Write Away
Right Away
Second Edition

Write Away
Right Away
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Second edition

Teacher's
NOTES

TEACHER'S NOTES
part of the course. If you have a very large class,
you may want to opt to skip journals altogether,or you can have the students read each other'sjournals instead of reading them yourself.

INTRODUCTION
Each unit of Write Away Right Away takes
between 2 and 5 hours to complete. The time
it takes to complete a unit will depend on anumber of things: how the text is used, the levelof your students, the level of their motivation,
and whether or not you assign the first andsecond drafts of the papers as homework. In atypical university classroom, you will be able tocomplete 6–9 units. Focus on the units which
you feel are most appropriate to your students'
needs. If you have less time, you can shorten
the time it takes to complete a unit by skippingsome of the activities, decreasing the amountof freewriting the students do, or by assigning
the writing of the first and second drafts as
homework.

Collecting journals every 2-3 weeks is probably
best for year long courses. I suggest you evaluate
on length mainly, possibly on interest level, but
not on correctness. What students appreciate
most are the comments they receive from theirteachers. There is no need to correct journals—
it is more important to let your students knowthat they have communicated with you, and thencommunicate back to them. Journals provide a
unique opportunity for personal dialog between
instructor and student.
The journal is not meant to be a diary. I strongly
suggest assigning topics for journals at least halfof the time. It is essential that students write on
a variety of topics as each topic will elicit different
kinds of vocabulary and structures. Giving topics
allows the students to use a variety of English.
Also, you will soon tire of reading 'diaries'.

The units can be done in any order, but it isrecommended that you complete Units 1 and 2
first. Unit 1 covers journals, freewriting andcomposition format, and Unit 2 introduces
students to the writing process and using theCorrection Guide.

There are a myriad of possible journal topics. What
will probably work best is a topic that both you
and your students are interested in. Below are
30 topics which have proven to be successful.

The To the Teacher section will give you an
overview of the approach behind the book. Fora more detailed breakdown of the skill, function,and language focus of each unit, refer to the
Map of the Book. Go through each unit carefully
before starting the unit with your students. It isessential that you know exactly where it is you
are taking your students so that you can teachthem how to get there most effectively.

1. No topic (about half the time)
2. Self introduction
3. A funny experience
4. A good book		
5. A holiday		
6. A problem I have		
7. A social problem
8. A season
9. A strange experience
10. An experience on the train
11. A time I was sad
12. The happiest day of my life
13. Things I dislike
14. Critique of my school
15. If I were a (wo)man, etc.
16. My best friend
17. My childhood
18. My ideal partner
19. My parents
20. Smoking
21. Sports
22. Health/Sickness
23. Movies/Television
24. Driving/Cars
25. Music
26. Job hunting

For the activities in the book, follow the instructions
given in each unit. These are written primarily
to the teacher, but most are simple enough to
be understood by the students as well. Whatfollows are suggestions and answer keys where
needed, rather than comprehensive Teacher's
Notes. Not all activities are commented on.

Unit 1Page 1, Introduction
Allowing the students to discuss the questionsin Japanese may help them to relax and enjoy
this activity more.
Page 2, Journal Writing
Having your students write a journal is an optional127. Marriage
28. High school
29. Fashion
30. My mobile phone

their name, class, and composition title on page
5.
Answers:
Possible titles: 'TOEIC & TOEFL' or 'Two Popular
Language Tests'
Paragraph divisions: Paragraph 1: 1–4; Paragraph
2: 5–7; Paragraph 3: 8–10

Page 3, Freewriting
Allow 10-20% of class time for freewriting.
Freewriting works well in blocks of 5-20 minutes.
It becomes monotonous if done every class.

Unit 2

Initially, you will need to demonstrate freewritingon the board so students can see what streamof consciousness writing looks like. It takes timeto learn how to freewrite. Do not be distraught
if your students don't get it the first time—theyshould catch on by the third or fourth freewrite.
It's best not to give a topic for the first few
freewrites.

This unit is intentionally easy so that students
can develop confidence in writing early on.
Page 8, Focus on organization
Answers: a. 2

b. 4

c. 5

d. 1

e. 3

Page 8, Complete the idea web

Each unit begins with a freewriting activity towarm up the students. The 30 journal topics
work well for freewriting as well. In addition,
video clips, pictures, and music are all richsources which students can write about. Showthe students a video clip or picture, or play apiece of music and have them write about it.
Listing also works well for freewriting. Givecategories and have them write as many words
within the category as possible within a set time
limit (1-5 minutes). Some examples of categories are countries, foods, sports, environmental
problems, or words that begin with 'p'. Writing
lists can be done as a contest to see who canwrite the most words.

The purpose of this activity is twofold. It introduces
students to using an idea web to brainstorm andorganize information, and it shows them that they
do not need to use all the information in their
web when they write their paper.
Answers: 1. nineteen
2. Tokai University
3. Kawasaki
4. Denny's
5. truck driver
6. Family Mart 7. Sat & Sun, 5-12am
8. Utada Hikaru 9. horror movies 10. Okinawa
Information she did not include: pet dog andboyfriend
Page 9, Writing interview questions
Ask students to interview a classmate they do
not know well (if possible).

In order to measure students' progress, at theend of the course, have the students do a final
freewrite (with no topic), and have them compare the number of words they wrote with theirfirst freewrite.

