,000,000people.world’s100mostpopulardishes.T�erearemanyrestaurantsand15stallssellingphointheOldQuarter.Finally,Hanoiisknownas“thecityof9.”T�erearearound18ofthem.HoanKiemLake,forexample,isanimportantscenicspotforvisitorsandlocalsalike.Peoplecanwalkaroundthelake.T�ereisalsoafamoustempleonasmallislandinthemiddleofthelake.Hanoiisagreatplacetovisit.Statistic3:Haiphonghasapopulationofover2,000,000people.Fact:Hanoiisthesecond-mostpopulatedcityinVietnam.2Workinasmallgroup.Taketurnssharingyourfactsandevidenceaboutyourchosencountrywithyourgroupmembers.3Discussasaclass:Whatdidyoulearnaboutcountriesaroundtheworld?20However,itcangetverycrowded.Recently,thenumberof10hasincreasedbyaround27%ayear.HReflecting1Workinasmallgroup.Discussthefollowingquestionswithyourgroup.2Workwithapartner.Shareyourguesses.3Matchthewordstothenumbersinthearticle(1–10).2Workwithapartner.FindmoreexamplesofstatisticsaboutHanoiinthearticle.Discusswithyourpartner:Howdothestatisticshelptosupportthefactsinthearticle?a.WhatnewwordsdidyoulearninUnit1?a.controlb.yearsf.lakesg.northernHowaboutthefactthatHanoidatesbackmanyyears?b.Whatdidyoulearnaboutfacts?c.Howcanyousupportfacts?c.temperatured.touristse.capitalh.peoplei.foodj.architectureT�at’snotastatistic.It’sahistoricalfact.AccordingtotheInternet,Hanoiwasestablishedin1010.d.Whatdoyouthinkmakesgoodevidence?4Lookagainatthearticle.Discusswithyourpartner:WhataresomefactsaboutHanoi?Whatissomeevidencethatsupports(orcouldsupport)eachfact?3Goonline.FindoutmorefactsandstatisticsaboutHanoi.Sharethemwithyourgroup.2Shareyouranswerswithyourclassmates.18UNIT116UNIT1FACTS175 ## Page 06 ![Page 06の画像](https://img01.ebook5.net/kinseido/h9fZ7c/contents/image/book/medium/image-000006.jpg) 【ページ内のテキスト情報】 Downloadablemp3FourSkillsEAPNEWInterculturalPerspectivesAnEAPCourseforGlobalCompetenceAnaSofiaHofmeyr>B5size>12units>112pages>ISBN978-4-7647-4248-2>¥2,800+taxINTERCULTURALPERSPECTIVESANEAPCOURSEFORGLOBALCOMPETENCEInterculturalPerspectivesprovidesaculture-integratedapproachtodevelopingEnglishskillsforacademicpurposes.Studentscanbuildontheiroverallacademicvocabulary,reading,listening,andspeakingskillswhileincreasingtheirawarenessandunderstandingofculturaldiversity.Theyareintroducedtoavarietyofnotetakingandresearchskillstopracticegathering,organizing,andevaluatinginformation.Theactivitiesinthistextbookencouragestudentstoexploreinterculturalvaluesandtraditionswhilehelpingthemtodevelopgreaterself-awarenessoftheirownperspectivesthroughreflectingonthewaysinwhichtheirownculturalupbringinghasshapedtheirworldviews.AnaSofiaHofmeyrThereisatotalof12units.Eachunit:•isdividedintosevensections,allofwhichprovidestudentswiththeopportunitytothinkcriticallyaboutsocialandglobalissues,andtosharetheiropinionsandviewsusingthetargetlanguage;•focusesonasocialtopic,encouragingstudentstoexaminetheirownexperiencesandperspectivesfirst,andthenlookoutsidetheircircletofindsimilaritiesanddifferenceswithothersfromaroundtheglobe;•isdesignedtoexpandstudents’languageskillsbyprovidingthemwithvocabulary,discussion,andpresentationlanguagetheymayneedinacademic,social,andprofessionalcontexts.•Readingandlisteningpassagesallowstudentstoexploreperspectivesonthetopicandhelptostrengthentheirnote-takingandcriticalthinkingskills.Inaddition,asexposuretobothinformationanddisinformationincreases,studentsapplyresearchskillstohelpthemnavigateandbemorecriticaloftheinformationtheycomeacross.viiixInterculturalPerspectivesinto…ReadingListeningUNIT1Familiespp.12–19UNIT2Relationshipspp.20–27UNIT3Educationpp.28–35UNIT4MentalHealthpp.36–43UNIT5Agingpp.44–51UNIT6Welfarepp.52–59Whatisafamily?Marriagevs.CohabitationParentandteacherrolesEducatingforneurodiversityRespectfortheelderlyAtypicalemploymentTalk:BeingasingleparentPresentation:PersonalspacebubblesLecture:TheeducationgapDiscussion:UnderpressureLecture:AgismTalk:What’sinapension?InterculturalPerspectivesinto…ReadingListeningUNIT7Migrationpp.60–67UNIT8Work-lifeBalancepp.68–75UNIT9Mediapp.76–83UNIT10Privacypp.84–91UNIT11Cyberbullyingpp.92–99UNIT12ArtificialIntelligencepp.100–107RefugeesAfterhoursGenderrolesPublicvs.PrivatePresentation:BraindrainDiscussion:Howimportantisyourmentalwell-being?Lecture:FreedomofexpressionandcensorshipTalk:TheworldofsocialmediaLivingonlineDiscussion:CyberbullyinglawsChatbotcompanionshipPresentation:ShouldweberegulatingAI?AcademicspeakingskillsDiscussionskills:AskingforandsharingopinionsDiscussionskills:AgreeinganddisagreeingDiscussionskills:PresentingreasonswithevidenceDiscussionskills:ClarifyinginformationDiscussionskills:InterruptingpolitelyDiscussionskills:ConcludingadiscussionAcademicspeakingskillsPresentationskills:IntroducingthetopicPresentationskills:Signpostingmainideas,details,andexamplesPresentationskills:PresentingvisualinformationPresentationskills:ConcludingapresentationPresentationskills:AnsweringquestionsfromtheaudiencePresentationskills:Bodyposture,gestures,eyecontact,andvoiceprojectionNote-takingskillsOrganizingideas—outlining,mapping,andchartingFollowingmainideas,details,andexamplesUsingkeywordsandshortsentencesUsingabbreviationsUsingnumbersandsymbolsConnectingforunderstandingNote-takingskillsUsingcolorstohighlightinformationMakinganoteofunclearpointsReviewingyournotesSupplementinginformationReflectingonyournotesDigitalnotetakingResearchskillsChoosingatopicBrainstorminginformationIdentifyingreliablesourcesGatheringinformationExtractingrelevantinformationComparingandcontrastinginformationResearchskillsCollectingdatathroughsurveysUsinggraphsanddiagramsSummarizingReferencingsourcesDrawingconclusionsUnderstandinglimitationsixxi6 ## Page 07 ![Page 07の画像](https://img01.ebook5.net/kinseido/h9fZ7c/contents/image/book/medium/image-000007.jpg) 【ページ内のテキスト情報】 5101514UNIT1FAMILIES1518UNIT1FAMILIES1912UNIT11.adopt(v)a.thelegalendingofamarriageExample1Mainidea1TopicMainMainExample1Example1idea2idea3Example2Example2Example2Mainidea1Mainidea2Mainidea3Topic1.Mainidea1a.Example1b.Example22.Mainidea2a.Example1b.Example23.Mainidea3a.Example1b.Example2DescriptionProsCons16UNIT1FAMILIES17FAMILIES13SectionA:ThinkaboutthetopicStudentsconsiderthetopicbasedontheirpersonalexperiencesandpointsofview,activatingthevocabularyandknowledgetheyhaverelatedtothetopicandreflectontheirownculturalvalues,anddiscussthequestionsingroups.UNIT1MAINSKILLSFAMILIESInthisunit,youwilllearn:•Academicdiscussionskills:Askingforandsharingopinions•Note-takingskills:Organizingideas—outlining,mapping,andcharting•Researchskills:Choosingatopic2UsethevocabularyfromExercise1tocompletethesentences.a.Julianliveswithhis_____________________,includinghisgrandparentsonhismother’sside.b.Tomliveswithhisfatherandthreebrothers,sotheyareamale-only_____________________.c.After10yearsofmarriage,myparentsdecidedtogeta(n)_____________________andnowliveseparately.d.One_____________________thatwillbetakentokeepthecampussafeisincreasingthenumberofsecuritycameras.e.Povertyisa(n)_____________________concernformanycountries.f.Myparentsdecidedto_____________________mewhenIwasaroundtwoyearsold.g.Sophia’smain_____________________aftercollegeistogetagoodjob.h.Hewasinanaccident,buthisconditionisnow_____________________.i.Jinalwaysthinksaboutproblemsfromapolitical_____________________.SectionB:VocabularybuildingEachunittargets12vocabularyitems.Studentsbeginbymatchingthevocabularywithdefinitionsandsynonymsandcanthenpracticethevocabularyitemsincontext.Finally,studentsdiscussquestionsthatincludethetargetvocabulary,tohelpwithretention.AThinkaboutthetopic1Howimportantisfamilytoyou?Givereasons.2Howimportantisfamilyinyourculture?Explain.3Whatdifferenttypesoffamilystructuresarethere?Giveexamples.BVocabularybuilding1Matchthevocabularyitemsontheleftsidewiththesynonymsanddefinitionsontheright.2.constant(adj)b.awayoftryingtosolveasituation3.divorce(n)c.main;mostimportant4.extendedfamily(n)d.tolegallybecometheparentofsomeoneelse’schild5.household(n)e.afamilyconsistingofonlytheparentsandtheirchildren6.measure(n)f.pointofview7.nuclearfamily(n)g.happeningwithoutchangeforaperiodoftime8.perspective(n)h.tobeveryimportant(forsomeone)9.primary(adj)i.somethingthatismoreimportantthanotherthings10.priority(n)j.fixedorsafe11.stable(adj)k.afamilyoragroupofpeoplewholivetogetherinahouse12.value(v)l.afamilyconsistingofparents,children,andotherrelativesinthesamehouseholdj.It’sjustmeandmyparents,soweareamodern_____________________.k.The_____________________noiseofthecityatnightpreventsmefromsleepingwell.l.Ireally_____________________thisnecklacethatusedtobelongtomygrandmother.3Useyourvocabulary:Discussthesequestionswithapartneroragroup.a.Includingyou,howmanypeoplebelongtoyourhousehold?b.Whatareyourtopprioritiesatthemoment?c.Whatkindsofobjectsdoyouvalue?d.Isitpossibleforpeoplefromothercountriestoadoptchildreninyourcountry?e.Whatisyourprimarygoalforthefuture?CReadingDL02CD02DAcademicdiscussionskillsFamilyisusuallyregardedasaprimaryinstitution,fundamentaltosociety,butwhatisafamily?Sociologistsagreethattherearevarioustypesoffamilies,includingnuclearfamilies,extendedfamilies,andsingle-parentfamilies.Familiesmaynotbeconnectedbyblood––forinstance,couplesmaychoosetogetadivorceandremarry,buildingblendedfamilies,ortoadoptchildren.IntheU.S.,researchbythePEWResearchCenter(2021)showedthatthenumberofchildlessfamiliescouldcontinuetoincreaseasthepercentageofnon-parentswhosaytheywillprobablynothavechildrenincreasedfrom37%in2018to44%in2021.Similarly,inJapan,thegovernmentestimatedthatupto42%ofwomenbornin2005mightnothavechildren(Nikkei,2023),atrendalsopresentinvariousotherEastAsiancountries.Whatisafamily?AskingforandsharingopinionsAskingforandsharingopinionsisfundamentaltoanydiscussionandshouldbesupportedbyreasonsandevidencewheneverpossible.Thelanguageweusetoaskforandshareouropinionswillvarydependingonthecontextofthediscussionandontheparticipatingmembers.1Considertheexpressionsbelow,usedforaskingforandsharingopinions.Whichofthefollowingexpressionsareusedinmoreformal(F)orinformal(IF)contexts?AskingforopinionsSharingopinionsDoyouhaveanyviewson…?Howdoyoufeelabout…?Yourthoughts?Haveyougotanycommentson…?Doyoubelievethat…?Whatdoyouthinkabout…?What’syouropinionon…?Ifyouaskme,...Itendtothinkthat...Itseemstomethat...I’dsaythat...Forme,...Personally,Ifeelthat...Well,ifyouaskme...SectionC:ReadingStudentsreadashortintroductorypassagerelatedtothemainunittheme.Followingthepassage,amatrixtablewithstatementsonaLikertscaleisprovidedforstudentstoconsiderhowthetopicrelatestotheirownexperiences,culture(s),andthecountrytheylivein.1Considerthepassageaboutfamily.Towhatextentdoyouagreewiththefollowingstatements?CompletelySomewhatSomewhatCompletelyagreeagreedisagreedisagreea.Nuclearfamiliesarecommoninmyculture.b.Parentsareexpectedtobemarriedinmyculture.c.Closefriendscanbeconsideredfamilydespitenotbeingrelatedbyblood.d.InthecountrywhereIlive,itiscommonforpeopletoadoptchildren.e.InthecountrywhereIlive,moreandmoreyoungpeoplewouldrathernothavechildren.2Discussyouranswerstothetableabovewithapartneroragroup.Providereasonsandconcreteexampleswheneverpossible.2Whatotherexpressionstoaskforandshareopinionscanyouthinkof?Makeanoteastowhethertheyareusedinformal(F)orinformal(IF)contexts.AskingforopinionsSharingopinions3Interculturaldiscussion:Considerthequestionsfromaninterculturalperspective,preparenotes,anddiscussyourideaswithyourpartnerorgroup.a.Whatkindsoffamiliesaremorecommoninyourcountry?Whydoyouthinkthatis?Considervarioussocial,economic,andpoliticalfactors.b.Havetherebeenanybigchangestofamilystructuresinyourcountryinthepast50years?Giveexamples.c.Researchoneothercountryorculturethatyouareinterestedin.Whatkindsoffamiliesarepopular?Howisitsimilartoand/ordifferentfromyourowncountryorculture?Givereasonsandexamples.SectionD:Academicdiscussion/presentationskillsStudentsthinkaboutthecontextsandwaysinwhichdiscussionandpresentationlanguageareused,forinstanceintermsofformality,confidencelevel,politeness,andappropriateness.Aspeakingactivitywitheitherinterculturaldiscussionquestionsorpresentationpromptsisprovided.EListeningTalk:Beingasingleparent4Criticalthinking:Whichofthechallengesfromthetalkaboutsingleparentswereyouawareof?Whichofthosechallengesarelessknownordiscussed?CanyouthinkofDL03~DL07CD03~CD07others?Preparenotes,anddiscussyourideaswithyourpartnerorgroup.SectionE:ListeningStudentsareintroducedtoaspecificnote-takingskillbeforetheylistentoatalk,presentation,lecture,ordiscussiononthetopic.Listeningactivitiesaredividedintopre-listeningquestions,maintopicsorideas,anddetails.SectionF:ResearchskillsTheresearchskillssectionaimstopreparestudentstoresearch,analyze,connect,andpresentinformationrelatedtothemaintopicofeachunit.Studentsareintroducedtovariousresearchskills,whichcanthenbeappliedtoalargerresearchproject.Note-takingskills:Organizingideas—outlining,mapping,andchartingWhenlisteningtoatalk,lecture,orpresentation,organizeyournotesintomainideas,details,andexamples.Youcandothisbyoutlining,mapping,orcharting.Youshouldchoosethestylethatworksthebestforhelpingyoutorememberthecontentofthelectures.1Beforelisteningtothetalk,discusswithapartneroragroup:Whatisasingle-parentfamily?Whataresomeofthechallengesthesefamiliesmayface?2Listentothetalkaboutbeingasingle-parentandtakenotes.Whatarethemaintopicsofthetalk?Selectallthatapply.Statisticsaboutsingle-parenthouseholdsFactorscontributingtosingle-parenthouseholdsChallengesfacedbysingle-parenthouseholdsEffectsofsingle-parenthouseholdsonchildrenMeasuresthatcanhelptoprovidesupportforsingleparentsa._______________%ofchildrenworldwideliveinsingle-parenthouseholds.b.The_______________hasthesecondlargestnumberofsingle-parenthouseholdsintheworld.c.MappingChartingOnechallengeistobalancehomeandparentingresponsibilitieswith_______________.d.InJapan,56%of_______________householdslivebelowthepovertyline.e.Manysinglemotherstakeon_______________,whichislessstablefinancially.f.Onewaytohelpsingleparentsisbyproviding_______________workconditions.g.Singleparentswouldalsobenefitfrom_______________childcare.Outlining3Listentothetalkonemoretimeandcompletethesentenceswithinformationfromyournotes.h.Finally,itisimportanttoensurethatallchildrencanreceive_______________education.5Applyyourknowledge:Reflectonthetalkyouheardaboutsingle-parentfamiliesandcompletethetablewithyournotes.Whattrendsdoyounoticeinyourcountry?a.Numberorpercentageofsinglemothersinmycountryb.Numberorpercentageofsinglefathersinmycountryc.Povertyrateamongsingleparentsinmycountryd.Challengesfacedbysingleparentsinmycountrye.SupportmeasuresforsingleparentfamiliesinmycountrySummaryofsingle-parentingtrendsinmycountry:Analysisofsingle-parentingtrendsinmycountry:FResearchskillsGReflectonyourprogressChoosingatopicWhenchoosingaresearchtopic,considerthefollowingVenndiagram:•Whatareyouinterestedin?Beinginterestedinatopicwillhelpyoustaymotivatedwhenconductingresearch.YourBroadintereststheme•Whatisthebroadthemeortopicyouareexpectedtoresearch?Makesuretostayfocused.Timeand•Howmuchtimeandresourcesdoresourcesyouhaveatyourdisposal?availableNarrowyourideastoamanageabletopic.CompletelySomewhatSomewhatCompletelyagreeagreedisagreedisagreea.Icanunderstandandusethevocabularyintroducedinthisunit.b.Icanaskforandshareopinionsinformalandinformalcontexts.c.Icanorganizenotesvisuallyintomainideas,details,andexamples.d.Icanchooseanappropriateresearchtopicbasedontheassignment,myinterests,andtheresourcesavailable.e.Icanthinkcriticallyaboutsocialissuesrelatedtofamilies.SectionG:ReflectonyourprogressStudentscanreflectonhowmuchtheylearnedthroughtheactivitiesineachunit.Teacherscanuseitasacheckpointforclarificationbeforestartingthefollowingunit.ResearchProject1Step1:Step2:Step3:Chooseanissuerelatedtofamilythatisimportantinyourcountryorculture.Remembertobalancethebroadtopic(family)withyourpersonalinterests,andthetimeandresourcesyouhaveavailable.Researchtopic:Researchandmakenotesaboutthefollowingpoints:a.Keydata/statisticsaboutthisissueinyourcountryorcultureb.c.d.e.CausesandeffectsoftheissueinyourcountryorcultureOthercountriesorculturesfacingasimilarissueKeydata/statisticsaboutthisissueinothercountriesorculturesCausesandeffectsoftheissueinothercountriesorculturesShareyourresearchwithapartneroragroup.AssessmentEachunitcomeswithasetofassessments.Twospeakingrubricsareavailableforsummativeassessment.Arubrictoassesstheend-of-unitresearchprojectsisalsoavailableforeachunit.Alisteningquizrelatedtotheoverallthemeofeachunitisprovided,toteststudents’listeningcomprehensionofmaintopics,ideas,anddetails.7 ## Page 08 ![Page 08の画像](https://img01.ebook5.net/kinseido/h9fZ7c/contents/image/book/medium/image-000008.jpg) 【ページ内のテキスト情報】 NEWDownloadablemp3MoviesTrueLivesinMoviesJosephTaboltMakotoImuraYasuhiroIidaAkikoKondoKeisukeTabataMinakoFukuiNatsukiMatsuiReadingLEVELTOEIC300400500600>B5size>15units>104pages>ISBN978-4-7647-4244-4>¥2,400+taxClassCD,TM(JapaneseTranslations,ReviewTests)●Oppenheimer,GreenBook,andTheKing’sSpeecharesomeofthehitmoviesbasedontruestoriesfeaturedinthistext.Englishpassagesbytheauthordescribetheplotsandprovidevaluableinsightonthelivesofthepeopletheyportray.●Passagesofabout500wordsareaimedatincreasingreadingpowerandvocabulary.Thetextalsoincludespairspeakingactivitiestoimproveverbalexpressionandcommunication,writinganddiscussionexercises,andcolumnsthatprovidemorebackgroundaboutthethemesofeachmovieandthepeopletheyarebasedon.Pre-readingActivityApreviewofthevocabularyintroducedinRead&Listen.Workingthroughthisexercise,learnersactivatelearningskillsandgetanoutlineofthepassagetheyareabouttoread.Read&ListenApolishedpassageofabout500wordsdescribeshowandwhythecharactersinthemoviesucceedintheirundertakings,whattheirinfluenceonsocietyhasbeen,andwhatwecanlearnfromtheiractionsanddecisions.FluencyBuildingFill-in-the-blanksexercisesusingexpressionsfromRead&Listen.Usingthesesentences,learnerspracticesummarizingthepassageorallywithpartners.Translate&SpeakTakingascenefromthemovietoputJapanesesubtitleandtopracticespeaking.SeethewholecontentstableThink,Write&DiscussLearnerschooseadiscussiontopicandwritetheirownideasaboutit.Thentheclassisdividedintopairsorgroupstoshareopinions.8 ## Page 09 ![Page 09の画像](https://img01.ebook5.net/kinseido/h9fZ7c/contents/image/book/medium/image-000009.jpg) 【ページ内のテキスト情報】 4-BookSeriesFourSkillsGlobalBestsellerPioneerbeginners(A1.1)/elementary(A1.2)/pre-intermediate(A2)/intermediate(B1)H.Q.MitchellMarileniMalkogianniCEFR~A1CEFRA1-A2CEFRA2Pioneer*isaninnovativecourseforyoungadultswhichtakeslearnersfromBeginnertoAdvancedlevel.ThecoursefollowstherequirementsoftheCommonEuropeanFrameworkofReferenceandfocusesonthesystematicdevelopmentofkeycompetences.Thecourseisorganizedintotwelvetopic-basedmodules,whichallowslearnerstodealwithavarietyoftopicsindepth.Inthisway,learnersareenabledtocommunicatesuccessfullyinEnglishinawiderangeofsocialsituationsandenvironments.CourseFeatures■Motivatingandcontemporarytopicswithmulticulturalandcrosscurricularinformation■Livelydialoguespresentingfunctionallanguageinreal-lifesituations■Readingmaterialfromauthenticsources■Anintegratedapproachtothedevelopmentofthefourskills■Specialemphasisonvocabularybuilding■Grammarpresentedandpracticedincontext■Systematicdevelopmentofreadingandlisteningskillsandsubskills■Avarietyofcommunicativetasks■Step-by-stepapproachtowriting■Activitiesencouragingcriticalthinkingandpersonalresponse■Task-basedactivitiespreparinglearnersfortherealworld■Practicaltipshelpingstudentstobecomeautonomouslearners■Around-upsectionineachmoduleprovidingregularrevisionandconsolidation■Agrammarreferencesection■AdigitalvocabularylistSTUDENT’SBOOK¥2,500+taxbeginnersA1.1(136pp)ISBN978-4-7647-4157-7elementaryA1.2(160pp)ISBN978-4-7647-4158-4pre-intermediateA2(168pp)ISBN978-4-7647-4159-1intermediateB1(176pp)ISBN978-4-7647-4160-7TEACHER’SBOOK¥2,500+taxCEFRB1*PioneerispublishedbyMMPublications.Seethewholecontentstablesbeginnerselementarypre-intermediateintermediateB19 ## Page 10 ![Page 10の画像](https://img01.ebook5.net/kinseido/h9fZ7c/contents/image/book/medium/image-000010.jpg) 【ページ内のテキスト情報】 OnlineVideoDownloadablemp3FourSkillsFacingChallengesMakingSDGsOurOwnPeterJ.CollinsMegumiKobayashiLEVELTOEIC300400500600>B5size>14units>140pages>ISBN978-4-7647-4223-9>¥3,200+taxClassCD,TM(Scripts,JapaneseTranslations,ReviewTests)●VideomaterialsofferglobalandlocalperspectivesofissuesrelatedtoSDGs,suchasclimatechange,genderequalityandhealthandwelfare.Awiderangeoftaskscoverpracticeinthefourskills.●Learnerssharetheirimpressionsandideaswithclassmates,expandingtheirEnglishcommunicationabilitiesastheytakeacloselookatSDGsanddiscoverwhatthesegoalsmeanintheirownlives.●Theteacher’smanualincludesquizzestoreviewmaterial.SeethewholecontentstableSeevideosampleWatchingtheVideoShortvideosintroduceglobalandlocalissuesaffectingpeopleacrosstheworld.Afteransweringquestionsoncontentandcompletinglisteningactivities,learnerssharetheirownimpressionsandopinionsonthevideostheyhavewatched.WarmingUpInteractiveactivitiesgivelearnersopportunitiestousetheirownknowledgeandgettheminterestedinSDGs.RespondingtotheDataAftercompletingthelisteningtaskonstatisticsonthepreviouspage,learnerswillwriteouttheirimpressionsandopinionsofthedatainaclearandsimpleform,andsharethemwithclassmates.ReadingaboutanSDGReadingpassagesofabout250wordsprovidebackgroundforvideos,theglobalsituation,andSDGobjectives.Onthefollowingpage,learnersareaskedtooutlinethepassagesinordertodeepenunderstandingofthecontent.ImaginingLearnerswilldevelopideasforeventstheycouldholdintheirowncommunityandsharethemwithclassmates.ThisisagoodwaytothinkabouthowSDGsarerelevanttothemandstrengthentheirabilitytocommunicatetheirownideasinEnglish.10 ## Page 11 ![Page 11の画像](https://img01.ebook5.net/kinseido/h9fZ7c/contents/image/book/medium/image-000011.jpg) 【ページ内のテキスト情報】 Downloadablemp3SpeakingListeningReadingTALK!TALK!TALK!TellMeAboutYourselfandJapanToddJayLeonard>B5size>15units>128pages>ISBN978-4-7647-4225-3>¥2,300+taxClassCD,DownloadableAudio,TMLEVELTOEIC300400500600Seethewholecontentstable●TALK!TALK!TALK!employsaninnovativeapproachtolanguagelearningandvocabularybuildingthroughdialogues,readings,andactivitiesthatincorporateauthenticEnglishininterestingandpracticalcontextscenteredaroundtopicsthatJapanesemaybeaskedaboutJapanandtheirpersonallives.●Eachofthe15lessonsprovidespracticeinallfourcommunicationskills,withafifthskill—theculturalcomponent—includedtoexpandlearners’understandingoftheirownculture.ComprehensionQuestionsLearnerswillskimthedialoguetofurtherreinforcethecontent.ListenUp!Tointroducethetopic,adialogueisofferedasalisteningexercise.ExpressionsSpecificvocabularywordsorexpressionsfromthedialoguethataremorecolloquialinnature.MatchingGrammarpointstakenfromthedialogue.Mini-DialoguesShortinformationgapconversationstolistenandfillintheblankswiththecorrectvocabulary.ReadAboutIt!Thisintroducesthethemeofthelessoninmoredetail.Theinformationwillgivelearnersanideawhentheyarerequiredtowritetheiropinion.ShareYourOpinionLearnerswillwriteashortintroductionofthelesson’stopic.Aftersharingthisshortessaywithapartner,eachoneshouldindependentlytakenotesofwhattheotherissayingtoreportthisinformationbacktotherestoftheclassinamini-presentationformat.ContentsPart1:TellMeAboutYourself:Yourself/Childhood/Family/Major/DreamfortheFuturePart2:TellMeAboutJapan:FoodandCuisine/CultureandCustoms/Sports/Music/GoodPlacestoTravelPart3:TellMeMoreAboutJapan:History/Nature/Weather/Politics/Religions11 ## Page 12 ![Page 12の画像](https://img01.ebook5.net/kinseido/h9fZ7c/contents/image/book/medium/image-000012.jpg) 【ページ内のテキスト情報】 Downloadablemp3SpeakingListeningReadingLiveWell!TopicsAboutHealthforUniversityStudentsAdamMurray>B5size>14units>120pages>ISBN978-4-7647-4226-0>¥2,300+taxClassCD,DownloadableAudio,TM●LifehacksonhealthylivingthroughEnglish.●Learnabouttopicsconnectedtopracticalhealthmaintenance:exercise,sleep,nutrition,allergies,stress,ergonomics,stretching,meditation,andlife-workbalance.●OverallEnglishskillsseeimprovementthroughacombinationofactivitiesthatkeeplearnersengaged,includinginformationgapandpairreading.●Textincludestworeviewunits.LEVELTOEIC300400500600ContentsUnit1ExerciseUnit2AllergiesUnit3SleepUnit4HydrationUnit5MentalHealthUnit6MeditationReview1:Units1-6Unit7NutritionUnit8ErgonomicsUnit9Work-lifeBalanceUnit10StressUnit11StretchingUnit12InjuriesReview2:Units7-12VocabularyWarmupLearnerspracticeusingnewvocabularybymatchingthemwiththeirdefinitions,fill-in-the-blankexercisesandsentencewriting.ReadingReadingpassageshaveabout300words.Learnerstesttheirunderstandingofthecontentwithmultiplechoice,shortanswerandcorrect-the-mistakeexercises.SeethewholecontentstableSpeakingLearnerslistentoashortdialogueusingacommonidiomrelatedtothethemeoftheunit.Usingthedialogue,learnerssubstitutethewordsandphrasestomakeanewconversation.Next,theymakeanoriginalconversationandpracticeitwiththeirpartners.ListeningLearnerslistentoaquestionandchoosethebestoption.Inadictationactivity,learnerswritethemissingwordsandphrases.ExchangingInformationThisisa4-skillsactivity.Thereareincompletetablesandlearnersneedtoasktheirpartnersforthemissinginformation(information-gapactivity).Orlearnersreadashorttext(150words)totheirpartnersandaskthreecomprehensionquestions.12 ## Page 13 ![Page 13の画像](https://img01.ebook5.net/kinseido/h9fZ7c/contents/image/book/medium/image-000013.jpg) 【ページ内のテキスト情報】 5101520251.logging[ℓ.6]a.dignifiedNEWOnlineVideoDownloadablemp3WORLDTRAVELERSALearningJourneywithVideosfromBBC’sTheTravelShowRimaUraguchiYukikoTakeokaTomDillonTravelLEVELTOEIC300400500600>B5size>14units>128pages>ISBN978-4-7647-4243-7>¥3,300+taxClassCD,TeacherDVD,TM(Scripts,JapaneseTranslations,ReviewTests)●WorldTravelerstakeslearnersonatriparoundtheworldusingvideosfromBBC’s“TheTravelShow”thatwillmakethemfeelliketheyarereallythere.Allfourlanguagelearningskillsareusedtolearnaboutdiversecultureaswellassocialproblemsthedifferentcountriesarefacingandthestepsbeingtakentosolvethem.●Awiderangeoftopicsarepresented.Somearefunandfamiliar,suchasfashioninCongo(DRC),thesaunacultureinEstonia,andfoodinEgypt,whileothersaremoreserious,suchasanimalconservationinMalaysia,environmentalmeasuresinDenmark,anddepopulationinItaly.Guess&CheckLearnersworkinpairstoraisetheconsciousnessaboutthecountryanditstheme.ReadingAsbackgroundtothevideo,apassageofabout300wordsoffersbasicinformation,history,andsoonaboutthetopicthatwillbehelpfulforlearnerstoknowbeforetheyseethevideo.SeethewholecontentstableSeevideosampleReadingReadthefollowingpassageaboutMalaysia.Eco-TourisminMalaysiaDL02CD1-02MatchthevocabularyitemsfromthereadingwiththeirDL03CD1-03definitions.VocabularyCheck1Borneoistheworld’sthirdlargestislandandissharedbythreenations:Malaysia,IndonesiaandBrunei.Theislandisknownforitsancientrainforestsandishometohundredsofplantandanimalspeciesfoundnowhereelseonearth,includingpygmyelephants,sunbears,cloudedleopardsandmore.2Yet,forthepastmanydecadestheareahasbeentornbythedilemmaofenvironmentvs.economy.Therainforestshavebeenchoppedbackforlogging,withJapanbeingaprimeexporttargetfortimber.Palmoilplantationshavealsoflourished,resultinginafurtherlossofforests.However,conservationistsnowhopethatthetidemaybeturningandtherapiddeforestationofBorneomaybeslowingdown.3Inthe1980s,about75percentofBorneowascoveredbyrainforests.Today,thatnumberisonly50percent.Thegoodnewsisthatithasbeenholdingat50percentforseveralyears.Someclaimadeclineinworldpalmoildemandhasinfluencedthis.Butincreasedenvironmentalawarenessandthesteadygrowthofanewindustry—eco-tourism—isalsohelping.4Thesymboloftheenvironmentalmovementmightbethemightyorangutan.OrangutansonceroamedoverallSoutheastAsia,buttodayliveonlyonBorneoandtheIndonesianislandofSumatra,withthehigherconcentrationonBorneo.Duetothelossoftheirrainforesthabitat,onlyabout100,000Borneanorangutansremaininthewildandsomesaythisnumberwillplummetevenfurtherintheyearstocome.5Effortstoprotecttheorangutanaregainingworld-wideattentionandthishasbroughttourists,alleagertoviewthismajesticandintelligentanimalinitsnaturalhome.Fundsfromeco-tourismarebothfosteringthelocaleconomyandsavingtheforests.Eco-tourismseemsapositivesolutiontotheenvironmentvs.economydilemma.2.mighty[ℓ.16]b.powerful3.roam[ℓ17]c.stimulate4.majestic[ℓd.walkormove23]around5.foster[ℓ24]e.treecuttingComprehensionCheckChoosethebestanswerstothefollowingquestions.1.Whatisthekeyideaofthispassage?a.Eco-tourismmightbeawaytopreventthedeforestationofBorneo.b.OntheislandofBorneo,orangutansaresharedbythreenations.2.Accordingtothispassage,whatisonepossiblereasonfortheslowingdownofthedeforestationofBorneo?a.Adecreaseintimberexportsb.Aweakeningofthepalmoilbusiness3.Whichofthefollowingispromotinggrowthoftheeco-tourismindustry?a.Visitorswishtoseeorangutansintheirnaturalhabitat.b.Thenumberoforangutansisincreasing.Noteseco-tourism「エコツーリズム」自然環境や歴史文化について観光を通して学ぶことで、その保全へとつなげる仕組みBrunei「ブルネイ」ボルネオ島北部に位置する立憲君主制の国家pygmyTalkingAboutelephantthe「ボルネオゾウ」体が小さいことが特徴Videosunbear「マレーグマ」クマの中で最も体が小さいcloudedleopard「ウンピョウ」名前は雲のような形の斑紋に由来ℓ.6chopback「〜を切り倒す」palmoilplantation「パーム油を生産するための大規模農園」turnthetide「流れを一変させる」plummet「急落する」Learneroutputcomesfromwritingdownthecontentofthevideoinconversationorlistforms,andthenpracticingspeaking.12Unit1Malaysia13UnderstandingtheVideoSeveralexercisestochecktheunderstandingofthevideo’scontent.ExpandYourIdeasExpandedlearningexercisesincludediscussionsorpresentationsofresearchrelatedtothetheme.13 ## Page 14 ![Page 14の画像](https://img01.ebook5.net/kinseido/h9fZ7c/contents/image/book/medium/image-000014.jpg) 【ページ内のテキスト情報】 2-BookSeriesOnlineVideoDownloadablemp3TravelWorldEnglishesPerennialFavoriteWorldAdventuresSeriesScottBerlinMegumiKobayashiLEVELTOEIC300400500600>B5size>15units>104pagesClassCD,TeacherDVD,TM(Scripts,Fill-in-the-blankTests,etc.)WorldAdventuresanditsonlinevideosprovidestudentswithinterestingandstimulatingscenesrelatingtovariouspeopleandculturesoftheworld.