Talk a Lot
Starter Book
Second Edition

Teacher's
GuideContents

I.

General Introduction

1II. 	Answer Keys & Notes

5

III.

16

Tapescripts & Vocabulary

general introduction
The To the Teacher section will give you an
overview of the approach behind the book.
For a more detailed breakdown of the grammar,function, and topic focus of each unit, refer tothe Map of the Book.

Each unit of Talk a Lot takes between 80 and
100 minutes to complete. The time it takes
to complete a unit will depend on a number ofthings: how the text is used, the level of yourstudents, the level of their motivation, thecohesiveness of the group, and other factors.
If you have less time, you can easily shorten
the length of some activities by reducing thenumber of questions. Likewise, if you have moretime, you can increase the length of some activities by having the students practice again witha new partner.

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 commentedon.

Unit 1 is an introductory unit whose main purpose is to help the students to get to know one
another. Unit 18 is a review unit that reviewsthe entire book, and may be used for evaluation
purposes as well. Although the order of units
2-17 is somewhat graded, the units can be donein any order. An optional written reinforcement
activity is given for each unit, which is meant to
be done for homework. These writing activities
can be done in class if you have extra time.

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 nottalk much at all.

Unit by unit bilingual vocabulary lists are foundon pages 70-73. The lists are not exhaustive;
they include only vocabulary that may be new
to beginners. Roman characters are used for
the Japanese so that non-Japanese teachers
can access the vocabulary and check student
comprehension. The lists are included for several
reasons. There are certain activities which will go
more smoothly if new vocabulary is pretaught.
The individual unit notes refer to these activities.
Also, depending on the level of your students,or the vocabulary load of the unit, you may feel
it is necessary to preteach vocabulary for mostunits. The lists can also be used as a guide forstudents as they are doing each unit. If a student gets stuck on the meaning of a word or
expression, s/he can refer to the vocabulary list
for that particular unit. The entries are given inalphabetical order. Vocabulary can be assigned
for homework prior to doing a unit.

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 than explain)difficult vocabulary is expedient. It shortens the
explanation time, and thus gives the learners
more time to communicate in English. An example where using Japanese is necessary is when astudent asks the teacher (or another student),"How do you say...in English?" The point being
made is that the bulk of conversation in class,especially when real communication is going on,
should be done as much as possible in English.
What follows are some techniques that I havefound to be successful in getting students to
speak mostly in English.

For most activities in the book, some choral pronunciation work must be done prior to setting
the students off on their own. Generally, you
should have the students do choral repetitionof key words, expressions, and sentences before
doing the communicative part of the activities.
The main focus should be on syllable stress,
word stress, and intonation.

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 atthis point to contrast the years of jr/senior highschool (non-communicative) English classes that1

they have experienced with what you expect ofthem. I usually have my students make a pactwith both me and themselves. The students readthe promises found on the Getting Started pageof the Student's Book and I elaborate on each abit. Next the students sign their names in agreement. You can go back to these promises fromtime to time throughout the course as necessary.

5.	Explain that real communication opportunities arise after they say "finish" (sic).

2. Learn your students' names.

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

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 otherin English between activities as well as duringthem.

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.

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.

3. Teach Classroom English early on.

↔

↔

↔

↔

↔

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.

↔

↔

↔

↔

↔

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.

4.	Start (almost) every class with freeconversation.

7.	Do the "Speaking Marathon" at least
twice during your course.

If I had to choose one technique that is the mosteffective for getting students motivated andspeaking 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 dothis for 1-2 minutes at the beginning of a courseand build up to 5-10 minutes by the end (forbeginners). Over the years I have noticed thatwhenever I fail to have the students do freeconversation at the beginning of class, theyoften speak much more Japanese and the classgenerally 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.

I usually do the speaking marathon in the fourthor fifth lesson and after that once or twice more
as needed.
THE SPEAKING MARATHON[Work with a partner. You can talk about anything   you like with your partner, but you can't stop  
talking!  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?!]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. Amazingly, students usually pause very little, and I
have often had groups go on for 15-20 minutes
without pausing for more than three seconds.

2

saying, "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.

During this activity you must act as a "judge"
and go from group to group counting off threeseconds and noting when a group has spoken
Japanese or has stopped for more than threeseconds. However, it's best if you don't tell agroup when they are out so that everyone continues speaking for as long as possible. There issimply no better way to build students' speaking
confidence than the speaking marathon.

11. Be enthusiastic about your students
speaking only English.
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
the classroom, monitoring all student output.
Periodically I give "pep talks" to encourage
the students 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.

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,or sentence that they say in Japanese during
the class. Tell them that at the end of the classyou will collect their slips and count how many
Japanese entries they have made. Writing down
what they say in Japanese helps students tomonitor their output, and this heightened awareness helps 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.

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.

As a variation, if you can speak a little Japanese,
write some of their Japanese on the board andthen teach them how to say the expressions inEnglish.
9. Let the students go 5 minutes early ifthey speak 100% English.

LISTENING ACTIVITIESFrom 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.

Each unit has one or two listening activities.
Students are not expected to fully understand all
the language in the recordings. Students must
simply listen and do the task at hand. If you
want to emphasize listening more, you can use
the photocopiable tapescripts in this Guide togive the students additional listening support.
The listenings may be done in class, or may be
assigned as homework. Teachers may duplicate
the CD for their students, provided one original
copy has already been purchased.

10. Mimic your students when they speak
Japanese.

Procedure:

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 beable 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 by

1. Students should first read the directions in
the book and make sure they understand thetask 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 your3

students, you can read from the tapescript.
4. Have the students compare their answers
with a partner or in small groups. Optionally,
photocopy the tapescript and have the students find the answers in the tapescript andcircle them.
5. Finally, students should listen to the entire
recording again with their books closed.