Answers:
Answers may vary. Accept any that are grammatically correct.
Translation of Japanese in illustrations:Page 10: "Atatamemasuka?"—Would you likeme to heat it up?
Page 11: "Ashoo!"—Bruce Lee type screaming
sound.

As a writing heuristic freewriting has many uses.
If you'd like to know more, Peter Elbow's book,Writing Without Teachers, is an excellent resource.
Page 4, Composition format

Page 11, Interviewing a classmate

Double-spacing is required to allow room for theteacher (or peer) to write reactions, comments,
and corrections.

Writing in complete sentences allows practice of
subject-verb agreement in the third person(a troublesome area).

Make certain students understand what is meantby 'sentences follow one another' because you
are sure to have some students who will makethe mistake of starting every new sentence on a
new line.

For Questions #6 and #7, students will have to
ask using plural forms if their partner has morethan one brother or sister.
Page 12, Organizing your information...

Students can rewrite the composition in thespace provided in the book, or they can write
it on a separate sheet of paper. If they use thespace provided on page 6, they will need to write

Students may have to draw in more bubbles depending on the questions they have for #24-27.

2

Unit 3

Page 12, Writing your composition
If time allows, compositions should be done inclass for the first draft. While students are writing, observe and help them. The second draft
should be assigned as homework.

Page 17, Writing questions with present
perfect
Check the students' past participle forms (orally)
before beginning Activity #3.

This composition should have 5 paragraphs if
their partner has a part-time job and only 4paragraphs if they don't. The length should be
1–2 pages (double-spaced).

#6—Some native speakers may say "Have you(ever) gone to..." Technically, and particularly in
written form, the proper way is "Have you (ever)been to..."Page 13, Editing: The Writing Process
Answers: 4, 7, 2, 1, 5, 6, 3

Page 18, Grammar Focus: Present perfect
vs. Simple past

Page 14, Revising: Peer Feedback

For additional practice, the students could interview the teacher. This works well for getting toknow each other better.

Students have to put a star next to the parts of
their partner's paper they like the best. Admittedly, it may be hard for them to 'like' any partsof some of the weaker students' writing. Nevertheless, encourage the students to try to findthe parts that are better than others because it
will help build their partner's confidence about
their writing.

Page 20, Interviewing your Mystery Guest
The interview should be about 30-60 minutes
long. If it is any shorter, the students will nothave enough details to write a proper composition. Encourage the Mystery Guest to speak
slowly and pause to give the students time totake notes. Have the students record (or video)
the interview if possible. This will allow them tolisten again and check their notes.

It is very important that students sit together
with their completed checklists and discuss thepoints which are unchecked. Allow them to use
Japanese when doing this.

There may be enough space in the book (onpage 20) for the students to write their notes,
but it's best for them to write their notes on a
separate sheet of paper.

Page 15, Correction Guide
I strongly recommend that you use the Correction Guide (or a similar one). This Guide is basedon the kinds of mistakes that Japanese students
typically make, and it has been highly successful. I strongly discourage fixing mistakes thatstudents are capable of fixing themselves. There
are two reasons for this: 1)we should be teaching our students to be independent writers, and2)if you fix simple mistakes for the students,
then they will have less of a mental task to
do when rewriting. By merely pointing out theexistence of mistakes, you give the students areason (task) for rewriting. This is not to say,however, that you shouldn't fix mistakes thatthe students are not capable of correcting.
Moreover, it is essential that students receive
feedback on the meaning, clarity, interest leveland organization of the piece of writing as well.

If possible, select a Mystery Guest that you do
not know well. In addition, I strongly suggestthat you not be present during the interview. Being unfamiliar with the Mystery Guest sets up an
information gap between you and the students,
thereby forcing them to write more clearly tomake themselves understood.
Students will have different questions for #1621. After the students have finished asking the
15 core questions, it is very important that they
continue and ask a variety of additional questions. They should also try to ask follow-up questions as the interview progresses. To make theinterview go more smoothly, you might want toassign the students questions to ask, and makesome students responsible for asking follow-up
questions.

Answers:
1. ...you because... ⑥
2. cleans→ washes ②
3. worked→ is working (or works) ④
4. ...job. ⑧ 5. like→ likes ①
6. am→ was ④
7. restaurant ⑦ 8. excited→ exciting ③
9. English ⑨ 10. called to her→ called her ⑤11. brothers ① 12. had large latte→ had a large
latte ⑤+

Page 21, Getting ready to write...

3

Make sure that students understand that this is
only part of a composition, not the whole piece.
The students' composition should be longer than
this one. The first paragraph provides a model of
an introduction, which the students often forget
to include.

Answers:
Answers will vary for Mistake #3. The first nameshould probably be used at the beginning ofeach paragraph and once or twice thereafter.

for some students to understand—students canlook at the illustration on page 27 to help them.
Page 27, Understanding the story
Answers:
1. on an airplane (above Seattle) 2. late in theafternoon three years ago in August just minutes after takeoff 3. visiting his host family
4. listening to music, watching videos, or justsitting quietly 5. something like smoke
6. He was terrified. 7. He put his head down
between his knees, locked his body into crashposition, and prayed. 8. They were praying.
9. The size of a small car 10. at 8:15 thenext morning

Paragraph 1: Line 6 (Mistake #1);
Line 8 (Mistake #2)
Paragraph 2: Line 5 (Mistake #1)
Paragraph 3: Line 5 (Mistake #2)
Page 23, Writing an introduction
Answers:
Choices 1 and 3 would be good introductions.
Choice 2 is too general and not interesting.
Translation of Japanese in illustration:"Watashi wa (namae) desu."—My name is...
"Watashi wa Brian desu."—My name is Brian.

