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Running Head: Book Review and Lesson Plan 1

Book Review and Lesson Plan

Omar Horner

Azusa Pacific University

Book Review and Lesson Plan 2

Kasashima, J., Seki, N., Akashi, T., Tsunami, S., Akiyama, T., Tomita, Y.,……….Peck, B.M. (Eds.). (2012). New horizon English course 3 (2nd ed.). Tokyo, Japan: Tokyo Shoseki Co., Ltd.

New Horizon English Course 3 (Kasashima et al., 2012) is a textbook specifically

designed to teach all four skills of the English language - speaking, listening, reading, and

writing - to Japanese students in the 9th grade of middle school. This book is the last of three in a

series that is the result of a large-budget project conducted by the government of Japan and

incorporates the combined knowledge of over 15 editors. New Horizon English Course 3 will

provide the foundation of English that will be employed throughout the entirety of the student’s

high school education in the country of Japan.

Though the primary emphasis of New Horizon 3 is not writing development, there are six

activities throughout the book that utilize writing skills. The textbook is organized into six units.

Each unit teaches three grammar points and is followed by exercises in speaking, listening,

reading, and writing to review and practice the target grammar. The six writing exercises focus

on the target grammar as well as organization and structure, taking a model-based approach to

teaching writing. To teach writing skills, New Horizon 3 provides a few simple model excerpts

for each writing activity that incorporate target grammar and emphasize format. Students are

expected to analyze the excerpts and follow a step-by-step process which will lead to the

recreation of a grammatically correct and well-organized paragraph. This model-based system

of teaching writing aims to enhance “students’ confidence and fluency in the use of word-,

sentence-, and paragraph-level patterns and conventions,” (Ferris & Hedgcock, 143). Though

this system is still prevalent today in books such as New Horizon 3, arguments exist that model-


based systems emphasize bottom-up strategies that “inhibit writers, preventing them from

developing their own voices and productive compositional skills” (Ferris & Hedgecock, 142).

Upon opening New Horizon 3 to any page, what becomes immediately noticeable is the

amount of Japanese prevalent throughout. Directions, translations, and grammar explanation are

all provided in Japanese only. This book was designed specifically for Japanese speakers in an

EFL setting and would be practically useless for an outside audience. Additionally, many

pictures are provided as well as blank space making it visually appealing for younger readers.

Though many might consider this a weakness, it was purposely designed to “meet the diverse

needs of ESL writers, teachers, and educational institutions” in Japan (Ferris and Hedgecock,

166). In fact, learning English in Japan is largely instrumentally motivated as communication

with English speakers is limited; however, every student must pass a test in English to go to high

school. Therefore, this book does not only meet the needs of the audience and institution, but it

creates the needs and goals as well. Though it does not accommodate a large audience, it

specifically caters to a limited audience.

New Horizon 3 does not focus on one genre of writing, but it employs many. In Unit 1,

students write a descriptive essay about a cultural artifact. In Unit 2, students write a letter to an

imaginary pen pal. Later, students write an argumentative essay divided into three parts, and in

Unit 6, students complete a dialogue. This variety of genres provides authenticity as not all

writings should be academically focused (Brown, 395). Additionally, “a variety of techniques in

your lessons will at least partially ensure that you will ‘reach’ a maximum number of students”

(Brown 69).


Finally, the model-based system utilized by New Horizons benefits students in two ways.

First of all, it activates a student’s schema, or the “information, knowledge, emotion, experience

and culture” already known by the student, preparing them for a particular topic or genre

(Brown, 358). Activating a student’s schema is necessary before approaching a new topic.

Secondly, the student must read a model before writing their excerpt. These two processes are

closely related. Ferris and Hedgecock state that “one cannot become a proficient writer in any

language without also developing an array of literacy skills” (31). This, model-based relies

heavily on students’ ability to read and comprehend written texts.

Though there are benefits to the writing system employed by New Horizon 3, there are

weaknesses as well. One of the primary discrepancies involves the emphasis of product over

process. For example, students are not expected to edit each other’s work, provide feedback,

outline, or re-write (process). Rather, students are only taught to imitate and recreate the model

(product). According to Hedgcock and Ferris, it is necessary to teach process as well as product

as it “incorporates essential learning” and “enables (students) to undertake real academic

assignments” (139). Brown argues that “written products are the result of thinking, drafting, and

revising procedures that require specialized skills” (391). Therefore, more importance should be

placed on the actual process of writing in this book.