●Impressivescenesofhistoricalmonumentsandlocalpeopleallowlearnerstogainaninsightintoothercultures.●Colorfulpageswithamplephotographsinducelearnerstoconcentrateandabsorbthecontentpresentedinthetextbook.●TheauthenticinterviewsgivestudentslotsofopportunitiestolistentoEnglishusedindifferentpartsoftheworld.InthefirstWarm-upExercise,youwillactivateyourbackgroundknowledgeabouteachcountrywithyourclassmates.Itisnotimportanttoalreadyknowsomethingaboutthecountry,buttoanswerquestionswithaquizfeelingandexpandyourimaginationofwhatkindofcountryitis.InthesubsequentVocabularyExercise,youwillpreparefortheimportantwordsthatappearinthefollowingReadingandtheirmeaningswithmatchingexercises.ItisalsoagoodopportunitytogetusedtothedefinitioninEnglish,nottheJapanesetranslationofEnglishwords.Readingofabout250to300wordsissetuptofurtherincreasetheinformationofthecountriesvisitedthroughthevideofromnowonandtohelpyouunderstandthecontent.SeevideosampleWorldAdventuresOnBoardforMoreWorldAdventuresTableofContentsChapter8FINLAND……………43TableofContentsChapter8DENMARK43Chapter1AUSTRALIA………1Chapter9POLAND……………49Chapter1INDIA1Chapter9PORTUGAL49Chapter2INDONESIA…………7Chapter10SPAIN…………………55Chapter2PHILIPPINES7Chapter10TURKEY55Chapter3SINGAPORE………13Chapter11GREECE……………61Chapter3THAILAND13Chapter11EGYPT61Chapter4VIETNAM19Chapter12SOUTHAFRICA67Chapter4CHINA……………………19Chapter12KENYA………………67Chapter5KOREA25Chapter13BRAZIL73Chapter5ARGENTINA………25Chapter13MOROCCO………73Chapter6FRANCE31Chapter14PERU79Chapter6MEXICO………………31Chapter14LEBANON…………79Chapter7ITALY37Chapter15GUATEMALA85Chapter7GERMANY…………37Chapter15KUWAIT……………85STUDENT’SBOOK¥2,400+taxWorldAdventuresOnBoardforMoreWorldAdventuresISBN978-4-7647-4133-1ISBN978-4-7647-4134-814 ## Page 15 ![Page 15の画像](https://img01.ebook5.net/kinseido/h9fZ7c/contents/image/book/medium/image-000015.jpg) 【ページ内のテキスト情報】 16WorldAdventures4Population:66millionSize:513,120km2BangkokCurrency:ThaiBahtUluruAyutthayaGreat■BarrierReefCairns■Brisbane■Sydney■Population:22.5millionSize:7,741,220km2Currency:AustralianDollar1◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆◆5101520255101520◆近年広まっている」Vedic「聖典ヴェーダ（Veda）の」povertyline「貧困線」ShahJahan「シャー・ジャハーン（1592–1666）ムガル帝国皇帝」NewSevenWondersoftheWorld「新・世界の七不思議。“不思議な建造物”ではなく必見の景観を意味する」56陸中央部に位置し、ウルルまたはAyersRockと呼ばれる一枚岩で有名）続く大サンゴ礁）3WorldAdventuresChapter3THAILANDVocabularyExerciseThefollowingwordsappearintheReading.Matchthecorrectdefinitiontoeachword.ReadingComprehensionCompletethefollowingexercise.次の単語はReadingで使われています。それぞれの単語の意味をa)〜d)の中から選びなさい。英文の内容に合うように空所に書き入れなさい。壮麗な寺院、古典舞踊、タイ料理、工芸品など目をみはる伝統の数々を有するタイ。国民のほとんどは敬虔な仏教徒で、人々の礼儀正しさは折り紙つき。またタイ王室は国民に深く尊敬され、いたるところに国王の肖像画が飾ってあります。この章では、タイの一風変わった「水も滴る」お正月の様子や、日本とは趣を異にする寺院、庶民の日常などを見てみましょう。Warm-upExerciseCompletethefollowingexercisebeforecontinuingwiththechapter.この章の内容に入る前に考えてみましょう。1.WhatwasthecountryofThailandcalledjustbefore1939?a)Angkorb)Siamc)Sukhothaid)Khmer2.WhatanimalinThailandhasbeenusedinwar,labor,andtourism?a)Cobrab)Waterbuffaloc)Elephantd)Monkey3.ThenicknameforThailandisthelandof.a)morningcalmc)therisingsunb)eternalsummerd)smiles4.Forfiveminutes,shareasmuchasyouknowaboutThailandwithyourpartner.★Capital:★■1.congested()a)havinganadvantage,opportunityorsupport,2.agenda()preferred3.famed()b)filltoexcess,over-crowded,orover-burdened4.favorable()c)alist,plan,oroutlineofthingstobedoned)wellknown,highlyregardedReadingDL06CD06Thailand’sTuk-tuksZippingaroundthetrafficcongestedstreetsofBangkokinatuk-tukisonmosttravelersagenda.AtriptoThailandwouldnotbecompletewithoutatuk-tukride.ThefamedvehicleshavebecomeasymbolofThailandandatouristattraction.Thebasicdesignofthetuk-tukhasnotchangedmuchinthe40plusyearssinceitfirstappearedinThailand.However,thefutureofthetuk-tukwillcertainlybedifferent.Around1960asmallJapanesecompanynamedDaihatsubeganexportingakindofautorickshawtoThailand.TheDaihatsuMidgetwasadeliveryvehiclebuttheThaisquicklymodifiedittobetterfittheirneeds.Thesmallenginemadeatuktuktuktuktuksoundandsoitbecameknownasthe“tuk-tuk”inThailand.Formanyyearsthetuk-tukwasaneconomicalandquickwaytogetaroundthecity.Nowadays,becauseoftheirpopularitywithtourists,tuk-tuksareoftenmoreexpensivethanaregularmeteredtaxi.Theyareespeciallyexpensiveinthepopulartouristareas.Ifyouareinahurry,theBTSSkytrainwillgetyouaroundthecitymuchfasterthanothermethods.BecauseBangkokhassomanytuk-tuks,ithasbeenreportedthatnewlicensesarenotbeingissued.Inaddition,tuk-tuksareoftenblamedasamajorsourceofairpollutioninthecity.Theseconditionsarenotfavorableforthefutureofthelittletuk-tuk.Fortunately,tuk-tuksaregainingpopularityinothercountriessuchasEngland,Scotland,andtheNetherlands.NewlydesignedmodelsareappearingthatrunonLPG,electric,andevensolarpower.It’spossiblethatinthenearfuture,atriptoThailandwillnotbecompletewithoutarideinasolar-poweredtuk-tuk.Tuk-tukrickshaw「人力車（日本語から英語になったもの）」DaihatsuMidget「ダイハツミゼット（三輪自動車）」BTSSkytrain「バンコクの高架鉄道（1999年開通）」LPG「液化石油ガス」1.Thetuk-tukhasbecomeasymbolofThailandanda.2.TheDaihatsuMidgetwastofittheneedsoftheThais.3.Nowadays,tuk-tukscanbemorethanaregulartaxi.4.Tuk-tuksareblamedasamajorsourceof.5.Somenewdesignsoftuk-tuksarepoweredbyLPG,,andsolarpower.GETTINGTOKNOWTHAILANDVocabularyPreviewBeforewatchingthevideo,studythevocabularybelow.映像に出てくる語彙を確認しておきましょう。1.cleansing（罪などを）洗い清めること2.scented香水入りの、香りつきの3.KingRamaIラーマ１世（1737‒1809）チャクリー王朝の創始者4.abundant豊富な、有り余るかんがい5.irrigation灌漑6.befeatured新聞・雑誌記事やTV、映画などで取り上げられるDL07CD071314WorldAdventuresChapter315FirstViewingGettingthemainideaWatchthevideothendothefollowingexercise.映像を見て答えなさい。SecondViewingFocusingonthedetailsWatchthevideoagainandchoosethecorrectanswer.もう一度映像を見て答えなさい。CheckYourUnderstandingWatchthevideothendothefollowingexercise.映像を見て答えなさい。2.Bangkokislocatednearthe...a)ChaoPhrayaRiver.b)cityofAngels.c)Westbank.d)Nakongdelta.4.Thewatermarketinthevideois...Chapter1a)ashoppers’paradise.b)apopulartouristdestination.c)over140yearsold.1.Accordingtothevideo,whichisNOTtrueaboutSongkran?a)Itisatimetopayone’srespecttoelders.b)Itisatimetogetalittlecrazy.c)ItisatimetocelebratetheBuddha’sbirthday.d)Itisatthehottesttimeoftheyear.3.WhatdidriceproductiondoforthekingdomofAyutthaya?d)acanalthatwascreatedforaJamesBondmovie.a)ItallowedtheThaistotradewiththeBurmese.b)ItmadethecityofAyutthayalargeandwealthy.Answerthefollowingquestionsbasedonthevideo.映像を見て、以下の問いに答えなさい。c)ItcreatedawarwithEuropeancountries.d)ItmadeKingRamaImovethecapitaltoAyutthaya.南半球に位置する国オーストラリア。コアラやカンガルーなどの動物から、のどかな自然というイメージがありますが、水不足などの問題も抱えています。この章では、オーストラリアの地理や自然について理解を深めてください。Warm-upExerciseCompletethefollowingexercisebeforecontinuingwiththechapter.この章の内容に入る前に、以下について考えてみましょう。1.ThefirstEuropeansettlementonAustraliawasfor.1.WhichofthefollowingistrueaboutAustralia’sgeography?a.Itiscalled“downunder”becausethetemperatureislowinAustralia.b.TheSouthernCrossisthenameoftheAustraliannationalflag.c.Itisadrycontinent,andpartofthelandisdesert.2.Usingwaterfromaquifersforacity’swatersupplycreatesaproblembecause...a.itonlyrains20to25cmperyear.b.thewaterisverydeepintheground.c.thewaterisnotreplenished.d.theyuseonemeterofwaterperyear.d.Australiaisthesecondsmallestcontinent.3.WhichistrueaboutUluru?a.Itis10,000yearsold.b.ItispartofthemostpopulartourpackageinAustralia.c.TheAboriginescreatedsomeofthecracksintherock.4.WhichisNOTtrueabouttheGreatBarrierReef?a.prisonersc.exportingkangaroomeata.Itisvisiblefromspace.b.Itismadefromlotsofsmallreefs.d.Alargepartoftherockishiddenbeneaththeground.c.Scubadivingistheonlywayyoucanseeit.d.Weneedtoprotectitsoitwillnotbedestroyed.b.theKingofAustriad.tradingslaves2.Australiaisthelargestcountryintheworld.a.5thbc.7thd.8th.6th3.Doolboong,Kalkatungu,andWangkumaraareextinctAustralian.a.tropicalfishAUSTRALIAc.Aboriginallanguagesb.wildkangaroosd.hummingbirds4.Forfiveminutes,shareasmuchasyouknowaboutAustraliawithyourpartner.FirstViewingGettingthemainideaCapital:Canberra★★1.Forthreedaysthewholecountryhasonebigwater(night/fight).2.Songkraniscertainlyoneofthe(wildest/widest)andwettestholidaysoftheyear.3.DuringSongkran,peoplewouldgotoatempleto(pay/pray)andpourwateronBuddhiststatues.4.In1782KingRamaI(improved/moved)thecapitalcity.5.ThekingdomofAyutthayawasfoundedin(1350/1315).6.Thekingdomcametoanendwhenthe(Burmese/Vietnamese)conqueredAyutthaya.7.Oneofthemoreinterestingtypesofmarketisthe(floating/boating)orwatermarket.8.Thecanalwasdugin1866for(immigration/irrigation)andtransportation.タイは東南アジアでヨーロッパ列強の植民地になることを免れた唯一の国。イギリスの支配下に置かれた隣国に比べ、英語はあくまでも「外国語」という位置づけでしたが、近年、英語学習意欲は高まる一方です。タイの公用語は、国内で広く使われているタイ語。タイ語の構造は中国語に似ていて声調（トーン）もあります。タイの英語の特徴には、子音が重なると一部が脱落する、語末の子音が脱落する、などがあります。friedriceがf(r)ie(d)li(ce)ファイライと聞こえたりすることも。なお、タイでは本名よりもチューレン（愛称）で呼ばれることが多いとのこと。最近は日本語を含めて外来語のチューレンがとても多いそうです。ENGLISHINTHAILANDPersonalInterviewReadabout“Apple”beforeyouwatchtheinterviewofher.アップルさんについて以下の情報を読み、インタビューを見ましょう。SpeakerProfileName“Apple”HometownAge24FamilyApple’sEnglishここに注意！BangkokSingleインタビューで、英語で一番難しいのは発音とこぼしているアップルさん。例えばassi(s)tan(t)はアシタンのように聞こえます。同じくyear(s)old,hometow(n),sou(th)of,li(fe)の語末の子音もほとんど聞こえませんが、文脈で補って理解してください。SecondViewingFocusingonthedetailsWatchthevideoagainandchoosethecorrectanswer.もう一度映像を見て、（）内の適切な言葉を選びなさい。Chapter31718WorldAdventuresChapter1•Australia1.TheSouthernCrossisaconstellationthatcanonlybeseensouthofthe(equator/Ecuador).2WorldAdventures2.Australiaistheseconddriestcontinentafter(anarcticarea/Antarctica).3.SeventypercentofthelandinAustraliais(desert/aridorsemi-arid).4.Scottthinksthatthe(greatcitiesare/outbackis)thebiggestattractioninAustralia.5.Thebirdswiththeorangebeakareusefulifyouarelostbecausetheywillhelpyouto(findwater/becomerescued).6.Theaveragerainfallinthe(central/coastal)areais20to25cmperyear.7.TotheAborigines,Uluruisa(secret/sacred)place.8.TheGreatBarrierReefhas1,500differentkindsof(fish/coral).オーストラリアの人口は約2300万人ですが、そのうち４分の１ほどが国外で生まれた移民からなる多民族国家です。英語が事実上の公用語ですが、移民家庭では様々な言語が使用され、教育機関では英語以外の言語の学習が推奨されています。オーストラリアの英語は、イギリスの容認英語（ReceivedPronunciation）とロンドンの下町ことばであるコックニーに近い発音（例えばeverydayがeverydieのように聞こえる発音）が多く受け継がれています。G’day,mate（あいさつのことば）、Goodonya（いいね）、Noworries（心配しないで、どういたしまして）などはフレンドリーでオーストラリアらしい表現と考えられています。またbarbie,breakie,arvo,journoといった独自の短縮語が多く使われているのが特徴です（それぞれbarbeque,breakfast,afternoon,journalist）。PersonalInterviewReadaboutJamesbeforeyouwatchtheinterviewofhim.ジェームズさんについて以下の情報を読み、インタビューを見ましょう。SpeakerProfileNameAge26HometownFamilyVocabularyExerciseThefollowingwordsappearintheReading.Matchthecorrectdefinitiontoeachword.次の単語はReadingで使われています。それぞれの単語の意味をa)〜d)の中から選びなさい。1.predecessor()a)unabletoreadorwrite,havinglittleornoeducation2.surpassing()b)theactofusingoreatingsomething3.illiterate()c)thepersonorthingthatcomesbeforeanother4.consumption()d)goingbeyondinamount,extent,ordegree,toexceedEnglishinAUSTRALIAJamesBlacktownSingleJames’Englishここに注意!ReadingDL02CD02India:Highest,Largest,EarliestWhenyoulearnaboutIndiayouwillgainsomerespectforthecountrybecauseinmanycategoriesitisamongthehighest,largest,andearliest.Harappa,Mohenjo-Daro,andLothalareafewoftheearliesthumancivilizationsthatgrewaroundtheIndusValleyinNorthwesternIndiaandPakistan.Theyexistedbetween3300-1300BCEduringtheBronzeAgeontheIndiansubcontinent.ThesecivilizationsdevelopedthehistoricalVedicreligionwhichisthepredecessorofHinduism.SomeclaimthismakesHinduismtheoldestreligionintheworld.Bytheyear2025IndiaisexpectedtohavethelargestpopulationintheworldsurpassingChina.Todaythereisanestimated1.18billionpeopleinIndia.Around70%ofthepopulationliveinruralareas.Unfortunately,agreatmanyofthesepeoplearelivingbelowtheinternationalpovertyline.Indiaalsohasthelargestpopulationofilliteratepeopleintheworld.In2009India’sliteracyratewasjustunder77%formenand55%forwomen.YoumaybesurprisedtoknowthatIndiahasthehighestbananaproductionintheworld.EveryyearIndiaproducestensofmillionsoftonsofbananas,morethandoublethatofanyothercountry.India’sbananaproductionaccountsforabout21%ofthetotalworldproduction.However,Indiadoesnotexportmanybananas,mostarefordomesticconsumption.Alongwiththehighest,largest,andearliesttherearemanymorefantasticthingsinIndia.Indiahas27officialUNESCOWorldHeritageSites.ThemostfamousistheTajMahal.TheTajMahalwascompletedin1653after21yearsofconstruction.ItwasbuiltforthewifeoftheMughalEmperorShahJahan.TheTajMahalisoneoftheNewSevenWondersoftheWorld.Harappa,Mohenjo-Daro,Lothal「ハラッパ、モヘンジョダロ、ロータルはいずれもインダス川周辺の遺跡地」BCE（BeforeCurrentEra）「紀元前。紀元後はCE（CurrentEra）。BC（BeforeChrist）とAD（AnnoDomini）に代るものとして、G’dayで始まるあいさつなど、オーストラリア英語らしい特徴が満載です。takeが若干「タイク」に近い発音になっていることに注意してください。他にもpart,worst,cultureなど、母音のあとの/r/音が発音されないのもイギリス標準英語と同じです。1.Besidescommunication,whatelsedoesApplesayEnglishisusedforinThailand?a)Internetb)Schoolc)Work2.HowlonghasApplestudiedEnglish?a)11years.b)13years.c)Fromhighschooluntilnow.3.HowdoesApplecelebrateSongkran?a)Shevisitsherfamily.b)Sheusestheinternetandreadsbooks.c)Sheenjoyswaterfightswithherfriends.4.WhatisApple’sdreamforthefuture?a)Tohaveabettercareer.b)Tohaveagoodhusband.c)Tohaveagoodqualityoflife.OnYourOwnDiscussthefollowingquestionswithyourpartner.あなたもパートナーと話し合ってみましょう。1.Whatisyournicknameandwhy?Ifyoudon’thaveanickname,chooseoneandtellwhyyouchosethatname.2.Foryou,whatdoyouthinkarethekeyingredientsforagoodqualityoflife?OnBoardforMoreWorldAdventuresBananaauctionReadingComprehensionCompletethefollowingexercise.Readingの内容と合うように1～5の空欄に英語を書き入れなさい。CheckYourUnderstandingWatchthevideoanddothefollowingexercise.映像を見て、以下の問いに答えなさい。