Page 28, Focus on organization
Answers: 3, 1, 2, 8, 5, 4, 7, 9, 6
I was flying back to Tokyo after visiting my hostfamily in Seattle.
bPage 23, Writing a conclusion
Answers: 1. P

2. P

3. R

Page 24, Writing your composition

Page 28, Writing an introduction

Have the students mill about the room andcompare notes with several classmates before
writing their first draft. This will be a great help
to students who have incomplete notes due totheir weaker listening ability.

Answers:
The scariest experience of my life happened onan airplane.
Choices 1 and 2 would be good introductions.
Choice 3 is too general and lacking details.

It is very important to remind the students thatthey should not use all the information from theinterview in their paper. Tell them not to include
information that does not fit neatly into a paragraph (which is about one idea).

Page 29, Writing a title...
Answers:
A Flight I'll Never Forget
Choices 1 and 3 would be good titles. Choice 2
is too general and gives no impact.

This composition should be 3–4 pages long. To
insure fairness in grading later on, stress thatstudents are to work alone when writing theirdrafts. This will also protect you from losing yoursanity after reading the same paper over andover again. Sharing of information should beallowed, but not the copying of sentences.

Page 30, Writing your composition
This paper should be 2–5 pages long.
Page 31, Grammar Focus: Past progressive
The story on page 32 is true.

Page 25, Fun Writing Activity

Answers:
1. happened 2. staying 3. was 4. setting
5. was
6. jogging
7. enjoying
8. heard
9. looked
10. saw
11. froze
12. had
13. thought
14. came
15. chased off
16. rescued

The example given in the book is of present
perfect. Give the students an example using thepresent perfect progressive before they begin.

Unit 4

Page 33, Revising: Peer Feedback

Page 26, Model Composition

Make sure you give the students time to discuss
their completed checklist with their partner.
Allow them to speak Japanese while doing this.
Have them ask about the parts of their stories
that were unclear.

This story is actually true. It happened to theauthor of the book, not a Japanese person (butyou don't need to tell your students!).
Allow your students to use dictionaries whenreading. Some of the vocabulary is difficult andmay trip them up. Sentence #19 will be hard

4

anything. Simply not true! Emphasize that any
dish is acceptable as long as it has 6 ingredientsor more. For example, beef curry, 'special' ramen, etc. More complicated recipes, however, leadto more language practice.

Page 33, Fun Writing Activity
If you have more than 20 students in your class,
you may have to do this activity in groups,
otherwise it might take up too much time.
Students can vote on the top 3 funniest stories,
the top 3 most embarrassing stories, or both
combined depending on the number of students
who wrote on each topic. Ask your students totell you which topic they wrote about after collecting their papers.

Page 37, Grammar Focus: Prepositions
Answers:
1. for 2. in 3. over
6. at, for, until

4. to

5. untilPage 38, Revising: Checking spelling andagreement

Unit 5

These 10 mistakes are very common. Make
sure to tell the students that all the mistakes
are with either spelling or agreement. This
activity can also be done as a contest to see
which group can find all the mistakes first.

Page 34, Vocabulary Building...
Answers:boil, simmer, fry, bake, chop, slice, shred, grate,peel, put in, stir, beat, mix, pour, season with

Answers:
1. 2 cup flour→ 2 cups flour
2. 2 cup fresh
blueberries→ 2 cups
3. 2 egg→ 2 eggs
4. Mix flower→ Mix flour
5. ster well→ stir well
6. dry ingrdents→ dry ingredients
7. blueberry
gently→ blueberries gently
8. Poor→ Pour
9. muffin cup→ muffin cups
10. 15 minute→15 minutes

Translation of Japanese in illustrations:"gura gura"—boiling effect"toro toro"—simmering effect
Page 35, Ingredients
Answers:
bread: flour, water, yeast, salt, etc.
potato salad: potatoes, eggs, onions, mayonnaise, salt and pepper, (carrots, olives, celery,relish, dressing, and vinegar are optional)oyakodonburi: rice, chicken, eggs, onions, dashi
stock, soy sauce, sugar, mirin
chocolate chip cookies: flour, eggs, chocolate
chips, butter, vanilla, sugar, baking soda, salt,(walnuts are optional)

Page 39, Revising: Final rewrite
This activity has a model of what a Class Cookbook should look like. Refer students to this foran example of the layout, length, and size.
How to make the Class Cookbook:
1. Collect the students' recipes, grade and record.

The steps below the pictures are written in
typical recipe style where the definite article(the) is often dropped before a noun.

2. Cut them neatly and paste them on bothsides of B-4 or A-3 paper, trying to fit two per
page. There are two alternative ways of doing
this work. One is to have the students email you
the text of their recipes and then use a word
processing program with style sheets to input
the text into one file and print. A second way is
to ask if some of your students would be willingto put together the Class Cookbook by themselves.

Answers:
1. Boil 2. Peel, put in 3. Pour 4. Boil, peel,chop 5. Peel, chop 6. Chop, slice, shred (orgrate)
8. Mix
9. stir (or mix)
10. stir
11. Season with

3. Make a cover page similar to the model in#11 or design your own. You can copy and enlarge the image on page 39 to use, use an imageof your own, or have a student who has someartistic talent come up with an image to use.

