Teacher’s Edition
Thank you for choosing this text. We hope that you and your students have an
enjoyable and fruitful time together; the emphasis here is on enjoyable. This text cannot simply be put in front of your students and expect them to be able to get on with
it. There is however a case for occasionally saying to your students look at pages x & y
and try to figure out what you need to do and if you are stuck or need help please put
your hand up. The text does not spoon feed information to your students although
everything they need, apart from the help you offer, is in the text. Students should
be required to think for themselves and should also be encouraged to guess, even if
it means making a mistake. That is really what education is; not giving answers but
posing problems and asking questions. Your students greatest resource is you. Your
attitude towards them and your enthusiasm will directly effect their progress and their
attitude towards each other, you and their English studies.
Paul Shimizu
©2012 Intercom Press, Inc.
1203v1.2
Marathon Mouth (6th Edition) Teacher’s Edition T-1
Marathon Mouth Teacher’s Edition
by Shimizu, Paul & Koustaff, Lesley
Contributing Editor: Edward Roosa
Intercom Press, Inc.
Fukuoka, Japan
email: texts@intercompress.com
http://www.intercompress.com
Please send us your comments, suggestions, criticisms.
© 2012 by Intercom Press, Inc. All rights reserved
No part of this book may be reproduced, in any form or by any means, without
permission in writing from the publisher.
16 15 14 13 12
6 5 4 3 2 1
Printed in Japan
ISBN 978-4-900689-65-7
The Marathon Mouth Series consists of:
• Marathon Mouth 6th Edition (student book)........ISBN 978-4-900689-64-0
Marathon Mouth Teacher’s Edition......................ISBN 978-4-900689-65-7
Marathon Mouth Audio CD.................................ISBN 978-4-900689-69-5
• Marathon Mouth Plus (student book)...................ISBN 978-4-900689-24-4
Marathon Mouth Plus Teacher’s Edition...............ISBN 978-4-900689-25-1
Marathon Mouth Plus Audio CD..........................ISBN 978-4-900689-70-1
T-2
Marathon Mouth (6th Edition) Teacher’s Edition
1203v1.2
©2012 Intercom Press, Inc.
Thoughts on Teaching in General and the Marathon Mouth Texts Specifically
The Marathon Mouth series offers a holistic approach
to English conversation. Marathon Mouth is a grammar /
function based text and Marathon Mouth Plus is a topic /
function based text.
Who are these texts for?
These texts are designed for classes of students who
have studied English for a number of years, but are unable
to vocalize it in a conversational manner. This basically
means virtually all students. Class size is not as much an
issue with these texts as with some others, as they are truly
student-centered. So, eight to eighty students are neither
too few nor too many. However eighty students in a class
does give the teacher a more tiring monitoring task.
C and B becomes D. Students now get a second opportunity to practice, but with slightly different dialogues.
However, if you are pressed for time, this switch is not
essential.
I usually like to have my students sat in a four person group
facing each other sitting sideways
to the blackboard. This system
allows me to talk with the class
as a group and readies the students for their exchange of information. I also have my
students make a passage for me between their desks. That
way I can move around the class more effectively and easily.
What will I find in these texts?
A Marathon Mouth course primarily features these
types of activities.
1)
2)
3)
4)
5)
6)
7)
8)
9)
Empowerment Language (Reviewed every unit)
Learning & Preparation
Information Gaps (AB / CD pairs)
Listening
Peer Checking
Preparation for Interviews / Surveys, etc.
Interview / Survey / Find Someone Who
About Me! (personalization exercise)
Teacher’s Choice (extension activity)
******
Encouraging student participation and checking
answers with your students is a very important activity but
is sometimes problematic in that you are sometimes met
with a reluctance to answer. I have two main methods of
encouraging participation; name sticks and tokens.
Name sticks
The use of any textbook is entirely up to the teachers using it and just because there are often guides, with
suggested ways of undertaking the activities, this doesn’t
mean you have to follow them. Indeed we encourage you
to look for other paths of use, guided by the ability and
motivation of your students and your own teaching philosophy.
In order to assist you in using this text quickly and
effectively I will outline the basic information you need
in order to start right away. Having said that the activities
are relatively easy to understand after a quick look. But
firstly, a word about the AB/CD activities.
I recently started a process of selecting students by having a container with strips of card with all my students
names written on them; I give out the card to the students
and have them write their name on the card. So at the
beginning of my lessons I place my cup of name sticks
on my table and if I want to ask a question of a student
or even choose a student to ask me a question, I simply
randomly, take a name stick out of my cup and read the
name. It works! It works because I have not picked on
any student, the random process has, and thus students
respond. It’s your choice whether or not you replace the
stick in the cup. Replacing of course means that there is
a chance that you randomly pick out the same name. It is
wisest to not let the students know that you don’t put the
stick back into the cup if that’s what you choose to do.
I picked up this idea on a British experimental education program.
AB/CD (Information Gap Activities)
Tokens
The texts use a unique two-pair concurrent information
gap system. We feel this is far superior, although initially
a little harder to explain, than the standard (one pair)
two-person information gap. It’s superior because one pair
of students (the A and B students) will be using slightly
different language from the other pair of students (the C
and D students). This means that when the students are
on task, they are less likely to be disturbed by the students
around them, as they are neither asking nor answering
the same questions. Thus that disturbing “echo effect” is
removed. Furthermore, when the A & B and C & D pairs
have finished, they can switch. In other words, A becomes
©2012 Intercom Press, Inc.
1203v1.2
I use tokens which I give out to students when they ask
a question or otherwise actively participate in the class. I
also use the tokens as a reward for good homework. At
least 25% of the end of term assessment is calculated by
the number of ‘tokens’ each students has accumulated.
When students have collected 10 ‘tokens’ they hand them
in to me and I enter their score in my register. On the
first day of term I give every student a ‘free’ token to start
them off. I also have students make a pocket in the front
of the text book in which they put their name card and
the ‘tokens’ they collect. The tokens come on an A4 sheet;
8 tokens per sheet. There is also a design for the back of
Marathon Mouth (6th Edition) Teacher’s Edition T-3
Thoughts on Teaching in General and the Marathon Mouth Texts Specifically
the tokens to give them added authenticity. The tokens
have a small white circle on them in which you can stamp
your name or write your moniker. It is best to do this
before you cut them out and if you sign them all in red
ink they look quite classy especially if you have them copied on to a variety of coloured paper.
If you are interested in these ‘tokens’ go to this website
http://www.intercompress.com/ then click on the download button at the top of the page. You will then be taken
to a page of downloads connected with our texts. In the
bottom right hand corner you will see the word ‘Tokens’
click and download .
Warm-Up Activities
Warm-ups are very important in activating vocabulary
students may use. Students have “passive” vocabulary
and “active” vocabulary. Passive vocabulary is vocabulary
that students have acquired, but do not use daily; it is “in
storage.” Active vocabulary is vocabulary that students
produce in daily life. The objective of warm-ups is to get
students to concentrate on a specific area of language thus
activating the passive vocabulary. Research has proven
that the better the warm-up, the better students perform.
One type of warm-up activity is brainstorming. This is
done with the textbook closed. It involves students coming up with any language that could be used in relation to
the subject of a unit.
Brainstorming activities, especially numbers 2 and 3,
are best done as a timed activity to add an element of
excitement and challenge. This will help motivate students.
Brainstorming Activity #1
Students individually call out any word that
could be associated with the topic. The teacher
writes the words on the board.
Brainstorming Activity #2
Students, in groups, make a list of words. Ask
each group to read their words and write them on
the board.
Brainstorming Activity #3
Students are in groups of four with one piece
of paper and one pen for each group. Instruct the
students to write down as many words belonging to the topic as they can. When you announce
“begin,” one student writes down one word and
then passes the pen and the paper to the next
student who then writes down another word.
Students circulate the pen and paper until time is
up. Then ask each group to read their words and
write them on the board, or have groups exchange
papers to make them aware of words they may not
know or may have forgotten.
T-4
Drilling Students
If you don’t do any warm-up activities you should at
least consider drilling your students with some of the
vocabulary contained in a unit before they see the written
word. This simple activity better equips students to deal
with the vocabulary in a unit.
Teaching Grammar Points
As Marathon Mouth is a grammar based conversation
text, using this text involves a fair amount of grammar
explanation. Students basically know the grammar but,
in general, do not know the usage of the grammar. This
is where Marathon Mouth’s strong point is, as I believe
it demonstrates usage of various points very clearly to
students. If students know the grammar they are able to
form original sentences and if they know the usage of the
grammar point they will be able to use the correct grammar in the correct situation.
How to “teach” Grammar
For chapters that have “rules”–Chapters 4, 11 and 12,
write two or three examples from each rule on the board
BEFORE students open their books. Do not tell students
the rules. Have students look at the examples and try to
come up with the rules. This way students are using their
own heads to figure out the rule which leads to greater
understanding and retention. For verb tense oriented
chapters–Chapters 7, 9, 13 and 14, elicit what language
can be used in each situation, e.g. What can you say when
you are telling me about an activity you have or have not
done? (I have… ed many times). Always elicit language
from students–never “give” them a rule as they will simply forget it. By thinking and being asked questions to
guide them to the answer, students learn to use their analytical skills, facilitating comprehension and retention.
Walking Dictionary
One of the most important aspects of the Marathon
Mouth course is getting students to understand how to
control their learning by using the empowerment language. Therefore, in every activity, but especially in the
Learn and Prepare activities, we encourage the teacher
to be a Walking Dictionary and assist the students with
meaning and pronunciation.
The teacher’s edition has a glossary of the language in
each unit for you to use when answering their questions.
It is also available as a free download from our website.
So remind your students that they should use you since
you are the ‘walking dictionary’. And, of course, this is a
communications course, and these are great communication opportunities.
Marathon Mouth (6th Edition) Teacher’s Edition
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©2012 Intercom Press, Inc.
Marathon Mouth — A Quick Start Guide
Listen & Check
Review
This activity is key to the effective use of the text and
the general philosophy of student empowerment. Every
unit in the text (except Unit 1) starts with a review activity which refers students back to page 2. Thus it goes
without saying that the first unit, “HELP!” is considered
by us to be the most important unit of the text, since the
empowerment language contained therein, runs right
through the text. This activity may well encourage you to
look carefully at each unit and add, embellish or edit the
suggested empowerment language.
Learn
This activity always follows the review activity, but it
comes in a variety of guises. When you see them they
are usually self evident to the teacher, but students may
well need some explanation. Quite often this activity is
labeling images, although it sometimes includes writing a
sentence, or reading some text. It is this activity which is
most likely to elicit empowerment language. These ‘learn’
activities start off all the AC/BD pages with the exception
of unit 7.
Prepare
These always take the form of writing statements, questions or answers. They always precede the interview, survey or find someone who… activities which are towards
the end of each unit. They are also found within the AC/
BD pages. This activity and the ‘learn’ activity is where
you usually circulate the class assisting your students.
Converse
This is the culmination of the AC/BD pages where
students exchange their information. It may be useful
to model this activity to your students and point out
that they should not really be ‘talking to their books’.
Demonstrate the ‘Look, Cover, Speak’ method. In addition, after the initial information exchange and before A
and C switch, and B and D switch pages, you might like
to introduce a challenge. This challenge is where C & D
close their books and A & B ask their questions again to
see if their partner can remember their answers. This is
an extremely valuable activity in that students are usually
more engaged, have greater fun, speak louder and have
much more eye contact, than when doing the initial information exchange.
©2012 Intercom Press, Inc.
1203v1.2
These two activities are always together. Before doing
the listening activity, we strongly suggest having students
prepare, by going over the questions and answers. I usually have students prepare alone and ask me for help as
they need it, and then go over the material as a whole class
activity.
After I go over the questions with my students, I ask
them if it if OK to play the track. I do this to elicit a ‘yes’
answer and to try to let my students know that they do
have some control over their education.
You may want to play the audio track twice depending
on your students’ ability.
Model the ‘Check’ activity, pointing out the usefulness of the language of agreement and disagreement.
Encourage your students to answer in full sentences.
Find Someone Who ….
There is only one ‘Find Someone Who …’ activity
in this text. It is activity 9 in Unit 2. This activity has
questions which only have variations of ‘Yes’ and ‘No’
answers. Students choose 7 questions from the previous
activity and add two questions of their own.
Traditionally this activity is usually undertaken by having all students standing up, milling around the class asking each other their chosen questions. For me this method
has never been fully satisfactory since the students’ goal
and the teacher’s goal seem to be quite different; they
want to get a list of names whereas I want them to engage
in a good question and answer rapport with possible
follow-up questions
So over the years I have developed the following system
which seems to work very well. Half the class stand up
and place their chairs under the desk (this is important
since students can now move around the class easily and
safely). The sitting students close their books while the
standing students walk around the class speaking only to
the sitting students. When finished (you have to decide
when you think they have finished) simply switch the
standing students with the sitting students and off you go
again.
Survey
These activities are in units 3, 5, 7, 9, 10, 12 & 14.
The activity basically has one student surveying three
other students. This I feel is best done sitting down in
a group of four with each group member surveying the
other group members. The student who is being surveyed
should of course have the book closed to ensure that the
question is being ‘listened to’.
Marathon Mouth (6th Edition) Teacher’s Edition T-5
Marathon Mouth — A Quick Start Guide
Interview
These activities are in units 4, 6, 8, 11, & 13. This
activity is basically a list questions with a variety of
answers. Students simply ask one question to one student,
record the answer and ask a follow-up question. (if your
students are up to it) So this activity works very well if
it is undertaken in the same style as the ‘Find Someone
Who …’ activity.
About Me!
These activities come at the end of each unit. I usually
set these as homework tasks, giving out tokens which go
towards their continuous assessment total.
About Me! activities give the students a chance to write
sentences personalizing the language they have learned
in the unit. The directions given are purely a guide. Feel
free to modify them in any way which suits you and your
students.
All these ‘About Me!’ activities are a challenge for your
students and as such they should be encouraged to be as
creative as possible. Maybe you should also point out that
it is not necessary to accurate in what they write. They
should be encouraged to embellish and fabricate as much
as possible.
Teacher’s Choice
The Teacher’s Choice follows an About Me! activity.
If students are reading what they have written, instruct
them about active listening. The listener should be making small head movements, short affirmative-type sounds,
plus anything else you think is relevant to active listening.
The following is a short list of possible Teacher’s Choice
activities.
1. Have students sit in groups of four. Students pass
their texts to the left, read what was written in
the About Me! section and sign their name in the
appropriate box.
2. The same as No. 1 but students write a question
instead of signing their name.
3. The same as No. 1 but students write a comment
instead of signing their name.
4. Have each student leave his book open on the desk.
Students then walk around the classroom and read
three other students’ books, write a comment and
sign their name.
5. Have students walk around the class and read what
they have written to three other students. Have the
listener sign in the box.
6. The same as No. 5 but the listener must ask at least
one question before signing in the box.
7. Use the Teacher’s Choice as a one-on-one activity.
Have students sit in pairs. The first student reads
what she has written, while the listener actively
listens and responds with some questions in order
to get a dialogue going. When finished, students
switch roles.
T-6
Marathon Mouth (6th Edition) Teacher’s Edition
1203v1.2
©2012 Intercom Press, Inc.
Unit 1 - Help!
Aim of Unit
Activity 2 — Listen
To introduce empowerment language in a challenging
way and to get students to use this language with each
other in the AB/CD information gaps. In addition, an
important aspect of this unit is that your students having met for the first time need to communicate with each
other, so should be encouraged to work in pairs or groups
communicating in their native language when expressing
their opinions and ideas. Quite simply, if your students
cannot communicate with each other in their own language how can you expect them to communicate in a
foreign language.
This basically introduces all the language your students
will be using for rest of this unit. Notice that there is some
of the empowerment language on the right of the page
printed on footprints. That is there to encourage any students who might wish to be empowered from the onset.
Once again like the previous listening activity you might
want to either give the answers or even try to elicit the
answers from your students.
Activity 1 — Listen
Page 1
Track 1
This is a very basic listening activity designed to “tune
in” your students to numbers and letters of the alphabet.
Though the printed script shows the letters not spoken in
alphabetical order, there is an alternative version available
on our website which is more challenging with the sentences out of order, thus students eyes are wandering over
that section of the page. When finished you might want
to conduct a classroom so that students can get used to
your pronunciation of the letters and numbers.
Activity 3 — Learn
Page 1
Track 2
Page 2
This may best be done with students working in small
groups of say 3 or 4. By so doing students will be engaged
with each other and expressing their opinions. Our version of the answers is at the back of this section. This
activity takes some time but this unit is worth spending
as much time as necessary since it runs through the entire
text. While your students are on task wander around the
classroom encouraging, helping and generally engaging
with your charges.
Activity 4 — Check
Page 2
Go over their answers with them when you feel they
are ready. You could use the token system, as outlined
on page T-3, to see if any students raise their hands to
answer, or the name stick system, or any system you have
developed for eliciting responses.
Glossary of the Empowerment Language and answers for:
Page 2, Activity 3. Write each sentence below in your native language. (Our suggested Japanese)
Page 3, Activity 5. Write the number of each image below next to the sentence on page 2.
11
Could you please explain this?
これを説明して下さい。
kore o setsumei shite kudasai
3
What does (this) mean?
この単語はどういう意味ですか。
kono tango wa dö iu imi desuka
14
I’m sorry. I don’t know.
ごめんなさい、知りません。
gomen nasai, shirimasen
16
Could you please speak louder?
大きな声で話して下さい。
ökina koe de hanashite kudasai
6
Pardon?
もう一度言って下さい。
mö ichido itte kudasai
7
Is (this) the same as (that)?*
これはそれ（あれ）と同じですか。
kore wa sore (are) to onaji desuka
2
What’s the opposite of (that / this)? それの反対は何ですか。
sore no hantai wa nan desuka
10
How do you spell (that) / (dog)?
それの綴りを教えて下さい。
sore no tsuzuri wo oshiete kudasai
8
Is this correct?
これは正しいですか。
kore wa tadashii desuka
18
How do you say (this) in English?
これは英語で何と言いますか。
kore wa eigo de nanto ïmasuka
17
Can you help me please?
手伝って下さい。
tetsudatte kudasai
13
I’m sorry. I don’t understand.
すみません、よくわかりません。
sumimasen, yoku wakarimasen
15
Does (this) mean (that)?**
このことばはそのことばと同じ意味ですか。 kono kotoba wa sono kotoba to onaji imi desuka
12
Excuse me.
すみません。
sumimasen
19
How do you pronounce this?
これは何と発音しますか。
kore wa nanto hatsuon shimasuka
9
How do you do this?
これはどうするのですか。
kore wa dou suru no desuka
20
Could you write it please?
書いて下さい。
kaite kudasai
1
What’s this?
これは何ですか。
kore wa nan desuka
5
Please speak more slowly.
もう少しゆっくり話して下さい。
mou sukoshi yukkuri hanashite kudasai
4
What do I do now?
次は何をしたらいいですか。
tsugi wa nani wo shitara ii desuka
* Is (this object) the same as (that object / those objects)?
** Does (this word) mean (that word)?
©2012 Intercom Press, Inc.
1203v1.2
ie. Does chair mean isu (いす)?
Marathon Mouth (6th Edition) Teacher’s Edition T-7
Unit 1 - Help!
Activity 5 — Challenge Pages 3 & 2
Activity 9 — Challenge Pages 4–7
This activity is best done in groups in order that students can engage with each other and exchange their
ideas. In the past I have made a competition of this
activity by awarding the first group to get all the answers
correct, one or two tokens for each member. I also put
up some ‘help’ language up on the board. I used the
following: ‘How do you pronounce this word?’; ‘How
do you say ……….. in Japanese?; ‘Does this mean
………………. ?’; ‘Is this correct?’. I do not respond to
‘What’s this?’ unless I have a very low level class.
