guide1 talk a lot

Teacher's Guide

Talk a Lot Starter Book

Second edition

conTenTs

i. General introduction 1

ii. answer Keys & notes 5

iii. Tapescripts & Vocabulary 16

GeneraL inTroducTion

1

EachunitofTalk a Lottakesbetween80and100minutestocomplete.Thetimeittakestocompleteaunitwilldependonanumberofthings:howthetextisused,thelevelofyourstudents,theleveloftheirmotivation,thecohesivenessofthegroup,andotherfactors.Ifyouhavelesstime,youcaneasilyshortenthelengthofsomeactivitiesbyreducingthenumberofquestions.Likewise,ifyouhavemoretime,youcanincreasethelengthofsomeactivi-tiesbyhavingthestudentspracticeagainwithanewpartner.

Unit1isanintroductoryunitwhosemainpur-poseistohelpthestudentstogettoknowoneanother.Unit18isareviewunitthatreviewstheentirebook,andmaybeusedforevaluationpurposesaswell.Althoughtheorderofunits2-17issomewhatgraded,theunitscanbedoneinanyorder.Anoptionalwrittenreinforcementactivityisgivenforeachunit,whichismeanttobedoneforhomework.Thesewritingactivitiescanbedoneinclassifyouhaveextratime.

Unitbyunitbilingualvocabularylistsarefoundonpages70-73.Thelistsarenotexhaustive;theyincludeonlyvocabularythatmaybenewtobeginners.RomancharactersareusedfortheJapanesesothatnon-Japaneseteacherscanaccessthevocabularyandcheckstudentcomprehension.Thelistsareincludedforseveralreasons.Therearecertainactivitieswhichwillgomoresmoothlyifnewvocabularyispretaught.Theindividualunitnotesrefertotheseactivities.Also,dependingonthelevelofyourstudents,orthevocabularyloadoftheunit,youmayfeelitisnecessarytopreteachvocabularyformostunits.Thelistscanalsobeusedasaguideforstudentsastheyaredoingeachunit.Ifastu-dentgetsstuckonthemeaningofawordorexpression,s/hecanrefertothevocabularylistforthatparticularunit.Theentriesaregiveninalphabeticalorder.Vocabularycanbeassignedforhomeworkpriortodoingaunit.

Formostactivitiesinthebook,somechoralpro-nunciationworkmustbedonepriortosettingthestudentsoffontheirown.Generally,youshouldhavethestudentsdochoralrepetitionofkeywords,expressions,andsentencesbeforedoingthecommunicativepartoftheactivities.Themainfocusshouldbeonsyllablestress,wordstress,andintonation.

TheTotheTeachersectionwillgiveyouanoverviewoftheapproachbehindthebook.Foramoredetailedbreakdownofthegrammar,function,andtopicfocusofeachunit,refertotheMapoftheBook.

Fortheactivitiesinthebook,followthein-structionsgivenineachunit.Thesearewrittenprimarilytotheteacher,buttheyaresimpleenoughtobeunderstoodbythestudentsaswell.ThisGuideprovidessuggestionsandanswerkeyswhereneeded,ratherthancomprehensiveTeacher'sNotes.Notallactivitiesarecommentedon.

hoW To GeT Your sTudenTs To sPeaK 100% enGLish

Yourfirstreactionmaybethatthisisanunrealisticgoal,onethatyoumayhavepre-sentedtoyourstudentsbefore,butagoaltheyhavealwaysfailedtoachieve.Youmaybeinaclassroomsituationwherethestudentsspeak20-50%Japanese.Oryourstudentsmaynottalkmuchatall.

Isa100%Englishgoalunrealistic?Firstletmeexplainthatbysettinga100%goalthisdoesnotimplythatJapanesewillbeoutlawedintheclassroom.YoushouldinnowayhintthatJapaneseisforbidden,wrong,orinanywayinferiortoEnglish.AttimesusingJapaneseisadvantageoustoanEnglish-onlyparadigm.UsingJapanesetotranslate(ratherthanexplain)difficultvocabularyisexpedient.Itshortenstheexplanationtime,andthusgivesthelearnersmoretimetocommunicateinEnglish.Anexam-plewhereusingJapaneseisnecessaryiswhenastudentaskstheteacher(oranotherstudent),"Howdoyousay...inEnglish?"Thepointbeingmadeisthatthebulkofconversationinclass,especiallywhenrealcommunicationisgoingon,shouldbedoneas much as possibleinEnglish.

WhatfollowsaresometechniquesthatIhavefoundtobesuccessfulingettingstudentstospeakmostlyinEnglish.

1. establish your 100% goal from day 1.

Onthefirstdayofclassmakeyourexpecta-tionscleartoyourstudents.It'sagoodideaatthispointtocontrasttheyearsofjr/seniorhighschool(non-communicative)Englishclassesthat

theyhaveexperiencedwithwhatyouexpectofthem.Iusuallyhavemystudentsmakeapactwithbothmeandthemselves.ThestudentsreadthepromisesfoundontheGettingStartedpageoftheStudent'sBookandIelaborateoneachabit.Nextthestudentssigntheirnamesinagree-ment.Youcangobacktothesepromisesfromtimetotimethroughoutthecourseasneces-sary.

2. Learn your students' names.

Youwillnotbeabletocontrolyourclasswellifyoudon'tknowyourstudents'names.Ifastu-dentisspeakinginJapaneseyouneedtobeabletoquicklysay,"Yuki —areyouspeakingEnglish?"Thisshouldnotbesaidinanangrytone,butratherinafriendly,almostjokingtone.Icannotoveremphasizehowimportantitistolearnyourstudents'names.Imakeitmyfirstpriority,andusuallycommitallmystudents'namestomemorybythethirdclass.

3. Teach classroom english early on.

InthesecondorthirdlessonstudentsshouldbetaughtusefulclassroomEnglish.ThestudentsshouldthoroughlymemorizeandpracticeusingtheexpressionsfoundintheHELP!pageoftheStudent'sBook.Itisessentialthatyouexplainthattheseexpressionsarenotjustforusewiththeteacher,butforusewitheachotheraswell.

4. start (almost) every class with free conversation.

IfIhadtochooseonetechniquethatisthemosteffectiveforgettingstudentsmotivatedandspeakinginEnglishthiswoulddefinitelybemychoice.Havethestudentssitfacingapartnerandtellthemtheyhavetotalkonatopicforasettime.TheyabsolutelymustnotspeakanyJapaneseduringthistime!Possibletopicsareyesterday,TV,movies,sports,etc.Iusuallydothisfor1-2minutesatthebeginningofacourseandbuildupto5-10minutesbytheend(forbeginners).OvertheyearsIhavenoticedthatwheneverIfailtohavethestudentsdofreeconversationatthebeginningofclass,theyoftenspeakmuchmoreJapaneseandtheclassgenerallyisnotassuccessful.Freeconversationworksbecauseitwarmsthestudentsup,anditgivesthemthesensethatEnglishcanbeusedforrealcommunication.

5. explain that real communication oppor-tunities arise after they say "finish" (sic).

Afterfinishingasettasktheteacherhasgiven,andwhilewaitingfortheothergroupstofinish,studentswillinvariablysay"finish"andproceedtospeakinJapanesewiththeirpartner.ThegoalshouldbeforstudentstospeaktoeachotherinEnglishbetweenactivitiesaswellasduringthem.

