Talk a Lot
Book 2SECOND EDITION

Book

▲

David Martin

Two

Talk a Lot

SECOND EDITIONTEACHER'SGUIDE

CONTENTS

I.

General Introduction

1

II.

Answer Keys & Notes

4

III.

Tapescripts & Key Vocabulary

16

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 activities,
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. This unit can be used for evaluation purposes as well. An optional, project-based unit isprovided after the Notes for Unit 11, which canbe done after Unit 11 (or even earlier).
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 3-4 minutes at the beginning of acourse and build up to 10-20 minutes by theend (for low-intermediate level). Over the years
I have noticed that whenever I fail to have the1students do free conversation at the beginningof class, they often speak much more Japaneseand the class generally is not as successful. Free
conversation works because it warms the students up, and it gives them the sense that
English can be used 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 tolapse 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 or two listening activities.
Except for the questions, the recordings arecompletely unrehearsed, and as such are 100%
authentic. The underlying approach behind
Talk a Lot is that students need to be exposed
to authentic English. As authentic English is used,
students are not expected to fully understandall 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 toemphasize listening more, you can use thephotocopiable tapescripts in this Guide to givethe 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
HELP!

the recording after each question on the second or
third listening to give the students time to write thequestions.

Make sure the students understand all the expressions and practice saying each one. Cut out the
15 cards (on pages 14 & 15) 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.

Answers:
1. (reading, photography, sports) What are yourinterests? 2. (basketball, football, and hockey
depending on the season) Which sport do you likethe most? 3. (go up and talk to people) What's
something you do well? 4. (play pool) What's
something you do not do well? 5. (O positive)
What's your blood type? 6. (not being able to
make people happy or not being able to do something) What makes you angry? 7. (yes) Do you
have a car? 8. (no) Do you smoke? 9. (onlyduring the summer) Do you work? 10. (Her mom
is a nurse and her dad is an engineer) What do yourparents do? 11. (her camera) What's your mostprized possession? 12. (She asked a guy she liked
to the dance and he refused, then later she foundout he had a girlfriend) What's an embarrassing
experience you've had?

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

Unit 1Page 1, Warm Up

Notes

After the students find their match, remix the slips
and have them try again. You can extend the activity
by having one person say "What's your name?" and"Nice to meet you."#3 and #6 are difficult and students may need help.
"(I was) like..."—this is a very informal way toreport speech normally used by young people (andespecially Californians!).

Page 1, Names

Page 6, Find someone who...

Translation of Japanese in illustration:
The illustration gives 6 kanji variants of the name
'Mika'.

Depending on your class composition, the students
may not be able to find someone for 1 or 2 of thequestions. If you suspect this may be the case, you
can have the students modify those questions
before starting.

Page 1, Introductions
This activity (and the following one) prepares thestudents for Activity #4.

Page 6, Partner Interview

Answers:
D, F, A, C, B, E (E and D are the most formal)

Students could make a list of questions to ask
before getting with a partner.

Page 3, Talkopoly

Unit 2

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.

Page 7, Warm Up
See Point #7 on page 2 of this Guide.

Page 7, Comparative Forms
Answers:
1. richer, lighter→ Adjectives with one syllable
take -er.
2. bigger, thinner→ For adjectives ending inconsonant + vowel + consonant, double the final
consonant. The syllable must be stressed to follow
this rule. For example, "crowded" ends in CVC,
but the final syllable is not stressed. A simple

Page 6, Listening
Tell the students to write numbers #1-12 on apiece of paper before they begin so they will have areference for the questions. You may have to stop4

mnemonic is: [CVC→ CVCC].
3. more (all)→ Adjectives with three syllables takemore ; two syllable adjectives usually take more.

2. (college) basketball and baseball 3. football
4. He played in Kentucky (on two college teams).
5. He can't play anymore (because he injured hisshoulder). (But he used to play all year long.)

4. better, worse→ These are irregular and must be
memorized.

Notes

5. funnier→ For adjectives ending in y, change they to i and add -er.

Scott is from Kentucky and has a slight southern
accent.

Page 8, Trivia Quiz"sounds fun"—'sounds like fun' is the more common
way to say this.

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.

CONVERSATION #2
Answers:
1. basketball, snowboarding, swimming 2. sometimes basketball (on TV) 3. basketball 4. at herhouse, at a park, or at school 5. once a week oronce a month

Preteach the pattern, "I think X is ___ than Y." andhave the students use it when answering so they
can practice comparatives.
For homework, or as an extra project, students could
create their own quizzes using the internet as areference source. The quizzes could then be donewith a partner, in small groups, or as a class activity.

Notes"intramurals"—in American schools, this usually refers
to after school sports, not the official school sports
team. Any student can join.

'More tiring' in Partner B #1 refers to the number ofcalories burned.