Page 36, Grammar Focus: Verb Form

4. Make a copy of every page for each student,
collate, and staple.

Page 35, Model Recipe
This is the best potato salad I have ever had.
If at all possible, the recipe should be made withBest Foods mayonnaise (=Hellman's) not a
Japanese brand.

Answers:
There are 21 verbs in the recipe altogether.

If your school cannot afford the cost of copies
for each student, you could ask the students
to pay for their own copies. Or you could makea smaller number of copies for the students toshare.

Page 36, Writing your recipe
Invariably, you will have one or two (usuallymale) students who will claim they can't make5

Page 39, Class Cookbook

Page 44, Making a list...

The real purpose of this activity is not to findwhich recipe is easiest or hardest to make, butrather to force the students to read most of therecipes!

Tell your students that if they have a hard timecoming up with 3 or 4 similarities and 3 or 4
differences, this is a pretty clear sign that theyshould change their topic.

Page 40, Fun Writing Activity

Page 45, Words and phrases to show
comparison

Before they begin, explain what "Things associated with..." means. In Japanese it's "...ni kankei
aru koto".

Before doing this activity, teach your students
what topic and supporting sentences are using
the model composition. Despite what teachers
teach or hold to be true, many types of writing
do not have topic sentences. In fact, most doesnot. Topic sentences are used mostly in academic writing. A compare and contrast paper isacademic in nature and normally employs topic
and supporting sentences.

Answers:
round, oven, Italy, flour, cheese, fat, scooter (inJapan)
Explain that their topic for Games 1 and 2 must
be a dish.
A more lively way to play the two games is to havethe students sit in small groups and take turns
reading out their hints as the other members
write down their guesses. Students really enjoy
this activity. Alternatively, have some students
come to the front of the classroom, and havethem read out their hints as the class listens andwrites down their guesses. The student with themost correct guesses is the winner. Prizes are
optional but highly recommended.

You can give your students something like thefollowing explanation: "A topic sentence shows
the main idea of a paragraph. The rest of thesentences in the paragraph should support the
topic sentence. The topic sentence is usually the
first or second sentence in a paragraph."
Point out that "Like...," requires a comma whenused at the beginning as in the example (Like A,
B is...)

Unit 6

Answers:
Words they should have underlined in the 2ndparagraph: 4–similar, 6–Both, 7–like, 8–anothersimilarity is..., both, 9–bothPage 43, Similarities and differences
The purpose of this activity may not be clear toyour students, so it's best to explain what the
purpose is. The purpose is twofold. It introduces
students to using a list to brainstorm and organize information, and it shows them that they do
not need to use all the information in their list
when they write their paper.

Topic sentence = the 1st sentence
Most students will not have a problem coming
up with a few similarities between the two items
in b and c. For those students having trouble,
have them ask a classmate (using Japanese or
English) for ideas.

At the time of publication (2010), the Japanese
government was considering some big changes
to the curriculum in high schools. For this reason, it is possible (but unlikely) that some of thefacts on this page could be incorrect. The biggest
proposed change is to make public high schools
free of charge. If you suspect that something haschanged, ask your students about it.

Answers to b and c:
There are many different answers possible. The
following are some ideas.

Answers:
Points the writer did not include—3-4 years long,both have elective subjects, must pay/free,same classroom all day/change classrooms, eatlunch in the classroom/in the cafeteria

c. both are martial arts/used for self-defence,both have uniforms, both have belts/have belts
to show the rank, both originated in Japan, bothare normally practiced inside, both are considered to be art forms, both are used for mental
training as well, etc.

b. both are islands, both are tropical/have warm
climates, both are beautiful, both are popularwith Japanese tourists, pineapples are grownin both places, the dress style is very casual inboth places, etc.

Page 44, Choosing your composition topic
You might want to have the students get yourapproval for all five topic choices. Believe me,
you do not want to read a piece on 'Tiger Woods
vs Madonna' or 'Ping-Pong vs Skiing'.

Page 46, Words and phrases to show
contrast
Point out that 'Unlike,' requires a comma when

6

used at the beginning as in the example given(Unlike A, B is...) Also, 'while/whereas' requires
a comma when used at the start of the second
clause.

Page 48, Revising: Peer Feedback
It is very important that students sit together
with their completed checklists and discuss thepoints which are unchecked. Allow them to use
Japanese when doing this.

Answers:
Words they should have underlined in the
3rd paragraph: 10–different, 12–In contrast,
14–while, 15–Unlike, 18–Another difference is...,19–whereas

Page 48, Grammar Focus: Transitional
phrases...
Point out that 'for example' and 'for instance'
have the same meaning.

Topic sentence = the 1st sentence

Answers:
Transitional phrases they should have drawn a
box around in the model: 5–For example,
7–In addition, 11–For instance, 13–In addition,
17–For example

Most students will not have a problem coming
up with a few differences between the two items
in b and c. For those students having trouble,
have them ask a classmate (using Japanese or
English) for ideas.

Answers for a and b:
a. businessmen, children, teenagers, women,
students, etc.
b. There are many possible answers here such
as Asakusa, The Imperial Palace, Omotesando,
Ginza, etc.

Answers to b and c:
There are many different answers possible. The
following are some ideas.
b. things they can contrast—size, color, diet,aggressive vs gentle, safe vs dangerous, habitat(Alaska and Canada vs parts of Asia), etc.

