Page 80 - Think 3. Teacher's Book B3+

Unit 7
Breaking away Reading; Train to

Warmer
Write on the board: men’s jobs; 7 BREAKING
women’s jobs. Give groups two OBJECTIVES
minutes to think of five examples of AWAY FUNCTIONS:
talking about permission; talking about
each. Tell students to think in general habits; invitations
terms / historically and not say that GRAMMAR:
make / let and be allowed to; be / get
every job can be done by both. used to
Say some more jobs, for example VOCABULARY:
phrasal verbs (1); personality; phrases
teacher, nurse, bus driver, ballet 17 Watch the video and think: with all
who is the oldest person you know?
dancer and ask them to decide which
list to put them in.
17 Get ing
Play the video and discuss the
question with your class.

1 Put a copy of the photos on the
board before students open READING
their books. 1 Look at the photos. What can you see?
Use these words to help you. Thinking outside the box
2 Invite reactions in open class. In problem-solving, it can be useful to think really
ironing | rugby | surfing imaginatively, trying to avoid obvious or standard ideas.
We call this ‘thinking outside the box’. Sometimes thinking
3 A 1 Kathrine Switzer 2 She ran in 2 Answer the questions. of very different possible answers to a problem helps us
a marathon, which normally only men 1 Do any of the photos make you laugh? If so, why? find the best solution.
It isn’t a question of intelligence, just of thinking freely and
took part in. 3 A race official called 2 Do you think any of the photos are strange? If so, why? creatively. The more you try it, the easier it is.
Jock Semple 4 Her friend Tom Miller 3 Do you think the photos have anything in common? 6 Complete the table with as many ideas as you
5 The organisers of the Boston 3 Read the text that your teacher tells you to read can think of.
(A or B). Answer the questions.
Marathon changed their policy and 1 Who is the text about? Questions about My ‘outside the
now women compete in all marathons. 2 In what way did the person do something different? the texts box ideas’
B 1 Joe Hogan 2 He enrolled in a 3 Who tried to stop the person from doing what they 1 Why did Semple want He wanted to get
his photo in the
to stop Switzer?
wanted to do?
college that normally accepted only 4 Who (if anyone) helped the person? newspapers.
women. 3 MUW leaders 4 No one 5 What long-term effect did the person’s actions have? 2 Why were a lot of
5 MUW changed their admissions 4 SPEAKING Work in pairs. Using your answers to women at MUW against
SPEAKING
letting Hogan in?
policy and now men are allowed to Exercise 3, tell your partner about your person.
enrol in all its courses. 5 7.01 Now read and listen to both texts. 7 How many ‘outside the box’ answers can you
Answer the questions. think of for these questions?
1 What weighs more than it did half a year ago?
4 Ask students to make a note of 1 How did Kathrine Switzer usually write her name? 2 What are things money can’t buy?
their partner’s answers. 2 What happened to Switzer after the race? 3 What can you do at school but not at home?
3 How much slower was Switzer fifty years later?
4 Why did Hogan not go to medical school?
5 7.01 Check/clarify: marathon, 5 Why did Hogan choose to go to MUW?
registered, initials, grabbed, 66 6 Why did MUW have to accept Hogan as a student?
banned, campaigner, enrol, went
to court, judges.
1 KV Switzer 2 She was banned from 6 Tell students that there are no wrong answers and they should try to be
entering athletics events. 3 She was as imaginative as possible.
24 minutes slower. 4 Because he

couldn’t afford it. 5 Because it 7 Divide the class into small groups. When students have discussed some
offered a course in nursing and it was ideas, regroup students into new groups to share ideas.

close to his home. 6 Because he went
to court and the judges finally ruled Creative Thinking
that MUW had to accept him. Participating in creative activities
Actively participates in activities that require creative thinking with others (e.g. exercises that challenge
firmly-held assumptions about a situation and require looking at an issue from many different perspectives).
Objectives Resources for this unit
All available online
Functions and speaking Talking about permission;
talking about habits; invitations Videos Worksheets
Grammar make / let and be allowed to; be / get ● Get ing: Who is the oldest person ● Grammar and vocabulary: Basic, Standard
used to Vocabulary Phrasal verbs (1); personality; you know? and Extension Worksheets
WordWise: phrases with all ● Grammar rap!: be / get used to ● Project: People who changed the world
Life Competencies Getting along with others ● Vlog: Getting along with others ● Communication: All the same?
Train to Thinking outside the box Tests ● Grammar presentation: make / let and
Values Stereotypes ● Unit, extension and skills test 7 be allowed to
● Get ing, Grammar rap! and
Life Lessons video Worksheets

T66 Breaking away | Unit 7