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Talk a Lot
Elementary Book 1
using 8 common verb forms
Talk a Lot
Elementary Book 1
First published in the UK by English Banana.com 2008
Public Domain
The author and sole copyright holder of this document has donated it to the public domain. Anybody can use this document, for commercial and non-commercial purposes.
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Talk a Lot Elementary Book 1 English Banana.com i
Welcome to a new kind of English course!
Talk a Lot is a great new way to learn spoken English, and quite a departure from the
standard ELT course book. Instead of spending hours reading and writing, students have the opportunity to engage in challenging and fun speaking and listening activities with their friends.
On this course students learn how to think in English as well as Talk a Lot!
The Talk a Lot course objectives are very simple:
Talk a Lot is structured so that every student can practise and improve English grammar,
vocabulary, pronunciation, intonation, word and sentence stress, and interpersonal skills, by working in pairs, groups and one to one with the teacher.
The main benefits of Talk a Lot are:
The ten lesson topics studied in Talk a Lot Elementary Book 1 are: Town, Food, Shopping, Health, Transport, Clothes, Work, Family, Home, and Free Time.
Thanks to all of our students who have been trialling this course in recent months. Remember, teachers can download and print all the blank forms that are necessary for running an English course, such as blank registers and enrolment forms, individual learning plans, and initial assessments, all for free, from our website at www.englishbanana.com.
We’d love to hear from you about how you have used this book and how your course went, so please feel free to contact us via our website feedback form or by emailing [email protected]. We’d also be really excited to hear about your ideas and proposals
for new Talk a Lot topics and activities that we can use in future Talk a Lot books.
With best wishes for a successful course,
Matt Purland, Ostróda, Poland (6 th^ April 2008)
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Talk a Lot Elementary Book 1 English Banana.com iii
46 Shopping – Role Plays 47 Health – Role Plays 48 Transport – Role Plays 49 Family – Role Plays 50 Clothes – Role Plays 51 Work – Role Plays 52 Home – Role Plays 53 Free Time – Role Plays 54 Role Play Extensions 57 Role Plays – Mood Chart
58 Town – Discussion Words 59 Town – Discussion Words (Question Sheet) 60 Food and Drink – Discussion Words 61 Food and Drink – Discussion Words (Question Sheet) 62 Shopping – Discussion Words 63 Shopping – Discussion Words (Question Sheet) 64 Health – Discussion Words 65 Health – Discussion Words (Question Sheet) 66 Transport – Discussion Words 67 Transport – Discussion Words (Question Sheet) 68 Family – Discussion Words 69 Family – Discussion Words (Question Sheet) 70 Clothes – Discussion Words 71 Clothes – Discussion Words (Question Sheet) 72 Work – Discussion Words 73 Work – Discussion Words (Question Sheet) 74 Home – Discussion Words 75 Home – Discussion Words (Question Sheet) 76 Free Time – Discussion Words 77 Free Time – Discussion Words (Question Sheet)
78 Town – Vocabulary Test 79 Food and Drink – Vocabulary Test 80 Shopping – Vocabulary Test 81 Health – Vocabulary Test 82 Transport – Vocabulary Test 83 Family – Vocabulary Test 84 Clothes – Vocabulary Test 85 Work – Vocabulary Test 86 Home – Vocabulary Test 87 Free Time – Vocabulary Test
88 Lesson Test – Town
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Talk a Lot Elementary Book 1 English Banana.com iv
89 Lesson Test – Food and Drink 90 Lesson Test – Shopping 91 Lesson Test – Health 92 Lesson Test – Transport 93 Lesson Test – Family 94 Lesson Test – Clothes 95 Lesson Test – Work 96 Lesson Test – Home 97 Lesson Test – Free Time
98 Present Simple 99 Present Continuous 100 Past Simple 101 Past Continuous 102 Present Perfect 103 Modal Verbs 104 Future Forms 105 First Conditional
106 End of Course Oral Examination 110 Talk a Lot Course Certificate – Template 1 111 Talk a Lot Course Certificate – Template 2
112 Sentence Blocks Town 113 Food and Drink Shopping 114 Health 115 Transport Family 116 Clothes 117 Work Home 118 Free Time 119 Sentence Block Extensions
119 Discussion Words and Question Sheets Town 121 Food and Drink 122 Shopping 123 Health 124 Transport 125 Family 126 Clothes
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Talk a Lot Elementary Book 1 English Banana.com 1
Lesson 1 Town Lesson 2 Food Lesson 3 Shopping Lesson 4 Health Lesson 5 Transport Lesson 6 Clothes Lesson 7 Work Lesson 8 Family Lesson 9 Home Lesson 10 Free Time Lesson 11 Revision Lesson 12 Exam & End of Course Review
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Talk a Lot Elementary Book 1 English Banana.com 3
30 mins Working in pairs or small groups, students practise the discussion questions. This is free speaking practise – the antithesis of having to make pre-set sentences using the sentence blocks. The students can change partners several times in order to get a good variety of practice, then the whole class comes together and feeds back to the group, with the teacher asking additional follow-up questions. During this time the teacher removes the sentence block sentences from the board, or asks the students to return their sentence block handouts.