Page 49, Revising: Checking spelling and...

c. things they can contrast—handsome vs not at
all, wears glasses vs doesn't, intelligent vs not,fashionable vs not fashionable, skinny vs muscular, likes/loves sports vs likes/loves computers,
etc.

These are some of the most common mistakes
students make when writing this type of composition.
Note: 'Hikari' is the faster bullet train. 'Kodama'is the slower one.

Page 47, Writing an outline

Answers:
1. thin→ thinner (Rule 4)
2. more lazy→ lazier(Rule 3)
3. dificult→ difficult (spelling)
4. badder→ worse (Rule 5) 5. similiar→ similar(spelling)
6. expensiver→ more expensive(Rule 2)
7. more fast→ faster (Rule 1)
8. In adition→ In addition (spelling)

Writing a conclusion for a compare and contrast
essay is not easy even for native writers. You
may want to give your students some templates
for conclusions that they can modify and use
instead of having them come up with their own
conclusion. The following are some possible templates to use:
- In conclusion, even though ___ and ___ aresimilar in several ways, all in all they probably
have more differences than similarities.

Page 50, Fun Writing Activity
This activity can be done in small groups, or as awhole class-based activity.

- In conclusion, ___ and ___ are more similar
than they are different.

Answers:
1. Toyota (1937); Honda (1948)
2. Michael Jackson (50); Bruce Lee (32)
3. Alaska and Texas
4. Asahi Super Dry (5%); Kirin Ichiban Shibori (5.5%)
5. a cobra- In conclusion, ___ and ___ both have a lot incommon, but they are different in many ways,
too.
Page 48, Writing your composition
This paper should be 3–5 pages long. The textbook instructs the students to write only 4paragraphs. There is more than one way to write
a compare and contrast essay, and the model
given in the book is only one style. However,the style of writing only 4 paragraphs and keeping the similarities and differences separate willprobably be the easiest for your students.

Unit 7
Page 51, Getting ready to write
Translation of Japanese in illustrations:#2—"No matter what people may say, I will loveyou."
#3­—jeering sounds; loud, animal-like crying

7#5­—animal-like eating sounds; "I can't take itanymore!"#10—wandering (lost) sounds; "I'm really introuble now!"#11—knocking sound#17—effect of rising quickly#20—sounds of eating hungrily#21—effect of realizing something#22—burning, sizzling sounds

Page 58, Revising: Peer Feedback
It is very important that students sit together
with their completed checklists and discuss thepoints which are unchecked. Allow them to use
Japanese when doing this.
Page 59, Grammar Focus: Adverbs
This is a gross simplification of what an adverb
is. Adverbs can modify other words or parts of asentence, not only verbs.

Page 54, Focus on organization
Answers:
5, 12, 7, 14, 1, 4, 8, 9, 3, 10, 2, 13, 15, 6, 11

Answers:
1. angry (angrily) 2. sad (sadly) 3. quick(quickly) 4. calm (calmly) 5. confident(confidently) 6. desperate (desperately)
7. cold (coldy)

Page 54, Writing sentences with past tense
Encourage students to write long, detailed sentences. Help students with grammar and vocabulary as they write. Answers will vary; accept any
sentences that fit the story.

1. tightly 2. loudly 3. noisily 4. hungrily
5. slowly 6. tightly; slowly
Page 60, Revising: Rewrite

Page 55, Combining sentences...

Students' stories are often lacking life because
they haven't included the characters' feelingsin their stories. Write the following questions on
the board and have the students copy them. Tellthe students to answer the questions in theirstories when rewriting (if they haven't already).

a. The farmer's wife wanted to get pregnant, so
she slept upside down.
b. The farmer hated his son because he was so
ugly and so noisy.
c. He was embarrassed because everyone in town
laughed at him.
			orEveryone in town laughed at him, so he was
embarrassed.

Why was the mother happy even though herbaby looked like a hedgehog?
How did Hans feel when he was growing up?
How did his family feel?

d. Hans was eating like a beast, so his father got(very) angry and kicked him out of the house.

How did Hans feel when his father kicked him outof the house?

e. Hans left home because everyone laughed at
him and no one loved him.

How did his parents feel when he left home?
Why did the king offer Hans a reward?

f. Hans took off his coat of quills and changed
into a man.
g. The princess found Hans, but he was not happy
to see her and asked her coldly, "How did you
find me?"How did the king and queen feel about theirdaughter's wedding?
How did the princess feel when she had to marry
Hans?
How did the princess feel when Hans took off hiscoat of quills?

Note that pronouns are dropped in b, d, f, and g.
Students may try to combine sentences b, c, ore with 'because' at the beginning, which isacceptable as well.

How did Hans feel when the princess broke her
promise?
How did she feel?

Page 57, Writing direct speech...
After students unscramble the words, they cancheck their answers by looking at the comic.

Why did Hans turn into a man?

Page 58, Writing your composition

The stories should be 1-2 pages long. This
activity reviews narrative writing while allowing
the students to be more creative. To judge thescariest or funniest stories in the class, collectthe stories and choose the two you think are
best in each category. Next, have the students
read the stories and vote for one winner for eachcategory. Prizes are highly recommended.

Page 60, Fun Writing Activity

This paper should be at least 5 pages long. Emphasize that they must be creative and use theirown imagination to add new details to the story.
I once had a student who wrote a brilliant 23page paper doing just this!

