Hot Topics Japan 2E Digital Sampler

Second Edition

Hot Topics Japan A Discussion-Based Integrated Skills Series

Sampler

Second Edition

Hot Topics Japan

A Discussion-Based Integrated Skills Series

B1

LEVEL Units Book

15

B2

Pages Unit

6

STUDENT BOOK

Hot Topics Japan Second Edition is a discussion-based integrated skills series that explores contemporary issues and trends shaping Japanese society. Through engaging readings, listening activities, discussion tasks, and writing activities, students develop the language and critical-thinking skills needed to discuss real-world topics with confidence. ✓ Integrated reading, listening, discussion, and writing activities ✓ High-frequency vocabulary and useful expressions ✓ Critical-thinking and discussion tasks throughout each unit ✓ Flexible activities suitable for a variety of classroom contexts

What’s New in the Second Edition • Fully updated Reading and Listening passages throughout both books • Five brand-new units in each book

NEW UNITS Book 1

Book 2

• Reviews and Reputations • Wellness in a Cup • Technology and Trust • Travel and Tourism • Culture and Personality

• Shared Lives • Gender and Society • Reconnecting with Nature • Skills for the Future • Screen Time

Supplemental Materials

Scan & Play

E-book for Teachers

Series Overview BOOK 1

BOOK 2

CHAPTER 1 PEOPLE & SOCIETY

CHAPTER 2 HEALTH & FITNESS

CHAPTER 3 YOUTH & EDUCATION

CHAPTER 4 SCIENCE & TECHNOLOGY

CHAPTER 5 ART & CULTURE

1

How to Use This Book Hot Topics Japan Second Edition is a two-book series specifically developed for the intermediate to upper-intermediate English language learner. The series is intended to support a discussion-style classroom and contains some of the most current issues of interest to young Japanese learners.

Within each unit, reading and listening passages have been designed to both engage and inform learners. Learners will also be offered multiple opportunities for discussion related to the content of the unit. The graded passages allow students to comfortably progress to more challenging ones as they move from book one to book two. Exercises in the Hot Topics Japan Second Edition series support the development of learners’ reading, listening, writing, and discussion skills.

Hot Topics Japan Second Edition Unit Structure NEW WORDS AND EXPRESSIONS Reading and listening passages for Hot Topics Japan Second Edition were developed around a high-frequency vocabulary list while introducing a limited number of mid-range vocabulary items in each unit. A limited number of common expressions have also been included in each unit. All of these target vocabulary words and expressions are presented in a list for reference and study on the first page of the unit.

WARM-UP Two discussion questions are presented on the title page of the unit. These questions target learners’ background knowledge and experience related to the topic. After thinking about the questions together in small groups or as a class, learners will be prepared to move into the main part of the unit.

BEFORE YOU READ A short paragraph presents background information related to the content of the unit. The information and vocabulary presented in the paragraph facilitate comprehension of the listening and reading material in the unit.

VOCABULARY PREVIEW AND PRACTICE Two activities focus learners on the target vocabulary of the unit.

The Vocabulary Preview activity in all units first presents learners with the meaning of a vocabulary item. Learners then look for the matching item among a list of choices. The Vocabulary Practice activity requires learners to use target words in some way, either pairing items with synonyms or filling in blanks within given sentences.

2

LISTENING Learners move from Vocabulary Practice to a content-focused Listening activity. The listening passage may either be presented as a conversation or as a short talk. A note-taking guide supports learners in organizing and recording the information heard in the activity.

READING After Listening, learners will read a short article related to the unit topic. The information presented in the article builds on the content found in the Listening activity. All reading passages in the Hot Topics Japan Second Edition series are written to specific readability and vocabulary ranges. These ranges aim to develop reading skills while keeping the informative content of the passages accessible to learners.

COMPREHENSION The Comprehension activity in each unit checks learners’ understanding of the Reading section. The graphic organizer presented on this page helps learners consolidate their learning and look at the content from a new angle.

DISCUSSION Two open-ended discussion questions follow the Comprehension activity. These questions target learners’ personal experiences and opinions related to the content presented in the unit.

WRITING Writing is the final activity in the unit, and it varies in form from unit to unit. The writing may focus on having learners record their personal experiences or opinions, write a creative short piece to share with the class, or interview others and then record what they learn through the interviews. This activity provides closure to the unit through personal or class-based reflection on the unit topic.

