Page 77 - Think 3. Teacher's Book B3+

Unit 6
That’s impossible Reading; Functions; Writing

3 Check/clarify: pendant, Kogi,
tribe, Tairona chief, jaguar, skin. THAT’S IMPOSSIBLE UNIT 6
Encourage students to underline 3 Read the extract again. Answer the questions.
the language in the extract 1 What do the Kogi people still do now that they did WRITING
in the past?
that helped them choose their 2 Why does Lucho open his notebook? Explaining how things
answers. 3 Why does Lucho almost fall off his chair? are done
INPUT Read the explanation and check
1 They make things from gold. 4 Why does Eva leave the library? 1 your answers to the last exercise.
2 To write information about the Kogi 5 What does Lucho look for after Eva leaves?
6 What does Lucho want to prove to Eva?
tribe in his mind map. SPEAKING Work in pairs and answer the questions. HOW DO PLANES
SPEAKING
3 Because he’s astonished to see the 4 1 What do you think ‘it’ could be in the message on TAKE OFF?
new words in his mind map. Lucho’s screen? To get an aeroplane into the air, you need the correct
4 Because she thinks Lucho is playing 2 What might the words in the mind map mean? airspeed. Airspeed is not the speed of the plane,
but how fast the air is moving over it. If the plane is
silly jokes and doesn’t want to go on 3 Why has he been told to ‘take it back’? facing a strong wind, the airspeed is already quite
working with him. FUNCTIONS high. That’s why planes are usually lined up to take off
facing into the wind.
5 He looks for information about the Talking about sequence The engines are turned up to a certain power. Then
words ‘Ichua’ and ‘Hotel Continental’ 5 SPEAKING Work in pairs. In what order do these the brakes are taken off and the plane speeds down
the runway. As it does this, air passes over the wings.
SPEAKING
which have appeared in his mind map. things happen when an aeroplane takes off? The wings are curved on the top, so the air has further
to travel over the wings than under the wings, and
6 He wants to prove that he hasn’t Number the boxes. Discuss your ideas. has to travel faster. This creates a force that pushes
been lying. First, I think … After that, … upwards. When that force is big enough, the nose of
the plane is pushed into the air and when the correct
airspeed is reached, the whole plane takes off.
4 Encourage students to express Fast-moving air = less pressure
themselves in English and to use Next, … Finally, …
any vocabulary they have learned
from the extract. At the end of
the exercise, listen to some of the Slow-moving air = more pressure
students’ ideas and encourage
open class discussion. A D When the plane is high enough in the air, the wheels are
The engine is powered up. The brakes are taken off. pulled up and the plane is turned around, leaving space
for the next one to take off.
ANALYSE Read the explanation again. Then
5 Check/clarify: powered up, pulled 2 make two lists for …
up, lifted into, taken off, turned • the procedure (what happens and in what
around, lined up. B E order).
Encourage students to use the The wheels are pulled up. The plane is turned around • the theories (explanations of why things
happen).
phrases in the speech bubbles. in the air.
PRODUCE Choose an activity from the list or
Do not give students the 3 your own idea. Write an explanation of how
answers yet. to do it (150 words).
• how to play the guitar
C F • how to play your favourite computer game
1 Give students two minutes The nose is lifted into the air. The plane is lined up on • how to do a headstand
to read quickly to check their the runway. Think about:
• the procedure and the sequence.
answers to Exercise 5. • whether you need to explain any theories.
A 2 B 5 C 4 D 3 E 6 F 1 • how to explain any difficult vocabulary.
2 During feedback, go through 63
the explanation, eliciting which
parts refer to theory (these are
described with active forms) and Homework
which describe procedure (these
are described with passive forms). If you are short on time, students can do Writing Exercise 3 for homework. If you
have done this in the class, ask students to exchange their explanations with
3 Divide the class into small groups another student for them to read and give feedback on content and structure.
so that they can share ideas Students could check if the explanation uses the same structure as the template.
and make notes in preparation They should also decide which the most/least interesting part of the explanation is.
before writing individually (they
could do this for homework).
Prompt students to use sequence Activity idea Extension
markers (from the Functions Perform a sequence of activities in
section) and the passive in their front of the students, for example: more
compositions. open your bag, look at your phone,
open the window, say ‘Hello’, close Practice Extra
the window, leave the room. Revise Unit 6 Master it!
sequence markers: first, after that,
next, finally and write them on the Workbook
Developing Writing p59
board. Ask students to work with
a partner and describe what you Tests
just did. Monitor and listen to how Unit, extension and skills test 6
they sequence the activities. During End of term test 2
feedback, write the sequence.
Unit 6 | That’s impossible T63