は じ め に世界の多様な英語を地域性・社会性の現れた正当な英語として肯定的に認知し、互いに尊重し合うというのが「国際英語論」の基本的な考え方です。Global Activator は、この「国際英語論」の考え方を本格的に取り入れた総合英語教材です。ただ、国際英語論は「なまりが強く、誤りが多い英語」を容認するものではありません。あくまで、互いの少しの努力と歩み寄りにより、世界で十分機能する英語を使うべきである、という前提に立ちます。また、英語教育の視点から言えば、まさにそここそを英語学習者の到達目標にすべきであると考えます。その方が心理的な負担が少ないばかりか、世界的な英語使用の現状にも合っているからです。この考え方を延長すれば、日本人ももっと自信を持って日本人英語、突き詰めれば My English を使うべきであり、その過程で総合的な英語力を上げればよいと考えることができます。必然的に本書はインタラクション活動が多く、インプットとしては、ネイティブスピーカーの英語を含む、地域性や民族性が現れた様々な英語が一つのモデルとして提示されています。
も ち ろ ん、Global Activator は、 先 行 シ リ ー ズ の Activator や
New Activator と同様に、消極的な英語学習者に「挑戦」します。彼らが本来持っているコミュニケーションへの欲求を「活性化」させ、その楽しさと可能性を実感してもらうことが本書の本来の目的です。
学習者たちは、常に「自分たちに関係すること」を英語で話し、聞き、読み、書く（メモを取る）という言語活動に身を置きます。しかも、それぞれの言語活動は、シンプルで有意味性と多様性に富んでいますので、比較的消極的な学習者でも、自然と言語活動に取り組むようになるはずです。
本書で世界共通語の一つとしての英語を楽しみながら学び、「自分の英語」に自信をつけていただければ幸いです。
著者

Introduction
Global Activator is a multi-skilled, function-situation based textbook wholly
written for Japanese college-aged learners of English as a “global language.”
Throughout the textbook English is treated as a tool for global communication for
native AND non-native speakers of English. Learners are constantly encouraged
to use their own varieties of English as long as it is intelligible even if they may
have a perceived accent or structural mistakes. It is assumed that, by using theirown varieties of English, learners will develop confidence and global communication
strategies, which will in turn improve their overall English proficiency.
One of the biggest features of Global Activator is in its recordings. Native speakersof English along with non-native speakers who use their regional/social variety ofEnglish participated in the recordings of the model dialogues and listening exercisesfor every chapter. Learners are provided with ample opportunities to listen to different
varieties of English as global communication models. Another feature found in eachchapter is the column named “World Englishes,” where specific strategies or methods
for attitude training are introduced to students so that they can develop confidence incross-cultural communication using their own varieties of English. In short, Global
Activator challenges the common problems of the “perfectionistic attitude” of Japanesecollege students and releasees them from the idea that they have to sound and speak
like a native speaker of English.
Global Activator, like its predecessors Activator and New Activator, also keeps thetradition of challenging “passive learners” and not allowing them to sit quietly anddo nothing in class. Task-based, fun and motivating exercises throughout the coursewith highly relevant topics to the life of Japanese college students will “activate”
their desire to communicate in English. Students will experience the pleasure ofcommunication and build confidence in using English in a meaningful way. Nonthreatening and highly personalized activities will enable passive learners to use
target expressions in meaningful and communicative ways. The learners are assuredof leaving the classroom with a sense of achievement and satisfaction.

Suggestions
To make the best use of Global Activator, it is highly recommended that learners
work through the activities with a partner. Most activities in this book have been
designed to be conducted in pairs or groups so that the students have the opportunity
to practice interaction in English during each lesson. With Global Activator,students do most of the talking, not the teacher. Each unit can be completed withina 90-minute lesson; however, depending on the level or creativity of the learners,
it could be conducted in two separate lessons. Global Activator is designed to betaught by either native or non-native speakers of English. Please make the best useof yourself as a native or non-native teacher. And most importantly, please have funteaching with Global Activator. It is designed for both students and teachers toexplore the language in an enjoyable way.

TOPIC QUESTIONSEach unit starts with a brainstorming introduction exercise with highly personalizedquestions.

DIALOGUE
Learners practice the first part of the dialogue and replace parts of it to fit theirown situation so that the dialogue becomes more meaningful. As a short listening
exercise, the rest of the conversation with some surprising conclusions follows. Twosets of conversations are recorded using both a World English model and a standard
American English model.

EXPRESSIONS FOR INTERACTION

Several basic target expressions are provided, followed by some controlled andcommunicative exercises. The type of exercise varies from unit to unit.