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

Aswithfreeconversation,Ihavenoticedwhen-everIfailtoarrangethechairsinthisfashionthestudentshavebeenmuchmorereticenttospeakout.Ideally,therewillbenodesksorbarriersbetweenthestudents,onlychairsintworowsfacingeachother(seediagrambelow).Thereissomethingmagicalaboutthisarrange-mentthatgetsthestudentstalking.ItmayworkbecausethestudentsareoutintheopenandhavenowheretohideandsofeelobligedtospeakonlyEnglish.Also,sittingfacetofaceaffordsdirecteyecontact,whichsomehowim-provescommunicationinEnglish.

Anotheradvantageofthisarrangementisthatitallowsforaveryeasyandfairwaytochangepartners.Studentssimplystandupandmoveinaclockwisedirectionasetnumberofchairsandendupsittingacrossfromanewpartner.

7. do the "speaking Marathon" at least twice during your course.

Iusuallydothespeakingmarathoninthefourthorfifthlessonandafterthatonceortwicemoreasneeded.

THESPEAKINGMARATHON[Workwithapartner.Youcantalkaboutanythingyoulikewithyourpartner,butyoucan't stoptalking!Ifyoustopformorethan3 seconds,yourteamisout!Also,ifyouspeakanyJapa-neseyourteamisout!Whichteamcankeeptalkingthelongest?!]

Itellthestudentstheycansayanythingwhentheycan'tthinkofwhattosay,buttheymustfillinthesilence.Theycansay"umm...","Let'ssee...","chicken","kitchen",andsoon.Amaz-ingly,studentsusuallypauseverylittle,andIhaveoftenhadgroupsgoonfor15-20minuteswithoutpausingformorethanthreeseconds.

2

↔ ↔ ↔ ↔ ↔ ↔ ↔ ↔ ↔ ↔

Duringthisactivityyoumustactasa"judge"andgofromgrouptogroupcountingoffthreesecondsandnotingwhenagrouphasspokenJapaneseorhasstoppedformorethanthreeseconds.However,it'sbestifyoudon'ttellagroupwhentheyareoutsothateveryonecon-tinuesspeakingforaslongaspossible.Thereissimplynobetterwaytobuildstudents'speakingconfidencethanthespeakingmarathon.

8. have the students write down every word they say in Japanese.

Atthestartofclasspassoutsmallslipsofpaperaboutthesizeofapost-itnote.Explainthattheyaretowritedowneveryword,phrase,orsentencethattheysayinJapaneseduringtheclass.TellthemthatattheendoftheclassyouwillcollecttheirslipsandcounthowmanyJapaneseentriestheyhavemade.WritingdownwhattheysayinJapanesehelpsstudentstomonitortheiroutput,andthisheightenedaware-nesshelpstodecreasetheamountofJapanesespoken.IhavecontinuallybeenamazedathowlittleJapanesemystudentsspeakwhiledoingthistypeofself-monitoring.

Asavariation,ifyoucanspeakalittleJapanese,writesomeoftheirJapaneseontheboardandthenteachthemhowtosaytheexpressionsinEnglish.

9. Let the students go 5 minutes early if they speak 100% english.

Fromtimetotime,especiallywhenthestudentsarelapsingintoJapanesetoomuch,Istoptheclasshalfwaythroughthelessonandannouncethatifeveryonespeaks100%Englishfortherestoftheperiod,everyonecanleaveearly.Thestudentsdon'talwaysmakeit,buthavingthisgoalcutsdowntheamountofJapanesesignifi-cantly,ifnotcompletely.Youmaythinkthatthestudentswouldbeafraidtospeakoutatallinthissituation,butI'veactuallyfoundthattheyspeakoutmoreafterannouncingthepossibilityofleavingearly.

10. Mimic your students when they speak Japanese.

YouwillneedsomeJapaneseabilityinordertodothiseffectively.Ifyoucan'tspeakanyJapa-nese,hereisanincentivetolearn.YouwillbeabletocontrolyourstudentsmuchbetterifyoucanmimictheirJapaneseslipsandthensay,"IsthatEnglish?"andsupplyhowtosaythephraseinEnglishimmediately.Moreoftenthannot,studentsquicklyrealizetheyalreadyknowhowtosaythewordorexpressiontheysaidinJapanese.Forexample,astudentmightindicatethathisorherpartnercanbeginanactivityby

saying,"Iiyo "inJapanese.AtthispointIwouldmimic"Iiyo "andsay,"IsthatEnglish?"(face-tiouslyofcourse)andthensupply"Goahead"inEnglish.Again,thismustbedoneinafriendlymanner.

11. Be enthusiastic about your students speaking only english.

Attimesyoumustbemoreofacoachthanateachertomotivateyourstudents.Untilyouhavebeguntomodifytheirbehavior,youwillhavetoconstantlyremindyourstudentsnottolapseintoJapanese.Youmustbecontinuallyawareofwhatisgoingoninallareasoftheclassroom,monitoringallstudentoutput.PeriodicallyIgive"peptalks"toencouragethestudentswhentheyarespeakingtoomuchJapanese,andalsotrytomotivatethemattimeswhentheyhavefailed.Don'tgiveup—changewillnotcomeovernight,butslowlythestudentswillrespondtoyourenthusiasm.

12. Pick topics and activities that your students find interesting and useful.

I'veputthispointlastforareason.NoneofthetechniqueselaboratedabovewillbesuccessfulingettingyourstudentstospeakEnglishifyourstudentssimplydon't want totalkaboutthetopicyou'vegiven,oriftheydon'tfindthetopicuseful.Motivatingandpracticalactivitiesandtopicsarenecessarytogetyourstudentstalk-inginEnglish.

LisTeninG acTiViTiesEachunithasoneortwolisteningactivities.Studentsarenotexpectedtofullyunderstandallthelanguageintherecordings.Studentsmustsimplylistenanddothetaskathand.Ifyouwanttoemphasizelisteningmore,youcanusethephotocopiabletapescriptsinthisGuidetogivethestudentsadditionallisteningsupport.

Thelisteningsmaybedoneinclass,ormaybeassignedashomework.TeachersmayduplicatetheCDfortheirstudents,providedoneoriginalcopyhasalreadybeenpurchased.

Procedure:1.Studentsshouldfirstreadthedirectionsin thebookandmakesuretheyunderstandthe tasktobedone.Studentswillneedtousea sheetofpapertowritetheiranswersforthe listeningswherethereisn'tenoughspace providedinthebooktowrite.2.Playtherecordingandhavethestudentsdo thetask.3.Playtherecordingagainasnecessary.If partsofthelisteningaretoofastforyour

3

students,youcanreadfromthetapescript.4.Havethestudentscomparetheiranswers withapartnerorinsmallgroups.Optionally, photocopythetapescriptandhavethestu- dentsfindtheanswersinthetapescriptand circlethem.5.Finally,studentsshouldlistentotheentire recordingagainwiththeirbooksclosed.

answer Keys & notesThissectionprovidesanswerkeysfortheactivi-tiesinthebookaswellasindividualunitnotes.

Tapescripts & difficult VocabularyThetapescriptscanbeusedsolelyasareferencefortheteacher,ortheycanbephotocopiedanddistributedeitherforclassroomuseorforhome-work.Thetapescriptsarealsoavailableatourwebsite:www.EFLPress.com.Theycanbedown-loadedandthenmodified,allowingteacherstocreatetheirowntailor-madeexercises.

