Talk 2 a Lot Teacher’s Guide Talk a Lot Book 2 Teacher’s Guide © 2013 Compass Publishing All rights reserved. No part of this book may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical photocopying, recording, or otherwise, without prior permission in writing from the publisher. Acquisitions Editor: Matthew Broadhurst / Project Coordinator: Julie Kim Designer: Ji Eun Lee http://www.compasspub.com email: [email protected] 10 9 8 7 6 5 4 3 2 1 16 15 14 13 CCONTENTSO N T E N T S UNIT 01 Daily Life ................................ 4 UNIT 02 Giving Directions ................................ 11 UNIT 03 Sickness & Health ................................ 16 UNIT 04 Cooking ................................ 22 UNIT 05 Around the World ................................ 28 UNIT 06 Making Comparisons ................................ 33 UNIT 07 Telling Stories ................................ 38 UNIT 08 Sports ................................ 44 UNIT 09 Eating Out ................................ 49 UNIT 10 Crime ................................ 55 UNIT 11 Unreal Situations ................................ 61 UNIT 12 Future Plans ................................ 66 Appendix Talkopoly Review ................................ 72 UNIT 01 Daily Life Talking About Things we do every day Speaking Success! Casual greetings Vocabulary Simple past action verbs Language Focus Telling the time * Warm Up Close the book. Tell students the title of the chapter. What does it make them think of? What do they do in their daily life? Write down topic-related vocabulary on the board as they speak. Open the book. Ask students to look at the picture. Ask them questions about the image. (E.g., What are these people doing? When do you eat breakfast? What do you eat for breakfast?) Get students into pairs and have them ask each other the Warm Up questions. Sample Answers I tend to wake up at around 9:00 a.m. on weekdays. Not all of my classes are in the mornings, though. Sometimes I wake up late because I’m up late every night! Yes, I always try to eat breakfast. If I don’t, then I’m sleepy and grumpy until lunchtime. Talking About This unit will focus on things we do every day. As a class, ask students to list things that they do every day. 1 Model Dialog Listen and practice the dialog with a partner. Track 1 Tell students that they will listen to a conversation between two people. Ask them to read along as they listen to the audio. Play the track. Optional Ask true/false questions about the dialog. 1. Patrick went to bed around 2:00 a.m. yesterday. (False, he went to bed around 3:00 p.m.) 2. Patrick did not go out last night. (True) 3. Coffee makes Veronica sick. (True) 4. Patrick missed his second class today. (False, he missed his first class.) 5. Veronica never sets an alarm. (False, she always sets an alarm for 7:00 a.m.) Ask students to practice the dialog together in pairs. Play the track again so that they can hear the intonation of a native speaker. Ask one pair to perform the dialog for the class. Speaking Success! Introduce the diff erent greetings mentioned in the box. Can they find an example of them in the text? When would they use these expressions? Are they formal or informal? Can they think of any other ways to say hello? Ask students to make a short conversation that begins with one of these greetings. 4 2 Vocabulary A. Rewrite the expressions, changing the verbs to the simple past form. Explain that the verbs and expressions used here can all be used to talk about things that we do in our daily lives. Ask students to work alone to try to fill in the simple past tense forms of the words. Go around the class and help students who are struggling. Find the words that are causing the most difficulty, and point those out on the whiteboard. Tip If the class as a whole seems to be struggling with this activity (as it relies on prior knowledge of the verbs), let students work in pairs or groups. Alternatively, turn this into a dictation exercise. Play the track for Activity B (track 2) first and have students attempt to write what they hear. B. Listen to each word in the simple past. Check your answers. Track 2 Tell the class that they will now listen to the answers. Play the track and check the students’ answers at the front of the class. Have students mark their own books with a diff erent color pen. Answers 1. listened to music 2. drove 3. played tennis 4. went shopping 5. washed dishes 6. slept 7. watched TV 8. met friends C. Work with a partner. Use these expressions to talk about your own experiences. Use either the past or present tense. Instruct students to use either the past or present forms of the above words and create sentences with them. They can be examples from their own lives, or completely made up. Encourage students to share some of their sentences with the class. Sample Answers 1. I listen to music in the evenings. 2. I drove my dad’s car last weekend, and almost crashed it! 3. Sarah plays tennis with her sister. 4. I went shopping with a friend last Saturday. 5. Mom washed the dishes tonight, but Dad usually does it. 6. Tim slept for ten hours last night! 7. I watch TV mainly on the weekends. 8. Lori meets friends after class. 3 Language Focus A. There are certain expressions that we can use when telling the time. Look at the expressions below and practice both ways of telling the time. Talk the students through the different expressions used to tell time. Draw a clock on the whiteboard. Draw the hour and minute hands to show the various times shown in the book. Talk about how we can use diff erent expressions to talk about the time. Daily Life UNIT 01 5 Expansion Explain in more detail that there are few set expressions for talking about the time. For any time up to thirty minutes past the hour, we can say “(number of minutes) past (hour),” e.g., ten past five, twenty- past six. We can also use “(number of minutes) to (hour)” to express time after the thirty-minute mark. Here, we are counting how many minutes are left in that particular hour, e.g., five to eleven, twenty to one. 00:15, 00:30, and 00:45 are “a quarter past,” “half past,” and “a quarter to” the hour. We can also simply say: “(hour) (minutes past the hour),” e.g., twelve twenty-two, four fifty-six. Optional Draw a clock on the board, and add an hour and minute hand. Ask the class what time it is. The person with the correct answer can come to the front and draw a new time. They can then choose a classmate to answer. B. Work with a partner. Practice asking and telling the time, using the information above. Say each time two ways. Have students work with the person sitting next to them. Have them look at the times and ask each other to read them aloud. Encourage them to say each answer in the two ways you have outlined above. Answers 1. It’s eleven oh five. It’s five past eleven. 2. It’s ten ten. It’s ten past ten. 3. It’s three fifteen. It’s a quarter past three. 4. It’s twelve (a.m.). It’s midnight. 5. It’s seven thirty. It’s half past seven. 6. It’s nine forty. It’s twenty to ten. 7. It’s five forty five. It’s a quarter to six. 8. It’s twelve (p.m.). It’s noon. 9. It’s six fifty-five. It’s five to seven. 10. It’s two fifty. It’s ten to three. C. Work with your partner. Mention a time as you talk about the vocabulary expressions above. Tell your students to look again at the expressions from Vocabulary Activity A. Now have the students make sentences using the above expressions and any time that they can think of. Have pairs give an example of their best sentence to the class. Sample Answers 1. Carl listens to music at seven thirty while he rides the bus to school. 2. Finley drove to work at six forty-five this morning. 3. I played tennis at six forty five. 4. We went shopping at midday. 5. Yolanda washed the dishes at eight oh five. 6. I went to bed at eleven oh five last night. 7. Sue and Tommy watched TV at five fifty on Tuesday. 8. Ricky met friends at half past one last weekend. 4 Listening A. You have been doing some unusual things! Work in groups. Think of an excuse for each of these strange activities. Write the best excuse in the chart. This is a role-play activity. Get the students excited about getting into character. Let them get into their own groups of around four students. 6 Sample Answers 1. Because I had lost my key, and I wanted to see if the neighbor was in. 2. Because he landed badly, and I was scared. 3. Because I am a snake charmer. 4. I had just been robbed. 5. It was a fancy dress party. 6. I was really sleepy after my meal. B. Brian really did these things! Listen to his excuses. Write them in the chart above. Track 3 Play the track and ask students to write down the answers. Talk about them with the class. Did they expect these answers? Were they surprised? Why? Answers 1.