8Answers:
adventurous—careful, easy-going—serious, faithful—unfaithful, giving—stingy, hard-working—lazy, honest-dishonest, kind—mean, optimistic—
pessimistic, outgoing—shy, patient—impatient,
smart—stupid, talkative—quiet

Translation of Japanese in illustrations:#2—the sound of something moving#3—the sound of something or somebody
moving#4—the sound of something heavy moving

Unit 8Page 64, More adjectives...
Students often do not understand the meaning of the word 'affectionate', confusing it with'compassionate'. You will need to explain thisword and refer them to the illustration.

Page 61, Freewriting
Give some examples of what to write before
they start: personality, looks, job, etc. Also, you
should explain that 'partner' means a boyfriend/
girlfriend or husband/wife. Students may not beclear about the meaning.

Page 64, Describing your ideal partner
This activity has the students practice "would liketo...", "I'm looking for...", and relative clauses.

Page 61, Email format

Tell the students that they will need to circle'a' or 'an' and 'man' or 'woman' for Sentence A.
Students can fill in B with the same or different
forms that they used A.

Answers:
1. Looking for a penpal 2. International Pen
Friends 3. four 4. Do you live with yourfamily?, Do you work?, What kind of sports do
you like?, What kind of movies do you like?
5. Hi Tim, Tim, Hi 6. Your friend, Take care,
MomokoPage 65, Lonely Hearts
An increasing number of people are using theinternet to find a partner for a relationship or formarriage. Whether your students ever actually
put a profile online or not is their personal business. This textbook does not endorse nor condemn this kind of activity.

Page 62, Writing your email...
The format of the information for the four penpals
is very similar to the format which International
Pen Friends uses.

Page 66, Writing a personal profile

This email should be 1-2 pages long (about thelength of the model).

Students can copy the profile format from page
65 onto a piece of paper, or you can photocopy(or print out) the template on page 14 of these
Notes. Students can draw a real or imaginary
sketch of themselves or leave the space for the
picture blank. This activity is much more interesting if students fabricate information about
themselves.

Translation of Japanese in illustration:"Kasha Kasha"—sound of typing
Page 63, Revising: Rewrite
There are many different penpal organizations on
the internet. Caution the students to be careful,however, as some of them have members who are
only looking for romance. International Pen Friends
is a very old, traditional, and trustworthy organization whose members are serious about language
and culture exchange.

For coeducational classes, half the class should
pretend they are the opposite sex when writing
their profiles.
Page 66, Writing an email to a Lonely HeartThe following are three very common mistakes forthe penal letter.

If you have a large class, you will need to pin up
the profiles on all four walls of the classroom.

1. My family is three people.→ There are threepeople in my family.

Students can try to find their Lonely Heartthemselves, or you can tape up their reply next
to the Lonely Heart profile they responded to.

2. I have three families.→ There are three people
in my family. OR I have one sister/brother.

If you want to ensure that every student (profile) receives a reply, you can assign the profiles
to be responded to.

3. I live in Chiba of Japan.→ I live in Chiba, Japan.
Page 63, Adjectives for describing
personality

If you want to make this activity more realistic,
have the students put their email address ontheir profile, and then they can send and receive
real emails.

This activity, and the two following, teachvocabulary and grammar needed for Activity #7.

9

If you prefer to correct your students' invitations
and replies, you can collect all the replies after allof them have been read.

Page 67, Fun Writing Activity
Translation of Japanese in illustration:"Doki Doki"—effect of being nervous or excited

Unit 10

Unit 9Page 74, Model restaurant descriptions

Page 68, Beach Party

The two restaurants on page 75 are fictitious(but are meant to look real.) However, thelanguage in the descriptions is authentic; it was
carefully selected after analyzing the most common patterns used in a large sampling of realrestaurant reviews.

Answers:
Top: beach party or party, Shonan Kaigan, 2Bottom: Thank you or Thanks, beach party or
party
Page 69, Language for invitations
Point out to the students that the patterns for
inviting are listed in decreasing order of formality.
Answers:
1 left: if you'd like to, me know
1 right: the invitation, like fun, love
2 left: want to, call
2 right: for inviting, sorry, make it
3 left: about going (or coming)
3 right: Thank you (or Thanks), inviting, I'd, but

Answers:
Anna's Kitchen: 1. atmosphere 2. located in
3. reasonably priced 4. a variety of 5. include
6. favorite 7. unbelievable 8. service 9. Go
10. Go 11. Go
Singha Thai: 1. cuisine 2. atmosphere
3. decorated in 4. several 5. includes
6. recommend 7. service 8. reservation
9. recommend 10. Go
Page 76, Language for describing restaurants

Page 70, Grammar Focus...
Answers:a. are having b. am working c. are going

Go over the patterns on pages 76–78 with yourstudents before they start writing. Change theparts in parentheses, replacing them with new
examples so that the students can understandthe patterns better. Have the students write
their sentences on a separate sheet of paper.
They will probably need to use most of the patterns, but certainly not all. Also, they will need
to use their own vocabulary and patterns, notonly those given in the textbook.

Page 71, Prepositions of location
Answers:
1, 8, 2, 9, 3, 5, 6, 4, 7
Page 71, Writing directions
Write "Go one more block/two more blocks." on
the board and explain how to use these. Students will need to use one of these chunks forwriting directions from after the first turn. For
example, "Go out the North exit and go straightup Queen Street for one block and turn right. Go
two more blocks..."Page 79, Writing directions...
If your students have not done directions in Unit
9 yet, have them refer to page 71.