Unit 3

Page 9, Listening 1
Answers:
They guessed 10 questions correctly. Wrong answers: A2, A6, B3, B4.

Page 12, Warm Up
For additional practice students could memorize thequestions and then mill about the room, asking
several students.

Notes"Los Angeles is cleaning up recently"—LA has someof the strictest air pollution control standards in theworld.

Page 12, Occupations
Answers:
G, J, N, D, H, F, E, L, A, C, B, I, O, K, P, M

Page 9, Comparing Things
Read the sentences below at natural speed as manytimes as necessary.

Page 14, Work Interview
An alternative way for students to check theiranswers would be to play the recording in
Activity #9.

1. It's bigger than a truck and more difficult to drive
than a car. (bus) 2. It's much healthier than whisky
and more expensive than water. (milk) 3. It has alonger history than the USA and is smaller than India.
(Korea) 4. It's harder than a tree and cheaper thana tomato. (rock) 5. It's less crowded than Hong
Kong and more relaxing than London. (Honolulu)

You will need to explain that the concept of 'fulltime' work in Japan is different from that of theWestern world. Generally, anyone who works over
35 hours a week works full-time (in English).
The question 'How much money do you make?'should normally only be asked for part-time jobs, or
if you know the person very well.

For the next part of the activity, monitor and help
students with vocabulary (or they can use theirdictionaries).

For the last part of the activity, if a student does
not have a job, they can fabricate the information.

Page 10, Comparing yourself...
This activity will go more smoothly if you first give
your class some examples about your own family.

Translation of Japanese in illustrations:'Tatatataraima' (normally it's 'tadaima', but he's
exhausted)—'I'm hoooome.'; 'Anata matazangyoo?'—'Overtime again?!'; 'fura fura' (above
right of man)—staggering effect; 'yoro yoro' (aboveleft of man)—tottering effect.

Page 10, Sports Interview
You will need to explain the difference in meaning
between 'follow' and 'watch' for Question #2.

p.16 (Yoshinoya): 'Hiee. Atsuiyo.'—'Ahhh...It's hot!'Page 11, Listening 2
CONVERSATION #1

Page 15, Adverbs of Frequency

Answers:
1. yes: lots of sports—football, soccer, etc.

These are for students to use when answering
Question #6 about their own jobs.

5Page 16, Listening

his/her map will already have all the points of reference on it.

Answers:
1. sales associate 2. at the Gap 3. about 20
minutes (by car)
4. about two years 5. full-time
6. sometimes during holidays
7. 8:30 am; around4:30 pm 8. fold clothes, arrange things by sizes,
open the cash registers, count money, help customers, keep the store clean 9. interacting and talking
with customers 10. folding clothes (and unpacking
the boxes of clothes when the shipments come).
11. $5.50 per hour 12. two weeks.

Answers:
1. below JAL 2. next to NTT 3. across from Asty 45
4. next to Victor 5. above the Old Hokkaido Bldg,
on the corner
6. next to New Otani Hotel
7. next to Seibu Dept. Store
8. above Iwate Bank

Page 21, Your neighborhood
It's a good idea to give the students a time limit inwhich to complete their maps. Alternatively, themaps can be assigned for homework.

Notes
Sara talks very fast; you will need to play therecording several times. You may need to preteachsome of the vocabulary.

Unit 5"you learn a lot about people when you really [don't]
think you know"—This sentence makes no sense. She
probably meant 'when you think you know people'(not don't know people).

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

"annoying (??)"—the part just after 'annoying' is notcomprehensible.

Page 23, Warm Up
Emphasize that any fact about Korea is acceptable.
For example, "Kim Chee is popular. It's near Japan."and so on.

"$5.50 an hour"—normally full-time employees at
Gap make more than this I think. She's probably fulltime, but not yet on salary.

Page 23, Listening"minimum wage...lower than here"—by 'here' she isreferring to Hawaii, which has a higher minimum wage
because the cost of living is much higher. Every state
has a different minimum wage.

Answers:
1. He lived there a long time; He knows many people.
2. about ten times
3. all answers
4. kkenip
5. for hiking—Soraksan; for temples—Songnisan or
Kyongju
6. student demonstration
7. noUnit 4

Notes
Lotte World is the Korean version of Disneyland.

Page 17, Prepositions of Location"a paper to give"—Ed is a professor at Hawaii Pacific
University and sometimes gives lectures in Korea.

Answers:
1, 8, 2, 9, 3, 5, 6, 7, 4

"shoyu"—he said 'shoyu' because he knows I (theinterviewer) live in Japan.

Page 18, Giving Directions"Soraksan"—somewhat comparable to Nikko or Mt.
Fuji in Japan.

The prepositions 'down' and 'up' here have exactly
the same meaning.

"Songnisan, Kyongju"—perhaps comparable to Kyoto
in Japan.

