Introduction Hai, Ima!

Introduction
What is special about Hai, Ima!?
sections in the
What are the
Textbook?
◆ Students' interest is maintained by
stimulating and appealing topics presented
◆
as different 'magazines'.
1–3 introduce the new grammar
patterns for each unit.
◆ Researched on location in Japan.
◆ Each
is a double–page spread,
◆ Includes information about hi-tech Japan.
comprising the presenter page where the
◆ Extensive range of text types.
new grammar is given, and the oral drill
◆ Easy-to-follow grammar explanations.
practice page.
◆ Optional section on plain form.
◆ Solid preparation for senior level study.
Suggestions for using
◆ Modern and traditional Japan is featured.
◆ The key language points for each unit are
◆ Encourages the development of self-learning
oral drill practice pages.
s
practised in the
skills.
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Prepare for the presenter page by working
through the oral drill practice page first.
What about kanji?
◆ Study the presenter page first to find out
◆ There is frequent use and consolidation of
what new grammar structures students can
kanji in the Hai, Ima! course. There is a high
identify, before focusing on the oral drill
degree of integration across all course
practice page. This allows students to make
components, with practice tasks in the
some of the leaps of learning themselves.
◆ In the
pl
e
Workbook and assessment tasks in this TRAK.
◆ The use of kanji in the course provides a
text boxes, the parts of the
dialogue to be varied are highlighted in a
different colour. There are 'communicative
in total across the Ima! series).
tasks' (with instructions given in English) for
m
solid base for senior levels (there are 95 kanji
◆ Modern usage of kanji is covered. For
stem +
intensive oral practice. Each activity provides
, when used in verb
visual stimulus that requires a range of
', is not written in kanji.
responses, and the emphasis is not on
Sa
example,
language as a structure, but on information
What about new vocabulary?
needing to be communicated. The visual
◆
material in the presenter pages also enables
, at the beginning of each unit of the
Textbook, equips students with one of the
valuable discussion of elements of Japanese
tools they need to complete the activities in
culture.
the unit. Long lists of new words are broken
◆ The
oral drill practice activities can be
down into smaller, manageable, topic-
used in many different ways. For example,
related groups.
activities may be performed by a
◆ Reading and writing activities in the
teacher–whole class, teacher–group of
Textbook and Workbook consolidate new
students, teacher–student, student–whole
vocabulary.
class, student–group of students, small group
◆ Activities encourage self-correction by
reference to glossaries at the end of the
Textbook and Workbook.
and pair work.
◆ Reading, writing, speaking and listening
activities in the Workbook practise the new
language points that are introduced in the
Textbook.
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What about grammar?
What about culture?
◆ The grammar is given in manageable chunks
◆ Cultural elements are integral to all text
with clear explanations of key language
types (emails, manga, brochures,
points and useful example sentences. The
advertisements, and so on).
◆ Cultural dimensions of the
systematic presentation of the grammar
assists students to take charge of their own
or
sections may be explored in
learning.
further research or project work. Students
◆ A cumulative summary of all the language
are encouraged to use the Internet to access
patterns introduced in the Ima! series is
additional information about cultural
presented in the glossary at the end of the
aspects of the course.
Hai, Ima! Textbook.
◆ Some notes on grammar:
• Particle
has been used in the structure
…
. For example,
What about the development of
oral skills?
◆ Key language points are presented in the
(I want
sections for controlled and intensive
to try snorkelling). Here,
s
oral practice.
is not the speaker's desire, but rather,
pa
ge
. Particle
◆ After the key language points of the unit
have been grasped, guided models in
shows that the speaker's desire is
on the action, whereas particle
provide further practice.
◆ As the name suggests, the activities in
shows that the speaker's desire is on the
object of the verb.
their language to achieve a real end; to
communicate for a given purpose without
the two sentences
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e
with potential form. Compare
•
give students the chance to use
and
('I can play tennis').
the more controlled guidance of the
dialogues.
m
The second sentence emphasises tennis
(rather than other sports).
('take time' or 'cost')
Sa
• The verb
is used to imply that significant time or
◆ Transcripts of all listening activities are
amount of time is taken or the cost is
included in each respective unit of this TRAK.
is normally used.
(
•
◆ Note-taking, as students complete listening
) is used in the
activities in the Workbook, is actively
Textbook and Workbook. However,
the verb
form,
encouraged.
has another potential
◆ Learning hints are included in the Workbook
, which means 'is visible'.
listening activities.
For example,
◆ Recordings of the presenter pages and
Mt Fuji is visible from Tokyo. Similarly,
pages from the Textbook allow
is used. Another
potential form of
◆ All listening activities have been recorded by
native Japanese speakers.
money is involved. When only a small
small,
What about the development of
listening skills?
is
for the development of combined listening
,
and reading skills.
meaning 'is audible'. For example:
The train is
audible.