Possiblewaystousethetapescripts:1.Havethestudentsreadthetapescriptand lookupnewvocabulary.2.Havethestudentsreadthetapescriptto checktheiranswersafterdoingthelistening activity.3.Studentscanlistentotherecordingwhile followingalongreadingthetapescript.4.Forsomeunits,studentscanworkwitha partnerandpracticesayingthetapescript forspeakingpractice.5.Makegapsinthetapescriptandhavethe studentslistenandfillinthemissingwords. Possiblethingstogapoutareimportant vocabulary,reductions,contractions,or assimilations.

Keyvocabularyislistedinabilingualformatattheendofeachtapescript.RomancharactersareusedfortheJapanesesothatnon-Japaneseteacherscanaccessthevocabularyandcheckstudentcomprehensionwhereneeded.Itisuptothediscretionoftheteacherwhichvocabularytoteach,orwhethertopreteachvocabularybeforelisteningtotherecordingsortolearnitafterwards.NotethatonlydifficultvocabularynotalreadyglossedintheStudent'sBookiscovered.

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 in-correctly 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 ac-tor on the CD will say “April 29th” (not May 4th).

ansWer KeYs & noTes

5

heLP!

Drillingwillbenecessaryformemorizationoftheseexpressions.First,makesurethestudentsunder-standalltheexpressionsandpracticesayingeachone.Next,havethestudentsworkwithapartnerandtaketurnsquizzingeachother.PartnerAsaystheexpressioninJapaneseandBhastosupplytheEnglishforit.Continueatafasterandfastertempountilalltheexpressionshavebeenmemorized.

SeePoint#1onpage1ofthisGuide.Thispageisoptional.Iusuallyhavemystudentsreadthepromis-esandmakesuretheyunderstandthem.Next,Ihavethemsigntheirnamesatthebottomofthepageasapledgetotrytofollowthepoints.Itmaybeneces-sarytouseJapanese: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.

Page 1, What's your name?Thedialogcanbeexpandedbyadding"Nicetomeetyou,too."

Page 1, Get to Know each other GameIfyouwanttomakerealgameboardstouse,youcanmakecolorcopiesofthebookandgluethesheetsontothincardboardorlaminatethem.Anykindofobjectscanbeusedformarkers,butitwillbemoreinterestingifyoubuydifferentbrightlycoloredbuttonsforyourstudentstouse.

Thisgameisflexibleandcanbemodifiedifyoulike.YouwillneedtoexplaintheFollow-UpQuestionsandgiveexamplesofhowtouseeachbeforebeginning.Onestudentshouldactasasecretaryandrecordgroupmember'sscores."SMAP"—agroupofsingers,actors,andcomedians;"MinoMonta"—aJapanesetelevisionpresenter;"juku"—cramschool

Page 4, Teacher interviewStudentsarenotexpectedtoguesstheanswerstoallthequestions.Guessingisdonetomaketheactivitymoreinteresting,andtogivethestudentsareasontolisten.

Thestudentswillprobablyalreadyknowtheirteach-er'sname.However,theymaynotknowtheirfullnameorhowtospellit.Tellthestudentstowriteyournameandguessthespelling.IftheteacherisJapanese,questions2-5willhavetobeskippedormodified.

Page 4, ListeningAnswers:1.JackieYee2.Vancouver,Canada3.toteachEnglish(andherhusband'sJapanese)4.almostthreeyears5.Yes,butnotverywell.6.thefood7.(Sometimes)it'sdifficulttomakegoodfriends.8.Yes.9.No,(notyet).10.Yes,shehastwobrothersandonesister.11.Shelovescookingandlikeseatingout.12.No,(shedoesn't).13.She'dliketoopenupherownrestaurant.

✍ WriTTen reinForceMenT

Usethequestionsinthegametowrite5-10 sentencesaboutoneofyourgroupmembers."Hiroakihasapart-timejob.Hegoestojuku."

Page 5, Japanese holidays & eventsBeforebeginning,explaintothestudentsthat3oftheholidayshavedatesthatarenotexact(Taiiku no hi,Seijin no hi,andKeiroo nohi),butdoNOTtellthemwhichmonthstheyfallinuntilaftertheyhavetriedtowritetheanswers.Taiiku no hi fallsonthe2ndMondayofOctober,Seijin no hi fallsonthe2ndMondayofJanuary,andKeiroo nohi fallsonthe3rdMondayofSeptember.

Youwillneedtowritetheordinalnumberendingsontheboardandhavethestudentspracticesayingeachcarefully.1st→first 3rd→third2nd→second 4th→fourth

Answers:Kodomo no hi May5 Children'sDayMidori no hi Apr.29 GreenDayTanabata July7 TheStarFestivalTaiiku no hi ~Oct.10 SportsDayBunka no hi Nov.3 CultureDayHinamatsuri March3 TheDollFestivalGantan Jan.1 NewYear'sDayOomisoka Dec.31 TheLastDayoftheYearKeiroo no hi ~Sept.15 RespectfortheElderlySetsubun Feb.3or4 BeanThrowingCeremonyTennoo Tanjoobi Dec.23 TheEmperor'sBirthdaySeijin no hi ~Jan.15 ComingofAgeDay

unit 1

GeTTinG sTarTed

unit 2

6

Page 6, Vocabulary for describing the weatherWhenstudentstellaclassmateabouttheweatheryesterday,theywillneedtousethepasttense.Givethestudentsafewexamplesofthiswithoutsayingtherealweatherconditionsyesterday.

Also,studentswillneedtobeabletosaynegativedegrees(minus)forActivity#5.Itmightbebesttopreteachthishere.

Page 6, What's the weather like?Youmayfinditnecessarytobrieflypreteachhowtousethepasttenseforthisactivity.Whendescrib-ingeachseason,tellthestudentstopickonemonthfromthatseasonandgiveroughmaximumandminimumtemperatures.

PossibleExtraQuestions:1.What'syourfavoriteseason?2.What'stheweatherliketoday?3.Whatisthetemperatureoutsidenow?4.Doyoulikehot/coldweather?

Page 6, Weather around the worldForthisandallsubsequentinformationgapactivitiesthroughoutthebook,havethestudentssitfacingeachotherwithpairsofstudentsspacedasfarawayaspossiblefromeachother.

Whenwritingtheiranswers,studentscaneitherwriteshortnotesorfullsentences.

Page 8, ListeningMakesurethestudentsunderstandthateachofthefourspacescorrespondtothequestionsinActivity#6.

Whencomparingtheiranswerswithapartner,havethestudentsusethequestions,changingthepro-nounstothirdpersonwherenecessary("WhendidHEgo?",etc.).

Answers:PLACE1→1.Shanghai(China)2.eightdays3.(Itwas)reallyhotandreallyhumid.(Itwas)sunny(almosteveryday).4.Yeah,hehadagreattime.PLACE2→1.Bali2.threedays3.(Theweatherwas)horrible.(Therewasatyphoon.)Itrainedeverydayanditwasverywindy.4.Hedidhaveagoodtime.orHehadagoodtime.PLACE3→1.Alaska2.oneweek3.Itwascold.Thehighwasaround0°andthelowwasabout-20°.4.He(sure)did!orYes,hedid.

Translation of Japanese in illustrations

"Kashaa"—soundoftakingapicture.


Usethevocabularyfromtheunittowriteadescrip- tionoftheweatherinyourhometownin:winter,spring,therainyseason,summer,andfall.

Thisunitisabitshorterthanotherunitsinthebookandyoumayfindyourselfwithextratimeonyourhands.Thefollowingaresomeideashowtomaketheactivitieslonger.