1.WhatareaofAustraliadoesJamesworkin?a.Thewholecountryb.CentralAustraliac.NeartheGreatBarrierReef2.WhatdoesJamessayaboutlanguagebarriers?a.Hedoesn’tlikemeetingpeoplewhospeaklittleEnglish.b.Heenjoyslanguagebarriersasanimportantculturalexperience.c.Languagebarriersmakeitdifficulttocommunicateimportantmessages.3.WhichofthefollowingdoesJamesNOTmentionasoneofthebestpartsofAustralia?a.Thegeographyisbeautiful.b.Thecrimerateislow.c.Thetravelingiseasy.4.WhatdoesJamessayabouthisfuturedream?a.Hehasalotoffuturedreams.b.HewantstokeeplearningaboutAustraliaandtheworld.c.Hewantstotravelaroundtheworldhimself.OnYourOwnDiscussthefollowingquestionswithyourpartner.あなたもパートナーと話し合ってみましょう。1.Whataresomethingsyoucoulddoinyourdailyroutinetosavewater?2.Whatdoyouthinkisthe(long-term)impactontheenvironmentfrombuyingbottledwaterlikeEvianandVolvic?Chapter1•Australia1.Femalemarsupialshaveaforfeedingandcarryingtheirbabies.2.Koalasneedtosavetheirenergybecausetheeucalyptusleaveshave.3.Becauseofitsthekoalawashuntedalmosttoextinction.4.Thespecialfingersthatkoalashavehelpthemto.5.Whatsurprisedtheauthoraboutkoalas?GettingtoKnowAUSTRALIAVocabularyPreviewDL03CD03Beforewatchingthevideo,studythevocabularybelow.映像に出てくる語彙を確認しておきましょう。1.hemisphere半球2.constellation星座3.equator赤道4.arid乾燥地帯の5.outbackオーストラリアの内陸の田舎、奥地6.beakくちばし7.UluruNationalParkウルル（＝カタ・ジュタ）国立公園（オーストラリア大8.aquifer帯水層（地下水を多く含む地層）9.replenish補給する、再び満たす10.GreatBarrierReef11.coralreefサンゴ礁グレートバリアリーフ（オーストラリア北東部沿岸にSeevideosampleThevideoisdividedintotwoparts.PartIvisuallyintroducesinterestinghistory,culture,society,etc.abouteachcountry.PleasewatchthevideoafterpreparingforthewordsintheVocabularyPreview.InFirstViewing,theaimistofirstgraspthemainideaofthecontentintheformofamultichoicequestionwithphotos.InSecondViewing,pleaselookatthevideoagainandanswerthequestionthatasksmoredetails.Fromthebigideatothedetails,ifnecessary,pleasewatchthevideorepeatedlyandgraduallydeepenyouroverallunderstanding.PartIlisaninterviewformatinwhichlocalpeopletalkabouttheirrespectivecountries,Englishsituations,andtheirlives.TextbooksexplainthelanguageandEnglishsituationofeachcountry,thebackgroundofeachspeaker,andthemaincharacteristicsoftheirEnglishinJapanese,andyoushouldbeabletodeepenyourculturalandlinguisticunderstanding.Afterwatchingthevideo,checkthecontentswithCheckYourUnderstanding.ThelastOnYourOwnprovidesdiscussiontopicsthatsummarizeeachchapter.15 ## Page 16 ![Page 16の画像](https://img01.ebook5.net/kinseido/h9fZ7c/contents/image/book/medium/image-000016.jpg) 【ページ内のテキスト情報】 51015202530DL08CD1-20123451234512345~CD1-23DL09CD1-24ShinjiUNIT4UNIT4UNIT4LindaTheSocialSafetyNetTheSocialSafetyNetTheSocialSafetyNetDownloadablemp3DiscussionPerennialFavoriteThinkSmartCriticalThinkinginCriticalTimesMichaelHoodLEVELTOEIC300400500600>B5size>15units>104pages>ISBN978-4-7647-4043-3>¥2,000+taxClassCD,TM(JapaneseTranslations)UNIT4TheSocialSafetyNetPreviewThegroupofgovernmentprogramsthatprovidesassistancetopeoplewhentheyneeditmostiscalledthesocialsafetynet.Amongtheseprogramsareunemploymentinsurance,aidtopoorfamilies,healthcare,andoldagepension,amongothers.Thegoalofthesocialsafetynetistopreventpeoplefromfallingintopoverty.Thequestionfacedbymanygovernmentstodayis,howstrongandwideshouldthesocialsafetynetbe?Warm-upDiscussionARateyourlevelofagreementwiththefollowingstatementsfrom1(stronglydisagree)to5(stronglyagree).Discussyouranswersinyourgroup.1.Thegovernmenthasaroletoplayinkeepingpeopleoutofpoverty.2.Helpingpeopleinneedshouldbelefttocharitiesandnon-profits.3.Givingaidtothepooronlymakesthemmoredependentonthegovernment.BDoyouthinkthesocialsafetynetinJapanshouldbestrongerorweaker?Completethefollowingsentence.IthinkthesocialsafetynetinJapanshouldbestronger/weakerbecause.20MainReading:EditorialMostnewspaperspublishan“editorialpage,”whichincludesletterstotheeditor,opinioncolumns,andeditorials.Editorialsarewrittenbythenewspaper’seditorialstaff.Theyexpresstheopinionofthenewspaperonmattersofpublicpolicyandcurrentevents.Editorialsofferperspectiveonimportantissuestohelpthepublicunderstandthoseissues.TimetoRepairtheSocialSafetyNetItistheopinionoftheeditorialboardthatthesocialsafetynet,theservicesprovidedbythegovernmentforpeopleinneed,isinurgentneedofrepair.Millionsofcitizensarenotreceivingtheassistancetheyneed,andtheproblemisgettingworseastheeconomystrugglestoprovideenoughhigh-qualityjobs.Afewimportantprogramsareseverelyunderfundedorinneedoflarge-scalereform.Weurgethegovernmenttoactimmediatelytoreformthefollowingprograms.Unemploymentinsurance.Currently,unemployedpeoplewhoarelookingforajobareentitledtoreceiveonly$300perweek,forupto26weeks.Thatisinsufficient.Rentinthiscityaverages$1,200permonth.Currentbenefitsmaybeenoughtopaytherent,butnotenoughtopayforothernecessities,likefood,healthcare,andtransportation.Moreover,theBureauofLaborStatisticshasfoundthatunemployedworkersneedmuchmorethan26weekstofindanewjobinthecurrentemploymentenvironment.Workersareunemployedforanaverageof38weeksbeforetheyareabletofindwork.Weurgethegovernmenttoincreasebenefitsto$500perweek,andextendeligibilityto42weeks.Socialsecurity.Oursocialsecuritysystemwasdesignedtoprovideastableincomeforretiredpeople.Thesepeoplehavepaidintothesystemthroughouttheircareers.Whentheyretire,theydeservetoreceivebenefitssufficienttoensuretheireconomicwell-beingfortherestoftheirlives.Butthecurrentsystemiscomingupshortintwoimportantways.First,peoplearelivinglongerthantheydid70yearsagowhentheprogrambegan.Atthattime,apersonwasexpectedtolive10to15yearsaftertheyretire.Butnow,becauseofmedicalandtechnologicalimprovements,mostpeoplecanexpecttolive20to25yearsaftertheyretire.Thegovernmentneedstoincreasefundingtothesystemtokeepupwiththischange.Second,benefitshavenotkeptupwiththecostofliving.Theaverageretireereceivesonly$1,500permonthincashbenefits,buttheSocialSecurityAdministrationhasfoundthatmostretireescannotliveonthatamount.Asaresult,manyretireesareforcedtoreturntotheworkforce,oftenacceptinglowwagejobsthataretoophysicallydemandingforpeopletheirage.Webelievethatthegovernmentshouldincreaseaveragemonthlybenefitsto$2,000,ensuringabetterqualityoflifeforallretirees.Thesesolutionswillbeexpensive,butwebelievethebenefitstosocietyoutweighthecosts.AReadthefollowingpositions,thenchoosethebestreasoninsupportofthepositionbycirclingAorB.1.Weshouldusesolarpowerasthemainsourceofenergy.a.Solarpowerhasalimitlesssupply.b.Solarpowerisnatural.2.Smokingshouldbebannedinpublicspaces.a.Ihatethesmellofsmoke.b.Itcanmakenon-smokerssick.3.Thespeedlimitshouldbereducedto100kilometersperhouronthehighway.a.Therewillbefeweraccidents.b.Peopleshouldn’tbeinsuchahurry.4.Weshouldswitchfromameat-basedtoaplant-baseddiet.BCriticalThinkingSkill4:ReasonsandEvidenceinSupportofPositionsApositionisyourpointofvieworattitudetowardanissue.Forexample,maybeyouthinkthatweneedlongerprisonsentencesforpeoplewhosellillegaldrugs.Apositionisstrongwhenitissupportedbyreasonsandevidence.Areasonisabasisorcausethatsupportstheposition.Forexample,onereasontosupportlongerprisontermsmightbethatsuchtermsdetersomepeoplefromsellingillegaldrugs.Evidenceisneededtosupportthereason.Crimestatistics,forexample,mightshowthatlongerprisonsentencescorrelatetolowerillegaldrugsales.Theposition/reason/evidencestructureisoneofthemostbasicfeaturesofcriticalthinkingandformsthefoundationofanystrongargument.Practicea.Plantsaremoredelicious.b.Raisingplantsismoreefficient.ReadthefollowingreasonsinsupportofthepositionsinPracticeA.Choosethebestevidenceforeachofthefollowingreasons.1.Solarenergyiscleanerthanfossilfuels.a.BurningfossilfuelsaddsCO2totheatmosphere.b.Solarenergyiseasiertofind.2.Publicsmokingcreatesapollutionproblem.a.Cityworkersmustspendhundredsofhourspickingupcigarettebutts.b.Cigarettetaxesaren’tusedtocleanuppollution.3.Automobilefuelefficiencyimprovesatlowerspeeds.a.Thepriceofgasolinehasdroppedinrecentyears.b.Carscantravel2kilometersperliterfartheratlowerspeeds.4.Aplant-baseddietishealthier.a.Plant-basedfoodiseasiertochew.b.Fewertypesofcancerareconnectedtoplant-basedfoods.ReadingComprehensionAnswerthefollowingquestions.1.Whatevidenceindicatesthatcurrentunemploymentbenefitsareinsufficient?a.Benefitsarelimitedto$300perweekfor26weeks.b.Benefitsareenoughformonthlyrent.c.Mostnecessitiesarenotcovered.2.WhichofthefollowingisNOTareasonpensionbenefitsshouldbeincreased?a.Peoplearelivinglonger.b.Itcostsmoretolivedaytodaythanitusedto.c.Technologyhasmademedicalcarecheaper.3.Whatassumptiondoestheeditorialboardmakeaboutretirees?a.Retireesarespendingmoneycarelessly.b.Retireeswanttoreturntotheworkforce.c.Retireescannolongerdophysicallydemandingjobs.4.Whichofthefollowingbenefitsisimpliedbystrengtheningthesocialsafetynet?a.Keepingpeopleoutofpovertyisgoodforsociety.b.Peopleshouldonlyreceivebenefitsthattheyhaveearned.c.Thefinancialcostsmaynotbeworththesocialbenefits.Fillintheblanksinthesentenceswiththeboldwordsfromthemainreadings.1.Mybrotherisnotgoodatmathandtodohishomework.2.He’snotaperfectemployee,buthisstrengthshisweaknesses.3.isnecessarywhenaninstitutionnolongerachievesitsgoals.4.Whenyouareunemployed,youaretocertainbenefits.5.Ifyourincomeis,youwon’tbeabletopayyourbills.1.2.3.VocabularyReviewABNowwritethreesentencesusingthenewwordstoexpressyourpositionsaboutthesocialsafetynetinJapan.Compareanddiscusswithapartner.21●Thepurposeofthisbookistoteachstudentstothinkforthemselves-notwhattothink,buthowtothink—abouttheworldaroundthem,theissuesoftheday,andtheirownroleinasocietythatneedsindependentandcriticalthinkersmorethanever.●Thisbookpresentscriticalthinkingasasetofthreedistinctandprogressivepractices.Thefirstandbroadestpracticeisthecriticalstance.Assumingacriticalstancemeanstotakenothingat“facevalue,”toassumenothing,andtochallengeconventionalwisdomandwhatmightseemtootherstobe“commonsense.”●Thecriticalstanceisthecatalystforthesecond,morespecificsetofpractices:criticalanalysis.Studentslearnhowtodistinguishbetweenfacts,opinions,beliefs,andprejudices.●Eachofthefirsttenunitspresentsaspecificanalyticpractice,whichtakenasawholecomprisesatoolboxofcriticalthinkingskillsthatstudentswilluseintherealworld.●Thethirdpracticeistheidentificationandnegationoflogicalfallacies.Eachofthelastfiveunitspresentsoneofthemostcommonlogicalfallacies,includingtheeither/orargument,theslipperyslope,theadhominemattack,thestrawman,andtheredherring.●Studentslearntoavoidthemistakeofusinglogicalfallaciesasthebasisoftheirownideas.TableofContentsUnitThemeCriticalThinkingSkills1StudyAbroadValuesAdvertisement2NuclearPowerFactsandOpinionsLetterstotheEditorThinkSmartContents3ImmigrationBelieforPrejudice?CallforPublicCommentImmigrationReformPolicy144TheSocialSafetyNetReasonsandEvidenceinSupportofPositionsTextTypeMainReading5GlobalWarmingCriteriaforEvaluationWhitePaperGlobalWarming26TopicTheExperienceofaLifetime:StudyAbroad!TimetoDitchNuclearPower/TheFutureisNuclearEditorialTimetoRepairtheSocialSafetyNet20Page2822236WomenintheWorkplaceRelevantandIrrelevantFactsandDetailsOfficeMemoTreatmentofFemaleEmployees32UsefulWordsandExpressionsStatementsofpositions,reasons,andevidenceareusedtobuildbothwrittenandoralarguments.Thefollowingexpressionscanbeusedtoguideyouraudiencethroughthepartsofyourargument.1.Tostateyourposition:•Onthetopic/issueof,itismy/ourpositionthat.•I/weholdthat.•Frommy/ourpointofview,.•Frommy/ourperspective,.2.Tostatereasonsinsupportofaposition:•Onereasonformy/ourpositionisthat.•Anotherreasonisthat.•Insupportofthisposition,I/webelievethat.•I/wesupportthispositionbecause.3.Torefertoevidenceinsupportofreasons:•Accordingto(sourceofevidence),.•Informationprovidedby(sourceofevidence),.•(Sourceofevidence)claims/hasfoundthat.•Thefactthat(citeevidence)supportsourviewthat.PracticeUsingtheexpressionsabove,outlinetwoargumentsaboutthesocialsafetynetinJapan.Lookforevidenceonlineifnecessary.Compareanddiscusswithapartnerorgroup.1.PositionReasonEvidence2.PositionReasonEvidenceListeningAListenandfillintheblankswiththewordsorphrasesyouhear.Shinji:Linda,hey…Ijustheardthenews.Billlosthisjob?Linda:Yes.Hiscompanyisdownsizing.Morethan30positionswerecut.Ihavenoideahowwe’ll1.().Shinji:How’sBilltakingit?Linda:Well,heputsonabraveface,butIcantellhe’s2.().Wecan’tpayallourbillsonjustmysalary.Shinji:Itmustbeverystressful.Butthe3.()isprettystrongrightnow,isn’tit?Linda:It’scertainlybetterthanitwaslastyear,butitcantakemonthstofindagoodjob.Howwillwegetby4.()?Shinji:Heis5.()unemploymentbenefits.Hasheappliedyet?Linda:Yes,hehas.Butthecashpaymentsarenotenoughtogetby.Shinji:You’llbeokay.Asacomputerprogrammer,Billhasvaluableskills.BNowlistenagainandanswerthefollowingquestions.1.Whatisthemoodofthisconversation?a.Excitedb.Concernedc.Curious2.WhatisprobablytherelationshipbetweenLindaandBill?a.Husbandandwifeb.Fatheranddaughterc.Brotherandsister3.WhatdoesShinjiimplywhenhesays,“Billhasvaluableskills”?a.Lindadoesn’thavesavings.b.Billwillfindajobquickly.c.Theydon’tneedthebenefits.CriticalDiscussion1.WhatdoyouknowaboutthesocialsafetynetinJapan?Whatbenefitsarecurrentlyofferedtopeopleinneed?Doyouthinkthesafetynetshouldbestrengthened?Inwhatways?Howshouldthesafetynetbefunded?2.“Thegovernmentshouldplaynoroleinprovidingasocialsafetynet.”Doyouagreeordisagreewiththisposition?Offerreasonsandevidence.CriticalReflection1.CompareJapan’ssocialsafetynetwiththatofanothercountry.Howaretheysimilar?Howaretheydifferent?2.Inwhatwaysdoesastrongsocialsafetynetmakeacommunitystronger?Howdoeskeepingpeopleoutofpovertyhelpeveryone?7SchoolonSaturdaysCritiquinganArgumentInformationalPresentationSchoolonSaturdays?38IdentifyingGeneralizationsand8FoodLabelingConsumerReportGeneticallyModifiedFood44Assumptions9EtiquetteintheDigitalAgeAnalogiesAdviceColumnEtiquetteintheDigitalAge5010Merit-basedPayDrawingInferencesBlogPostLifeandWork56AmericanMilitaryBases11IntroductiontoLogicalFallaciesInterviewRemovalofUSMilitaryBasesfromJapan62inJapan12TaxesTheSlipperySlopePublicDebateOnTaxes68LivingTogetherBefore13TheAdHominemTextbookSectionLivingTogetherBeforeMarriage74MarriageAnimalRightsProtestersRallyin14AnimalRightsTheStrawManNewsReport80GinzaRegardingtheEffectsoftheOlympicson15HostingtheOlympicsTheRedHerringPetition86LocalResidents242516 ## Page 17 ![Page 17の画像](https://img01.ebook5.net/kinseido/h9fZ7c/contents/image/book/medium/image-000017.jpg) 【ページ内のテキスト情報】 Aweddingreception.DL04DL06CD1-04CD1-06DL07DL08CD1-07CD1-08DL05onlinevideoDL03CD1-05DL09DL02CD1-03CD1-09CD1-02VideoOnlineVideoDownloadablemp3PresentationPerennialFavoriteDynamicPresentationsSkillsandStrategiesforPublicSpeakingMichaelHoodLEVELTOEIC300400500600>210×272mm>18units>128pages>ISBN978-4-7647-4156-0>¥2,200+taxClassCD,TeacherDVD,TM(Scripts)●Usingacommunicative&task-basedapproachDynamicPresentationsempowersstudentswithvoice,providingthetools,experience,andconfidencetheyneedtopresenttheirownideasclearlyandeffectively.