Talk a Lot
Book 1
Second Edition

Teacher's
GuideContents			1II. 	Answer Keys & Notes						

4

III.

14

I.

General Introduction		

Tapescripts & Key Vocabulary			general introduction
What follows are some techniques that I havefound to be successful in getting students to
speak mostly in English.

Each unit of Talk a Lot takes between 1.5 and3 hours to complete. The time it takes to complete a unit will depend on a number of things:
how the text is used, the level of your students,
the level of their motivation, the cohesivenessof the group, and other factors. If you have lesstime, you can shorten the time it takes to complete a unit by skipping the Listening activity,
or by skipping other activities.

1. Establish your 100% goal from Day 1.
On the first day of class make your expectations
clear to your students. It's a good idea at thispoint to contrast the six years of jr/senior highschool (non-communicative) English classes thatthey have experienced with what you expect ofthem. I usually have my students make a pactwith both me and themselves. The students
read the promises found on the Getting Started
page of the Student's Book and I elaborate oneach a bit. Next the students sign their names inagreement. You can go back to these promises
from time to time throughout the course asnecessary.

Unit 17 is a review unit that reviews the entire
book. An optional review unit is provided after
the Notes for Unit 11, which can be done after
Unit 11 (or even earlier). These review units
can be used for evaluation purposes as well.
For the activities in the book, follow the
instructions given in each unit. These are written
primarily to the teacher, but they are simple
enough to be understood by the students aswell. This Guide provides suggestions and answer
keys where needed, rather than comprehensive
Teacher's Notes. Not all activities are commented on.

2. Learn your students' names.
You will not be able to control your class well if
you don't know your students' names. If a
student is speaking in Japanese you need to beable to quickly say, "Yuki —are you speaking
English?" This should not be said in an angry
tone, but rather in a friendly, almost joking tone.
I cannot overemphasize how important it is tolearn your students' names. I make it my firstpriority, and usually commit all my students'
names to memory by the third class.

HOW TO GET YOUR STUDENTS TO
SPEAK 100% ENGLISHYour first reaction may be that this is an
unrealistic goal, one that you may have presented to your students before, but a goal they
have always failed to achieve. You may be in aclassroom situation where the students speak
20-50% Japanese. Or your students may not
speak much at all.

3. Teach Classroom English early on.
In the second or third lesson students should betaught useful classroom English. The students
should thoroughly memorize and practice using
the expressions found in the HELP! page of theStudent's Book. It is essential that you explainthat these expressions are not just for use withthe teacher, but for use with each other as well.

Is a 100% English goal unrealistic? First let me
explain that by setting a 100% goal this does
not imply that Japanese will be outlawed in
the classroom. You should in no way hint thatJapanese is forbidden, wrong, or in any way
inferior to English. At times using Japanese isadvantageous to an English-only paradigm.
Using Japanese to translate (rather then explain)difficult vocabulary is expedient. This shortens
the explanation time, and thus gives thelearners more time to communicate in English.
An example where using Japanese is necessaryis when a student asks the teacher (or anotherstudent), "How do you say...in English?" Thepoint being made is that the bulk of conversation in class, especially when real communicationis going on, should be done as much as possible
in English.

4. Start (almost) every class with freeconversation.
If I had to choose one technique that is themost effective for getting students motivatedand speaking in English this would definitely be
my choice. Have the students sit facing a partner and tell them they have to talk on a topic
for a set time. They absolutely must not speak
any Japanese during this time! Possible topics
are yesterday, TV, movies, sports, etc. I usually
do this for 2-3 minutes at the beginning of acourse and build up to 10-15 minutes by theend (for false-beginners). Over the years I havenoticed that whenever I fail to have the students

1

do free conversation at the beginning of class,they often speak much more Japanese and theclass generally is not as successful. Free conversation works because it warms the students up,
and it gives them the sense that English can beused for real communication.

ingly, students usually pause very little, and I
have often had groups go on for 20-30 minutes
without pausing for more than three seconds.
During this activity you must act as a "policeman" and go from group to group counting off
three seconds and noting when a group has
spoken Japanese or has stopped for more than
three seconds. However, it's best if you don'ttell a group when they are out so that everyone
continues speaking for as long as possible. Thereis simply no better way to build students' speaking confidence than the speaking marathon.

5. Explain that real communication opportunities arise after they say "finish" (sic).
After finishing a set task the teacher has given,
and while waiting for the other groups to finish,
students will invariably say "finish" and proceed
to speak in Japanese with their partner. The goal
should be for students to speak to each other inEnglish between activities as well as during them.

8. Have the students write down every
word they say in Japanese.
At the start of class pass out small slips of paper
about the size of a post-it note. Explain thatthey are to write down every word, phrase, orsentence that they say in Japanese during theclass. Tell them that at the end of the class you
will collect their slips and count how many Japanese entries they have made. Writing down what
they say in Japanese helps students to monitor
their output, and this heightened awarenesshelps to decrease the amount of Japanese
spoken. I have continually been amazed at how
little Japanese my students speak while doing
this type of self-monitoring.

6. Arrange the classroom so that students
are sitting in rows facing each other.

Another advantage of this arrangement is thatit allows for a very easy and fair way to change
partners. Students simply stand up and move ina clockwise direction a set number of chairs andend up sitting across from a new partner.