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

Page 24, Making hotel reservations

The Duty Free Store and Zanzabar Disco are purposely not on the map.

For this and all subsequent telephone dialogs throughout the text, by all means, have the students use
their cell phones if they are available.

Page 19, Directions Race

Lotte Hotel is owned by the Lotte Group, which also
owns Lotte World and Lotteria fast food shops inJapan.

Sapporo is one of the few cities in Japan which has
straight, uniform blocks. The places on the map are
all real.

'Annyong hashimnikka' means 'Good evening' or'How are you?' in Korean.

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 theactivity until all (or most) of the groups have finished.

For the first and third blanks in the dialog, tell thestudents they need to use an ordinal number (first,
second, third, etc.)

Page 25, Checking into a hotel

Page 21, Listening

First introduce the topic/situation. Next, cut out theparts of the dialog so that each turn is on one stripof paper. Mix up all the strips and have the students
put them in order by giving one strip to each student

If a student was using Page 20 for Activity #4, s/heshould use the same page for this activity (the sameis true if s/he was using Page 22). This is because6

in the class to memorize, and then having thestudents find their match by going around the classand saying their line until they have found the linethat matches theirs. If you have fewer or more
students than the number of lines in the dialog,
some students will have to memorize more than
one line, or some students will have to double up
and work together.

Translation of Japanese in illustrations:p. 29: 'Bachi'—winking effect; p. 30: 'uto uto'—
dozing off effect

The student who has the line 'Sure... Here you go.'should use body language (indicating handing overthe filled out form to the clerk) when saying his/herline.

Page 30, I've never...

Page 30, Ask your teacher
Alternatively, students could mill about the room
and ask other classmates the questions.

This activity requires students to use a little morebrainpower than normal. Carefully go over the dialog
example and model it with a few students before
beginning. Encourage the students to extend the
dialog into a longer conversation.

Hotels often ask for credit card information in orderto hold a room. You can have your students practicegiving such information, too, if time permits. Put theexpressions below on the board and have themextend the dialog in the book.

The questions 'What was it like?' and 'How was it?'will have to be changed to present tense if used to
ask about an ongoing experience.

–We will need your credit card information in orderto hold the room.

Page 31, Wild & Crazy Survey–What type of card will you be using?

You will need to preteach all new vocabulary.

–What is the name as it appears on the card?

This survey is in no way condoning breaking the
speed limit, making prank phone calls, or trying dog
food. It's just a fun way to practice a grammar point
and motivate students.

–And the card number, please.
–What is the expiration date?
Answers:
14G, 12G, 3C, 8G, 11C, 4G, 6G, 1C, 15C, 5C, 9C,
7C, 13C, 10G, 2G

Page 32, Listening
Answers:
UMBRELLA: no; RUN AWAY: yes; HELD SNAKE: yes;
DRIVE OVER SPEED LIMIT: yes; WATCH SAME HORROR MOVIE: yes; LOST VOICE AT CONCERT: no;
CAR ACCIDENT: yes; GRAVEYARD: no; DANCE ON
STAGE: yes; PRANK CALL: yes; DANCE IN FRONT OF
MIRROR: yes; PUNCHED ANYONE: no; TRY DOG
FOOD: yes (Scott's answer to the dog food question
is a bit tricky. I think the answer is basically 'yes'
since dog biscuits are a type of food. Nevertheless,trying actual dog food would be a more unpleasantexperience. Maybe give him half of the points.)

Page 26, Subway Directions
Students may initially struggle with the pronunciation of some of the station names. Tell them thatthe pronunciation is very much like Japanese andthey will have no problem.
K.N.R. stands for 'Korea National Railways', which islike JR in Japan.

Page 27, Invitation to dinnerStudents are expected to have a full conversation.
If you think your students cannot handle making an
invitation on the telephone, have them use thedialog format on page 45.

Total score=26 points

Notes
Students do not have to understand all the details;
they only need to write 'yes' or 'no', and thencalculate his total score.

Unit 6"used to build the little napsack on the twig"—hemeans create a homemade napsack using a big
handkerchief and put all his stuff in it, and then carryit on a stick (not twig), like a hobo, and escape to his
backyard (his new home). This was his way of'running away from home'. I think Norman Rockwell
did a painting of this scene.

Page 28, Warm Up
This activity can be done with more than 2 lines ofstudents, on more than one blackboard, or it can bedone on paper.

Page 28, The Present Perfect"Nightmare on Elm Street"—a classic horror movie.

'fugu'—a globefish; poisonous if not properly prepared.

"Is your refrigerator running?"—If you are stupid
enough to answer, you say, 'yes', and then the
prankster replies, 'Well, you'd better go catch it!"Ha. Ha.

Page 28, Have you ever...?
Encourage the students to use the cues as a springboard to natural conversation.

"Girls Just Wanna Have Fun"—a 70s pop hit; if you
are familiar with this song, you probably laughedwhen you heard this listening!