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

Tapescripts & Difficult 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.
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.
4. For some units, students can work with apartner and practice saying the tapescript
for speaking practice.
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. Note that only difficult vocabulary
not already glossed in the Student's Book
is covered.

4

NOTE for UNIT 2, Activity 1
The Japanese government has changed the date of Midori
no hi to May 4th. The FIRST printing of the textbook incorrectly has the date of Midori no hi as April 29th on
page 5. Have the students change April 29th to May 4th
on page 5 before doing this activity. Note also that the actor on the CD will say “April 29th” (not May 4th).

Answer keys & notes
HELP!

The students will probably already know their teacher's name. However, they may not know their fullname or how to spell it. Tell the students to write
your name and guess the spelling. If the teacher isJapanese, questions 2-5 will have to be skipped or
modified.

Drilling will be necessary for memorization of these
expressions. First, make sure the students understand all the expressions and practice saying eachone. Next, have the students work with a partner
and take turns quizzing each other. Partner A says
the expression in Japanese and B has to supply the
English for it. Continue at a faster and faster tempo
until all the expressions have been memorized.

Page 4, Listening

GETTING STARTED
See Point #1 on page 1 of this Guide. This page is
optional. I usually have my students read the promises and make sure they understand them. Next, I havethem sign their names at the bottom of the page asa pledge to try to follow the points. It may be necessary to use Japanese:
1. Dekirudake takusan hanasu koto o yakusoku shimasu.
2. Machigai o kowagaranai koto o yakusoku shimasu.
3. Eigo de communication o suru koto o yakusoku shimasu.
4. Wakaranai toki wa kiku koto o yakusoku shimasu.
5. Tanoshinde lesson o ukeru koto o yakusoku shimasu.

✍ WRITTEN REINFORCEMENT  
Use the questions in the game to write 5-10  
sentences about one of your group members.
"Hiroaki has a part-time job. He goes to juku."

Unit 2

Unit 1Page 5, Japanese Holidays & Events
Before beginning, explain to the students that 3 ofthe holidays have dates that are not exact (Taiiku
no hi, Seijin no hi, and Keiroo no hi), but do NOT tellthem which months they fall in until after they have
tried to write the answers. Taiiku no hi falls on the
2nd Monday of October, Seijin no hi falls on the 2nd
Monday of January, and Keiroo no hi falls on the 3rd
Monday of September.

Page 1, What's your name?
The dialog can be expanded by adding "Nice tomeet you, too."

Page 1, Get to Know Each Other Game
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
colored buttons for your students to use.

You will need to write the ordinal number endingson the board and have the students practice saying
each carefully.
1st→first
2nd→second

This game is flexible and can be modified if you like.
You will need to explain the Follow-Up Questions andgive examples of how to use each before beginning.
One student should act as a secretary and record
group member's scores.

3rd→third
4th→fourth

Answers:  
Kodomo no hi
Midori no hi
Tanabata
Taiiku no hi
Bunka no hi
Hinamatsuri
GantanOomisoka
Keiroo no hi
SetsubunTennoo Tanjoobi
Seijin no hi"SMAP"—a group of singers, actors, and comedians;"Mino Monta"—a Japanese television presenter;"juku"—cram school

Page 4, Teacher Interview
Students are not expected to guess the answers
to all the questions. Guessing is done to make theactivity more interesting, and to give the students areason to listen.

Answers:
1. Jackie Yee   2. Vancouver, Canada   3. to teachEnglish (and her husband's Japanese)   4. almost
three years   5. Yes, but not very well.   6. the food   
7. (Sometimes) it's difficult to make good friends.   
8. Yes.    9. No, (not yet).    10. Yes, she has twobrothers and one sister.    11. She loves cooking
and likes eating out.    12. No, (she doesn't).   
13. She'd like to open up her own restaurant.

5

May 5
Apr. 29
July 7~Oct. 10
Nov. 3
March 3Jan. 1
Dec. 31~Sept. 15
Feb. 3 or 4
Dec. 23~Jan. 15

Children's Day
Green Day
The Star Festival
Sports Day
Culture Day
The Doll Festival
New Year's Day
The Last Day of the Year
Respect for the Elderly
Bean Throwing Ceremony
The Emperor's Birthday
Coming of Age Day

Unit 3

Page 6, Vocabulary for describing theweather
When students tell a classmate about the weather
yesterday, they will need to use the past tense. Givethe students a few examples of this without saying
the real weather conditions yesterday.

This unit is a bit shorter than other units in the bookand you may find yourself with extra time on yourhands. The following are some ideas how to makethe activities longer.

Also, students will need to be able to say negative
degrees (minus) for Activity #5. It might be best to
preteach this here.

ACTIVITY #1→
1. Ask more than three students the questions.
2. Write more than one of your own questions.
3. If you do not mind being interviewed, have thestudents interview you.
4. Have the students memorize the information
about one (or more) of their classmates and thenrepeat the information to another partner (without using any notes) using full sentences.

Page 6, What's the weather like?
You may find it necessary to briefly preteach how to
use the past tense for this activity. When describing each season, tell the students to pick one monthfrom that season and give rough maximum andminimum temperatures.

ACTIVITY #3→
1. For homework, have the students prepare information on a few other celebrities and ask eachother the questions about their celebrities inclass.
2. Have the students come to the front of the classand give a mini-report on a celebrity using theinformation in the chart. Alternatively, this canbe done in small groups.

Possible Extra Questions:
1. What's your favorite season?
2. What's the weather like today?
3. What is the temperature outside now?
4. Do you like hot/cold weather?