↔

↔

↔

↔

As a variation, if you can speak a little Japanese,
write some of their Japanese on the board and

↔

↔

↔

↔

↔

↔

As with free conversation, I have noticed whenever I fail to arrange the chairs in this fashion
the students have been much more reticent tospeak out. Ideally, there will be no desks or
barriers between the students, only chairs in
two rows facing each other (see diagram below).
There is something magical about this arrangement that gets the students talking. It may
work because the students are out in the open
and have nowhere to hide and so feel obliged
to speak only English. Also, sitting face to faceaffords direct eye contact which somehow
improves communication in English.

then teach them how to say the expressions inEnglish.
9. Let the students go 5 minutes early ifthey speak 100% English.
From time to time, especially when the students
are lapsing into Japanese too much, I stop theclass halfway through the lesson and announce
that if everyone speaks 100% English for the
rest of the period everyone can leave early. The
students don't always make it, but having thisgoal cuts down the amount of Japanese significantly, if not completely. You may think that thestudents would be afraid to speak out at all inthis situation, but I've actually found that they
speak out more after announcing the possibilityof leaving early.

7. Do the "Speaking Marathon" at least
twice during your course.
I usually do the speaking marathon in the fourthor fifth lesson and after that once or twice more
as needed.
THE SPEAKING MARATHONWork with a partner. You can talk about anything
you like with your partner, but you can't stoptalking! If you stop for more than 3 seconds,
your team is out! Also, if you speak any Japanese your team is out! Which team can keep
talking the longest?!

10. Mimic your students when they speak
Japanese.

I tell the students they can say anything when
they can't think of what to say, but they must
fill in the silence. They can say "umm...", "Let'ssee...", "chicken", "kitchen", and so on. Amaz-

You will need some Japanese ability in order todo this effectively. If you can't speak any Japanese, here is an incentive to learn. You will be2able to control your students much better if
you can mimic their Japanese slips and then say,
"Is that English?" and supply how to say thephrase in English immediately. More often thannot students quickly realize they already know
how to say the word or expression they said inJapanese. For example, a student might indicatethat his or her partner can begin an activity bysaying, "Iiyo " in Japanese. At this point I would
mimic "Iiyo " and say, "Is that English?" (facetiously of course) and then supply "Go ahead"in English. Again, this must be done in a friendly
manner.

task to be done. Students will need to use asheet of paper to write their answers for thelistenings where there isn't enough spaceprovided in the book to write.

2. Play the recording and have the students dothe task.
3. Play the recording again as necessary. Ifparts of the listening are too fast for yourstudents, you can read from the tapescript.

4. Have the students compare their answers witha partner or in small groups. Optionally, photocopy the tapescript and have the students
find the answers in the tapescript and circle
them.

11. Be enthusiastic about your students
speaking only English.

5. Finally, students should listen to the entire
recording again with their books closed.

At times you must be more of a coach than ateacher to motivate your students. Until you
have begun to modify their behavior you will
have to constantly remind your students not
to lapse into Japanese. You must be continuallyaware of what is going on in all areas of theclassroom, monitoring all student output.
Periodically I give "pep talks" to encourage thestudents when they are speaking too much
Japanese, and also try to motivate them attimes when they have failed. Don't give up—change will not come overnight, but slowly thestudents will respond to your enthusiasm.

Answer Keys & Notes
This section provides answer keys for the activities in the book as well as individual unit notes.

Tapescripts & Key Vocabulary
The tapescripts can be used solely as a reference
for the teacher, or they can be photocopied anddistributed either for classroom use or for homework. The tapescripts are also available at our
website: www.EFLPress.com. They can be downloaded and then modified, allowing teachers tocreate their own tailor-made exercises.

12. Pick topics and activities that yourstudents find interesting and useful.
I've put this point last for a reason. None of thetechniques elaborated above will be successful
in getting your students to speak English if yourstudents simply don't want to talk about the
topic you've given, or if they don't find the topic
useful. Motivating and practical activities andtopics are necessary to get your students talking in English.

Possible ways to use the tapescripts:

1. Have the students read the tapescript andlook up new vocabulary.

2. Have the students read the tapescript tocheck their answers after doing the listening
activity.
3. Students can listen to the recording while
following along reading the tapescript.

LISTENING ACTIVITIES

4. For some units, students can work with apartner and practice saying the tapescript
for speaking practice.

Each unit has one listening activity. Except for
the questions, the recordings are completely
unrehearsed, and as such are 100% authentic.
The underlying approach behind Talk a Lot isthat students need to be exposed to authentic
English. As authentic English is used, students
are not expected to fully understand all the
language in the recording. Students must simply
listen and do the task given in the unit. If you
have higher-level students or want to emphasize
listening more, you can use the photocopiabletapescripts in this Guide to give the students
additional listening support.

5. Make gaps in the tapescript and have thestudents listen and fill in the missing words.
Possible things to gap out are important
vocabulary, reductions, contractions, orassimilations.
Key vocabulary is listed in a bilingual format at
the end of each tapescript. Roman characters
are used for the Japanese so that non-Japaneseteachers can access the vocabulary and check
student comprehension where needed. It is up to
the discretion of the teacher which vocabulary
to teach, or whether to preteach vocabulary
before listening to the recordings or to learn
it afterwards.

