,pUn
BOOK 2 ListekcaBTalkJames Bean and Yoshihito KamakuraPreface
Listen Up, Talk Back is a comprehensive listening and speaking course for elementary
to intermediate students. This two-book series has been specially written forJapanese college and university students. The topics in Listen Up, Talk Back reﬂect
the kinds of situations students come across both when studying in their homecountry and abroad. The topics are practical, useful, and generative. Students will beable to use the language they practice in Listen Up, Talk Back in everyday situations.
Students are introduced to characters whom they will be able to relate to. Thisapproach greatly helps them to tap into existing knowledge, experience, vocabulary,and structures, and to build upon this further.
Each unit focuses on a topic and related vocabulary, functions, and grammar.
Students are also provided with a wide range of speaking and listening activities andexercises. These have been carefully written to provide an appropriate amount of
support in order to make each task challenging yet achievable.

How to use this bookWarm-up
The warm up activities introduce the topic of the unit. A visual image is provided tohelp establish the context. Students are invited to draw on and discuss their own
experience of the topic. Key vocabulary for the unit is presented to allow for
maximum comprehension of the listening tasks.

Listening activities
Listening is a key aspect of this series. Each unit provides three separate listening
tasks. Each listening task consists of two to three activities. The listening activities
initially focus on general understanding, followed by listening for details. General
understanding activities may be to identify who is speaking or to identify the general
topic of a conversation. Listening for detail activities include listening for numbers,
completing tables with key information, and underlining the correct word in a
sentence. Each activity is carefully designed to involve minimal responses as far as
possible in order to allow students to focus on listening more than writing.
A wide variety of exercise types is used to maximize student engagement. In addition,
students are exposed to a variety of listening texts such as conversations,advertisements, voicemail messages, and announcements. It is advised that teachers
allow students to listen to each text a number of times. Students will need repetitionof the listening texts in order to focus on the diﬀerent demands of each activity.

Tips for Communication
These useful, practical tips for everyday communication support the following
speaking activities. The tips are drawn from the conversations in the listening
exercises, so students get a good sense of the context they relate to. The tips focus onthings such as answering the phone, using idioms, addressing people formally andinformally, and strategies for keeping a conversation going.
iv

Speaking activities
Speaking practice is an important feature of this series. Each unit oﬀers threeopportunities for students to speak within the given topic area. Pair work is a keyactivity.
In Talk with a Partner, students practice simple spoken interactions based on a“chunk” of language they have heard in the Listening texts.
In Develop Your Speaking Skills, students ﬁrst read a scripted dialog aloud, and thenintroduce diﬀerent elements to create their own conversation, communicating more
freely within the language structures they have encountered. If appropriate, teachers
could invite pairs to “perform” their conversations to the rest of the class.
Each of the above exercise types is accompanied by a language box that sets out key
vocabulary, expression, and patterns.
In the third speaking activity of each unit, students practice in a range ofcommunication channels, including voicemail messages, advertisements, andannouncements. In some units, the third speaking activity gives students guidance toenable them to prepare and give a short talk or a more formal speech. Teachers
should give students ample time and support as they prepare their talks or speeches.
Encouragement and support is vital to making students feel comfortable about
speaking in front of others.

Grammar Focus
In each unit, one element of grammar is highlighted and explained. The grammar
point is drawn from the conversations in the listening exercises. A clear explanation
is given with examples. The students complete exercises to consolidate theirunderstanding of the grammar point.