Page 6, Weather around the world
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 9, Interviews
You may need to point out that 'dash' is used for
addresses, but not for telephone numbers.

When writing their answers, students can either
write short notes or full sentences.

For the question "What's your address?", students
should give their full address, including the postal
code.

Page 8, Listening
Make sure the students understand that each of thefour spaces correspond to the questions in Activity#6.

It would be a very good idea to have students
first practice answering the questions giving full
sentences, and then to practice again, giving short(ellipted) answers.

When comparing their answers with a partner, havethe students use the questions, changing the pronouns to third person where necessary ("When did
HE go?", etc.).

Page 9, Listening
When comparing their answers, have the students
use the questions, changing the pronouns to thethird person ("What is HIS name?" etc.).

Answers:
Place 1→ 1. Shanghai (China)    2. eight days   3. (It was) really hot and really humid. (It was) sunny(almost every day).  4. Yeah, he had a great time.  

Answers:
Kenta Watanabe; Funabashi; 4-1-1 Ichiba, Funabashi
City, Chiba Prefecture; 090-3715-0860; April 7th,
Osaka; 1993; 17; 191 cms; B positive

PLACE 2→ 1. Bali    2. three days   3. (The weatherwas) horrible. (There was a typhoon.) It rained every
day and it was very windy.   4. He did have a goodtime.  or  He had a good time.

Page 10, Japanese Celebrities

Do choral repetition of the questions focusing on
two points:  1) falling intonation for Wh-Qs and2) ellipted 'h' in 'he', 'her', and 'his' ("Is (h)emarried?", etc.).

PLACE 3→ 1. Alaska    2. one week   3. It was cold.
The high was around 0° and the low was about -20°.
4. He (sure) did!  or  Yes, he did.

Students are not expected to answer in full sentences for all the questions. Support is given only where
it would be natural to say a full sentence, or where
support is needed.

Translation of Japanese in illustrations"Kashaa"—sound of taking a picture.

✍ WRITTEN REINFORCEMENT  The students must calculate the ages of the celebrities themselves. It's best to explain this before
starting the activity.

Use the vocabulary from the unit to write a description of the weather in your hometown in:  winter,spring, the rainy season, summer, and fall.

6

"Mr. Saruta"—This is a play on words. 'Saru' means'monkey' in Japanese and this teacher looks a bit likea monkey. Thus the shape of his head in the illustration.

Like all information gap activities, it is crucial thatstudents do not look at each other's information!
Encourage students to use "How do you spell...?"
as they communicate with each other.

✍ WRITTEN REINFORCEMENT  

p.60, Partner B:  "inarizushi"—a kind of sushi;"nikujaga"—a dish with beef and potatoes;"okonomiyaki"—a vegetable and seafood typepancake; "umeboshi"—sour pickled plums

Write 5 sentences different from the ones you wrote
in Activity #1. Also, write 5 sentences about a family
member.
        "I love basketball. My sister loves sweets."✍ WRITTEN REINFORCEMENT  

Unit 5

Use the information in the Japanese Celebrities chart
to write about two (or more) of the celebrities.  
   "Ichiro Suzuki is from Aichi. His blood type is B."

Page 14, Oogui Contest
To avoid confusion, emphasize that there were threeof each item when the contest began.

Unit 4

Answers:
Hiroshi's score=21; Gen-san's score=19

Page 11, I love shopping!
Emphasize that students should come up with theirown original endings for the last four items, notmerely copy ones from the box.
"natto"—fermented soy beans (which have a very
pungent odor).

Translation of Japanese in illustrations:left side:  "These are the ones he ate."
center:  "At the start there were 3 of each item."right side:  "These are the ones he didn't eat."front of table:  Oogui Contest "Eating Contest";
and names

Page 11, Ask about likes and dislikes

Page 14, Listening

You may prefer to do the Listening on page 12 firstin order to give the students some examples of how
to give longer answers.

Pause the recording after each question, giving thestudents time to write. Allow the students to speak
Japanese when comparing their answers for this activity. Go over the answers before the students ask
a partner the questions.

Page 12, Listening
Play each section of the recording several times,
stopping after each section to give the students
time to write the answers.

"senbei"—rice crackers; "Pocky"—a popular stickshaped snack, pronounced [pockey]
Answers:
See Tapescript.

Answers:
KENTA→ loves basketball; likes playing golf; doesn'tlike spicy food; hates peas
JACKIE→ loves dancing; likes (to go out and sing)
karaoke; doesn't like classical music; hates rap
JOHN→ loves pizza; likes Japanese food (like sushi);doesn't like his (high school) history teacher; hates
history
TINA→ loves dogs; likes cats; doesn't like flying;hates (riding on) busesPage 14, Count and Noncount nouns
Explain that a few of the foods are sometimes bothcount and noncount, but generally they are one or
the other. Tell the students that when listening to
the recording, if they hear an 's' at the end of aword, that word is countable, and if the word is said
without an 's', it is uncountable.
Answers:
Column 1→ C, C, C, NC, NC, NC, C, NC, NC, NC
Column 2→ NC, NC, NC, C, NC, NC, C, NC, NC, NC
Column 3→ C, NC, C, C, C, NC, C, C, C, NC

Page 12, Find someone who...
This activity will go much more smoothly if you tell
the students that they should start Questions #13 and 7-9 with "Do you LIKE...?", Questions #4-6
should be started with "Do you LOVE...?", and Questions #10-12 should begin with "Do you HATE...?"