Though New Horizon 3 provides multiple genre writing exercises, it does not provide

multiple prompt choices. Students writing topics are extremely limited. There are two

advantages in allowing students to select their own prompt. First, “students may be more

interested in, and motivated by, a prompt that they have selected.” Also, “texts produced by

students are likely to represent a wider variety.” (Ferris & Hedgcock, 164). This approach also

follows Brown’s concept about strategic investment: by providing more options for students,


students will become more “involved learners” (69). Thus, multiple prompts could be provided

to increase student motivation and engagement.

Lastly, the model-based system employed by New Horizon 3 is highly inflexible and may

create “boredom and prevent excessive attention to discrete-level textual features when the

development of global fluency is of much greater concern” (Ferris & Hedgcock, p.143). While

other researchers, such as Bilton & Sivasubramaniam (2003) have found that free writing, a

style of writing which focuses on expression over form, can benefit students in two ways. First,

students will become more motivated writers, increasingly involved in the writing process.

Secondly, expressive writing develops educationally valued qualities within the students, such

as “writing for thinking, discovery, and meaningful exploration of attitudes.” Ferris and

Hedgcock suggest that model-based tasks “should be a used as a springboard for tasks that

generate authentically situated written production” (142). Though form and grammar are

important, students should be given the opportunity to write authentically, focusing on fluency

and communication to increase motivation, interest, and fluency.

There are advantages and disadvantages to the model-based system to teaching writing

employed by New Horizon 3. However, the Japanese education system and the book itself

create the needs for most of the EFL middle school students in Japan. Though there are

improvements that could be made in English writing pedagogy, the institution and students do

not find it necessary at this time.


References:

Bilton, L., & Sivasubramaniam, S. (2009). An inquiry into expressive writing: A classroom-based study. Language Teaching Research, 13(3), 301-320.

Brown, H. D. (2007). Teaching by Principles: An Interactive Approach to Language Pedagogy. White Plains NY: Pearson Longman

Ferris, D. R. and Hedgcock, J.S. (2012). Teaching ESL Composition: Purpose, Process, and Practice. New Yori, NY: Routledge.

Kasashima, J., Seki, N., Akashi, T., Tsunami, S., Akiyama, T., Tomita, Y.,……….Peck, B.M. (Eds.). (2012). New horizon English course 3 (2nd ed.). Tokyo, Japan: Tokyo Shoseki Co., Ltd.


Lesson Plan

Lesson Title: Describing Our Cultural Artifacts

Timeframe: 50 minutes

Objectives:

1. Students will be able to identify cultural artifacts of Japan and other cultures.

2. Students will be able to analyze a reading text for grammatical structures and organization.

3. Students will be able to use the passive verb form in writing.

4. Students will be able to effectively organize and structure a descriptive/informative paragraph

about a cultural artifact.

Context: This lesson is for a 9th grade general English class that meets 4 times a week for 50

minutes a day. The class contains 12 male and 17 female students. The students are all Japanese

and are learning in an EFL environment for instrumental purposes. Though they have been

studying English for 3 years, they are not accustomed to writing and will need motivation and

guidance.

Assumptions: Students will be able to read as the focus of their studies for the past two years has

been on reading. They will be able to use passive tense verbs as they have been studying this

grammar form for two weeks. They students will be able to write, but are not accustomed to

large quantities of writing.


Rationale: The writing focus of the text is model-based and seeks to reinforce grammatical

structures as well as teach organization and format of writing exercises. However, as model

based writing is often unauthentic and takes a bottom-up approach to teaching, supplemental

teaching material will be used to meet “evolving student learning needs and individual interests”

(Ferris & Hedgcock, 136), as well as provide balance to their writing lessons. Therefore, free

writing will be introduced as homework and multiple prompts will be given to allow students a

choice of topics. Free writing will provide motivation and interest and teach writing values

(Bilton & Sivasubramaniam), while multiple prompts will encourage intrinsic motivation as well

as present a variety in text development (Ferris & Hedgcock, p. 164). However, the concept of

culture and cultural artifacts will remain at the focal point as culture and language are directly

related to one another (Brown, 133). Authentic materials, or realia, will also be incorporated as

it “brings significant reality to the classroom” and “connects language to reality” (Brown, 193).

In this situation, it will also activate schema.

