JUST TALK!
JUST TA
ALK!
Kurrtt Scheib
eibnerr

David Marrttin

TEACHER’SGUIDE

CONTENTS

I.

General Introduction

1

II.

Answer Keys & Notes

3

III.

Tapescripts & Vocabulary

13

GENERAL INTRODUCTION
3. Play the recording again as necessary. If partsof the listening are too fast for your students,
you can read from the tapescript.

Each unit of JUST TALK! takes between 80 and
100 minutes to complete. The time it takes tocomplete 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 shorten the time
it takes to complete a unit by skipping the
Listening activity, or by skipping or shortening
other activities. Likewise, if you have more time,
you can increase the length of some activities
by having the students practice again with a
new partner, or by having them write some of
their own questions.

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 andcircle them.
5. Finally, students should listen to the entire
recording again with their books closed.
For extra listening practice, students can interview the teacher and take notes while listening.
However, some teachers may feel uncomfortableanswering a few of the questions due to theirpersonal nature. If this is the case, such questions can be eliminated. Having the students ask
questions from memory, without referring to the
textbook, can be an excellent way to review anddetermine whether or not they have mastered
the material. Before doing this activity, be sureto give the students a few minutes to memorize
the questions.

Although the order of the units is somewhat
graded, they can be done in any order. You canfocus on the units which you feel are mostappropriate to your students’ needs.
Unit 17 is a review unit which reviews the entire
book. This unit can be used for evaluation purposes as well.
For the activities in the book, follow the
instructions given in each unit. These are written
primarily to the teacher, but they are simple
enough to be understood by the students aswell. This Guide provides suggestions and answer
keys where needed, rather than comprehensive
Teacher's Notes. Not all activities are commented on.

SPEAKING ACTIVITIESEncourage students to speak only English when
doing the speaking activities. When possible,
students should sit facing each other. Thisencourages eye contact and prevents students
from seeing their partner’s book. The personanswering should have his or her book closed.

LISTENING ACTIVITIES

While students are conversing, circulate andanswer any questions they may have.

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

Before doing Unit 1 you may want to teach yourstudents some or all of the following usefulclassroom English.
Do you have a partner?
Let’s be partners.
Whose turn is it?
It’s my/your turn.
I don’t understand.
I’m not sure what to do.
I don’t know.
Excuse me?
I didn’t catch what you said.
Could you say that again?
What does... mean?
How do you say... in English?
How do you spell... ?

Procedure:
1. Students should first read the directions in
the book and make sure they understand thetask to be done.
2. Play the recording and have the students dothe task.

1

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

Tapescripts & 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.
Vocabulary is listed in a bilingual format at theend of each tapescript. Roman characters areused 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. Vocabulary which is already translated at the back of the Student’s Book is notcovered in this Guide.
Discourage students from attempting to write
the Japanese translation for the vocabulary
above or near their equivalents in the tapescript
or in the Student’s Book. Studying vocabulary
with a translation is often an ineffective way toreview. It is much more effective to look atthe (English) context the vocabulary was firstencountered in to see if the meaning can beremembered.

2

ANSWER KEYS & NOTES
29–32 when asking about junior high school (rather
than high school). If you are using the textbook withhigh school students, they will have to skip thequestions about high school and do only the juniorhigh school questions.

Unit 1Page 1, Personal Profile A
Most texts deal with personal information, but there
usually isn’t room to make an extensive personal
profile. This Profile and the following one offer amuch more thorough profile. Many of these questions came from actual forms that native speakers
of English deal with in daily life, for example, fillingout an application for a job, a bank account, income
taxes, driver’s license, passport, etc. Some of themost important ones have been collected andassembled here for students to use both in a verypractical sense, and as preparation for realistic
encounters. The main point of the Personal Profile,though, is to get students to communicate witheach other about personal background information.

General Information: “Name’s meaning”—somestudents will not be able to explain the meaning of
their name because the kanji is too complicated or
has no real meaning. Asking the question is still
perfectly natural, though. Tell them to try to
explain, but don’t force it.
Answers:
1. your 2. your 3. you 4. you 5. you 6. you
7. your 8. your 9. your 10. your 11. you 12. is
13. you 14. you 15. your 16. your 17. your
18. is 19. was 20. does 21. your 22. you
23. your
24. is25. does 26. does 27. Is
28. Does 29. you 30. is/was 31. was 32. you
33. was 34. was/is 35. Was 36. you

This unit may take longer than 80-100 minutes. If
you want to shorten it, you can cut out the JuniorHigh School and/or Second Job sections.

Page 4, Listening

If you want your students to paste their partner’s
picture in the space on page 2, they will have toprepare a picture cut to that size for homework.
The picture is optional, but will make the activity
more interesting. Also, students could prepare theinformation for the entire Profile for homework by
writing their answers on a separate sheet of paper.

If parts of the listening are too hard for your students,
read the tapescript to them, or have them read it andfind the answers.

When interviewing the teacher, students can either
just listen, or they can write the answers on a
separate sheet of paper.