3

Scope and Sequence CHAPTER

People & Society

Health & Fitness

Youth & Education

Science & Technology

Art & Culture

4

UNIT

TOPIC

VOCABULARY

1

Personal Space

affect, aggressive, behavior, comfortable, communicate, ensure, gender, gesture, harmony, offend, rural, spend time, status, unintended, urban

2

Reviews and Reputations

based on, benefit, cope with, give (something) a try, go viral, in the mood for, influence, issue, remove, reputation, run out, score, service, starving

3

Group Culture in Japan

concept, crop, dependence, favor, give (somebody) a hand, hammer, hold one’s tongue, individual, line of work, nail, restrain, root, stick up/out, translate

4

Healthy vs.

Unhealthy Snacks

bottom line, chemical, concentration, convince, flavor, in the long run, memorize, nutrient, obesity, processed, rule of thumb, spoil, vitamin, You are what you eat.

5

Japan’s Mask Culture

6

Wellness in a Cup

apologize, balanced, boom and bust, claim, demand, increase, keep up with, product, quality, replace, supply, take a look (at), take place, trend

7

Youth Subcultures in Japan

accessory, appearance, attitude, cultural norm, devoted, diverse, extreme, fit in, goods, hang out, makeup, passion, refer to, style

8

Juku Culture

competitive, cram school, criticize, disadvantage, drill, elementary, emphasis, exam, fierce, necessary evil, profit, rote, silly, take up the slack

9

Studying Abroad

come up with, economy, exchange, familiar, find out, give (something) a shot, give up, government, graduate, opportunity, randomly, select, semester, support, turn (somebody) down

10

Technology and Trust

biased, cause for concern, come across, content, disaster, election, evaluate, free speech, grab attention, likely, media, realistic, survey, warning

11

Cell Phone Etiquette

announcement, commute, device, elderly, etiquette, function, give (somebody) a piece of one’s mind, interfere (with), mode, portable, privacy, taboo, text, widespread

12

Robots in Our Lives

artificial, assist, be around for, body language, facial, great leap, grip, humanoid, interact, mechanical, No way!, puppet, terrain, trunk, workforce

13

Manga

account for, by far, category, comic, fantasy, get hooked on, mature, publisher, related to, romance, suit the taste of, teenage, violence, weigh a ton

14

Travel and Tourism

acceptable, complain, encourage, expectation, incident, income, local, misunderstanding, official, prohibited, promotion, sacred site, sensitive issue, show respect

15

Culture and Personality

blood type, confident, convinced, open-minded, organized, personality, realize, relationship, selfish, stereotype, take (something) seriously, take off, tend to, treat unfairly

accept, according to, anxious, bring relief (from), common, doesn’t matter, germ, make a difference, medical, population, research, society, spread, symptom

Book 1 LISTENING

READING

WRITING

A conversation about cultural differences

How Close Is Too Close?

Further Discussion: Personal space

A conversation about deciding where to eat

How Reviews Shape Our Choices

Review: Restaurant or café

A lecture about a Japanese saying

The Three Roots of Collectivism

Story: A person who represents Japanese culture

An interview with a nutrition expert

You Are What You Eat!

Interview: Eating habits

A conversation about a news report

Why Wear a Mask?

Debate: Wearing medical masks in public

A podcast about green tea

Superfood Trends: Health or Hype?

Further Discussion: Superfoods

A guide’s explanation of a walking tour

Changing Views of Otaku Culture

Debate: Japanese subcultures

A conversation about cram schools

Juku: Lost Childhood or Future Success?

Debate: Cram schools

An explanation of a study abroad program

Saying “No Thanks” to Study Abroad

Essay: Studying abroad

A seminar about evaluating online information

Finding the Truth Online

Report: Evaluation of a news article

A conversation about a morning commute

Courtesy in the Digital Age

Interview: Smartphone etiquette

A conversation about a TV show on robots

Rise of the Machines

Story: A robot you would build

A conversation about different kinds of manga

Markets for Manga

Essay: An influential manga or anime

A conversation between a tourist and a temple ticket clerk

The Pros and Cons of Tourism

Essay: Advice for an overseas visitor to Japan

A podcast about a personality test

Is Personality in Our Blood?