Resources:

1. New Horizon 3 (Kasashima, et al.) pages 10-11. (Appendix A and B).

2. Blackboard, chalk, eraser, pens, notebook paper

3. Cultural artifacts from Japan: yunomi, kimono, okiagarikoboshi doll, akubeko, manga book,

ect.

4. Cultural artifacts from Texas: Cowboy boots, Cowboy hat, football, “Don’t Mess With

Texas” bumper sticker, “Everything is Bigger in Texas” mug, “Come and Take it” flag, ect.

5. Directions for free writing assignment (Appendix C).


Activity 1: Introduction and warm-up

Time: 10 minutes

1. The teacher will have an opaque box with the words “cultural artifacts” written across it. This

will peak student curiosity. The teacher will ask students what is in the box and one student will

answer, “cultural artifacts.” After that, the teacher says “cultural artifacts” and students repeat.

2. From the box, the teacher will pull out the Japanese artifacts, one at a time, displaying them

on a table. Afterwards, the teacher will shake the box to show the students that there are still

objects inside the box.

3. The teacher will write “Cultural Artifacts” on the board and ask students to name the objects

obtained. As students list the objects, the teacher will write the words under the heading.

Teacher will ask students to provide more examples of Japanese cultural artifacts.

4. Then, the teacher will shake the box again, slowing procuring and displaying the cultural

artifacts from Texas. Afterwards, students will list cultural artifacts from other countries. If

discussion arises, the teacher should allow it within time restraints and student interest.

Activity 2: Descriptive Paragraph Analysis

Time: 15 minutes

1. The teacher will ask students to open their book to page 10 (Appendix A) and have students

read the text. The teacher will ask students to identify the passive verb form.


2. The teacher will ask student to open their book to page 11 (Appendix B) and have students

read the other examples provided.

3. The teacher will have students take a class vote and choose one of the artifacts that are

displayed at the front of the class (not the yunomi).

4. As a class, the teacher will demonstrate how to write a descriptive paragraph using passive

verb forms as well as other grammatical structures. The teacher will elicit information and

sentences from students rather than structuring the paragraph completely on his own.

Activity 3: Writing a Descriptive Paragraph

Time: 20 minutes

1. Students will select a cultural artifact, or some other practice or event associated with

Japanese culture, and write a descriptive paragraph using the model provided.

2. Students will need to include passive verb structure in at least two sentences.

3. During this time, the teacher will walk around the classroom, aiding students with grammar

and vocabulary.

4. When the time is finished, the teacher will collect the writing samples for assessment.

Review and Closing

Time: 5 minutes

1. The teacher will ask if there are any questions.


2. The teacher will pass out the homework assignment (Appendix C) and ask students to read

over the text prompts. The teacher will inform students that they only need to select one prompt.

The teacher will also inform students that the assignment will be graded on a completion basis

and that grammar or structure errors will not reduce the grade. The writing should be at least

100 words and it can be written or typed.

3. The teacher will ask if there are any questions and dismiss the class.

Extending Activities

Upon completion of the homework assignment, students will bring a cultural artifact or picture

of a cultural trait to school. They will share the artifact or picture with the class and read their

text to the class. Afterwards, the students will ask questions. If there is time and depending on

context, students can utilize process activities to improve their writing excerpts later

Assessment

Throughout the class, the teacher will informally evaluate student ability based on

comprehension and classroom engagement. The model-based task completed during class time

will be graded for the use of passive verb forms, organization, and content. Grammar forms

other than passive will not be assessed. The model-based task will make up half of the formal

assessment. The other half of the formal assessment will be based on the honest student

completion of the free writing homework exercise and their classroom presentation. The free

writing assignment will not be graded for structure or grammar but will only be graded for length

and completion. In both cases, the teacher will provide useful and encouraging remarks directly

related to the student’s writing.


Appendix C

Chose only ONE prompt. For the assignment, you can either write or type.

1. Find a cultural artifact from your home. Write a descriptive paragraph about the object and

bring it to school. Prepare to share with the class.

2. Research a cultural artifact from another country. Write a descriptive paragraph about the

cultural artifact. If possible, bring a picture.

3. An American and a Japanese person are having a discussion about cultural differences. Create

a dialogue for their discussion. If desired, the ethnicity of the speakers can be changed.

4. You have a pen pal from another country. Please write a letter to him or her describing an

aspect of Japanese culture.

5. You are not Japanese, but you have a friend who lives in Japan. Select a country and a

cultural aspect from that country. Write a letter to you friend in Japan about the cultural aspect.

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