Page 60 - Think 4. Teacher's Book B2

Unit 4
The art of thinking Life Competencies

Warmer THE ART OF THINKING UNIT 4
Write being supportive on the
board and elicit what it might mean. LIFE COMPETENCIES
Encourage students to try and clarify
its meaning through examples or Sometimes people need our understanding and support, even if what they
see as a problem is not something we ourselves think is serious or important.
explanation, rather than through
a translation. For example, in the 3 It’s your friend’s mum’s birthday soon. He wants
dialogue on page 44, Sarah was Being supportive to get her something nice, but he hasn’t got much
money. You know he bought a new tablet recently.
being supportive when she tried A I can lend you some money, but perhaps you
to help Paulo with his poem. Ask should think more carefully about how you
spend your money.
students to read the introductory B Well, it’s your own fault. You shouldn’t have
paragraph to check their ideas. bought that tablet.
C Just buy something with what you’ve got.
Your mum won’t be expecting anything fancy.
SPEAKING Work in pairs or small groups. A friend
11 Life Lessons: 4 says these things. Think of something supportive
SPEAKING
Being supportive to say in reply.
1 11 Watch the vlog. Answer the questions. ‘I’m feeling awful. I promised my grandma I’d go for
a walk with her, but now I’ve got to stay at home and
1 What is Will’s problem? help my brother with something. I’ll have to phone
1 11 Ask students to compare 2 What is his solution? Grandma and tell her I can’t come. I hate doing this!’
their ideas with a partner. 2 11 Watch the vlog again. Work in pairs and
1 His best friend is really bad think of two other ways Will could show Max ‘My sister’s being a real pain. She argues with me
at painting, but Will wants to be some support. all the time and says things she knows I don’t like.
supportive. She laughs at everything I do, too. But my parents
think she’s so sweet!’
2 He is going to suggest his friend try 3 Read these situations. For each situation,
choose the best response.
an abstract style of painting. 1 A friend of yours has reached the final of a local
table-tennis tournament. Unfortunately, she Me and my world
2 11 Invite students to share broke her bat and she is really worried about using 5 Think of a time when someone said something
a borrowed one.
their answers with the rest of the A Don’t worry – you’ve done well to reach the final, very supportive to you and make notes.
• What was the problem?
class during feedback. so it doesn’t matter if you lose. • Who was the person? What did they say?
B You’re such a good player – I’m sure you’ll do
well with any bat. • Why did you think it was supportive?
3 Check/clarify: bat, fancy. C Why is the bat such a big deal? Aren’t they all 6 SPEAKING
SPEAKING Work in pairs and tell your partner your
Students’ own answers. basically the same? ideas from Exercise 5.
2 You invite a friend to join you and other friends to
go out. Your friend says, ‘Sorry, I can’t. I’ve got so
4 Monitor but avoid error much homework to do. I need to finish it tonight.’ TIPS FOR BEING SUPPORTIVE
correction. The focus of this task A You’ve got another two days. Come out with us!
is on fluency, not on practice of B OK, but why don’t you come with us and relax? • When you are listening to other people’s
problems, try not to judge them or the problem.
And I can help you tomorrow.
structures or lexis. Instead, make C You take schoolwork too seriously. You’ve got • You don’t have to solve the problem – just try
to say something that shows you understand.
a note of common errors. Write to have fun sometimes. • Try to put yourself in the other person’s
a mix of correct and incorrect position. What would you like to hear?
sentences on the board, ensuring
anonymity, and ask students to
identify and correct the mistakes
during feedback. 45
5 You may like to give your own
example to get students started Activity idea Extension
on this.
Students could role-play a dialogue being supportive about a problem. Divide
6 Monitor to help with any the class into two groups A (Problem) and B (Supportive). Ask group A to think
difficulties, but do not interrupt of some problems and ask group B to brainstorm phrases to sound supportive.
as this is a fluency activity. Monitor to make sure all the students are making notes and help with ideas
if necessary. Put the students in A/B pairs and give them time to act out the
role play.
Homework
Have the students keep a journal
for two or three days, with a record
of when they were supportive or
someone was supportive towards more
them. What was the support needed
for? Did you/they accept it? If not, Practice Extra
why not? Unit 4 Master it!
Worksheets
Life Lessons: Being supportive
Emotional Development Tests
Supporting others Unit, extension and skills test 4
Works at maintaining healthy relationships.
Unit 4 | The art of thinking T45