v

はじ め に

本書 Listen Up, Talk Back は初中級者向けリスニング・スピーキング力養成のためのテキストとして執筆されました。2 つのシリーズ本から構成される本書は、特に日本人大学生を対象に構成されています。昨年 2020 年に刊行されたシリーズ 1 が英語学習初中級者に英会話の実践練習の導入を目指して作成されたのに対し、このシリーズ 2 は中級者を想定して作成されました。シ
リーズ 1 を終えた学習者が抵抗なく、継続してシリーズ 2 の学習に移行できるよう構成されています。
本書のトピックは日本人大学生が国内と国外で経験する英会話の場面を、実践的に、有用に、そして発展できるように設定しています。本書で学んだ表現はそのまま英会話で使用できます。教
科書の登場人物は周りの人たちとの会話のやり取りを繰り広げます。この状況から学ぶことで、英会話で実際に使用される語句・表現・文構造・知識・経験などを疑似体験し、さらなるリスニング・スピーキング技能の向上を望むことができます。
本書の各課にて、1 つのトピックについて関連する語句・機能・文法を取り上げます。様々なスピーキングとリスニングのタスクを用意し、能力を伸ばすため若干難しくはあるが、必ず回答可
能な問題を豊富なヒントと指示とともに提供しています。本書ははじめに英語母語話者 Bean 氏と Flaherty 氏が原稿を作成し、その内容を日本人英語教員である鎌倉が再構成しています。前書に引き続き、上記英語母語話者の２名による英語教育の指導経験を基に、中級学習者が学ぶべき語彙や表現を提示しています。そして、鎌倉からの提案により「英会話文法」を充実させました。中高での英語学習ではあまり深く説明されないが、英語話者の視点や認知感覚を反映させた文法項目を日本人学習者が理解しやすいよう、例文とともに解説しています。
本書の出版の機会を頂いた成美堂社長佐野英一郎氏、と御協力を頂いた編集部の佐野泰孝氏、萩原美奈子氏、工藤隆志氏には大変お世話になりました。心からの感謝を申し上げます。

James Bean
Gillian Flaherty
鎌倉 義士vi本書の 使 い 方
Warm-up
各課冒頭にあるWarm-upでは、その課で学ぶトピックに関連する単語を確認します。教科書にある絵や画像から語を連想できるよう構成しています。学生の経験を引き出し、その後の会話練習につながるように関連する重要語句をここで学びます。

Listening
本書の中心となるリスニングは３つもしくは４つから構成されています。課前半のListening 1と2では日本人学生タカシやヨーコが英語で会話するダイアログを聞き取り、その理解度を教科書内の設問で測ります。
リスニン
グの内容は会話全体の理解から細部までの理解へと段階的に構成されています。話者は誰か、会話のトピックは何かなど全体的な理解から、数字の聞き取り、表の作成、正しい情報の選択など会話の詳細の理解までを本書で学習できます。
リスニング内容を確認する設問は必要最小限の回答に抑え、学生がリスニングに集中できるよう配慮しています。学生が多種多様な英語による聞き取りを学ぶため、後半のListening 3と4では一人の話者によるモノローグや広告、留守電メッセージ、告知のアナウンスなどを課題としています。英語による実生活で経験する音声を繰り返し聞くことで、学生の幅広いリスニング力を養います。

Tips for Communication
リスニングの会話内で使用されている英会話でのコツや秘訣を英語ネイティブ話者の視点から説明しています。
その内容はフォーマルから親しげな会話の方法、会話を続けるコツ、電話での応対、イディオム・慣用句の使用まで多岐にわたります。英会話を潤滑に行うためのヒントを学生と共有してください。

Talk with a Partner
スピーキングは本書のもう一つの重要課題です。各課のトピックに関連する３つの会話練習を用意し、ペアワークを中心に展開します。chunkやset phraseと呼ばれる定形表現を使用しながら、学生が英会話を実践します。

Language Box
高頻度の定形語句や表現を使用することで、自然に会話が成立するよう構成してあります。

Develop Your Speaking Skills
Aパートにて学生は教科書のダイアログを読み、その会話を模倣することで会話の流れや、やり取りの方法を学びます。続くBパートにてLanguage Boxの表現を参考に取り入れ、学生が話したい内容をオリジナルの英会話として自由に表現できるよう段階的に練習します。

Speaking課後半のListeningで聞いたモノローグを学生が練習します。会話以外の英語の表現方法を学ぶことで、多種多様な英語表現を聞き取る力を育むことを目的とします。

