Page 42 - Think 4. Teacher's Book B2

Unit 2
On the road Culture; Writing

3 Check/clarify: rely on.
Before students read the article ON THE ROAd UNIT 2
again, get them to circle the 3 Read the article again and answer the
key information that they need questions. WRITING
to look for in the questions. Tell According to the article, which group (or groups): An informal email
1 relies heavily on the sea?
them to underline information in 2 has only recently become known to the world? 1 INPUT Read Giulia’s email and answer the questions.
the text that helped them answer 3 has seen many of their people move to towns? 1 How long has she been with the Inuit people?
each question. 4 lives in an area where water is difficult to find? 2 When did she try to catch a seal?
5 is in danger of not surviving?
3 What does she say strikes her most about the Inuit?
1 the Tlingit 2 the Nukak-Maku 6 has modernised the way they live? ANALYSE Match words or phrases from the email
3 the Bedouin 4 the Bedouin 4 VOCABULARY Match the highlighted words 2 with these meanings.
5 the Nukak-Maku 6 the Tlingit in the article with the definitions. 1 a great deal 4 I am extremely happy
1 the places where one country ends and 2 I have finally arrived 5 my experiences here
another begins
4 Check/clarify: defence, died out. 2 on a journey or trip, the place you want to get to 3 agreed that I could 6 one or two days ago
accompany them
Ask students to cover the 3 all the things that you eat
definitions. Give them two 4 defence against a disease 3 Why does Giulia not use the phrases in Exercise 2
in her email?
minutes to find the highlighted 5 small groups of people
6 having died out completely
PLAN Imagine you are spending two weeks living with
words in the article and to try to 7 happening once every year 4 one of the nomadic tribes mentioned in the article on
deduce meaning from context. 8 stay page 26, and make notes.
1 borders 2 destination 3 diet 5 SPEAKING Work in pairs and discuss the • Choose which of the three groups you are living with.
SPEAKING
4 immunity 5 clans 6 extinct questions. • Decide what things in general have been good/
not so good about your experiences so far.
7 annual 8 remain 1 Do you know of any other groups of people • Decide on one specific thing about their life that has
who are nomadic? What do you know about
their culture? really impressed you.
5 Monitor and note down any 2 What do you think might be the advantages 5 PROdUCE Write an email to an English-speaking
and disadvantages of a nomadic lifestyle?
common errors to review at 3 The article says that the Nukak-Maku may friend (about 200 words).
the end. Listen to some of the become extinct. What do you think could be • Make sure to start and end your email appropriately.
students’ ideas in open class done to protect these people? • Talk generally about your experiences first, then
move on to more specific details.
discussion. • Check your writing to make sure that your language
is not too formal.
Giulia
1 Set a two-minute time limit to Giulia@thinkmail.com
encourage students to read Hi James,
quickly for gist and focus on the How are you doing? Hope you’re OK!
questions. Well, here I am at last – living in northern Canada with the nomadic Inuit people. You know that I’ve been
wanting to do this for years and my dream has finally come true. I’m over the moon to be here.
1 ten days 2 a couple of days ago I got here ten days ago and I’m staying with a family who said I could go along with them to hunt.
3 Their patience. Inuit hunting involves I’ve already done some amazing things – sleeping in an igloo, for example, and watching the Inuit people
go hunting for fish and for small animals.
a lot of waiting in the cold. The most difficult thing to deal with, of course, is the cold. There’s also the fact that you have to keep
moving every few days to find food. The way they hunt is interesting. The Inuit make a hole in the ice and
hope that a seal will appear so that they can catch it. I went hunting with my host dad a couple of days
2 1 loads 2 here I am at last ago – he showed me how to make a hole and then we stood for six hours in the freezing cold, waiting for
a seal to appear. It never came. I got so fed up. But then I thought, ‘Hey, the Inuit people do this every day,
3 said I could go along with them sometimes waiting for ten hours. And sometimes they catch a seal and sometimes they don’t. What’s my
4 I’m over the moon problem?’ What amazes me most about them is their patience and my own is getting loads better!
Well, I’ll write and tell you more about how I’m getting on with things when I can. Hope you’re well!
5 how I’m getting on with things All the best,
6 a couple of days ago Giulia
3 She is writing an informal email to 27
someone she knows well. The phrases
in Exercise 2 are more formal.
Homework
4 Give students time to make notes
in preparation for writing an If you are short on time, students can do Writing Exercise 5 for homework. If
email. Monitor to help with any you have done this in class, ask students to exchange their emails with another
questions. Encourage them to student for them to read and give feedback on content and structure. Students
use some of the vocabulary and could check if the email uses the same structure as the plan. They should also
expressions from the email, and decide which the most/least interesting part of the email is.
the article on page 26.
5 If you are short on time, set this Activity idea Extension
exercise for homework. On completion of Exercise 5,
ask students to exchange their more
emails with another student. Ask
them to evaluate on the basis of Practice Extra
content (Were all points included? Unit 2 Practise it!
How interesting were the ideas?), Unit 2 Master it!
organisation (Did each paragraph Workbook
include a clear and distinct idea?), Developing Writing p23
communicative purpose (Were you
convinced by it?) and language. Tests
Unit, extension and skills test 2

Unit 2 | On the road T27