Page 73, Writing your invitations
Clarify that students are to write 2 different
emails, each with an invitation to a different place.
This activity can be a bit complicated to do if
not set up properly. It's best to have the students write "Dear ____," rather than writing to
two specific classmates. After everyone has
finished writing their invitations, collect them,put them in a bag (or hat or box), and then havethe students come up one-by-one and draw 2
invitations from the bag to reply to. If a student
happens to draw one of his/her own invitations,tell him/her to draw again. Finally, they should
write their name in the blanks in the 2 invitations
they have drawn and then write their replies.

10

Students may need additional patterns to write
directions to their restaurants. Write the following on the board:
Take the ___ line to ___ .
Transfer at ___ to the ___ line .
Get off at ___ .
It's about a ___-minute ride.
Page 79, Writing your restaurant description
If possible, give time off so the students will
have more time to go to their restaurants andtake notes.
The students will write clearer and more careful
directions if maps are not included in the Guide.

If they include maps, directions become superfluous. The directions the students write should be
longer than the ones in the models on page 75(unless their restaurant happens to be locatedvery near a station.)
Page 80, Revising: Peer Feedback
It is very important that students sit together
with their completed checklists and discuss thepoints which are unchecked. Allow them to use
Japanese when doing this.
Page 80, Revising: Checking spelling andagreement
These 12 mistakes are very common ones which
students make. Make sure to tell the students
that all the mistakes are with either spelling or
agreement. This activity can also be done as acontest to see which group can find all the
mistakes first.
Answers:
1. specialize→ specializes 2. spagetti→ spaghetti
3. vegitable→ vegetable
4. cost→ costs
5. other item→ other items
6. menue→ menu
7. saladas→ salads
8. deserts→ desserts
9. They has→ They have
10. many kind of→many kinds of
11. resturant→ restaurant
12. dericious→ delicious
Page 81, Revising: Vocabulary & Patterns
Make sure to tell the students that all the mistakes are with vocabulary or patterns (chunks).
Also, tell them that for some of the sentences
they have to change only one word, but for others they must rewrite the entire sentence.
#1—Students often write 'shop' instead of'restaurant'. This mistake comes from Japanese
where 'mise' can be used for restaurants of all
shapes and sizes. In English, 'shop' is only usedfor very small restaurants such as ramen shops,
etc.
Answers:
Answers are on page 103 of the Student's Book.
Page 82, Revising: Final rewrite
Activity 10 has a model of what a Class Restaurant Guide should look like. Refer students tothis for an example of the layout, length, andsize.
How to make the Class Restaurant Guide:
1. Collect the students' restaurant descriptions,
grade and record.
2. Cut them neatly and paste them on bothsides of B-4 or A-3 paper. There are two alternative ways of doing this work. One is to have thestudents email you the text of their descriptions
and then use a word processing program withstyle sheets to input the text into one file andprint. A second way is to ask if some of yourstudents would be willing to put together the
Restaurant Guide by themselves.
3. Make a cover page similar to the model in
Activity 10 or design your own. You can copy
and enlarge the image on page 82 to use, use
an image of your own, or have a student who
has some artistic talent come up with an image
to use.
4. Make a copy of every page for each student,
collate, and staple.
If your school cannot afford the cost of copies
for each student, you could ask the students
to pay for their own copies. Or you could makea smaller number of copies for the students toshare.
Page 83, Fun Writing Activity
This activity should take 30–50 minutes. When
finished, have the students exchange stories
with another group and read. Or, read some of
the funniest stories out loud for the class. Alternately, pin up all the stories in three groups (bynumber), and have the students go about theroom, read, and vote for the best story in eachgroup.

Unit 11For some of the writing in this unit, the instructions do not specify whether the paper should
be rewritten or not. I suggest going over common
problems as the students write rather thanhaving them rewrite.
Page 84, Reserving a hotel room
Example Answer:
From: Mizuki Tanimoto
Date: January 30, 2011
To: reservations@beachsidehotel.com
Subject: reservation request
Dear Beachside Hotel,
I am traveling to Australia in (early) March, and I
would like to make a room reservation. I'd like toreserve a single non-smoking room from March
1(st) to March 7(th), for six nights. I'll be arriving
on March 1(st) at 11:50 a.m. I'll be traveling on
Japan Airlines Flight 51. Please let me know if you
have a room available.
Best regards,
Mizuki Tanimoto

11

Page 86, Filling out a disembarkation card

Page 90, Fun Writing Activity

This disembarkation card is based on the actual
landing card used in Australia.

Tell the students to pick a hotel overseas if possible. If they have never been overseas, they canstill write a letter in English to a hotel in Japan. If
a student has never stayed at a hotel, they canwrite to a restaurant they like.

Tell students that the address for the Beachside
Hotel, where they will stay, is found on page 84.
Page 86, Writing a postcard

Unit 12This activity allows the students to practicevarious tenses while learning useful vocabulary.
Have the students write their postcard on a
separate sheet of paper if there is not enoughspace in the book. Refer students to page 61
for possible endings for their postcard.

Page 91, Freewriting
Tell the students to cover page 92 while doing
the freewriting.

Note: Ken Done is a very famous artist who
lives in Sydney. Tourists often buy his clothing
items when on holiday in Australia.

