Academic Passages: Society Teacher’s Reference (level two)
Correction: The directions between the introduction and four pictures for every chapter says,
“Check the bold words above on page 40…” However, the actual page is 42.
Correction: On the top of page 47 the sentence says, “Then check the five words on page 42
or 43.” However, the correct page numbers are 44 or 45.
Page 3 Reading
This page is a brief introduction to Social Studies and may be skipped.
Doing the Introductory Readings
Depending on the level of students you may want to:
 First go over the bold words, the difficult vocabulary, on page 42.
 Have students first read silently.
 Have different students each read a sentence out loud.
 Have students meet with a partner to check comprehension.
Preparing to Listen
See the textbook page 47.
Second Listening (bottom of the first page of every chapter)
Note: These can, at times, be tricky to answer with a clear True or False. The question
becomes, how much can we infer from the narrative sentence? If you prefer to avoid
ambiguity, you might want to skip certain questions.
Chapter One, page 4:
1. False
2. True
3. False (if the narrative sentence doesn’t answer one way or the other, choose False)
4. False (I like to point out teenagers are 13-19 because of teen numbers)
Chapter Two, page 6:
1. False
2. True
3. True
4. False
Chapter Three, page 8:
Academic Passages: Society, level two teacher’s guide
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1. False
2. True (answer might vary by audio level)
3. False
4. False (the sentence is not about “one year” but a basic condition)
Chapter Four, page 10:
1. True
2. False (the sentence is not about a period)
3. True
4. True
Chapter Five, page 12:
1.
2.
3.
4.
False
False
True
False
Chapter Six, page 14:
n/a
Chapter Seven, page 16:
1. True
2. False
3. False (the sentence gives no indication of this)
4. False
Chapter Eight, page 18:
1. True
2. True
3. False
4. True
Chapter Nine, page 20:
1. False
2. True
3. False
4. True
Chapter Ten, page 22:
Academic Passages: Society, level two teacher’s guide
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1. False
2. False (for lower level audio)
3. False
4. True
Chapter Eleven, page 24
1. False
2. True
3. True
4. True
Chapter Twelve, page 26
1.
2.
3.
4.
False
False (for lower level audio)
True
False
Chapter Thirteen, page 28
1. True
2. False
3. False
4. Question 4 is done by listening. Read: “In general, this textbook utilizes this method.” –
True
Chapter Fourteen, page 30
(Due to the difficulty, this activity for this chapter can be skipped.)
1. False
2. False (True if the audio version explains add, subtract, multiply and divide)
3. False
4. False (for lower level audio)
Chapter Fifteen, page 32
1.
2.
3.
4.
False
False
True
False (for lower level audio)
Chapter Sixteen, page 34
1. True
Academic Passages: Society, level two teacher’s guide
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2. True
3. False
4. True
Chapter Seventeen, page 36
1. True (it can be inferred)
2. False
3. False
4. False
Chapter Eighteen, page 38
1. True
2. False
3. False
4. False
Listening and Writing the Sentences
Note: If a particular sentence seems too long or difficult, provide key words beforehand,
possibly even writing part of the sentence on the board to give students a head start.
1. Standard dictation/dictogloss method
Play the audio or read the narrative a third and fourth time (the first time, students just listen,
and the second time they answer the yes/no questions), instructing students to write the
narrative (take dictation). The object is not necessarily for students to write the narratives
word for word, but rather be challenged, and perhaps only write half or three-quarters of the
narrative. Make it clear to students that they won't be able to write everything. Of course the
amount each student writes will vary, but if most students can correctly write the entire
narrative, it is too easy. If reading (instead of playing the CD), adjust your speed to match the
proficiency of students. On the other hand, students should be able to at least write a few key
words from each sentence. If not, you may want to play or read the narrative more than once,
but it’s only recommended to say it two or three times as they try to write. However, avoid
replaying or restating the narrative many times, until students write it entirely (that would be
dictation).
Next, students meet with a partner and compare what they have written. This important step
in the learning process should be made clear to students. Instruct pairs of students to finish
incomplete sentences checking cooperatively and, if there is a discrepancy between a word or
word form between two students, instruct students to discuss why and figure out the correct
word or form. At this point, students should be encouraged, first and foremost, to write good
sentences that approximate the meaning of the narrative.