In this short activity ask your students to write the letters from activity 8 below the images at the bottom of the
page. Then check their answers by checking back to pages
2 and 3.
When they have all finished A becomes C, C becomes
A, B becomes D and D becomes B. (This is why the pages
are organized that way.) So now your students start again
from Activity 7.
Activity 6 — Check
Page 3
You may simply want to give the correct answers or try
to illicit the answers from your students using the suggestions outlined in activity 4.
Activity 7 — Learn
Pages 4–7
AC/BD
Please make sure that your students are sitting in their
groups of four, preferably sitting sideways to the blackboard. Check that your students are on the correct page.
Even in the best-run classes there will usually be at least
one student who is not paying attention at that time.
Now ask your students to see if they can remember
what their images represent without looking back at pages
2 & 3. (Quite hard but worth a try since it challenges
the students and is pedagogically a sound thing to do.)
Now direct your students to check what they remember
or can’t remember by finding their images on page 3 and
then checking the number on page 2. Have students write
their answers down. At this point you may want to talk
about the importance of good handwriting and even go
so far as to give out tokens for good handwriting. This
should only take a couple of minutes really. Of course
walk around the class to monitor your students progress.
Activity 8 — Converse Pages 4–7
Activity 10 — Bingo!
AC/BD
Page 8
This is far more challenging than Activity 11 since your
students have to remember what all the images mean.
Mind you they have done a lot of work with them so
hopefully they can recall their meanings. You may want to
do activity 11 first.
This activity is best done in groups of five with one
member being the bingo caller and the other 4 being the
players. The caller should turn to page 2 and randomly
call out the help language ticking off as they go. As soon
as someone has a bingo the next students takes their turn
at being the caller. Alternatively you may simply want
to say to your students. Get into groups (they choose the
size) and play bingo choosing either page 8 or page 9. So
they make their own decision as a group, as to which page
they use and how they play the game. You may well be
pleasantly surprised at how inventive your students are!
Activity 11 — Bingo!
Page 9
Same as activity 10
AC/BD
So now your students are ready to start talking to each
other in English.
REMEMBER, Students A and C are looking at the AC
spread, and B and D are looking at the BD spread. The
information gap activities are always conducted between
A and B students, and C and D students.
The model dialogue is the same on all four pages (This
is generally the same throughout the text). Go over the
dialogue and please emphasise the use of the word ‘it’s’.
Model the dialogue and remind your students not to talk
to their textbook- Look, Cover, Say. Now have students
A&C asking all their questions. Point out that students B
& D are now effectively ‘teachers’ and thus should answer
slowly and carefully and even going so far as to spell difficult words and repeating the sentence 2, 3 or even 4 times
in order that their partner can carefully write down the
answers. When A&C have finished they should say ‘I’m
done. Your turn.’ Point out the blue words to your students. So now B&D take their turn with A&C answering.
T-8
Marathon Mouth (6th Edition) Teacher’s Edition
1203v1.2
©2012 Intercom Press, Inc.
Unit 1 - Help!: Audio Script
Track 1, Unit 1, Page 1, Activity 1.
Listen and write the number for each letter.
A is 13.
B is 20.
C is 9.
D is 6.
E is 100.
F is 14.
G & H are 10.
I & J are 5.
K is 2.
L is 18.
M is 7.
N is 1.
O is 15.
P & Q are 17.
R is 8.
S & T are 4.
U is 11.
V is 3.
W is 19 .
X & Y are 12.
Z is 16.
Track 2, Unit 1, Page 1, Activity 2. Listen and write the missing words.
A
Could you please explain this?
B
What does this mean?
C
I’m sorry. I don’t know.
D
Could you please speak louder?
EPardon?
F
Is this the same as that?
G
What’s the opposite of that?
H
How do you spell that?
I
Is this correct?
J
How do you say that in English?
L
Can you help me please?
M
I’m sorry. I don’t understand.
N
Does this mean that?
P
Excuse me.
Q
How do you pronounce this?
R
How do you do this?
T
Could you write it please?
V
What’s this?
W
Please speak more slowly.
Z
What do I do now?
©2012 Intercom Press, Inc.
1203v1.2
Marathon Mouth (6th Edition) Teacher’s Edition T-9
Unit 1 - Help!
T-10
Marathon Mouth (6th Edition) Teacher’s Edition
1203v1.2
©2012 Intercom Press, Inc.
Unit 2 - Brown Eyed Girl
Aim of this Unit
Activity 4 — Converse pages 10–13
To elicit the ‘HELP!’ language from your students and
to have them study and learn the language associated with
families and family life.
This is a diagnostic unit, in that it uses a variety of tenses and language that will help you get a better understanding of your students’ levels.
Activity 1 — Review
pages 10–13
pages 10–13
AC/BD
This activity is where your students will be studying
the text in front of them and writing down the meanings of the selected words in their own language. This is
a directed activity which you may well want to change. It
is during these ‘Learn’ activities that you will probably be
at your busiest, circulating and answering students questions. There is a glossary to help you.
If you cannot answer a student’s question about their
native language, you could either ask the question to the
entire class to get an answer, of have the student look the
language up in their dictionary. I prefer the ask the class
method, because a foundation of this text is having students learn that they can learn by using the empowerment
language.
Activity 3 — Prepare
pages 10–13
AC/BD
Preparation is one of the major keys to success. As with
activity 2 you may well be busy helping slower students
to understand the questions. Of course as you circulate,
check that they are writing the correct answers. I also like
to encourage good handwriting and even go so far as to
hand out tokens for neat and tidy work. When all your
students have written their answers, they are now ready
for the next activity.
©2012 Intercom Press, Inc.
1203v1.2
NOTE: In the 1st printing, one “A student” question is out of order, so before you start please ask the
“A students” to move, “What’s her sister’s name?” to
before, “Is Jane single?”
A simple arrow may suffice. They don’t need to
rewrite it.
AC/BD
This unit launches straight into the AC/BD pages. Your
students will all be on different pages, but doing very
similar things.
So, before you begin doing anything, ensure your students are in their groups and know which letter and
which page they should be working on. Refer back to
page T-3 if you need.
Now, for this activity. In this first activity, have your
students write in the ‘HELP!’ language by referring back
to page 2. You may want to make some changes or additions to this language as it suits you. We encourage you
to do so, and also to take some time to challenge your
students with some of the other empowerment language.
Activity 2 — Learn
AC/BD
Ok, so now your students are ready to exchange their
information.
Have the ‘A’ & ‘C’ students ask all their questions to
their respective partners ‘B’ & ‘D’. Please remind your
students of the ‘Look, Cover, Say’ format. Also remind
the answerer of the questions to answer slowly and carefully in order to assist their partner as much as possible.
When the questioner has finished they say, “I’m done
your turn.” Now ‘B’ & ‘D’ become the questioners while
‘A’ & ‘C’ answer.
Challenge
When all have finished you now may wish to undertake
the following interesting challenge. Have ‘B’ & ‘D’ close
their books, ‘A’ & ‘C’ now ask their questions again to see
if ‘B’ & ‘D’ can remember the answers. If you undertake
this extension task you will notice these three differences,
and possibly others, too.
There will be more eye to eye contact since one of the
pair has their text closed.
Your students will smile more and show greater enjoyment of the task.
Their voices will become louder.
So now, as your students have completed their page,
you simply have ‘A’ become ‘C’, ‘C’ become ‘A’, ‘B’
become ‘D’ and ‘D’ become ‘B’. i.e. switch to the opposite facing page. That is why all of the AC/BD pages in
the text are arranged in AC and BD spreads.
Now start the whole process again from activity 1 at the
top of the page.
Activity 5 — Prepare
page 14
Have your students write the words in the blue box
under the photos of the family tree members. Be ready to
answer a few questions on pronunciation and meaning.
Activity 6 — Listen
page 14
Before your students listen to the audio track please
explain that they will hear Betty (outlined in red in the
family tree) talking about her family. The students task
is to fill in the missing 8 ages and 4 names in the correct
place. The names are in the brown box below the word
‘LISTEN’. You could ask your students if they would like
to hear the track again or move straight on to the next
activity.
Marathon Mouth (6th Edition) Teacher’s Edition T-11
Unit 2 - Brown Eyed Girl
Activity 7 — Check
page 14
This is very useful since your students practice the language of agreement and disagreement. Go over the two
dialogues. You could have the ‘A’ & ‘B’ students start
with the ‘names’ dialogue followed by the ‘ages’ dialogue
and have ‘C’ & ‘D’ start the other way round. Thus
avoiding the ‘echo effect’. When finished either, conduct
a classroom lesson using ‘tokens,’ ‘name sticks’ or any
other system you may have developed, or just give the
answers outright.
Activity 8 — Prepare, page 14
Have students ask themselves the questions and write
down their answers in full sentences. You should be moving around the class helping and encouraging your students.
If you feel the students need more guidance, before they
begin, do a bit of practice with the whole class.
Activity 9 — Challenge (Find Someone Who … )
page 15
This is a ‘Find someone who…’ activity. Firstly, students choose seven questions from the list of questions
in activity 8 and write 2 or their own similiar “yes”/”no”
questions. You may wish to increase that to three while
reducing the chosen question number to six. E.g. ‘Do you
… ?’, ‘Can you … ?’, ‘Did you … ?’
I do all my ‘Find some who …’ using this method that
I developed over the years. Half the class stand up and
place their chairs under the desk (this is important since
students can now move around the class easily and safely).
The sitting students close their books while the standing
students walk around the class speaking only to the sitting
students. When finished (you have to decide when you
think they have finished) simply switch the standing students with the sitting students and off you go again.
Activity 10 — About Me!
page 15
At the simplest level you could just have students writing about the size of their family and telling about each
family member’s name, sex and age. Further development
could be to what they like and what they can do. This is
where you have to assess your students’ ability and motivation. I have tended to set this as homework, awarding
students as many as 5 tokens for a homework well done.
Activity 11 — Teacher’s Choice
page 15
Please see the list of ideas on page T-6, or of course,
develop your own ideas.
T-12
Marathon Mouth (6th Edition) Teacher’s Edition
1203v1.2
©2012 Intercom Press, Inc.
Unit 2 - Brown Eyed Girl: Audio Script
Track 3, Unit 2, Page 14, Activity 6.
Listen and write in the missing names and ages in the family tree above.
Hi, Betty here. I’m going to tell you about my family.
I have one older brother, Philip, and one older sister named Jane. Philip is 28 years old and Jane is 32.
Philip is divorced. His ex-wife is Mary. My only brother-in-law is John. He is Jane’s husband. John is 36
years old. They have two children… one son and one daughter. Their son is Howard and their daughter is
Emily. Howard is 10 and Emily is 8. They are my only niece and nephew.
My parents are George and Marge. My mother, Marge, is 53 and my father, George, is 55. I have two
aunts and one uncle. My Aunt Pamela is 58 years old, and my Aunt Sherry is 49. Uncle Richard, my
mother’s brother, is 56 years old.
Three of my grandparents are still living, but my mother’s father, Grandfather Gordon, died when I was
a young child. My mother’s mother is Rose. She is 78 years old and is very healthy. My father’s parents are
Ian and Bea. Grandpa Ian is 76 and Grandma Bea is 73.
Well that’s my family. Can you tell me about yours?
©2012 Intercom Press, Inc.
1203v1.2
Marathon Mouth (6th Edition) Teacher’s Edition T-13
Unit 2 - Brown Eyed Girl: Vocabulary
above
activity
ages
answer (verb)
answers (noun)
around
ask
aunt
Australia
bathroom
beautiful
bedrooms
Belgium
below
big
born
brother
brother-in-law
brown-eyed
busk
canberra
challenge
chart
check
children
choice
classmate
coed school
converse
cooking
countryside
cousin
daughter
den
dining room
dishes
divorced
eat
egg
England
English
Europe
ex
family
father
find
follow
France
garden
girl
girls’
girls’ high school
grandfather
grandmother
grapes
grew up
grow up
help
her
high school
home
hot
house
husband
in-law
instructions
Italy
January
job
kitchen
T-14
jouki
enshü
nenrei
kotaeru
kotae
achikochini
tazuneru
oba
ösutoralia
yokushitsu
utsukushii
shinshitsu
berugii
~ no shita
ökii
umareta
kyoudai
giri no kyoudai
chairo no me wo sita
daidou-gei o suru
kyanbera
chousen suru
hyou
saiten suru
kodomotachi
erabu
kyüyü
danjo kyougaku no
gakkou
katariau
ryouri surukoto
inaka
itoko
musume
shosai
shokudou
sara
rikon sita
taberu
tamago
igirisu
eigo
yöroppa
moto
kazoku
chichi
mitsukeru
shitagau
furansu
niwa
joshi
joshi no
joshi kou
sofu
sobo
budou
sodatta
sodatsu
tasukeru
kanojono
koutou gakkou
katei
atsui
ie
otto
giri no
sirei
itaria
ichigatsu
shigoto
daidokoro
上記
演習
年齢
答える
答え
あちこちに
尋ねる
伯母
オーストラリア
浴室
美しい
寝室
ベルギー
～の下
大きい
生まれた
兄弟
義理の兄弟
茶色の目をした
大道芸をする
キャンベラ
挑戦する
表
採点する
子供達
選ぶ
級友
男女共学の学校
語り合う
料理すること
田舎
いとこ
娘
書斎
食堂
皿
離婚した
食べる
卵
イギリス
英語
ヨーロッパ
元
家族
父
見つける
従う
フランス
庭
女子
女子の
女子高
祖父
祖母
葡萄
育った
育つ
助ける
彼女の
高等学校
家庭
暑い
家
夫
義理の
指令
イタリア
一月
仕事
台所
label
language
large
last week
learn
left / leave
listen
live
living room
married
mechanic
missing
month
morning
mother
movies
music
native americans
near
nephew
niece
old
opera house
paragraph
park
partner
people
pet
picked grapes
practice
prepare
rap music
read
review
room
school
sentences
similar
sing
single
sister
snake
someone
son
Spain
stepsister
story
swimming pool
Sydney
teach
teacher
tell
tennis court
Texas
their
there
town
travel
uncle
vet
view
washed dishes
wife
year
yesterday
yourself
Marathon Mouth (6th Edition) Teacher’s Edition
bunrui suru
gengo
ökii
sen shü
manabu
satta / saru
kiku
sumu
ima
kekkon site iru
kikai kou
nuketeiru
tsuki
asa
haha
eiga
ongaku
amerika senjümin
chikakuni
oi
mei
sai
opera hausu
danraku
kouen
aite
hitobito
petto
budou gari
renshü suru
jyunbi suru
rappu
yomu
fukushü
heya
gakkou
bun
niteiru
utau
dokushin
shimai
hebi
dareka
musuko
supein
giri no shimai
hanashi
püru
sidonii
osieru
sensei
tsutaeru
tenisu köto
tekisasu
karera no
soko
machi
ryokou suru
oji
jyüi
nagame
sara wo aratta
tsuma
nen
kinou
jibun no
1203v1.2
分類する
言語
大きい
先週
学ぶ
去った / 去る
聴く
住む
居間
結婚している
機械工
ぬけている
月
朝
母
映画
音楽
アメリカ先住民
近くに
甥
姪
歳
オペラハウス
段落
公園
相手
人々
ペット
葡萄狩り
練習する
準備する
ラップ
読む
復習
部屋
学校
文
似ている
歌う
独身
姉妹
蛇
誰か
息子
スペイン
義理の姉妹
話
プール
シドニー
教える
先生
伝える
テニスコート
テキサス
彼らの
そこ
街
旅行する
叔父
獣医
眺め
皿を洗った
妻
年
昨日
自分の…
©2012 Intercom Press, Inc.
Unit 3 - Imagine!
Aim of this Unit
To physically activate the students, and hopefully
through the activity, have them innately understand the
importance of body language, as well as the meanings of
the gestures. I think that you should point out to your
students that gestures usually use the entire body along
with a facial expression. Perhaps you should demonstrate
a few of your own gestures to put over the idea.
Activity 1 — Review
pages 16–19
AC/BD
Like the previous unit, this unit launches straight into
the AC/BD pages, so your students will all be on different
pages, but doing very similar things.
Firstly here in this activity have your students write in
the ‘HELP!’ language by referring back to page 2. I confess to not having put in one of the most useful ‘HELP!’
language for this unit which is number 15 “Does (this)
mean (that)?” so personally I would ask all students to
write this one down, too. Just under the green box would
be a perfect place for it. This question is particularly
helpful since you really want to encourage students to
guess when they are not sure. You can teach your students to guess by pointing at any image and saying ‘Does
this mean… ?” So they are actually inserting the language from the blue box, allowing you to answer “Yes, it
does.”or “No it doesn’t.” You may also wish to teach this
specific ‘HELP!’ language, ‘How do you do this gesture?’
for those students who may not be able to figure out how
to do the gestures.
Activity 2 — Learn
pages 16–19
AC/BD
Here your students choose the correct gesture from the
blue box and write it under each of the images. The ‘OK’
gesture is done on all 4 pages as a guide for the students
in this activity and to be the modelled conversation in
the next. Therefore, all your students should be able to
understand your explanation. You should be quite busy
circulating the class, teaching pronunciation, the meaning
of words and phrases, how the gestures are done and possibly whether or not a student’s guess is correct.
Activity 3 — Converse pages 16–19
AC/BD
As with all ‘Converse’ activities, it is best that you
model the conversation(s) before the students begin. Also,
as with all the information gaps in the text, have the ‘A’
& ‘C’ students ask all their questions to their respective
partners ‘B’ & ‘D’. Remind your students of the ‘Look,
Cover, Say’ format. Also remind the answerer of the questions to answer slowly and carefully in order to assist their
partner as much as possible. When the questioner has
finished they say ‘I’m done your turn.’ Now ‘B’ & ‘D’
become the questioners while ‘A’ & ‘C’ answer.
In this unit’s activity, the students ask their partner
what the gestures are for each of the words or phrases
in the orange box, and their partner teaches them the
©2012 Intercom Press, Inc.
1203v1.2
gesture, by giving a physical response while saying ‘It’s
(physical response). The questioner should then copies
that response. So basically it goes, question, action, copy
action; and on to the next question until the last, at which
the questioner says, “ I’m done. Your turn.”
Activity 4 — Challenge pages 16–19
AC/BD
When all have finished the preceding activity, have ‘B’
& ‘D’ close their books, and ‘A’ & ‘C’ ask their questions
again to see if ‘B’ & ‘D’ can remember the answers.
The challenges are usually quite fun for the students,
and you should witness: more eye to eye contact since one
of the pair has their text closed, students smiling more
and showing greater enjoyment of the task, and the students’ voices becoming louder.
Now, that your students have completed their page,
you simply have ‘A’ become ‘C’, ‘C’ become ‘A’, ‘B’
become ‘D’ and ‘D’ become ‘B’. i.e. switch to the opposite facing page, and start the whole process again from
activity 1 at the top of the page.
Activity 5 — Prepare
page 20
Have your students write the meaning of each gesture
on the blue line next to the image. They may need to
look back at the AC/BD pages, or preferably, guess and
ask you for help using the empowerment language. Of
course, a combination of both will take place.
Activity 6 — Listen
page 20
Before your students listen to the audio track please
explain that they will hear ten short conversations (in
order of the questions) and that they should listen carefully for the language describing the gesture the speaker
would do as they talk.
You could ask your students if they would like to hear
the track again or move straight on to the next activity.
Activity 7 — Check
page 20
This very useful activity has your students practice the
language of agreement and disagreement. Go over the dialogue. As there is only one conversation, I like to have
the ‘A’ & ‘B’ student pair start with the top question and
work down, and the ‘C’ & ‘D’ student pair start at the
bottom and work up, thus avoiding the ‘echo effect’. I
find it helps to draw a quick little picture on the blackboard with arrows, because most students do not know
“bottom” and the concept of working backwards is totally
new to them.