Procedure:

1. Students should first read the directions in
the book and make sure they understand the3Answer keys & notes
Stephanie and Nina before playing the recording.
Stephanie and Nina are very close friends; Nina isplanning to marry Stephanie's brother, and they own
a car together.

HELP!
Make sure the students understand all the expressions and practice saying each one. Cut out the
15 cards (on pages 12 & 13) and give one to each
student. The students have to mill about the room,
saying the sentence on the top half of their card toother students. Students must try to say the target
expression (at the bottom of the card). After a few
minutes have students exchange cards and begin
again. Continue until all the expressions have been
memorized.

Tell the students to write numbers #1-12 on a piece of
paper before they begin so they will have a reference
for the questions. You may have to stop the recording
after each question on the second or third listening togive the students time to write the questions.
"water-ice stand"—Her father owns a restaurant, andoutside the restaurant they had a snow cone stand,which they referred to as "water-ice stand". "Snowcone" is the normal expression.
"plan to live with"—Nina just moved to the university
and will soon move into a house and live with threeboys.

GETTING STARTED
See Point #1 on page 1 of this Guide.

"one that works"—Nina and Stephanie own a (veryold) car together. The windows don't work properly
and it has lots of other problems.

Unit 1"my puppies"—Stephanie must own some puppies
which Nina had seen before (and adores).

Page 1, Talkopoly

Page 5, Personal information

If you want to make real gameboards to use, you
can make color copies of the book and glue thesheets onto thin cardboard or laminate them. Anykind of objects can be used for markers, but it will be
more interesting if you buy different brightly coloredbuttons for your students to use. If you want touse nice, 100-point slips but want to save time,bring in some heavy colored paper, magic markers,
and scissors, and have the students make the slips.
This way the slips can be reused for future classes.

Have the students stand up and mill about the room
when doing this activity. Explain how to say theJapanese addresses (refer to the gray examples in
the chart) before starting. In most teaching situations students should feel comfortable divulging theanswers to the questions. However, if necessary you
can tell the students they can easily fabricate theiranswers to the more personal questions.

Unit 2

Page 4, Listening
Answers:
1. (surfing and snowboarding) Which sports do you
like? 2. (reggae) What kind of music do you like?
3. (only when her parents visit her and they pay forit or not very often) How often do you eat out?
4. (No) Do you have a part-time job? 5. (working
for her dad at a water-ice stand) What was yourfirst job? 6. (She lives in her sister's dorm room
now. She's going to live with 3 guys.) Do you live
alone? 7. (a car) What is something you want tobuy? 8. (Stephanie's brother) What kind of person
do you want to marry? 9. (take pictures) What’s
something you do well? 10. (a bird) What kindof animal would you like to be? 11. (Italy) What’s
a place you want to visit someday? 12. (to be afreelance photographer, work for herself and to
marry Stephanie's brother) What’s your future
dream?

Page 6, Likes and dislikes
Students can simply tell about their likes/dislikes, orthey can ask each other (What is something you
hate? etc.). While listening to their partner, encourage students to use "Me, too." or "Me, neither." (ifappropriate).

Page 7, Do you like...?
Carefully go over the dialog example and model itwith a few students before beginning. Encourage thestudents to extend the dialog into a conversation byasking more questions.
"Sanma"—a comedian; "Tamori"—a TV personality;"Seiko Matsuda"—a singer; "Mariko Hayashi"—awriter; "Masami Hisamoto"—a comedian; "SMAP"—
a group of singers, actors, and comedians; "The
Giants"—a Japanese baseball team

Notes
It's best to give a bit of background information on

4

Unit 4

Page 8, Listening
Answers:
Movies→ 1. small budget (movies), foreign films,
more arty films
2. He doesn't have one.
3. Dreams, Toto le Heros, Bleu 4. once or twicea month 5. not very often 6. American Beauty

Page 16, Picture gameDuplicate (and cut out) as many pictures as necessary so that there is a matching pair for every two
students. The pictures are on page 77 of theStudent's Book. If possible, use a color copier tocopy the pictures.

Food & Drink→ 1. Thai or Greek 2. pizza; beef
3. (He eats out for lunch) 5 days a week; he rarely
goes to coffee shops. 4. once a week or once
every two weeks (1 or 2 drinks) 5. kava
6. He's never had sake.

Page 17, Listening
Answers:mother→ 5'3'', light brown hair (starting to grey),
dark brown eyes, roundish face, (fairly) skinny;father→ 5'7'', about 160 pounds, really big stomach, long grey hair (starting to thin on top);
best friend→ 6', bright red hair, bright green eyes,lots of freckles; ideal partner→ 5'11'', darkbrown eyes, dark skin; favorite actor→ Robert
DeNiro: 5'11'', about 170 pounds, mole (or birthmark) above his lips

Notes
This listening is a bit difficult, but students should be
able to get most of the answers. However, it's betterto preteach the vocabulary for the first question.

"with Tom Cruise"—At the time of recording Penelope
and Tom appeared in "Vanilla Sky" together and werea real life couple as well.
"Dreams"—a 1990 Japanese film.

"Toto le Heros"—a 1991 French film, "Toto the Hero"in English.
"Bleu"—a 1993 Polish film, "Three Colors: Blue" inEnglish.