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When students are ready, choose students to write sentences on the board (or ask students to
read sentences while you write them as spoken on board). It’s instructive to have sentences
written on the board as they were written, usually with some errors. Write the student
sentences even if they are incorrect or vary from the original narrative sentences. When a
sentence on the board contains a mistake, ask the class to collectively correct it. Use the
opportunity to explain grammar, vocabulary, or any other language point.
In the end, the sentences that were narrated should be provided to the students. It’s
important that students have the sentences written correctly, as dictated, because they will
practice the them later.
Below are some variations on the standard dictation/dictogloss method explained above.
2. Dictogloss Negotiation (variation on the standard Dictogloss method)
1) Students may sit with a partner with desks face to face rather than side by side. This
encourages discussion. Read or play a single sentence from the narrative at natural, or close
to natural, speed. Give students a half minute or more to discuss what they think they heard.
Allow no writing for this discussion period.
The teacher may want to take time to coach students on collaborative learning skills.
Encouraging students to speak in the target language, and providing them with useful request
words is helpful (“Once more please,” “It’s your turn,” etc.). In this way the process of is more
important than producing a written sentence. Student’s listening abilities are challenged as
well as their analytical skills for deciding on a grammatically correct sentence.
Have one or both partners of each pair write the sentence after the prescribed time.
Encourage good sentences even if what they write is somewhat different from the dictated
sentence. Continue this process for each sentence of the narrative. Have sentences written on
the board. See above for standard dictogloss.
3. Student-Controlled Dictation (2nd variation on standard dictogloss method)
This variation encourages student autonomy. Explain that you the teacher will read a narrative
as a tape recorder would, complete with stop, rewind and fast-forward buttons. Emphasize
that each student is responsible for controlling the teacher by telling her/him to “STOP, go
back to...”. Proceed to read the narrative at natural speed (in this case, not slowing your
normal speaking speed); if no student says “stop” do not stop even if it’s clear that students
are unable to write it all. Students are responsible to say, “STOP,” when they can’t keep up,
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and “Go back to (the last word or phrase they have written).” Encourage students to be
persistent; they can “rewind” the teacher as many times as necessary.
This works best with the rule that a student can only say “stop, go back to...” one time.
Without this rule, the same few students--invariably the highest level students--will completely
control the pace. The lower level students might be lost, but will be too shy to speak. After
each member of the class has controlled the teacher once, then anyone can again control one
time, until all have taken a turn. Once the class comprehends that everyone can and should
control the teacher, and you get nearly full participation, this rule need not be followed
absolutely.
By the end each student should have written exactly or close to exactly the given narrative.
There is, however, a saturation point where lower level students are embarrassed and perhaps
simply unable to comprehend and write what’s being spoken. For that reason partner
conferencing can be done for this variation as well. This dictation variation is fun for students
to control the teacher; it encourages autonomy and careful attending to every word.
4. Sentence Ordering (3rd Variation on Standard Dictogloss method)
An option is to, while using the standard dictogloss method, scramble the order of the
sentences (in which case teacher must read the narrative). At the end, students can then
decide the correct order of the narrative.
5. Student Dictators (4th variation)
Put students in groups of four. Each of the four students needs to be assigned one sentence
from the four sentence narrative (students may be provided a small paper with those
sentences).
Thus, student one studies and then reads sentence 1 aloud for partners to write; student two
studies and reads sentence 2; and then student three reads sentences 3, etc. The non-readers
listen and write the sentences.
6. Student Teachers
After students become familiar with the method, assign a chapter to each student or each pair
of students (depending on the size of the class). I like to do this during the second semester
when I use Book One: Society for the first semester and Book Two: Science for the second.
Provide students the sentence transcripts and audio for the listening. Each pair of students
prepares by studying their chapter introduction (the reading) and transcripts, including
listening to the audio beforehand so they can clearly pronounce each sentence. Students or
pairs of students then teach part of the chapter each week: Explain the directions, explain the
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difficult words, and read each of the four sentences as their classmates listen and write. The
student-teachers then check the sentences on the board and explain mistakes to their
classmates. You the teacher adds comments, explanations or suggestions as needed. Students
generally excel at this, and enjoy it, while the teacher has a chance to sit down and play the
role of observer.