When finished either, conduct a classroom lesson using
‘tokens,’ ‘name sticks’ or any other system you may have
developed, or just give the answers outright.
Marathon Mouth (6th Edition) Teacher’s Edition T-15
Unit 3 - Imagine!
Activity 8 — Prepare
page 21
Have the students read the gestures in the chart and
answer whether they know them or not. If they do, they
should be practicing them as they answer. If they don’t,
they should ask you to teach them using the language,
“How do you do the gesture, ‘brush your teeth’?”
Activity 9 — Survey
page 21
Have students write five gestures in the chart. Tell them
they could choose up to three from the chart above or
from the gestures on the AC/BD pages, but challenge
them to come up with as many unmentioned gestures as
they can. Many Japanese students initially say they don’t
use gestures, but they can quickly be jolted into realizing
how many they do use by demonstrating just one or two
uniquely Japanese gestures you know.
The activity basically has one student surveying three
other students. This I feel is best done sitting down in
a group of four with each group member surveying the
other group members. The student who is being surveyed
should of course have the book closed to ensure that the
question is being ‘listened to’.
Activity 10 — About Me!
page 21
I think the students need a bit of teaching and practice on
writing this style sentence, so try to cover it a bit in class
on the board, before sending them home to write their
own.
Activity 11 — Teacher’s Choice
page 21
Please see the list of ideas on page T-6, or of course,
develop your own ideas.
T-16
Marathon Mouth (6th Edition) Teacher’s Edition
1203v1.2
©2012 Intercom Press, Inc.
Unit 3 - Imagine: Audio Script
Track 4, Unit 3, Page 20, Activity 6.
Listen to the conversations and circle the correct gesture above.
Mary: Hello Jim. Let’s go to a movie.
James:
Oh dear Maya, what am I going to do?
Jim:
Oh I’m sorry Mary. I can’t. I’m really broke.
Maya:
What’s the problem?
Mary:
That’s OK, I’ll pay for you today.
James:
Jim:
Oh thanks Mary.
I’ve got a test tomorrow and I think I’m going
to fail.
Maya:
Well, just calm down. I’m sure it’ll be alright.
Andy:
Hey Naomi, long time no see! How’s it going?
Pete:
Hey, Lana, how’s it going?
Lana:
Oh, Pete, this algebra problem is too difficult
for me. I give up.
Pete:
No, don’t do that. It’s easy. Just think about it.
Hans:
Lee help! That dog’s coming this way.
Lee:
Go away! Go away! (to the dog)
Hans:
It’s gone, thanks Lee.
Mihee: OK. I guess I can eat something now. Let’s go.
Lee:
No problem. I don’t mind dogs at all.
Brad:
Isaac did you remember to bring my book?
Wayne: Hey Carol, what’s that noise?
Isaac:
Oh James, I forgot. I’ll bring it tomorrow.
Carol:
Brad:
Please don’t forget next time!
Wayne: Ssh, listen!
Isaac: OK, OK. I promise I’ll bring it tomorrow.
Carol:
Oh yes, look it’s Superman.
Pam:
Jack, be careful! You broke it.
Roy:
Sophia, how did you do in your history test?
Jack:
Oh dear. I’m sorry Pam. I’m such a fool.
Sophia: Not too bad Roy. Thankfully that’s our last test.
Pam:
Well don’t worry. I was going to buy a new one
anyway.
Roy:
Naomi: Hi Andy. Well, I’ve finished college and now I
have an interview for a new job.
Andy:
Naomi, that’s great. Good Luck!
Grace:
Hey Mihee, shall we have lunch?
Mihee: Sorry Grace, I’m a little busy right now.
Grace:
But I’m hungry. I just have to get something to
eat right now.
What noise Wayne? I can’t hear anything.
Yeah I’m relieved they’re all over. I just hate
tests.
Sophia: Me too.
©2012 Intercom Press, Inc.
1203v1.2
Marathon Mouth (6th Edition) Teacher’s Edition T-17
Unit 3 - Imagine: Vocabulary
above
activity
again
below
bill (have the ..)
I’m broke.
brush your teeth
call me
calm down
challenge
check
circle
classmate
converse
correct
I’m determined.
go for a drink
eat
I’m embarrassed.
I’m such a fool.
gesture
Good luck!
I’m hungry.
ideas
least
(at least two..)
T-18
jouki
enshü
mou ichido
kaki
okaikei
ichimon nashi
ha wo migaku
denwa shite kudasai
ochitsuite
chousen suru
saiten
maru de kakomu
kyüyü
katariau
seikai
kesshinga katai
nomi ni iku
taberu
hazukashï yo
nante (jibun wa)
baka nanda
miburi
ganbatte
onakaga suita
kangae
saitei
(saitei demo futatsu)
上記
演習
もう一度
下記
お会計
一文無し
歯を磨く
電話してください
落ち着いて
挑戦する
採点
丸で囲む
級友
語り合う
正解
決心が固い
飲みに行く
食べる
恥ずかしいよ
なんて（自分は）
馬鹿なんだ
身振り
がんばって
お腹がすいた
考え
最低
（最低でも二つ）
listen
a little
I love you.
meaning
money
No thank you.
No way.
OK
other
partner
practice
prepare
I promise.
I’m relieved.
review
shame on you
should be
so-so
Stop!
survey
terrible
thinking
when (.., when I ..)
write
your own
yourself
Marathon Mouth (6th Edition) Teacher’s Edition
kiku
sukoshino
aishiteiru
imi
okane
kekkou desu
tondemonai
OK
hokano
aite
renshü suru
jyunbi suru
yakusoku shimasu
anshin shimashita
fukushü
haji wo shirinasai
~de nakerebanaranai
mä mä
yamero!
shiraberu
hidoi
kangaeteiru
~ toki
kaku
jibun jishin no
jibun no
1203v1.2
聴く
少しの
愛している
意味
お金
結構です
とんでもない
OK
他の
相手
練習する
準備する
約束します
安心しました
復習
恥を知りなさい
～でなければならない
まあまあ
やめろ！
調べる
ひどい
考えている
～時
書く
自分自身の
自分の…
©2012 Intercom Press, Inc.
Unit 4 - Let’s Dance
Aim of this Unit
Activity 6 — Converse pages 24–27
To have students practice the language of ability. How
well they can do something or whether or not they can do
something and to what degree. There is a grammar box
which you should go over carefully with your students.
However before you do that, this unit presents an ideal
opportunity for a ‘brainstorming’ activity before students
even open the text. In groups, have students ‘brainstorm’
all the activities they can think of. Please refer to page T-3
of this manual for ‘brainstorming’ ideas. Once students
have presented their lists it should then lead to a discussion on usage as laid out in activity 2.
Before students can start to converse there is a little
more preparation which needs to be done. First have students label their images and then write a question about
each image. AB will be writing questions of the form
“How well can Pat play tennis?”, whereas CD will be
writing questions of the form “Can Pat play tennis?” This
of course means that when AB ask each other their questions, their answers will be of a slightly different form to
CD’s answers.
Before beginning, don’t forget to model both conversations, pointing out the differences to all the students.
Then, have A ask B, and C ask D, their questions and
write down the answers, pointing out that AB just answer
and write the ability level whereas CD answer and write
yes or no followed by the ability level.
When students have completed their tasks have A
become C, B become D, C become A, and D become B.
Now start your students again from activity 5.
Activity 1 — Review
page 23
Have students refer back to page 2 in order to fill in the
green review box. Please check the language to make sure
that it suits your situation since you may want to change
it.
Activity 2 — Learn
page 23
Go over the grammar with your students, or at least
point out the grammar boxes and the ‘Ability’ meter.
Activity 3 — Prepare
page 23
Have students write the abilities in the blue box under
the correct image. Next, have your students write a sentence about each person, using the ‘Ability’ meter in activity 2.
Note that ‘play golf’ while listed in the blue box, does
not have a corresponding image. This is deliberate. There
are many cases where we have one more choice than
students need. This is to keep them thinking as much as
possible by preventing “this is the last one, it must be it”
thinking.
Activity 4 — Challenge page 23
Have students take turns in trying to remember what
their sentences are. One student closes their book and
tries to remember what they had written. The role of the
listener is to help the speaker produce their sentences. So
they should be encouraged to give hints when necessary.
E.g. Sophie/plane, becomes “Sophie can fly a plane very
well.” Then the listener make responses like ‘Yes, I agree.’
, ‘I don’t think so.’ etc
Activity 5 — Learn
pages 24–27
AC/BD
Here your students are once again on separate pages,
and basically doing the same thing, but all working with
different activities at different skill levels. Have students
label their images and then write sentences about how
well their characters can do their activities according to
the ability meter on page 23.
©2012 Intercom Press, Inc.
1203v1.2
Activity 7 — Listen
page 28
Before playing the listening track, have your students
familiarize themselves with the questions and possible
answers.
After having gone over the questions with your students, ask them if it if OK to play the track. I do this to
elicit a ‘yes’ answer and to try to let my students know
that they do have some control over their education.
Now, play the track and have students circle what they
think is the correct answer. I like to play the track only
once, but you may well judge that your students need a
second listen.
Activity 8 — Check
page 28
Have students check with another student what they
think is the correct answer using the dialogue style shown
or a dialogue which best suits you. In order to the eliminate the ‘echo’ effect, I have AB students start from the
top of the question list while the CD students start from
the bottom. Students of course should take turns answering and asking.
Activity 9 — Prepare
page 28
Have your students read the questions to themselves
and answer each in a complete sentence. Your students
may well be asking you pronunciation and meaning questions, so you should be circulating the class encouraging
and assisting where necessary.
Marathon Mouth (6th Edition) Teacher’s Edition T-19
Unit 4 - Let’s Dance
Activity 10 — Interview page 29
Students now choose six of the questions from activity
9 which they wish to ask their fellow students. Then have
students write three of their own questions encouraging
them to use abilities which come from their own imagination. You will probably need to circulate, encourage,
check and help.
Now have students conduct their interviews. For me
this is best done by having half the class stand and ask the
students who are sitting. Have the sitting students close
their books to ensure that students are listening to the
questions. This is a perennial problem so remind your
students that they should really be trying to speak and
listen as much as possible without reading directly from
the text. Look, Cover, Say! To activate your students a bit
have them ask only one question to a students and then
move to another student.
Activity 11 — About Me!
page 29
As I mentioned before, I usually set these as homework
tasks, giving out tokens which go towards their continuous assessment total. This of course does not actually have
to be about the student. It could easily be about someone
they know who has great ability at something or even a
well known athlete. You choose or rather let your students
choose.
Activity 12 — Teacher’s Choice
page 29
Please see the list of ideas on page T-6, or of course,
develop your own ideas.
T-20
Marathon Mouth (6th Edition) Teacher’s Edition
1203v1.2
©2012 Intercom Press, Inc.
Unit 4 - Let’s Dance: Audio Script
Track 5, Unit 4, Page 28, Activity 7.
Listen and circle the answers.
Ring, Ring (This is a Phone call)
Mary:Hello.
Pete:
Hello Mary, it’s Pete. I wonder if you can help me.
Mary:
Oh hi Pete. Sure, what’s up?
Pete:
Well you know we have our college open day next month.
Mary:
Yeah!
Pete:
Well we need some students to do lots of things and I was hoping you could help me find them.
Mary:
Sure, what do you need?
Pete:
Well, the activities we are thinking about are: cooking, music, singing, chess, Salsa dancing, badminton, and German. There are a couple of other openings, but I can’t remember them all.
Mary:
OK, well for badminton, how about James. He’s very fast and can play badminton very well. He can
cook quite well, too. Maybe he could do both?
Pete:
Right, good. I was thinking about Janet for singing. I hear she can sing and play the flute very well.
Mary:
No, she’s a great singer. She really can sing very well, but she can’t play the flute very well. Jenny plays
the flute quite well, but she can also do Salsa dancing a little. Maybe you should ask her which she
wants to do.
Pete:
Yes, good idea. How about Molly, I understand she can speak lots of languages. Is that right?
Mary:
That’s right. She speaks Spanish, Italian and French very well, but she can’t speak German very well.
Pete:
Oh, well, maybe I should change the language focus. Hmmm, well we also need someone who can
snowboard, because we have a snowboard demonstration.
Mary:
That would be Jock for sure. He plays lots of sports and I know he can snowboard very well.
Pete:
Great. What about chess, do you know anyone who can play chess well?
Mary:
No, not really. I can play chess, but only a little.
Pete:
Too bad. Oh yes, I remember now. We need someone who can draw and paint and we will also have
an origami session.
Mary:
I think Carol can draw and paint very well, but I’m not sure about her origami ability.
Pete:
Excellent Mary, thanks for your help. Now I need to contact all these students to see if they will participate.
Mary:
Good luck Pete, but I’m sure they’ll all want to show off their skills.
©2012 Intercom Press, Inc.
1203v1.2
Marathon Mouth (6th Edition) Teacher’s Edition T-21
Unit 4 - Let’s Dance: Vocabulary
ability
anything
arrange
backstroke
badminton
bake
baseball
bicycle
board
book
bowl (sport)
button
challenge
checkers
chess
computer
converse
cook
dance
dive
draw
drive
drums
explain
fix
flute
fly
food
grammar
guitar
horse
interview
juggle
karate
landscape
martial arts
meter
motorcycle
musical instrument
T-22
nouryoku
donnakoto mo
ikeru
seoyogi
badominton
yaku
yakyü
jitensha
ita
hon
böringu
botan
chousen suru
chekkä
chesu
pasokon
katariau
ryouri wo suru
odoru
moguru
kaku
unten suru
doramu
setumei suru
shüri suru
furüto
tobu
tabemono
bunpou
gitä
uma
intabyü wo suru
jaguringu wo suru
karate
keshiki
kakutougi
mëtoru
jidou nirin sha
gakki
能力
どんなことも
生ける
背泳ぎ
バドミントン
焼く
野球
自転車
板
本
ボーリング
ボタン
挑戦する
チェッカー
チェス
パソコン
語り合う
料理をする
踊る
潜る
描く
運転する
ドラム
説明する
修理する
フルート
飛ぶ
食べ物
文法
ギター
馬
インタビューをする
ジャグリングをする
空手
景色
格闘技
メートル
自動二輪車
楽器
No, but I’d like to.
Yes, but not very well.
dekimasen ga,
yatte mitai desu.
ïe, mattaku
dekimasen.
kaku
hikouki
gakki wo ensou suru /
supötsu wo suru
pökä
renshü suru
jyunbi suru
taihen yoku dekiru
fukushü
sarusa
sakkusu
sukyüba daibingu
nuu
sukëto wo suru
sukï wo suru
sunö bödo wo suru
sakkä
undou
benkyou
säfin wo suru
oyogu
tenisu
(moji wo) utu
rikaisuru
tsukau
doushi
hai, sukoshi dekimasu.
ïe, amari dekimasen.
Yes, quite well.
hai, yoku dekimasu.
Yes, very well.
hai, totemo yoku deki- はい、とてもよくでき
ます。
masu.
自分の…
jibun no
Not at all.
paint
plane
play
poker
practice
prepare
quite well
review
salsa (dance)
sax
scuba dive
sew
skate
ski
snowboard
soccer
sports
study
surf
swim
tennis
type
understand
use
verb
Yes, a little.
yourself
Marathon Mouth (6th Edition) Teacher’s Edition
1203v1.2
できませんが、
やってみたいです。
いいえ、全く
できません。
描く
飛行機
（楽器を）演奏する /
スポーツをする
ポーカー
練習する
準備する
大変良く出来る
復習
サルサ
サックス
スキューバダイビング
縫う
スケートをする
スキーをする
スノーボードをする
サッカー
運動
勉強
サーフィンをする
泳ぐ
テニス
（文字を）打つ
理解する
使う
動詞
はい、すこしできます。
いいえ、あまり
できません。
はい、よくできます。
©2012 Intercom Press, Inc.
Unit 5 - Proud Mary
Aim of this Unit
Activity 7 — Prepare
To have students practice the language of feelings and
emotions and some reasons as to why they feel that way.
This unit, like the previous unit, presents an ideal
opportunity for a ‘brainstorming’ activity before students
even open the text. In groups have students ‘brainstorm’
all the feelings they can think of. Please refer to page T-3
of this manual for ‘brainstorming’ ideas. Once students
have presented their lists it should then lead to a discussion on usage as laid out in activity 2.
The ‘real’ thinking your students have to do, is to figure out which reason most appropriately fits which feeling. So that is where you will probably be most helpful to
your students. Note that AB are using the present tense
and BD are using the past tense.
Also note that there may well be more than one appropriate reason for a feeling and students should be encouraged to use any which is reasonable. Thus one ‘A’ student
may have different sentences than another.
Activity 1 — Review
Activity 8 — Converse pages 32–35
page 30
Have students refer back to page 2 in order to fill in the
green review box. Please check the language to make sure
that it suits your situation since you may want to change
it.
Activity 2 — Learn
page 30
Have students write the words from the blue box below
the faces. It’s quite a good idea to have students guess
at those they don’t know. Personally I try not to give
students an answer when they ask ‘What’s this?’ I would
rather they guess and make a mistake.
Activity 3 — Learn
page 31
Your students may need to refer to page 30 for the feelings, and then match the most appropriate reason from
the orange box as to why the people are feeling that way.
This activity uses the present tense. i.e. feel and feels
Activity 4 — Learn
page 31
This is similar to Activity 3 except that students are
writing about yesterday and thus are in the past tense.
i.e. felt
Activity 5 — Challenge page 31
This challenge could simply be conducted as shown in
the example dialogues. Alternatively you could make it
simpler by having students (with one student having their
text closed) ask questions like those in tiny print in the
footprints at the edges of the page in this activity.
Activity 6 — Learn
pages 32–35
AC/BD
Have your students get into their 4 person groups and
check that they ‘know’ who they are.
The previous 2 pages of activities should have set your
students up perfectly for these AC/BD pages.
Have students write the words in the blue box below
the correct image. It would be a good little exercise to
have students write down the words and then check page
30 to see how accurate they were. All these little kinds of
challenges are very motivating activities.
©2012 Intercom Press, Inc.
1203v1.2
pages 32–35
AC/BD
AC/BD
Go over the two dialogues with your students and
remind them about ‘he’, ‘she’, and ‘they’. The answers
that students have to write are quite long so please ‘educate’ your students about giving answers slowly and carefully, even spelling words without being asked.
It is good to remind your students that they are teachers
as well as students; just as we are.
Activity 9 — Challenge pages 32–35
AC/BD
This is probably the closest you will get to ‘real’ conversation. Have the B and D students close their books, then
using the ‘asking’ half of the dialogues in activity 8, have
A and C students ask their partner the same questions to
check their partner’s accuracy.
These tasks when set up properly are both motivating and enjoyable for your students, and the teacher too.
Personally I would have students label the images after
they have finished the challenge. That way they are more
completely focused on the ‘conversation’.
Have the questioner stand the book up on the desk to
make face to face contact with their partner more easily.
When students have completed this task have A become
C, C become A, B become D, and D become B. Now
start your students again from activity 6.
Activity 10 — Listen
page 36
Before you play the track, have your students go over
all the questions and answers. Now play the track and
have your students circle the answers. One listen is usually
enough and it also makes the next activity more pedagogically relevant.
Activity 11 — Check
page 36
Go over the dialogues with your students pointing
out the importance of the language of agreement and
disagreement. Also, alert your students to the alternative
answers in the small print in the mini-footprints on the
right of the dialogue.
To eliminate the ‘echo’ effect, when your students are
checking, have the AB students start at the top of the
question list while the CD students start from the bottom
of the question list. Students ask and answer alternately.