'Mito Komon'—a classic Japanese TV series; 'ika no
shiokara'—salted, spicy squid guts. Yum!

"Me, [either]."—'neither' is correct.

7

or was killed (rather than the brother). This isperfectly okay. Do not correct the first group of
students as they retell the story. Their partner will
have a chance to clarify the parts that were off
when they retell their version.

Page 32, When was the last time you...?
Encourage the students to use the questions as aspringboard to a longer conversation.
Students sometimes mistakenly think 'fall in love'
simply means 'be in love'. You will need to explainthat 'fall in love' refers to the beginning of theexperience. In Japanese it is 'koi ni ochiru'.

It may help to preteach the following vocabulary
before the initial listening: cop, Dodge Stealth,flipped over, demolished, nowhere to be found,ripped, demolished, healed.

Unit 7

Students should take notes as they listen, writing
down the key parts of the story, and later use theirnotes to retell the story.

Page 34, Warm Up
Students could brainstorm possible questions foreach point before beginning.

Answers:
I tried to write a synopsis of the story but found it
too complicated. The teacher should retell the story
to the class before the students listen the last time,covering only the key things that happened.

Page 34, Have you... recently?
Encourage the students to use the questions as aspringboard to a natural conversation.

Notes
Page 35, Telling a Story
There is more than one possible way to order the
pictures—numbers 3 and 4 could be reversed.

"[greyhound]"—she meant 'bloodhounds', which areused to search for missing persons, not greyhounds,
which are race dogs.

Best Order→ (from left to right, top to bottom):
2, 9, 3, 6, 7, 1, 8, 5, 4"chasing his blood"—you can't really 'chase' blood.
She means following his blood trail.

Translation of Japanese in illustrations:bottom left: 'Uchi no Momotaro o sagashite
kudasai'—'Momotaro, Missing Dog'; bottom middle:'Doki'—heart beat effect; bottom right: 'Jyaan'—sound effect of something just finished, and 'Fu'—'Whew!'"walk[en]"—she should have said 'walked'. Native
speakers make mistakes, too...
"11 degrees"—minus 12º degrees centigrade.
"[him] and I"—'he and I' is the proper way to say this.
"come up on the...scales"—she means his blood
alcohol content was within the legal limit.

Page 37, See vs MeetJapanese students often use these verbs incorrectly
because the same verb is often used in Japanese.

"[scrapes] on his hand"—Scrapes, by definition, are
not deep and do not require stitches. She must havemeant 'cuts'.

'Ichiro'—Ichiro Suzuki, the famous Japanese baseballplayer; 'San-chan'—Sanma, an extremely popularcomedian and talk show host; sign on statue:'Hachiko'—a famous dog statue in Shibuya, Tokyo
which is often used as a meeting point.

Unit 8Page 38, Vocabulary Building
Translation of Japanese in illustrations:'gura gura'—boiling effect; 'toro toro'—simmering
effectPage 37, An interesting experience'jan ken pon'—the rock, paper, scissors game todetermine a winner and a loser.
You should try to choose an experience that involves
multiple steps or actions. If your story involves
complex vocabulary, you may need to preteach key
words to the whole class before you tell the story.

Page 39, Ingredients you need
Answers:'OKONOMIYAKI'—kind of a combination of a pancake
and pizza. Typical ingredients are flour, water, eggs,
katsuo, cabbage, soy sauce, various types of seafood, mayonnaise, etc.

The losers should take basic notes as they listen to
your story, and use their notes later to retell thestory.

LASAGNA—tomato paste, whole tomatoes, lasagna
noodles, ricotta cheese, parmesan cheese, mozzarella cheese, onions, garlic, basil, oregano, parsley,olive oil, bay leaf, sugar, salt, pepper, etc.

Page 37, Listening
Do not assume that this listening or the activity is
too difficult for your students. You must emphasizethat the purpose of the activity is simply to communicate and use the past tense, not to retell the story
correctly. Encourage the students to guess and use
their imagination to fill in the parts of the story theycannot understand. Some students will have thestory wrong, thinking the father got in an accident

BREAD—flour, water, yeast, salt, etc.
'NIKUJAGA'—literally means 'meat and potatoes'.
Potatoes, beef, onions, soup stock, sugar, soysauce, sake, etc.

8you are a non-Japanese teacher and do not knowwhat some of the foods are yourself, have thestudents describe the foods to you.

Page 39, Potato Salad Recipe
This is the best potato salad I have ever had. If at all
possible, the recipe should be made with Best Foods
mayonnaise, not a Japanese brand.

Unit 9The steps below the pictures are written in typical
recipe style where the definite articles (the) areoften dropped before the nouns. Explain to thestudents that they will need to supply the articles
when giving the recipe orally. Students could rewrite
the entire recipe before doing it orally, or they could
write the articles in the book.