ACTIVITY#1→1.Askmorethanthreestudentsthequestions.2.Writemorethanoneofyourownquestions.3.Ifyoudonotmindbeinginterviewed,havethe studentsinterviewyou.4.Havethestudentsmemorizetheinformation aboutone(ormore)oftheirclassmatesandthen repeattheinformationtoanotherpartner(with- outusinganynotes)usingfullsentences.

ACTIVITY#3→1.Forhomework,havethestudentsprepareinfor- mationonafewothercelebritiesandaskeach otherthequestionsabouttheircelebritiesin class.2.Havethestudentscometothefrontoftheclass andgiveamini-reportonacelebrityusingthe informationinthechart.Alternatively,thiscan bedoneinsmallgroups.

, interviewsYoumayneedtopointoutthat'dash'isusedforaddresses,butnotfortelephonenumbers.

Forthequestion"What'syouraddress?",studentsshouldgivetheirfulladdress,includingthepostalcode.

Itwouldbeaverygoodideatohavestudentsfirstpracticeansweringthequestionsgivingfullsentences,andthentopracticeagain,givingshort(ellipted)answers.

Page 9, ListeningWhencomparingtheiranswers,havethestudentsusethequestions,changingthepronounstothethirdperson("WhatisHISname?"etc.).

Answers:KentaWatanabe;Funabashi;4-1-1Ichiba,FunabashiCity,ChibaPrefecture;090-3715-0860;April7th,Osaka;1993;17;191cms;Bpositive

Page 10, Japanese celebritiesDochoralrepetitionofthequestionsfocusingontwopoints:1)fallingintonationforWh-Qsand2)ellipted'h'in'he','her',and'his'("Is(h)emarried?",etc.).

Studentsarenotexpectedtoanswerinfullsentenc-esforallthequestions.Supportisgivenonlywhereitwouldbenaturaltosayafullsentence,orwheresupportisneeded.

Thestudentsmustcalculatetheagesoftheceleb-ritiesthemselves.It'sbesttoexplainthisbeforestartingtheactivity.

unit 3

7

Likeallinformationgapactivities,itiscrucialthatstudentsdonotlookateachother'sinformation!

Encouragestudentstouse"Howdoyouspell...?"astheycommunicatewitheachother.

p.60,PartnerB:"inarizushi"—akindofsushi;"nikujaga"—adishwithbeefandpotatoes;"okonomiyaki"—avegetableandseafoodtypepancake;"umeboshi"—sourpickledplums


UsetheinformationintheJapaneseCelebritieschart towriteabouttwo(ormore)ofthecelebrities. "IchiroSuzukiisfromAichi.HisbloodtypeisB."

Page 11, i love shopping!Emphasizethatstudentsshouldcomeupwiththeirownoriginalendingsforthelastfouritems,notmerelycopyonesfromthebox.

"natto"—fermentedsoybeans(whichhaveaverypungentodor).

Page 11, ask about likes and dislikesYoumayprefertodotheListeningonpage12firstinordertogivethestudentssomeexamplesofhowtogivelongeranswers.

Page 12, ListeningPlayeachsectionoftherecordingseveraltimes,stoppingaftereachsectiontogivethestudentstimetowritetheanswers.

Answers:KENTA→lovesbasketball;likesplayinggolf;doesn'tlikespicyfood;hatespeasJACKIE→lovesdancing;likes(togooutandsing)karaoke;doesn'tlikeclassicalmusic;hatesrapJOHN→lovespizza;likesJapanesefood(likesushi);doesn'tlikehis(highschool)historyteacher;hateshistoryTINA→lovesdogs;likescats;doesn'tlikeflying;hates(ridingon)buses

Page 12, Find someone who...ThisactivitywillgomuchmoresmoothlyifyoutellthestudentsthattheyshouldstartQuestions#1-3and7-9with"DoyouLIKE...?",Questions#4-6shouldbestartedwith"DoyouLOVE...?",andQues-tions#10-12shouldbeginwith"DoyouHATE...?"

Page 13, What's your favorite...?Makesurestudentsuse'who'for#10-13.Insomecasesstudentsmaynothaveafavorite.Writethefollowingsentenceontheboardforstudentstouse:

"Idon't(really)haveafavorite."

unit 5

"Mr.Saruta"—Thisisaplayonwords.'Saru'means'monkey'inJapaneseandthisteacherlooksabitlikeamonkey.Thustheshapeofhisheadintheillustration.


Write5sentencesdifferentfromtheonesyouwrote inActivity#1.Also,write5sentencesaboutafamilymember."Ilovebasketball.Mysisterlovessweets."

Page 14, oogui contestToavoidconfusion,emphasizethattherewerethreeofeachitemwhenthecontestbegan.

Answers:Hiroshi'sscore=21;Gen-san'sscore=19

TranslationofJapaneseinillustrations:leftside:"Thesearetheonesheate."center:"Atthestarttherewere3ofeachitem."rightside:"Thesearetheoneshedidn'teat."frontoftable:OoguiContest"EatingContest";andnames

Page 14, ListeningPausetherecordingaftereachquestion,givingthestudentstimetowrite.AllowthestudentstospeakJapanesewhencomparingtheiranswersforthisac-tivity.Goovertheanswersbeforethestudentsaskapartnerthequestions.

"senbei"—ricecrackers;"Pocky"—apopularstick-shapedsnack,pronounced[pockey]

Answers:SeeTapescript.

Page 14, count and noncount nounsExplainthatafewofthefoodsaresometimesbothcountandnoncount,butgenerallytheyareoneortheother.Tellthestudentsthatwhenlisteningtotherecording,iftheyhearan's'attheendofaword,thatwordiscountable,andifthewordissaidwithoutan's',itisuncountable.

Answers:COLUMN1→C,C,C,NC,NC,NC,C,NC,NC,NCCOLUMN2→NC,NC,NC,C,NC,NC,C,NC,NC,NCCOLUMN3→C,NC,C,C,C,NC,C,C,C,NC

Page 15, card activityCopy(andcutout)thecardsonpage62sothatyouhaveonestackofcardsforeachpairofstu-dentsinyourclass.Ifpossible,useacolorcopiertocopythepictures.Also,thecardsarequitesmall;ifyoucanenlargethemby50%ormore,theywillbeeasierforthestudentstohandle.

Notethatthisactivitypracticesrathermundane

unit 4

8

(butimportant)grammarpoints,butthattheactivityismadetobemotivatingforstudentsbyusingcutecards.Beforewarned:ifyoutrytodothisactivitywithoutthecards,itwilllikelyputyourstudentstosleep.

Preteachthevocabularyintheboxabovethedialogsandpracticepronunciationoftheexpressions.Youwillneedtoexplainthatsomefoodscanbekeptinmorethanoneplace.Forexample,somehouseholdskeepbreadonthekitchencounterbutsomekeepitintherefrigerator.

Ifyouwanttomakethecardactivityeasierforstu-dents,youcanhavethestudentswrite"NC"or"C"directlyonthecardsbeforetheybegin.


"Countto10"usingadifferentcounterandfood eachtime."onebowlofsoup,twoboxesofcereal, threeslicesofbread",etc.

Page 17, Pronunciation: adverbs of fre-quencyForpronunciationpractice,focusonthesounds'v','f'and'r'intheadverbs.

Page 17, how often do you watch TV?ThestudentsshouldbeabletoanswerQuestion#3withoneoftheadverbsgiven.However,astudentmaywanttouseanadverboffrequencyoftheirown.Inthesecases,theirpartnercansimplywritetheanswertheygiveinthechartinsteadofcheckingoneoftheanswerchoices.