Marathon Mouth (6th Edition) Teacher’s Edition T-23
Unit 5 - Proud Mary
Activity 12 — Prepare page 36
Have your students write full answers when doing this
preparation. Refer your students back to page 30, but
encourage them to look for new adjectives and also perhaps put a proviso that they have to use different adjectives for each answer. They could also write their reasons
for feeling that way if you feel your students are up to it.
Activity 13 — Survey
page 37
Students now go back to activity 12 to choose five questions they would like to ask other students. Then write
two questions of their own. When ready, students survey
three classmates.
You could simply have them survey the other three
people in their group. Alternatively you could spice it up
a little by having half the class stand up, find a different
partner, survey each other, then have the other half stand
up and find a different partner, survey each other. Then
finally have them return to their original seats and conduct the final survey. It takes a little longer, but it does
add an element of interest to the activity.
Also you could also encourage students to do a simple
follow-up question by asking ‘Why did you feel that way?’
or ‘Why would you feel that way?’.
Activity 14 — About Me!
page 37
As I mentioned before, I usually set these as homework
tasks, giving out tokens which go towards their continuous assessment total.
In this activity it might be best if you encourage students to fantasize a little in order to get interesting sentences.
Activity 15 — Teacher’s Choice
page 37
Please see the list of ideas on page T-6, or of course,
develop your own ideas.
T-24
Marathon Mouth (6th Edition) Teacher’s Edition
1203v1.2
©2012 Intercom Press, Inc.
Unit 5 - Proud Mary: Audio Script
Track 6, Unit 5, Page 36, Activity 10.
Listen and circle the answers.
Tina:
Hey Sam. Where have you been? I haven’t seen you around all week.
Sam:
Hi Tina! Yeah, well I’ve been off on a Mountain Adventure Holiday week. It was fantastic!
Tina:
Wow. Sounds great. I couldn’t go into the mountains, I’m confused just finding my way around this huge
campus.
Sam:
Don’t worry I can help you find your classes.
Tina:
Great! Anyway, tell me about your holiday.
Sam:
Well actually, I was a bit worried before I went. You do a different activity everyday, like trekking, canoeing,
tree top walking, a jungle hike, and mountain biking. It’s very demanding. Though the last two days are just
sightseeing and shopping.
Tina:
Sounds tough, but fun.
Sam:
Yeah it is! I had a quite a few difficult moments though. On Sunday afternoon while we were on our jungle
hike we saw a huge snake in a tree. I was really afraid, but the guy next to me didn’t mind it at all.
Tina:
Not me! I’m terrified of snakes.
Sam:
Yeah, me too. Then on Monday morning we went canoeing. My canoe tipped over and I fell into the river. I
was very embarrassed, but everyone applauded when I righted my canoe.
Tina:
Wow I would have been afraid if it had been me; I can’t swim well at all.
Sam:
Monday evening was great fun. We had a party to celebrate our successful white water canoeing. We were all
very happy and some of us got a little drunk.
Tina:
I love parties. So what did you do on Tuesday.
Sam:
We did tree top walking on Tuesday afternoon, I was a bit nervous at first because I am afraid of heights but I
soon forgot that when we were surprised by a troop of monkeys swinging through the treetops.
Tina:
Wow!
Sam:
Yeah, wild. And later, on Tuesday evening, there was a thunderstorm which produced a fantastic rainbow
over the forest. I got some great photos. I was really ecstatic.
Tina:
Show me sometime. So what did you do on Wednesday.
Sam:
Actually we were supposed to go mountain biking but it was raining very hard so we stayed in the hotel all
day. By Wednesday afternoon I got really bored and sleepy so I went to bed early. And on Thursday morning
I was really angry because it was still raining. But in the afternoon the sun came out and it got very hot quite
quickly.
Tina:
So what did you do then?
Sam:
We got to go mountain biking on Thursday afternoon so I was really excited. We were having a great time
but I hit a tree root and fell off my bike. I was furious! Luckily I wasn’t hurt at all so I was able to continue.
But later on I had another accident and fell into a puddle. I had to ride the rest of the way, wet and miserable.
Tina:
That’s too bad.
Sam:
Yeah, well that’s part of the adventure I guess. Anyway, then we went trekking all day Friday. I became confused when I lost my way in the morning. In the afternoon we trekked through a smelly swamp full of leeches. I was disgusted!
Tina:
ew! Leeches !?!.
Sam:
Yeah! well the rest of the time was spent shopping and packing to come home. When I got home, I realized I
had forgotten to buy my girlfriend a souvenir, I was really ashamed of myself.
Tina:
Oh Sam! How could you!? Well, maybe if you take her out for a nice dinner she’ll forgive you.
Sam:
Yeah, I hope so.
©2012 Intercom Press, Inc.
1203v1.2
Marathon Mouth (6th Edition) Teacher’s Edition T-25
Unit 5 - Proud Mary: Vocabulary
accepted
adventure
afraid
afternoon
air conditioner
all night
angry
ashamed
ate
baked
bear
bicycle
bike
birthday
blown off
bored
broken
buy
cake
camera
caught
challenge
check
cockroach
confused
contest
converse
crashed
curb
date
died
disgusted
drank
driving
drunk
ecstatic
embarrassed
emotions
evening
expensive
failed
favorite
feel
feelings
fell
felt
final exam
finished
first
furious
get
ghost
girlfriend
goldfish
heights
help
holiday
homework
horror movie
hot
hurt
jungle
keys
last
late
learn
lose
lottery
lunchtime
message
met
miserable
T-26
ukeireru
bouken
kowagatte
gogo
eakon
hitobanjyü
okoru
hajite
tabeta
yaita
kuma
jitensha
jitensha
tanjoubi
tobasareta
taikutsu site
kowareta
kau
këki
kamera
tukamaeta
chousen suru
saiten suru
gokiburi
konran shite
kontesuto
katariau
shoutotsu shita
enseki
dëto
shinda
mukatsuite
nonda
unten suru
yotta
uchouten no
hazukashigatte
kanjou
yügata
koukana
sippaishita
sukina
kanjiru
kimochino
ochita
kanjita
saishü shiken
owatta
saisho no
ikari kurutta
uketoru
yürei
koibito
kingyo
takasa
tasukeru
kyüka
shukudai
kowai eiga
atsui
itai
mitsurin chitai
kagi
saigo no
osoi
manabu
ushinau
takara kuji
chüshoku no jikan
messëji
atta
mijime na
受け入れる
冒険
怖がって
午後
エアコン
一晩中
怒る
恥じて
食べた
焼いた
熊
自転車
自転車
誕生日
飛ばされた
退屈して
壊れた
買う
ケーキ
カメラ
捕まえた
挑戦する
採点する
ゴキブリ
混乱して
コンテスト
語り合う
衝突した
縁石
デート
死んだ
むかついて
飲んだ
運転する
酔った
有頂天の
恥ずかしがって
感情
夕方
高価な
失敗した
好きな
感じる
気持ちの
落ちた
感じた
最終試験
終った
最初の
怒り狂った
受取る
幽霊
恋人
金魚
高さ
助ける
休暇
宿題
怖い映画
暑い
痛い
密林地帯
鍵
最後の
遅い
学ぶ
失う
宝くじ
昼食の時間
メッセージ
会った
惨めな
missed (the train)
money
monkeys
morning
moved
nervous
oysters
passed
PIN
proud
raining
reasons
review
river
sad
saw
say
shocked
shoes
sick
singer
sleepy
snake
snowing
sour milk
speech contest
stealing
stolen
students
surprised
survey
tell
test
text message
train
tripped
waiting
watch
win
won
worked
worried
write
yesterday
your own
yourself
Marathon Mouth (6th Edition) Teacher’s Edition
nori okureta
( densha ni)
okane
saru
asa
hikkoshita
shinkeishitsu na
kaki
goukaku shita
anshoubangou
tokui na
amega futte iru
riyü
fukushü
kawa
kanashii
mita
iu
shougeki wo ukeru
kutu
byouki no
kashu
nemui
hebi
yuki ga futte iru
kusatta gyünyü
benron taikai
nusumi
nusumareta
seito
odoroita
shiraberu
tsutaeru
shiken
mëru
densha
tsumazuita
matte iru
miru
katsu
kakutoku suru
hataraita
shinpai shite
kaku
kinou
jibun jishin no
jibun no
1203v1.2
乗り遅れる（電車に）
お金
猿
朝
引っ越した
神経質な
牡蠣
合格した
暗証番号
得意な
雨が降っている
理由
復習
川
悲しい
見た
言う
衝撃を受ける
靴
病気の
歌手
眠い
蛇
雪が降っている
腐った牛乳
弁論大会
盗み
盗まれた
生徒
驚いた
調べる
伝える
試験
メール
電車
つまずいた
待っている
観る
勝つ
獲得する
働いた
心配して
書く
昨日
自分自身の
自分の…
©2012 Intercom Press, Inc.
Unit 6 - Under My Thumb
Aim of this Unit
Activity 3 — Prepare
To teach the prepositions listed in the blue box of activity 2. To have students respond to prepositional instructions, physically, by drawing, and by answering questions.
To ask questions using: ‘Where is/are …. ?’ & ‘Are the/Is
the …. ?’
Now students have to write full sentences to describe
the position of the frogs, birds and cats on page 38. They
will probably ask you questions about vases, cages and
posts. They may even ask about colour since in English
we usually describe the colour of the cats sitting between
the green vases as ginger. There are also some big pronunciations issues about those things in which we put
cut flowers. You may want to go over the two main
American ones and the English one. They are all quite different!
English ‘vase’ as in ‘cars’; American ‘vase’ as in ‘maize’
and ‘vase’ as in ‘case’.
TPR Activity Suggestion
You may wish to introduce prepositions before you have
students open their books by doing a simple TPR (Total
Physical Response - http://www.tpr-world.com/) type
preposition activity like this. Asking students to copy your
actions, hold your hands out at about chest level. Make
them into fists.
Now place the palm of one hand on top of the fist of
the other hand and say ‘on’, put the finger of one hand
into the fist of the other and say ‘in’, put the palm of one
hand between your chest and your fist and say ‘in front
of’. You have a perspective issue here so you may want
to turn around and face the same way as your students to
demonstrate this idea. It’s the position of the hand you
move which describes the preposition. Now do similar
moves to describe the other prepositions. For ‘in the
middle’ I put the finger of one hand into the middle of
the upturned palm of the other and for ‘between’ I put
the palm of one hand between the two middle fingers of
my other hand.
I keep repeating this with actions having the students
copy all my actions. Now I stop doing the actions but
keep saying the prepositions and have the students do the
actions. You can do a kind of reversal of this by you the
teacher doing the actions and have your students shout
out the preposition.
This is quite a lengthy unit but well worth spending a
lot of time on.
Activity 1 — Review
page 38
Have students refer back to page 2 in order to fill in the
green review box. Please check the language to make sure
that it suits your situation since you may want to change
it.
Activity 2 — Learn
page 38
Have students write the words from the blue box below
the images. If you have done the TPR exercise as outlined
in the ‘Aim of this unit’ section, your students should find
it quite easy.
©2012 Intercom Press, Inc.
1203v1.2
Activity 4 — Prepare
page 39
page 39
Have your students prepare six questions. Go over the
two types of example questions and the answers they
would generate. I.e. ‘Is/Are the ….. ?’ type questions
generate ‘Yes it is. /No it isn’t. and Yes they are./No they
aren’t.’ answers, and the ‘ Where is/are ……… ?’ type
questions generate ‘It’s/ They’re (preposition) the (place).’
This will help activity 5 go smoothly.
Activity 5 — Challenge page 39
When students do this activity it will go a little better if
they are looking at their partner when asking their questions. You yourself might want to challenge the students
by having them close their books and you ask students
questions. If you use the token system you could hand out
tokens for correct answers. If you use the ‘sticks’ in the
cup system you could just pull a name at random.
Activity 6 — Learn
pages 40-43
AC/BD
Make sure your 4 students are all on the correct page.
Now have students write the circled letters in the blue box
in the correct location in their images. AB have a picture
of a room and CD have a picture of a town. Then have
them write the numbers in the orange box in the right
place. You will most likely need to circulate helping students with pronunciation and meaning.
Activity 7 — Prepare
pages 40-43
AC/BD
Firstly point out the example question and the answer.
Now have your students write nine questions. Note that
students are writing questions which for their picture
gives the answer ‘yes’. This is because in their partners
picture most of the objects have moved. Thus when students are asking their questions, in most cases the answer
will be ‘no’.
This also allows you to easily check your students’ comprehension and ensure their questions are correct.
Marathon Mouth (6th Edition) Teacher’s Edition T-27
Unit 6 - Under My Thumb
Activity 8 — Converse pages 40-43
AC/BD
Have A students and C students ask their partner the
questions they prepared in activity 7. Go over the answer
forms with your students. ‘Yes, it is.’ / ‘No, it isn’t.’ /
‘Yes, they are.’ / ‘No, they aren’t.’ Also point out to your
students that when they get a ‘No’ answer they should ask
‘Where is it?’ or ‘Where are they?’, since that is really the
point of asking the questions.
When students have completed their tasks have A
become C, C become A, B become D, and D become B.
Then start your students again from activity 6.
Activity 9 — Listen
page 44
have them ask only one question to a students and then
move to another student.
Activity 13 — About Me!
page 45
Students could also choose to write about their local
playground, or zoo or some other place of interest.
Remind them to use a variety of prepositions. Quite often
we are using more than one preposition in e.g. The keys
are on the table next to the toothpicks.
Activity 14 — Teacher’s Choice
page 45
Please see the list of ideas on page T-6, or of course,
develop your own ideas.
Inform your students that they are going to hear a
woman’s voice describing where things are in the room.
Students should listen and draw the 12 objects shown in
the blue box, in the correct place in the room. I ask my
students only to draw images not write words, but you
may to do this activity a different way. Remind your students that artistic renditions are not necessary.
Activity 10 — Check
page 44
Go over the model dialogue and have students, using
the language of agreement and disagreement, check with
each other where they think the objects should be.
Activity 11 — Prepare page 44
Students could think about and answer these questioins
about their own bedroom / apartment.
However, you could also make this preparation activity
into an invention exercise by to telling your students that
they must answer ‘Yes’ to seven of the questions and ‘No’
to six of the questions. Students then have to think of
places for the seven ‘Yes’ objects in their imaginary room.
Have students use a different preposition for each of their
‘Yes’ objects. This way your students will all be able to
do this activity. Refer your students back to the room on
page 40 & 42 to remind them of the names of objects in
a room.
Activity 12 — Interview page 45
Have students choose six questions from activity 11.
(They can of course choose a question to which they
themselves answered ‘No’, since other students may well
have answered ‘Yes’ to that question. Also have students
add three questions of their own.
Now have students conduct their interviews. For me
this is best done by having half the class stand and ask the
students who are sitting. Have the sitting students close
their books to ensure that students are listening to the
questions. This is a perennial problem so remind your
students that they should really be trying to speak and
listen as much as possible without reading directly from
the text. Look, Cover, Say! To activate your students a bit
T-28
Marathon Mouth (6th Edition) Teacher’s Edition
1203v1.2
©2012 Intercom Press, Inc.
Unit 6 - Under My Thumb: Audio Script
Track 7, Unit 6, Page 44, Activity 9.
Listen and draw these objects in the picture below.
There is a balloon above the chair.
There is a balloon above the chair.
There are three pencils between the bottles.
There are three pencils between the bottles.
There is a cell phone on the left of the big bottle.
There is a cell phone on the left of the big bottle.
There is a cat sitting under the table.
There is a cat sitting under the table.
There is a map on the wall behind the table.
There is a map on the wall behind the table.
There is a flower in the small bottle.
There is a flower in the small bottle.
There are three books on the chair.
There are three books on the chair.
There is a banana behind the small bottle.
There is a banana behind the small bottle.
There is an apple in front of the big bottle.
There is an apple in front of the big bottle.
There is a bag on the floor below the clock.
There is a bag on the floor below the clock.
There is a ball on the floor on the right of the chair.
There is a ball on the floor on the right of the chair.
There are two fish in the big bottle.
There are two fish in the big bottle.
©2012 Intercom Press, Inc.
1203v1.2
Marathon Mouth (6th Edition) Teacher’s Edition T-29
Unit 6 - Under My Thumb: Vocabulary
above
activity
against
auto accident
bakery
balloons
bank
behind
below
between
bicycle
boat
bookcase
branch
bridge
cage
cat
CDs
chair
clock
coffee table
computer
concert
dog
door
draw
drawer
frog
in front of
furnishings
guitar
hospital
in
keys
lamp
on the left (of)
letter
lily pad
mailman
in the middle (of)
T-30
~no ueni
enshü
~ni taishite
kuruma no jiko
pan ya
füsen
ginkou
~no ushironi
~no shita ni
~no aida ni
jitensha
böto
hondana
eda
hashi
ori
neko
CD
isu
tokei
köhï tëburu
pasokon
ensou kai
inu
doa
kaku
hikidashi
kaeru
~no maeni
kagu
gitä
byouin
~no naka
kagi
ranpu
~no hidari ni
tegami
suiren no ha
yübin haitatsu nin
~no chüou ni
～の上に
演習
～に対して
車の事故
パン屋
風船
銀行
～の後ろに
～の下に
～の間に
自転車
ボート
本棚
枝
橋
檻
猫
CD
椅子
時計
コーヒーテーブル
パソコン
演奏会
犬
ドア
描く
引出し
蛙
～の前に
家具
ギター
病院
～の中
鍵
ランプ
～の左に
手紙
睡蓮の葉
郵便配達人
～の中央に
mirror
moose
museum
musical instrument
neighborhood
next to
number
on
object
painting
park
partner
picture
plant
plates
post
post office
practice
prepare
preposition
question
read
remote control
review
on the right (of)
room
school grounds
sentences
shelf
sofa
stereo
students
sunglasses
under
vase
where
window
write
your
Marathon Mouth (6th Edition) Teacher’s Edition
kagami
herajika
hakubutsukan
gakki
kinjo
~no tonari
bangou wo tsukeru
~no ueni
mono
kaiga
kouen
aite
e
shokubutsu
sara
yübin
yübin kyoku
renshü suru
jyunbi suru
zenchishi
shitsumon
yomu
rimokon
fukushü
~no migi ni
heya
koutei
bunshou
tana
sofä
sutereo
seito
sangurasu
~no mashita ni
kabin
doko
mado
kaku
anatano
1203v1.2
鏡
ヘラジカ
博物館
楽器
近所
～の隣
番号をつける
～の上に
物
絵画
公園
相手
絵
植物
皿
郵便
郵便局
練習する
準備する
前置詞
質問
読む
リモコン
復習
～の右に
部屋
校庭
文章
棚
ソファ
ステレオ
生徒
サングラス
～の真下に
花瓶
どこ
窓
書く
あなたの
©2012 Intercom Press, Inc.
Unit 7 - Permission to Fly
Aim of this Unit
Activity 5 — Challenge page 47
To introduce students to the language of asking for
permission and giving permission in four basic forms.
The ‘May I’ form is the most polite and the ‘Can I’ form
is often confused with the ability to do something rather
than being allowed to do something. You may want to
point those two things out to your students.
Have students practice reading their sentences to each
other by using the ‘Look, Cover, Say.’ method. The listener could have their text closed (quite challenging) or be looking at the sign board and answering with language
of agreement or disagreement. There are a few suggestions in the text but you might want to teach some that fit
better with your own linguistic preferences.
Activity 1 — Review
page 46
Have students refer back to page 2 in order to fill in the
green review box. Please check the language to make sure
that it suits your situation since you may want to change
it.