Page 41, Health Problems
You will need to explain the following vocabulary:throat, swallow, itch, sneeze, stuffed up.
Answers:
E, F, I, G, D, B, H, J, K, L, C, A

Answers:
12, 7, 4, 3, 8, 1, 5, 10, 11, 6, 9, 2Page 42, Pronunciation

Page 40, Your Recipe

Answers:
All have FIRST syllable stress except diarrhea, constipation, and laryngitis which have THIRD syllable
stress. Sore throat has second WORD stress.

Invariably you will have one or two (usually male)students who will claim they can't make anything.
Simply not true! Emphasize that any dish is acceptable as long as it has 6 ingredients or more. For
example, beef curry, 'special' ramen, etc. Morecomplicated recipes, however, lead to morelanguage practice.

Page 42, Questions about Sickness
You will need to preteach all new vocabulary.
#4—Students may not understand the difference
between 'cold' and 'flu' because in Japanese thesame word, 'kaze', is often used for both conditions.
You should explain that 'the flu' is more severe andnormally accompanied by a fever.

It's better if students write their recipes ahead oftime as homework.

Page 40, Foods you don't like
You will need to preteach the words 'sticky' and'salty'. They should already know the other words.

#8—For this question, put the phrase "I'm allergic
to..." on the board to give support.

Page 40, Listening
Page 42, Listening

Normally, any close spelling for the answers shouldbe acceptable. Or you can make the game morechallenging by requiring the students to have theperfect spelling. If no one has all the answers after
the first listening, play the recording again until
someone gets them all.

Answers:
1. usually once a year
2. once every two years
3. every week
4. last week; took a lot of vitamin
C and drank a lot of water 5. last year; slept a lot
6. yesterday; took some medicine and lay down
7. she doesn't know—a hundred and something
8. no
9. yes, once; (suspected) malaria 10. no
11. eighty 12. some seafoods like shellfish
13. going fast in her car

For the second part of the activity students would
benefit from reading the tapescript first. For further
practice, students can give hints for their own foodlists which they create.

Notes

Answers:
1. honey
2. grapefruit
3. milk
4. sugar5. ice cream
6. flour
7. coconut
8. garlic
9. raisin
10. mayonnaise
11. oatmeal
12. popcorn 13. red pepper (or chili pepper, etc.)
14. potato chips
15. yogurt"a hundred and something"—100º-105º F is 37.8º–
40.5º centigrade.
"twenty times four"—she timed her pulse rate for
15 seconds and multiplied it by 4 to get the 1-minuterate.

Page 40, Crossword Puzzle

Page 43, Vocabulary Mime

Tell the students that the words are in romaji(romanized Japanese).

Students will need to learn these words in order todo Activity #7.

Write the following questions on the board for the
students to refer to before they begin:Answers in Japanese:
cough—seki o suru ; sneeze—kushami o suru ; throw
up—haku ; hiccups—shakkuri ; sunburn—hiyake ;cavity—mushiba"What's #1 DOWN?" / "What's #1 ACROSS?"You should tell your students not to yell out theiranswers, otherwise other groups will overhear and it
will spoil the activity. Also, no body language shouldbe allowed. Don't stop the activity until all (or most)groups have finished.

Page 43, Crossword Puzzle
Answers:
DOWN: 1. dizzy 2. cough 3. stuffed up 4. cavity
5. temperature 6. pulse 8. sore throat 12. flu
13. hiccups 15. nauseous

No answer key is given here for how to explain thewords because the possibilities are too numerous. If

9ACROSS: 2. constipation 7. allergy 8. swallow
9. diarrhea 10. headache 11. hurt 12. fever
14. laryngitis 16. sunburn 17. cold

sandwiches and lots of great desserts, pretty goodvalue, quiet, not many people 4. usually just water,sometimes iced tea 5. Blue Cheese or Ranch (butit depends) 6. Creme Brulee 7. credit card 8. yes

Unit 10

Notes"What kind of food is there?"—Normally this would be'What kind of food do they have there?'

Page 45, Making an invitation on the phone"Texasy"—By this she means it probably has acountry western motif and perhaps the servers
wear blue jeans and cowboy hats.

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 (You will haveto rewrite parts of the conversation first so that it iscomplete). Mix up all the strips and have the students put them in order by giving one strip to each
student in the class to memorize, and then having
the students find their match by going around theclass and saying their line until they have found theline that matches theirs. If you have fewer or more
students than the number of lines in the dialog,
some students will have to memorize more than one
line, or some students will have to double up andwork together.

"sugar-coated crust"—Creme Brulee has a
caramalized crust on the top (sugar which has beenlightly burned by putting a hot flame to it).