Notes"don't consider it ethnic in Hawaii"—Kalani lives in
Hawaii where the people eat ethnic food almost every
day, so Thai food (etc.) isn't really 'ethnic' for them.

Americans say both "five foot three inches" and "fivefeet three inches", but more commonly just say "fivethree".

It's best to preteach some of the new vocabulary forthis listening.

"American Beauty"—a 1999 US film.

"kava"—a relaxing natural drink made from the rootof a species of pepper plant. It has been used by
Pacific Islanders for over 3,000 years. It purportedly
has the ability to relax the body and provide mental
clarity, etc.

It's useful to teach the following formulas so that thestudents will be able to calculate their own height andweight:1 inch =2.54 cms
1 pound =.4536 kilos

Technically Robert DeNiro has a mole, not a birthmark, but North American English speakers often do
not distinguish between the two words. A birthmark
is more of a flat, wine-colored mark.

Unit 3
Page 10, Relatives
Answers:
D, L, G, F, K, Q, B, A, N, M, C, S, J, I, R, O, P, E, H

Page 17, Present Progressive Mime
This activity (and the following one) prepares thestudents for Activity #9.

Page 11, Your family
The illustration depicts a very common mistake
Japanese students make, which comes fromJapanese.

Page 17, Picture Differences Race
For this and all subsequent information gap activities
throughout the book, have the students sit facing
each other with pairs of students spaced as far away
as possible from each other.

Page 11, Listening
Answers:
Nina→ single, 1 sister (Christina:18, almost 19)
and 1 brother (Tony:17); Stephanie→ single, 3(older) brothers (Eric:26, Kris:24, Dana:21);
Mary→ married, 5 children (Ron:35, Marilyn:39,
Eric:44, Steven:45, Janet:48), 1 brother:76

Answers:1)Mary is putting on makeup in A and relaxing in B,
2)Alan is looking for his glasses in A and jogging inB, 3)Shiro is fighting with a dog in A and kissing a
dog in B, 4)Pat is carrying her bike in A and fixing
her bike in B, 5)Dave is eating lunch in A and playing
cards in B, 6)Cindy is sitting on a bench in A andtalking with her friends in B, 7)Ed is barbecuing (orcooking) in A and reading in B.

Notes
To help the students with the spelling of the family
member's names, write them on the board after the
first listening.

5Unit 5

Page 23, Used toGive a few examples from your own life and have thestudents guess for a warm-up.

Page 19, Occupations

Page 24, How was your vacation?

Answers:
D, F, I, J, L, G, E, C, A, B, H, K

Students should NOT write out the questions; theyshould only unscramble them mentally.

Page 20, Listening
Answers:
1. (What) He works at a coffee shop. 2. (Where)
Starbucks 3. (How) He enjoys it; He enjoys thepeople. 4. coordinates work, makes (perfect)
beverages 5. (How) about 5 6. (What) weekdays
starts at 3:30 and finishes at 12:00; weekends
starts at 5:00 and finishes at 1 a.m. 7. sometime
between 6:30 and 7:30
8. (What) It takes about
half an hour, so about 12:30 on weekdays (and1:30 on weekends)
9. (Do) Yes (about 5 hours
per week) 10. Yes, always. 11. (Do) Yes, often.
12. (How) $7.75 per hour (and time and a half for
all overtime)

Page 24, Listening

Notes

Page 25, The Past Tense GameAnswers:
1. Great. 2. Las Vegas 3. about 2 weeks 4. byherself at first, then her friend joined her 5. lookedat casinos and saw the sights 6. at her friend's
house 7. spaghetti, cheesecake, etc. 8. candles
and stuffed animals 9. about $550 10. all thetheme hotels, especially the water show at the
Bellagio (and seeing her friend)

Notes"the Cheesecake Factory"—an American restaurant
chain that serves cheesecake and lots of other food.

"because I'm not in school right now"—most of theemployees at this particular Starbucks are college
students.

Encourage the students to use the cards as aspringboard to natural conversation. Give examples
first from your own life.

"schedule is floating"—this is not normal usage;"schedule is not fixed" or "always changes" would
be more common.

Page 26, Saikoro (Dice) Talk
Due to the personal nature of this unit, as much as
possible, try to group students together who arefriends, or at least know each other somewhat. The
students will open up much more if you group themthis way, and if you encourage them not to be shy
and to try to lose their inhibitions as well.

"sorry to ask this question"—It's not normally polite
to ask a full-time worker how much they make. For
part-time work, it is not considered rude.

"time and a half"—There is a law in the USA thatworkers must get 150% overtime pay (of the normal
hourly rate) if they work over 40 hours per week.

For this activity you will need a die (dice), 9-12 slipsof paper and a plastic or paper bag for each groupof 3-4 students. Most students are familiar with thistalk show, so it needs little explanation. Suggested
time for the activity is 30-60 minutes. You may besurprised at how much your students talk—those
dice seem to have some kind of magical power!

Page 20, Work Interview
After the students have memorized their information
they shouldn't look at p.21. For the last part of theactivity, if a student doesn't have a job, s/he canmake up the information.

Translation of Japanese in illustrations:"Nani ga deru kana?"—literally, "What will happen
next?" But here it means, "I wonder what I will roll?"This is the theme jingle for the TV program.