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◆ Hai, Ima! makes an important distinction
What about the development of
reading skills?
◆ In each unit, the Textbook's
between plain form and the casual speech
style. Casual speech style is underpinned
presenter
pages demonstrate the particular language
by the plain form of adjectives and nouns
which is being introduced and reinforce
(without
language introduced previously. They model
example,
text types such as advertisements, profiles of
of certain particles and the inclusion of
celebrities, quizzes and cartoons. The
certain gender-specific sentence endings
presenter pages may be used for specific
(for example,
reading comprehension or may be read for
In Units 1–5, the plain form is introduced
'gist'. The Workbook complements the
progressively to explain the language behind
Textbook with reading activities that
the casual speech style. In Unit 6, plain form
support, consolidate and extend students'
is shown in some grammatical structures.
), the plain form of verbs (for
), the omission
).
reading skills.
the unit and provides extended reading
◆ One of the main strengths of the Hai, Ima!
opportunities.
activities in the
pa
ge
(feature article) of the
s
Textbook consolidates the new language of
What about the development of
students' independent learning skills?
◆ The
course is the development of independent
Workbook develop students' reading skills by
learning skills. In the Textbook, independent
requiring them to read and respond in English
study is explicitly encouraged by the
and Japanese in a variety of text types.
language models and examples, the
grammar explanations and the extensive
glossary. In the Workbook, references to
pl
e
What about the development of
writing skills?
◆ The Workbook contains activities which
range from structured 'drills', clozes, or verb
m
tables, to independent pieces of writing,
based on clear models. The activities in the
Sa
section are more open-ended
and require longer written pieces. Students
pages in the Textbook are provided to
encourage independent study.
◆ Learning hints in the Workbook offer
guidance and promote independent learning.
◆ Guidance is given for the main text type
conventions.
◆ Note-taking space for many of the listening
are encouraged to draft these pieces and
activities in the Workbook encourages
proofread their own work, and that of a
students to listen actively and write down
friend, before submitting their work – either
key points in English and/or Japanese.
handwritten or word processed.
◆ Students are encouraged to draft extended
written pieces and critique the work of a
How is the plain form introduced?
◆ In the Hai, Ima! course, plain form is
introduced in the
sections as an
optional component. In all other sections,
language is presented and practised in the
form.
partner.
◆ At times, students are directed to write in
their exercise books and go through a
process of drafting, checking, editing and
improving work. This process also fosters an
organised approach to language learning.
◆ Detailed explanations and models presented
in the Textbook are supported by activities in
the Workbook.
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◆ A unit-based
• be able to write a correctly structured
, at the end of each unit
in the Workbook, enables students to assess
letter, article, profile, advertisement,
how well they have acquired the new
narrative and speech, using appropriate
vocabulary, kanji and grammar from the
features of the relevant text type and
unit. Students can correct their own answers,
style of writing and known kanji.
• have developed effective strategies for
or the answers of a friend, using the
independent learning.
solutions on page 101 of the Workbook
before reading the assessment criteria. The
◆ Activities in the Workbook, and the TRAK
assessment materials for reading, writing,
also helps students to prepare for
speaking and listening skills, together with
class assessment activities.
the solutions and suggested criteria for
◆ Student progress sheets in this TRAK have
been designed for students to monitor their
assessment for all activities, form the basis
own progress and to summarise the key
for determining when these goals have been
language of each unit.
achieved.
How can the TRAK materials be used?
◆ Whilst each of the six units in the Hai, Ima!
◆ In each unit, there is an assessment task for
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s
How is language consolidated?
course is presented to look like a different
listening, speaking, reading and writing, and
'magazine', the units are sequential.
two
The presenter pages and
, in
activities. Each task focuses
on the unit's key vocabulary, kanji and
grammar and requires students to produce
unit, and also build on the language learned
text types they have practised before.
previously. By the second half of the course,
Solutions and suggested criteria for
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e
particular, focus on the new language of the
the language becomes more challenging and
◆ In each unit there is at least one 'extra'
the length of texts increases.
◆ The Workbook's
assessment are provided.
section
activity which can be used for preparation
for assessment activities or for extension
unit's language.
material.
Sa
m
contains activities which consolidate the
◆ Tables of time expressions, days of the
How can students be assessed?
month and
◆ By the completion of the Hai, Ima! series,
as Japanese writing paper, are included at
students should:
dates, as well
the back of this TRAK.
• have acquired a solid knowledge of the
vocabulary, 95 kanji and grammar
introduced, in preparation for senior study.
• be able to listen for gist and for specific
Key
TB
in the Hai, Ima! Textbook.
details necessary to respond in English
or Japanese.
• be able to maintain a conversation,
conveying ideas and expressing opinions,
using strategies to overcome
communication problems.
• be able to read for gist and to identify
specific details to respond in English or
This refers to the relevant pages
WB
This refers to the relevant pages
in the Hai, Ima! Workbook.
