Page 87 - Think 4. Teacher's Book B2

Unit 7 Developing Speaking; Phrases for fluency;
Rose-tinted glasses Functions; Pronunciation

Warmer
Ask students to think about their
three favourite actors. In small 7.04 Look at the photo. What do you think Matt is doing?
groups, students discuss who they 1 Read and listen to check.
like, responding with So do I, Neither
do I, etc. Hold a class vote to find Zoe: Hey, Matt. What’s up? You look terrible. Zoe: Well, let’s look on the bright side. There’ll be more
auditions, won’t there?
out who are the most popular actors. Matt: Hi, Zoe. Well, I had an audition this afternoon – Matt: Yes, sure. In fact, I put my name down for another
you know, for a part in a play. It was awful.
Then ask: If you had to decide who Zoe: Come on, Matt, cheer up! I’m sure it wasn’t that bad. audition next week, but I don’t think I want to go.
to put in a film, how would you Matt: Oh, it was! It really was. For a start I was late, then Zoe: No, Matt. Go for it. You don’t have anything to lose.
decide? Listen to some of their ideas I read the wrong lines, then I started coughing. I made Matt: I just don’t want to get my hopes up for nothing.
a real fool of myself! Am I a fool? Am I a terrible actor?
Zoe: Fair enough. Getting turned down isn’t easy.
and try to elicit an audition. Zoe: Well, to be honest it sounds like you might have But you’ve got to hang in there!
prepared better. But don’t let it get you down. One Matt: I know. Thanks, Zoe. You always manage to cheer me
bad audition doesn’t mean you haven’t got talent. up, I really appreciate it. Anyway, how was your day?
1 7.04 Tell students to cover the Matt: I guess. But I really wanted that part. I need parts to Zoe: Well, nothing special, but it was better than yours,
have a better chance of getting into drama school.
I think! Come on, let’s get an ice cream!
dialogue and discuss the question
in pairs before listening to check 2 7.04 Read and listen to the dialogue again 5 SPEAKING Work in pairs. One of you is Zoe, the
SPEAKING
their answers. and answer the questions. other is Matt. Imagine it is five years later and you
meet again. Act out two scenarios.
Suggested answer: He’s in a play. / 1 What went wrong at Matt’s audition? 1 Matt has taken his acting career further.
2 Why is Matt thinking of not doing the audition
He’s at an audition. next week? 2 Matt has given up acting.
3 How does Zoe encourage Matt?
2 7.04 3 SPEAKING Discuss the statements in pairs. Do you FUNCTIONS
SPEAKING
1 He was late, he read the wrong lines agree with them? Cheering someone up
and he started coughing. 1 One bad [audition/day/exam/game] doesn’t mean KEY LANGUAGE
you haven’t got talent.
2 Because he’s unsure of himself. 2 Matt should ‘hang in there’. Cheer up! Hang in there!
3 By saying he’s got nothing to lose Phrases for fluency Don’t let it get you down. Look on the bright side.
There’s light at the end of the tunnel.

and that he should try again.
4 Find the underlined expressions in the dialogue 6 Complete the sentences with phrases from the Key
and use them to complete the conversations. Language box.
3 Monitor to help with any 1 A Well, there are lots of reasons I don’t

up! Things will seem
difficulties, but do not interrupt want to go there. It’s very expensive, 1 better after a good night’s sleep.
as this is a fluency activity. . 2 there. Your exams will
B . We’ll have to think be over soon.
of another place to go, then. 3 Don’t let . It’s not the
4 Write the underlined sentences/ 2 A There’s a singing competition at end of the world.
phrases from the dialogue on school next month. I thought I might 4 I can see that losing the match is really bothering

.
the board. Ask students for a B Well, don’t . you, but try to look side –
it’s early in the season.
translation before they complete Sophie Kenny’s bound to win it. 5 I know this year of high school can be really difficult,
the sentences in English. During 3 A So have you decided to try out for the team? but there is tunnel!
B No, I decided not to. I’m not good enough and
feedback, say the sentences for I’d only . 7 SPEAKING Work in pairs. Think of situations
SPEAKING
students to repeat. A That’s a shame and I’m sure that wouldn’t happen. in which someone would need cheering up.
Write short dialogues using the language from

, even if I did get in,
1 A for a start; B Fair enough B they play on Saturday mornings and I like to have the Key Language box. Then act them out.
2 A put my name down; B get your a lie-in on Saturdays.
hopes up PRONUNCIATION
Intonation: encouraging someone
3 A make a real fool of myself; B Go to page 121.
Anyway 72
5 Allow students six to eight
minutes to prepare their role
plays. Monitor to make sure all 6 As an alternative, you could ask students to cover the Key Language box and
students are on task. If students try to guess what key words complete the sentences. During feedback, say
have access to a recording facility each expression for students to repeat and check pronunciation.
(using their mobile phones, for 1 Cheer 2 Hang in 3 it get you down 4 on the bright 5 light at the end of the
example), they could record their 7 You could move on to pronunciation at this stage prior to doing the speaking
conversation and play it back to task.
check their own pronunciation
and intonation. They can then
repeat the exercise and listen for Pronunciation
improvements. Intonation: encouraging someone
Student’s Book p121
more
Workbook
Pronunciation p120

T72 Rose-tinted glasses | Unit 7