Unit 6
Page 22, The Past Tense
Encourage students to talk naturally and ask
questions when using the verbs to tell about theirexperience.

Unit 7
Page 28, Discussion about Sports

Page 22 & 27, About Yesterday

The 3 sports you can't "play" are bowling, skiing,and surfing. You will need to explain the difference
between "follow" and "watch" in Question #2. You
will need to explain that the examples given in
Questions #4-5 and #8-9 are only examples—they
are supposed to ask about their partner's favorite
sport in more depth for these questions. Also, for
Question #11, it will be necessary to explain the
vocabulary carefully as "shape" refers primarily tocardiovascular condition rather than body shape.

Translation of Japanese in illustrations:
A: #6 "Hachiko"—a famous dog statue in Shibuya
which everyone uses for a meeting point; "Yo"—Hello, Hey; #10 "Doraibu ni ikoo"—Let's go for adrive.
B: #4 "Gakuenmae"—probably a station in front ofa school; #5 "How are you?" and "Eigo dehanashiteru"—speaking in English; #11 "Shukudai"—homework.

6

"specifically"—as used here, this word means 'really'.

Page 29, Listening
Answers:
1. Yes—basketball, soccer, softball (used to), skiing
2. follow: nothing; watch: basketball and occasionally
football 3. basketball 4. She's okay. 5. in the
fourth grade
6. it's active and (she can meet)friends 7. golf—it's boring and slow 8. the court
outside of school 9. every day 10. every day
11. Yes—pretty good. 12. Yes—basketball.
13. She doesn't know. 14. Not really.
15. polo, running, hockey

DAVID→ Mexican: Yes (loves it). 'Mole'; Chinese:
Yes (Sure). Stir fry (any kind); Indian: No (notparticularly). Curries; Italian: Yes (loves it). Risotto(and pasta); Korean: Yes. Kalbi (basic barbecue
items) and soups (kimchee chige, etc.); Thai: Yes.
Curries (red, green, Penang).

Notes
This conversation is quite tough. You may need topreteach some of the vocabulary. Also, emphasize tothe students that they merely need to write his basic
answers, not understand everything.

Notes"Superbowl or...my dad"—Her meaning here isunclear; perhaps she watches the Superbowl withher dad.

After the interview, 20-year-old David confessed that
it is very easy for him to find a girlfriend due to his
impressive culinary skills.

"the point of THAT ONE"—By 'that one' she means
hockey.

"curried soups"—Korean soups do not include curry;what he meant to say was "soups with red pepper".

Unit 8"Penang curry"—a Thai curry most probably imported
from Malaysia.

Page 33, Country Trivia

Page 30, Country, Nationality & Language

Answers:
The answer for Partner B, #5 was Spanish at thetime of publication, but English was a very close
third. This may have to be updated.

Answers:
China→Chinese, Portugal→Portuguese,Taiwan→Chinese, Vietnam→Vietnamese, The
U.S.→English, Korea→Korean, Mexico→Spanish,
Malaysia→Malay & English, India→Hindi & English,
Italy→Italian, Germany→German, Australia→English,
Russia→Russian, Canada→English & French,Indonesia→Indonesian, Brazil→Portuguese,England→English, Spain→Spanish,
Ireland→English, France→French, Thailand→Thai,
New Zealand→English (and Maori officially)

A answers→ 1. Germany 2. Italy 3. English & Chinese
4. Sao Paulo 5. Chinese 6. Indonesia 7. Spain
B answers→ 1. Thailand 2. New Zealand 3. India
4. Mexico City 5. Spanish 6. Japan 7. U.S.A.,
Canada, Australia, New Zealand & Singapore

Unit 9Page 34, The Present Perfect

Page 31, Do you like Mexican food?

Japanese students often have problems with using
the present perfect and thus the Grammar Hint. The
incorrect sentences are common mistakes.

Encourage the students to talk naturally and ask
more questions.

"Sazae-san"—a popular cartoon on TV

Page 31, Listening
Answers:
STEPHANIE→ Mexican: Yes (loves it). Tacos andnachos; Chinese: Yes (loves it). Nothing (She can't
make anything.); Indian: She's never had it.; Italian:
Yes (loves it). Pasta (with breaded chicken) andgarlic bread; Korean: She's never had it.; Thai: Yes.
Nothing (She can't make anything.)

Translation of Japanese in illustration:
This is a sound effect showing he is winning, and a
lot of steely balls are coming out of the pachinko
machine.

Page 36, Have you ever...?
This is a great way to review and check students.
It's also great listening practice as the students
must listen carefully to see if anyone else has asked
the question they have prepared. For extra practice,
have them ask you follow-up questions, too.

Notes
"throw the cheese"—She means "throw the cheese
on top (of the chips.)"moogoogaipan"—Chinese cabbage with chicken,
mushrooms, bamboo shoots, etc. in a light brownsauce.

Page 37, Listening
Answers:
1. Hawaii—3 times; 2. her dad's restaurant—over200,(but probably 1000 times); 3. Magnolia—10
times; 4. her car—about $400; 5. 13 hours—she
was up all night studying; 6. black pudding (dried
cow's blood)—at home (at her house); 7. 4 hours—
Stephanie's brother"like vegetables... like chicken"—the word 'like' here
carries no real meaning. It functions like the filler 'sa'
in Japanese.
"marinara sauce"—a basic tomato sauce with onions
and spices.