Grammar Focus
英会話に役立つ文法知識の確認をドリル練習の問題と共に提供しております。中学・高校で学んだ英文法の確認だけにならぬよう、英会話でどのように使用されているのかの点に注目し、例文とともに説明します。

vii

CONTENTS
はじめに..........................................................................................VI
本書の使い方 ...............................................................................VII
UNIT

01
UNIT

02
UNIT

03
UNIT

04
UNIT

05
UNIT

06
UNIT

07
UNIT

08
viii

Campus Life

p2

Health Carep7

My Favorite Things

p12

International Travelp17

Weatherp22

Education

p27

Exploring a New Cityp32

Learning Englishp37UNIT

09
UNIT

10
UNIT

11
UNIT

12
UNIT

13
UNIT

14
UNIT

15

Money

p42

The Environment

p47

Clothesp52

Buildings and Addresses

p57

News

p62

Jobs and Work

p67

Future Plans

p72

ix

Here are the people
op you’ll meetin the book.

He is 20 years old and he comes fromJapan. Takashi is at university in theUnited States, and now he is living in ashared residence with other students.

Takashi

She is 20 years old and she comesfrom Virginia. Now Meg is attending
university and is living in a sharedresidence with other students.
But she lives close to her family.

Meg

She is 19 years old and she lives inJapan. Yoko is a university student.

Yoko
He is a 20-year-old student fromCalifornia. Bill has moved to a diﬀerent
state to study at university. Now he’s
living in a shared residence with otherstudents.

Bill1

UNIT

01

Campus Life
3
2

1

4

6
5

Warm-up
A Campus life is made up of many diﬀerent activities. Look at what the people aresaying. Match their words to the pictures. Write the numbers of the pictures.
I don’t really understand thisparagraph. Can you help me?

Block it! Block it!
Go, go! Yes!

Cellos, I’d like you to play louder.
Let’s try it again from the beginning.

B2Good morning. I hope you’ve all done
the reading I set you last week.
Hello! Are you interested
in joining our club?
Are you headed to the library?
I’m going that way, too. Do you
mind if I walk with you?

Work with a partner. What other activities are part of campus life? Make a list.

01
Listening 1A

1-02

Takashi is asking about joining the University Recreation Center. Whichthings are included in membership, and which things have an extra fee? Checkthe correct box.
INCLUDED

EXTRA FEE■■■■■■■■

1. Use of the gym
2. Fitness classes
3. Use of the climbing wall
4. Use of the pool

B

Listen again. Circle T for true or F for false.
1. Undergraduate students can join the Recreation Center for free.

T/F

2. The Recreation Center is closed on Sundays.

T/F

3. There is a discount if you buy ten ﬁtness classes together.

T/F

4. Takashi has done rock climbing before.

T/F

5. Takashi wants to use the swimming pool.

T/F

Tips for Communication
Include, included, including
Takashi says: Are the ﬁtness classes included?
He is asking if the classes come as a part of Recreation Center membership or are
something extra. To include means to have something as a part of a total. We often use
this word when talking about prices and deals.
Does membership include use of the swimming pool?
Does our accommodation include breakfast?
The tour package includes all meals, but alcoholic drinks are not included.
We use including to introduce a list of examples of things in a group.
The Recreation Center oﬀers many activities, including rock climbing andvolleyball.

301
Listening 2A

1-03

Takashi is asking for directions on campus. Listen and circle the correctwords.
1. Takashi wants to go to the Business Studies / Theater Studies Building.
2. Takashi says he wants to go on the shuttle bus / on foot.
3. At Founders Avenue, Takashi should turn left / right.
4. Takashi needs to walk along / across the river.

B

Listen again. Fill in the blanks.
1. It’sa walk.

2. The campus shuttle bus comes past
here everyminutes.
3. I’m not in ait’s a nice day!

, and4. I’m Erica, by the.