Page 15, Card Activity

Make sure students use 'who' for #10-13. In somecases students may not have a favorite. Write thefollowing sentence on the board for students to use:

Copy (and cut out) the cards on page 62 so thatyou have one stack of cards for each pair of students in your class. If possible, use a color copier tocopy the pictures. Also, the cards are quite small; if
you can enlarge them by 50% or more, they will
be easier for the students to handle.

"I don't (really) have a favorite."

Note that this activity practices rather mundane

Page 13, What's your favorite...?

7

(but important) grammar points, but that theactivity is made to be motivating for students byusing cute cards. Be forewarned: if you try to do
this activity without the cards, it will likely put yourstudents to sleep.

Notes"Ichiro Suzuki"—at the time of publication, Ichiro wasplaying for the Mariners. This may have changed. ;"LeBron James"—at the time of publication, Lebron
was the best player in the world. ; "Serena Williams"—
Serena Williams, and her sister Venus, were both top
rated players at the time of publication.

Preteach the vocabulary in the box above the dialogs
and practice pronunciation of the expressions. You
will need to explain that some foods can be kept inmore than one place. For example, some households
keep bread on the kitchen counter but some keep itin the refrigerator.

Page 19, Discussion about Interests
You will need to preteach the vocabulary 'TV
personality'.

If you want to make the card activity easier for students, you can have the students write "NC" or "C"
directly on the cards before they begin.

Students should inform their partner what the topic
is before they ask each group of questions. Write
the four topics on the board in BIG letters.

✍ WRITTEN REINFORCEMENT  

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

"Count to 10" using a different counter and foodeach time.

Before the students switch roles, do choral repetition of all questions to make sure they are using
the proper intonation.

         "one bowl of soup, two boxes of cereal,         three slices of bread", etc.

✍ WRITTEN REINFORCEMENT  

Unit 6Using full sentences, write your answers to any 5(or more) questions in the unit.  
  "I like action movies and comedies. My favorite   actor is Johnny Depp."

Page 17, Pronunciation: Adverbs of frequency
For pronunciation practice, focus on the sounds 'v',
'f' and 'r' in the adverbs.

Unit 7

Page 17, How often do you watch TV?
The students should be able to answer Question #3
with one of the adverbs given. However, a student
may want to use an adverb of frequency of theirown. In these cases, their partner can simply write
the answer they give in the chart instead of checking
one of the answer choices.

Preteach new vocabulary for this unit.

Page 18, Listening

Page 20, Listening

Before doing the listening, write the following on theboard:

Answers:
CAN→ dance, swim, play soccer, bowl, ice-skate,skateboard

Page 20, Abilities
For extra practice, students could ask about eachother's parents or their teacher, etc.

"I don't have a favorite." / "I don't like (baseball)."

CAN'T→ play shogi, sew, sing, draw, play golf,
drive a bus

Practice saying these sentences and tell students towrite "no favorite" for Question #8 if John has nofavorite.

Page 21, Find someone who...
"okonomiyaki"—a vegetable and seafood typepancakeWhen comparing their answers with a partner, havethe students use the questions, changing the pronouns to third person ("What sports does HE like?"
etc.)

Page 21, Are you any good?
Write the following on the board and explain before
doing the dialogs:

Answers:
1. Yeah, he loves sports.   2. basketball and football(and lots of sports).   3. basketball   4. soccer   
5a. football    5b. karate   6. basketball and football
7. baseball   8. baseball: the Seattle Mariners, Ichiro
Suzuki; soccer: no favorite, he doesn't like soccer;
basketball: the Los Angeles Lakers, Lebron James;
sumo: no favorite; tennis: Serena Williams;
pro wrestling: no favorite, he doesn't like it.

dance→ dancer; drive→ driver; cook→ cook; surf→
surfer; play ping pong→ ping pong player; speak
English→ English speaker
Point out to the students that Japanese often
mistakenly say 'cooker' instead of 'cook'.

8

Page 22, Which subjects are you good at?

Students should sit facing each other and hide theiranswers! Most likely, you will have a very difficult
time controlling the amount of Japanese spoken
during this activity as students will want to use
Japanese to clarify their ideas. I strongly suggestthat you make a rule whereby if any group speaks
Japanese they will be out of the competition! Slips ofJapanese are acceptable, but not volitional use.

Translation of Japanese in illustrations

Left:  "Ho Hoo"­—expresses admiration.
Right: "Gagaan"—state of being shocked; on paper:"suugaku"—mathematics✍ WRITTEN REINFORCEMENT  
Write 5 things you can do and 5 things you cannot do.

The activity must be very carefully set up and explained before students get with a partner. Draw adiagram of the hint boxes (around the puzzle) on
the board. Explain that any hint can be given as longas it is in English. The hint boxes do not have to be
used in order, or even used at all. Also, students
should not ask a question if the question is unnatural. For example, "What shape is it?" should not be
asked if their partner has already said "It's a kind of
drink".

               "I can water ski. I can't cook."

Unit 8Page 23, Listening: Guess the Creature
If you want to make the games more exciting, offer
a small prize to the winners.
You may need to pause the recording after each
item to give the students time to write their answers. If necessary, students can refer to thebilingual vocabulary lists for this activity.

Students may need to ask "How do you spell it?"when writing their answers. This sentence is given
for them to use, but they may not notice it.
Unfortunately, the first answer, 'milkshake', is themost difficult one. Encourage students to skip ones
they can't get right away, and come back to themlater.

Answers:
See page 24 & 25 of the Student's Book.

Page 24, Creature Cloze
When students practice saying the sentences, focus
on saying the third person singular 's' endings properly (It lives...; It eats..., etc.)✍ WRITTEN REINFORCEMENT  
Write a description of 5 new animals (or 5 new
foods). Do not write the name of the animals; only
write descriptions. Exchange descriptions with aclassmate and see if you can guess each other's
animals.