Page 18, ListeningBeforedoingthelistening,writethefollowingontheboard:

"Idon'thaveafavorite."/"Idon'tlike(baseball)."

Practicesayingthesesentencesandtellstudentstowrite"nofavorite"forQuestion#8ifJohnhasnofavorite.

Whencomparingtheiranswerswithapartner,havethestudentsusethequestions,changingthepro-nounstothirdperson("WhatsportsdoesHElike?"etc.)

Answers:1.Yeah,helovessports.2.basketballandfootball(andlotsofsports).3.basketball4.soccer5a.football5b.karate6.basketballandfootball7.baseball8.baseball:theSeattleMariners,IchiroSuzuki;soccer:nofavorite,hedoesn'tlikesoccer;basketball:theLosAngelesLakers,LebronJames;sumo:nofavorite;tennis:SerenaWilliams;prowrestling:nofavorite,hedoesn'tlikeit.

notes"IchiroSuzuki"—atthetimeofpublication,IchirowasplayingfortheMariners.Thismayhavechanged.;"LeBronJames"—atthetimeofpublication,Lebronwasthebestplayerintheworld.;"SerenaWilliams"—SerenaWilliams,andhersisterVenus,werebothtopratedplayersatthetimeofpublication.

Page 19, discussion about interestsYouwillneedtopreteachthevocabulary'TVpersonality'.

Studentsshouldinformtheirpartnerwhatthetopicisbeforetheyaskeachgroupofquestions.WritethefourtopicsontheboardinBIGletters.

StudentsshouldNOTwriteoutthequestions;theyshouldonlyunscramblethemmentally.

Beforethestudentsswitchroles,dochoralrepeti-tionofallquestionstomakesuretheyareusingtheproperintonation.


Usingfullsentences,writeyouranswerstoany5(ormore)questionsintheunit. "Ilikeactionmoviesandcomedies.Myfavorite actorisJohnnyDepp."

Preteachnewvocabularyforthisunit.

Page 20, abilitiesForextrapractice,studentscouldaskabouteachother'sparentsortheirteacher,etc.

Page 20, ListeningAnswers:CAN→dance,swim,playsoccer,bowl,ice-skate,skateboardCAN'T→playshogi,sew,sing,draw,playgolf,driveabus

Page 21, Find someone who..."okonomiyaki"—avegetableandseafoodtypepancake

Page 21, are you any good?Writethefollowingontheboardandexplainbeforedoingthedialogs:

dance→dancer;drive→driver;cook→cook;surf→surfer;playpingpong→pingpongplayer;speakEnglish→Englishspeaker

PointouttothestudentsthatJapaneseoftenmistakenlysay'cooker'insteadof'cook'.

unit 7

unit 6

9

Studentsshouldsitfacingeachotherandhidetheiranswers!Mostlikely,youwillhaveaverydifficulttimecontrollingtheamountofJapanesespokenduringthisactivityasstudentswillwanttouseJapanesetoclarifytheirideas.IstronglysuggestthatyoumakearulewherebyifanygroupspeaksJapanesetheywillbeoutofthecompetition!SlipsofJapaneseareacceptable,butnotvolitionaluse.

Theactivitymustbeverycarefullysetupandex-plainedbeforestudentsgetwithapartner.Drawadiagramofthehintboxes(aroundthepuzzle)ontheboard.ExplainthatanyhintcanbegivenaslongasitisinEnglish.Thehintboxesdonothavetobeusedinorder,orevenusedatall.Also,studentsshouldnotaskaquestionifthequestionisunnatu-ral.Forexample,"Whatshapeisit?"shouldnotbeaskediftheirpartnerhasalreadysaid"It'sakindofdrink".

Studentsmayneedtoask"Howdoyouspellit?"whenwritingtheiranswers.Thissentenceisgivenforthemtouse,buttheymaynotnoticeit.

Unfortunately,thefirstanswer,'milkshake',isthemostdifficultone.Encouragestudentstoskiponestheycan'tgetrightaway,andcomebacktothemlater.


Writeadescriptionof5newanimals(or5new foods).Donotwritethenameoftheanimals;onlywritedescriptions.Exchangedescriptionswithaclassmateandseeifyoucanguesseachother'sanimals.

Page 27, Vocabulary Building: relativesAfterthestudentshavefilledinthechart,havethemwrite'grandma','grandpa','mom',and'dad'inthechartasinformalvariants.HavethestudentsusetheseformswhentheypracticeastheyaremorecommoninspokenEnglish.Also,practicethepronunciationofthevoiced'th'soundinthesewords:brother,mother,father,grandfather,grand-mother.

Page 28, ListeningAnswers:1.David→dad(father),65,Seattle,yes,four children,retired2.Jack→son,19,Boston,no,no,student3.Laurie→sister,43,Portland(Oregon), yes,onedaughter,housewife4.Rosie→niece,7,Portland,no,no,student5.Darrel→uncle,60,SanFrancisco,yes,two kids,pilot

Page 28, More family vocabularyThisactivitypreparesthestudentsforActivity#5.

Page 22, Which subjects are you good at?


Left:"HoHoo"—expressesadmiration.Right:"Gagaan"—stateofbeingshocked;onpaper:"suugaku"—mathematics


Write5thingsyoucandoand5thingsyoucannotdo. "Icanwaterski.Ican'tcook."

Page 23, Listening: Guess the creatureIfyouwanttomakethegamesmoreexciting,offerasmallprizetothewinners.

Youmayneedtopausetherecordingaftereachitemtogivethestudentstimetowritetheiran-swers.Ifnecessary,studentscanrefertothebilingualvocabularylistsforthisactivity.

Answers:Seepage24&25oftheStudent'sBook.

Page 24, creature clozeWhenstudentspracticesayingthesentences,focusonsayingthethirdpersonsingular's'endingsprop-erly(Itlives...;Iteats...,etc.)

Answers:p.24→1.lives2.eats,swims3.lives,swims,eats4.has,loves5.lives,has6.has,eats7.lives8.lives,moves9.flies,eats10.runs,hasp.25→1.lives,likes2.lives,likes3.has,sleeps4.sleeps,eats5.doesn'thave6.has,eats7.eats,lives8.has,likes9.has,jumps10.has,lives

Page 25, Memorize and MatchThisactivitywillundoubtablyworkbetteriftheteacherassignsthesentences.Youcanassignsentencestoeachstudentbycuttingoutthesentencesfromthetapescriptinstripsandgivingonetoeachstudent.Ifthestudentschoosetheirownsentencestomemorize,challengethemtonotonlymemorizetheshortersentencesjustbecausetheyareeasier!

Page 26, Food crosswordPreteachvocabularyforthisactivity,butdonotgoovertheanswerstothepuzzle!Theactivityisdesignedsothatallpuzzleanswerswillbeknownvocabularytoeverystudent.Somestudentsmayclaimtheydonotknowaparticularwordwhendoingtheactivity.Thisisbecausetheydonotknowhowtoreadtheword.Youmayhavetohelpout—remindthestudentthattheydefinitelyknowtheword,orwhispertheJapanesefortheword.

unit 8

unit 9

10

Answers:1.parents2.grandparents3.children4.cousin

Page 29, Questions about familyWritethefollowingontheboardforstudentstousewhenansweringQuestions#1and#2.