●StudentsdevelopEnglishcompetencebyusingittocompletemeaningful,authentictasks—presentationsabouttheirowninterests,experiences,andbeliefs.DynamicPresentationsContentsAStudent-CenteredClassroomStudentsworkcollaboratively-learningandpracticingnewskillsandstrategies,critiquingeachother’sworkinprogress,andevaluatingperformance.CriticalThinkingStudentsarechallengedtothinkindependentlyandcritically—tomakesounddecisionsaboutorganizationandcontent,evaluatereasonsandevidence,andsupportanddefendpositions.CommunicationSkillsForeffectiveandmemorabledelivery,studentsmasternon-verbalcommunicationskills,voicecontroltechniques,andrhetoricalstrategies.SpeechBuildingStrategiesForclearandconvincingcontent,studentsgainhands-onexperiencebuildingpresentationsfromthegroundup—fromoutliningideastocreatingandusingvisualaids.SeevideosampleVideoForanalysisanddiscussion,sixteenauthenticpresentations-oninterestingcuituralandsocialtopics-aremodeledontheonlinevideos.17 ## Page 18 ![Page 18の画像](https://img01.ebook5.net/kinseido/h9fZ7c/contents/image/book/medium/image-000018.jpg) 【ページ内のテキスト情報】 2-BookSeriesClassCDMulticulturalismFocusFrameworkEnglishSeriesTimWoolstencroft,ColinThompson>A4size>6modules(15units)>136pagesClassCD,TM(Scripts,JapaneseTranslations,VocabularyTests)LEVELTOEIC300400500600●ComprehensiveCEFR-basedcoursebookseries!●Multifacetedtune-upforEnglishcomprehensionandcommunicationandskills!●Inthiscoursebookseries,communicativeandcognitiveskillsaredevelopedthroughaction-basedlearninginvolvingtasksandactivitiesthatalsopromotelearnerunderstandingofmulticulturalism.●BasedonthecommunicativeaimsofCEFR,BookA(A1-A2)isdesignedforbeginnerlevellearners.●VocabularyiscorrelatedwitheachleveloftheCEFR-JWordlist.FrameworkEnglishAContentsCONTENTSMODULE1GOALS05MODULE2GOALS21IntroductionsUnit1MATCH06SCAN07FOCUS08LISTEN09COMMUNICATE11Unit2READ13WRITE15VOCABULARY17LANGUAGEREVIEW19FashionUnit3MATCH22SCAN23FOCUS24LISTEN25COMMUNICATE27Unit4READ28WRITE30VOCABULARY32LANGUAGEREVIEW34REVIEW(Module1&2)Unit5PROJECTAWhatdoyouknowaboutyourclassmates?36PROJECTBDostudentshavesimilarfashionstyles?39MODULE3GOALS42FoodUnit6MATCH44SCAN45FOCUS46LISTEN47COMMUNICATE49Unit7READ50WRITE52VOCABULARY54LANGUAGEREVIEW56SELF-CHECK20SELF-CHECK35SELF-CHECK57Unit9READ66WRITE68VOCABULARY70LANGUAGEREVIEW72REVIEW(Module3&4)Unit10PROJECTCWhataretheeatinghabitsofyourclassmates?74PROJECTDWhohasthehealthierlifestyle?77MODULE5GOALS80MODULE6GOALS98TravelUnit11MATCH82SCAN83FOCUS84LISTEN85COMMUNICATE87Unit12READ88WRITE91VOCABULARY94LANGUAGEREVIEW96RulesUnit13MATCH100SCAN101FOCUS102LISTEN103COMMUNICATE105Unit14READ107WRITE109VOCABULARY111LANGUAGEREVIEW113SELF-CHECK73SELF-CHECK97SELF-CHECK114REVIEW(Module5&6)Unit15PROJECTEWhatarepopularplacestotakeatripinJapan?115PROJECTFWhatrulesareimportantforaJapaneseuniversity?117MODULE4GOALS58LifestylesUnit8MATCH60SCAN61FOCUS62LISTEN63COMMUNICATE65MODULESELF-CHECKforsubmission125FrameworkEnglishBContentsLEVELTOEIC300400500600CONTENTSMODULE1GOALS05BiographiesUnit1MATCH06SCAN07FOCUS08LISTEN09COMMUNICATE11Unit2READ12WRITE14VOCABULARY16LANGUAGEREVIEW18SELF-CHECK19Unit9READ69WRITE70VOCABULARY72LANGUAGEREVIEW74REVIEW(Module3&4)Unit10PROJECTCWhatareJapan’sbesttouristattractions?76PROJECTDWhoenjoyscookingthemost?78SELF-CHECK75MODULE2GOALS20PersonalitiesUnit3MATCH22SCAN23FOCUS24LISTEN25COMMUNICATE27MODULE5GOALS81ChangesUnit11MATCH82SCAN83FOCUS84LISTEN85COMMUNICATE87Unit4READ30WRITE32VOCABULARY34LANGUAGEREVIEW36SELF-CHECK37Unit12READ89WRITE91VOCABULARY93LANGUAGEREVIEW95SELF-CHECK96REVIEW(Module1&2)Unit5PROJECTAWhatdoyouknowaboutyourclassmates?38PROJECTBWhatjobsmatchyourclassmates’personalities?41MODULE3GOALS44RecommendationsUnit6MATCH46SCAN47FOCUS48LISTEN49COMMUNICATE51Unit7READ52WRITE54VOCABULARY56LANGUAGEREVIEW58SELF-CHECK59MODULE6GOALS97PredictionsUnit13MATCH98SCAN99FOCUS100LISTEN101COMMUNICATE103Unit14READ104WRITE106VOCABULARY108LANGUAGEREVIEW110REVIEW(Module5&6)Unit15PROJECTEWhichgroupenjoyschangemore?112PROJECTFWhatarethefuturegoalsofyourclassmates?115SELF-CHECK111MODULE4GOALS60RecipesUnit8MATCH62SCAN63FOCUS64LISTEN65COMMUNICATE67MODULESELF-CHECKforsubmission121STUDENT’SBOOK¥2,900+taxFrameworkEnglishAISBN978-4-7647-4200-0FrameworkEnglishBISBN978-4-7647-4201-718 ## Page 19 ![Page 19の画像](https://img01.ebook5.net/kinseido/h9fZ7c/contents/image/book/medium/image-000019.jpg) 【ページ内のテキスト情報】 countrynameForexample:countrynamecountrynamecountrynamecountryname*10%discount*closedTuesdaysDL15CD15Name:DL12CD12UNIT6DL13CD13DL14CD14UNIT6UNIT6FoodFoodFoodForexample:Areaname:Thisisoneofthemostwell-knownhotspringresortsinJapananditismyfavoriteplaceinKyushu.Thenaturalhotbathsaresorelaxingandrefreshing.Thetownisreallyinterestingtoo.Therearealsolotsofdifferenthellpoolsorjigoku.The“BloodPondHell”isthemostimpressive.Thewaterisbrightred.Ifyoulikehotsprings,IrecommendvisitingBeppuinOitaprefecture.TherearesummerfestivalsheldinvariouspartsofAomoriprefecture.ThelargestfestivalistheNebutaMatsuriinAomoricity.Theparadeshavehuge,colorfulfloatsandtraditionalsinginganddancing.ItisalotoffunandeveryonewearstraditionalHanetocostumes.Thefoodisdelicioustoo.Therearelotsofplacessellingfreshseafood.Inmyopinion,itisthemostexcitingfestivalinJapan.Withawesomeskiresortsandbreathtakingnaturalbeauty,Naganoprefectureisanidealplaceforskiingandsnowboarding.The1998WinterOlympicstookplaceinHakubainNagano.HakubahassomeofthehighestsnowfallinJapan.Itisatraditionaltownwithexcellentlocalfoodandlivelynightlife.Youmustgo!MiyakoIslandisinthesouthernmostpartofJapan,Okinawaprefecture.Ithasbeautifulwhitesandybeaches,clear,bluewaterandcoralreefsthatareperfectforsnorkelinganddiving.Theclimateismildandcomfortable.Goyachanpuruisthemostfamouslocaldish.Ifyouareintomarinesportsorlikerelaxingonabeach,thisisdefinitelytheplaceforyou.ForanyoneinterestedintraditionalJapaneseculture,ItsukushimaShrineisnottobemissed.ItisoneoftwoUNESCOWorldHeritageSitesinHiroshimaprefectureandtheviewsofthefloatingtoriigatearespectacular.WilddeerwalkfreelyaroundMiyajimaIslandandacablecartakesyoutothetopofMt.Misen.ItisoneofthemostscenicplacesinJapan!Ifyouareintoamusementparks,youshouldgoto…Namethe3longestriversinJapan.WhatisthelargestfireworksfestivalinJapan?WhereisthebestplacetogoskiingorsnowboardinginJapan?Inmyopinion,themostimpressivecastleinJapanis…WhatisthesecondlargestprefectureinJapan?Whatsouvenirsdoyourecommendbuyingfromyourhomeregion?Namethe5biggestcitiesinJapan.Whereisthebestplacetoeatramennoodles?WhatisthesecondhighestmountaininJapan?HimejiCastleisoneofJapan’s12originalcastlesandoneofthemosthistoricplacesinJapan.ManypeoplethinkHimejiCastleisthemostbeautifulinJapan.ItisalsoaverypopularcherryblossomviewingspotinspringandcanbeverycrowdedintheGoldenWeekholidayperiod.Ifyoucanavoidbusydays,atriptothisstunningcastleinHyogoprefecturewillbeanunforgettableexperience.Name3WorldHeritageSitesinJapan.WhatistheoldestuniversityinJapan?Thebestplaceforcherryblossomviewing(hanami)is…Ifyoulikehotsprings,Irecommendgoingto…ThebestplacetogosightseeinginJapanis…Name4rulesinJapanthatyouthinktouristsshouldknow.Didyougotothebeachlastyear?WhereinJapanwouldyoumostliketolive?Why?WhatarethetopthreetouristattractionsinJapan?WhatwasyourbestevertriporvacationinJapan?MyfavoriteseasoninJapanis…WhereisthebestplacetogosurfinginJapan?Name4interestingfestivalsinJapan.UNIT6UNIT6Name4prefecturesbeginningwiththeletter“S”.UNIT6DL13CD13RecommendationsDL14CD14DL15CD15RecommendationsIrecommendgoingcampingto…WhatisthebestmonthtovisitJapan?Why?Ifyoucometomyhometown,youshouldtry…LakeTazawaisthedeepestlakeinJapan.Whereisit?WhichareaofJapandoyouthinkhasthemostdeliciousfood?IfyouwanttovisitatempleorshrineinJapan,youshouldgoto…RecommendationsFrameworkEnglishAUNIT6MATCH/SCAN/FOCUS/LISTEN/COMMUNICATESCANInternationalfoodAScanningforinformation:In4minutes,scanthetextsbelowtofindthekeyinformation.Checkyouranswersonthepreviouspage.MODULE3UNIT6MODULEOutlineUsingFrameworkEnglishAGoalsIntroducesthemoduleandactivateslearners’L2resources.MATCHWritethenameofthecountriesinthecorrectspaceundereachcountry’sflag.Trytomatchcountries1-5withfooda-ebelow.BReadthetextsagainandwritethenameofeachdishunderthecorrectfoodpictureonthepreviouspage.1stUnitUnit1,3,6,8,11,131.2.Writetheletterofthedishinthecorrectboxabovetheflag.1.Pavlovaismyfavoritedessert.ItisverypopularinNewZealandand3.Australia.Itismadefrommeringuewithfruitandfreshcreamontop.Weoftenusestrawberriesandkiwifruit.Webakeitintheoven,sotheoutsideiscrunchy.Iusuallyhaveitinthesummer,especiallyatChristmas.ChristmasinNewZealandisinthesummer.Thisstewofblackbeans,sausagesandporkiscalledfeijoada.Iliketoeatitwithrice.Ihardlyevercookitathomebecauseittakesalongtimetomake.Ioftengoouttoarestauranttoeatit.PeopleeatthisdisheverywhereinBrazil,buttheyusuallyeatitonWednesdaysandSaturdays,rarelyonanyotherdays.MATCHLearnerscompleteapicturematchingtask.SCANLearnerspracticescanningforinformation.FOCUSLearnersfocusoncommunicativefunctions.Learnerspracticetheirlisteningskillsbycompletingpicturematchingtasks,LISTENwrittentexts,aswellasorganizingandsummarizingkeyinformationusing2.graphicorganizers.LearnerspracticetheircommunicationskillsbycompletingtasksandactivitiesCOMMUNICATEthatusethetargetlanguage.4.5.2ndUnitUnit2,4,7,9,12,143.ThesepancakesarecalledhoppersinSriLanka.Theyareshapedlikebowls.Ialwayseatthemforbreakfast.Theyhaveaneggatthebottom,andIusuallyfillthemwithspicycurryandvegetables.IlovesweetREADLearnersengageinpre-readingactivitiestoactivatetheirtopicknowledge,thenpracticereadingtopic-basedtexts,beforeorganizingandsummarizinghoppers,too.Theyareservedwithhoneyorcoconutsyrup.Delicious!keyinformationusinggraphicorganizers.TangyuanisadessertthatweusuallyeatattheDongzhimidwinterfestival(aroundDecember22)andonthelastdayoftheChineseNewYear(theLanternFestival).Thisdishismadewithcolorful,stickyricea.b.c.balls.Itisservedinabowlwithsweetgingersyrup.Ialwayseatitat4.WRITELearnersdevelopdifferentwritingskillsbyengaginginvocabulary,grammarandskills-basedexercises.VOCABULARYLearnerstesttheirknowledgeoftopic-basedCEFR-Jvocabulary(A1-A2-B1-B2-+(Nolevel),bycompletingvocabularyactivitiesandacrossword..homewithmyfamily.LANGUAGELearnersreviewselectedgrammarandvocabularyitemsbycompletingaREVIEWseriesoflanguageexercises.5.Thisisaphotoofadishcalledpelmenithatmymotheroftencooksathome.TheseboiledRussiandumplingsarefilledwithmincedbeeforpork,oramixtureofboth.ThedumplingsinthepicturearebeefbecauseInevereatpork.I’mallergictoit.ItisusuallyservedwithLearnersevaluatetheknowledgeandskillslearnedfromeachmoduleusingCEFRrelatedSelf-Checkcan-dodescriptors.d.e.smetanawhichissimilartosourcream.ReviewUnit5,10,15CInpairs,discusswhichofthesedisheslookthemostdelicious.Aftercompletingtwomodules,learnersengageincommunicative,research-basedprojectsusingkeyvocabularyfromthemodules.4445MODULE3UNIT6FrameworkEnglishBFOCUSDescribingeatinghabitsLISTENArestaurantreviewADescribingfood:Matchphrases1-8withpicturesa-hbelow.1.boiledfood·····················5.fastfood·······················AListentoarestaurantblog.Writethewriter’snameintheboxunderherpicture.Thenputacheckmarkinthecorrectcircles.CITYRESTAURANTSDAYSUNIT6SCANMakingplansandgivingrecommendationsMODULE3UNIT62.deepfriedfood··················6.sweetdesserts··················MATCH/SCAN/FOCUS/LISTEN/COMMUNICATEAScanningforinformation:In4minutes,scanthetextsbelowtofindthekeyinformation.Checkyour3.healthyfood····················7.spicyfood······················answersonthepreviouspage.4.sourfruit·······················8.freshfish·······················a.b.c.d.MATCHLookatpictures1-6.Trytoguesswhichplaceoreventmatcheseachprefecturea-f.Writetheletteroftheprefectureinthespacenexttothepicturesbelow.Then,writethenameoftheprefectureinthespaceundereachmascotandmap.BReadthetextsagainandwritethenameofthesightseeingplacesoreventsunderpictures1-6onthe1.previouspage.e.f.g.h.2.BNowlistentothesecondpartoftheblogandcompletethetextbelow.1.2.BFrequency:Writeanumberfrom1-7intheboxesbelowshowingtheleveloffrequency.Iusuallyeat…Iofteneat…1Irarelyeat…Inevereat…Isometimeseat…Ihardlyeat…Ialwayseat…2Ilovethefood.3.100%Theyhavealotofwithadipasatochoosefrom.Iusuallyorderpoppadoms.Theyarethin,crispycrackersthatareround3.shaped.4.70%Then,foramaincourse,Ialwaysorderamildwithnaanbread.Therearemanytypestochoosefrom.Youcanhavechicken,,6.CLet’stalk:Inpairs,discussyoureatinghabitsusingthephrasesfromAandB.Trytogivereasons.A:Whatfooddoyouofteneat?B:Iofteneatfastfood.46A:Metoo.IalwayseatfastfoodbecauseIhavenomoney.orvegetarianwithmy.Iusuallyorderchicken,it’s.Withmymaincourse,Iliketoorderamango4.5.lassibecauseit’srefreshing.It’smadefromyogurtand5.goesreallywellwithfood.abcFinally,for,Ioftenhaveacoffeeicecream.It’ssodelicious.6.47defCInpairs,discusswhichofthefamoussightseeingplacesyouwouldmostliketovisitandgiveyourrecommendationsforotherplacestovisitinJapan.MODULE3UNIT64647CNowlistentothewholeblogandcompleteherorderattherestaurantbelow.COMMUNICATEWhataretheeatinghabitsofstudents?AWriteyouranswerstothequestionsinthe“Youranswer”column.Then,askaclassmateandwriteMODULE3UNIT6theiranswersinthe“Partner’sanswer”column.Finally,ingroups,discusswhatyouthinkisthemostpopularanswerforuniversitystudentsandwriteyourgroup’sguessinthe“Mostpopularanswer”column.FOCUSMakingrecommendationsLISTENTravelpodcastQuestionYourAnswerPartner’sAnswerStarterPoppadomsMainCourseDessertDrinkDGiveyouropinion!1.WhatdessertdoyouMostpopularanswer(Group’sguess)ofteneat?2.Whatvegetabledoyouhardlyevereat?3.Whatdoyouliketodrinkwhenyouarethirsty?4.Whatdopeopleofteneatinthesummer?5.Whatfooddoyouthinktastessour?6.Whatdishdoyouthinkisspicy?7.WhatfoodisOsakafamousfor?AMakingplans:Matchphrases1-6withpicturesa-fbelow.AListentothefirstpartofthetravelpodcast.Writethearea’snameintheboxandputacheckmark(✓)inthecorrectplaceslocatedinthearea.1.I’mthinkingofgoingsurfingnextweekend.2.I’mplanningtogotoafireworksfestivalinAugust.3.I’dliketogocampingthissummer.4.Iwanttogohikingonmydayoff.1235.I’mgoingshoppinginOsakanextweek.6.ImightgosightseeinginTokyoduringGoldenWeek.a.b.c.d.e.f.8.Whatdishareyougoodatcooking?BReadthesectionofthepodcasttalkingaboutfoodandtrytoguessthemissingwords.Thenlistento1.Inevereatspicyfood.Agree:Disagree:Why?9.Whatdoyouusuallyhaveforbreakfast?thepodcastagain,checkyouranswersandcompleteitbelow.10.WhatdishdoyouFoodthinkishealthy?2.Iofteneatfreshvegetables.BGivingrecommendations:Matchrecommendations7-12withphrases1-6above.Inmy,thefoodinKyushuissomeofthebestinallofJapan.Agree:Disagree:Why?BThinkoftwomorequestionsthatyouwouldliketoaskaboutfoodandwritetheminthetablebelow.7.IfIwereyou,I’dgotoLakeBiwafireworksfestival.It’sawesome!ImentionedtherestaurantsinFukuoka,anditisareallyplacetoeatWriteyouranswersandthenaskyourclassmatethequestionstocompletethetable.8.Youshouldclimboneofthelocalmountains.Theviewsarebeautiful.out.YouhavegottotryHakataramen.It’stheofFukuoka.Andthe3.Whichdoyouprefer,meatorfishdishes?Answer:Why?11.QuestionYourAnswerPartner’sAnswer9.YoumustgotothenightmarketinDotonbori.Youcanbuygreatsouvenirsthere.10.Checkoutthiscampingwebsite–itrecommendslotsofgoodcampsites.11.You’vegottoseetheKaminarimoninAsakusa!4.Whatrestaurantsdoyourecommend?12.Whydon’tyougotoEnoshima?Ithinkit’sthebestplaceforsurfing.Answer:12.Why?CLet’stalk:(a)Inpairs,onepersonshouldusephrases1-6.Theotherpersonshouldgiverecommendationsusingphrases7-12.