Activity 2 — Learn
page 46
Before starting this activity, depending on the motivation and level of your students, you may want to do a
brainstorming activity, where students in small groups
write down as many things they are allowed to do and
not allowed to do, in the wider society, in this school or
university and at home. Some obvious ones are: smoking,
drinking, age of consent, voting age, marriageable age,
hair styles, earrings, make-up, school leaving age, watching T.V. at home, length of time allowed to play computer games, etc. It should be done with the text closed so
as to get students to think about their own situations.
Then have students label the signs. Encourage students
to guess when they are not sure, by using ‘Does this sign
mean… ?’ while pointing at a sign. When students have
finished go over the answers
Activity 3 — Prepare
page 47
OK, now you’re ready to go over the grammar of giving
permission, denying permission and asking for permission. Note ‘You are allowed to… .’ Can also be spoken
as ‘You’re allowed to… .’ Should you introduce this to
your students please point out that the pronunciation of
‘you’re’ is identical to the pronunciation of the possessive
‘your’.
Activity 4 — Prepare
page 47
This activity is designed to have students use the giving
and denying of permission in one sentence, so that they
have to think about things which have some kind of connection. Have student look at the Wild Monkeys Safari
Park and inform them that a red diagonal line through a
sign means that one cannot do that thing. I’m sure that
they all know this, but you are basically pointing out the
sign to your students because they will need to refer to it
in order to write their sentences. You might want to conduct a classroom lesson in which you ask your students
the 4 different question forms asking for permission in
order to elicit the different answers.
©2012 Intercom Press, Inc.
1203v1.2
Activity 6 — Prepare
pages 48–51
AC/BD
Ensure that your students are on the correct pages. This
may sound like a pedantic reminder, but if you have 20 or
more students in your class, it is more than likely that at
least one of them is not paying attention.
Each student is in a different location, A & B are at
outdoor venues, while C & D are basically indoors. Have
your students choose 5 things which they think should
not be allowed in their place and draw a red line through
the sign on the signboard at their venue similar to the ‘No
Smoking’ sign. They may need to refer back to page 46.
Activity 7 — Prepare
pages 48–51
AC/BD
Have your students now write 8 questions from the
signs running through the centre of the page. Note that A
& B are using only the ‘Is it OK to… ?’ and ‘May I… ?’
forms while C & D are using, ‘Am I allowed to… ?’ and
‘Can I… ?’ forms.
Activity 8 — Converse pages 48–51
AC/BD
OK, so now your students have prepared everything
in order that they may ask and answer questions. Please
remind your students about Look, Cover, Say.
Students now ask their questions and circle their partners answer.
When students have completed their tasks have A
become C, C become A, B become D, and D become B.
Then, start your students again from activity 6.
Activity 9 — Listen
page 52
Some of these questions are quite long and linguistically
complex, so go over the questions carefully with your students.
Ask your students if it is OK to play the track.
Remember, we do this to elicit a ‘yes’ answer and to try to
let our students know that they do have some control over
their education.
When they are ready, play the track.
Activity 10 — Check
page 52
Have students check their answers with each other using
the language of agreement and disagreement shown. To
avoid the ‘echo’ effect have A & B start at the top and C
& D from the bottom of the question list.
Marathon Mouth (6th Edition) Teacher’s Edition T-31
Unit 7 - Permission to Fly
Activity 11 — Prepare page 52
Have students read the questions to themselves and
answer for themselves. Ask your students to answer in full,
rather than with just a simple ‘yes’ or ‘no’ answer.
Activity 12 — Survey
page 53
Have students choose five questions from activity 11
and add two questions of their own. When they have finished writing, your students are now ready to conduct the
survey.
You could simply have them survey the other three
people in their group. Alternatively, you could spice it up
a little by having half the class stand up and find a different partner, survey each other, then have the other half
stand up and find a different partner, survey each other.
Then finally have them return to their original seats and
conduct the final survey. It takes a little longer but it does
add an element of interest to the activity.
Activity 13 — About Me!
page 53
Have students write five sentences about what they are
allowed to do and not allowed to do. It doesn’t just have
to be about home or school. It could be about a country
they may have visited or studied about or their own wider
society.
Activity 14 — Teacher’s Choice
page 53
Please see the list of ideas on page T-6, or of course,
develop your own ideas.
T-32
Marathon Mouth (6th Edition) Teacher’s Edition
1203v1.2
©2012 Intercom Press, Inc.
Unit 7 - Permission to Fly: Audio Script
Track 8, Unit 7, Page 52, Activity 9.
Listen and circle the answers.
Listen to this conversation between Liz and her grandmother.
Gran:
Hello Liz, you’re early.
Liz:
Yes gran, I’m going clubbing tonight, so I don’t have much time.
Gran:
Clubbing! I was never allowed to go out clubbing when I was your age.
Liz:
But gran, I’m nineteen.
Gran:
I know dear, but even so my mum and dad would never have allowed it.
Liz:
Well gran times are different now.
Gran:
Yes, I know that. We had lots of different rules and laws when I was young. For instance, we were allowed to
smoke when we were sixteen. But we weren’t allowed to drink until we were eighteen. And the clothes you
youngsters wear today. Just unbelievable.
Liz:
Really!? Couldn’t you wear any clothes you liked?
Gran:
Nooooo, When we were in school, we could only wear a uniform with a white blouse or shirt. But the things
you wear today weren’t even suitable for in the home! I guess that comes from seeing it on TV all the time.
Liz:
I don’t watch TV all the time. My dad says its OK to watch TV while eating breakfast but it’s not OK at dinner time.
Gran:
Huh! We didn’t have breakfast TV when I was your age and we definitely weren’t allowed to watch TV or
listen to the radio at dinner time.
So what time will you be home?
Liz:
I can stay out until 11:00 tonight. What time could you stay out to when you were my age?
Gran:
My mum and dad allowed me to stay out until 9:00, but I wasn’t allowed to go out until my homework was
finished.
Liz:
That’s the same as me, it’s certainly not ok for me to go out until I’ve done my homework.
Gran:
Good. Have you learned all the new math they are teaching these days.
Liz:
Oh gran, we don’t need to learn math. We have calculators and smart phones now. Even in school it was OK
to use a calculator, though we weren’t allowed to use smart phones or computers in class. But, I’m in university now, and we can use anything, even a computer, during lessons. In fact some teachers say we can use them
to look up things on the web during class.
Gran:
Huh. Things have changed, haven’t they? Well go have fun, but don’t stay out too late. You don’t want to
oversleep and miss your bus in the morning.
Liz:
Oh gran! I don’t ride a bus, I drive.
Gran:
Drive! When I was a student, only teachers were allowed to drive.
Liz:
Well gran, now anyone can drive to university once they get a parking permit. Once you have that, you can
park in any student parking area. But, students are not allowed to park in faculty or visitor parking areas.
Gran:
Well that’s a good thing I guess. OK. Go have fun. Love you dear.
Liz:
Love you too gran. Bye.
©2012 Intercom Press, Inc.
1203v1.2
Marathon Mouth (6th Edition) Teacher’s Edition T-33
Unit 7 - Permission to Fly: Vocabulary
after
age
alcohol
all morning
allowed
area
ball games
beach
bed
bicycle
body
book
bring
busk
calculator
camp
campfire
can
cannot
car
cellphone
close
clothes
clubbing
computer
credit card
dinner
draw
drink
drive
during
dye your hair
eat
entrance
explain
faculty
finished
fish
follow
form
fresh
friend
get
gran
grocery
T-34
~no ato
toshi
osake
gozenchü zutto
shitemo yoi
hanni
böru asobi
bïchi
beddo
jitensha
karada
hon
tsuretekuru
daidougei wo suru
keisanki
kyanpu suru
kyanpu faiä
dekiru
dekinai
kuruma
keitai denwa
tojiru
fuku
kurabu he iku koto
pasokon
kurejitto kädo
yühan
kaku
nomu
untensuru
~no aida jyü
kaminoke wo someru
taberu
iriguchi
setsumei suru
nouryoku
oeru
tsuri wo suru
shitagau
keishiki
shinsen na
tomodachi
ireru
obächan
shokuryouhin ten
～の後
歳
お酒
午前中ずっと
してもよい
範囲
ボール遊び
ビーチ
ベッド
自転車
体
本
連れてくる
大道芸をする
計算器
キャンプする
キャンプファイアー
できる
できない
車
携帯電話
閉じる
服
クラブへ行くこと
パソコン
クレジットカード
夕飯
描く
飲む
運転する
～の間中
髪の毛を染める
食べる
入口
説明する
能力
終える
釣りをする
従う
形式
新鮮な
友達
入れる
おばあちゃん
食料品店
high school
job
jog
label
library
loudly
make sure
may / may not
midnight
morning
national park
overnight
own
parents
park
parking area
part time job
partner
permission
photos
pick wildflowers
pierce (your body)
public
shop
signs
sixteen
skateboard
smoke
stay at
stay in
stay out
survey
swim
take photos
tattoo (get a...)
through
(draw a line through)
trip
visitor
wear
yourself
Marathon Mouth (6th Edition) Teacher’s Edition
koukou
shigoto
jogingu wo suru
bunrui suru
toshokan
ökiku/souzou shiku
kanarazu(…suruyouni)suru
shitemo yoi/
shiteha ikenai
shinya
asa
kokuritsu kouen
yodoushi
jibun jishin no
ryoushin
kouen
chüsha jou
arubaito
aite
kyoka
shashin
yasou wo tsumu
piasu wo suru
koukyou no
mise
hyoushiki
jüroku
sukëto bödo wo suru
tabako wo sü
shyukuhaku suru
ie ni iru
ie ni kaeranai
shiraberu
oyogu
shashin wo toru
tatü wo ireru
tootte
高校
仕事
ジョギングをする
分類する
図書館
大きく/騒々しく
必ず(...するように）する
ryokou
houmonsha
kiru
jibun no
旅行
訪問者
着る
自分の…
1203v1.2
してもよい/
してはいけない
深夜
朝
国立公園
夜通し
自分自身の
両親
公園
駐車場
アルバイト
相手
許可
写真
野草を摘む
ピアスをする
公共の
店
標識
十六
スケートボードをする
煙草を吸う
宿泊する
家にいる
家に帰らない
調べる
泳ぐ
写真を撮る
タトゥを入れる
通って
©2012 Intercom Press, Inc.
Unit 8 - She’s a Woman
Aim of this Unit
Activity 8 — Interview page 59
To review the language used in units 2 to 7.
Ensure your students are on the correct page.
Have students refer back to page 2 in order to fill in the
green review box. Please check the language to make sure
that it suits your situation since you may want to change
it.
Have students choose 6 questions from activity 7 and
add two questions of their own. It’s the two questions
which students make of their own volition which are
the most important for me, so I always award assessment
points/cards, for ‘good’ questions.
When ready have students conduct their interviews.
You should always be mentioning and encouraging ‘follow-up’ questions and even mini-conversations.
Activity 2 — Learn
Activity 9 — About Me! page 59
Activity 1 — Review
pages 54–57
pages 54–57
AC/BD
AC/BD
You should recognize this, since unit 2 is very similar.
Even though this is a review unit there will still be some
language which is new to your students, so be prepared to
be a walking dictionary. Circulate the class monitoring,
encouraging and assisting where necessary. You may want
to encourage students to go back through the text hunting
down previously learned material.
Activity 3 — Prepare
pages 54–57
You can of course modify this activity to suit your students, so it need not necessarily be about home life and
family.
Activity 10 — Teacher’s Choice page 59
Please see the list of ideas on page T-6, or of course,
develop your own ideas.
AC/BD
Have students answer their questions by referring to the
text in activity 2.
Activity 4 — Converse pages 54–57
AC/BD
Your students are now ready to start their question and
answer routine. Remind students to Look, Cover, Say.
When your students have finished it would be a good idea
to have students challenge each other as outlined in the
2nd column of page 8 of this manual.
When students have completed their tasks have A
become C, C become A, B become D, and D become B.
Now start your students again from activity 1.
Activity 5 — Listen
page 58
Go over the questions with your students. Ask your
students if they are ready to hear the track. When your
students answer in the positive play the track.
Activity 6 — Check
page 58
Now have students in pairs, checking what they think
they heard. Have one pair check from the top of the question list while the other pair, work their way up from the
bottom of the question list.
Remind your students to practice the language of agreement and disagreement.
Activity 7 — Prepare, page 58
Have students read the questions and answer them for
themselves. It shouldn’t be necessary, since your students
should be familiar with all the language, however, you
may want to go over the questions with your students to
ensure understanding. Note: Not all the questions give
‘yes/no’ answers.
©2012 Intercom Press, Inc.
1203v1.2
Marathon Mouth (6th Edition) Teacher’s Edition T-35
Unit 8 - She’s a Woman
T-36
Marathon Mouth (6th Edition) Teacher’s Edition
1203v1.2
©2012 Intercom Press, Inc.
Unit 8 - She’s a Woman: Audio Script
Track 9, Unit 8, Page 58, Activity 5.
Listen and circle the answers.
Hi. My name’s Betty.
I live in Sydney with my parents. Sydney is famous for its beaches, so sometimes I surf and go scuba diving. I
can scuba dive quite well, but I can only surf a little.
My older brother is Philip. He is a mechanic. He loves cars and driving. On the weekends he often goes for a
drive along the coast. Philip also likes magic and juggling. He can juggle very well.
My sister’s husband, John, is a vet. He worked very hard to get his degree, so my sister, Jane, is very proud of
him. They have two lovely children named Howard and Emily. Howard has a pet snake. Emily loves horses, but
she can’t ride very well yet.
My father, George, is a pilot. He has his own small airplane. He loves it. He’s always ecstatic when he’s flying
in his plane. He sometimes takes us for rides, too. Every Sunday morning he plays golf with his friends. The golf
course is right behind the airport. My father smokes, but he is not allowed to smoke at home.
My mother, Marge, is a music teacher. She teaches piano at home after school. I learned how to play the piano
from my mother. I can play quite well, but not as good as her. I often practice the piano after dinner, but I may
not play after 10 at night.
©2012 Intercom Press, Inc.
1203v1.2
Marathon Mouth (6th Edition) Teacher’s Edition T-37
Unit 8 - She’s a Woman: Vocabulary
afraid
airport
allowed to ...
always
animal
animal clinic
anyone
around the world
barbecue
because
behind
brother-in-law
busk
camped
carpet
castle
cat
clinic
cook
cooking
course
cousins
crowd
cure
date
den
drive
drums
ecstatic
elementary school
embarrassed
excited
family
flute
flying
gesture
ground floor
happy
hiked
home
horse
hotel
household pets
... in-law
juggle
T-38
kowai
kükou
~ shitemo yoi
itsumo
doubutsu
doobutsu byouin
daredemo
sekaijyü
bäbekyü
~ dakara
ushiro ni
giri no ani (otouto)
daidougei wo suru
kyanpu shita
käpetto
oshiro
neko
shinryousho
ryourisuru
ryouri
kösu
itoko
hitodakari
naosu
dëto suru
shosai
untensuru
doramu
uchouten na
shougakkou
hazukashii
koufun shita
kazoku
furüto
tobu
miburi
ikkai
shiawasena
haikingu ni itta
ie
uma
hoteru
petto
giri no ~
jyaguringu wo suru
怖い
空港
～しても良い
いつも
動物
動物病院
誰でも
世界中
バーベキュー
～だから
後ろに
義理の兄（弟）
大道芸をする
キャンプした
カーペット
お城
猫
診療所
料理する
料理
コース
従兄
人集り
治す
デートする
書斎
運転する
ドラム
有頂天な
小学校
はずかしい
興奮した
家族
フルート
飛ぶ
身振り
一階
幸せな
ハイキングに行った
家
馬
ホテル
ペット
義理の～
ジャグリングをする
karaoke
kitchen
luxurious
Malaysian
middle (in the ..)
midnight
miserable
musical instrument
Native American
nephew
nervous
niece
night
opera house
parents
pilot
practice
promise
proud
put money
review
rugby
sad
scuba dive
shop
sing
smoke
snake
station
stay
surf
swim
swimming pool
tennis court
treat
two story
type
visit
wall-to-wall carpet
weekend
world
yourself
Marathon Mouth (6th Edition) Teacher’s Edition
karaoke
daidokoro
zeitaku na
marëshia no
mannakani
mayonaka
mijime na
gakki
amerika senjümin
oi
shinkeishitsu na
mei
yoru
opera hausu
ryoushin
pairotto
renshüsuru
yakusokusuru
jiman
okane wo ireru
fukushü suru
ragubii
kanashii
sukyübadaibingu wo
suru
mise
utau
tabako wo sü
hebi
eki
taizaisuru
säfin wo suru
oyogu
püru
tenisu köto
chiryou suru
nikaidate
shurui
houmon suru
jütan wo shikitsumeru
shümatsu
sekai
anata jishin
1203v1.2
カラオケ
台所
贅沢な
マレーシアの
真ん中に
真夜中
惨めな
楽器
アメリカ先住民
甥
神経質な
姪
夜
オペラハウス
両親
パイロット
練習する
約束する
自慢
お金を入れる
復習する
ラグビー
悲しい
スキューバダイビング
をする
店
歌う
タバコを吸う
蛇
駅
滞在する
サーフインをする
泳ぐ
プール
テニスコート
治療する
二階建て
種類
訪問する
じゅうたんを敷き詰める
週末
世界
あなた自身
©2012 Intercom Press, Inc.
Unit 9 - After Midnight
Aim of this Unit
To teach students how to use digital and analogue
time in order to ask and answer questions about time.
Different English speaking countries tell the time in different ways. So of course, use what suits you best.
Activity 1 — Review
page 60
Have students refer back to page 2 in order to fill in the
green review box. Please check the language to make sure
that it suits your situation since you may want to change
it.
Activity 2 — Learn
page 60
Go over this chart with your students pointing out any
differences you know between English speaking countries.
Alternatively direct your students’ attention to the blue
and orange boxes at the top of the page. Inform students
that the task is to write the correct activity below an image
and a time above the image. The first one has already
been done; ‘get up’ and ‘6:00’ for AB and ‘got up’ and
7:30 for CD. Please note that AB are working in the present tense whilst CD are working in the past tense.
Regarding the times, there is really no single correct
answer, so students should feel free to write any reasonable times they like. Therefore, different ‘A’ students may
have different times. There is nothing wrong with that,
either.
Activity 8 — Converse pages 62–65
AC/BD
Go over the flight timetable with your students explaining that today is Monday. Have students write three
sentences about daily flights. Remind students about how
we write Mondays, etc for daily information and that we
use ‘on’ before the day. ‘On Saturdays I go swimming at 1
o’clock.’ and so on.
Then, have your students write three sentences about
yesterday’s flights. Thus they can only use flights 127, 416
& 111. You will probably need to go over some grammar
points. For example ‘On Sundays, flight 127 arrives at
12 o’clock.’ Or ‘On Wednesday, check-in for flight 38 is
at 8:15 a.m.’ Or use sentences which suit your linguistic
style.
Have students prepare their questions by using the
activities in the orange box in the centre of the page. AB
are in the present tense and CD are in the past tense.
Thus CD’s activities undergo a grammar change. So, on
page 63, ‘called an ambulance’ becomes ‘call an ambulance,’ ie. What time did he call an ambulance?; ‘drove to
Mt. Snow’ becomes ‘drive to Mt. Snow,’ ie. What time
did he drive to Mt. Snow? etc On page 65, ‘vacuumed’
becomes ‘vacuum,’ ie. What time did they vacuum? and
‘ate lunch’ becomes ‘eat lunch,’ ie. What time did they
eat lunch. etc.
After your students have written their questions, they
are ready to ask and answer questions. Please encourage
students to give full answers, as in the model dialogue,
since it requires students to pay a little more attention to
the question. So when the question is answered students
should write the given time beneath the images at the bottom of the page.
When students have completed their tasks have A
become C, C become A, B become D, and D become B.
Now start your students again from activity 7.