Page 91, Model composition...
While this activity may ostensibly seem longand convoluted, it is useful for getting students
actively involved, writing topic sentences, organizing information, and practicing useful patterns
for introducing and listing advantages and disadvantages. It also gives students an example ofan introduction and a conclusion for this type of
essay.

Page 88, Revising: Checking punctuation
Preteach your students that 'Mr.' is used formales, and 'Mrs.' for married females, and 'Ms.'
for single females (or when you are not sure
about a woman's marital status.)
Note that the rules for commas are for American
English. In British English (and some other varieties), commas are not necessary after a beginningor ending.
Answers:
1. Dear Bella,
2. Sydney, Australia
3. If it's sunny tomorrow,
4. Take care,
5. 3 commas after lines in address: DELETE
Page 89, Writing a thank-you letter
Preteach 'Thank you for...' should be followed byverb + ing or a noun phrase.
Encourage students to use their imagination andto use their own language, not only the expressions in the box.

This activity will take a lot of time. You can havethe students do it for homework if you do nothave enough time in class.
Make certain that the students understand thatthey are not to write on the top lines for eachparagraph until later! Also, students should notlook at the finished model on page 104 until
they have finished trying to unscramble andorder all paragraphs.
Translation of Japanese in illustrations:Page 94: "Chu"—kissing soundPage 96: "Ooya-san"—landlord;"Yokintsuuchoo"—bankbook
Page 97, Choosing your composition topic

Answer Key:
Letters will vary greatly. The following is a roughidea of what a letter should be like.
Dear Mr. & Mrs. Johnston,
Hi! How are you doing? I'm writing to thank you forallowing me to stay with you at your lovely home.
I had a wonderful time. It was very kind of you totake me to visit the Opera House and Taronga Zoo.
Also, thank you very much for the nice presents
you bought for my family.
It was nice to meet your children and get to know
them. Please tell them I said 'hi'. I hope you will beable to visit me in Japan some day. Thanks again
for a wonderful time.
Take care,
Mizuki12

Choosing a good topic for this type of essay isjust as important as writing the paper itself. The
first three topic choices are relatively easy ones.
If a student wants to choose his/her own topic,
tell him/her that s/he needs to choose a topic
which readers will find interesting. Have the student ask him/herself, "Would you want to read
this?"
Page 97, Making a list...
If students have a hard time coming up with 3
advantages and 3 disadvantages, they willprobably need to change their topic.
Page 98, Introducing or listing...
You will need to explain the differences in meaning of each pattern to the students.

Answers:
Patterns they should have found in the model:
3–One advantage of...is that..., 8–Another advantage of...is that..., 14–The main disadvantage
of...is that..., 19–Another disadvantage of...isthat..., 23–A further disadvantage of...is that...,27–A final disadvantage of...is that...
Translation of Japanese in illustrations:
Top: "mozomozo"—effect of moving hesistantly.
Bottom: "Toozai Kootsuu"—name of bus company; "zuraa"—effect for emphasizing the line ofcars is long.
Page 99, Signal words...
Explain that the first three signal words in thebox have the same meaning, and likewise thelast four have the same meaning. All of thesignal words require a comma after them. The
students are supposed to write a comma after
every signal word in the box.
Answers (to page 104):
Words they should have drawn a box around:
4–First, 5–In addition, 11–Moreover,
15–To begin with, 16–In addition, 17–Also,
20–First, 22–Second, 29–Moreover, 30–Also,
34–Moreover,Answers (to missing letters on page 99):
1. First, Second, Third, Finally
2. To begin with, In addition, Moreover, Furthermore
Page 100, Writing your composition
This paper should be at least 3–4 pages long.
Page 100, Revising: Peer Feedback
It is very important that students sit together
with their completed checklists and discuss thepoints which are unchecked. Allow them to use
Japanese when doing this.

2.
- She woke up late, so she had to put on her makeup on
the train.
- She had to put on her makeup on the train because
she woke up late.
- Because she woke up late, she had to put on her
makeup on the train.
- She woke up late. Therefore, she had to put on her
makeup on the train.
3.
- He works a lot of overtime, so he can't spend muchtime with his family.
- He can't spend much time with his family because heworks a lot of overtime.
- Because he works a lot of overtime, he can't spend
much time with his family.
- He works a lot of overtime. Therefore, he can't spend
much time with his family.

Translation of Japanese in illustration:"Pata pata"—effect of putting on makeup
Page 102, Fun Writing Activity
This puzzle reviews vocabulary and patterns
from all units in the book.
Answers:
Across:
1. more expensive 5. both 6. adverb
7. wondering
8. atmosphere 11. down
12. love
14. located in
18. at
19. therefore
21. of you
22. never
24. so25. let26. until
27. kind of
29. on the
30. great
31. forward to
32. variety of
Down:
1. mean
2. sincerely
3. for example
4. died9. talkative 10. specializes in
13. been living
15. advantage
16. introduction 17. season with
20. like to 23. eaten 28. peel 31. forPage 101, Words that introduce...
You will need to explain the usage of commas in
the examples in the box. Also, point out to thestudents that they have to change the order ofsome of the sentences when combining them.
After combining sentences, make sure the students do the part at the bottom of the page.
Answers:1.
- He studied very hard, so he passed all his tests.
- He passed all his tests because he studied very hard.
- Because he studied very hard, he passed all his tests.
- He studied very hard. Therefore, he passed all his
tests.

13

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