Report: Online personality test

5

Scope and Sequence CHAPTER

People & Society

Health & Fitness

Youth & Education

Science & Technology

Art & Culture

6

UNIT

TOPIC

VOCABULARY

1

Shared Lives

authentic, broadcast, confidential, connection, constantly, curated, express oneself, in contrast, ordinary, permission, pressure, shift, staged, stuff like that

2

The Low Crime Rate of Japan

alarm, convicted, criminal, intellectual, offense, on the books, pay attention, prosecutor, register, rifle, stab, sword, tempting, white-collar crime

3

Gender and Society

access to, achieve, appointment, challenge, committee, discrimination, equality, give an excuse, glass ceiling, kind of weird, make progress, make up, policy, professional

4

Reconnecting with Nature

decline, exposure to, factor, focus, it’s worth noting (that), motivation, observe, propose, resident, reveal, sense, suffer from, surroundings, tackle

5

Otsukare

bad press, engage in, exhausted, fatigue, greet, in spite of, lawsuit, look down on, nap, phenomenon, proactive, promotion, slump, spontaneous

6

Japanese Cuisine: Tradition and Change

7

Martial Arts in Schools

bamboo, competition, facility, injury, make sense, manual, martial art, ministry, myth, sign up, skyrocket, straw, turn (somebody) into, wrestling

8

Whole Person Education

absorb, aim, be fed up with, be used to, classmate, emotion, evaluate, figure out, impart, irrelevant, knowledge, lecture, put their heads together, tenet

9

Skills for the Future

addiction, break down, come to mind, conclude, conventional, distraction, evidence, inclusive, raise awareness, resilience, show empathy, simulation, soft skills, unique

10

Screen Time

acknowledge, apparently, apply to, by the way, citizen, get in the way (of), guideline, limit, measure, penalty, prevent, private life, recommend, report

11

Journey to Space

aboard, astronaut, branch, candidate, coordinate, don’t have a clue, end up, establish, found, last, mission, probe, satellite, so far

12

Modern Money

adjust to, change the game, commission, consumer, downside, expense, fraud, innovation, invest, involve, it depends (on), payment, reliability, transaction

13

Celebrity Culture

accessible, associated with, audition, consecutive, dominance, exceed, flexible, identify as, in one’s honor, obsession, producer, release, sensation, tie-in

14

Taboo Tattoos

be up to, blackmail, elaborate, gang, Give me a break., insert, loan-sharking, mafia, outlaw, resort, taboo, tattoo, terminate, word of mouth

15

The Business of Cosplay

alien, animated, be second to none, (a) big chunk, boulder, cater to (somebody), foundation, multiple, occasion, portfolio, prop, put up, stock up on, update

adapt, approach, broth, combine, distinctive, grilled, high-end, ingredient, noodle, philosophy, restrict, staple food, subtle, synonymous with

Book 2 LISTENING

READING

WRITING

An interview about online sharing

The Pressure to Be Real

Interview: Sharing content online

A conversation about crime in Japan

How Safe Are You?

Further Discussion: Crime rate

A conversation about a lunch order

Toward Gender Equality in Japan

Essay: Gender roles in Japanese society

A podcast about forest bathing

Tackling Japan’s Nature Deficit

Further Discussion: How to connect people with nature

A conversation about work

Can You Die from Working Too Much?

Story: A day in the life of a businessperson

An explanation about traditional Japanese cuisine

Japan’s Evolving Cuisine

Essay: Favorite seasonal food

A conversation about junior high PE classes

Bringing Martial Arts into Junior High Schools

Essay: Teaching a sport or activity to junior high students

A lecture about Whole Person Education

It’s Time to Think for Yourself

Debate: Whole Person Education

A presentation about future-ready skills

Can Gaming Teach Life Skills?

Report: A soft-skills game

A conversation about internet usage

Should We Limit Smartphone Use?

Debate: Official guidelines on internet use

A conversation about astronauts

Japan’s Space Program

Debate: Investment in space travel

An interview about payment methods

Japan’s Road to a Cashless Society

Interview: Different forms of money

A podcast about oshikatsu

How AKB48 Changed Japanese Music

Interview: Oshikatsu

A conversation about tattoos in Japanese culture

The Changing Image of Tattoos

Further Discussion: Tattoos

An advertisement for a new cosplay service

Cosplay Costumes and Beyond

Essay: Cosplay

7

Hot Topics Japan Second Edition

A Discussion-Based Integrated Skills Series

Book 1

CHAPTER 1

PEOPLE & SOCIETY Audio

02 Reviews and Reputations

NEW WORDS AND EXPRESSIONS

WARM-UP

based on benefit cope with give (something) a try go viral in the mood for influence

1 What do you use online reviews for? Do you ever post your own reviews?

issue remove reputation run out score service starving

2 When you want to eat out, how do you usually decide where to go?

9

Before You Read Until the start of the 21st century, restaurant reputations depended largely on word-ofmouth recommendations from customers and reviews in newspapers or restaurant guides. The world’s most famous restaurant guide, the Michelin Guide, introduced its three-star rating system in the 1930s. About seventy years later, the first online review sites began to appear. These were soon followed by popular dining apps like Tabelog. By 2025, about 70% of people in Japan said they looked at online reviews when deciding where to eat.