Activity 6 — Challenge page 61
Activity 9 — Listen
This activity will require quite a lot of attention, since
the listener, will have to listen carefully as their eyes wander over the timetable homing in on what is being said
and then replying with agreement or disagreement. Go
over the language of how to confirm or correct what they
hear.
You could even develop some questions as in a question
and answer telephone role play activity.
Go over the questions with your students and then play
the track. Once should be enough, but you’re the boss.
Actually, you could ask your students. I often say to my
students, ‘If more than half of you want to listen again,
we will, so please raise you hands.’ Quite often hands go
up slowly at first, increasing in speed until well over half
the students have their hands raised.
Activity 7 — Learn
Have students check with another student what they
think is the correct answer using the dialogue style shown
or a dialogue which best suits you. In order to the eliminate the ‘echo’ effect, I have AB students start from
the top of the question list while the CD students start
from the bottom. Students should, of course, take turns
answering and asking the questions.
Ave in activity 3.
The grammar box is there for students to refer to if they
need it.
Activity 5 — Learn
page 61
pages 62–65
AC/BD
Check that your students are on the correct pages.
This is one of those situations where it is fairly obvious
as to what the tasks are, right up until the information
exchange part. So you could just say to your students
something like ‘OK, ladies and gentlemen, you figure out
what to do.’ I like a nice simple polite challenge. Nothing
wrong with that! Then you can circulate the class helping
those who need it.
©2012 Intercom Press, Inc.
1203v1.2
Activity 10 — Check
page 66
page 66
Activity 11 — Prepare page 66
Marathon Mouth (6th Edition) Teacher’s Edition T-39
Unit 9 - After Midnight
Have your students read and answer the questions for
themselves giving their answers in full sentences. E.g. I get
up at 6:15.
Activity 12 — Survey
page 67
Have students choose five questions from activity 11
and add two of their own. This is of course only a suggestion. A highly motivated class could be asked to make all
their own questions whereas a lower level class could just
be asked to choose all seven questions from activity 11.
Having said that, it is incumbent upon us to constantly
encourage our students to think and strive to get the best
out of themselves. There are two ideas for survey activities, one in unit 3 and the other in unit 7. Have a look
or you may already have ideas of your own, in which case
please let us know by going to our facebook page which is
accessed through our website. http://www.intercompress.
com/.
Don’t forget to remind your students that they should
really be trying to speak and listen as much as possible
without reading directly from the text. Look, Cover, Say!
Activity 13 — About Me!
page 67
In this activity you might want to encourage students
to use both digital and analogue forms of giving times. It
would also make their work more interesting.
Activity 14 — Teacher’s Choice
page 67
Please see the list of ideas on page T-6, or of course,
develop your own ideas.
T-40
Marathon Mouth (6th Edition) Teacher’s Edition
1203v1.2
©2012 Intercom Press, Inc.
Unit 9 - After Midnight: Audio Script
Track 10, Unit 9, Page 66, Activity 9.
Listen and circle the answers.
Jane lives with her father, mother and two brothers. Her brothers are university students and her mother works at
a local supermarket. Her father sells tickets for the Tower of London tours. Her older brother, Tom, goes to Oxford
University and Jim, her younger brother, goes to Reading University.
Jane’s parents work very hard to support the family. Her mother gets up at 6 o’clock and leaves the house at 6:15.
She gets to the supermarket at half past 6 and stacks the shelves for 3 hours. Then she opens a register and is a cashier at
9:30.
Her father gets up at 6:30 and prepares breakfast. He leaves the house at half past 7 to catch the train for London. It
usually takes him an hour and 15 minutes to get to work.
Tom and Jim leave the house at 8, but go in opposite directions. Tom cycles to Reading University. It takes him 45
minutes so he gets to the university at a quarter to 9.
Jim also cycles to his university. Oxford University is further than Reading University. It takes him 55 minutes to get
there so he arrives at 5 to 9.
Tom attends lectures from 9 to 3 with an hour lunch break. He works part-time at a Japanese restaurant called
Waggamama. He works there from 3:30 to 6:30 on Mondays, Wednesdays and Thursdays.
Jim is researching in genetics at Oxford. He usually researches in his laboratory for about 7 hours a day. He is also a
member of the Oxford University rowing club, so he trains with his club 4 times a week for 2 hours each time. Rowing
practice begins at 4 PM and ends at 6 PM.
After a long hard day, the family gather together for the evening. They have dinner at 8 and after dinner they sit
around the table and chat.
Jane’s mother goes to bed at 10 and the rest of the family go to bed at 11.
©2012 Intercom Press, Inc.
1203v1.2
Marathon Mouth (6th Edition) Teacher’s Edition T-41
Unit 9 - After Midnight: Vocabulary
airport
ambulance
analog
arrive
attend
bear
bed
begin
biking
boarding
bottom
bought
breakfast
broke (his arm)
brush one’s teeth
called
(an amubulance)
cashier
catch (a train)
clock
daily
daytime
depart
digital
dinner
drove
favorite
filled up (gasoline)
kükou
kyükyüsha
anarogu
touchaku suru
shusseki suru
kuma
beddo
hajimeru
baiku ni noru
toujyou
shita
katta
choushoku
kossetsu suru
ha wo migaku
yobu
(kyükyüsha wo)
reji
noru(densha ni)
tokei
mainichi no
nicchü
shuppatsu suru
dejitaru
yüshoku
untenshita
sukina
mantan ni suru
flight
get dressed
furaito
youfuku wo kiru
T-42
空港
救急車
アナログ
到着する
出席する
熊
ベッド
始める
バイクに乗ること
搭乗
下
買った
朝食
骨折した
歯を磨く
救急車を呼ぶ
レジ
乗る（電車に）
時計
毎日の
日中
出発する
デジタル
夕食
運転した
好きな
（ガソリン）
を満タンにする
フライト
洋服を着る
get to
get up
half (half past)
hour (on the hour)
internet (surf the..)
laundry (do..)
leave
lecture
meet
midnight
minutes
noon
note
number
past
phrase
quarter (..past / ..to)
routine
rowing
someone
speak
special
style (analog..)
supermarket
surf the internet
today
transfer (trains)
vacuumed
weekday
your own
yourself
Marathon Mouth (6th Edition) Teacher’s Edition
tsuku
okiru
sanjuppun (sugi)
jikan
intänetto
sentaku
saru
kougi
au
mayonaka
süfun
shougo
nöto
kazu
(~ ji) sugi
ïmawashi
jügo fun
nikka
kogu
dareka
hanasu
tokubetsuna
sutairu
süpä
nettosäphin wo suru
kyou
norikaeru (densha wo ~)
soujiki wo kaketa
heijitsu
anata jishin no
anata jishin
1203v1.2
着く
起きる
30分すぎ
時間
ネット(サ-フイン）
洗濯
去る
講義
会う
真夜中
数分
正午
ノート
数
（～時）過ぎ
言い回し
15分
日課
漕ぐ
誰か
話す
特別な
スタイル
スーパー
ネット(サ-フイン）
今日
乗り換える（電車を）
掃除機をかけた
平日
あなた自身の
あなた自身
©2012 Intercom Press, Inc.
Unit 10 - 500 Miles
Aim of this Unit
Activity 7 — Learn
To teach students how to use cardinal (and ordinal
numbers from 1st to 6th) numbers and give measurements of length, weight, area, population, cost etc.
This activity could be done in pairs or even groups of
three or four. A competition could also be made of it.
Students could then go off to the computer room and
check them on a website by looking up conversion tables.
It is a good idea to go over reading a decimal point in
a number as well, as most students will not know. So, I
would teach how to say ‘point’ in a number and then as
a whole class, perhaps awarding tokens, read the numbers
and units in the orange box before setting them off to fill
in the brown box.
Activity 1 — Review
page 68
Have students refer back to page 2 in order to fill in the
green review box. Please check the language to make sure
that it suits your situation and change it as you like.
Activity 2 — Learn
page 68
Before you have students start this activity it may be
useful to point the meaning/reading of the commas
which make large numbers easy to read. The English language system is a system of three’s. So a number like this
‘918277364519 ’ really needs to be divided by commas
in order to be read. Once the number is divided each section is read as ‘hundreds’, ‘tens’ and ‘units’. Once students
understand this point then numbers, with commas in
place, can be more easily read.
Ask your students to write in words the numbers in
this activity. Encourage your students to say the words as
they write them and when they have finished writing each
number, have them read it back to themselves.
Activity 3 — Challenge page 68
This is really quite simple since students only have to
read the commas while reading the numbers. Remind
them that ‘our’ number system is read in series of three’s.
Activity 4 — Learn
page 69
This activity is very useful in that it is often these abbreviations which trip our students up. Most of them are
fairly straightforward, but there are a few which are not so
obvious. You will need to be circulating the classroom and
helping students with pronunciation and meaning.
Activity 5 — Prepare
page 69
This is a simple invention exercise where students
make-up any numbers they like with any measurement
they like. You may have to teach the first 6 ordinal numbers or even go into birthdays. What day were you born
on? I was born on the 31st. explaining why ‘first’ is written ‘st’ and ‘third’ is ‘rd’. All these little things help to
create better understanding and promote both motivation
and accuracy in communication.
Activity 8 — Check
page 69
page 69
Check the answers. Students could check with each
other using a statement/response system like that shown
or a system of your own. For me I would use tokens to
illicit answers from students. That way they would volunteer the information by putting their hands up without
me having to specifically select students.
Activity 9 — Learn
pages 70–73
AC/BD
This activity is essentially here to help to ensure the success of the next activity. Check that your students are on
the correct pages. Now have students translate the words
into their own language. These words are translated in the
Teacher’s Edition so remind students that they should use
you since you are the ‘walking dictionary’.
Activity 10 — Prepare pages 70–73
AC/BD
Direct students to the blue box above their chart. Ask
students to fit the numbers to the information on the
right of the image. It is very difficult to get these numbers
in the wrong place, but students are required to think a
little.
Activity 11 — Converse pages 70–73
AC/BD
So now your students are ready to answer the questions
their partner asks them. Before your students set off perhaps you should remind them how to read numbers like
7.5 (seven point five).
Now have students ask their partner their questions and
remind them that the student who answers the questions
should answer slowly and carefully.
When students have completed their tasks have A
become C, C become A, B become D, and D become B.
Now start your students again from activity 9.
Activity 6 — Converse page 69
Look at the dialogue with your students and point out
that a question is not asked. Although you may well want
to change it to a question and answer form, such as:
What’s your 1st (first) number? It’s … kph.
Point out to your students that the person saying the
number should say it slowly and carefully and indeed may
need to repeat it 3 or 4 times.
©2012 Intercom Press, Inc.
1203v1.2
Marathon Mouth (6th Edition) Teacher’s Edition T-43
Unit 10 - 500 Miles
Activity 12 — Listen
page 74
This is a different style, two-part activity. The first part
is to have students try to answer the questions for themselves. This is a good opportunity for you, the teacher, to
see how well your students have grasped number usage
and units. Most of these questions can be answered from
common sense.
But before they do that, go over the questions and
answers with your students. Point out that °F is read as
degrees Fahrenheit.
After they have answered, ask them if it is OK to play
the track. Then, play the track and tell your students to
circle the answers they hear.
Activity 13 — Check
page 74
Have students check with each other as to what they
think the correct answer is. Remind them of all the language of agreement and disagreement.
Then if you have time and feel like some more fun, go
over the questions and answers with the whole class and
find out, “Who is smarter than a Sixth Grader?”
Activity 14 — Prepare page 74
Have students read the questions to themselves and
answer them. Encourage long answers. ie. ‘ I commute
about 9 hours a week,’ etc.
Activity 15 — Survey
page 75
Have students choose five questions from activity 14
and write two of their own. Now have students conduct
the survey. There are two ideas for survey activities, one
in unit 3 and the other in unit 7. Have a look or you may
already have ideas of your own, in which case please let
us know by going our facebook page which is accessed
through our website. http://www.intercompress.com/.
Remember to remind your students, Look, Cover, Say!
Activity 16 — About Me!
page 75
As I mentioned before, I usually set these as homework
tasks, giving out tokens which go towards their continuous assessment total.
All these ‘About Me!’ activities are a challenge for your
students and as such they should be encouraged to be as
creative as possible. Maybe you should also point out that
it is not necessary to be accurate in what they write. They
should be encouraged to embellish and fabricate as much
as possible.
Activity 17 — Teacher’s Choice
page 75
Please see the list of ideas on page T-6, or of course,
develop your own ideas.
T-44
Marathon Mouth (6th Edition) Teacher’s Edition
1203v1.2
©2012 Intercom Press, Inc.
Unit 10 - 500 Miles: Audio Script
Track 11, Unit 10, Page 74, Activity 12.
Listen and circle the answers.
Welcome to “Are you smarter than a Sixth Grader.” The rules are simple. We are going to ask you elementary school-level questions. At the end we’ll count your correct
answers and give you a grade. 70% correct is a passing grade.
Are you ready?
OK. Here we go.
What is the Fahrenheit temperature equal to 100° celsius?
It is 212° Fahrenheit .
How many states are there in the United States?
There are 50 states in the United States.
111°F
212°F
or
313°F
30
40
or
50
One billion is a 1 followed by how many zeros?
It is a one followed by 9 zeros.
12
6
or
9
How large is Japan?
The area of Japan is 377,915 km2.
37,915 km2
What was the world population in 2010?
In 2010 the world population was 6.5 billion.
6.5 million
How many millimeters are there in a meter?
There are 1,000 millimeters in a meter.
1,000
How long is the Nile River in Africa?
It is 4,160 miles long.
41.6 miles
377,915 km2 or
3,777,915 km2
6.5 billion
or
6.5 trillion
10.000
or
100,000
416 miles
or
4,160 miles
How many plastic bags are used in the world in one year?
5 million
There are 500 billion plastic bags used.
5 billion
or
500 billion
How much could an adult African elephant weigh?
635 kg
It could weigh 6,350 kg.
6,350 kg
or
63,500 kg
10
or
100
Seventy percent means 7 out of what?
It means seven out of ten.
7
OK, now, count up your correct answers.
Are YOU smarter than a sixth grader?
©2012 Intercom Press, Inc.
1203v1.2
Marathon Mouth (6th Edition) Teacher’s Edition T-45
Unit 10 - 500 Miles: Vocabulary
abbreviation
African
airport
apartment
battery life
bedroom
bill (cellphone..)
billion
bullet train
cellphone
celsius
centimeter
clues
coastline
comma
commute
shouryaku
afurikano
kükou
apäto
denchi juymyou
shinshitsu
seikyüsho
jüoku
choutokkyuu
keitai denwa
sesshi
senchi
hinto
kaigansen
konma
tsükinn / tsügaku
suru
degree (..celcius)
do
druid (Product name) doruido (shouhinmei
elephant
zou)
equal to
~ to onaji
Fahrenheit
kashi
far
hanareteiru
How far…
donogurai ~
fast food
fäsutofüdo
feet
fïto
fill in
umeru
financial
keizaitekina
foot/feet
futto
gram
guramu
grandparent
sofubo
heavy
omoi
height
takasa
high
takai
hint
hinto
hour
ji
hundred
hyaku
inch
inchi
instructions
tebiki
kilogram
kiroguramu
kilometer
kiromëtoru
landmark
mejirushi
language
gengo
large (How large..)
ookii
last
saishu no
last week
sennshuu
last year)
kyonen
length
nagasa
liter
rittä
long (How long..)
nagasa
means
~to iu imi desu
measurement
keisoku
T-46
省略
アフリカの
空港
アパート
電池寿命
寝室
請求書（携帯の）
十億
超特急
携帯電話
摂氏
センチ
ヒント
海岸線
コンマ
通勤する / 通学する
度(摂氏）
ドルイド 商品名　象
～と同じ
華氏
離れている
どのくらい離れている
ファーストフード
フィート
うめる
経済的
フット
グラム
祖父母
重い
高さ
高い
ヒント
時
百
インチ
手引き
キログラム
キロメートル
目印
言語
大きい
最終の
先週
昨年
長さ
リッター
長さ
～という意味です
計測
memory
meter
mile
millimeter
million
missing
native language
notice
ounce
per (..per hour)
percent
pixels
plastic bag
population
pound
price
primary school
quadrillion
resolution
screen
smarter than
sold
speed
spend
square (mile)
standby
states (in U.S.)
symbol
tall
temperature
thick
thickness
think up
thousand
three
timezone
trillion
underline
unit
United States
used (are used)
voting age
weigh
weight
wide
width
yourself
zero
Marathon Mouth (6th Edition) Teacher’s Edition
memorï
mëtoru
mairu
mirimëtoru
hyaku man
ushinatta
bokokugo
kizuku
onsu
~ni tsuki
päsento
pikuseru
binïru bukuro
jinkou
pondo
nedan
shougakkou
sen chou
kaizoudo
gamen /
disupurei
~yori kashikoi
ureta
supïdo
tsukau
heihou mairu
sutanbai
shü
shinboru
sega takai
ondo
atsui
atsusa
jibun de
kanngaeru
sen
mittsuno
hyoujunji
chou
kasen wo hiku
tanni
beikoku
shiyousareta
touhyou dekiru
nenrei
omosa ga aru
omosa
hiroi
hirosa
anatajishin
zero
1203v1.2
メモリー
メートル
マイル
ミリメートル
100万
失った
母国語
気づく
オンス
～につき
パーセント
ピクセル
ビニール袋
人口
ポンド
値段
小学校
千兆
解像度
画面　/
ディスプレイ
～より賢い
売れた
スピード
使う
平方マイル
スタンバイ
州（米国）
シンボル
背が高い
温度
厚い　厚さ
自分で考える
千
三つの
標準時
兆
下線を引く
単位
米国
使用された
投票できる年齢
重さが有る
重さ
広い
広さ
あなた自身
ゼロ
©2012 Intercom Press, Inc.
Unit 11 - A Whiter Shade of Pale
Aim of this Unit
Activity 5 — Challenge page 77
To teach students the comparative form of adjectives,
how to say and write comparative statements, and to ask
and answer questions with the comparative form.
Have students read their sentences to their partner by
using the ‘Look, Cover, Say’ method. Remind students to
say their sentences slowly and carefully since they need to
be assimilated by the listener. You could make this activity more interesting and challenging by having the listener
respond with the opposite of what they have just heard.
For example:
Student A: ‘A knife is more dangerous than a spoon.’
Student B: ‘A spoon is safer than a knife.’
Reminder
Remember that though we may not remind you in
every unit, brainstorming before students open the text
is a great way to activate their passive knowledge and get
them invested in the material.
In this unit, you could write one or two common adjectives on the board, and then challenge your students
either individually or in groups (best I think) to make a
list of as many adjectives in English as they can. Perhaps a
5 token reward for the group with the most or some other
motivating tool you use.
Activity 1 — Review
page 76
Have students refer back to page 2 in order to fill in the
green review box. Please check the language to make sure
that it suits your situation since you may want to change
it.
Activity 2 — Learn
page 76
Direct your students to the comparative grammar rules.
Then have them write the comparative form of the adjectives on the left. Then on the right hand side, have students first write the adjective which is the opposite of
the adjective on the left. Then have students write the
comparative form of that adjective. You may prefer to
have students go right across the page first writing the
comparative form of the adjective on the left, then right
the opposite adjective followed by it’s comparative. If you
direct your students to the example of ‘short – shorter —
long – longer’, they should be able to cotton quite quickly. Most of your students have confronted this grammar
before.
Activity 3 — Prepare
page 77
This is quite simple really. Students simply label the
images.
Activity 4 — Practice
page 77
This is not so simple, but certainly not difficult since
there are two examples given. Have students write sentences comparing the two items in each illustration. They
don’t have to use only those comparatives on page 76, so
please inform them of that. Indeed encourage them to go
outside the text.
©2012 Intercom Press, Inc.