We’re halfway through! Have a cup of tea and some fresh air – or just hang out!
25 mins After a relaxing break it’s time for some brain work – the lesson test (see page 5)! The aim of this test is for the teacher to find out what vocabulary the students can remember from the previous lesson and to get an idea of how well they are coping with making the sentence blocks.
25 mins The teacher could decide to use this slot for activities with the discussion words (see page 15) or for making role plays (see page 14) – or for both, if your students are up to the challenge!
30 mins The students practise the sentence block sentences again, but this time without any written record – nothing on the board and no handout. The teacher monitors each pair and helps them where necessary, making sure that they are making the sentence blocks successfully. Towards the end of this time the whole class comes back together to give each other feedback. The teacher asks questions from the eight sentence blocks to different students, who should give a correct, or nearly correct, sentence – all from memory. In the early weeks this will be more difficult for the students, but after a few lessons with this method students should be able to answer confidently, having memorised some or all of that lesson’s sentence blocks.
10 mins Open question time – students can ask any English-related question. The teacher looks at the students’ workbooks (this can be any suitable course book that students work through at home and which complements the lesson) and checks students’ progress. The teacher sets the topic for the next lesson and gives out the handouts for the next lesson’s vocabulary test. The teacher could either give or spend a few minutes eliciting the twenty new words in the students’ first language. The teacher should encourage students to keep all of their handouts in their own file, for revision and further study at home.
The overall course mark for each student is reached by continuous assessment and an end of course oral examination. Individual students are monitored throughout the course and their progress recorded in a number of different ways. The aim of using continuous assessment is to encourage students to work hard in every lesson – because every lesson counts and effort is rewarded along with accuracy – and to work hard at home, e.g. learning the vocabulary words each week.
Each student gets a combined mark out of 80 for each lesson which is based on the following:
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Talk a Lot Elementary Book 1 English Banana.com 4
The lesson marks are added together on the individual Student Course Reports as the course progresses. Students don’t have access to their lesson marks as they are added together, but they do see their marks for the vocabulary and lesson tests, as well as getting feedback on these tests and on their general performance each week.
Teachers should award marks out of 10 to each student for every lesson based on the level of their achievement during the lesson (accuracy) and their commitment during the lesson (effort). It goes without saying that teachers should strive to be wholly objective and not give in to favouritism when awarding these marks.
Over the ten lessons all of the lesson marks are added together to give an individual total for each student, to which is added the score from their final exam. This gives each student a grade for the whole course, ranging from A to U (ungraded fail):
Grade system:
Grade A = 800-900 marks First Class Grade B = 650-800 marks Very Good Grade C = 550-650 marks Good Grade D = 400-550 marks Fair Pass Grade E = 250-400 marks Pass Grade U = less than 250 marks Fail
Grades A-E are passes. Grade U is ungraded and means that the student has failed the course. The student’s grade is recorded on their course certificate, for example:
“Grade: A”
“Achievement: First Class”
You could use one of the course certificate templates at the back of this book (see pages 110-111), or create your own.
Lesson Assessment
During pair and group work the teacher monitors the students, checking and correcting grammar and vocabulary where necessary, e.g. during discussion question and role play
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Talk a Lot Elementary Book 1 English Banana.com 6
the beginning of the next lesson, when there is time for a brief discussion of incorrect answers and other points raised by the test. The results from both tests enable the teacher to see not only who is paying attention during lessons, e.g. when making the sentence blocks, but also who is working at home: learning the vocabulary words, both meanings and spellings, and writing out sentence blocks.
At their discretion, a teacher may allow students who have missed a lesson to catch up on course marks by taking both tests at another time, e.g. after the present lesson. Or the teacher may decide that the student has missed the lesson and so cannot catch up on the marks, a scenario that will affect their final course score. However, if the latter applies the teacher should give the student in question the material to study at home in their own time.
Verb Forms Practice
These pages can be introduced by the teacher as extra worksheets at any time during the course if students are having problems with sentence blocks based on a particular verb form, or if they need more focused verb forms practice. A follow up activity would be for students to imagine their own sentence blocks based on particular verb forms, e.g. the teacher asks students to work in pairs and make four new sentence blocks using present perfect form – orally, without writing anything down.
In general, it’s better for students to use a variety of different verb forms in a normal lesson, rather than studying a different verb form each lesson, because if a student misses one lesson they won’t have missed out on studying a complete verb form.
End of Course Oral Examination
General Notes on the Examination:
The Talk a Lot end of course exam is a one to one oral examination with the teacher reading the questions and the student answering. The exam should last for a maximum of 20 minutes. The exam is recorded onto tape and marked by the teacher. The results are added to the student’s individual Student Course Report and their overall course score and final grade can be calculated, which are then added to the student’s certificate.
At no time should the student see the examination paper, whether before, during or after the examination. Nor should the student write down anything during the exam. The teacher writes the starting sentence and question word (printed in bold) on the board for each sentence block question.
