Page 59 - Think 4. Teacher's Book B2

Unit 4 Developing Speaking; Phrases for fluency;
The art of thinking Functions

Warmer
Revise common adverbial phrases
by giving students a noun from 4.06 Look at the photo. How do you think Paulo
the common adverbial phrases in 1 is feeling? Read and listen to check.
Exercise 11 on page 43 and eliciting
the adverbial phrase, e.g. hurry – in Paulo: This is terrible. The teacher told us she wants
a hurry. Correct. Students continue us to write something creative! ‘A poem about
the natural world.’ How am I going to do that?
in pairs. And she wants it by Tuesday! No chance!
Sarah: Calm down, Paulo! All you need is one idea.
Paulo: That’s just it – I don’t have any ideas. Not one! Paulo: ‘The natural world’. But listen, guys, it’s my
I’m hopeless at this kind of thing. I could sit and problem, not yours. You don’t have to help me.
1 4.06 Tell students to cover the think for days, but it’s pointless. I’ll never come Sarah: But we want to! Well, I want to, at least. Look,
dialogue and discuss the question up with anything. I always think it’s useful to try to think outside
the box.
in pairs before listening to check Alex: Oh, give it a rest Paulo! You’re always putting Alex: Oh, Sarah! ‘Think outside the box?’ That’s such
yourself down. ‘I can’t do this, I’m no good at
their answers. that!’ It’s really boring! a cliché.
Students’ own answers Sarah: Hang on, Alex. That’s a bit out of order. Paulo: No, she might be right. I mean, perhaps …
instead of writing a poem about nature, I could
We’re supposed to be helping him, not making
him feel worse. It would be nice if you could write something from nature’s point of view.
2 4.06 be a bit more supportive! Sarah: Like, a poem written by the ocean, about having
1 write something creative Paulo: No, he’s right. I am being boring. Alex: plastic bags floating around inside it.
Oh, no! You can’t be serious, Sarah!
And bad-tempered, too.
2 He is always putting himself down. Sarah: Whatever. Let’s think. You’ve got to write Paulo: It’s a good idea! I’ll call it: ‘I am the ocean’.
3 She uses the phrase ‘think outside a poem about … what was it again? Alex: Good luck Paulo – you’re going to need it!
the box’, which Alex says is a cliché.
SPEAKING Work in groups of three. You are Paulo,
4.06 Read and listen to the dialogue again and
SPEAKING
4 to write a poem from nature’s 2 answer the questions. 5 Sarah and Alex. Paulo has written his poem and
perspective called ‘I am the ocean’ 1 What does Paulo have to do? the teacher has graded it. Sarah and Alex talk to
2 Why does Alex get irritated by Paulo? him to find out more.
3 At the end of the exercise, listen 3 Why does Alex get irritated by Sarah?
to some of the students’ ideas and 4 What is the idea Sarah gives Paulo? FUNCTIONS
encourage open class discussion. 3 SPEAKING Work in pairs. Say how you felt about Expressing frustration
SPEAKING
each person in the conversation.
KEY LANGUAGE
4 During feedback, say the Phrases for fluency I can’t (do that).
sentences for students to repeat. 4 Find the underlined expressions in the dialogue I’m hopeless (at …)

This is hopeless!
1 again 2 can’t be serious and use them to complete the conversations. No chance.
3 Calm down 1 Sorry, I’ve forgotten. What’s your name I give up.
I’ll never (come up with anything).

4 give it a rest; out of order 2 A Let’s go for a run. ? (It’s) pointless.
5 That’s just it B A run? You ! It’s really
cold out there! 6 Read the conversation again. Which phrases from
5 Allow students six to eight 3 A Come on, we’re late! , we’re not late at all, the Key Language box does Paulo not say? What do
all the phrases have in common?
B

minutes to prepare their role we’ve got another fifteen minutes. 7 WRITING Think of a frustrating situation you
plays. Monitor to make sure all 4 A That shirt doesn’t suit you. have been in. Write three things you might
students are on task. If students B Oh, , Boris. I’m tired have thought using the phrases in Exercise 6.
of you criticising me all the time. You’re really
Compare your notes with a partner.
have access to a recording facility , you know? I’ll never finish this.
(using their mobile phones, for 5 A Let’s watch a film on TV – if there’s anything good.

B
. The films on TV
example), they could record their are terrible!
conversation and play it back to
check their own pronunciation 44
and intonation. They can then
repeat the exercise and listen for
improvements. Activity idea Extension
Disappearing sentences: you’ll need to write out the dialogues on the board
or project them on the interactive whiteboard (IWB). Divide the class into AB
6 During feedback, ask students for pairs. Students practise the conversations from Exercise 4 in their pairs. Cover
an L1 translation. a small section of the dialogue, beginning from the right-hand side of the
I can’t do that. This is hopeless! I board. Students repeat the dialogues in pairs, trying to remember the whole
give up. thing, including the parts they can no longer see. Cover more and more of the
They’re said by people who think they dialogue, with students practising at each stage, until eventually nothing is left
can’t do something. on the board. Ask for volunteers to perform for the class or have all As and all
7 To introduce the concept of Bs perform in unison. This activity involving lots of repetition is a fun way for
frustration, tell a story about students to memorise useful lexical chunks.
something frustrating that
happened to you, e.g. running
for a flight only to find that it
has been delayed. Monitor to
check that students are using the
sentence stems appropriately.
During feedback, ask students to
share their ideas with the class
and review any common errors.
T44 The art of thinking | Unit 4