Page 34 - Think 4. Teacher's Book B2

Unit 1
Survival instinct Life Competencies

Warmer SURVIVAL INSTINCT UNIT 1
Write giving yourself a challenge on
the board and elicit what it might LIFE COMPETENCIES
mean. Encourage students to try and
clarify its meaning through examples It can be important to try to do new things – it’s by taking on challenges that
we learn new skills and grow as people. But it’s also important to be realistic
or explanation, rather than through a about what you can achieve.
translation. Ask students to read the
introductory paragraph to check their Giving yourself a challenge ast year, I started doing some volunteer
work for a charity in my town that
ideas. Elicit examples of people giving Lhelps disabled children. I found out
themselves a challenge in Unit 1. that the charity needed to buy some new
wheelchairs, but that they really didn’t have
the money. So, I started to think about what
I could do to raise money.
03 Life Lessons: When I mentioned this to my friends, they
said, ‘Well, why don’t you run the London Marathon?!’
Giving yourself a challenge They laughed and so did I – we all know that I’m not an
athlete at all. I’ve never done any running before. But
later, I started to think that it might not be a bad idea.
I talked to the charity people and they agreed to
put my name forward. I bought some gear and
1 03 Ask students to compare started running. I went out every night for a run and
03 Watch the vlog. What challenge does
their ideas with a partner. 1 Chloe set the audience? What challenge does after a month or so, I found I could do almost five
kilometres. The problem, though, is that the marathon
the audience: to count the number of she set herself? is 42 kilometres!
woodpeckers appearing on screen 2 03 Watch the vlog again and make notes The race was only five months away. I practised as hard
as I could – I had to run and finish the race, because if
herself: to learn Spanish about: I did, I would raise enough money from my sponsors
a the obstacles to the challenge to buy four new wheelchairs.
2 03 Ask students to try to b the rewards of the challenge. Well, when the big day came, I was not at all sure that
I was ready. During my training, I’d managed to run
answer the questions about 3 SPEAKING Read the blog post. Work in pairs and 25 kilometres in one session, but 42? Could I do it?
Fortunately, it wasn’t a hot day and the people running
SPEAKING
Chloe’s challenge from memory answer the questions. with me helped me a lot. Nevertheless, after about
before watching the video again 1 Why did Sara decide to run a marathon? 34 kilometres, I was exhausted and I nearly stopped, but
the people watching cheered me on and I managed to
to check. 2 Why was it a hard challenge for her? struggle on to the finish line. My time was five hours
3 What were the results of her running the
Obstacles: She’s never been very good marathon – for herself, and for others? and ten minutes. But I was in pretty bad shape and
I was taken to hospital. I had to stay there overnight to
at languages; Pronunciation can be so 4 Was it a good idea for her to set herself this recover, but they let me go home the next day.
challenge? List positive and negative things.
hard! It was hard, but I’m so proud that I did the marathon
and got the wheelchairs for the charity.
Rewards: She could go to so many 4 Imagine you are one of Sara’s friends on the day
that she told you she was going to run the London
parts of the world; She’ll be able to talk Marathon. What would you say to her?
and people will understand her; She’ll Me and my world TIPS FOR GIVING YOURSELF
make friends; Maybe she’ll go and live 5 Think of a time when you set yourself a challenge A CHALLENGE
in Mexico. and make notes. • When you set yourself a challenge, think
• What was it? about the possible outcomes – if you
succeed, and if you don’t succeed.
3 Check/clarify: charity, disabled, • What did you do? • Think about outcomes not only for yourself,
wheelchairs, marathon, sponsors. • What was the outcome? but perhaps for other people, too.
SPEAKING Work in pairs and tell your partner
Give students three minutes to 6 about your challenge. • If you think it’s a tough challenge, talk to other
SPEAKING
read the blog post and find the people you trust before making a decision
about whether or not to accept the challenge.
answers. Encourage them not to
focus on every word.
1 She wanted to raise money for a 19
charity that needed money to buy new
wheelchairs.
2 She had never done any running 6 You may like to give your own example first. Listen to some of the students’
before. ideas and encourage open class discussion.
3 She managed to complete the
marathon in five hours and ten minutes
but was taken to hospital. The charity Homework
got the wheelchairs. Ask students to keep a journal for two or three days, with a record of challenges
4 Students’ own answers they have had, what they did about them and what the outcomes were. If this is
too sensitive a topic, they could invent some ideas.
4 This exercise can be done as a
mingle activity with students
changing partners every few Culture note
minutes.
The London Marathon is an annual
5 Allow students six to eight running race through London. It first more
minutes to prepare ideas. Help took place in 1981 with over 7,000
with any vocabulary and monitor runners. In addition to the main 42km
to make sure all students are on race for the general public, there Practice Extra Tests
Unit, extension and
Unit 1 Master it!
task. are professional races for both men skills test 1
and women, elite-level wheelchair Worksheet
Learning to Learn races and a 4.8km mini-marathon for Life Lessons: Giving
Taking control of own learning athletes under 17. yourself a challenge
Sets goals and plans for learning.
Unit 1 | Survival instinct T19