Page 49, Role PlayTo make the role play more realistic/interesting you
can enlarge the checks in the Student's Book,(color) copy them, and give each student 3 checks.
You will need to explain who should say the expressions in the bubbles. The two bubbles on the leftshould be said between customers. The bubbles on
the right should be said between a customer andthe waiter.

Page 45, Role Play
Translation of Japanese in illustration:'Yatta...Mufufufu'—'Yes! Hey Hey Hey!'

Foreigner Interview
Project

Page 46, Listening
Answers:
1. pretty good 2. great 3. he's been busy doing
schoolwork (studying) 4. go out to eat and a movie
5. Thursday; She promised her brother she would
play football with him.
6. Friday
7. 6:00
8. the library (bus stop)

Unit 11
Page 48, Ordering a Meal
Carefully go over the dialog and model it with a few
students before beginning.

Page 48, Listening
For the speaking part of the activity, students ask
Questions #1-7, but not #8. This is because there
is no tipping system in Japan.

CONVERSATION #1
Answers:
1. Thai 2. Longhorn Smokehouse 3. barbecue
food (steak, chicken, turkey), cornbread, coleslaw;
it's very cheap; it has a nice, casual atmosphere
4. just water
5. French (and sometimes
vinaigrette)
6. tirimisu
7. cash8. no—
20 to 25% (because she's a waitress)

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.

1 Preparation
This unit is a project. The project is to write a survey
on a topic (of your choice), and then go out andinterview foreigners. You will work in groups of twoor three. You will tape record (or video) your interviews, listen to them again later, and finally give areport on your interview experience to your class.
HOW TO PREPARE YOUR SURVEY:
Choose a topic and write about 10 related questions.
Make sure your questions are interesting and allow
you to ask follow-up questions! For each question,
write 2 possible follow-up questions. When you are
done, practice your survey with several classmates
and with your teacher. Do you need to change anyof your questions?

☞ Excuse me, we're doing a project for our English
class. Do you mind if we ask you a few questions?

If refused say, "Thanks anyway."
It will take about 10 minutes. Is that OK?

☞ Where are you from?
How long have you been in Japan?

CONVERSATION #2
Answers:
1. (nice restaurants like) Thai or buffets 2. Cafe
Laufer 3. a tiny cafe with only a few small tables,a small menu with large portions, mostly soups and☞ Our survey is about (topic).
Ask your survey questions.

☞ That's all. Thank you very much for your time!
10

had to run naked through her neighborhood. 8. Herfriend asked her to so she could buy a ticket toEurope. 9. She was planning a surprise party forher boss. 10. Before the party he dressed up as agirl and he forgot to take the wig off.

2 Interviews and Oral Reports
1. Think of a place in your city that has a lot of
foreigners and would be a good place for doing
interviews.
2. Go out and interview 2 foreigners, each for about
10 minutes. Tape record (or video) your interviews!

Page 53, Past Progressive and Simple Past

3. Listen to your interviews and prepare an oral
report for your class.

When students continue the stories, it will be much
more interesting if they try to make them sensational.

NOTE TO TEACHER:
If you are teaching in a remote area where there
aren't many foreigners, you can invite foreigncolleagues or friends to your class to be interviewed instead of having the students go out.

Unit 13
Page 54, Buying a shirt...
When finished, have the students switch roles andpractice again.

Unit 12Page 50, Warm Up

Page 55, Listening

This activity can be interesting if done properly.
Warn the students not to mention classroom objects
for their words. Also, Partner B should say a related
word that will make it natural for Partner A to say,
"Why did you say...?" For example, if Partner A says,'mother' Partner B should NOT give the name of his/her mother as it would be obvious why s/he chosethat word. Try a few examples with your students
before they begin.

Answers:
1. 1120
2. 1350
3. 845
4. 1812
5. 3300
6. 5750

7. 1700
8. 7500
9. 2614
10. 8680
11. 6718
12. 9999

Page 55, Numbers GamePage 50, Circle Stories

If your class is quite large, this activity will work
better if you divide the class into two groups.

Translation of Japanese in illustrations:
TOP: 'Aah. Achi.'—'Wow, it's hot!'
BOTTOM: 'Haaa...'—sighing effect.

Page 56, Can you guess the price?

Page 51, Why were you...?
You will need to preteach all new vocabulary.
Students may have trouble coming up with abelievable excuse for a few of the questions.
Tell them to skip the tougher ones, and do theeasier ones first.