(b)Inpairs,onepersonmakeplanstotaketripsomewhereinJapan.TheotherpersonthengivestheirMentaiko,whichiscodroe(orcodeggs)thatareoftenservedspicy,isprobablythemostinJapan.IalsoreallytryingtheMotsunabehotpotwithporkorbeefoffal.Itissodelicious,especiallywhentheweathergetscold.Kumamotoprefectureisalsoforitsfood.Thebasashihorsemeatsashimi,andthetonkatsufriedporkcutletarenottobe.4849ownrecommendations.A:I’mplanningtogotoKyotonextmonth.B:Really?IfIwereyou,I’dvisitKinkaku-jiTemple.Ithinkit’sthemostbeautifultempleinJapan.4849MODULE3UNIT6MODULEOutlineUsingFrameworkEnglishBCCompletethedetailsbelowaboutplacestovisitinKyushu,recommendedfood,andwhattodoinspringandsummer.Listentothepodcastagaininordertochecktheinformation.COMMUNICATEHowwelldoyouknowJapan?GoalsIntroducesthemoduleandactivateslearners’L2resources.KyushuJAPANOPOLYRULES1stUnitUnit1,3,6,8,11,13PlacestovisitFoodThingstodoIngroupsofthreeorfour,useapencil,andwithoutlooking,touchoneofthediceinthebox.Checkthenumber,movethatnumberofspacesandanswerthequestioninthatsquare.MATCHLearnerscompleteapicturematchingtask.SCANLearnerspracticescanningforinformation.FOCUSLearnersfocusoncommunicativefunctions.FukuokashopsandrestaurantsNagasakiFukuokaHakataramenSpringCherryblossomviewingKumamotocastleLearnerspracticetheirlisteningskillsbycompletingpicturematchingtasks,LISTENwrittentexts,aswellasorganizingandsummarizingkeyinformationusinggraphicorganizers.LearnerspracticetheircommunicationskillsbycompletingtasksandactivitiesCOMMUNICATEthatusethetargetlanguage.BeppuKumamotoSummerFestivalsJAPANOPOLY2ndUnitUnit2,4,7,9,12,14MountAsoBeachesREADWRITELearnersengageinpre-readingactivitiestoactivatetheirtopicknowledge,thenpracticereadingtopic-basedtexts,beforeorganizingandsummarizingkeyinformationusinggraphicorganizers.Learnersdevelopdifferentwritingskillsbyengaginginvocabulary,grammarandskills-basedexercises.DGiveyouropinion!1.KyushuhasthemostbeautifulnatureinJapan.VOCABULARYLANGUAGEREVIEWLearnerstesttheirknowledgeoftopic-basedCEFR-Jvocabulary(A2-B1-B2-+(Nolevel),bycompletingvocabularyactivitiesandacrossword..Learnersreviewselectedgrammarandvocabularyitemsbycompletingaseriesoflanguageexercises.Agree:Disagree:FinishWhy?2.IthinkKumamotoCastleisthemostimpressivecastleinJapan.Agree:Disagree:Self-CheckLearnersevaluatetheirknowledgeandskillslearnedfromeachmoduleusingCEFRrelatedcan-dodescriptors.Why?3.SummeristhebestseasoninJapan.Youcanenjoyfestivalsandgotothebeach.Agree:Disagree:Why?ReviewUnit5,10,15Aftercompletingtwomodules,learnersengageincommunicative,research-basedprojectsusingkeyvocabularyfromthemodules.4.WouldyouliketovisitKyushuonvacation?Yes:No:Wherewouldyouliketogo?StartWhy?505119 ## Page 20 ![Page 20の画像](https://img01.ebook5.net/kinseido/h9fZ7c/contents/image/book/medium/image-000020.jpg) 【ページ内のテキスト情報】 AppendixOnlineVideoFourSkillsIntegrityVitalizeYourEnglishStudieswithAuthenticVideosOsamuTakeuchi(SeriesEditor),AkihikoSasaki/DaisukeKawamitsu,TomokoYabukoshi/YukieShinhara,KoichiYamaoka/MizukiMoriyasu(Authors),MizukiMoriyasu(EnglishProofreader)>B5size>14unitsTeacher’sDVD,AudioCD,SampleVideoAvailableＣＭＹＫIntegrityBeginnerContentsBeginnerContentsLEVELTOEIC300400500600UNIT1Travel/AsiaTIME1:469UniqueTravelExperiencesUNIT8Fashion/SocialMediaTIME2:0551Fashion’sResaleRevolutionUNIT2ClimateChange/HumorTIME1:0715OurFutureUnderWater?UNIT9Recycling/NewYorkCityTIME2:2557FindingTreasuresintheTrashUNIT3JapaneseCulture/FoodTIME3:1721ADIY-SushiPartywithFriendsUNIT10ClimateChange/SocialMovementTIME2:0863ClimateProtestersGoingtoPrisonUNIT4LifewithAnimals/AustraliaTIME2:4927NaughtybutLovely:Australia’sCockatoosUNIT11Lifestyle/HomeTIME2:3169TheChangingMeaningof“Home”UNIT12Women’sRights/ChildbirthTIME1:23UNIT5Journalism/JobTIME2:1133HowtoBecomeaGoodJournalist75WomenStillDyinginPregnancyUNIT6Poverty/BritishSocietyTIME2:1639UniversalCredit:HelpingorHurtingthePoor?UNIT7CleanEnergyTIME1:4045CoolingisHeating?UNIT13HumanRights/RaceTIME2:0281StrugglestoGaintheRighttoVoteUNIT14Lifestyle/AfterRetirementTIME2:4387FeelingAliveThroughoutLife93VocabularyListSeevideosampleＣＭＹＫIntegrityIntermediateContentsIntermediateContentsLEVELTOEIC300400500600UNIT1AlternativeMeatTIME2:599TheFutureoftheMeatMarketUNIT8Health/BritishSocietyTIME2:0751TheStrategytoPreventObesityUNIT2ZeroEmissionsTIME3:0715TheRoadtoaCarbon-FreeWorldUNIT9Sports/TechnologyTIME2:4357HeatedDebateonVARUNIT3Health/SocialMediaTIME2:2721TheMeaningofaHealthyLifestyleUNIT10FoodWaste/EducationTIME2:3163LivelyLearningaboutFoodWasteUNIT4LifeCounseling/JobHuntingTIME3:0227KeystoaSuccessfulJobInterviewUNIT11HomelessIssues/CityTIME3:3269InsideanUndergroundHomelessCommunityUNIT5LifewithAnimals/HealthTIME3:0033TheHealingPowerofAnimalsUNIT12Women’sRights/AITIME2:5675Women’sRightsandAIDevelopmentUNIT6Poverty/AustraliaTIME2:4839MeasurestoHelpJobSeekersUNIT7Nature/LifeTIME3:1045UncoveringtheSecretsofWaterUNIT13Race/CultureTIME3:0581FightingHairDiscriminationandRacismUNIT14LifestyleTIME3:3387WaystoGetOutofBusynessTrapSeevideosample67ＣＭＹＫIntegrityAdvancedContentsAdvancedContentsLEVELTOEIC300400500600UNIT1CampusLife/AustraliaTIME3:089Nicknames:IsItHazing?UNIT8ModernFamiliesTIME2:4551EmergingFormsofFamilyUNIT2RenewableEnergyTIME3:5915TheGlobalShifttoRenewableEnergyUNIT9AI/RobotEthicsTIME4:3057TheDarkSideofRobotswithCommonSenseUNIT3Race/BritishSocietyTIME2:3521It’s(Not)anEqualWorldAfterAllUNIT10SpaceJunk/SustainabilityTIME5:0663MissiontoMakeSpaceExplorationSustainableUNIT4LifeCounseling/RelationshipsTIME3:2227TheSearchforaPerfectPartnerUNIT11Art/AdvertisingTIME3:3369INY:AnEnduringLegacyofDesignUNIT5ActiveLiving/TrafficSafetyTIME4:4533BikeHelmets:AreTheySafe?UNIT12ModernWomenTIME3:47UNIT6Fashion/SustainabilityTIME3:2139GreenFabrics:TowardaSustainableFashionIndustryUNIT7UniqueJobs/EnvironmentTIME4:4345HowDoesWaterTaste?AskaWaterSommelier75ChoosingtoBeChildfreeUNIT13Race/CultureTIME5:1481SheddingLightonBlackCowboyHistoryUNIT14GenderStereotypesTIME4:5787WomenFindingTheirStrengthSeevideosample67IntegrityBeginner(96pp)ISBN978-4-7647-4174-4¥2,600+taxIntegrityIntermediate(96pp)ISBN978-4-7647-4175-1¥2,600+taxIntegrityAdvanced(96pp)ISBN978-4-7647-4176-8¥2,500+tax20 ## Page 21 ![Page 21の画像](https://img01.ebook5.net/kinseido/h9fZ7c/contents/image/book/medium/image-000021.jpg) 【ページ内のテキスト情報】 IntermediateGoodBad.IntermediateIntermediateIntermediate34Costs:Lessthan$3.00per100km510152025ℓ1percapita:foreachperson;inrelationtopeopletakenindividually377wordsℓ3netzeroemissions:achievinganoverallbalancebetweengreenhousegasemissionsproducedandgreenhousegasemissionstakenoutoftheatmosphereℓ3globalclimatesummit:The26thUnitedNationsClimateChangeConference(COP26)heldfrom31Octoberto13November2021inGlasgow,Scotlandℓ4ScottMorrison:aformerPrimeMinisterofAustralia(2018-2022)ℓ16rangeanxiety:thedriver'sfearthatavehiclehasinsufficientenergystorage(fueland/orelectric)tocovertheroaddistanceneededtoreachitsintendeddestinationUnit2|Unit2|TheRoadtoaCarbon-FreeWorldTheRoadtoaCarbon-FreeWorldUNITSTRUCTUREThroughthefollowingfourphases,studentswillbeabletostudyasingletopicfrommultipleperspectivesanddeepentheirknowledgeandunderstandingofthattopic.PHASE11GettingintotheTopicUNITTheRoad2toaCarbon-FreeWorldNowadays,althoughelectricvehiclesareconvenient,costandlackofchargingplacesareabarriertothosewhotrytopurchasethem.Let’slookathowcountriesareworkingtoshifttoelectricvehicles.Readtheadofanelectriccar.Fillintheblankswiththeappropriatewordsfrombelow.Changethelowercaselettersintothecapitalswhereneeded.GoGreenwithCleanEnergy$60,000Geta1withthegovernmentincentiveprogram!�������������������������FreeofCostInstallationofFast23:350kminasinglechargePHASE11.GettingintotheTopicThissectionisdesignedtoactivatebackgroundknowledge.Theinformationinthissectionisusedtoassistthevideoviewinginthesubsequentsection.2.1stViewingInthissection,studentsviewavideoproducedbytheGuardian—oneoftheworld’sleadingmediaoutlets—andanswermultiple-choicequestions.Thevideosareeditedtobe2to3minuteslong.Theaimistousebothvisualandauditoryinputtounderstandthemainideasandkeyinformationofthevideo.chargerdiscountrunningrange15PHASE2Comprehension&DeeperUnderstanding•Vocabulary:StudentslearnkeyvocabularythatappearsinthesubsequentReadingsectioninamatchingtask.DefinitionsarewritteninsimpleEnglish.•Reading:Studentsreadapassageofapproximately350wordswritteninEnglish.Thetextincludessupplementalinformation,aswellasbackgroundinformationnotcontainedinthevideotofacilitatedeeperconsiderationofthetopic.•Organizer:Byfillingintheblanksinapartiallyfilledtable,studentsreviewthemainpointsofthereading.1621stViewingWatchthevideoandchoosethebestanswerstothefollowingquestions.PHASE21VocabularyMatchthewordswiththeirdefinitions.1.emissions[]2.accelerate[]3.sector[]4.vague[]5.deter[]6.incentive[]7.comprise[]1.HowmuchofthetotalcarbonemissionsistheAustralianTransportSectormadeupof?a.9%b.19%c.29%2.Whichcountryhassucceededinimplementingelectricvehicles?a.Australiab.Netherlandsc.Norwaya.topreventsomeonefromdoingsomethingormakethemnotwanttodoitb.apartofanareaofactivity,especiallyofacountry’seconomyorbusinessc.something(e.g.,apayment)thatencouragesapersontodosomethingd.anamountofgas,heat,light,etc.thatissentoutintotheaire.toformpartofsomething,especiallyalargergroupf.tostarttomoveordrivefasterg.notclearoruncertain2ReadingDL03CD03Readthefollowingpassage.SpreadingElectricVehicles:ChallengestoOvercomeAustraliaisoneoftheworld’sbiggestcarbonemitterspercapitaandisunderpressurefromtheinternationalcommunitytostartcuttingemissions.Infact,moreandmoredevelopednationsareonanacceleratingcoursetowardnetzeroemissionsby2050.Atarecentglobalclimatesummit,ScottMorrison,theAustralianPrimeMinisteratthetime,alsoannouncedaplantoachievenetzeroemissionsby2050.Onewaytoachievethisistotargetthetransportsector.AccordingtotheGuardian,theAustraliantransportsectorisresponsiblefor19%ofallthenation’scarbonemissions.Dr.AnnaMortimore,auniversitylecturerwhoisanexpertontransportation,believesthattheonlywaytoreducetransportemissionsdowntozeroistouseelectricvehicles.However,themarketforelectricvehiclesinAustraliaistiny,withonly5,875vehiclespurchasedoutofatotalofoveramillionvehiclesin2019.Inotherwords,Australiansstilldonotwanttobuyelectricvehiclesthoughtheyarequieter,moreefficient,morereliable,andbetterfortheenvironment.Whycouldthatbe?Thefirstreasonforthisistheprice.Forexample,theelectricversionofaHyundaiKona,apopularvehicleinAustralia,isaround$25,000moreexpensivethanthepetrolversion.AnotherreasonisthatmanyAustralianssufferfromsomethingcalled“rangeanxiety.”Thatissomethinglikevagueconcernsthatthecar’sbatterywillrunoutbeforetheyreachtheirdestination.Suchpsychologicalbarriersdeterconsumersfromelectricvehicles.Itshouldalsobenotedthatelectricvehiclechargingpointsarestillrarecomparedtopetrolstations.Ifthegovernmenttakesactionnow,manyoftheseproblemscouldbefixed.However,morecanbedonetopromoteelectricvehicles,asDr.Mortimoresuggests.Oneexampleisgivingincentivessuchasallowingelectricvehiclestousethebuslane.ThiswashighlysuccessfulinNorway,andthecountryhasbeenagloballeaderinswitchingtoelectricvehicles.AnotherexampleisGermany.In2020,theydoubledincentivesforelectricvehicles,andthisresultedinadramaticincreaseinthenumberofEVsontheroad.Whatcanwelearnfromcasesofothercountries?Itistimeforeverycountrytoplayaroleinachievingacarbon-freesociety.Notes173OrganizerFillineachblankandcompletetheorganizerbasedontheinformationfromthereading.EVs:ProblemsandSuggestions▶⃝AtarecentglobalclimateWhyEVs?1,theAustralianPrimeMinisteratthetimeannouced‘netzero-emissions’by2050.▶⃝Toachievethegoal,thetargetisthetransportsector.▶⃝EVsarequieter,more2reliable,andbetterfortheenvironment.,morePHASE32ndViewingWatchthevideoagainandcompletetheanswerstothefollowingquestions.1.InAustralia,howmanyelectricvehiclesweresoldlastyear?Onlyelectricvehiclesweresold.2.AccordingtoDr.AnnaMortimore,whatisrangeanxiety?Itiswhenpeoplethinkabouthowfartheydrive,andlookatthethattheyhaveintheirvehicle.3.HowdidNorwaysucceedinpromotingtheEVs?InNorway,theyallowelectricvehicleownerstodriveinthebuslane,whichisalsoknownasanon-financial.ofthePHASE3Internalization&IntegrationThevideofromPhase1isshownagainandstudentsanswerfill-in-the-blankquestionsthatrequiremoredetailedinformation.Studentsaresuretonoticethattheirunderstandingofthevideoismuchdeeperthaninthe1stViewing.Whythe3▶⃝PriceTheProblemsforEVsinAustraliaistinytheelectricversionofaHyundaiKona=$4expensivethanthepetrolversion▶⃝Sufferingfromrangeanxiety▶⃝Findingthe5Thegovernmentshould…▶⃝takepointsExperts’Suggestions6nowtofixtheaboveproblems.