This icon marks a listening task.
This icon marks a writing task.
This icon marks a reading task.
This icon marks a speaking task.
Japanese.
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Students learn how to:
◆
Read and write new vocabulary about the topic
◆
Read and write
◆
Revise
◆
Use the
◆
Use
◆
Use
◆
Use the potential form of verbs. TB pp. 6–9, WB tasks 12–16, 18–19
◆
Use the particles
◆
Recognise the plain form. (Optional) TB pp. 16–17, WB task 24
. TB p 2, WB tasks 1, 2
. TB p 3, WB tasks 3, 4, 5
and
adjectives. WB task 6
form of adjectives. TB pp. 4–5, WB tasks 7–11
to join nouns. TB pp. 4–5, WB tasks 10, 11
to talk about skills. TB pp. 4–5, WB tasks 9–11
TB pp. 14–15, WB task 17
pa
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s
.
Students use new language to:
◆
Role-play a job interview, survey their peers and make a self-introduction. TB pp. 10–11
◆
Read, listen and respond to information about animal horoscopes. TB pp. 12–13, WB tasks 21–22
◆
Read and understand the meaning of some signs. TB p 18
◆
Read a message to
◆
Create a page for a school magazine or website about a sportsperson. WB task 20
◆
Read a letter in Japanese and write a response in Japanese. WB task 23
◆
Write some dialogues in Japanese using the casual speech style. (Optional) WB tasks 25, 26
m
pl
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magazine and respond to questions in English. TB p 18
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In this Teacher's Resource and Assessment Kit
Assessment tasks:
letter
pp. 3–4
job interview
p5
information gap
p6
conversation
p7
conversation
p8
introduction
p8
speaking game
p9
(Optional)
Extra activities:
Hai, Ima! Teacher's Resource and Assessment Kit
1
Student progress sheet
When you can do the following, tick the box. If you need to, you can refer to the Textbook pages listed
here for some revision.
Use the verbs on p 2 of the Textbook.
Use the adjectives on p 2 of the Textbook.
Use the words about people and animals on p 2 of the Textbook.
Read and write
and
New grammar patterns
Use the
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ge
s
Use the 'other words' on p 2 of the Textbook.
form of
and
adjective + 'and' (
adjectives to give the meaning of the
pl
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p 14).
Use
to join nouns when they are in
Use
to say 'and others' (
(
sentences (
p 14).
p 14).
) to talk about your skills (
p 14).
m
Use
from p 3 of the Textbook.
Change group 1, group 2 and irregular verbs into their potential or 'can do' form
p 15).
Sa
(
Putting it all together
Use charts and mathematical equations to find your animal star sign.
Understand information contained in an animal horoscope.
Role-play the conversations in
and
, on pp. 10–11 of the Textbook.
Read and understand the signs and advertisements in
on p 18 of the Textbook.
Create a page for your school magazine or website about a sportsperson at your school.
Write a reply letter in Japanese.
(Optional)
Recognise the plain form.
Write some Japanese dialogues using the casual speech style.
Hai, Ima! Teacher's Resource and Assessment Kit
BLM
2
Extra activity
The students at
were asked to rank these electronic products in various categories. The
following scale was used to record their responses on the table.
1
2
3
least …
4
28 500
12 500
2
1
3
4
4
2
3
1
4
3
1
2
1
2
4
3
2
3
4
1
25 000
s
35 000
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most
The interviewer has started writing up their responses but needs your help. Fill in the gaps in these
sentences with the most appropriate word or words based on the information provided in the table.
1
4
m
3
pl
e
2
5
6
Sa
Now, write answers to the following questions based on the information provided in the table.
7
8
Hugh, the English exchange student, made the following comment: 'The homework machine looks
useful. I want to buy one!' Write this for him in
Hai, Ima! Teacher's Resource and Assessment Kit
BLM
.
23
Extra activity
Game preparation
Arrange yourselves into groups of three or four. You will each need a sheet of A4 paper, divided into
four. There will be four
'rounds'.
will tell you the category for each round, and give
you one or two minutes to write as many
as you can.
Game procedure
will tell you the category for round one. You have one minute to write all the
■
you
can think of that relate to that category in one of the squares on your sheet of paper.
will give you three more categories in turn, allowing one or two minutes for each round.
■
■
At the conclusion of the four rounds, check your answers with your group.
member of the group to read aloud his or her list of
. Cross off each of these from your list.
not mentioned before.
s
Each member of the group then gets a chance to read any
will ask one
Score one point for every
that no other member of the group has written down.
■
Check each category and add up your points. The student who has the highest number of points
!
Sa
m
pl
e
in the group is declared the
pa
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■
✂
Instructions to teacher:
Select from the following catagories.
Categories
Numbers
Time
People
School life
Verbs
Adjectives
Hai, Ima! Teacher's Resource and Assessment Kit
BLM
37