Answers:
p. 24→ 1. lives   2. eats, swims   3. lives, swims,
eats   4. has, loves   5. lives, has   6. has, eats   
7. lives   8. lives, moves   9. flies, eats   
10. runs, has

Unit 9p. 25→ 1. lives, likes   2. lives, likes   3. has, sleeps   
4. sleeps, eats   5. doesn't have   6. has, eats   
7. eats, lives   8. has, likes   9. has, jumps   
10. has, lives

Page 27, Vocabulary Building: Relatives
After the students have filled in the chart, havethem write 'grandma', 'grandpa', 'mom', and 'dad'in the chart as informal variants. Have the students
use these forms when they practice as they are
more common in spoken English. Also, practice
the pronunciation of the voiced 'th' sound in thesewords: brother, mother, father, grandfather, grandmother.

Page 25, Memorize and Match
This activity will undoubtably work better if theteacher assigns the sentences. You can assign
sentences to each student by cutting out thesentences from the tapescript in strips and giving
one to each student. If the students choose theirown sentences to memorize, challenge them to not
only memorize the shorter sentences just because
they are easier!

Page 28, Listening
Answers:
1. David→ dad (father), 65, Seattle, yes, fourchildren, retired
2. Jack→ son,19, Boston, no, no, student
3. Laurie→ sister, 43, Portland (Oregon),yes, one daughter, housewife
4. Rosie→ niece, 7, Portland, no, no, student
5. Darrel→ uncle, 60, San Francisco, yes, twokids, pilot

Page 26, Food Crossword
Preteach vocabulary for this activity, but do not
go over the answers to the puzzle! The activity isdesigned so that all puzzle answers will be known
vocabulary to every student. Some students may
claim they do not know a particular word when doing
the activity. This is because they do not know how
to read the word. You may have to help out—remind
the student that they definitely know the word, or
whisper the Japanese for the word.

Page 28, More family vocabularyThis activity prepares the students for Activity #5.

9

Answers:
1. parents   2. grandparents   3. children   4. cousin   

Page 29, Questions about family
Write the following on the board for students to use
when answering Questions #1 and #2.
1. Yeah, I have a sister (and 2 brothers).
    No, I'm an only child.
2. My (younger) sister is 13 and my (older) sister is 17.
3. How old are your brothers/sisters?
    (They will need to ask this way if their partner has more      than one of each sibling.)

Page 31, Listening
Answers:
1. F   2. F   3. T   4. F   5. T   6. T   7. F   8. T   9. F   10. T

Page 31, About last weekend
If at all possible, do this activity at the beginning of
the week (Monday–Wednesday). This way the students will be able to more easily recall what they
did the previous weekend.
Also, tell the students if they cannot remember what
they did, to just answer using their imagination.

Page 29, Family Pets

Do choral repetition of the questions.

Note for the second dialog, students are expected
to change the word in bold (grandma) to ask aboutother family members.

To give students support for answering some of thequestions, write the following on the board.

Page 29, Family Photos

Question #1 → Great!/Good./Pretty Good./Oh, okay
I guess., etc.

Tell the students far in advance that they will haveto find pictures of their family at home and bringthem to class. The students will need time to prepare for this.
If you prefer to give your students more support,
they can use the questions below to ask each otherabout the photos they bring to class.
-Who is this?
-Is this your (mom)?
-What's his/her name?
-How old is s/he?
-What does s/he do?
-Is s/he married?
-Does s/he have any children?
ETC.

✍ WRITTEN REINFORCEMENT  
Write about 2 or 3 of your family members. Describe
who they are, what they do, etc.

Unit 10
Page 30, About last Saturday
Answers:
See Tapescript.
When telling the entire sequence, students should
use the time expressions in the boxes and thephrase "(and) then..." to join their sentences
together.
"juku"—cram school
Translation of Japanese in illustrations

Question #2 & #7 → Oh, nothing special./I juststayed at home./I went out with (my friends)., etc.
Translation of Japanese in illustration"Rabu Rabu"—This means the couple is in love.

Page 32, More verbs in the past tense
Answers:
See Tapescript.

Page 32, Telling a Story
First, read the story out loud pausing and allowing
the students to shout out the past tense of theverbs as you go along. Explain any new vocabulary
as you read.
It will take 15-25 minutes for the students to draw
their pictures and write their sentences. This can be
assigned as homework. If done in class, emphasizethat they are to draw very rough, simple pictures.
Otherwise, the students will take forever to finish!

Variations
1. As review, try to tell the whole story only looking
at the pictures.
2. Cut out the pictures and give one to each of nine
students. Cut out the sentences and give one toeach of nine students as well. Students have to try
to find which sentence matches their picture andvice versa.

✍ WRITTEN REINFORCEMENT  
Write about what you did yesterday in time sequence.
Try to write at least 10 sentences.

Picture 2AB:  "Shinchaku mail nashi."—"No newemail."
Picture 3A:  "Hissho"—"Must study hard and pass."
Picture 10A:  "Hon"—"Book."
Picture 3B:  "Boo"—state of doing nothing.
Picture 5B:  "Gu Suka Pi"—indicative of sleeping
state. (sound for "zzzz" in English.)

Unit 11Preteach new vocabulary for this unit.

10Unit 12Page 34, What do I do?
Answers:
I, K, B, A, L, D, G, M, J, H, C, F, E

Page 37, Opposites

Focus on syllable stress when having the students
repeat after the recording.

Point out to the students that some of the adjectives have two possible opposites.

Page 34, Job Brainstorm!