7

NotesUnit 11"my dad's restaurant"—Nina's dad owns a restaurant.
"Magnolia"—1999 movie with Tom Cruise.

Hawaii is one of the most popular overseas destinations for Japanese tourists and thus the inclusion
here.

"black pudding"—there are many variations of thisdish, often using curdled and boiled pig or sheep's
blood.

"your brother"—Nina is engaged to marry Stephanie's
brother.

Page 45, Role Play: Calling a Restaurant
For this and all subsequent telephone dialogs
throughout the text, by all means, have the students
use their cell phones if they are available.

Unit 10

All the restaurant information is authentic. Keo's was
voted "#1 Thai restaurant in the USA" by the prestigious Bon Appetit magazine. You can see pictures ofmany famous celebrities who have dined there on
the wall as you enter. Highly recommended.

Page 38, Prepositions of place
You will need to preteach all new vocabulary.

Page 39, Picture Differences Race
Answers:1)The phone is between the desk and the TV in A
and to the right of the TV in B, 2)The book is in thedrawer in A and on the floor and in front of the deskin B, 3)The plant is in the corner in A and next to(or to the left of) the easy chair in B, 4)The dog isunder the table in A and on the table in B, 5)The
plate is on the table in A and on the sofa in B,
6)The lamp is behind the sofa in A and next to (orto the right of) the desk in B, 7)The picture is to
the right of the door in A and to the left of (or in
between the window and the door) the door in B.

Page 46, Making plane reservations
An alternative way to introduce the dialog would beto do it as a strip story. First introduce the topic/
situation. Next, cut out the parts of the dialog sothat each turn is on one strip of paper. Mix up all
the strips and have the students put them in orderby giving one strip to each student in the class tomemorize, and then having the students find theirmatch by going around the class and saying their line
until they have found the line that matches theirs.
If you have fewer or more students than the numberof lines in the dialog, some students will have tomemorize more than one line, or some students will
have to double up and work together.

Page 41, Activity #5, Activity #6

Answers: 1, 7, 8, 2, 4, 5, 3, 6; left, right; left,right, end

Page 48, Listening

Students should practice giving directions using
meters, too, as that way is more useful for Asian
cities which may not have neatly designed blocks.

Answers:
1. all 4 answers; 2. lots of hiking places; 3. fishing,visiting the leper colony; 4. the volcano, Haleakala,the beautiful town of Hana; 5. the volcano,rainforests, nice beaches, beautiful valleys;
6. Kauai; 7. Kauai; 8. 15 times; 9. go hiking, go
swimming; 10. in a cabin or a condo

Page 43, Directions Race

Notes

Page 42, Giving Directions
The prepositions 'down' and 'up' here have exactly
the same meaning.

On the island of Molokai there is a small village,
Kalaupapa, where there is a leper colony. It was
first established in 1866 to combat leprosy. Father
Damien worked among the lepers, helping them for
16 years until his death. His accomplishments werequite remarkable.

The students are expected to have a short conversation each time they ask where a place is, finishingwith an expression of gratitude. Don't stop the activity
until all (or most) of the groups have finished.

Page 43, Listening

The drive to the town of Hana is one of the mostbreathtaking in the world. Hana has white sand, blacksand and red sand beaches, waterfalls, and endlessmiles of hiking trails through the jungle along thebeach.

Answers:
ED→ 1. Kailua; 2. on the other side of the mountains(from Honolulu); 3. a house; 4. 4 bedrooms & 4
baths; 5. yes—very much; 6. downtown (Honolulu);
7. by bus 8. sometimes (about once a week); 9. 3545 minutes (45 if lots of traffic); 10. 35-45 minutes"we would stay in a condo"—what Ed meant is thatthey stay in a cabin in the state park, but when they
move down to the beach then stay in a condo.

NANCY→ 1. Hickam Air Force Base; 2. near the
airport; 3. a house; 4. about 1700 square feet,
2 bedrooms & 2 bathrooms (pretty big); 5. yes;
6. downtown; 7. by car (drive) 8. no; 9. 45 minutes; 10. 45 mintues

8will spoil the activity. Also, no body language shouldbe allowed. Don't stop the activity until all (or most)groups have finished.

Review Project
The unit below was originally part of the First Editionof the Student's Book. You may want to photocopy
the instructions for the students to use. Preparing
for the skits/videos can take up a lot of valuableclass time. If you don't want to use class time,
students can prepare their skits/videos for homework.

No answer key is given here because the possibilities
are too varied.

Page 53, Japanese Yen
Answers:¥500,000 				gojuman¥1,000 		sen (en)¥1,000,000 				hyakuman¥5,000 		gosen¥1,300,000 			hyakusanjuman¥10,000 		ichiman¥15,000 		ichimangosen ¥2,000,000 			nihyakuman¥2,500,000 				nihyakugojuman¥50,000 		goman¥5,000,000 				gohyakuman¥100,000 		juman¥11,000,000 				issenhyakuman¥150,000 		jugoman¥50,000,000 				gosenman¥200,000 		nijuman

WARM-UP:
Look back at Units 1-11 and copy down 10 words orexpressions that you have learned. Hide your words!
With a partner, give hints for your words, and guess
what your partner's words are.