1.Yeah,Ihavea sister(and2brothers).No,I'manonlychild.2.My(younger)sisteris13andmy(older)sisteris17.3.Howoldareyourbrothers/sisters?(Theywillneedtoaskthiswayiftheirpartnerhasmorethanoneofeachsibling.)

Page 29, Family PetsNotefortheseconddialog,studentsareexpectedtochangethewordinbold(grandma)toaskaboutotherfamilymembers.

Page 29, Family PhotosTellthestudentsfarinadvancethattheywillhavetofindpicturesoftheirfamilyathomeandbringthemtoclass.Thestudentswillneedtimetopre-pareforthis.

Ifyouprefertogiveyourstudentsmoresupport,theycanusethequestionsbelowtoaskeachotheraboutthephotostheybringtoclass.

-Whoisthis? -Isthisyour(mom)?-What'shis/hername? -Howoldiss/he?-Whatdoess/hedo? -Iss/hemarried?-Doess/hehaveanychildren?ETC.


Writeabout2or3ofyourfamilymembers.Describewhotheyare,whattheydo,etc.

Page 30, about last saturdayAnswers:SeeTapescript.

Whentellingtheentiresequence,studentsshouldusethetimeexpressionsintheboxesandthephrase"(and)then..."tojointheirsentencestogether.

"juku"—cramschool


Picture2AB:"Shinchakumailnashi."—"Nonewemail."Picture3A:"Hissho"—"Muststudyhardandpass."Picture10A:"Hon"—"Book."Picture3B:"Boo"—stateofdoingnothing.Picture5B:"GuSukaPi"—indicativeofsleepingstate.(soundfor"zzzz"inEnglish.)

Page 31, ListeningAnswers:1.F2.F3.T4.F5.T6.T7.F8.T9.F10.T

Page 31, about last weekendIfatallpossible,dothisactivityatthebeginningoftheweek(Monday–Wednesday).Thiswaythestu-dentswillbeabletomoreeasilyrecallwhattheydidthepreviousweekend.

Also,tellthestudentsiftheycannotrememberwhattheydid,tojustanswerusingtheirimagination.

Dochoralrepetitionofthequestions.

Togivestudentssupportforansweringsomeofthequestions,writethefollowingontheboard.

Question#1→Great!/Good./PrettyGood./Oh,okayIguess.,etc.

Question#2&#7→Oh,nothingspecial./Ijuststayedathome./Iwentoutwith(myfriends).,etc.

Translation of Japanese in illustration

"RabuRabu"—Thismeansthecoupleisinlove.

Page 32, More verbs in the past tenseAnswers:SeeTapescript.

Page 32, Telling a storyFirst,readthestoryoutloudpausingandallowingthestudentstoshoutoutthepasttenseoftheverbsasyougoalong.Explainanynewvocabularyasyouread.

Itwilltake15-25minutesforthestudentstodrawtheirpicturesandwritetheirsentences.Thiscanbeassignedashomework.Ifdoneinclass,emphasizethattheyaretodrawveryrough,simplepictures.Otherwise,thestudentswilltakeforevertofinish!

Variations1.Asreview,trytotellthewholestoryonlylookingatthepictures.2.Cutoutthepicturesandgiveonetoeachofninestudents.Cutoutthesentencesandgiveonetoeachofninestudentsaswell.Studentshavetotrytofindwhichsentencematchestheirpictureandviceversa.


Writeaboutwhatyoudidyesterdayintimesequence.Trytowriteatleast10sentences.


unit 10

unit 11

, What do i do?Answers:I,K,B,A,L,D,G,M,J,H,C,F,E

Focusonsyllablestresswhenhavingthestudentsrepeataftertherecording.

Page 34, Job Brainstorm!Givethestudents5–10minutespreptime(withdictionaries)tobrainstormjobsbeforestartingthisactivity.Giveatimelimit(10–25minutes)fortheactivity,orcontinueuntilthestudentscannotcomeupwithanymorejobs.

Page 35, ListeningIt'sbestifstudentsdoNOTwritetheanswersinthedialogs.Tellthestudentstojustmentallydecidewheretheanswersgobutnottowritethem.Thiswayallowsthestudentstomentallyreconstructthedialogswhenpracticing.

Playtherecording,pausingaftereachlineandhavestudentspracticesayingeachline.

Explainthedifferenceinmeaningbetween'getto'(=can)and'haveto'(=must)beforebeginning.Giveafewexamples.

Afterthestudentsgetthehangofthedialogs,havethemreadeachlineandthenlookattheirpartnerwhenspeaking.Ifyouhavetime,havethestudentstrytodothedialogsfrommemory,withoutlookingattheirbookatall.Emphasizethattheydonothavetosaythedialogexactlyasitisinthebook.


Page 36, Questions about WorkDochoralrepetitionofthequestionsbeforeyoubegin.

Tellthestudentsthatiftheydonotpresentlyhaveapart-timejob,toansweraboutapreviouspart-timejobtheyhavehad,ortousetheirimaginationtocreatetheirownanswers.

Havethestudentsinterviewyouaboutyourjobandyourfamilymember'sjobsifyouhavetime.

Page 36, Ten QuestionsDemonstratethisactivitywithafewjobsbeforethestudentsformsmallgroups.Atsomepointintheactivity,studentsmayneedtotakea"leapoffaith"andjustguesswhatthejobisiftheyarenotsure.Question#10isreallytwoquestions,anditmaybenecessarytoaskbothquestionstonarrowdownthechoices.


Writeashortdescriptionof5newjobs.Don'twrite thenameofthejobs.Exchangedescriptionswithaclassmateandseeifyoucanguesseachother'sjobs.

11

Page 37, oppositesPointouttothestudentsthatsomeoftheadjec-tiveshavetwopossibleopposites.

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


"Choomanzoku!"—I'msosatisfied!

Page 37, comparative FormsAnswers:SeeTapescript.

Afterthestudentswritetheiranswers,puttherulesbelowontheboardandexplainthem.Next,havethestudentsreevaluatetheiranswers.

rules for forming comparatives

1.Adjectiveswithonesyllabletake-er.2.Adjectiveswith3syllablestakemore ;2syllable adjectivesusuallytakemore.3.Foradjectivesendinginy,changetheytoi andadd-er.4.Someadjectives(good,bad)areirregularand mustbememorized.Rules#1and2areprobablythemostusefulforstudentstoknow.Youmayfeelitunnecessarytoexplaintherulesatall.

Page 38, The comparison GameMakesurethestudentsunderstandthattheyaretousethecues(is,are,am)whenmakingtheircomparisons.

ThestudentsshouldallknowwhoShizu-chanandKumiKodaare.Buttobesure,askyourclassifthereisanyonewhodoesnotknowwhotheyare.KumiKodaisapopularsingerwhois154cmstall.Shizu-chan,whoserealnameisYamasakiShizuyo,isanactressandcomedianfromacomedyduocalled"NankaiCandies".Sheis182.5cmstall.

"TokyoUniversity"—themostprestigiousuniversityinJapan."TokaiUniversity"—aaverageuniversitywithlotsofcampuses.

Page 39, ListeningPreteachthefollowingvocabulary:thin,messy,athletic,subject.

Thisactivitywillgomoresmoothlyifthestudentsdecidebeforehandwhotheirbestfriendis(theywill

unit 12

12

havetoanswerthreequestionsregardingtheirbestfriend).

Studentsmaynotbeabletocomeupwithadefi-niteanswerfor#4-7.Beforeplayingtherecording,tellthestudentstowrite'thesame'foranyques-tionsthattheyhaveahardtimecomingupwithananswerfor.