Answers:
NAME: Lexi (or Alexandra)
NAME’S MEANING: It’s short for Alexandra.
NICKNAME: Lexi
DATE OF BIRTH: March 6, 1983
PLACE OF BIRTH: Oregon
OCCUPATION: waitress
ADDRESS: 2585 Dole Street, Honolulu, Hawaii 96822
EMAIL ADDRESS: lexi@yahoo.com
PHONE NUMBER: 228-9781
EYE COLOR: green
GLASSES/CONTACTS: none
HAIR COLOR: brown
HEIGHT: 5’ 2’’
WEIGHT: 98 pounds
SHOE SIZE: 5 1/2
BLOOD TYPE: Type A
MOTHER’S NAME: Carol
AGE: 51
PLACE OF BIRTH: California
OCCUPATION: nurse
FATHER’S NAME: Will
AGE: 51
PLACE OF BIRTH: New YorkOCCUPATION: police officer
PARENTS FIRST MET: at a bar

Having the students compare their answers verballygives them practice with the 3rd person as they ask
questions such as “What’s HER name?”, What does
SHE do?”, etc.

Point out that privacy is important and if a student
would rather not give his/her address, email address,
phone number, etc., they can pass by saying, “That’s
private.” You can model this when you, the teacher,are being interviewed.
Have the students practice saying the questions
before getting with a partner. When interviewing
their partner it’s best if the students use a pencil
to write their answers, then later they can erase theanswers so they will be able to use the chart while
doing the Listening section.
Questions 1–9 coincide with General Information,
10–16 with Physical Statistics, 17–21 with Family
Information (Parents), 22–28 with Family Information(Siblings), 29–32 with Education Information, and
33–36 with Employment Information.
Students will have to change Questions 23–28 whenasking about a sister (only the brother questions are
given). Likewise, they will have to change Questions

3

When a student says: “Yes, I do,” ask the following
question:“How often do you...?”
S/he then answers with one of the words from thefirst column. For example: “I occasionally sleep on
the train.” Ask the next question, “How often is
occasionally?” The student then answers, clarifying
the meaning of occasionally with a phrase from thesecond column: “I sleep on the train about once amonth.”Notes
The first answer is a bit tricky since she goes by her
nickname. If you preteach the expression “it’s short
for...” giving an example like “Kazu is short for
Kazuhiro,” it will make the answer clearer.

Page 4, Personal Profile B
Students may not be able to come up with a least
favorite for a couple of the items. Just have themmove on to the next item if this is the case.

Additional adverbs of frequency could easily be
added to the list including: almost always, frequently, rarely, not usually, not often, etc. Perhaps
the most commonly used adverb of frequency is‘sometimes,’ which hasn’t been included here because it’s so well known and has a huge, ambiguous
range (from ‘hardly ever’ to ‘often’).

Unit 2
Page 5, Vocabulary BuildingThis vocabulary prepares the students for Activity#2 & #3.

Encourage students to ask additional follow-up
questions. For example, “When was the last time
you exercised?”, What kind of exercise do you do?”,etc.

Answers:
C, H, G, A, E, D, B, F

Page 5, Listening

When the pairs of students have finished, re-pairstudents by putting two Student As together andtwo Student Bs together. This is very important as
an A and B student together will not work for Part 2.
Students will now ask their new partner about his/her previous partner. The examples in the top box onpage 6 only give first person forms, so you will needto remind students to use third person forms when
doing Part 2.

This activity prepares the students for Activity #3.
Answers:
1. Yes, every day (quite often) 2. Yes, once amonth (occasionally) 3. No (He doesn’t take anyclasses now.) 4. Yes, once every 5 years 5. No(He gives people money though.) 6. Yes, a coupleof times a year (not very often) 7. Yes, 2 or 3
times a month 8. Yes, every day 9. Yes, every
other day (as often as he can) 10. Yes, about
once a week

Page 7, Crazy Quiz
This activity gives practice with listening for present
tense verbs, answering with short responses, andpractice with pronouns. Often students don’t concentrate well enough when listening and therefore
make errors when responding. This short, drill-like
activity, although fun and intense, will help students
see the inherent connection between listening toand answering questions.

Notes
The listening has quite a few examples of using‘Uh...’ or ‘Umm...’ to buy thinking time. Dave alsouses ‘Maybe (like)...’ when he is not sure of theexact frequency. You can try to have students use
these forms when doing Activity #3.

Page 5, How often is often?
This is a very basic pair work activity for students topractice adverbial phrases of frequency. Students
will also be able to practice subject/verb agreement
for both first person (Partner #1) and third person(Partner #2).

Be insistent that students answer with complete
sentences and not with only one word. Also, for theirown questions, make sure they use the present
tense. They can use Do..., Does..., Am..., Are..., Is...,or Can... to start their questions.

First, make sure students understand the difference
between “Do you ever...?” and “Have you ever...?”
Some students will mistakenly think they are thesame.

