Page 100 - Think 4. Teacher's Book B2

Unit 9
Take charge Reading; Train to

6 Check/clarify: hasty.
Do the first item with the whole Making TAKE CHARGE UNIT 9
class as an example.
1 Many Brazilians love football.
2 A lot of teenagers get up late. 1 We face decisions, big and small, throughout life. It seems unfair that there are so many
major ones early on in life: exams, relationships, work, where to live … And young people
3 It often rains at the weekend. are often facing these kinds of decisions for the first time, which makes it all the harder.
4 People who live in big cities can be 2 There are two good questions to ask yourself to help you focus: ‘What is the worst that
can happen?’ and ‘What is my Plan B if Plan A doesn’t work out?’ So, let’s look at some
less caring than people who live in the difficult decisions that you might have to make.
countryside. SCENARIO A
5 Almost everyone loves a box of 3 You don’t want to go on that amazing new course or to a sports club on the other side
of town because you’ll get home late and that will get in the way of your social life. But
chocolates for a present. later, will you think, ‘If only I had gone on that course?’ Imagine you’re advising a friend.
6 Maths is sometimes hard for people It will help you to make a rational decision rather than an emotional decision. Learning
something new or exercising will do you good and you may make new friends there, too.
who are good at languages. SCENARIO B
4 You have a more complex and less emotional decision to make. Imagine you’re saving
7 Give a couple of your own to buy a car when you are 18. Then, you see the most amazing new video game. You
really want to buy it and you have enough money saved for it. However, if you buy the
examples before students do the expensive video game, you will use your savings for the car. You wish you could afford
exercise. Monitor and prompt both but you can’t. You have to make a choice. Your heart says one thing and your head
says another, which is tricky. How about making a list of pros and cons for both? Writing
students to keep talking, but as things down can be a great help. You could even colour code your notes to make sure
that you’re considering everything.
this is a fluency activity, do not SCENARIO C
interrupt to correct mistakes. 5 Now imagine feeling like you’ve let everyone down, including yourself, because you failed
While monitoring, note down your exams. If only you had studied harder! But what now? Should you look for a job or
repeat your exams? More studying feels like a waste of time and you’re afraid you’ll fail
any common errors to review again. But now, you might end up with a low-paid, boring job and be stuck in it forever.
altogether at the end. At the Think through some of the possible scenarios and then try to change the way you’re
thinking. For instance, you might end up in a job you weren’t expecting to do, but there
end of the exercise, listen to might be advantages, too. They might even offer training or days off so you can study.
If you did go back to studying and really tried your hardest, you’re more likely to succeed,
some of the students’ ideas and having learned from your mistakes.
encourage open class discussion. SCENARIO D
6 You’ve been feeling low this year and things just don’t seem to be working out the way
you’d like them to. The worst thing is, you don’t know how to move past it, because you
can’t stop thinking about it and you blame yourself for it. You keep saying, I wish I was like
Homework everyone else – they all seem to be having a great time. Try stepping back and looking at
things in a simpler way. Focus on yourself and not on others. Take small decisions, one at
a time. Eat breakfast, go for a walk, go to class, separate each action, don’t overthink, just do.
Ask students to keep a journal for
two or three days, with a record 7 In all scenarios, it’s sensible to sleep on decisions. Think, and think again and then act.
And remember, if you’ve made the wrong decision, there’s always Plan B!
of any hasty conclusions they or
members of their family jumped to. 6 Read through these hasty conclusions. Why are
Who or what did they make the hasty they hasty? How can you make them true?
conclusion about? Did they correct Jumping to a hasty conclusion 1 All Brazilians love football.
themselves? If not, why not? If this People sometimes jump to conclusions without any evidence. 2 Every teenager gets up late.
Take Stefania, for example. She argued with a friend on the
3 It always rains at the weekend.
is too sensitive a topic, they could way to school. At school, a teacher was not happy with her 4 People who live in big cities are less caring than
invent some ideas. homework. When she got home, she had a quarrel with her people who live in the countryside.
mum. Five minutes later, she was sitting in her room, thinking, 5 Everyone loves a box of chocolates for a present.
‘nobody likes me’. But of course, this isn’t true. To spot hasty 6 Maths is hard for people who are good at languages.
conclusions, watch out for clue words such as all, none, most,
SPEAKING Work in groups and tell each other
Activity idea Extension many, always, everyone, never, sometimes, usually, hardly 7 about some of the hasty conclusions you have
SPEAKING
ever, etc.
Set up a role play. Divide the class heard about teenagers.
into small groups. Half the group are 85
adults who make hasty conclusions
about teenagers. The other half are
teenagers who must respond to the
conclusions and say why they are not
true. This can be done as a mingle
with students changing partners
every time you clap your hands. This
gives the activity more spontaneity
and encourages students to think on
their feet.

more

Critical ing Worksheets
Understanding and analysing ideas and arguments Project Making decisions
Identifying and classifying information. Communication Be your own life coach
Social Responsibilities Get ing Do you find it hard to make
Showing intercultural awareness decisions?
Interacting with others across cultures.
Unit 9 | Take charge T85