Ifrepeatingaftertherecordingistoodifficultforyourstudents,copythetapescriptforthemsotheycanfollowalong.

Page 40, superlativesBeforehavingthestudentsgetwithapartner,ex-plainthesuperlativeforms.Pointoutthattherulesforformingsuperlativesaresimilartotherulesforcomparatives.


Write5sentencescomparingfamouspeople(moviestars,musicians,etc.) "BruceWillisisolderthanTomCruise."

Page 41, PronunciationBesuretoemphasizecorrectsyllablestress.

Page 41, number BingoSayeachnumbertwoorthreetimesatnaturalspeed.ThegamesarenotlikeregularBingowhereeveryonehasadifferentcardandthereisonlyonewinner.However,moststudentswillnotgetaBingoeverytimebecausethegamesareintentionallytricky.Thechallengeisinlisteningcarefullyandgettingitright.ChecktomakesuretheyhavetheBingointhecorrectrow.

Page 41, Math competitionPartnersshouldnotlookateachother'scalculations.Havethestudentssitfacingeachotherusingafolderorbooktohidetheiranswers.Also,emphasizethatnoJapaneseistobespokentoclarifyanswers!

Answers:GAME1→1)652)7703)5004)5005)856)10007)36,0008)18,0009)510)4GAME2→1)1762)2373)10004)685)506)50,0007)10,0008)16,3009)810)4

Page 42, Ways to tell the timeItwillbehelpfultoexplainthat'past'means'after'and'to'means'before'whentellingtime.Don'tgetdiscouragedifstudentsdon'tcatchonrightaway;tellingtimeisquitecomplicatedandstudentswillneedalotofpractice.

Page 43, Listening 1Answers:1)7:202)11:503)12:00pm4)4:155)10:306)7:457)10:558)3:40

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

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

"Ittekimasu."—I'mleavingnow./Bye."ChunChun."—Soundofsparrowchippering."BaiBai."—Byebye."Jaanee."—Seeyou."Tadaima."—I'mhome."Ohayoo."—Goodmorning."OXKootooGakkoo"—OXSeniorHighSchool.


Writeoutthefollowingnumbersinlongform.1)1,230 6)15,3502)1,712 7)20,7003)5,200 8)85,6004)6,010 9)99,9995)10,200 10)100,000"Onethousandtwohundredthirty"

Thisunitmaybeslightlyshorterthanotherunits.Ifyouhaveextratime,youcanhaveyourstudentsdothefollowingextraactivitytopracticepresentprogressiveinthecontextofashortphoneconver-sation.

1.Writethefollowingdialogontheboardwiththepartsinboldunderlined.

A:Hello?B:Hi,Yuki.ThisisTakashi.Whatareyoudoing?A:I'm just relaxing.Howaboutyou?B:I'mstudying for my test.

2.Havethestudentssitback-to-backandpracticetheconversationseveraltimes.

3.Havethempracticeagain,substitutingtheunder-linedpartswithnewactivities:

-washingthedishes -cleaningmyroom-watchingTV -exercisingETC.

Page 44, Pronunciation: Present ProgressivePointouttothestudentsthatWh-Qshaveafallingintonation,andYes/NoQshavearisingintonation.

unit 13

unit 14

13

Page 44, TroublemakersHopefullythisdoesn'tlookanythinglikeyourclass!Thenumberofanswerswillvarydependingonwhether's/he'or'they'isusedasasubject.Thereareabout16thingsbeingdonewrong.Studentsmayoverlook'wearingacap,sunglasses,orboots'.


Teacher:"dokkaan"—soundofaneruption;"wa-nawana"—stateofshakingwithanger;"Fuzakeru-na!"—literally"Stopplayingaround!",butineffect"That'senough!Iwillnottoleratethisbehavioranylonger!!"Students:(fromlefttoright,toptobottom)"supaa"—stateofsmoking;"pakupaku"—stateofeatingsomething;"mogumogu"—stateofeating(mainlychewing)something;"nga"—ashortsnore;"kusun"—thestateofsobbing;"manga"—comics;"pechakucha"—stateofchattering;"Ah,moshi-moshi"—Hello?;"karenoshashin"—boyfriend'spic-ture;"karenogazou"—boyfriend'simage;"kuchaku-cha"—stateofchewing;"gamu"—chewinggum

Page 45, card activityCopy(andcutout)thecardsonpage67sothatyouhaveastackofcardsforeachpairofstudentsinyourclass.Ifpossible,useacolorcopiertocopythepictures.Also,thecardsarequitesmall,soifyoucanenlargethemby50%ormore,theywillbeeasiertohandle.

Explaintheplayonwordstothestudents:'HumanBeans'issaidnearlythesameas'HumanBeings'.

MostoftheHumanBeansaremale.Afew(theoneswithpinklips)arefemale.Tellthestudentsthattheyshouldusethepronoun'she'ratherthan'he'forthese.

Explainthatthestudentsmustusethequestionhintsatthebottomofthecardsandchangethemtothepresentprogressiveform.

Page 45, Find the matching cardIfyouhaveanoddnumberofstudents,somestu-dentswillhavetodoubleupandworktogether.

Whenthestudentshavefoundtheirmatch,re-distributethecardstonewstudentsandpracticeagain.

Page 45, ListeningIfyouhavetime,havethestudentswritetheiranswersonapieceofpaper.


Page 46, can you remember?Thenumberofanswerswillvary.Thenumberofactivitiesis13or14,dependingonwhethertheteacher'shouting'isincluded."Wearingshorts,sun-glasses,bootsoracap"arenotproperanswers,butcouldbeconsideredacceptable.

Answers:1.Agirlwassmoking.

2.Agirlwaslisteningtomusic.(2girls)

3.Aguywassleeping.

4.Aguywaseating(hislunch).

5.Agirlwasputtingonmakeup.

6.Agirlwasdrinkingacola(orsoda).

7.Aguywastalking(withaclassmate).

8.Aguy(orgirl)wasplayingcards(withaclassmate).

9.Agirlwasreadingcomics.

10.Agirl(orguy)wasstudying.(2studentswerestudying)

11.Agirlwaslookingatapicture.(2girls)

12.Agirlwastalkingonthephone.

13.Aguywaschewinggum.

14?Theteacherwasshouting.(?)

Page 45, Listening


Picture1a:"ZuZuZu"—soundofslurpingnoodles."Picture1b:OnTVscreen:"News"."BoriBori"—effectofscratchinghisbuttocks.Picture2a:"Shinchakumeerutoiawasechuu"—"Checkingnewemail."Picture4a:"KappaNoodle"—"Cupnoodles".Thisisaplayonwords."Kappa"isalsoamythicalwaterimpinJapanesefolklore.

Picture4b:"Boo"—stateofdoingnothing.Picture5a:"Osshaa"—"Okay!/Great!"Picture5b:"Manga"—"Comics"

Page 46, Past Progressive


"Nga"—ashortsnore.


WritewhateachstudentisdoinginthepictureinActivity#2. "Aguyissleeping."WriteaboutwhatyouweredoingyesterdayandthedaybeforeyesterdayatthetimesinActivity#6. "6:00 am yesterday:Iwassleeping."

Japanesestudentsoftenhavetroubleusingthepresentperfectversusthesimplepast.Itwillbeusefultoexplainthedifferencebetweenthetwo.Presentperfect(genzai kanryoo)isoftenusedtotalkaboutexperienceswhenthetimeisindefinite(meikaku de nai).Simplepasttense(kakokei)isusedwhenthetimeisdefinite(meikaku).