1203v1.2
Activity 6 — Learn
pages 78–81
AC/BD
Make sure your students are the correct pages. As in
activity 3, students simply have to label their images.
However, there will be pronunciation and meaning problems since this language is more difficult than the language of activity 3. So arm yourself with your Teacher’s
Edition and become a walking dictionary.
Activity 7 — Converse pages 78–81
AC/BD
Now have your students write five questions in preparation for their ‘conversation’. Note that AB students are
preparing ‘Which is… ?’ questions, whereas CD students
are preparing ‘Do you think… ?’ questions. Remind students that they can refer back to page 76 for the comparatives, but also remind them that there are many others
which are not in the text, so to think about others, too.
Now your students are ready to ask and answer questions. Please ask your students to ask their questions with
slow careful pronunciation.
When students have completed their tasks have A
become C, C become A, B become D, and D become B.
Then start your students again from activity 6.
Activity 8 — Listen
page 82
Go over the questions with your students and play the
track.
Activity 9 — Check
page 82
Have students check their answers with each other.
Remind them to use the language of agreement and disagreement.
To eliminate the ‘echo’ effect, have AB students start
from the top and CD students start from the bottom.
Activity 10 — Prepare page 82
Go over the example question and answer with your
students and then have them write their answers for all of
the questions.
Circulate the class encouraging and assisting where necessary.
Marathon Mouth (6th Edition) Teacher’s Edition T-47
Unit 11 - A Whiter Shade of Pale
Activity 11 — Survey
page 83
Have students choose seven questions from activity 10
and add two of their own.
If you look at the sample conversation you will see
that this is the hardest interview in the whole text. This
is because it requires the questioner to respond to the
answer with a ‘comparative’ response. Please point this
out to your students. Difficult yes, but an activity which
really gets students thinking about the answer given and
the response they need to make.
Have students conduct their interviews.
Look, Cover, Say!
Activity 12 — About Me!
page 83
For this activity students could compare themselves
with anybody, of course.
‘I can run faster than my boyfriend, but he can bake a
chocolate & walnut cake more delicious than mine.’ Or
in two sentences. ‘I can run faster than my boyfriend. My
boyfriend can bake a chocolate & walnut cake more delicious than mine.’
Activity 13 — Teacher’s Choice
page 83
Please see the list of ideas on page T-6, or of course,
develop your own ideas.
T-48
Marathon Mouth (6th Edition) Teacher’s Edition
1203v1.2
©2012 Intercom Press, Inc.
Unit 11 - A Whiter Shade of Pale: Audio Script
Track 12, Unit 11, Page 82, Activity 8.
Listen and circle the answers.
Ralph:
Hi. Are you new students? Welcome to South Forks. I’m Ralph.
Sam:
Hi. Yes, we are. My name is Samantha, but my friends call me Sam. We just moved here from Eagle Bay,
Alaska.
Ralph:
Alaska?! Wow, I thought here was the sticks, but Alaska must be even more so.
Sam:
Yeah! I mean, this town is small, but Eagle Bay is much smaller.
Ralph:
Really? I doubt it. How many people are there in Eagle Bay?
Sam:327
Ralph:
Wow! You’re right. So, is that your brother? Sam:
Yes, that’s Ned. He’s my younger twin brother. But we’re obviously not identical. Pretty similar though.
Ralph:
Yeah, you look a lot a like. But what do you mean younger? Aren’t you the same age?
Sam:
Well, I was born first. Ned was born 30 minutes after me. So I am older.
Ralph:
I see. But I think he is taller than you, and probably heavier too.
Sam:
Oh yeah. He’s an inch taller. And I’m about 2 pounds lighter. And, I’m smarter, and much better looking, too.
Ralph:
Well, yeah, I think so. But, how do you know you are really smarter?
Sam:
We took IQ tests at our last school and I saw the results. My IQ is 142 and his is only 128.
Ralph:
Ha, so I guess you really are smarter. But, sorry to say. I am smarter than you, My IQ is 156!
Sam:
Wow! So, are you going to help me pass all my classes?
Ralph:
I doubt you’ll need much help. How many classes do you have? I have only 4.
Sam:
I need to take more here. So I have 7 classes! Ned has only 5. It’s not fair!
Ralph:
Too bad. By the way, where do you live?
Sam:
Oh, we live just a quarter mile behind the school. It’s about a 5 minute walk.
Ralph: Oh, that’s too bad. I was hoping I could drive you to school sometime. I live about 8 miles away. It’s
about a 10 minute drive.
Sam: Hmmm, well, maybe you can drive me home someday.
Ralph:
Great, see you here after classes!
Sam:
OK. See you later.
©2012 Intercom Press, Inc.
1203v1.2
Marathon Mouth (6th Edition) Teacher’s Edition T-49
Unit 11 - A Whiter Shade of Pale: Vocabulary
adjective
agile
algebra
alligator
away (..8 miles away)
beautiful
boring
born
camel
cheap
check
coffee
cold
colorful
comparative
comparing
cost
cottage
cute
dangerous
difficult
double
drop
eagle
easy
elephant
ends in
expensive
factory
far (How far..)
fast
fat
feather
files (MP3..)
fox
fun
funny
giraffe
gorilla
hard
heavy
hippo
hot
interesting
interview
IQ
(Intelligence Quotient)
kangaroo
knife
leopard
less (..than)
letter
light
long
mile
keiyoushi
kibin na
daisü
wani
hanarete
utsukushii
taikutsuna
umareru
rakuda
yasui
chekku
köhï
samui
iro azayaka na
hikaku kyü
hikaku
(nedan) ga suru
shou jütaku
kawaii
kiken na
muzukasii
kasaneru
kinyuu suru
washi
kantanna
zou
de owaru
(nedan ga) takai
koujou
hanarete iru
hayai
futotte iru
hane
fairu
kitsune
tanoshii
okashii
kirin
gorira
katai
omoi
kaba
atsui
omoshiroi
intabyü suru
形容詞
機敏な
代数
鰐
離れて
美しい
退屈な
産まれる
ラクダ
安い
チェック
コーヒー
寒い
色鮮やかな
比較級
比較
（値段）がする
小住宅
可愛い
危険な
難しい
重ねる
記入する
鷲
簡単な
象
～で終る
（値段が）高い
工場
離れている
速い
太っている
羽
ファイル
狐
楽しい
おかしい
キリン
ゴリラ
堅い
重い
かば
暑い
おもしろい
インタビューする
mountain goat
notebook computer
old
opposite
ostrich
painting
pale
peacock
pizza
plain
plastic
poor
postcard
pumps
(high heeled shoes)
quarter (1/4)
rhino
rice
rich
rock
safe
seal
seconds
shade
short
size
skiing
slow
small
smarter
soft
spend (.. yesterday)
spoon
squirrel
strawberry
strong
subtraction
syllable
tablet computer
tall
thick
thin
truck
ugly
use
vowel
warm
weak
whiter
yesterday
young
your own
yourself
aikyü
kangarü
naifu
hyou
yori sukunai
moji
karui
nagai
mairu
IQ
カンガルー
ナイフ
豹
...より少ない
文字
軽い
長い
マイル
T-50
Marathon Mouth (6th Edition) Teacher’s Edition
1203v1.2
yagi
nötopasokon
furui
hantaino
dachou
kaiga
aoi
kujaku
piza
muji(no)
purasuthikku sei no
binbouna
ehagaki
panpusu
ヤギ
ノートパソコン
古い
反対の
ダチョウ
絵画
青い
クジャク
ピザ
無地（の）
プラスティック製の
貧乏な
絵はがき
パンプス
yonbun no ichi
sai
kome
okanemochi
iwa
anzen na
azarashi
byou
kage
se ga hikui
saizu
sukï
osoi
chiisai
yorikashikoi
yawarakai
tsukau
supün
risu
ichigo
tsuyoi
hikizan
onsetsu
taburetto
takai
atsui
hosoi
torakku
minikui
tsukau
boin
atatakai
yowai
yori shiroi
kinou
wakai
anata jishin no
anata jishin
四分の一
サイ
米
お金持ち
岩
安全な
アザラシ
秒
影
背が低い
サイズ
スキー
遅い
小さい
より賢い
柔らかい
使う
スプーン
リス
イチゴ
強い
引き算
音節
タブレット
高い
厚い
細い
トラック
醜い
使う
母音
暖かい
弱い
より白い
昨日
若い
あなた自身の
あなた自身
©2012 Intercom Press, Inc.
Unit 12 - Your Latest Trick
Aim of this Unit
Activity 7 — Converse pages 86–89
To teach students the superlative form of adjectives, and
how to write statements, and ask and answer questions
using the superlative form. In addition, to have students
practice using numbers and units of measurement (Unit
10).
Have your students ask their questions. As I have mentioned before, I think it is better that one student asks all
their questions while the other answers them. That way
they stay focused on their tasks. However, you may have
other ideas, so go with what suits you. Remind students
to ask and answer slowly to increase understanding and to
allow the questioner to write down their answers.
When students have completed their tasks have A
become C, C become A, B become D, and D become B.
Now, start your students again from activity 6.
Activity 1 — Review
page 84
Have students refer back to page 2 in order to fill in the
green review box. Please check the language to make sure
that it suits your situation since you may want to change
it.
Activity 2 — Learn
page 84
This is similar to the previous unit’s activity 2, so
should be straightforward for your students. Direct your
students to the grammar rules and the examples given and
have them complete the superlative table.
Activity 3 — Learn
page 85
Label the images. They’ll probably be few words here
that some students have difficulty with. Note that each
illustration has three labels.
Activity 4 — Practice
page 85
Go through the example with your students and then
have them write six sentences using superlatives. Point
out that they don’t have to use the superlatives on page 84
and that they can use you should they need assistance.
Activity 5 — Challenge page 85
Using Look, Cover, Speak have students read their
sentences to each other pointing out that they should
respond with either agreement or disagreement. This challenge could be further extended to an ‘opposite’ response
to a statement. For example one student could say something like ‘The scorpion is the most dangerous.’ And the
other student responds with, ‘The butterfly is the safest,’
or ‘The butterfly is the least dangerous.’
Activity 6 — Learn
pages 86–89
AC/BD
Make sure your students are on the correct pages.
Students A & B are working with the Solar System
and students C & D are working with motorcycles and
motorcars.
Direct your students to read the information in the blue
boxes in their illustration and to fill in the missing numbers in the table. Now your students are ready to ask and
answer their questions.
Activity 8 — Listen
AC/BD
page 90
This is not really difficult, so you could challenge your
students by just playing the track and then ask if anyone
wants to listen to it again. They’ve met quite a few of the
animal words in the previous unit.
Activity 9 — Check
page 90
Have students check what they heard, once again
reminding them to use the language of agreement and
disagreement.
Activity 10 — Prepare page 90
Have students read the questions and answer for themselves. Of course, circulate the class helping and encouraging and ensuring that students are writing neatly and with
full answers.
Activity 11 — Survey
page 91
Have students conduct the survey. You may well have
developed a new and interesting system for conducting
surveys. If so perhaps you would be good enough to let us
know through the Intercom Press FaceBook page, easily
reached from our home page, www.intercompress.com.
Please challenge your students by getting them to
respond to the answer by telling their partner the answer
they had prepared in activity 10. Thus for example:
A: Who has the most shoes in your family?
B: My younger brother does.
A: Oh, my older sister does in my family.
B: hmmmmmmmmm!
Look, Cover, Say!
Activity 12 — About Me!
page 91
If the suggestions in the text are not appropriate for
your students have them write about an animal, fictitious
person or anything within their sphere of reference.
Again, could be done as homework, and tokens or
reward points for outstanding work awarded, as you like.
Activity 13 — Teacher’s Choice
page 91
Please see the list of ideas on page T-6, or of course,
develop your own ideas.
©2012 Intercom Press, Inc.
1203v1.2
Marathon Mouth (6th Edition) Teacher’s Edition T-51
Unit 12 - Your Latest Trick
T-52
Marathon Mouth (6th Edition) Teacher’s Edition
1203v1.2
©2012 Intercom Press, Inc.
Unit 12 - Your Latest Trick: Audio Script
Track 13, Unit 12, Page 90, Activity 8.
Listen and circle the answers.
Hello everyone. This week I am interviewing Mihee, a zoo keeper from one of the most famous zoos in the world, the
Singapore zoo.
Interviewer: Hello Mihee. I’d like to ask you some questions about the animals in your zoo.
Mihee:
Hi. Yes, please go ahead. I love to talk about our animals.
Interviewer: But, firstly let me ask you about the zoo. Is the Singapore Zoo the largest in the world?
Mihee:
No it isn’t. But it’s one of the most famous.
Interviewer: What is the largest animal in the zoo?
Mihee:
The African elephant, of course. We have three African elephants and two Indian elephants here.
Interviewer: OK, and is that the tallest animal as well?
Mihee:
No, the giraffe is our tallest animal by far. Our tallest giraffe is 5.3 meters tall.
Interviewer: What about your longest animal…?
Mihee:
Hmmm. Let me see. Oh yes, that would be the anaconda.
Interviewer: What’s an anaconda?
Mihee:
An anaconda is a snake. In fact it’s the largest snake in the world. It lives in or near water in South
America.
Interviewer: So how long is your anaconda?
Mihee:
The last time we measured it, it was 12.7 meters long.
Interviewer: Wow unbelievable! So could you tell me what the rarest animal in the zoo is?
Mihee:
Yes it’s the mountain gorilla. We have a male and a female here in the zoo. We hope they will mate.
Interviewer: Yes, I like the mountain gorilla too. Well I have just a few questions left. What’s the most colorful
animal you have?
Mihee:
Ah yes. Well our most colorful animal is the peacock.
Interviewer: And I know you have some dangerous animals here. What’s the most dangerous animal in the zoo?
Mihee:
That would be the polar bear. Polar bears are very, very fierce.
Interviewer: Right. I have one last question. What’s the most agile animal in your zoo?
Mihee:
Well our most agile animal is the mountain goat.
Interviewer: Thank you for answering my questions.
Mihee:
You are most welcome.
©2012 Intercom Press, Inc.
1203v1.2
Marathon Mouth (6th Edition) Teacher’s Edition T-53
Unit 12 - Your Latest Trick: Vocabulary
add (add “est”)
addition
adjective
agile
algebra
alligator
anaconda
antarctica
average
bear
beautiful
bee
boring
butterfly
calculus
celsius
cheap
colorful
costs
cute
dangerous
degree
delivers
diameter
diamond
difficult
distance
double
dozen
dry
early
earth
easy
Egypt
eighth
engine
equator
exciting
expensive
far
fast
fewest
flamingo
funny
giraffe
goose
gorilla
hard
heavy
highest
horsepower
hot
hybrid
innermost
Jupiter
large
last
lasts
late
least
leather
length
light
liter
long
loudest
lowest
T-54
kuwaeru
tashizan
keiyoushi
hayaku(ugoki ga)
daisü
wani
anakonda(öhebi)
nankyoku tairiku
heikin
kuma
utsukushï
hachi
taikutsuna
chou
bisekibun
sesshi
yasui
iro azayaka na
(nedan) ga suru
kawaï
abunai
ondo
kyoukyü suru
chokkei
daiamondo
muzukasï
kyori
bai
däsu
kawaita
hayai
chikyü
kantan na
ejiputo
hachibun no ichi
enjin
sekidou
koufun saseru
takai(nedan ga)
hanarete iru
hayai
mottomo sukunai
furamingo
omoshiroi
kirin
gan
gorira
katai
omoi
ichiban takai
bariki
atsui
haiburiddo
mottomo fukai
mokusei
ökï
saigo no
tsuzuku
osoi
mottomo chïsai
kawa
nagasa
karui
rittoru
nagai
mottomo ökï(oto ga)
mottomo hikui
加える
足し算
形容詞
速く（動きが）
代数
ワニ
アナコンダ（大蛇）
南極大陸
平均
熊
美しい
蜂
退屈な
蝶
微積分
摂氏
安い
色鮮やかな
（値段が）する
かわいい
危ない
温度
供給する
直径
ダイアモンド
難しい
距離
倍
ダース
乾いた
早い
地球
簡単な
エジプト
８分の1
エンジン
赤道
興奮させる
高い（値段が）
離れている
速い
最も少ない
フラミンゴ
おもしろい
キリン
ガン（鳥）
ゴリラ
堅い
重い
一番　高い
馬力
暑い
ハイブリッド
最も深い
木星
大きい
最後の
続く
遅い
最も小さい
革
長さ
軽い
リットル
長い
最も大きい（音が）
最も低い
macaw
Mars
measures
Mercury
minus (-2°C)
moons
motorcycle
mountain
narrow
near
Neptune
New Zealand
opposite
orbits
peacock
plain
planet
polar bear
poor
pounds
price
produces
purse
quietest
rarest
rattlesnake
reach
rhino
rich
ring
roses
safe
Saturn
scorpion
size
slightly (..longer)
slow
solar system
spend
squirrel
strong
superlative
supplies
syllable
temperature
trick
ugly
vehicle
Venus
vowel
walks
warm
weak
weighs
weight
wet
world
young
your own
yourself
zoo
Marathon Mouth (6th Edition) Teacher’s Edition
makao
kasei
nagasa ga … aru
suisei
mainasu
eisei
ötobai
yama
asai
chikaku
kaiousei
nyüjïraindo
hantai no
kidou
kujaku
assari shita
wakusei
siro kuma
binbou na
pondo
nedan
umidasu
hando baggu
mottomo shizuka
mottomo
mezurashï
garagara hebi
tassuru
sai
okanemochi no
yubiwa
bara
anzen na
dosei
sasori
ökisa
wazuka ni
jikan ga kakaru
taiyou kei
tsukau
risu
tsuyoi
saijoukyü
umidasu
onsetsu
ondo
waza
minikui
jidousha
kinsei
boin
aruku
atatakai
yowai
omosa ga aru
omosa
simetta
sekai
wakai
anata jishin no
anata jishin
doubutsu en
1203v1.2
マカオ
火星
長さが...ある
水星
マイナス
衛生
オートバイ
山
浅い
近く
海王星
ニュージーランド
反対の
軌道
クジャク
あっさりした
惑星
シロクマ
貧乏な
ポンド（重さの単位）
値段
生み出す
ハンドバッグ
最も静か
最も珍しい
ガラガラヘビ
達する（温度が...度に）
サイ
お金持ちの
指輪
バラ
安全な
土星
サソリ
大きさ
わずかに
時間がかかる
太陽系
使う
リス
強い
最上級
生み出す
音節
温度
技
醜い
自動車
金星
母音
歩く
暖かい
弱い
重さがある
重さ
湿った
世界
若い
あなた自身の
あなた自身
動物園
©2012 Intercom Press, Inc.
Unit 13 - Never been to Spain
Aim of this Unit
To teach students how to talk about experiences using
the present perfect tense.
You should point out to your students the difference
between the past tense, where the time of doing an activity is either stated or understood, and the present perfect
tense, where basically the point is whether something has
occurred or been done, and as an extension, how often or
how many times.
Activity 1 — Review
page 92
Refer students back to page 92 if they need help. Also
avail yourself to your charges.
Activity 6 — Challenge page 93
Using ‘Look, Cover, Say’ have say students tell their
sentences to their partners. The listener should respond
actively with head nods, “ems” and “ahs” and statements
like the one shown in the example dialogue.
A challenge could for the listener to repeat as many of
the sentences as they can, after listening to them all.
Have students refer back to page 2 in order to fill in the
green review box. Please check the language to make sure
that it suits your situation since you may want to change
it.
Activity 7 — Learn
Activity 2 — Prepare
Activity 8 — Prepare
page 92
This like many grammar forms in the English language
is full of pitfalls. Many of the grammar mistakes in these
tenses are excusable from my point of view since it often
doesn’t change the meaning or sense of what is being said.