Page 52, Listening
Tell the students to number the questions from
#1–10 before they listen so they will have reference
points to use. Stop and repeat each question 2–3
times, giving students time to write the answers.
Preteach the following vocabulary before the students listen: break in, play, props, break up (withsomeone), bet.
Matt (not Hayley) answers the final question due tothe nature of the question itself.
Answers:
1. She saw a light and was checking that no one was
breaking in. 2. She's really afraid of flying and she
thought they were going to crash, so she asked thepilot if everything was okay. 3. She's in a play andthe props were the snake and chair. 4. Her boyfriend broke up with her. 5. It was Halloween (andeveryone dresses up). 6. She felt sick after eating
her meal. 7. She lost a bet with her friend so she

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.
In order to come up with a dollar price, students will
have to first mentally guess the price in yen, andthen convert it to dollars using an exchange rate.
These were the retail prices in 2002 when the yendollar rate was 130. You can adjust the prices (ifyou like) by adding ~3% inflation per year, or by
adjusting the exchange rate.
Answers: TV: $2,461 (¥320,000); Phone: $292(¥38,000); Washlet: $1,031 (¥134,000);
Fax: $985 (¥128,000); Handycam: $1,369(¥178,000); Rice cooker: $492 (¥64,000)**Disclaimer: Aforementioned companies do notnecessarily endorse these prices for their products
nor the product's use in this type of language game.

Page 57, Card Game
Only some of the expressions are covered in theunit. This game is meant to be a learning experience,
preparing the students for the following activity,
rather than review.
Let the students know the point value of each card.
If students are raising their hands too quickly andguessing incorrectly, you can subtract points tocontrol the pace of the activity and make it more fair.

11

The cards are on pages 74 & 75 of the Student's
Book. If possible, use a color copier to copy thecards. You can enlarge them if you like. If you wantto make real cards to use, you can glue the paper
onto thin cardboard or laminate them. This way thecards can be reused for future classes.
For larger classes, this activity can be done in groupsof 8-15 students, where one student plays the roleof the teacher.

Page 57, Skits
Preparing for the skits can take up valuable classtime. It's best to give a time-limit to complete theskits. If you don't want to use class time, students
can prepare their skits for homework.

10. You're not supposed to serve senbei (rice crackers)
or grapes for breakfast.
11. You should put the chopsticks close together andparallel to each other.
12. You should place the chopsticks in the opposite
direction (to the left).
13. You're not supposed to put the chopsticks on anapkin; you should use a special chopstick holder(hashioki).
14. You should serve green tea in a special green tea
cup (yunomi chawan), not in a coffee cup.
15. You shouldn't put sugar (or a spoon) on the tea
saucer; Japanese drink it straight.

Page 59, Giving advice
You will need to preteach all new vocabulary.

There are 3 ways to perform the skits. The method
you choose will depend on your class size and time
constraints.

Answer: 'should/ought to' is the least formal (least
direct). The rest are about the same level, but it
depends on the tone of voice in which they are said.

1. Each group performs their skits (as they arecompleted) outside in the hall for the teacher. Thismethod saves time as the faster groups can perform
first.

Encourage students to use their imaginations,creating their own extra details for each situationin order to make their conversations more naturaland realisitic.

2. Each group performs their skits in front of theclass. This method takes more time as you must
wait until all the groups are ready to begin.

'dani'—mites; 'sugi'—cedar; 'sento'—public bath

3. Each group performs their skits in front of a pairgroup. This method may be less intimidating than#2, but you won't be able to give the students asmuch support.

Unit 14
Page 58, Warm Up
Possible answers:
TO PREPARE: keep a portable radio with batteries,
flashlight, first aid kit, bottled water, canned food.
WHEN IT HAPPENS: stay calm; stand in a doorway
or hide under a strong table or desk; stay awayfrom windows, trees, and electric lines.

Page 58, A 'Japanese' Breakfast
Answers will vary. The following are not definitive
answers. Also, either 'should' or 'supposed to' canbe used for most of the mistakes.
Answers:
1. You're supposed to serve raw egg with soy sauce,
not ketchup.
2. You should cut the tofu into small squares.
3. You should cut the wakame (seaweed) into smaller
pieces.
4. You're supposed to slice the takuan (pickles).
5. You're not supposed to serve miso soup in a regularbowl; you should use a smaller bowl (owan).
6. You shouldn't put a plate under the bowl.
7. You shouldn't put a spoon with the soup; Japanese
don't eat miso soup, they drink it.
8. You should put rice in a bowl (chawan), not in scoopson the plate.
9. You're supposed to serve takuan and fish on smaller,
individual serving plates.

Translation of Japanese in illustrations:
GUY: 'Gomen'—'Sorry.'
GIRL: 'Fuun. Aitsu mo kekkyoku sonnani warui yatsu
janaikamo! Mo ichido chansu agechaokana...' 'Hmm...
He isn't that bad of a guy after all. I might just givehim another chance.'

Page 59, Listening
Don't forget to have your students do the last partof this activity where they work with a partner anddecide which advice is best. Don't let them speak
Japanese when doing this!

CONVERSATION #1
Answers:
1. exercise 2. try a patch or gum 3. use earplugs
4. drink a glass of water while hanging upside down
5. eat one bowl of oatmeal every day
6. see adoctor 7. go to more clubs and parties (and try to
introduce yourself more) 8. buy a diamond ring or
take her to dinner.