Translation of Japanese:‘yukata’—a summer kimono.
Answers:
1. No, I don’t. 2. No, I don’t. (some students may
say ‘Yes, I do’, though!) 3. No, I can’t. (or Yes, Ican.) 4. Yes, they are. 5. No, it doesn’t. 6. No, it
doesn’t. 7. Yes, I do. 8. No, you can’t. (or No, I
can’t.) 9. No, there isn’t. 10. Yes, it does.
11. No, you aren’t. 12. No, you aren’t. 16. No,
you can’t. (or No, I can’t.) 17. No, there isn’t.
18. Yes, it does. 19. No, it can’t. 20. Yes, it is.
21. Yes, it does. 22. Yes, it is. 23. No, they can’t.
24. No, you aren’t. 25. Yes, I am. 26. No, youaren’t. 27. No, they don’t.

On the board write two columns, one with thesewords: always, usually, often, occasionally, seldom,
hardly ever, never. In the other column, put thesephrases: once a day, twice a week, three times amonth, two times a year, every other day, once
every two months.
Next, ask the class a simple “Do you ever...?” question such as:“Do you ever sleep on the train?”4Unit 3

Unit 4

Page 9, Jobs

Page 11, Too many times!

You will need to preteach some vocabulary, or you
can have the students ask you individual words thatare new to them after they have tried matching
once.

When we are bored of doing something over andover again, or when we do something silly or stupid,
we tend to exaggerate the number of times we havedone this thing. For example, if we have taken thewrong bus a few times, we tend to say that we’vetaken the wrong bus hundreds or even thousands oftimes to get the point across. With this activity,
students will practice using such common phrases as‘millions of times’ or ‘zillions of times’ to emphasize
their point.

Write the following on the board: “Who would
say...?” Next, say (or something similar): “Would
you like a refill?” Ask the students who would saythat sentence (a waiter or waitress). Write theanswer on the board. Try a few more that are notin the book until the students get the hang of it.

You should preteach the meaning of the phrases inthe bottom right boxes, using the translations on
page 70 if necessary.

Do choral repetition of the jobs, focusing on syllable
and word stress before doing Activity #2.
Translation of Japanese:‘Pochi’—a common name for a dog in Japan.

A few of the items require the students to use‘anything’ for the first question and ‘something’
when asking the second question. For example,“Have you ever done anything stupid?” and “Whenwas the last time you did something stupid?”

Answers:
7, 5, 1, 15, 12, 6, 13, 10, 2, 9, 4, 11, 3, 14, 8

Page 10, Mini-Conversations

When the pairs of students have finished, re-pairstudents by putting two Student As together andtwo Student Bs together. This is very important as
an A and B student together will not work for Part 2.
Students will now ask their new partner about his/her previous partner. Point out that students will
have to use the third person when answering forthis part.

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

Page 13, Listening
To give students more in depth practice you could
ask them why questions about Andy’s experiences:
Why did he get angry?, Why did he sleep in his car?,Why did he tell a lie?, etc.

2. Each group performs their conversations in frontof the class. This method takes more time as you
must wait until all the groups are ready to begin.
3. Each group performs their conversations in frontof a pair group. This method may be less intimidating than #2, but you won't be able to give thestudents as much support.

Answers:
1. Yes (of course), about a month ago
2. Yes,about a month ago 3. Yes (of course), about twomonths ago 4. No 5. Yes, about a year ago
6. Yes, about two days ago 7. Yes, about three
years ago 8. Yes, about two days ago

Page 10, Listening
Depending on how difficult you want to make thegame, you can have the students look at the jobs
on page 9 or not. Also, you can make the listening
much easier if you preteach the difficult vocabulary,but it may then become too easy depending on thelevel of your students.

Unit 5
Page 15, Listening

Tell the students to abbreviate the spelling for theiranswers on the first listening because they will nothave enough time otherwise. Then, before thesecond listening, give them a chance to complete
their answers.

This activity prepares the students for the rest of
the unit. When comparing their answers with apartner, students should take turns asking “Can heski?”, etc. They should answer using “Yes, he can.
/No, he can’t.” This will give them third person
practice.

Answers:
1. doctor 2. teacher 3. secretary 4. comedian
5. vet 6. police officer 7. waiter/waitress
8. landlord/landlady 9. pilot 10. real estate agent
11. politician 12. shoe shop clerk 13. minister
14. editor 15. judge

Answers:
1. Yes (cross country, not downhill) 2. No 3. No
4. Yes 5. No
6. No 7. No 8. Yes 9. Yes
10. No 11. No 12. Yes 13. No 14. swim reallyfar

5Possible extra questions:
1. Why can’t Andy skateboard? (He’s a klutz.)
2. Why can’t he say his name backwards?
(Because it starts with a ‘y.’)
3. How many pushups can he do now? (about 20)
4. How many times has he surfed? (5 or 6)
5. Is he a good surfer? (He’s okay.)
6. Does Andy want to try scuba diving?
(Yes, he said it looks fun.)
7. Why doesn’t he want to try rock climbing?
(Because he’s afraid of heights.)
8. How often does he lift weights now?
(once or twice a week)
9. How much can he leg press? (300 pounds)
10. Why hasn’t he played soccer? (Because he’s
not coordinated with his feet.)
11. How far can he swim? (26 miles)

If you have extra time, you could discuss some of
the lesser known sports, demonstrate how they areplayed, and explain some of the rules. This is also agood lesson to discuss favorite sports, spectator
sports, and actually playing sports.