VOCABULARY PREVIEW Match each definition with the correct word (or phrase). Two are extra.

• a. influence

1 a number used to show how good or bad something is •

• b. issue

2 to take something away

•

• c. remove

3 to change or affect something or someone

•

• d. run out

4 an important topic or problem

•

• e. service

5 the act of helping or working for someone

•

• f. score • g. starving

VOCABULARY PRACTICE Fill in the blanks. Use the words (or phrases) from the box. based on

benefit

cope with

1 The kitchen staff has to

go viral

reputation

a lot of pressure when the restaurant is

very busy.

2 Some photos and memes

and are seen by millions of people

online.

3 The TV anime Food Wars!: Shokugeki no Soma is

a manga by

Yuto Tsukuda.

4 Stores that have a very good 5 Regular exercise and a balanced diet will 10

often attract a lot of customers. your health.

LISTENING

Book 1 Track 3

Listen carefully to the following information and complete the note-taking activity.

Scene: Two friends are discussing where they would like to eat.

Situation

The friends are 1 at home / at a hotel.

Restaurant 1 Type of restaurant How far?

Options

Decision

2 sushi / izakaya /

7 sushi / izakaya /

okonomiyaki

okonomiyaki

3 a(n)

8 a(n)

-minute walk

-minute walk

Rating

4

Number of reviews

5

Other information

Restaurant 2

/5

• Opened last month • 10% 6

9

/5

10

• 11

prices

• Food looks great

The friends will try 12 Restaurant 1 / Restaurant 2.

USEFUL EXPRESSIONS starving: very hungry in the mood for: wanting something at a particular moment give (something) a try: to attempt or test something, especially something new

11

READING

Track 4

How Reviews Shape Our Choices Imagine you are choosing where to eat out with friends. You find a sushi restaurant online. The location is convenient, the food pictures look great, and the reviews seem positive. But then you notice the rating: 5

3.4 out of 5. Do you give it a try?

Online reviews often influence where we decide to eat. They give us useful information quickly: price, service, and food quality. Positive reviews can also benefit restaurants, especially new businesses trying to

10

attract customers.

However, there are some issues with online reviews.

People have different ideas about what a score means.

This can be influenced by culture. Tourists visiting Japan are often surprised by the number of low user ratings

15

on local apps like Tabelog. On this site, more than 95% of reviews are 3.5 or lower, and five-star ratings are rare.

In contrast, foreign visitors are more likely to give good restaurants a much higher score.

You might think that restaurants would always want a high review score. But online

20

fame can create its own problems. A small restaurant that goes viral may not cope with the extra demand. Wait times might become longer, and food may run out fast. As a result, the restaurant could lose its reputation and even its customers.

Negative reviews can be even more serious. Even a single bad review can harm a restaurant. In 2023, an izakaya in Aomori received about 40 one-star reviews in just one

25

hour. Its score fell from 4.6 to 2.4. The posts were found to be fake, so the website removed them. However, the negative reviews had still hurt the restaurant’s reputation.

Online reviews are very influential, so we should use them carefully. Is a restaurant’s rating based on many reviews or only a few? Does a reviewer give any reason for their high or low rating? And before posting our own comments, it’s good to ask: Is what I’m saying

30

fair? Our words may influence others more than we think.

USEFUL EXPRESSIONS run out: to be completely used up so that there is nothing left

12

Book 1

COMPREHENSION

Complete the chart based on the information in the Reading section.

Online Reviews • You can get useful information about a restaurant, e.g., price, , and quality of food.

1

reviews help restaurants attract more

• 2 .

3

• 4

don’t always mean the same thing to everyone. They

can be affected by 5

. , it can be a problem. Extra

• If a small restaurant goes 6 demand may mean longer 7

or food

running out. can be hurt by bad or fake reviews.

• A restaurant’s 8

When using online reviews, ask: reviews is the rating based on?