1 Skit / Video Preparation

Page 53, Listening

This project is a review project. You will work ingroups of 3-4 and make a skit or video together
based on things you have studied in Talk a Lot. If
no video camera is available, you can do skits.
HOW TO MAKE YOUR SKIT/VIDEO:

Answers: 1. 1,500
2. 6,750
3. 17,200
4. 25,500
5. 75,000
6. 136,000
7. 270,000
8. 512,000
9. 880,000
10. 1,500,000 11. 4,500,000
12. 9,400,000
13. 23,000,000 14. 25,712,000 15. 47,000,000

1. Choose one or two units for your review focus.

Notes
Notice David says both "ONE hundred and A
hundred." Both are common.

2. Your skit/video can be in the style of a shownormally shown on T.V.: a drama, game show,
documentary, news program, commercial, etc.
Or, if you'd like, you can make your own style.

Page 54, Can you guess the price?
For larger classes this activity works better bydividing the class into 2 or 3 groups and having asecretary from each group write their group's
guesses on the board.

3. Write a script for your skit/video trying to use
the grammar point or function from the unit(s) you
chose. Use the grammar/function only where natural! Also, try to include 5–10 vocabulary words orexpressions from any unit. Your performance shouldbe about 5-10 minutes long.

These were the retail prices in 2002. You can adjust
the prices (if you like) by adding ~3% inflation per
year.

4. Most importantly, remember that your skit/video
must be interesting and/or funny! The whole classwill watch you—so entertain them! Bring props if
you can.

Answers: Cat toilet: ¥2,800; Printer: ¥57,800;
Toothbrush: ¥18,000; Ring: ¥1,040,000;
Car: ¥2,205,000; House: ¥26,513,000

5. Memorize your lines and then practice together
several times to prepare.

**Disclaimer: Aforementioned companies do notnecessarily endorse these prices for their products
nor the product's use in this type of language game.

2 The Performance

Unit 13

Watch each group's skit or video together as a class.

Unit 12Page 56, Present Progressive...
To make their conversations more natural, students
could also plan where they will meet.

Page 50, Describing Japanese Things
Answers:
B, H, F, G, E, C, A, D
It would be unnatural to expect students to describe
the items exactly like the text.

Page 57, Listening
Answers:
homework: No; stay up: Yes; wash dishes: No;
watch TV: No (probably not); eat out: No (probablynot); do laundry: Yes; take it easy: Yes;
go anywhere: Yes; get married: Yes

Page 50, Crossword Puzzle
Write the following questions on the board for the
students to refer to before they begin:"What's #2 DOWN?" / "What's #1 ACROSS?"You should tell your students not to yell out theiranswers, otherwise other groups will overhear and it

9

4 follow-up qs/answers:
1. What time do you think you'll go to sleep 		
tonight? (around 3 a.m.)
2. Can you wash my clothes for me? (Yes)
3. Where do you think you'll go? (Black Island)4. That's when your brother got married, right?
(Yeah)"no big deal, right?"—Dave said this because thepopulation of Alaska is so small.

Page 59, Will for intentions, promises,
and offers

Page 62, The Strange New Student

The students should memorize and perform theirmini-conversations one at a time. There are 3 ways
to perform the conversations. The method you
choose will depend on your class size and time
constraints.
1. Each group performs their conversations (as they
are completed) outside in the hall for the teacher.
This method saves time as the faster groups canperform first.
2. Each group performs their conversations in frontof the class. This method takes more time as you
must wait until all the groups are ready to begin.

3. Each group performs their conversations in frontof a pair group. This method may be less intimidating
than #2, but you won't be able to give the students
as much support.

Unit 14
If you teach high school students, your students cantalk about junior high school for the warm-up, andActivity #2-4, 8, and 9.

Page 60, Vocabulary Building
Answers:
E, D, F, I, H, G, C, A, J, B

Page 61, High School Teachers"Mr. Iida", "Ms. Yada"—This is a play on words. 'Ii'
means 'good', and 'yada' means 'no good'.

Page 61, Listening
Answers:
1. Millburn High School; 2. public; 3. co-ed;
4. Yes, (very much so.); 5. No; 6. Yes—Amnesty
International; 7. Yes—cross country running;
8. Washington, D.C.; 9. work (in kitchens);
10. Glen Jacobson / Yes, (absolutely); 11. He
was caught smoking (a cigarette) in the boys' room.
(He had a one-week detention as a punishment.);
12. His cross country team won the state finals. /The time he got caught smoking in the bathroom.

NotesStudents may mistakenly think the answer to #9 is"go to summer camp." Before you play the recording,forewarn the students that this is not the answer.
"Glen Jacobson"—the spelling could very well beincorrect as there are several variants on both names.
"That's terrible!"—This is said facetiously. Gettingcaught smoking normally isn't major trouble at a
typical American high school.
"You couldn't go to school for a week?"—Davemisheard and thought he said 'suspension.'