The students themselves have met these problems before.
Go over the answers with your students.
You may want to write on the board or have your students write in their text, “have / has” before the present
perfect form of the verb, or at least remind your students
that this form is always used with “have or has.”
Activity 3 — Learn
page 92
You could introduce the grammar points by going over
some of your own personal experiences in order to show
students the difference between the past tense and present
perfect tense.
I went to Korea last week with my family.
I have been to Korea many times over the past 30 years.
I drove from Italy to Holland in 1971 in one day.
I have driven a car in Europe, Japan and Australia.
I have never driven a car in Africa.
Activity 4 — Learn
page 93
Have students label their images using the language in
the blue box at the top of the page.
Note:- There is no image for ‘walk on the moon.’
Activity 5 — Practice
page 93
Have students make sentences about the people in the
images using the frequencies in the orange box. You may
wish to point out to your students that though, ‘never’
must come before the verb, the other single words in the
orange box could come before or after the verb, and that
the multiple word expressions come after the action.
Please point out to your students that there are no
wrong answers.
©2012 Intercom Press, Inc.
1203v1.2
pages 94–97
AC/BD
Ensure that your students are on the correct pages, then
have them label their images using the language in the
blue box.
pages 94–97
AC/BD
Students are to write sentences using the language
in the blue box and the frequencies in the yellow box.
Please point out to your students that there are no wrong
answers. Also remind your students to look back at pages
92 & 93 or use you if they need help.
Activity 9 — Converse pages 94–97
AC/BD
Before your students start conversing, have them write
their questions.
Before students begin to write their questions, practice
the two different questions and the answer patterns as
shown in the modeling dialogs.
A & B are using the question form ‘Has…ever… ?’ and
C & D are using the question form ‘How many times
has… … ?’
After your students have prepared their questions, have
them start to ask and answer their questions. Remind
them that AB’s answer format and CD’s answer format
differ.
When students have completed their tasks have A
become C, C become A, B become D, and D become B.
Now start your students again from activity 7.
Activity 10 — Listen
page 98
Go over the questions, ask students if they are ready,
and then play the track. Ask students if they want to listen
again. If not move on.
Activity 11 — Check
page 98
Have students check their answers with each other using
language of agreement and disagreement.
Remember, to the eliminate the ‘echo’ effect, I have AB
students start from the top of the question list while the
CD students start from the bottom. Students of course
should take turns answering and asking the questions.
Marathon Mouth (6th Edition) Teacher’s Edition T-55
Unit 13 - Never been to Spain
Activity 12 — Prepare page 98
Have students read the questions and answer for themselves. Please ensure that your students do not simply
answer ‘yes’ or ‘no’ to ‘Have you ever … ?’ questions.
Activity 13 — Survey
page 99
Have students choose 6 questions from activity 7 and
add two questions of their own. It’s the two questions
which students make of their own volition which are the
most important for me. So I always award assessment
points/cards, for ‘good’ questions. When ready have
students conduct their interviews. You should always be
mentioning and encouraging ‘follow-up’ questions and
even mini-conversations.
Have students conduct their interviews.
You probably have found a method that works well
for you by now, but for me this is best done by having
half the class stand and ask the students who are sitting.
Sitting students should have their books closed to ensure
they are listening to the questions.
Remind your students that they should really be trying
to speak and listen as much as possible without reading
directly from the text. So standing students should use
the Look, Cover, Say! method when asking their questions.
Activity 14 — About Me!
page 99
I think you know how to conduct this activity by now.
I usually set these as homework tasks, giving out tokens
which go towards their continuous assessment total.
Activity 15 — Teacher’s Choice
page 99
Please see the list of ideas on page T-6, or of course,
develop your own ideas.
T-56
Marathon Mouth (6th Edition) Teacher’s Edition
1203v1.2
©2012 Intercom Press, Inc.
Unit 13 - Never been to Spain: Audio Script
Track 14, Unit 13, Page 98, Activity 10.
Listen and circle the answers.
Jane: Hello Paul, it’s great to see you.
Paul: Yes Jane. How have you been? It’s been a long time, hasn’t it?
Jane: Yes it has. So what are you up to?
Paul: Well I’m off to France tomorrow. It’s my first trip there and I am really excited.
Jane: Oh I love France. I lived there when I was a child. Which part of France are you going to?
Paul: We’re going to the south of France.
Jane: Oh it’s beautiful there. Are you going to use the Channel Tunnel.
Paul: No, I’d like to, but I’ve decided to fly. It’s quicker and cheaper. I hate flying although I’ve flown more than
30 times in the past 5 years.
Jane: Yes, well it is one of today’s necessary evils, I suppose. I’m going to Scotland next week. I go two or three
times a year.
Paul: Sounds lovely. I’ve been to Scotland a few times. But I have never seen Nessie. (joking voice!) Have you?
Jane: Seen Nessie? The Loch Ness Monster? (laugh) No, I’ve never seen her either. But I usually go hiking on the
fells, not hang about Loch Ness.
Paul: Right. I used to hike a lot in the mountains of Japan, but I’ve never hiked in Scotland. I should someday.
Jane: Yes. You look in good shape though. How do you keep in shape?
Paul: I cycle 4 to 6 times a week though I prefer swimming. I also run. You know, I’ve competed in three
triathlons.
Jane: Wow, I used to run 3 or 4 times a week. but I broke my leg last year and have a knee problem now, so I can
only walk these days.
Paul: That’s too bad. I’ve broken my leg twice. But fortunately I don’t have any problems with my legs now.
Jane: Yes, you are lucky. Well, I can’t run like I did, so I’ve started playing more music. I play the piano 3 or 4
times a week, and I am a member of a choir so I have singing practice twice a month. I’ve even performed on
stage five times.
Paul: Great! I hope I can come see you next time.
Jane: That would be great. Oh, by the way, would you like some tomatoes? I grow a lot in my garden. In fact, we
grow almost all our own fruit and vegetables and we keep chickens.
Paul: Wow! So you are eating healthy food.
Jane: Yes we eat very well, natural foods, you know. I’ve never bought eggs or vegetables.
Paul: Really? That’s incredible. I hope I’ll get to enjoy more of your fresh organic vegetables.
Jane: Anytime. Stay in touch, won’t you.
Paul: Thanks, definitely. Well, got to run, but it was great catching up.
Jane: Yes, stay well. Bye.
Paul: Bye.
©2012 Intercom Press, Inc.
1203v1.2
Marathon Mouth (6th Edition) Teacher’s Edition T-57
Unit 13 - Never been to Spain: Vocabulary
baked cookies
beach volleyball
blog
blogged about politics
bought
break
broken a bone
bungee jump
called a wrong
number
caught a shark
challenge
change a flat tire
climb
competed
concert
crashed a car
cried at a movie
eclipse
electric razor
email
enjoyed a concert
experiences
flown
heartbroken
imagination
instant soup
T-58
kukkï wo yaku
bïchi barë
burogu wo suru
seiji ni tsuite burogu
wo kaku
katta
oru
hone wo otta
banjï janpu wo suru
machigai denwa wo
suru
same wo tsukamaeta
charenji
panku sita taiya wo
koukan suru
noboru
shutsujou sita
konsäto
kuruma de jiko wo
okoshita
eiga wo mite naita
(taiyou, tsuki no)
shoku
denki kamisori
ïmëru
konsäto wo
tanoshinda
keiken
tonda
shitsuren
souzouryoku
insutanto süpu
クッキーを焼く
ビーチバレー
ブログをする
政治についてブログに
書く
買った
折る
骨を折った
バンジージャンプをする
間違い電話をする
サメを捕まえた
チャレンジ
パンクしたタイヤを
交換する
登る
出場した
コンサート
車で事故を起こした
映画を観て泣いた
(太陽・月の)食
電気カミソリ
Eメール
コンサートを楽しんだ
経験
飛んだ
失恋
想像力
インスタントスープ
instructions
interview
karaoke
knit
lasagna
laundry (noun)
laundry (verb)
leopard
loch ness
monster
motorcycle
nessie
shirei
intabyü
karaoke
amimono wo suru
razania
sentakumono
sentaku wo suru
hyou
nesuko
monsutä
ötobai
nessï
(monsutä no namae)
never
ichidomo…nai
perform
enjiru
performed on stage
sutëji de enjita
photographed a leopard hyou no shashin wo
totta
politics
seiji
present perfect tense
genzai kanryoukei
sentence
bun
sentences
bunshou
skype
sukaipu
skyped a stranger
siranai hito to sukaipu
wo sita
stranger
mishiranu hito
thousands of times
nanzenkai
triathlon
toraiasuron
trophy
torofyï
window
mado
your own
anata jishin no
yourself
anata jishin
Marathon Mouth (6th Edition) Teacher’s Edition
1203v1.2
指令
インタビュー
カラオケ
編み物をする
ラザニア
洗濯（物）
洗濯をする
ヒョウ
ネス湖
モンスター
オートバイ
ネッシー　（名前）
一度も...ない
演じる
ステージで演じた
ヒョウの写真を撮った
政治
現在完了形
文
文章
スカイプ
知らない人とスカイプ
をした
見知らぬ人
何千回
トライアスロン
トロフィー
窓
あなた自身の
あなた自身
©2012 Intercom Press, Inc.
Unit 14 - When I’m 64
Aim of Unit
To introduce the future tense and to have students use
the future tense to talk about their schedule and future
plans.
Activity 1 — Review
CD
Page 100-103
AB/
This activity is the same in Units 2-14 and in the final
review interview section. The purpose of this is to have
students review the empowerment language introduced
in Unit 1. Each unit has a selection of the language which
we feel best suits the unit, but we encourage you to use a
bit more time and have students practice all of the language.
At the simplest level, have the students in their groups
do both the AB page or the CD page.
You could challenge the students by having them
work in pairs, with one student looking only at current
pages, asking “What is number __?”, then writing the
answer which the partner supplies while looking at page 2.
When finished, have the students switch roles.
Activity 2 — Learn
Page 100-103
AB/CD
Next have the students return to their individual page.
and write questions using the patterns given to ask their
partner about their schedule. Students should ask the
questions using the Look, Cover, Say method introduced
previously.
Students are to write the answers in the chart on the
right side of their page.
Activity 5 — Listen
Have students read all of the questions and answers
to ensure they understand the meaning of each. They
should ask you about anything they do not understand
using the empowerment language.
If you feel some students do not understand well
enough, you may want to do a whole class activity, choosing a student to read a question in English, and if necessary offer a version in their native language. Don’t forget
the answers.
When you are confident they understand, play the
audio track. Though we suggest playing it only one time,
to make the following activity more meaningful, if you
think they need it, play it again.
Students should be in their AB/CD groups. Have the
A & C Students look at the grammar boxes on both pages
100 and 101, and the B & D students look at the grammar boxes on both pages 102 and 103.
Go over the content, give examples and practice as a
whole class. Check for understanding and answer any
questions students may have.
Activity 6 — Check
Activity 3 — Prepare
Activity 7 — Prepare
Page 100-103
AC/BD
Please make sure that your students are sitting in their
groups of four, preferably sitting sideways to the blackboard. Check that your students are on the correct page.
Even in the best run classes there will usually be at least
one student who is not paying attention at that time.
In this activity, each student should be looking at their
assigned page. First, tell students that they will choose
activities from the blue text boxes above the schedule
forms. Each student will fill in the left form on their page.
The right form is for writing the information they get
from their partner when doing the next activity.
Before students can fill in their form, they should make
sure they understand the language in the blue box. Have
them ask you to explain any words or phrases they do not
understand using the language from Activity 1 and any
other language they need from Unit 1. Activity 4 — Converse Page 100-103
AC/BD
The model dialogue is different for the A & B pairs and
the C & D pairs. Before students write their questions, go
over both dialogues with the whole class, having the A &
C students looking at the AC pages and the B & D students looking at the BD pages. Model the dialogues and
please remind your students not to talk to their textbook.
©2012 Intercom Press, Inc.
1203v1.2
Page 104
Page 3
Have students work in pairs, asking and answering the
questions from the previous activity. Encourage them
to use language of agreement and disagreement, too.
Remind them that if they do not know the answer, they
should state clearly, “I don’t know.” and ask the questioner the question. If neither knows, they should ask you.
Page 104
Have students read each question and answer it for
themselves. They should ask you to explain any words or
questions they do not understand. They should also ask
you for help with their answers. If you cannot help them,
it is a good opportunity to ask the question to the whole
class to get an answer. Remember, if one student does not
know something, it is likely many others do not, too. If
no one knows the answer, have students look it up and
share the answer with the entire class.
Activity 8 — Survey
Page 105
After the students have finished the previous activity,
have them select five of the questions and write them in
the chart. Tell them they should write two additional
questions for their own.
When all of the students have completed the preparation, have them conduct the survey.
Remember, students who are answering questions
should have their books closed, and students who are
asking questions should use the Look,Cover Say method. The first question to ask is of course, “What’s your first
name?”
Students should ask one student the seven questions
prepared. You will want to walk around monitoring the
Marathon Mouth (6th Edition) Teacher’s Edition T-59
Unit 14 - When I’m 64
students and at an appropriate time, tell them to move on
to the next student. Some students may not have finished
asking all of their questions. That is OK, remember, we
have been trying to train the students to learn that the
process is important, not finishing the activity.
For students who finish quickly, you could have the
student who asked the questions, try to report the answers
back, without looking to challenge their memory and
ability to make statements from the information they got.
Students should also be asking follow-up questions and
even getting involved in mini-conversations.
You may well have developed a new and interesting
system for conducting surveys. If so, perhaps you would
be good enough to let us know through the Intercom
Press Facebook page. http://www.facebook.com/pages/
Intercom-Press/170225733078871
Activity 9 — About Me! Page 105
This can be done as a cool-down at the end of a class or
for homework. Have students write at least five sentences
about themselves describing any future plans they have.
They should use both the “will do” and the “going to do”
forms, as well as using times and more general language
like “next week” and “tomorrow.”
You could make this more interesting for the students
by choosing a country they will go to for a three or four
day visit.
Activity 10 — Teacher’s Choice
Page 105
Please see the list of ideas on page T-6, or of course,
develop your own ideas.
T-60
Marathon Mouth (6th Edition) Teacher’s Edition
1203v1.2
©2012 Intercom Press, Inc.
Unit 14 - When I’m 64: Audio Script
Track 15, Unit 14, Page 104, Activity 5.
Listen and circle the answers.
*** First, listen to the telephone conversation between Fred and Jane.
Fred:
Hello? Is that Jane? It’s Fred here.
Jane:
Hello Fred! I haven’t seen you for ages. Let’s get together sometime.
Fred:
Well, that’s just what I’m calling you about. What are you doing this evening?
Jane:
I’m afraid I’m busy. I’m going to play hockey with my sister.
Fred: Oh, that’s too bad. I’m going to a soccer game and wanted to invite you. Well, so how about next
Saturday. Are you busy then?
Jane:
Well I’m going to have a picnic. Why don’t you come.
Fred: That sounds great, but I’m going to play rugby in the afternoon.
Jane:
Well come along after your game.
Fred:
Yeah, OK, I’ll try to make it. Where is it?
Jane: The usual place, right by the bridge.
Fred: Oh right I know it. OK bye for now.
Jane: Bye.
*** Now listen to Lemi and Sophia.
Sophia: So Lemi, have you made a plan for your trip to Italy?
Lemi:
Yes, I’ve got a long list of things I’m going to do.
Sophia: Well tell me all about it. What are you going to do on Tuesday?
Lemi:
I’m going to go to an art gallery on Tuesday.
Sophia: Sounds fun. Are you going to go shopping? I’d like a leather bag, if you do.
Lemi:
Yes, I’ll go shopping on Wednesday. I want to buy some Italian shoes.
Sophia: Oh by the way, what will you eat there?
Lemi:
Well, I’ll eat spaghetti on Tuesday evening, but I don’t know about the other nights yet.
Sophia: When are you going to go to the Coliseum?
Lemi:
On Thursday morning. And on Friday afternoon, I’ll go swimming in the sea.
Sophia: Sounds good. What about checking out the music scene there. Will you see any live bands?
Lemi:
Yeah, I think I’ll see a live band on Thursday evening.
Sophia: Excellent idea. Sounds great.
Lemi:
Yes, it should be a wonderful trip.
©2012 Intercom Press, Inc.
1203v1.2
Marathon Mouth (6th Edition) Teacher’s Edition T-61
Unit 14 - When I’m 64: Vocabulary
abroad
airport
anything
art gallery
Big Ben
blood
browse
cell phone
clarinet
colosseum
fish’n’chips
geography
give blood
grammar
haircut
hockey
jogging
math
T-62
kaigai
kükou
nandemo
garou
biggu ben
chi
urouro suru
keitai denwa
kurarinetto
korosseumu
fisshu ando chippusu
chiri
kenketsu wo suru
bunpou
sanpatsu
hokkë
jogingu
sügaku
海外
空港
何でも
画廊
ビッグベン
血
うろうろする
携帯電話
クラリネット
コロッセウム
フィッシュアンドチップス
地理
献血をする
文法
散髪
ホッケー
ジョギング
数学
museum
negative
previous
pub
remember
review
rugby
schedule
spaghetti
today
tomorrow
tonight
tutor math
visit
your own
yourself
Marathon Mouth (6th Edition) Teacher’s Edition
hakubutsukan /
bijutsukan
hitei bun
mae no
pabu
oboeru
fukushü
ragubï
sukejyüru
supagetthï
kyou
ashita
konya
sügaku no katei
kyoushi
houmon suru
anata jishin no
anata jishin
1203v1.2
博物館 /
美術館
否定文
前の
パブ
覚える
復習
ラグビー
スケジュール
スパゲッティー
今日
明日
今夜
数学の家庭教師
訪問する
あなた自身の
あなた自身
©2012 Intercom Press, Inc.
I Can See Clearly Now
Aim of this Unit
Review all the material from units 1 – 14.
Activity 1 — Review
page 106
Have students refer back to page 2 in order to fill in the
green review box. Please check the language to make sure
that it suits your situation since you may want to change
it.
Activity 2 — Prepare
page 106
Have students read each question and answer it for
themselves.
As always, students should ask you to explain any words
or questions they do not understand, though this is a
review activity, so most of the material should be familiar
to them.
They should also ask you for help with their answers.
Activity 3 — Challenge page 106
In any manner you like, have students interview their
classmates. We suggest that students being asked, have
their books closed, and students doing the asking use the
Look, Cover, Say method.
Of course, you may choose to have students ask only
ten questions or as many as you have time for.
Also, you may choose to have students ask more than
three classmates.
©2012 Intercom Press, Inc.
1203v1.2
Marathon Mouth (6th Edition) Teacher’s Edition T-63
I Can See Clearly Now: Vocabulary
clearly
closed
clothes
cried
dance
days
drive
family
grandmother
interesting
jogged
kilometer
living
T-64
hakkiri
tojiru
youfuku
naita
odoru
nichi
unten suru
kazoku
sobo
omoshiroi
hogingu suru
kiromëtoru
kenzai no
はっきり
閉じる
洋服
泣いた
踊る
日
運転する
家族
祖母
おもしろい
ジョギングする
キロメートル
健在の
meat
midnight
month
nervous
scuba dive
shortest
stay up all night
worried
yesterday
your own
yourself
Marathon Mouth (6th Edition) Teacher’s Edition
niku
shinya
tuki(nengetsu no)
shinkeishitsu na
sukyübadaibingu wo
suru
mottomo hikui
tetsuya suru
shinpai suru
kinou
anata jishin no
anata jishin
1203v1.2
肉
深夜
月（年月の）
神経質な
スキューバダイビング　をする
最も低い
徹夜する
心配する
昨日
あなた自身の
あなた自身
©2012 Intercom Press, Inc.

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Event Guide - 第5回富士山マラソン