The examination questions are taken randomly from the course work studied and include material from every topic covered during the course. During the examination the teacher should not prompt the student for answers or help them in any way, apart from to explain the instructions so that the student understands what they have to do. Students may not use a dictionary during this examination.
At the end of the course the teacher could give a prize to the student (or students) with:
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Talk a Lot Elementary Book 1 English Banana.com 7
Marking Guide:
There are four kinds of question that form the examination:
The maximum score is 8 marks. Students score one mark for each fully correct line, with correct intonation and sentence stress, and one mark for naming the correct verb form. Students get only half a mark if the intonation and/or sentence stress of a line is incorrect. In the last two lines of each sentence block the answers will vary as students have to change part of the original information to produce a negative answer. Accept any answer that is grammatically correct and makes sense within the given context.
Don’t penalise students for making contractions, or not making them. For example, if the answer on the examination paper says “No, he doesn’t”, but the student says “No, he does not”, don’t mark them down. It is still an accurate answer.
Students can score up to a maximum of 4 points for each question based on the following criteria:
The student should answer the question and speak for approximately 1 minute:
4 marks: the student produces sentences which are completely or almost completely correct in terms of grammar, pronunciation, intonation, and sentence stress. There are between 0-2 errors. Excellent use of vocabulary and interesting subject matter 3 marks: the student produces sentences which are good in terms of grammar, pronunciation, intonation, and sentence stress, but there are between 3- errors. Good use of vocabulary 2 marks: the student produces sentences which can be understood in terms of grammar, pronunciation, intonation, and sentence stress, but there are many errors 1 mark: the student attempts to answer the question, but not using full sentences nor correct grammar, pronunciation, intonation, and sentence stress. Part of their answer can be clearly understood, but there are many errors 0 marks: the student has not attempted the question or the answer is incoherent
The teacher should make a note in the box provided of several examples of the student’s performance, including errors as well as correct structures.
When students have to list ten vocabulary words, the teacher could keep a tally in the box provided, e.g. IIII IIII … Give a half mark in the event of wrong word stress or incorrect
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Talk a Lot Elementary Book 1 English Banana.com 9
The teacher: OK, we’re going to make a sentence block. There are seven lines in a sentence block and eight different sentences. [Pointing to the board at the starting sentence.] This is the first line. Can you read it for me, please? [The student reads it out loud.] Do you understand this sentence?
The student: Yes.
The teacher: OK. [Writes “What” underneath the starting sentence.] To make the second line can you ask a “what” question based on the starting sentence?
The student: What did you use to buy a pair of shoes for work?
The teacher: Good. Very good. Excellent.
Note: if a student has a problem producing any part of the sentence block, the teacher should prompt them with the first word, then the next, and in this way “coax” the sentence out of them by, if necessary, saying the whole sentence and getting the student to say it with them, then to repeat it without the teacher’s help.
The teacher: And what is the short answer?
The student: My debit card.
The teacher: OK. Great.
Note: it is very important that the teacher praises the student as they get sentences right and gently encourages them when they have taken a wrong turn. It is also important for the teacher to keep the momentum going so that the sentence block is made with a sense of rhythm and an almost urgent pace. This will keep the student focused and thinking about the task in hand.
The teacher: So now we’ve got three lines. Can you repeat them for me? [The student does so correctly.] Now, let’s get to five lines. Ask a question with inversion.
The student: Did you use your debit card to buy a pair of shoes for work?
The teacher: Good. And the short answer?
The student: Yes.
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Talk a Lot Elementary Book 1 English Banana.com 10
The teacher: Yes, what?
The student: Yes, I did.
The teacher: Good. Very good. So now we’ve got five lines. We’re almost there. Can you repeat the five lines, please? [The student does so correctly.] OK, so, to complete the sentence block, let’s ask the same kind of question with inversion but this time to get a negative answer. Look at the question word. Focus on the “what”. Change the “what” to get a negative answer.
The student: Did you use cash to buy a pair of shoes for work?
The teacher: And give a short answer in the negative.
The student: No, I didn’t.
The teacher: Then a full negative answer. The last line is made up of two negative sentences.
The student: I didn’t use cash to buy a pair of shoes for work.
Note: students have to invent something here (“Did you use cash …?”) that makes sense in the same context. They should try to think of a sensible option to get a negative answer. For example, the teacher must not accept: “Did you use a car to buy a pair of shoes for work?” because it doesn’t make sense. Students often struggle to remember to make two negative sentences for the last line. Encourage them and stress the two negative sentences.
The teacher: Excellent! Now tell me all seven lines…
Throughout, the teacher should help the student to achieve the correct pronunciation, word and sentence stress (see page 134), rhythm and intonation. If a student makes a mistake during a line, ask them to repeat the whole line again. Of course, in the example above the student has given almost all of the correct answers straight away. This is purely to serve a purpose in this guide – to give a clear example of what the students should aim for. The teacher should also encourage the students to think about word and sentence stress and to emphasise the correct words in each sentence, for example:
Did you use your debit card to buy a pair of shoes for work?
Yes, I did.
Did you use cash to buy a pair of shoes for work?
No, I didn’t. I didn’t use cash to buy a pair of shoes for work.