CONVERSATION #2
Answers:
1. exercise and watch what you eat (don't eat fatty
foods; don't eat McDonald's; eat more fruit, more
vegetables) 2. try to cut down, smoke less and less
3. use earplugs 4. drink water 5. keep fit andhealthy (by eating good food and exercising).
6. try meditation and yoga exercises 7. go out with
her and all her girlfriends (and he can meet them).
8. a big basket of fruit
Who gave the best advice?: Some items do nothave a definitive answer.
1. Hayley's advice is probably better since shecovers his diet as well. Her advice is more complete.
2. Tough one! I think a patch or gum is better advice
since trying to smoke less and less is usually futile.

12

3. both the same 4. Matt said he had already tried
hanging upside down and drinking a glass of water,
so Hayley's advice is better. 5. Unless you reallylove oatmeal, Hayley's advice is better. 6. Toughone! If he's had the problem for three years, yoga
may not help (?). 7. Since he's so shy, Hayley's
advice, to me, is clearly better. 8. This is a toughone, too. But since Matt's wife's favorite thing in thewhole world is fruit, fruit is a better gift than dinner.
The ring is not an option since Matt can't afford it.

Unit 15
Page 62, What would you do if...?

Notes"Wild Hearts Can't be Broken"—1991 film based on
the true story of Sonora Webster, a stunt rider whose
famous trick was to dive on horseback into a tank ofwater.
"The Stand"—1994 film based on the novel.
"Good Will Hunting"—1997 film with Robin Williams,
Matt Damon, and Ben Affleck.
"Tommy Boy"—1995 Chris Farley comedy.
"A Beautiful Mind"—2001 film with Russell Crowe.

Page 66, Describing Movies
Students may only know the Japanese name for the
Wizard of Oz, so accept the Japanese name.

Preteach the following vocabulary before the students get a partner: pervert, bend over, tear wide
open, bald. Encourage students to use "I would..."when answering.

Answers:
Roman Holiday, Jaws, The Wizard of Oz (Ozu no
Mahootsukai), Rocky, Superman, Titanic

Page 62, Listening

Page 67, What's on TV tonight?

Answers:(A) 1. scream (really) loud and then find someone
to kill it
2. offer to pay for the broken window
3. ask him to move, and if he refused she wouldchange seats
4. She would go to Japan.
5. a travel photographer (B) 1. cry and then hurryback home (to her dorm as soon as possible) tochange2. yell at her brother, tell her boyfriend
what happened, and then maybe bake some more
3. buy a wig 4. give all her money to him
5. a photo album (the first one she could grab)

You will need to bring in copies of a current TV
schedule from a Japanese newspaper for thisactivity.

Page 64, Practice
Give the students about 5 minutes to roughly
memorize the information before they begin.

Page 68, Movie Trivia
Answers:(A): 1. Mel Gibson 2. Austria 3. Gotham City
4. Sylvestor Stallone 5. James Dean, Bruce Lee
6. a reporter (or journalist) 7. Top Gun
8. Marilyn Monroe(B): 1. Arnold Schwarzenegger 2. Adrian 3. Tom
Hanks 4. neko bus (cat bus) 5. in the shower
6. three 7. New Zealand (He grew up mostly inAustralia, but was born in NZ) 8. Belle and Gaston

Unit 17

Unit 16
Page 65, Questions about Movies
Students should NOT write out the questions; theyshould only unscramble them mentally.

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

Page 65, Listening
CONVERSATION #1
Answers:
1. action movies and scary movies 2. Sandra
Bullock and Syllvestor Stallone 3. 'Wild Hearts
Can't Be Broken' 4. yes (sometimes two times at
the theater or many times at home) 5. whenevershe gets a chance 6. 'The Stand'; very good (butvery long); she can't remember

CONVERSATION #2
Answers:
1. comedies
2. Chris Farley and Adam Sandler
3. 'Good Will Hunting'
4. Yes, definitely.
5. very rarely (because they are too expensive)
6. 'A Beautiful Mind'; great, really interesting;Russell Crowe13✸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.

I'm not sure what to do.

✤★

You want your partner to say something
again.

✸You didn't hear what
your partner said.

I didn't catch what you said.

✤★ You want to know
when to give some
homework to yourteacher.

You do not know theanswer.

I don't know.

✄★

It's your turn.

✤

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?

✸

★

✄

✸

14

When is _____ due?

★

✦

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

You don't know
whose turn it is.

You want to be
partners with yourclassmate.

Let's be partners.

✦♥

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

♥

I'm sorry I'm late.

✄

♥

✦

Do you have a partner?

You want to go to
the restroom.

Could I go to the restroom,
please?

15✦♥

You don't understandwhat your partneris saying.

♥✄

Whose turn is it?

✦

I don't understand.

♥