Page 88 - Think 4. Teacher's Book B2
P. 88
Unit 7
Rose-tinted glasses Life Competencies
Warmer ROSE-TINTEd GLASSES UNIT 7
Write being tactful on the board and
elicit the meaning in this context LIFE COMPETENCIES
(careful not to say or do anything
that could upset someone). Ask It’s important to be honest with your friends, but sometimes being too sincere
can cause upset or offence. In such situations we need to use tact and show
students to give themselves a mark sensitivity to how others may be feeling.
between 0 and 10 for their ability to 2
be tactful. Does their ability to do Being tactful You’re in a band with a couple of friends from
this change depending on who they school. You’ve been together for about a year and
are now quite good. You’ve played several shows
are interacting with? and are getting more popular. Your best friend
wants to be part of the action and has asked if he
could join the band as a singer. You know that his
voice isn’t very good. What do you say?
19 Life Lessons:
Being tactful Me and my world
6 Think of a time when you found yourself in an
awkward situation (e.g. someone turned up at
a party that they hadn’t been invited to) and
1 19 Ask students to compare make notes.
19 Watch the vlog. What three presents
their ideas with a partner. 1 did Chloe get from her aunt? • Who did it involve?
a jumper, a hat and a scarf • What did they want?
2 19 Watch the vlog again and make notes • Why was it awkward?
about: • Would you do things differently if it happened again?
2 19 Check/clarify: dreaded, a Chloe’s truthful thoughts
SPEAKING Work in pairs and tell your partner
SPEAKING
tack, knitting. b things she could say to be tactful. 7 about the situation. Then discuss these
Ask students to try to answer the 3 Work in pairs. Think of three more things questions below.
questions from memory before Chloe could have said to be tactful. 1 Is it sometimes better to just be honest?
Can you think of an example?
watching the video again to 2 Who’s the most direct person you know?
SPEAKING Read the situation and the responses.
SPEAKING
check. 4 Work in pairs and discuss which response is the What sort of things do they say?
most tactful. 3 Do you consider yourself to be tactful?
Give examples.
3 After a few minutes, invite A friend has bought a new outfit for the school disco,
students’ reactions in open class, and wants your opinion on it. The outfit was expensive TIPS FOR BEING TACTFUL
and they think they look great in it. However, you don’t
prompting them to try to explain agree. You think the clothes are out of fashion and
their answers. don’t suit your friend at all. What do you say? • Before giving negative feedback, think about
how you would react if someone gave you
A Whatever you do, don’t wear them. They’re so similar news.
4 As a follow up, ask students to unfashionable and you look terrible in them. • It’s always a good idea to try and focus on
rank the three responses from the B You look great in them. You’ll be a big success. something positive first – this will make it
easier to deliver the negative comments
C If I’m honest, I think blue is a better colour for you.
most to the least tactful. Discuss afterwards.
as a class and come up with a 5 Read the situation. In pairs, think of a reply that is • It is possible to be too tactful. Make sure
tactful. Then compare your ideas with another pair.
your message isn’t lost in too much tact.
definitive list. 1
You are in a team of four, working on an important
5 You could put students in two project for school. While three of you are working
your hardest to get the best result possible, the other
groups and give each group one member is not doing their fair share of the work. You
of the texts to read and share want to say something before it’s too late, but what?
ideas on.
73
6 Give students three or four
minutes to think about their
answers. Encourage them to
make notes. Homework
Ask students to write a short text describing a time when they found themselves
7 Monitor and prompt students in an awkward situation. They can use the notes they made in Exercise 6.
to keep talking, but as this
is a fluency activity, do not
interrupt to correct mistakes. Activity idea Mixed-ability
While monitoring, note down In Exercise 5, stronger students could discuss both situations. Weaker students
any common errors to review could discuss just one.
altogether at the end.
more
Practice Extra
Unit 7 Master it!
Worksheets
Life Lessons: Being tactful
Emotional Development
Showing empathy for the feelings of others Tests
Shows understanding of other people’s Unit, extension and skills test 7
perspectives and feelings.
Unit 7 | Rose-tinted glasses T73