• 9 • Are there any 10

given for a high or low score?

DISCUSSION Read and consider the following questions. Discuss them with your class.

1 Imagine you and your classmates are choosing a place to go for a class dinner. How important would the following factors be? Work with a partner and rank them 1 to 8 (1 = most important, 8 = least important). Then share your ideas with the class. price

location

taste

food’s appearance

service

menu variety

atmosphere

restaurant’s cleanliness

2 How might culture affect the way people think about online scores? Why do you think foreign visitors might be surprised by ratings on Japanese apps like Tabelog?

13

WRITING Review Write a review of a restaurant or café. Think of somewhere you know or use one of the restaurants in the Listening section. Use the questions below as a guide and add details when appropriate. Be prepared to read your review to the class. The class will decide which place to try.

Things to Think About • Is the location convenient?

• How is the service? Is it fast and friendly?

• Are the prices reasonable?

• How is the quality of the food? Does it taste and look good?

• What is the atmosphere like, e.g., is it quiet or lively?

• Are there a variety of options on the menu?

• Is it easy to get a table?

• What overall rating would you give it out of five?

Review

Rating:

14

/5

Book 2

CHAPTER 2

HEALTH & FITNESS Audio

04 Reconnecting

with Nature

NEW WORDS AND EXPRESSIONS

WARM-UP

decline exposure to factor focus it’s worth noting (that) motivation observe

1 How often do you visit a natural environment, for example, a park or a forest?

propose resident reveal sense suffer from surroundings tackle

2 What might be some benefits of spending time in natural environments?

15

Before You Read Surveys suggest that more than 70% of children in Japan no longer play outside regularly, preferring instead to spend time indoors. Even in rural areas, where it is easier to access natural environments, fewer and fewer children spend time in nature. This is partly due to concerns shared by parents and local officials over children’s safety, particularly regarding uncontrolled play in unsupervised areas. Studies have also reported a declining interest in wildlife among many young Japanese. Together, these trends are causing alarm over a “nature deficit” affecting Japan’s young people.

VOCABULARY PREVIEW Match each definition with the correct word (or phrase). Two are extra.

• a. decline

1 to make something known to somebody

•

• b. exposure to

2 an influence on a result

•

• c. factor

3 to become weaker or lower

•

• d. motivation

4 the need or desire to achieve a goal

•

• e. observe

5 to watch carefully

•

• f. sense • g. reveal

VOCABULARY PRACTICE Fill in the blanks. Use the words from the box. focus

propose

residents

1 The environment committee plans to

surroundings

tackle

a new plan for wetland

protection.

2 At the lakeside, I looked around and photographed the beautiful 3 The main

of my essay this week was the impact of deforestation.

4 The government introduced a new policy to 5 It’s important for urban 16

. air pollution.

to be able to cycle safely around the city.

Book 2

LISTENING

Track 7

Listen carefully to the following information and complete the note-taking activity.

Scene: Two podcasters are discussing the science and benefits of forest bathing.

What is shinrin-yoku?

How did it start?

Shinrin-yoku, or “forest bathing,” refers to the practice of spending time in forests, which can have many .

1

The term was first used in the 1980s, but the first major research took place in the early 2

.

What was one of the first studies?

Prof. Li took a group of business workers on a three-day

What did his research show?

Chemicals released in forests can have a positive effect on our

What does forest bathing involve?

What are the limitations?

forest-bathing trip in 3

.

immune system and our 4

levels. to appreciate nature

It’s about using all our 5 and noticing 6

like the 7

of

a river or the shape of leaves.

Most of the research has been quite 8

so far.

Also, it’s difficult to identify the exact 9

of the

benefits.

USEFUL EXPRESSIONS sense: one of the abilities used to experience the world, such as sight or taste it’s worth noting (that): it’s important to mention or point out (that)

17

READING

Track 8

Tackling Japan’s Nature Deficit 5

10

15

20

25

30

Japanese people have long had a close relationship with nature. The country’s native religion, Shinto, involves reverence for sacred spirits, or kami , in forests and other natural environments. Today, just over two-thirds of Japanese land is covered by trees, compared to about one-third of the United States. Nevertheless, there are growing concerns that Japan’s connection with nature is being lost. More and more people are living in cities, including over 92% of the population in Japan. As a result, many people, and especially the young, are said to be suffering from a “nature-deficit disorder.”