Page 18, What do you want to do today?
This activity gives students practice in using thecorrect form of the sport in a more natural context.
Using choral repetition, have the students practicethe intonation of the sentences in the dialog. Point
out that “No...” should be said softly with a fallingintonation in this context so that it will sound like apolite refusal. When finished, write the sports cueson the board and have the students close theirbooks and try again, using only cues.

Page 18, Find someone who has...

Page 15, Prove It!

There may be one or two questions that no student
answers “yes” to. If this happens, just tell them togive up on that question (after having asked everyone).

With large classes, permit students to ask only one“Can you...?” question per interview. In other words,
they can’t ask the same student two or threequestions. When someone answers “Yes” the person
asking should then say “Prove it!”, and the student
should then demonstrate that they can do theactivity. Students will be mingling and asking questions, demonstrating their abilities, and giving theirnames. By the end of the activity, students shouldhave many different names on their sheet.

Unit 6
Page 19, Listening

Page 17, Sports Rally

You may need to preteach some of the key vocabulary such as laundry, mean, pregnant, etc.

Sports can be confusing; for example, do you playboxing, do boxing, or just box? This activity helps
students use the right form of the sport in a competitive, yet fun way.

When the students compare their answers, havethem use the beginning “Why did s/he...?” whenasking each other so they can practice the third
person.

Some sports are verbs (swim, jog, sail), and others
are nouns (tennis, basketball, squash). Some canbe both (golf). Before doing the game, write threecolumns on the board (Let’s..., Let’s go..., Let’s
play...), and together with the students, try to
add as many sports as possible to the appropriate
columns.

Answers:
1. He didn’t do his laundry, so he didn’t have anything else that was clean. 2. He hated his boss
(because he was very mean and he had a lot ofstress). 3. His girlfriend got pregnant (and he loved
her). 4. Because it’s hot in the summer. 5. The
cat was cheaper (than the dog). 6. His cat was sickand he had to take him to the vet. 7. He was reallytired (from work and didn’t want to fall asleep whiledriving home). 8. She really likes (working with)people.

Go through the entire racecourse with your students, having them repeat the correct forms foreach after you. (Tell them not to write the answers
in the book!) A few of the sports may be natural
with both “Let’s...” and “Let’s go...” beginnings,
for example, “Let’s surf.” and “Let’s go surf.” In thiscase, “Let’s go surf” is a shortened form of “Let’sgo and surf.” However, it will be less confusing andeasier if you just teach your students that “Let’s...”is followed by the verb form of the sport.

Translation of Japanese:‘Wan Biggumakku Sankyuu’—(literally “One Big
Mac, please.”) This is how they bark their orders at
McDonald’s in Japan, using katakana Japanese.

Notes

Tell students to move one space for each turn. A
student should shout “Pit Stop!” if s/he is not sureif their partner made a mistake (but thinks theymight have). S/he should then call over the teacher,
who will then verify if their partner can say thecorrect form. When a student goes to the Pit Stop,s/he misses a turn, which means that their partnertakes two turns.

“watched me and [tell] me”—he meant to say ‘told’me.
“I was looking at the prices between...”—A morenatural way to say this would have been “I was
comparing the prices between...”“working with kids”—Matt had a job working at achildren’s summer camp at the time.

6

Answers:
Most answers will vary. Answers that are definitive:

Page 19, Why did you...?
Insist that students are not allowed to deny theaction. For example, Student B: “You loved that job.
Why did you quit?” Student A: “I didn’t quit.”

4. No, you didn’t. 9. No, there wasn’t.
12. No,they weren’t. 16. No, I didn’t. 18. No, I didn’t.
19. No, he didn’t (Mizayaki did it).
22. No, I
couldn’t. 24. No, he wasn’t. 27. No, there weren’t.

The students’ answers can be in the form of notesor complete sentences depending on the level ofthe class.

Translation of Japanese:‘Roppongi’—a wild, party area of Tokyo.

Students will not be able to extend their conversations for all the questions. Just encourage them todo so, giving them a few examples of how it can bedone.

‘Manjiro’—a comical, old-fashioned name for a
Japanese male.
‘Sen to Chihiro no kamikakushi’—One of the mostpopular animated films of all time. The English title
is “Spirited Away.”

Translation of Japanese:‘omiai’—the Japanese system of arranged marriage.

Unit 7

Notes
Variation 1: Have each questioner ask two or threefollow-up “Why...?” questions for each answer:

In this unit students learn lots of new vocabulary
while using past tense verbs to describe a simple
cause/effect physical ailment. Students build fluency
as they tell group members about their various
health problems.

Q: The party last Friday was really fun. Why did you
leave so early?
A: I had to meet my friend at 8:00.
Q: Why did you have to meet your friend?
A: Because I had to give him something.
Q: Why did you have to give him something?, etc.