Talk with a Partner
Practice talking with another student about joining a group or program oncampus. Choose a group or program from the box below. Ask about joining andabout extras.

LANGUAGE BOX
Student A

4Student B

I’m interested in becoming a memberof the … How do I join?

I just need you to ﬁll out this form.

Does that include …?
Are / Is … included?

Yes, that’s included. / No, you have to pay
extra for …

Groups orprograms

RecreationCenterchoirIncluded

use of gym

use of rehearsal
glovesroom

use of library

Extrasuse of climbing
wall

sheet musicnotes

environmentgroup

T-shirt and hat

study groupCampus Life01

Grammar Focus
Gerunds after adjectives and prepositions
Takashi says: I’m interested in becoming a member of the Recreation Center.
When a verb comes after a preposition (for example in, of, about, for), the verb
takes the gerund form (-ing). This structure is often used after adjectives that
describe feelings. Here are more examples:
Sam is afraid of ﬂying. I’m sorry for forgetting your name earlier.
I’m nervous about giving the presentation. Joe is keen on hiking.
Complete the sentences using the prepositions and verbs given in the gerund form.
1. Susan is excited

her new job. (about / start)

2. Max is proud

the singing contest. (of / win)

3. Let’s go! I’m worried

the train. (about / miss)

4. John is fondup words in the dictionary. (of / look)

5. I’m sick(of / eat)at this place. Can we try somewhere new?

Develop Your Speaking Skills
AWork in pairs and practice the dialog.
A : Hi there. Can I help you?
B : Yes, I’m interested in becoming a member of the basketball club. How do I join?
A : Welcome to the basketball club. I’m excited about having you as a member.
B : Thank you. But I’ve never played basketball before. I’m worried about causing
problems for others.
A : Not at all. Our coach is good at training beginners. You’ll soon be a better player.

B

Now practice the dialog with diﬀerent groups or clubs. Try to use gerunds
after adjectives and prepositions by choosing expressions from the box.

LANGUAGE BOXB
I’m interested in becoming a memberof the... club.
Thank you. But I’ve never ... . before.
I’m... .

A
Welcome to the... . I’m ... .
Not at all. Our coach is ... .

Useful Words and Phrases
soccer, swimming, photography, dance, be keen on, be fascinated by,
be pleased at, be thrilled at, be nervous about, be afraid of, be sorry for, injury,
catch up, be experienced in5

01
Listening 3A

1-04

Listen to the online video and ﬁll in the blanks.
Welcome to Midlands College. This video is designed to introduce you to theStudent Counseling and Wellbeing Service. Campus life can be enjoyable, but
it can also be 1

. At the Counseling and Wellbeing Service, we

understand that a range of issues can make it hard to get the most out of your timehere at Midlands. We’re here to help, with both academic and 2
counseling. Our StudyWise program oﬀers academic counseling and support
through a range of workshops to help you improve your study, time-management,and 3

skills. Our personal counseling service is here to help withissues like managing stress and taking care of your mental 4.

It’s simple to arrange a conﬁdential one-on-one meeting with one of our highly
qualiﬁed counselors and psychologists. If you need someone to 5
to, we’re here. Why not visit the Student Counseling and Wellbeing Serviceand ﬁnd out more about us? We’re on Level 1 of the Lacey Building, and we’re6

Bfrom nine to ﬁve, Monday through Friday.
Listen again. Circle T for true or F for false.

1. The StudyWise program oﬀers counseling on personal issues.

T/F

2. The personal counseling service can arrange for students to meet with apsychologist.

T/F

3. The Student Counseling and Wellbeing Service is closed on weekends.

T/F

Read the Script Aloud
Now pretend that you are the narrator of the video. Read the script aloud.
Include the words that you wrote to ﬁll the blanks. Speak slowly and clearly. Use
intonation—stress the important words (make them stronger). Practice by stressing
the bold words in the script above.You may practice silently to yourself ﬁrst. Then
read the script aloud to a partner or to your class.

6