Answers:
small—big; short—tall (or long); light—heavy (ordark); young—old; strong—weak; slow—fast;
cool—warm; cold—hot; quiet—loud (or noisy);
safe—dangerous; cheap—expensive; easy—difficult(or hard); ugly—handsome (or beautiful/goodlooking); good—better

Give the students 5–10 minutes prep time (withdictionaries) to brainstorm jobs before starting thisactivity. Give a time limit (10–25 minutes) for theactivity, or continue until the students cannot comeup with any more jobs.

Page 35, Listening
It's best if students do NOT write the answers in
the dialogs. Tell the students to just mentally decide
where the answers go but not to write them. This
way allows the students to mentally reconstruct the
dialogs when practicing.
Play the recording, pausing after each line and havestudents practice saying each line.
Explain the difference in meaning between 'get to'(=can) and 'have to' (=must) before beginning.
Give a few examples.
After the students get the hang of the dialogs, havethem read each line and then look at their partner
when speaking. If you have time, have the students
try to do the dialogs from memory, without looking
at their book at all. Emphasize that they do not haveto say the dialog exactly as it is in the book.
Answers:
See Tapescript.

Page 36, Questions about Work
Do choral repetition of the questions before you
begin.
Tell the students that if they do not presently havea part-time job, to answer about a previous parttime job they have had, or to use their imagination
to create their own answers.
Have the students interview you about your job andyour family member's jobs if you have time.

Page 36, Ten Questions
Demonstrate this activity with a few jobs before thestudents form small groups. At some point in theactivity, students may need to take a "leap of faith"and just guess what the job is if they are not sure.
Question #10 is really two questions, and it may benecessary to ask both questions to narrow down the
choices.

✍ WRITTEN REINFORCEMENT  
Write a short description of 5 new jobs. Don't write
the name of the jobs. Exchange descriptions with aclassmate and see if you can guess each other's jobs.

Translation of Japanese in illustrations"Choomanzoku!"—I'm so satisfied!

Page 37, Comparative Forms
Answers:
See Tapescript.
After the students write their answers, put the rules
below on the board and explain them. Next, have thestudents reevaluate their answers.
Rules for forming Comparatives

1. Adjectives with one syllable take -er.
2. Adjectives with 3 syllables take more ; 2 syllable
adjectives usually take more.
3. For adjectives ending in y, change the y to i
and add -er.
4. Some adjectives (good, bad) are irregular andmust be memorized.
Rules #1 and 2 are probably the most useful forstudents to know. You may feel it unnecessary to
explain the rules at all.

Page 38, The Comparison Game
Make sure the students understand that they are
to use the cues (is, are, am) when making theircomparisons.
The students should all know who Shizu-chan andKumi Koda are. But to be sure, ask your class if
there is anyone who does not know who they are.
Kumi Koda is a popular singer who is 154 cms tall.
Shizu-chan, whose real name is Yamasaki Shizuyo,
is an actress and comedian from a comedy duo
called "Nankai Candies". She is 182.5 cms tall.
"Tokyo University"—the most prestigious university
in Japan.
"Tokai University"—a average university with lots ofcampuses.

Page 39, Listening
Preteach the following vocabulary: thin, messy,
athletic, subject.
This activity will go more smoothly if the students
decide beforehand who their best friend is (they will

11

Page 43, Listening 1

have to answer three questions regarding their bestfriend).

Answers:1) 7:20   2) 11:50   3) 12:00 pm   4) 4:15   
5) 10:30   6) 7:45   7) 10:55   8) 3:40   

Students may not be able to come up with a definite answer for #4-7. Before playing the recording,tell the students to write 'the same' for any questions that they have a hard time coming up with ananswer for.

Page 43, Listening 2
Answers:
TOP Row→ 3 (8:05), 1 (6:00), 7 (7:30), 8 (12:00 am)
Bottom Row→ 5 (4:30), 6 (5:15), 2 (7:30), 4 (9:15)

If repeating after the recording is too difficult foryour students, copy the tapescript for them sothey can follow along.

Translation of Japanese in illustrations(from left to right, top to bottom)

Page 40, Superlatives"Ittekimasu."—I'm leaving now./Bye.
"Chun Chun."—Sound of sparrow chippering.
"Bai Bai."—Bye bye.
"Jaanee."—See you.
"Tadaima."—I'm home.
"Ohayoo."—Good morning.
"OX Kootoo Gakkoo"—OX Senior High School.

Before having the students get with a partner, explain the superlative forms. Point out that the rules
for forming superlatives are similar to the rules forcomparatives.

✍ WRITTEN REINFORCEMENT  
Write 5 sentences comparing famous people (movie
stars, musicians, etc.)✍ WRITTEN REINFORCEMENT           "Bruce Willis is older than Tom Cruise."

Write out the following numbers in long form.

1)1,230
2)1,712  3)5,200  
4)6,010  5)10,200

Unit 13
Page 41, Pronunciation

6)15,350   
7)20,700
8)85,600  
9)99,99910)100,000"One thousand two hundred thirty"

Be sure to emphasize correct syllable stress.

Page 41, Number Bingo

Unit 14

Say each number two or three times at natural
speed. The games are not like regular Bingo where
everyone has a different card and there is only one
winner. However, most students will not get a Bingo
every time because the games are intentionallytricky. The challenge is in listening carefully andgetting it right. Check to make sure they have the
Bingo in the correct row.

This unit may be slightly shorter than other units.
If you have extra time, you can have your students
do the following extra activity to practice present
progressive in the context of a short phone conversation.

Page 41, Math Competition

1. Write the following dialog on the board with theparts in bold underlined.

Partners should not look at each other's calculations.
Have the students sit facing each other using afolder or book to hide their answers. Also, emphasizethat no Japanese is to be spoken to clarify answers!