Page 23, Vocabulary BuildingThis activity prepares the students for Activity #2.
Have the students repeat the ailments after you,focusing on syllable stress.

Variation 2: When pairs have finished, poll the classfor the best reasons. This will require the students
to listen carefully to each other. The pair with themost points is the winner.

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

Variation 3: Without looking at the book, do thisas a whole class activity, dividing the class into two(or more) teams. Read out one of the “Why did
you...?” questions and have the teams compete
for the best reason. These could be separated into
categories such as most believable, most creative,
funniest, etc.

Translation of Japanese:‘hikku’—sound of hiccups.
‘hekkushon’—sound of sneezing.

Page 23, Aches & Pains Game
If possible, make A-3 sized color copies of the
gameboard. If you want to make real gameboards
to use, you can glue the sheets onto thin cardboard
or laminate them. Any kind of objects can be used
for the markers, but it will be more interesting if
you buy different brightly-colored buttons for yourstudents to use. Explain to students that when theyland on a square, they win (or lose) the number ofpoints printed on the square.

Page 21, Crazy Quiz
This activity gives practice with listening for pasttense verbs, answering with short responses, andpractice with pronouns. Often students don’t concentrate well enough when listening and therefore
make errors when responding. This short, drill-like
activity, although fun and intense, will help students
see the inherent connection between listening toand answering questions.

You will need to preteach the vocabulary “swallow”
and “fits of sneezing.”

Be insistent that students answer with complete
sentences and not with only one word. Also, for theirown questions, make sure they use the present
tense. They can use Did..., Could..., Was..., or Were...
to start their questions.

Translation of Japanese:‘yakiimo’—Japanese sweet potatoes.

Page 25, Listening

For a few of the questions students may have trouble
giving extra information after answering ‘no.’ Emphasize that any information is acceptable as long as it’s
related to the original question. Before beginning,give the students an example of how to give more
information: “Did you sleep on the roof last night?”➝ “No, I didn’t. I slept in my bed.”

You will need to preteach some of the key vocabulary before doing this listening. When students
compare their answers have them change thequestions to third person: “What does he do when
he gets the hiccups?”➝ “He holds his breath andcounts.”7

busy, but they must find time in their schedules tohave their picture taken together for their fans. The
problem is finding a time to get together to havetheir picture taken. Finding a time slot becomes thetask for the students.

Answers:
1. hold my breath and count; drink some water
2. beans 3. No, never. 4. Yeah, after rock concerts. 5. Quite a number of times. 6. No, never.
7. Yeah, I do: nothing. 8. a bad headache
9. a runny nose; itchy & watery eyes; a rash (sneezing is a symptom too, but he didn’t mention it.)
10. a concussion with memory loss

Students must first complete their schedules. They
should ignore all lines that indicate they are free, butthey must fill in a location (city or country name) for
the natural disasters to occur.

Notes“plug your ears and plug your nose at the sametime”—I cannot imagine how this can be done unless
you use a clothes pin on your nose.
“defecate”—this is a very formal, almost scientific
way to say ‘go to the bathroom.’ Thus, Lexi’s
chuckle.
“a little junk food fix”—by this he means he loves
junk food and is always craving it, so when he has asore throat at least he can suck on the throat candy(which is like junk food) and get some kind of satisfaction.

It is imperative that students ask questions in orderfrom morning to evening. The only time all the superheroes are free in common is at 8:00 pm (the lasttime slot). If students fail to ask in time order, thewhole activity risks being over prematurely. Also,
tell the students to take turns when asking.
If you prefer, you can photocopy and cut up theschedules (on page 28) for students to use. This
will help prevent students from seeing their partners’
schedules, and it will make it easier for students tosee the dialog on page 27.

Unit 8

Obviously, this activity will work best in groups ofthree. However, a group of two can still do it byhaving one partner assume the role of two superheroes rather than only one. Likewise, the activity
can be done in groups of four by having two partners share one super hero role.

Page 26, Listening
Students may have some difficulty hearing Matt’s
reason for being busy (he has to pick up his brotherat the gym). If you preteach the vocabulary ‘pick(someone) up’ it will make it easier.

Answers:
sandstorm, snowstorm, drought, forest fire, flood,tidal wave, hurricane, avalanche, tornado, mudslide,earthquake, volcanic eruption

Answers:
MARTINA: Sunday–5:00 (church) and Saturday–5:00(dance practice); Monday–5:00 (go to gym andexercise) PETE: Friday–10:30 (has to prepare for a
speech); Friday–11:30 (hiking) CHERI: Thursday–
8:00 (work); Friday–10:00 (go to the movies)
MATT: tomorrow–5:00 (has to pick up his brotherat the gym); Wednesday–8:00 (bowling)

Bonus Activity:
Have students collect newspaper clippings of realnatural disasters from around the world. This is arealistic and motivating way to prompt discussions
based on what actually happened, what was done
about it, or how it could have been less disastrous,
etc.