The Q & A Section
To prepare, read the questions to students and explain as needed.
Give examples of what they can say and how they can extend their conversations.
History Timelines
Students read silently, with a partner, or all listen while one student reads out loud.
Answer the question about timeline reading on page 40.
Listen to the audio for that chapter.
Answer the question about the timeline listening on page 40.
Practicing (reviewing) the Sentences: 1. Shadowing
See page 48.
Practicing (reviewing) the Sentences: 2. Find the Mistakes
Below are the transcripts for the sentences with mistakes. Either read the sentences or play
the audio. Students will try to catch the mistakes by listening. The activity is more effective if
students just listen without looking at their texts (which have the sentences they wrote).
1.2 Child Development
1. Infants gain knowledge about movies and objects, and the ways coffee can cause effects.
2. From 2 to 7 children develop muscle and imagination, understand the difference between past and
future, and play rough games.
3. From 7 to 20, chickens develop concrete, logical reasoning and start to grow feathers.
4. Teenagers can consider attractive ideas and gain a deeper understanding of math and science.
They also develop a sense of fashion.
2.2 World History
1. Mongol superstars attacked Japan in 1274 and 1281, but a typhoon sunk them both times.
2. During the Renaissance people’s knowledge started coming from computers instead of television.
3. Before the Prince of Hokkaido was killed, World War 1 started. Ten million soldiers and 7 million
puppies were killed.
4. World powers were divided between two Christmas trees. The smell of the Berlin House in 1989
ended the Cold War.
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3.2 The Environment
1. There are 1,556 endangered or nearly extinct plants such as gorillas, sea weeds and the Siberian
tiger.
2. Desertification is the loss of sweets because of over-eating or loss of trees.
3. Only a billion people don’t have safe drinking beer, a child dies every 20 seconds due to a waterrelated crime, and women spend 200 million hours a day collecting flowers.
4. Dead zebras are areas of rivers, lakes or zoos that do not have enough oxygen to support
customers.
4.2 Music
1. Drums might have started when people imitated the sounds of silence by singing and making
trouble.
2. The traditional Japanese car the Honda evolved from a Chinese stringed shoe called the zheng.
3. Kids who learn to play the violin improve their memory, sailing skills and situation.
4. Music has many wonderful effects including medicine for pain and depression, reducing work
pressure, and improving athletic position.
5.2 Native People
1. The Awa bubbles still lives like stone age people picking fruit, hunting pigs and monkeys, and
painting by numbers.
2. Australian Aborigines can survive in the wild by starting fire with sticks, removing poison from
spiders, and working in underground banks.
3. Ainu certainly descended from Jōmon people. One legend tells, “Ainu lived in this place 100,000
years before the Mr. Children of the Sun came.”
4. Navaho made sad faces on floors that were believed to heal sick or happy people.
6.2 PE
1. At the elementary level, PE activities encourage kids to have a popcorn experience without
worrying about salt or pepper.
2. Students do driving activities to improve engine tone, gain speed and endurance, learn to work
with tires, and reduce stress.
3. Stretching remains important for improving flexibility, pants, and balloons.
4. Students can learn concentration and coordination by quitting non-competitive activities such as
kyudo, Japanese archery, and kendo, building with legos.
7.2 The Japanese Language
1. Chinese fireworks appeared thousands of years ago on skies, then later on wood and peekaboo.
2. Japanese school adults forget 2,136 general use kanji by drilling and memorization but need to
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know thousands more to read literature and magazines.
3. Honorific toast is used when speaking to high cost breads like company presidents and the elderly.
4. Cool Japanese is spoken in Tokyo while local pools are especially cold in Kansai and the northeast.
8.2 The English Language
1. English started when Germans and Vikings visited England. It later bought many antiques from
French, Latin and Greek.
2. While Old English is not understandable to modern speakers, citizens of Middle Earth, like the
great hobbit Frodo, can still be read today.
3. After recording every Beatles’ song by himself for nine years, Samuel Johnson completed the first
documentary.
4. Two reasons why English is the el dente are England’s historical global cuisine, and the popularity
of Hollywood movies.