WORLD ENGLISHESAn encouraging message regarding the use of English as their own language isprovided with a unique strategy training exercise.

LISTENING ACTIVITIES

Learners listen to interviews given to actual users of World Englishes and answer
the questions that follow.

READING ACTIVITIESAn interesting and thought-provoking story on the theme of each unit isprovided. Learners are NOT expected to understand all of the words or expressions.
Comprehension exercises follow each reading.

GLOBAL ACTIVATOR

Highly communicative and interactive (and often open-ended) exercises conclude
each unit. Some optional challenging discussion exercises are also provided.

Contents
Unit 1

College Life …………………………………………………… 2
World Englishes:

Japan

Functions: Greetings/Getting to Know Each Other

Unit 2

Mobile Phones ……………………………………………… 8World Englishes:

EnglandFunctions: Making Appointments/Phone Conversations

Unit 3

Movies ………………………………………………………………14
World Englishes:

India

Functions: Inviting/Accepting and Refusing

Unit 4

Dating ………………………………………………………………20World Englishes:

MexicoFunctions: Describing Someone

Unit 5International Food ………………………………………26
World Englishes:

Korea

Functions: Requesting/Restaurant Conversations

Unit 6World Englishes ……………………………………………32
World Englishes:

Singapore

Functions: Asking for Repetition/Clarification

Unit 7

Weekends/Vacations ……………………………………38
World Englishes:

Hong Kong

Functions: Talking about Free Time

Unit 8Music/Songs ……………………………………………………44
World Englishes:

USA 1—African-American English—

Functions: Expressing Likes/Dislikes

Unit 9Sports …………………………………………………………………50
World Englishes:

Australia

Functions: Commenting/Expressing Feelings

Unit 10

Shopping …………………………………………………………56
World Englishes:

China

Functions: Negotiating/Expressions for Shopping

Unit 11

Traveling/Studying Overseas …………………62
World Englishes:

USA 2—Midwestern English—

Functions: Expressions for Traveling

Unit 12

Festivals/Parties …………………………………………68
World Englishes:

Germany

Functions: Asking Favors/Asking for Permission

Unit 13

Part-time/Future Jobs ………………………………74
World Englishes:

BrazilFunctions: Conveying Intentions/Future Plans

Unit 14

Experiences………………………………………………………80
World Englishes:

The Philippines

Functions: Asking for Help/Talking about Experiences

Unit 15Cool Japan ………………………………………………………86
World Englishes:

FranceFunctions: Giving Suggestions/Opinions

World Englishes

Unit 1

College LifeJapanGreetings/Getting to Know Each OtherTOPIC QUESTIONSA Fill in the blanks with your own information and practice saying them with a partner.
Try to be original and informative.

1. A: Where did you go to high school?
B: I went toHigh School in.

2. A: How did you like your high school?
. (I loved it / I hated it / It was OK)

B:

3. A: What was your favorite subject?
B: I liked

best, but I didn’t like.

4. A: Were you in any school clubs?
B: Yes, I was in the. / No,.

5. A: Do you live with your family or do you live in an apartment?
B: I live with. / I live alone in a(n)apartment. (six / eight)

tatami-mat

6. A: How do you come to school?
B: Ito school. (take a train/bus / drive / walk)

B Change roles and ask the same questions. Be sure to ask and answer follow-up
questions.

2Unit 1 College LifeDIALOGUE

DL 002

CD1-02

DL 003

CD1-03

A Listen to the conversation and practice with a partner.
Mana sees Pat, an international student from the U.S., on campus.
Mana: Hi, Pat. How’re you doing?
Pat: Pretty good. Thanks. You?
Mana: Couldn’t be better.
Pat: That’s good.
Mana: You know what? I just found out thata very close friend of mine is also inour department.
Pat: Let me guess. It’s Yumi Miyake, right?
Mana: How did you know that?
Pat: Well, she is my conversation partner. She told me that she went to the samehigh school with you: Hashima-Kita High School.
Mana: Wow. Did she also tell you that we were even in the same club—band?
Pat: Really? I didn’t know that.

B Replace the underlined words with your own information. Be sure to listen to yourpartner and change the underlined parts appropriately.
DL 004C

CD1-04

Listen to the rest of the conversation and answer the questions.
1. What instrument did Mana play in her high school band?
2. Are Mana and Yumi good musicians?
3. What kind of band are they going to form?
4. What are they majoring in?
5. When are they getting together for the first meeting?