NOTE: This activity was revised in 2009 so thatthe character in the illustration is an alien rather
than a foreigner. Thus, the illustration in the copyof the book that you have may be slightly different
from that of your students.
Answers: smoking/drinking is not allowed; shorts/
pierced earrings/Beards/Tattoos/knives/motorcycles/dogs are not allowed.
Answers could be given in the "You're not allowed
to..." pattern as well.
Translation of Japanese in illustration:"OX koko wa doko desuka?"—"Where is OX highschool?"Unit 15
Before you do Activities 3-5 it is best to explainthat in tourist areas in Thailand English is thelanguage used for most interactions with tourists.

Page 64, Vocabulary Building
Answers: G, D, I, H, F, C, B, E, A

Also, refer the students to the illustration, as they
will need to know what a 'tuk tuk' is for the following
activity.

Page 67, Listening
There is quite a bit of difficult vocabulary in this listening. Either preteach some of the new vocabulary,or tell the students to write the gist of his answer intheir own words.
Answers:
1. 3 times 2. you (can) see a different culture(country), (environment), (there's) lots tolearn, prices are low, it's great for shopping
3. sightsee(ing) (go to temples, the Golden Palace,
the Floating Market, the night market, elephantcamp, butterfly farm, snake farm). 4. no 5. yes
6. good and (wonderfully) cheap 7. Sometimes
overcast, sometimes pretty hot. Generally, warm
and muggy. (His answers vary because he has been
3 times.) 8. noNotes"won't find in Hawaii"—Marcus lives in Hawaii.
"The Floating Market"—small, wooden boats ladenwith fruits, flowers, vegetables, and other produce
make for a colorful, bustling scene on the canals.
"Chiangmai"—a major city in Northern Thailand.

Translation of Japanese in illustration:
These are the sounds of his fingers and back cracking and the sound of his great relief.

10Unit 16

"I'd even gain weight..."—he means "I should gain
weight".
"65 kilos"—140 pounds is 63.5 kilos.

Page 68, Parts of the body
The illustration is meant to be humorous to wake thestudents up.

Page 72, Health Crossword Puzzle

Answers:

Left Column: 1, 2, 6, 7, 8, 9, 3, 4, 5, 10, 11, 12, 13, 17, 14, 16

Right Column: 15, 19, 18, 22, 23, 24, 20, 21, 31, 32, 25, 26, 27, 28, 30, 29

You should explain the difference between "hip" and"bottom" as students will be confused because "hip"means "bottom" in Japanese.

Answers:
Down answers: 2. eyebrow 3. sunburn 5. insomnia 6. a cold 7. scratch 9. lose weight 12. elbow
14. junk food 15. drunk 17. vegetables 18. cheeks
19. headache
Across answers: 1. medicine 4. fingernails
8. chin 10. thumb 11. knee 13. exercise
16. bottom 19. heel 20. stiff neck 21. eyelashes

Page 69, Simon Says
This activity may seem a bit childish to you at first.
However, most Japanese are unfamiliar with "Simon
Says", so the novelty of the game should make itinteresting for the students.
It's best to do this first as a teacher-centeredactivity, and then in small groups once the students
have gotten the hang of it.

Unit 17
The questions on the gameboard can be used forevaluation/test purposes as well. Students cananswer the questions in pairs as you evaluate them.

PROCEDURE:

1. At first you will be "Simon" with the students
following your commands. Give commands using the
body parts in #1, and prefacing each command with
"Simon says".

☞ Simon says, "Touch your knees."☞ Simon says, "Touch your elbow."etc.

The students must do everything you say if it isprefaced with "Simon says". But sometimes you will
simply say:

☞ Touch your knees.
☞ Touch your elbow.
etc.

In this case the students should do nothing—if astudent does, s/he is out!

You will need to go at a faster and faster tempo inorder to trick the students into following yourunprefaced commands. Continue until only one
student is left (the winner).
2. Students work in small groups (3-5) and taketurns being "Simon".

Page 70, Health Problems
Answers:

F, C, G, B, I, D, H, A, E, J

Page 71, Listening
Answers:
1. Yes 2. Yes 3. Yes 4. Yes 5. No 6. No
7. Yes 8. Yes 9. Yes 10. Yes
Health Score=2 points (Healthy, but only minimally)Notes"in Hawaii"—David is a university student from New
Jersey studying in Hawaii.

11✸You don't know
how to say "yasui"in English.

How do you say "yasui " inEnglish?

✸How do you spell your name?

✸✤

You don't know what
the word "cheap"
means.

It's your turn.

✤I'm not sure what to do.

✤★

You want your partner to say something
again.

✄

I don't know.

You didn't hear what
your partner said.

I didn't catch what you said.

12✤★ You want to know

when to give some
homework to yourteacher.

You do not know theanswer.

★

✸✤

You don't understandyour teacher and don't
know what to do.

★

Could you say that again?

Your partner doesn't
know it is his turn.

You ask your teacher
how to spell her name.

✤What does "cheap" mean?

✸

★

✄

✸

When is _____ due?

★

✦

✦
You want to know if
your classmate has
a partner.

You don't know
whose turn it is.

✦♥

Do you have a partner?

Could I go to the restroom,
please?

✦

✦

♥

♥

You are late for class;
you walk into theclassroom and say...

You don't understandwhat your partneris saying.

You want to be
partners with yourclassmate.

♥

I'm sorry I'm late.

✄Let's be partners.

You want to go to
the restroom.

♥✄

Whose turn is it?

✦

13

I don't understand.

♥