Notes
“Awesome”—young people use this word in manydifferent ways. Here she means “Good” or “Okay,
then.” (in Japanese Kimari! )Page 29, I’m going to...
Each student has to repeat what each student
before them has said. Students can say what they
are going to do tomorrow, rather than, or in addition
to tonight.

Page 26, Super Heroes
This activity is a bit complicated and will require
careful explanation. There are two parts: The firstpart concentrates on natural disaster vocabulary as
well as structured question and answer patterns
concerning appointment making. The second partgives students the opportunity to assume the role ofa super hero who is entrusted with the superhumantask of stopping natural disasters from occurring inplaces around the world.

Unit 9Page 31, First Listening
This story is based on Aesop’s well-known fable. You
can skip the first listening and go straight into
Activity #3, but it will be more difficult this way.

Review the dialog at the bottom of page 27 withthe students. Explain that this language is useful for
setting up appointments, specifically super heroappointments. Point out that the super heroes haveto fly to some place, stop the natural disaster, andsave all the people. These super heroes are all pretty

Page 31, The Lion and the Mouse
You will need to explain this activity very carefully.
Make sure your students know how to use thescoring system before starting. The first two answers are given as examples to get the students

8started. Students get no points for these. Explainthat a guess counts as one hint.

Page 38, Listening
Answers:
1. China 2. with a school group 3. I flew. 4. atsome university dorms 5. for six weeks 6. went
shopping, studied, traveled around 7. really hot &dry 8. It was good, but I got tired of it. 9. Yeah, Ibought a lot of things. 10. a boat ride in Shanghai
at night 11. No, I didn’t. I really had a good time.
12. be very prepared.

Depending on the level of your students, you may
want to preteach the vocabulary on page 70.

Page 31, Second Listening
After listening for the second time, students could
repeat the sentences after the tape (with pauses),or you could have them try saying the sentences as
they are said while listening along.

Translation of Japanese:‘Hakone’—a place near Mt. Fuji.
‘pension’—a Japanese-style bed and breakfast.

Notes“I would always be thankful”—The Student’s Book
has the more natural way: “I will always be thankful.”‘minshuku’—a low-budget Japanese inn.

Notes

Page 31, Story Time

“Better than ours”—Martina and Lexi both live indorms at a university. By ‘ours’ she means ‘ourdorms.’

A few students will claim they do not have any story
or experience to tell. Insist that they do! If necessary, they can tell about an experience that a friend
or a family member has had—they are not limited totheir own experiences.

“cats and dogs”—Although this is not typical Chinese food, some Chinese do eat strange and exotic
creatures.

Unit 10

Unit 11

Page 36, Ski Trip
This activity gives a practical way to learn weather
terminology using future tense (will), while asking
for and giving information. You will need to preteachthe weather symbols and teach students how to say
temperatures (1˚= ‘one degree’ ; -1˚= ‘minus one
degree’, etc.)

Page 40, Requesting and politeness

When discussing which ski resort they prefer to go
to, students should look carefully at not only theweather conditions, but also the temperatures. For
those teachers not familiar with Centigrade, you
can refer to the following chart.

This lesson covers a tough (but very important)
grammar point. You will have to explain the difference between ‘mind if I + verb’ and ‘mind + verb +ing’ carefully. Also, point out that ‘not at all’ means‘yes,’ and ‘yes’ means ‘no’ when answering questions with ‘mind.’Answers:
4, 6, 1, 3, 5, 2 (#2 and #3 are almost the samelevel of politeness)

Page 40, Requests and responses‘Well, actually... + reason’ is only one of many waysof refusing a request. Only one way is given here inorder to make the lesson less complicated.
Answers:
A: 1. Would you mind buying me a bento?
2. Do you mind if I use your cell phone?
3. Would you mind telling me what time it is?
4. Would you mind mailing these letters for me?
5. Do you mind if I take my vacation next month?
B: 1. Do you mind if I borrow your surfboard?
2. Would you mind teaching me how to play golf?
3. Do you mind if I smoke?
4. Would you mind driving me to the airport?
5. Would you mind lending me your DVD player?

Page 37, Travel Survey
Students will have to either write their sentences inpencil and erase them later (so that they can write
their second partner’s answers), or you can makeextra copies of the survey for them to use.

Note: B, #3 (smoke) will not work for the second
part of the activity as you cannot say “Could you
smoke?” Just tell the students to skip that one.

You may prefer to do the listening prior to doing thesurvey. Either way is okay, but the students will be a
bit better prepared to answer the questions if thelistening is done first.

Page 41, Mini-Conversations
See the Notes for Unit 3, Page 10.

9Translation of Japanese:(Top right box): ‘Gochisoosama’—That was goodand ‘Aa. Mata osaraarai? Nanka tsukarechatta!’—Do
I have to wash dishes again! I’m tired!
(Bottom right box): ‘ira kora ira kora’—sound of
irritated feeling.

teach the vocabulary for the whole unit (see p. 71).

Page 42, Grammar Prep

Notes

This activity prepares the students for the following
one by highlighting forms used to make requests
and offers.