3DL 005

CD1-05EXPRESSIONS FOR INTERACTIONDL 006

CD1-06

A Practice each dialogue with a partner. Replace the underlined words with your own
information.

Greetings
1. A: Hi, Akira. How’re you doing?
B: Pretty good.
2. A: What’s up?
B: Not much. How about you?
Getting to Know Each Other
1. A: Where did you go to high school?
B: I went to Tokyo Minami High School.
2. A: How do you like school so far?
B: Oh, I love it / I hate it / it’s OK.

B Fill in the blanks with appropriate words. Practice with a partner.
1. A: How do you like our department so?

B: Oh, I love it.
2. A: What club were you in when you were in high school?
B: I wasthe soccer club.

3. A: How’re you doing?
B:
4. A:

bad at all. In fact I’m doing.

do you come to school?

B: I usually come to school by train and bus, but sometimes I walk to schoolfrom the station.
5. A: What is your major?
B: I’m majoring

economics.

C Use each of the questions on the next page to start a short conversation. Try to speak
for at least 20 seconds. Look at the example and notice how the follow-up questions
keep the conversation going.

4Unit 1 College Life
ExampleA: Where did you go to high school?
B: I went to Kyoto Nishi High School.
A: Where is that?
B: It’s near Kyoto University.
A: Did you like it?
B: Yes, I really liked my high school.
In fact …
1. Do you have any brothers or sisters?
2. Where are you from?
3. Do you have any hobbies?
4. What classes are you taking here?
5. Are you in any clubs or circles here?
6. Do you live at home with your family or in an apartment by yourself?
7. Was this school your first choice?
8. What would you like to do in the future?
9. Are you happy with your life at school now? Why?/Why not?
10. What do you usually do after school?

WORLD ENGLISHES
Three circles of English
English spoken as a native language is called English in the Inner Circle, English spoken as a second language is called English in the OuterCircle, and English spoken as a foreign language is called English in theExpanding Circle.
Which circle does English spoken in the following countries belong to? Group them.
England, the Philippines, Singapore, Hong Kong, Nigeria, Japan, India,
China, Brazil, Australia, France, New Zealand, Bhutan, the U.S.

Inner Circle:
Outer Circle:
Expanding Circle:

5

LISTENING ACTIVITIESDL 007

CD1-07

Listen to the interview. Take notes and answer the questions.
Notes

Questions
1. What department is he studying in?
2. Why did he choose the university he attends?
3. What does he like about his school life?
4. What is he most worried about?
5. What would he like to do in the future?

DL 008
CD1-08READING ACTIVITIES
Here is an email that Jack, a new international student to a Japanese university, wrote tohis mother back in the U.S.
A Read the passage and fill in the blanks with the words listed below.

foodfivetalk90

kaiten-zushi
hanamioutsidestudying

make-up
onceHi Mom,I think I’m doing OK here. I’ve made many Japanese friends already and they are allvery nice. However, I found many really interesting things about Japanese colleges. Hereare some of them.
You know girls wear nice clothes and high heels to school every day. They also put. I wonder if they get tired of doing that every morning. Almost all
on lots ofminutes long and they meet onlya week.
of the classes are
Back in the U.S., I was taking only four courses a week and they met at least two totimes a week. Also, some students don’t seem to care about
in class. I don’t know why they are here.
at all. They often sleep and6

Unit 1 College Life
However, there are lots of things I like. They seem to be extra nice to foreigners. Theyis great here inalso try to talk to me in English, which is really nice. The(inexpensive sushi
Japan. I love takoyaki (ball-shaped octopus dumplings),
that comes to you on plates on a circular conveyer belt), and lots of others. The best
. It was really nice to go out and drink underthing I like is that we can drink, which means cherry
the cherry trees when they were in bloom. They call it
blossom viewing.
I’ll write you more about my life in Japan later.
Love,Jack

B (Optional) If you were to email your high school friends who are NOT going to college
about your college life, what would you tell them? List at least two ideas and discussthem with a partner.
1.
2.

GLOBAL ACTIVATOR

A Move around and find someone who has done the following activities. Write down

their names if they say ‘Yes.’ Do NOT write the same person’s name more than once.
1. Do you like college better than high school?

()

2. Do you walk to school?

()

3. Were you in the chorus club in high school?

()

4. Do you live with your grandparent(s)?

()

5. Was this school your second choice?

()

6. Are you happy with your school life?

()

7. Do you have a scholarship?

()

B (Optional) Discuss the questions below in a pair or small group.
N Do you think going to college is a waste of time or is it necessary?
N Do we need to learn a foreign language at the college level? Why?

7