Page 112 - Think 3. Teacher's Book B3+

Unit 10 Developing Speaking;
Money Phrases for fluency; Functions

1 10.06 Tell students to cover
the dialogue and discuss the
questions in pairs before listening
to check their answers. 1 10.06 Look at the photo. Where are the three people? What
They’re in a café. They’re talking about do you think they’re talking about? Read and listen to check.
money.
Josh: That was a great cake. I wish I could buy another
one – but I’m really strapped for cash, same as usual.
2 10.06 Check/clarify: strapped Tanya: Don’t look at me. Sorry, but I’ve only got enough
for cash, I’m broke, What a pity, for my ice cream. Last week, I had to fix my bike.
So I’m broke.
material things, as far as I’m Josh: What a pity. Never mind, though, you’ll get some Tanya: I’m just ambitious. It’s not my fault.
concerned. pocket money soon, won’t you? Mark: Hi, guys! All right?
1 Because she had to fix her bike Tanya: I hate not having money to do the things I want. Josh: Not bad, Mark. We’re talking about money –
or rather, not having it. We’re both broke, basically.
My grandparents have spent their whole lives like
last week. 2 Because they have that. Not me. I’m determined to be seriously rich Mark: That’s a shame. But good news. I’ve had some luck.
when I’m older.
spent their lives without having much Josh: Your grandparents seem really happy to me. I sold my tablet online for £50. The food and drink
are on me! What do you guys want?
money, whereas she is determined to Maybe they never worried about material things. Tanya: An ice cream please – and another cake for Josh?
be rich. 3 £50 4 Mark Tanya: So I’m wrong to want to be rich? Josh: No, I’m fine thanks. You should keep your money.
Josh: No, I’m saying not everyone wants to be, that’s all. Mark: No, money’s for spending as far as I’m concerned.
3 Encourage students to use the You can be happy without a lot of money. OK, then: one ice cream for Tanya and two for me!
language from the dialogue when 2 10.06 Listen and read the dialogue again.
giving their answers. Answer the questions. FUNCTIONS
Sympathising
1 Why hasn’t Tanya got any money?
2 Why doesn’t she want to be like her grandparents? KEY LANGUAGE
4 During feedback, say the 3 How much did Mark sell his tablet for? I’m really sorry (to hear that).

That’s a shame.
sentences for students to repeat. 4 Who is going to buy food and drinks? How awful.
SPEAKING Discuss the statements in pairs.
Drill sentences to ensure correct 3 Which do you agree with (if any)? What a pity.
SPEAKING
Never mind.
pronunciation. 1 I’m determined to be seriously rich when I’m older.
1 don’t look at me; I’m broke; are on 2 You can be happy without a lot of money. 5 Look back at the dialogue. Complete the extracts
me 2 same as usual 3 It’s not my 3 Money’s for spending as far as I’m concerned. with some phrases from the Key Language box.
Tanya So, I’m broke.
fault; that’s all Phrases for fluency Josh 1 !
2 though, you’ll get
4 Find the underlined expressions in the dialogue. some pocket money soon.
How do you say them in your language? Use the
5 As an alternative, you could expressions to complete the dialogues. Josh We’re both broke, basically. !

3
ask students to cover the Key 1 A I haven’t got enough money for lunch. Mark
! I can’t pay
B Well,

SPEAKING Work in pairs. Write two-line
Language box and try to guess because – again! 6 conversations like the one in Exercise 5 about each
SPEAKING
which key words complete the C It’s OK. I’ll pay for the food. Lunch and drinks of these situations. Then act them out.

sentences. Write the phrases on 2 A Hi, Jack How are you? ! You tell your friend that …
the board and ask students for an B Oh, , really. Nothing • your exam results are very bad.
• you lost some money.
L1 translation. changes a lot, does it? • you broke your smartphone.
1 What a pity 2 Never mind 3 A Wow, this room is really untidy! ! Julie made the

B Hey!
3 That’s a shame mess, not me.
C OK, calm down. I didn’t say it was you. I just said
it was untidy, .
6 Allow students six to eight
minutes to prepare their role-
plays. Monitor to make sure all 98
students are on task. If students
have access to a recording facility
(using their mobile phones, for Activity idea Extension
example), they could record their
conversation and play it back to Write out one of the dialogues on the board. Make AB pairs. Students practise
check their own pronunciation the conversations. Cover a small section of the dialogue, beginning from the
and intonation. They can then right-hand side of the screen or board. Students repeat the dialogues in their
repeat the exercise and listen for same AB pairings trying to remember the whole thing, including the parts
improvements. they can no longer see. Cover more and more of the dialogue, with students
practising at each stage, until eventually nothing is left on the board. Ask for
volunteers to perform for the class or have all As and all Bs perform in unison.
This activity involving lots of repetition is a fun way for students to memorise
useful chunks.

T98 Money | Unit 10