“Get to know the person you’re with”—This is a
shortened form of “You can get to know...”

Answers:
1. an amusement park
2. an original poem
3. snuggle
4. decide the place together
5. in acar
6. a regular date
7. a new girlfriend

Page 45, How romantic are you?
Answers:
1. b 2. a 3. b 4. a 5. a 6. b

If necessary, this activity can be done in pairs, or ingroups of four, by having one partner assume two of
the roles, or by having two partners share one role.

Page 42, The Maitre d’

This activity requires careful explanation. Emphasizethat all 3 partners answer all questions. The students will have to modify many of the questions
depending on whether their partner is male orfemale. For example, “Your ex-boyfriend” should bechanged to “Your ex-girlfriend” if asked to a male.

This activity gives practice with offers and requests,
articles, and count vs. non-count nouns. The conversation the students create is purposely meant to be
crazy sounding. Students will be amused by theunusual menu items that they come up with. Expect
a few giggles as the very odd dialog occurs between
the waiter and the customer. Later, students will
have a chance to create a new, more realisticsounding dialog.

The number of points given for each choice issomewhat biased and arbitrary. If you prefer, you
could have your students white out the points, getinto groups, and decide among themselves how
many points to give the choices prior to doing theactivity.

After getting with a partner, students should only
ask their partners for the blank spaces at first. They
should not read the sentences yet; they should only
collect the information that’s missing.

The careers suggested on page 49 are admittedly
biased and are as such, disputable.

Variation 1: Encourage pairs of students to readtheir scripts to another pair or to the rest of theclass.

Page 49, More questions about romance
Due to the personal nature of the questions, if
possible, try to group students together who knoweach other somewhat.

Variation 2: Have the students sit in two lines ofAs facing Bs. All Student A roles remain in their seat
while Student B roles rotate to the right. This way,
new pairs are formed. Have the new pairs readthrough the Maitre d’ again—this time they’ll havea whole new conversation.

Unit 13

Page 42, Listening
Page 50, Short Responses

Students will have to flip back and forth between
pages 43 & 44 in order to write the answers. For
this reason, on the first listening, have the students
just listen, without writing, concentrating on meaning only. They can then write the answers on thesecond listening. Have the students erase theirpartner’s answers before playing the recording.

The beginnings of the statements are in bold forlater use with Activity #5. Have the students repeat
the responses after you, focusing on intonationand stress. Practice the responses of disagreement,
too.
Translation of Japanese:‘Kimutaku’—the lead member of SMAP, a wildly
popular group of musicians and actors.

Answers:
1. Chuck’s 2. bee(s) 3. spaghetti 5. carrot, dog
6. giraffe knee 10. cool elephant 11. chips
12. blue asparagus 13. rose 14. German
16. pretty, juice 17. mustard 19. cockroach,pepper, shrimp 20. spider 22. 537 23. Oh, wow!

Page 51, Likes and Dislikes
Students should use a short response from Activity#1 for this activity and for the following one.

Unit 12Page 52, Listening

Page 45, Listening
This listening prepares the students for the following
activity. Before doing the listening, it’s best to pre-Answers:
1. to be fat; Neither do I.
2. to run; I don’t.
3. ice cream; So do I.
4. cats; Me neither.
5. music; So do I. 6. milk; I do. 7. the mountains;
Me too. 8. home; I don’t. 9. swim; I can’t.

1010. sleep; Neither can I. 11. frog legs; I have.
12. study; I don’t. 13. my dad; Neither can I.
14. fun; So do I.
Possible extra questions:
1. What kind of exercise does Jeremiah do? (lift weights)
2. What is Cheri’s favorite kind of ice cream? (chocolate)
3. Does Cheri have a cat? (No, but she used to.)4. What kind of music does she dislike? (country)
5. Does Jeremiah like frog legs? (Yes.)
6. Why doesn’t Jeremiah study regularly? (He works.)
7. What position did he play when he played baseball? (catcher)Answers:
1. AFRAID (SCARED) a. 11 b. She heard a door
slamming (and thought it was a ghost). 2. EMBARRASSED a. at the beach in Hawaii b. A big wave
took it off (It came off). 3. DISGUSTED
a. Disneyland b. a hot dog 4. EXHAUSTED a. thetrack team b. miles and miles 5. NERVOUS
a. speech b. he hates talking in front of people(and he’s shy). 6. JEALOUS a. kissing another guy
b. kill him (and her)

Unit 15

Page 52, Card GameYou will have to photocopy page 53 and cut thecards out to make sets for each group of 3 students. If possible, make color copies. The cards areincluded in the Student’s Book to provide the optionof doing the activity as a kind of board game. Usinga coin and markers, students can move in a predetermined direction. You can create your own rules,
add points to the squares, etc.
Using different sentence beginnings (in bold) from
Activity #1 will ensure that students get practicewith a variety of responses.

Unit 14

Page 57, Vocabulary Building
Answers: N, L, A, C, J, D, G, H, F, E, M, K, I, B
Translation of Japanese:‘bori bori bari bari’—crunching sound of eating.