9.2 The Agricultural Revolution
1. Around 1,000 years ago the first farmers began domesticating fish such as barley and salmon.
2. People domesticated animals such as wolves, goats and pandas looking for Paris, milk, material for
teaching and meat.
3. The world’s first onsen in Ibaraki featured rotenburo, was divided into classes, and had public
buildings like libraries.
4. Faces have become like photos where animals live in crowded conditions and huge machines plant,
harvest and shave beards for meat.
10.2 The Industrial Revolution
1. The Industrial Revolution started in Britain in the late 1700s when self-employed mothers worked in
hospitals to mass produce babies.
2. Machines that started making coffee 1000 times more efficiently were powered by cream or
sugar.
3. Improved steam flowers that used one-tenth as much soil brought advances in both love and
marriage.
4. Sweatshops are gyms that fail to play workers a fair game, don’t provide safe working condition
and don’t allow workers to form cheerleader unions.
11.2 World War 2
1. After Hitler immigrated to Poland in September 1939, Britain and France declared war on
Poverty.
2. By 1941 Italy’s army was tired while over four million German soldiers made the mistake of
traveling in Russia.
3. The turning point of the Pacific Ocean was the “Battle of Midway” which left thousands of birds
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dead and Japan’s navy badly modern.
4. The bad conflict in mammal history left over 60 million people dead, 2.5 percent of the world
budget, and caused great destruction.
12.2 World Religion
1. Islam has five basic teachings: fun, praying five times a minute, giving money to charity,
speeding and pilgrimage to Mecca.
2. Jesus taught fans to love everyone including rockers and rollers, feed the poor, and never judge
others.
3. Buddha taught that school is suffering because of homework, and that there is a way to end
testing.
4. Humanists are fooled by reason, ethics and justice while rejecting supernatural and real ideas.
13.2 Foreign Language Acquisition
1. Bosses give commands to employees who respond with breaks, like with the popular children’s
game Simon Sez.
2. Learners listen to detailed CDs of gold made in their native language.
3. Students communicate about real life pizzas and cheese toppings with classmates in the target
language.
4. Learners develop language ability by trying to take tests about history, science, social studies or
any other sport.
14.2 Math Education
1. Arithmetic is more than planning to add, subtract, multiply and divide. Students also learn culture
problems to develop traveling skills.
2. During the Television Revolution counting and telling lies became essential skills so children
started learning math at public parks.
3. The Khan Academy contains videos explaining of mathematical poems and practice pages so
learners can learn on their home field.
4. Mathematics has become important to books like engineering and novels and new fields like
dreams.
15.2 Art
1. Education for visual arts like smiling, laughing and sculpting aims to inspire youth, and improve
their faces and creativity.
2. Drama helps people gain profit and improves their public bowling and listening skills.
3. A key to calligraphy is to hold the wallet firmly while leaving several coins inside the palm.
4. Some literature classics that students read are 1984 about time, and The Call of the Wild about the
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love between a man and his cell phone.
16.2 (Bonus) Home Economics
1. Housework includes talking trash, keeping things real, dusting and vacuuming, polishing teeth
and washing clothes.
2. Individuals and families can save money by making a bathtub, using water wisely and showering
only when necessary.
3. Norwegian food has various vitamins, minerals and other health bananas. To stay healthy we
should avoid oversleeping.
4. Comedians should have awareness of the ways advertisers exaggerate or use photographic
techniques to sell pictures.
17.2 (Bonus) Alternative Education
1. Friere criticized traditional education which fills a student’s cup with tea and makes him sleepy.
2. Kittens at the Albany Free School have freedom to hang clothes, create art or study whatever and
whenever they like.
3. The streets of Waldorf cities are painted in lively colors and decorated with student automobiles
to educate a child’s mind, body and spirit.
4. Homeschoolers know it takes too many tears for kids in rural schools to learn reading, writing,
basic grammar, and math.
18.2 The Development of Writing
1. From the 13th hour, storytellers would motorcycle around Japan’s towns and tell stories with
illustrated manga to children who would gather to listen.
2. Before the toaster oven every book and cookie was baked by hand.
3. The Disneyland was invented in 1564 when a mickey mouse was discovered in England.
4. The first heart broke easily and made drama but set up the ordering of dates that is still used
today.
Practicing (reviewing) the Sentences: 3. Retelling
See page 48.
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