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: [email protected] 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 1203v1.2 ©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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