▶⃝giveincentives:e.g.,allowingelectricvehiclestousethe7lanegivingfinancialincentivesforthepurchaseofEVsmorePHASE4OutputTask(Writing/Speaking)Weallknowthatelectricvehiclesareconvenientandmaybethekeytoslowingclimatechange.DosomeresearchaboutpotentialbarrierstopurchasingEVsandsuggestasolutionwhichencouragesthespreadofthevehicles.Then,makeapresentationinclass.Step1Answerthefollowingquestions.a.Whatisthedisadvantage/difficultyofhavinganelectricvehicleinyourcountry?Disadvantage:e.g.,thepriceb.Whatisthesolutionforthatproblem?Solution:e.g.,tomakeitcheap1819Step2Writedownthefindingsaboutelectricvehicles.Then,suggestasolutionwhichencouragesthespreadoftheEVs.IfoundthataproblemwithelectricvehiclesisHowever,by,theuseofelectricvehiclesmightspread.Step3PracticethereportthatyoumadeinStep2.Then,presentthereporttotheclass.ChecklistforthePresentationUsethischecklisttoevaluateoneofyourclassmate’spresentations.1.2.3.4.20Thespeakerspeaksincorrectsentenceforms.54321Thespeakerexplainstheproblemclearly.54321Thespeakerprovidesasolutiontotheproblem.54321Thespeakermakeseyecontactwiththeaudience.54321PHASE4OutputOutputTask-BeginnerOncestudentsareableto“own”theirnewknowledge,theycanmoveontooutput.Inthefinalpresentationstep,thechecklistprovidedshouldbeusedasareferenceforhowtopresentwhilekeepingthelistenerinmind.OutputTask-IntermediateOncestudentsareableto“own”theirnewknowledge,theycanmoveontooutput.Studentsconductamini-researchorbrainstormingsessiononthemainthemeoftheunit.Inthefinalpresentationstep,thechecklistprovidedshouldbeusedasareferenceforhowtopresentwhilekeepingthelistenerinmind.OutputTask-BeginnerStudentsareexpectedtoarticulatetheirpositiononaparticularissueandexpresstheiropinions.21 ## Page 22 ![Page 22の画像](https://img01.ebook5.net/kinseido/h9fZ7c/contents/image/book/medium/image-000022.jpg) 【ページ内のテキスト情報】 PerennialFavoriteDownloadablemp3SeethewholecontentstableContent-basedFourSkillsYou,MeandtheWorld3rdEditionfeaturingSDGsDavidPeatyDiscussionLEVELTOEIC300400500600>B5size>14units>144pages>ISBN978-4-7647-4205-5>¥2,500+taxClassCD,TM(Scripts,ReviewUnits)●Revisedversionofalong-sellingtext,oneofthefirsttotakeupSDGs.●LearnaboutglobalissuesandhowtotalkabouttheminEnglish!●Expandlearnerhorizonswithchallengingactivities.ContentsWasteandRecycling/SustainableCities/Energy/ClimateChange/EndangeredSpecies/TropicalRainforests/Tourism/DevelopingCountries/PeaceandConflict/RefugeesandMigrants/TheUnitedNations/HumanRights/GenderIssues/HealthandLongevityDownloadablemp3DiscussionSDGs×DiscussionReikoYoshiharaChiyoHayashiEmiItoiNorikoIwamotoAudreyMorrellLEVELTOEIC300400500600>B5size>15units>120pages>ISBN978-4-7647-4150-8>¥2,100+taxSeethewholecontentstableClassCD,TM(Scripts,JapaneseTranslations,ReviewQuizzes)●Thereadingpassagesteachstudentsaboutvariousissuestheworldisfacing,thentheydiscusswhichsustainabledevelopmentgoals(SDGs)dealwiththeissues.●Studentslearnhowtothinkthroughanaturalprocessofinvestigationproblemsforthemselvesandcreatingpossiblesolutionsforeachissue.●Awideandcarefullyselectedrangeoftopics,including“measurestoslowpopulationgrowth,”“embracingdiversity,”and“protectingendangeredspecies”areusedtoillustrateandexplaintheseventeendifferentSDGs.22 ## Page 23 ![Page 23の画像](https://img01.ebook5.net/kinseido/h9fZ7c/contents/image/book/medium/image-000023.jpg) 【ページ内のテキスト情報】 8OnlineVideoDownloadablemp3NewsNEWABCNEWSROOM4LEVELTOEIC300400500600ShigeruYamaneNorikoInoueKrisRamonda>B5size>15units>128pages>ISBN978-4-7647-4240-6>¥3,200+taxSeethewholecontentstableMLB’sDugoutMugs:AHomeRunIdeaTheGistWhatisa“homerunidea”?WhatmakesDugoutMugssosuccessful?BeforeYouWatchtheNewsWarm-upExercisesNewsStory1AirDate:March12,2025Duration:2’10”AVocabularyCheck:Choosethecorrectdefinitionforeachofthewordsbelow.DL08CD1-121.hollowout()a.toremovetheinsideofsomethingtomake2.dugout3.hire4.pourin5.underwayspace()b.alreadystartedorinprogress()c.toarriveinlargeamounts,oftenquickly()d.asmallshelterusedbybaseballplayersduringagame()e.apersonwhohasbeenrecentlyemployedBFillintheblankswithappropriateexpressionsfromtheVocabularyCheckabove.Changethewordformswherenecessary.1.Heusedaknifecarefullyto()thepumpkinforHalloween.2.TheDodgersplayerssatonthethirdbaseside(),waitingfortheirturntoplay.3.Large-scalerenovationworkiscurrently()atmyhouse.4.Afterthesalestarted,onlineorderssuddenlybeganto().5.New()areextremelytalentedandarealreadyleadingnewprojectsatthecompany.51015SeevideosampleFocusontheNewsStoryD.Muir:Finally,tonighthere,“MadeinAmerica”isbackwithamajorleagueidea̶celebratingyourfavoriteteamandcelebratingAmericanworkers.Tonight,“MadeinAmerica”takesustoWinterHaven,Florida,about50milessouthofrighthereinOrlando.ThecompanyDugoutMugsandtheirhomerunidea,readyforMLBopeningday,1..K.Dehnert,owner,DugoutMugs:Hey,David.WelcometoDugoutMugs.D.Muir:OwnerKrisDehnertbringingusinside.AndKris’spitch.K.Dehnert:DugoutMugsarebaseballbatbarrelshollowedoutandturnedintoprobablyoneof2.ontheplanet.D.Muir:ThewoodfromVermont,NewHampshire,Maine,Ohio,andNewYork―20workersinall,900mugsaday.K.Dehnert:Asanideathatstartedinadugout,inabaseballdugoutalmostnineyearsago,ah…it’skindofcrazytoseehowfarwe’vecomeandwhatwe’vebeenabletoaccomplish.D.Muir:And3..K.Dehnert:WeaddyourfavoriteMajorLeagueBaseballteamorcustomlogos.Andwe’resoldinallMajorLeagueBaseballstadiums.NewsStory1ClassCD,TM(Scripts,JapaneseTranslations,VocabularyTests)MLB’sDugoutMugs:AHomeRunIdea9●Thelatestinthepopularseriesincorporatingvideoclipsfromthetop-ratedAmericantelevisionnewsprogram.●Thepre-andpost-viewingexerciseswillhelplearnersaccessthenewsinameaningfulwayandimprovetheirEnglishcommunicationskills.●Onlinevideocontentstreamingforoutof-classpracticebystudents.TeacherDVD→Withsubtitles/Withoutsubtitles＋SLOW-versionvideoStudentonlinevideos→WithoutsubtitlesOnlineVideoNewsNEWBritishNewsUpdate8(BBC)TimothyKnowlesMinneTanakaMihokoNakamuraSayakaMoue>B5size>15units>108pages>ISBN978-4-7647-4241-3>¥3,000+taxLEVELTOEIC300400500600ClassCD,TM(Scripts,JapaneseTranslations,VocabularyTests)●ThelatestinthepopularseriesfeaturingBBCNewsreportsfromGreatBritainandothercountries.●TheclassCDincludestwoversionsofeachBBCfeature:oneistheoriginalrecordingandtheotherisavoice-overofthesamescript—onethatiseasierforstudentstounderstand.●Onlinevideocontentstreamingforoutof-classpracticebystudents.SeethewholecontentstableSeevideosampleTeacherDVD→Withsubtitles/Withoutsubtitles＋SLOW-versionvideoStudentonlinevideos→Withoutsubtitles23 ## Page 24 ![Page 24の画像](https://img01.ebook5.net/kinseido/h9fZ7c/contents/image/book/medium/image-000024.jpg) 【ページ内のテキスト情報】 放送日OnlineVideoNewsUNIT1Words&PhrasesSPECIALEDITIONHitmakerイチローの「8番」でTatsurohYamazakiStellaM.Yamazaki2025年1月、アジア人として初めて米国大リーグの野球殿堂入りを果たしたイチロー。今回の舞台は彼が少年時代に足繁く通ったバッティングセンター。イチローが通い詰めていた頃に、同じように練習していた野球少年がいた。2016年、成人になり別の分野で成功を収めた彼は、今もこのバッティングセンターに息子と通っていた。以下の単語や熟語の音声を聞きながら発音に注意し、意味を確認しましょう。□torevere□tohone□alltheway□topassaway□toventureinto□touphold□mandate例例崇拝する、あがめるAbrahamLincolnisreveredasagreatleaderintheU.S.2016/7/28エイブラハム・リンカーンはアメリカで偉大な指導者として讃えられている。〈能力など〉に磨きをかけるLeonardoDiCapriohashonedhistalentasanactorsincehewasveryyoung.レオナルド・ディカプリオは幼い頃から俳優として才能を磨いてきた。わざわざ《婉曲》亡くなる、息を引き取る思い切って～に着手する～を維持する、守る（公式の）命令、指令□toheadstraightfor～に直進する□likefather,likeson《諺》この親にして、この（息）子ありCD02NEWBeforeYouWatch以下は、野球に関する表現です。１～10の空所にあてはまる英語を下のアルファベット表から見つけ、線で囲みましょう。囲み方は縦、横、斜めのいずれも可能です。例：フォアボール(walk)1.キャッチボールするtoplay()2.内野手()3.二塁打()4.７回表()ofthe7thinning5.３回裏()ofthe3rdinning6.直球()7.打率batting()8.三振()9.満塁ホームラン()slam10.コールドゲーム()game12345678910111213141516aWBTCAINFIELDERCNbAPOANVVEKQBRFLAIcLEPTYPEEFASTBALLdKITCTWYRRXDOUBLEeOSLHAOILAALWKEEAfUIBAPPMDRGGRANDTgSTRIKEOUTZEEBATN1stViewingSeethewholecontentstableWatchtheNewsSeevideosampleニュースを見て、内容と合っているものはT、違っているものはFを選びましょう。1.Thisbattingcenterhaseightcages.T/F2.Ichirousedtousecagenumbereightnearlyeverydays.T/F3.Taniguchivisitsthebattingcenterwithhisson.T/FUnit1HitmakerNHKNEWSLINESpecialEditionTatsurohYamazakiLEVELTOEIC300400500600StellaM.Yamazaki>B5size>15units>104pages>ISBN978-4-7647-4239-0>¥2,800+taxClassCD,TM(Scripts,JapaneseTranslations,VocabularyTests)●Thebest-selectioneditionofNHKNEWSLINE,alongsellingseriesfeaturingvideosfromNHKWORLD-JAPAN!●Outofsevenpreviouslypublishedbooks,we’vechosenthe15mostpopularandhighlyratedselections.●Eachunitincludesmaterialsufficientforentireclasssessions:listeningactivities,featuredvocabularyandgrammarexercises,anddiscussionquestions.TeacherDVD→Withsubtitles/Withoutsubtitles＋SLOW-versionvideoStudentonlinevideos→WithoutsubtitlesOnlineVideoDownloadablemp3InspiringVoices15InterviewsfromNHKDirectTalkMegumiKobayashiReikoFujitaLEVELTOEIC300400500600PeterJ.Collins>B5size>15units>104pages>ISBN978-4-7647-4120-1>¥2,700+taxClassCD,TM(Scripts,JapaneseTranslations,VocabularyTests)SeethewholecontentstableSeevideosample●StudentswatchinterviewsfromthepopularNHKprogram,DirectTalk,andhearthevoicesof15creativeproblem-solversfromJapanandaroundtheworld.Eachinterviewisupto10minuteslong,isdividedintotwoparts,activatingskimming,scanningandorganizationalskills.●Youcanbuildstudents’fluency,developtheircriticalthinkingskills,andmotivatethemtoexplorearangeoftoday’sglobalissuesinvariousfieldssuchastechnology,socialwelfare,science,andfashion.●End-of-chaptermini-projectspromotecollaboration,reflectionandapplication.24 ## Page 25 ![Page 25の画像](https://img01.ebook5.net/kinseido/h9fZ7c/contents/image/book/medium/image-000025.jpg) 【ページ内のテキスト情報】 Downloadablemp3SpeakingChatandShare!TopicStartersforToday’sStudentsDianeH.NagatomoLEVELTOEIC300400500600>B5size>15units>88pages>ISBN978-4-7647-4106-5>¥1,900+taxClassCD,TM(Scripts,JapaneseTranslations,MiniTests,etc.)Seethewholecontentstable●DianeNagatomohasbeenteachingJapaneseuniversitystudentssince1984.●Thisvolumeoffersnewtopicstogetstudentstalking,including“fashionfromothercultures”and“fakenewsintoday’smedia.”TheEnglishandconversationexpressionsprovidedmakeiteasyforevenbeginnerlevelstudentstojoininmeaningfuldiscussions.●Eachchapterbeginswithashortpassageonatopicfollowedbytwoconversationsthatexpandonit.Textisfullofactivitiesforpracticeandsharingopinions.CustomizedProjectDownloadablemp3FourSkillsLEVELTOEIC300400500600BridgingCommunicationSkillsSakaeSuzukiMatthewMillerPatrickMcClueDiscussion>B5size>14units>136pages>ISBN978-4-7647-4091-4>¥2,200+taxSeethewholecontentstableClassCD,TM(Scripts,JapaneseTranslations,ReviewTests)●Thistextteachesallfourlanguageskills,centeredmainlyonspeaking,withreadingandlisteningexpansion.●Masteryofbasiccommunicationskillsleadstotheabilitytoparticipateindiscussionsandmakepresentations.●Contentincludesinformationgapandinterviewactivities,prelessonhome-workassignments,writingtasks,andareviewtestfortheendofsemester.25 ## Page 26 ![Page 26の画像](https://img01.ebook5.net/kinseido/h9fZ7c/contents/image/book/medium/image-000026.jpg) 【ページ内のテキスト情報】 PerennialFavoriteActivator2-BookSeriesDownloadablemp3GlobalActivatorYourEnglish,MyEnglish,WorldEnglishes!TadashiShiozawaGregoryA.KingSpeakingWorldEnglishesLEVELTOEIC300400500600>B5size>15units>104pages>ISBN978-4-7647-4003-7>¥2,100+taxContentsContentsUnit1CollegeLife……………………………………………………2WorldEnglishes:JapanFunctions:Greetings/GettingtoKnowEachOtherUnit2MobilePhones………………………………………………8WorldEnglishes:EnglandFunctions:MakingAppointments/PhoneConversationsUnit3Movies………………………………………………………………14WorldEnglishes:IndiaFunctions:Inviting/AcceptingandRefusingUnit4Dating………………………………………………………………20WorldEnglishes:MexicoFunctions:DescribingSomeoneUnit5InternationalFood………………………………………26WorldEnglishes:KoreaFunctions:Requesting/RestaurantConversationsUnit6WorldEnglishes……………………………………………32WorldEnglishes:SingaporeFunctions:AskingforRepetition/ClarificationUnit7Weekends/Vacations……………………………………38WorldEnglishes:HongKongFunctions:TalkingaboutFreeTimeUnit8Music/Songs……………………………………………………44WorldEnglishes:USA1—African-AmericanEnglish—Functions:ExpressingLikes/DislikesTopicQuestionsEachunitstartswithabrainstormingintroductionexercisewithhighlypersonalizedquestions.Unit9Sports…………………………………………………………………50WorldEnglishes:AustraliaFunctions:Commenting/ExpressingFeelingsUnit10Shopping…………………………………………………………56WorldEnglishes:ChinaFunctions:Negotiating/ExpressionsforShoppingUnit11Traveling/StudyingOverseas…………………62WorldEnglishes:USA2—MidwesternEnglish—Functions:ExpressionsforTravelingUnit12Festivals/Parties…………………………………………68WorldEnglishes:GermanyFunctions:AskingFavors/AskingforPermissionUnit13Part-time/FutureJobs………………………………74WorldEnglishes:BrazilFunctions:ConveyingIntentions/FuturePlansUnit14Experiences………………………………………………………80WorldEnglishes:ThePhilippinesFunctions:AskingforHelp/TalkingaboutExperiencesUnit15CoolJapan………………………………………………………86WorldEnglishes:FranceFunctions:GivingSuggestions/OpinionsDialogueLearnerspracticethefirstpartofthedialogueandreplacepartsofittofittheirownsituationsothatthedialoguebecomesmoremeaningful.Asashortlisteningexercise,therestoftheconversationwithsomesurprisingconclusionsfollows.ClassCD,TM(Scripts,JapaneseTranslations,ListeningSheet)●Throughpairworkandawiderangeofinteractiveexercises,learnerscomeintocontactandengagewith“WorldEnglishes.”Thefocusisonconversation,withpracticeinreading,listeninganddiscussion.●ThistextintroducesEnglishusedbypeop-lefromothercountries,andnurturespro-active“internationalcommunicationstrategies.”TopicsarefamiliartoJapanesestudentsandfeatureexpressionsforday-todaycommunication.●Recordingsaremadeby“non-natives”fromAsiaandEurope,whogiveJapaneseavividlookatEnglishesaroundtheworldasalinguafranca,aswellasnativeEnglishspeakers.●Designedforstudentstodomostofthetalking.●GlobalActivatorisdesignedtobetaughtbyeithernativeornon-nativespeakersofEnglishandforstudentstodomostofthetalkingExpressionsForInteractionSeveralbasictargetexpressionsareprovided,followedbysomecontrolledandcommunicativeexercises.Thetypeofexercisevariesfromunittounit.GlobalActivatorHighlycommunicativeandinteractive(andoftenopenended)exercisesconcludeeachunit.Someoptionalchallengingdiscussionexercisesarealsoprovided.ReadingActivitiesAninterestingandthought-provokingstoryonthethemeofeachunitisprovided.LearnersareNOTexpectedtounderstandallofthewordsorexpressions.Comprehensionexercisesfolloweachreading.WorldEnglishesAnencouragingmessageregardingtheuseofEnglishastheirownlanguageisprovidedwithauniquestrategytrainingexercise.ListeningActivitiesLearnerslistentointerviewsgiventoactualusersofWorldEnglishesandanswerthequestionsthatfollow.26 ## Page 27 ![Page 27の画像](https://img01.ebook5.net/kinseido/h9fZ7c/contents/image/book/medium/image-000027.jpg) 【ページ内のテキスト情報】 ActivatorNext_0003_Unit3.indd232022/09/2911:27:00ActivatorNext_0003_Unit3.indd262022/09/2911:27:005101520ActivatorNext_0003_Unit3.indd242022/09/2911:27:00ActivatorNext_0003_Unit3.indd272023/02/079:46:07ActivatorNext_0003_Unit3.indd252022/09/2911:27:00ActivatorNext_0003_Unit3.indd282023/02/079:47:03ActivatorNextLEVELTOEIC300400500600TadashiShiozawaAdamMartinelli>B5size>15units>116pages>ISBN978-4-7647-4178-2>¥2,000+taxActivatorNextContentsContentsUnit1CollegeLife8Focus:GettingtoKnowEachOtherUnit2FuturePlans/Jobs15Focus:TellingIntentionsUnit3Part-TimeJobsandOtakatsu22Focus:TalkingabouttheWeekendUnit4Movies29Focus:Inviting/MakingAppointmentsUnit5PartiesandFestivals36Focus:AskingaFavorUnit6Friends43Focus:Appreciating/ApologizingUnit7StudyAbroad/WorldEnglishes50Focus:AskingforRepetitionUnit8SNS/Fashion/Weather57Focus:ExpressionsforSmallTalkUnit9Cultures/Idols/Anime64Focus:AskingandAnsweringQuestionsUnit10Music71Focus:AskingforPermission/MakingSuggestionsUnit11Relationships78Focus:DescribingPeople/ExpressingLikesandDislikesUnit12TravelingOverseas85Focus:SurvivalEnglishUnit13Shopping92Focus:ExpressionsforNegotiationandShoppingUnit14SocialMedia99Focus:PhoneCalls/TextingUnit15SDGs106Focus:ExchangingIdeasandOpinionsClassCD,TM(Scripts,DictationExercise,Quiz)●Throughtheuniquerangeofactivities,suchasroleplaying,conversation,anddiscussionamongclassmates,learnersgainconfidenceandtheabilitytouseEnglishskills.