-Ihave playedsoccer.(presentperfect)-Iplayedsoccerlastnight.(simplepasttense)

unit 15

14

Page 47, Listening 1It'sbestifstudentsdoNOTwritetheanswersinthedialogs.Tellthestudentstojustmentallydecidewheretheanswersgobutnottowritethem.Thiswayallowsthestudentstomentallyreconstructthedialogswhenpracticing.

Playtherecording,pausingaftereachlineandhavestudentspracticesayingeachline.

Whenthestudentshavegottenthehangofthedialogs,havethemdobothdialogsagaincompletelyfrommemory.Finally,havethestudentspracticeagain,supplyingtheirownnamesforthemoviesandplaces.Answers:SeeTapescript.

Page 48, have you ever eaten at...?

"kaisekirestaurant"—aJapaneserestaurantwithquiteexpensive,elaboratefood."okonomiyaki"—avegetableandseafoodtypepancake.

Page 49, Find someone who has...Preteachnewvocabulary.Emphasizethatstudentsmustusethepasttenseforthesecondquestion.Theformsforthepasttensearegiveninthesecondcolumn(ingrey).

Theirownquestion(#13)shouldbeonethatelicitsa'yes'responsefromsomeoneintheclass,butnotfromeveryone.

"tonkotsuramen"—aKyushu-styleramenmadewithaporkbonesoupbase.

Page 49, Listening 2Preteachvocabularywhichyouthinkyourstudentswillnotknow.

Answers:1.No2.No3.Yes—aboutamonthago.4.Yes—lastsummer.5.Yes—lastDecember.6.No


Write5new"Haveyouever...?"questions.Bringyourquestionstoclassandaskafewclassmatesyourquestions.

Page 50, Write the countries and nation-alitiesThenationalitiesarelistedaccordingtotheirend-ings:-ese,-ian(-an),-ish,andirregular.

Alternatively,thisactivitycanbedoneasagamewherethefirstpersontofillinallthecountriesis

thewinner.

notes

1.OfficiallyKoreais'SouthKorea',andEnglandispartoftheUnitedKingdom.ButinspokenEnglish'Korea'and'England'aremorecommonlyused.2.Onlytheofficiallanguagesofthecountriesaregiven,exceptinthecaseofNewZealandwhereMaoriisalsoanofficiallanguage.

Answers(page50):1.Egypt2.Germany3.Italy4.France5.England6.Spain7.China8.Russia9.India10.Japan11.Korea12.Taiwan13.TheUS14.Canada15.Brazil16.Colombia17.Mexico18.S.Africa19.Thailand20.ThePhilippines21.Australia22.NewZealand

Answers(page51):SeeTapescript.

Page 52, Where are they from?Thepurposeofthisactivityistopracticethethirdperson.

Answers:ERNESTO→Mexico,Spanish;RIZA→ThePhilippines,Tagalog;AHMED→Egypt,Arabic;GAI→Thailand,Thai;RAVI→India,Hindi;KYOUNG-MI→Korea,Korean;PETER→Australia,English;MANDISA→SouthAfrican,Afrikaans

note"Ahlanwasahlan!"—TherearedifferentdialectsofArabic.AhmedspeaksEgyptianArabic.

Page 52, discussion about countriesItwillbeusefulifyoubringaworldmaptoclassandhavethestudentslookatwhichcountriesareinAsia,Europe,andSouthAmericapriortodoingtheques-tions.Byallmeans,donotassumeyourstudentswillbegoodatgeography.

Page 53, ListeningYouwillneedtophotocopythetapescriptforthestudentstousewhenaskingeachotherthequestions.

Answers:1.No,I'mnot.(unlessyouhappentohaveaFilipinostudentinyourclass)2.Yes,Iam.(unlessyouhaveanon-Japanesestudentinyourclass)3.Yes,sheis.4.Yes,heis.5.No,sheisn't.6.No,heisn't.7.Yes,itis.8.No,itisn't.9.Yes,itis.10.No,itisn't.11.No,theydon't.12.Yes,theydo.13.Yes,theydo.14.No,theydon't.

Page 53, card GameCopy(andcutout)thecardsonpage68sothatyouhaveonestackofcardsforeachpairofstu-dentsinyourclass.Ifpossible,useacolorcopiertocopythepictures.Also,thecardsarequitesmall,soifyoucanenlargethemby50%ormore,theywillbeeasierforthestudentstohandle.

unit 16

15

Ifyouwanttomakethegamemorecompetitive,youcouldhavethestudentsdosomeinternetre-searchforsomeofthecountriesforhomeworkpriortoplayingthegame.

If,onthesecondroundofplay,astudentturnsoveracardwhichs/hehasalreadydone,s/heshouldnotplaythatcard,butturnoveranewcardinstead.


Write15sentencesfollowingthepatternbelow. ☞ I'mfrom(country).I'm(nationality). "I'mfromFrance.I'mFrench."

Thisunitwilltakeapproximatelytenminuteslesstimetocompletethanotherunits.Ifyouhaveextratime,youcancopythetapescriptfortheListeningactivityandhavethestudentspracticeitinpairs.


Grammar referenceBe going toisusedtotalkaboutplannedactivitiesorwhenyouknowaboutthefuture.Willisusedwhenthereissomeuncertainty.

Page 54, What are you going to do?Dochoralrepetitionofthequestionsbeforethestudentsbegin.

Page 55, are you going to...?Translation of Japanese in illustration

"Suburiato100kai"—Okay,onehundredmoreswings!

Page 55, dream Vacation, Part iAtthispointstudentsshouldbegintosay'goingto'as'gonna'.InnaturalEnglishnativespeakersrarelysay'goingto';thetwowordsarenormallyassimi-lated.Havestudentspracticesayingthequestions(andexampleanswers)with'gonna'.

Atfirststudentswillmistakenlysay'gonnato',whichwillneedtobecorrected.

Page 56, dream Vacation, Part iiDochoralrepetitionofthequestionsusingthethreebeginnings:He's...,She's...,They're...

"takoyakimanju"—anoctopus-headshapedcakewithsweetbeanpasteorcustardcreamfilling."yatsuhashi"—atraditionalJapanesesweetfromKyotomadefromriceflour,sugar,andcinnamon.

Page 56, ListeningBeforethestudentscomparetheiranswerswithapartner,dochoralrepetitionofthequestions,focusingonthecontractedwordsatthebeginnings(Where's...,When's...).

Answers:1.Australia2.inJanuary3.byplane4.threemonths5.byhimself6.findagirlfriend,surf7.anewsurfboard


Write5-10sentencesaboutthedreamvacationyouplantotake.Use'begoingto'inyoursentences! "I'mgoingtogotoOkinawa."


Thequestionsonthegameboardcanbeusedforevaluation/testpurposesaswell.Studentscanan-swerthequestionsinpairsasyouevaluatethem.

Ifyouwanttomakerealgameboardstouse,youcanmakecolorcopiesofthebookandgluethesheetsontothincardboardorlaminatethem.Anykindofobjectscanbeusedformarkers,butitwillbemoreinterestingifyoubuydifferentbrightly-coloredbuttonsforyourstudentstouse.Ifyouwanttousenice,100-pointslipsbutwanttosavetime,bringinsomeheavycoloredpaper,magicmarkers,andscis-sors,andhavethestudentsmaketheslips.Thiswaytheslipscanbereusedforfutureclasses.

unit 18

unit 17

guide1 talk a lot

Documents