Page 57, Why were you...?
Demonstrate the target grammar (past progressive)by saying something like: “I was running up a hill at
3:30 this morning wearing a blue and green tutu.
Encourage students to ask: “Why were you runningup a hill at 3:30 this morning wearing a blue andgreen tutu?” Give a reason and a few more examples. Explain that past progressive is used whenan activity happens at a specific point of time in the
past.

Page 54, Vocabulary Building
The more difficult words are translated on pages 71& 72.

Page 54, Pronunciation
Stressed syllables: aFRAID, SCARED, ANgry, MAD,
BORED, CONfident, disapPOINTed, disGUSTed,
emBARRassed, exCITed, exHAUSTed, FRUStrated,
HAPpy, JEALous, NERvous, reLIEVED, SAD,
SATisfied, SURprised, susPICious
The 10 ‘r’ sounds are underlined above.

If students have a hard time coming up with excuses, you can make it easier by having them readthe questions and brainstorming their answers
before working with a partner. It’s not essential tofinish all the questions; in fact, if students are having
a fun discussion, encourage them to continue aslong as they like on any situation.
Translation of Japanese:‘izakaya’—a Japanese-style pub.
‘yakuza’—the Japanese mafia (gangsters).
‘Takashimaya’—a Japanese department store.

Page 55, Say it with emotion!
Before distributing the slips, preteach the following
vocabulary: ho hum, stuffed, mention, ex-boyfriend,
yuck, throw up, whew!, useless, wig, job interview.

Page 60, Listening

Students may not know the correct intonation for
their sentence. You can have them come up to thefront of the class, one by one, as they are memorizing their sentences, and whisper the way the sentences should be said to each student individually.

Answers:
1. (Her mom wouldn’t let her go out and) she had tomeet her boyfriend. 2. She had to do an interview
for her school project.
3. She was helping them
plant a tree. 4. He gave her a speeding ticket but
she wasn’t going that fast. 5. His brother (played ajoke on him and) threw his shoe in the garbage (andthe garbage man took it away). 6. His neighbors
asked him to watch their stuff (because they went
to Jamaica). 7. His mom said he ate all the cakebut he didn’t (because he saw his brother eat it all).
8. He was hiding from a woman at work who likes

If you have more or less than 18 students (there are
18 slips), you can have a few students memorize
more than one slip, or have students share a slip.

Page 56, Listening
Depending on the level of your students, you may
want to preteach some of the vocabulary.

When comparing their answers, have students use
the third person: “Why was she...?”

11

seems to be more and more common in informal
American English.

him too much (and is stalking him).
9. (He thinks
pigeon feathers look pretty) so he wanted to makea hat out of them.
10. He was paying his bossback (because he borrowed some money from him
the day before for lunch).

Unit 17*The believability answers are subjective and will vary.

Notes“make a hat out of [it]”—Matt meant to say ‘them.’

Unit 16
Page 62, Vocabulary Building
Answers:
C, G, J, D, A, Q, H, F, K, I, E, N, P, M, L, B, O

Page 67, Skit / Video Preparation
Preparing for the skits/videos can take a lot of
valuable class time. If you don’t want to use classtime, students can prepare their skits for homework.
Students could even make their own videos forhomework, and later the videos can be played forthe rest of the class to watch.
Usually the skits/videos with the most props andaction are the most interesting—it’s important toremind students of this.

Page 63, Vocabulary Building
As there is no word in Japanese for ‘funny bone,’
you will need to explain this word carefully.
Answers:
16, 4, 17, 18, 12, 1, 13, 11, 19, 9, 14, 6, 2, 10,
15, 3, 8, 7, 20, 5Page 63, Accident Prone
Students will learn the necessary vocabulary in
Activities #1 & 2, except the following, which you
should preteach: thumbtack, puddle, pothole.
When giving a full report of their day’s accidents,
students will need to join their sentences together
using “(and) then at (time) I...” Write this on theboard for the students to use.
Explain that there is a cause (I fell out of bed) andan effect (I broke my arm). Little by little, students
will acquire a list of injuries which they report totheir partner. It can be quite fun to get students
to pantomime all the accidents. For lower-level
students, you can limit the number of injuries theyreport to one or two most recent ones.

Page 66, Listening
Answers:
1. Yes. (He trips over his own feet and runs into
walls and doors.)
2. Yes. (about a year ago)
3. Yes. (He burned himself on the oven 3 or 4 times
cooking pizza.) 4. Yes. (He twisted his knee whilesnowboarding.) 5. Yes, lots of times. (Not serious
injuries. He pulled his leg muscles playing soccer.)
6. No. (and no stitches, either)
7. He doesn’t
remember, but if he has it wasn’t too bad. (Hesprained his wrist playing football.) 8. Yes, several.
(He got one from a biking accident.)
9. Yes. (Ineighth grade. The car flipped over three times.)
10. The car accident he had.

Notes
“if he would have gone out”—technically his grammar is wrong here and should be “if he HAD goneout.” However, using ‘would’ instead of ‘had’

12