●Unitscoversubjectsfamiliarandrelevanttostudents,suchasstudyingoverseas,lookingforfulltimejobs,travel,shopping,part-timejobs,SNSandmore,usingpracticalexpressionstoimprovecommunication.EachunitofferstipsandintroducesphrasescommonlyusedbyEnglishspeakers.●TheTeacher’sManualcontainsquizzesanddictationpractice.BrainstormEachunitstartswithabrainstormingintroductionexercisewithhighlypersonalizedquestions.ExpressionsFivebasictargetexpressionsareprovided.InteractivePracticeThreesetsofsomecontrolled,interactive,andcommunicativeexercisesfollowthetargetexpressions.Unit3Part-TimeJobsandOtakatsuPart-TimeJobsandOtakatsuUnit3DialogueDL12CD1-12ExpressionsDL14CD1-14Part-TimeJobsandOtakatsuUnit3BFillintheblankswithappropriatequestionsoranswerslistedbelow.Dothisexerciseorallywithyourpartner.FocusBrainstormAPairupandtalkaboutyourselfandyourpartner.Examplesareshownin[].BTalkingabouttheWeekend1.A:Howwasyourweekend?A:Ohmy!ActiveListening22B:.[Excellent/notsogood][]Istayedhomeand.relaxed/didsomehomework2.A:Whatdoyoudoonyourdayoff?B:Um,I’musuallybusywith.3.A:WouldyouliketothisSaturday?B:.4.A:IworkparttimeatonSaturday.B:Howdoyoulikeyourjob?[Otakatsu/playingcomputergames][gocanoeing/haveabarbecue][I’dloveto/Sorry,Ihaveanotherappointment][arestaurant/Seven-Eleven]Switchroles.Thistimeaddoneortwoextracomments.Seetheexamplebelow.Goover1-4aboveagain.Belowisanexampleforexercisenumbertwo.A:Whatdoyoudoonyourdayoff?B:Um,I’musuallybusywithOtakatsu.A:What’sthat?B:Otakuactivities.IfollowfollowDogenzaka26.Learnerslistentohighlyinteresting,oftenentertaininglisteningmaterialsfollowedbyavarietyofcomprehensionquestions.ActiveReadingAshortinterestingandthought-provokingpassageonthethemeofeachunitisprovided.LearnersareNOTexpectedtounderstandallofthewordsorexpressions.Variouscomprehensionexercisesfolloweachreading.26GerryandHarukaaretalkingabouttheirweekendonMondaymorning.Role-playthedialoguewithyourpartner.Thenswitchrolesandpracticeagain.Haruka:Didyouhaveagoodweekend?Gerry:Yeah.IwentRiver.canoeingdowntheKisoHaruka:That’sgreat.Didyouhaveagoodtime?Gerry:Isuredid.Itwasanawesomeexperi-ence.Haruka:Ireallyenvyyou.Gerry:Oh?Youdidn’thaveagoodweekend?Haruka:No,Ijuststayedhomeandstudiedforthequiz.Gerry:Sorrytohearthat.Whatisthequizfor?Haruka:IntrotoPsychology.Youforgot?Gerry:What?Wehaveaquiztoday?AAskatleasttwoquestionsaboutthedialoguetoyourpartner.Taketurns.BCReplacetheunderlinedpartswithyourowninformationandpracticetheconversationagain.Beoriginalandcreative.Trytoaddafewmorelinesattheend.Listentotherestoftheconversation.Completethesummarybyfillingintheblankswithappropriatewordslistedbelow.DL1330sleeping25gradekiddingcheatprepareCD1-13Gerryforgotthathehadaquizinhispsychologyclasstodayanddidnot1()forit.Theteachertoldtheclassthey’dhaveaquiz,butGerrywas2()inclasslastweek.Thequizcountsfor3()%towardsthefinal4(),soheshouldnotskipthequiz.Nowhehastostudyforthequiz,buthehasonly5()minutes.HeaskedHarukatositnexttohimsothathecould6(),butHaruka,ofcourse,refused.Gerrywasjust7().CommunicationSpeakloudlyStrategySpeakloudlyevenifyou’renotconfidentordon’tknowthephrasesyouneed.Surprisingly,yourEnglishwillsoundbetter,andpeoplewillunderstandyoubetterthatway.Pairupandstandup.Faceeachotherandstandabouttwometersapart.AskthesequestionsandoneofyourowntoyourpartnerasActiveListeningDL15CD1-15ListentoBrianandFukotalkabouttheirfavoriteactivities.TakenotesandcircleeitherTrueorFalsebelow.1.ThemembersofBabySittersareallfemale.2.Fukodoesn’tlikeheavymetalmusic.3.Fukotravelstoaplacefarawaytoseeherfavoriteband.4.Fukogetstiredfromworkandhasnotimeforschoolwork.5.Brianismakinghisowncostumeforthecomingcosplayfestival.6.FukoandBrianseemtolikeOtakuactivities.asloudlyaspossible.Yourpartneralsoneedstorespondasloudlyaspossible.Add“Howaboutyou?”attheend.Begin.1.A:Doyouworkpart-time?B:Yes,IworkattheStarbucksatthestation.Howaboutyou?2.A:HowwasyourGoldenWeekthisyear?B:Prettygood.Ihadabarbecue.Howaboutyou?3.A:Whatdoyouusuallydoonyourdayoff?B:Isleeplateandthenworkoutafterthat.Howaboutyou?4.A:(youroriginalquestion)B:.Howaboutyou?True/FalseTrue/FalseTrue/FalseTrue/FalseTrue/FalseTrue/False2324APracticeeachdialoguewithyourpartner.BA1.A:Whatareyoudoingthisweekend?B:I’mworkingpart-timethewholeweekend.2.A:Howwasyourweekend?B:Justgreat.3.A:Doyouhaveanyplansfornextweekend?B:Yes,I’mgoingtogooutwithMiki.4.A:Whatdoyoudoattherestaurant?B:I’mawaiterandacook.5.A:Howmuchdoyoumakeanhourasatutor?B:Imake1,800yenanhour.Replacetheunderlinedwordswithyourownwordsandpracticeagain.Beoriginalandcreative.InteractivePracticeBelowareseveralwaystorespondto“Howwasyourweekend?”Fillintheblankswithoneofthephraseslistedbelow.Number2isdoneforyou.JustsuperPrettygoodNotbadNotsogoodTerribleA:Howwasyourweekend?B:1.IlostmyphoneandIworked12hoursstraight.2.PrettygoodWesawabaseballgameinYokohama.3.Igotsomegoodrest.4.Ijuststayedhomedoingnothing.5.IwenttoTokyoDisneylandwithTakuya.QuickSearchontheWebWhatistheminimumwageperhourinyourprefectureandinSanFrancisco?Howabouttheav-eragebabysittingratesinsomecitiesintheU.S.?Part-TimeJobsandOtakatsuUnit3ActiveReadingDL16CD1-16ThepassagebelowisabouttherecentlyinventedandwidelyusedJapaneseword“Otakatsu.”Readthepassagebelow.Newwordsareinventedalmosteveryday.Someareusedforawhileandforgotten,butsomebecomerecognizedwordsorphrases.Amongtherecentlyrec-ognizednewJapanesewordsis“Otakatsu,”ashortformforOtaku-Katsudo.Otakatsu(nerdyactivities)isusedtodescribeanykindofactivitiesforthosewhoaresocrazyaboutpopidolsorsomethingthattheyfollowthemeverywhereorcollectanythingre-latedtothem.Herearesomeothersimilarwordsthathave“katsu”attheendofthewords.1.“(-katsu)”:Activitiesbeforegoingtoworksuchasgoingtoagym,takinganEnglishclass,orjoiningastudygroup.2.“(-katsu)”:Singlepeople’sactivitiestolookforafuturehusbandorwife.3.“(-katsu)”:Jobhuntingactivitiesfornewgraduateslikewritingresumesandvisitingcompanies.4.“(-katsu)”:Activitiestowardstheendoflife;forexample,makingawillorgettingridofunnecessarythings.5.“(-katsu)”:SeeingadoctortogethelpbecomingpregnantorAtrackingbodytemperature.Pairupandyourpartnershouldclosethetextbook.Readthedefinitionaloudtoyourpartner.Yourpartnerneedstotellyouwhatwordthedefinitionisabout.QuickSearchontheWebSearchfortheinformationaboutthestatementbelow.Youcoulduseyourcellphoneorlaptopifallowed.Dothiswithyourpartnerorinagroup.Shareanswerswithyourclassmates.1.Thedifferencebetween“geek”and“nerd.”Botharetranslatedas“Otaku”inJapanese.2.Thebiggestcomicconvention(comicon)intheworld.Howmanyparticipantsattend?2728a.Notreally,butIcan’tcomplain.Thepayisgood.b.Idon’thaveanyplans.Why?c.YouwenttoUSJ?Howdidyoulikeit?d.Whatcanyouteach?e.Didyouhaveagoodweekend?1.A:()2.A:WhatareyourplansforSaturdaynight?3.A:DoyoulikeyourdeliveryworkwithUber?4.A:()5.A:I’dliketofindatutoringjob.B:Couldn’thavebeenbetter.B:()B:()B:Notsogreat.Itwastoocrowded.B:()CTalkaboutyouridealpart-timejobwithyourpartner.Taketurnsaskingthequestions.Firstreadthelistofpart-timejobsaloud.Doyouknowallthesewords?Acook/UberEatsdeliveryperson/gasstationworker/teacheratacramschool/babysitter/model/telephonesalesperson/constructionworker/dogwalker/mangaassistant/teacher’sassistant/universitytourguideforhighschoolstudents1.Doyoumindworkinguntillateatnight?2.Howmuchdoyouwanttomakeanhour?3.Whatkindofskillscanyoulearnwhileworking?4.Howabouttheflexibilityofthehours?5.Howaboutthepeopleyouworkwith?6.Wouldyoupreferalow-payingeasyjoborahigh-payinghardjob?7.So,what’stheidealpart-timejobyouwouldliketoget?Doyouthinkyoucangetit?8.Doyouhaveafriendwhohasagreatpart-timejob?Whatdotheydo?ActivatorOpen-endedPracticePlanafunweekend.Youhavenohomeworktodo,andyoudon’thavetoworkpart-timethisweekend.Whatwouldyouliketodowithyourpartner?Someusefulexpres-sionsarelistedbelow.goouttokaraoke/danceataclub/gocamping/gorafting/gotoabaseballgame/dosomeshopping/watchamovie/playsoccer/goforadrive/gotoaconcert/playcomputergames/gocanoeing/gotoacomicconvention/cosplayandwalkaroundinShibuyaExample1.A:OK.Wehaveatotallyfreeweekend.Whatdoyouwanttodo?B:ShallwegoforadrivetotheMt.FujiareaonSaturday?A:Soundsgood.Butdoyouhaveacar?Idon’t.B:Idon’t,either.Howaboutgoingouttokaraoke?A:No,that’ssoboring.Howabout(...ing)?2.A:WestillhaveSundayopen.Doyouwantto?B:No,no.I’dratherdosomethingmoreexciting.A:Howabout?B:Hey,that’sagreatidea.Let’sdothat.A:...BInagroupofthreeorfour,discussthefollowingstatements.Doyouagreeordisagree?Givereasonsandexamples.1.Weallhavetoworkfortherestofourlife.Weshouldn’tworknowifwedon’thaveto.2.WeshoulddosomethingmoremeaningfulthanOtakatsu.Otakatsuisawasteoftime.2527 ## Page 28 ![Page 28の画像](https://img01.ebook5.net/kinseido/h9fZ7c/contents/image/book/medium/image-000028.jpg) 【ページ内のテキスト情報】 PerennialFavoriteDownloadablemp3ReadingLEVELTOEIC300400500600IssuesThatMatterDavidPeatyJunKawata>A5size>15units>144pages>ISBN978-4-7647-4061-7>¥1,800+taxSeethewholecontentstableClassCD,TM(JapaneseTranslations)●AuthorDavidPeatysoundsthealarmandoffersradicaladviceaboutseveralproblemshumanityhasbeenforcedtotackle.●Theauthorhasbeenwritingaboutglobalissuesformanyyears,andhasreturnedonceagainwiththesesatisfyingreadingsof1,000to1,200words.●Urgenttasksfacinghumankind—environment,energy,naturalresources,food—arediscussedinessaysthatalsoofferpossiblesolutions,suchas“permaculture”and“responsibletourism.”●Comprehensionquestionsareaimedattraininghigh-levelreadingability.Downloadablemp3ReadingLEVELTOEIC300400500600OurSociety,OurDiversity,OurMoviesJosephTaboltKojiMorinaga>B5size>15units>96pages>ISBN978-4-7647-4101-0>¥1,900+taxClassCD,TM(JapaneseTranslations,ReviewQuizzes)Seethewholecontentstable●Fromwell-lovedclassicstounknownmasterpieces,moviesareperfectforlearningaboutsocialdiversity!●Oscar-winningfilmsMoonlightandThreeBillboardsOutsideEbbing,Missouri,alongwithothermoviesmostlyreleasedsince2010,areusedascasestudiesinmulticulturalismandotheraspectsofsocialdiversity.●Passagesofabout600wordsinafresh,modernstyleengagestudentsintopicssuchasLGBT,race,genderdiscrimination,immigrants,povertyanddisease,whichencouragesopinionformulationandsharing.28 ## Page 29 ![Page 29の画像](https://img01.ebook5.net/kinseido/h9fZ7c/contents/image/book/medium/image-000029.jpg) 【ページ内のテキスト情報】 Downloadablemp3WritingSimplyWritingLEVELTOEIC300400500600AStep-byStepGuidetoGoodWriting–NewEdition–DianeHawleyNagatomo>B5size>14units>128pages>ISBN978-4-7647-4206-2>¥2,300+taxClassCD,TM(Scripts,SupplementaryActivities)●CoversEnglishwritinginthreesteps:1)SimplyUseful:dailytaskssuchaskeepingadiaryandwritingemails,2)SimplySkillful:descriptivewritingforessays,3)SimplySuccessful:thebasicsofparagraphwriting.●TheauthorusesherexpertiseinEnglishmaterialdevelopmenttofillthistextwithawiderangeofactivitiesincludinggrammar,reading,listening,andspeakingaswellasextensivewritingpractice.SeethewholecontentstableWritingEssentialWriting1FromSentencetoParagraphJethroKenneyLEVELTOEIC300400500600>B5size>12units>104pages>ISBN978-4-7647-4180-5>¥2,000+taxTMSeethewholecontentstable●Thisisanintroductorywritingtextbookforbeginnerandpre-intermediatelevellearnersthatcoverstherulesandelementsofsentencestructure,emphasizingaspectsthatJapanesestudentstendtofindchallenging.●Thelatterchaptersinthebookareaboutparagraphwriting.Differenttypesofparagraphsusedinacademicwritingareintroducedandexplained.Thetextpresentsmodelparagraphs,writingtechniques,andideasforbrainstormingthatteachstructure.●Thetextisfullofpracticalexercisesincludingpairworkandpeerreviewforactive-learningstyleclasses.29 ## Page 30 ![Page 30の画像](https://img01.ebook5.net/kinseido/h9fZ7c/contents/image/book/medium/image-000030.jpg) 【ページ内のテキスト情報】 IntroducingKinseido’sOnlineStreamingServicewww.kinseido-elt.com/plus-media●plus+Mediagiveslearnersaccesstoonlinevideosandaudio─ANYTIME,ANYWHERE.●Simplyaccesstheplus+Mediawebsitewithsmartphone,tabletorPC,andlogin.➡➡Accessingthematerial1Chooseyourtextbookonthetoppageofthewebsite,orscantheQRcodeonthebookitself,andjumptotheappropriatepage.2Chooseeither“Video”or“Audio.”Howtologin1.plus+Mediapasswordisunderthestickerontheinsidebackcoverofyourtextbook.2.Gotowww.kinsei-do.co.jp/plusmedia/login,enteryourpasswordintherequiredfieldsandtapthe“Login”button.3Oneachmenupage,tapthetitleyouwanttoaccesstobeginstreaming.Eachtextbookhasauniquepasswordvalidforoneyearfromthefirstlogin.NewKinseidotextbookswithplus+MediaＣＭＹＫFacingChallengesABCNEWSROOM3BritishNewsUpdate7(BBC)JAPANQUEST(NHK) ## Page 31 ![Page 31の画像](https://img01.ebook5.net/kinseido/h9fZ7c/contents/image/book/medium/image-000031.jpg) 【ページ内のテキスト情報】 E-SPACE@KINSEIDO-ELT.COM–Your24/7SupportToolfromKinseidoChooseyourbook,gotoitspage,E-SPACEdoestherest!E-SPACE–Easy,Fast,Transparent&AlwaysAvailable!ClickonInspectionCopyorCreateOrderbuttononkinseido-elt.com—theKinseidoELTdedicatedEnglishwebsite—gototheoriginalproductpageontheKinseidowebsitetocompleteyourtransaction.WithE-SPACE,youcanmakeInspectionCopyRequest,StockReservation,AudioDataRequest,Teacher’sManualDataRequest,andPurchase.Forfurtherinformation,pleasevisitwww.kinseido-elt.com/how-to-use-e-space ## Page 32 ![Page 32の画像](https://img01.ebook5.net/kinseido/h9fZ7c/contents/image/book/medium/image-000032.jpg) 【ページ内のテキスト情報】 KINSEIDONEWTITLESFOR2026REASON&RESPONDACRITICALTHINKINGCOURSELEVEL1INTERCULTURALPERSPECTIVESAndyBoonANEAPCOURSEFORGLOBALCOMPETENCEAnaSofiaHofmeyrKINSEIDOBEST-SELLINGTITLES