A: Hello?
B: Hi, Yuki. This is Takashi. What are you doing?
A: I'm just relaxing. How about you?
B: I'm studying for my test.

Answers:
GAME 1→ 1) 65   2) 770   3) 500   4) 500   5) 85   
6) 1000   7) 36,000   8) 18,000   9) 5   10) 4

2. Have the students sit back-to-back and practicethe conversation several times.

3. Have them practice again, substituting the underGAME 2→ 1) 176   2) 237   3) 1000   4) 68   5) 50    lined parts with new activities:
6) 50,000   7) 10,000   8) 16,300   9) 8   10) 4-washing the dishes-cleaning my room
-watching TV-exercising
Page 42, Ways to tell the time
ETC.
It will be helpful to explain that 'past' means 'after'and 'to' means 'before' when telling time. Don't get
Page 44, Pronunciation: Present Progressive
discouraged if students don't catch on right away;
Point out to the students that Wh-Qs have a falling
telling time is quite complicated and students will
intonation, and Yes/No Qs have a rising intonation.
need a lot of practice.

12

Page 44, Troublemakers

Answers:

Hopefully this doesn't look anything like your class!
The number of answers will vary depending onwhether 's/he' or 'they' is used as a subject. There
are about 16 things being done wrong. Students
may overlook 'wearing a cap, sunglasses, or boots'.

1. A girl was smoking.

Translation of Japanese in illustrations

6. A girl was drinking a cola (or soda).

Teacher:  "dokkaan"­—sound of an eruption; "wanawana"—state of shaking with anger; "Fuzakeruna!"—literally "Stop playing around!", but in effect"That's enough! I will not tolerate this behavior any
longer!!"

7. A guy was talking (with a classmate).

Students: (from left to right, top to bottom)"supaa"—state of smoking; "pakupaku"—state ofeating something; "mogumogu"—state of eating(mainly chewing) something; "nga"—a short snore;"kusun"—the state of sobbing; "manga"—comics;"pechakucha"—state of chattering; "Ah, moshimoshi"—Hello?; "kare no shashin"—boyfriend's picture; "kare no gazou"—boyfriend's image; "kuchakucha"—state of chewing; "gamu"—chewing gum

11. A girl was looking at a picture. (2 girls)

2. A girl was listening to music. (2 girls)
3. A guy was sleeping.
4. A guy was eating (his lunch).
5. A girl was putting on makeup.

8. A guy (or girl) was playing cards (with a classmate).
9. A girl was reading comics.
10. A girl (or guy) was studying. (2 students were studying)
12. A girl was talking on the phone.
13. A guy was chewing gum.
14? The teacher was shouting. (?)

Page 45, Listening
Translation of Japanese in illustrations

Picture 1a:  "ZuZuZu"—sound of slurping noodles."Page 45, Card Activity

Picture 1b:  On TV screen: "News".
"Bori Bori"—effect of scratching his buttocks.

Copy (and cut out) the cards on page 67 so thatyou have a stack of cards for each pair of students
in your class. If possible, use a color copier to copy
the pictures. Also, the cards are quite small, so if
you can enlarge them by 50% or more, they will beeasier to handle.

Picture 2a:  " Shinchaku meeru toiawasechuu"—"Checking new email."
Picture 4a:  "Kappa Noodle"—"Cup noodles". This isa play on words. "Kappa" is also a mythical water
imp in Japanese folklore.

Explain the play on words to the students: 'Human
Beans' is said nearly the same as 'Human Beings'.

Picture 4b:  "Boo"—state of doing nothing.

Most of the Human Beans are male. A few (the ones
with pink lips) are female. Tell the students thatthey should use the pronoun 'she' rather than 'he'for these.

Picture 5b:  "Manga"—"Comics"

Picture 5a:  "Osshaa"­—"Okay!/Great!"

Page 46, Past Progressive
Translation of Japanese in illustrations

Explain that the students must use the question
hints at the bottom of the cards and change themto the present progressive form.

"Nga"—a short snore.

✍ WRITTEN REINFORCEMENT  
Write what each student is doing in the picture in
Activity #2.

Page 45, Find the matching card
If you have an odd number of students, some students will have to double up and work together.

                        "A guy is sleeping."

When the students have found their match, redistribute the cards to new students and practiceagain.

           "6:00 am yesterday:  I was sleeping."

Write about what you were doing yesterday and the
day before yesterday at the times in Activity #6.

Unit 15

Page 45, Listening
If you have time, have the students write theiranswers on a piece of paper.

Japanese students often have trouble using thepresent perfect versus the simple past. It will be
useful to explain the difference between the two.
Present perfect (genzai kanryoo) is often used totalk about experiences when the time is indefinite(meikaku de nai). Simple past tense (kakokei) isused when the time is definite (meikaku).

Answers:
See Tapescript.

Page 46, Can you remember?
The number of answers will vary. The number ofactivities is 13 or 14, depending on whether theteacher 'shouting' is included. "Wearing shorts, sunglasses, boots or a cap" are not proper answers,
but could be considered acceptable.

-I have played soccer. (present perfect)-I played soccer last night. (simple past tense)13

Page 47, Listening 1

the winner.

It's best if students do NOT write the answers in
the dialogs. Tell the students to just mentally decide
where the answers go but not to write them. This
way allows the students to mentally reconstruct the
dialogs when practicing.

Notes

Play the recording, pausing after each line and havestudents practice saying each line.
When the students have gotten the hang of the
dialogs, have them do both dialogs again completelyfrom memory. Finally, have the students practiceagain, supplying their own names for the movies andplaces.
Answers:
See Tapescript.