The term “nature deficit” was first used by author Richard Louv in his book Last Child in the Woods . Louv argued that in many developed countries, people are spending less time in natural surroundings. This is partly due to a lack of opportunity. Urban residents in Japan, for example, may live kilometers from the nearest forested area. Another factor, Louv argues, is loss of motivation, which is driven by the rise of digital technology. As children turn to digital media, the time they spend playing outdoors continues to decline.

For researchers like Louv, this is a concern for several reasons. First, direct experience of nature, they argue, is essential for a child’s healthy development. Exposure to nature can help children improve their focus and attention. Research suggests that young people with ADHD, for instance, can focus better after spending time in green spaces. Natural “unstructured play,” such as climbing trees and running on rough ground, also helps improve agility. Being in a natural environment can also help reduce stress and blood pressure. In one study, researchers observed people at an outdoor program at Akasawa Forest in Nagano. The study revealed that a fifteen-minute forest walk reduced the blood pressure of people with hypertension.

In Japan, two main approaches have been used to tackle the nature deficit. One is to bring people to nature; the other is to bring nature to people. Examples of the first approach include programs such as the Tokyo Satoyama Project. These give young urban residents the opportunity to experience life in traditional rural environments. The volunteer-led programs encourage people to help with forestry and harvesting.

Not everyone in a city, however, has the time or motivation to take part in rural programs.

So, another approach is to bring nature into Japanese cities. One way is to create “pocket

USEFUL EXPRESSIONS suffer from: to experience pain or bad health because of something exposure to: contact with or experience of something

18

Book 2 35

40

forests” in cities. The idea was proposed by ecologist Akira Miyawaki and first developed in the 1970s. He argued that unused or derelict urban areas could be turned into small woods.

Trees are planted close together, with up to five trees per square meter. The trees compete for sunlight and grow faster than in a traditional forest.

There are now hundreds of Miyawaki “pocket forests” across Japan, and the method has spread internationally from Brazil to Scotland. Pocket forests are just one way that Japan is helping reconnect people with nature, both at home and abroad.

COMPREHENSION Complete the chart based on the information in the Reading section.

1. What is “nature deficit”? .

• This term was first used in a book by author 1 .

• People don’t spend enough time in 2 2. What causes it?

• Lack of opportunity: 3 • Loss of 4 time 5

live far from forests. : The rise of digital media makes children spend less .

3. Why is it an issue?

• Focus and attention improve after spending time in green spaces.

• Agility improves with 6 • One study revealed a drop in 7 with hypertension after walking for 8

, such as climbing trees. among people minutes in a forest.

4. What can be done?

• Bring people to nature: Tokyo Satoyama Project - Programs led by 9 encourage urban residents to help with 10 . to people: Miyawaki “pocket forests” • 11 - The idea of turning unused urban areas into small forests has spread from Japan to places such as 12 .

DISCUSSION Read and consider the following questions. Discuss them with your class.

1 W hich approach is more realistic: bringing people to nature or nature to people? What might be the pros and cons of each approach?

2 How do you think parents would feel about the kind of natural “unstructured play” mentioned in the passage? What are some issues or concerns they might have?

19

WRITING Further Discussion In groups, discuss one of the topics below. One student in your group should take notes.

After the discussion, another student from your group will present the group’s most interesting points to the class.

Topic One: Digital App Imagine you have been asked to create an app that will make young people more interested in being outdoors. What kind of app would you create, and how would it work? How would you market it?

Topic Two: Pocket Forest Think of an urban neighborhood you know that would benefit from having a pocket forest. Where would you create the forest and why? How would you encourage people to visit it?

Topic Three: Wood Job Imagine you are a council member in a forested rural area. You want to create a local program that attracts young urban residents to experience forestry as a career. What would your program include, what would you call it, and how would you promote it?

20

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Hot Topics Japan Second Edition

Hot Topics Japan Second Edition is a two-book discussionbased integrated skills series designed for intermediate to upper-intermediate English learners. Through engaging reading, listening, discussion, and writing activities, students explore contemporary issues shaping Japanese society while developing the language and critical-thinking skills needed to discuss real-world topics with confidence.

B1

B2

What’s New in the Second Edition • Fully updated Reading and Listening passages throughout both books • Five brand-new units in each book

Key Features • Integrated reading, listening, discussion, and writing activities • High-frequency vocabulary and useful expressions • Critical-thinking and discussion tasks throughout each unit • Flexible activities suitable for a variety of classroom contexts

Digital & Teacher Resources