Page 48, Have you ever eaten at...?
"kaiseki restaurant"—a Japanese restaurant withquite expensive, elaborate food.
"okonomiyaki"— a vegetable and seafood typepancake.

Page 49, Find someone who has...
Preteach new vocabulary. Emphasize that students
must use the past tense for the second question.
The forms for the past tense are given in the second
column (in grey).

1. Officially Korea is 'South Korea', and England is partof the United Kingdom. But in spoken English 'Korea'
and 'England' are more commonly used.
2. Only the official languages of the countries are
given, except in the case of New Zealand where Maoriis also an official language.

Answers (page 50):
1. Egypt  2. Germany  3. Italy  4. France  5. England  
6. Spain   7. China   8. Russia   9. India   10. Japan  
11. Korea   12. Taiwan   13. The US   14. Canada  
15. Brazil   16. Colombia   17. Mexico   18. S. Africa  
19. Thailand   20. The Philippines   21. Australia  
22. New ZealandAnswers (page 51):
See Tapescript.

Page 52, Where are they from?
The purpose of this activity is to practice the third person.
Answers:
ERNESTO→ Mexico, Spanish; RIZA→ The Philippines,
Tagalog; AHMED→ Egypt, Arabic; GAI→ Thailand,
Thai; RAVI→ India, Hindi; KYOUNG-MI→Korea, Korean;
PETER→ Australia, English; MANDISA→ South African,
Afrikaans

Their own question (#13) should be one that elicits
a 'yes' response from someone in the class, but notfrom everyone.

Note"tonkotsu ramen"— a Kyushu-style ramen made witha pork bone soup base.

Page 52, Discussion about Countries

Page 49, Listening 2
Preteach vocabulary which you think your students
will not know.
Answers:
1. No     2. No     3. Yes—about a month ago.   
4. Yes—last summer.    5. Yes—last December.   
6. No✍ WRITTEN REINFORCEMENT  
Write 5 new "Have you ever...?" questions. Bring
your questions to class and ask a few classmates
your questions.

Unit 16
Page 50, Write the countries and nationalities
The nationalities are listed according to their endings:  -ese, -ian (-an), -ish, and irregular.
Alternatively, this activity can be done as a gamewhere the first person to fill in all the countries is"Ahlan wa sahlan!"—There are different dialects ofArabic. Ahmed speaks Egyptian Arabic.

It will be useful if you bring a world map to class andhave the students look at which countries are in Asia,
Europe, and South America prior to doing the questions. By all means, do not assume your students will
be good at geography.

Page 53, Listening
You will need to photocopy the tapescript for the
students to use when asking each other the questions.
Answers:
1. No, I'm not. (unless you happen to have a Filipino
student in your class)    2. Yes, I am. (unless you
have a non-Japanese student in your class)   3. Yes,
she is.   4. Yes, he is.   5. No, she isn't.   6. No, he
isn't.    7. Yes, it is.    8. No, it isn't.    9. Yes, it is.   
10. No, it isn't.   11. No, they don't.   12. Yes, theydo.   13. Yes, they do.   14. No, they don't.

Page 53, Card Game
Copy (and cut out) the cards on page 68 so thatyou have one stack of cards for each pair of students in your class. If possible, use a color copier tocopy the pictures. Also, the cards are quite small, so
if you can enlarge them by 50% or more, they will
be easier for the students to handle.

14

If you want to make the game more competitive,
you could have the students do some internet research for some of the countries for homework
prior to playing the game.

Answers:
1. Australia    2. in January    3. by plane    4. threemonths    5. by himself    6. find a girlfriend, surf   
7. a new surfboard

If, on the second round of play, a student turns overa card which s/he has already done, s/he should notplay that card, but turn over a new card instead.

✍ WRITTEN REINFORCEMENT  ✍ WRITTEN REINFORCEMENT                 "I'm going to go to Okinawa."

Write 5-10 sentences about the dream vacation you
plan to take. Use 'be going to' in your sentences!

Write 15 sentences following the pattern below.

Unit 18☞ I'm from (country). I'm (nationality).
              " I'm from France. I'm French."Preteach new vocabulary for this unit.

Unit 17
This unit will take approximately ten minutes lesstime to complete than other units. If you have extra
time, you can copy the tapescript for the Listening
activity and have the students practice it in pairs.
Preteach new vocabulary for this unit.

Grammar Reference
Be going to is used to talk about planned activities
or when you know about the future. Will is used
when there is some uncertainty.

The questions on the gameboard can be used forevaluation/test purposes as well. Students can answer the questions in pairs as you evaluate them.
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 to use
nice, 100-point slips but want to save time, bring insome 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 54, What are you going to do?
Do choral repetition of the questions before thestudents begin.

Page 55, Are you going to...?
Translation of Japanese in illustration"Suburi ato 100 kai"—Okay, one hundred more
swings!

Page 55, Dream Vacation, Part I
At this point students should begin to say 'going to'
as 'gonna'. In natural English native speakers rarely
say 'going to'; the two words are normally assimilated. Have students practice saying the questions(and example answers) with 'gonna'.
At first students will mistakenly say 'gonna to',which will need to be corrected.

Page 56, Dream Vacation, Part II
Do choral repetition of the questions using the three
beginnings: He's... , She's... , They're...
"takoyaki manju"—an octopus-head shaped cakewith sweet bean paste or custard cream filling.
"yatsuhashi"—a traditional Japanese sweet from
Kyoto made from rice flour, sugar, and cinnamon.

Page 56, Listening
Before the students compare their answers witha partner, do choral repetition of the questions,focusing on the contracted words at the beginnings(Where's... , When's...).

15