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Cambridge University Press 978-1-107-57416-8 — Think Level 4 Teacher's Book Brian Hart , Herbert Puchta , Jeff Stranks , Peter Lewis-Jones Frontmatter More Information © in this web service Cambridge University Press www.cambridge.org TEACHER’S BOOK 4 Brian Hart, Herbert Puchta, Jef Stranks & Peter Lewis-Jones

Cambridge University Press 978-1-107-57416-8 — Think Level 4 Teacher's Book Brian Hart , Herbert Puchta , Jeff Stranks , Peter Lewis-Jones Frontmatter More Information © in this web service Cambridge University Press www.cambridge.org University Printing House, Cambridge CB2 8BS, United Kingdom Cambridge University Press is part of the University of Cambridge. It furthers the University’s mission by disseminating knowledge in the pursuit of education, learning and research at the highest international levels of excellence. www.cambridge.org Information on this title: www.cambridge.org/think © Cambridge University Press 2016 This publication is in copyright. Subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Cambridge University Press. First published 2016 Printed in the XXXXX by XXXXXX A catalogue record for this publication is available from the British Library ISBN 978-1-107-57328-4 Student’s Book Level 4 ISBN 978-1-107-57325-3 Student’s Book with Online Workbook and Online Practice Level 4 ISBN 978-1-107-57369-7 Workbook with Online Practice Level 4 ISBN 978-1-107-57416-8 Teacher’s Book Level 4 ISBN 978-1-107-57423-6 Class Audio CDs Level 4 ISBN 978-1-107-57428-1 Video DVD Level 4 ISBN 978-1-107-57432-8 Presentation Plus DVD-ROM Level 4 Additional resources for this publication at www.cambridge.org/think Cambridge University Press has no responsibility for the persistence or accuracy of URLs for external or third-party internet websites referred to in this publication, and does not guarantee that any content on such websites is, or will remain, accurate or appropriate. Information regarding prices, travel timetables, and other factual information given in this work is correct at the time of i rst printing but Cambridge University Press does not guarantee the accuracy of such information thereat er. Acknowledgements h e publishers are grateful to the following contributors: Blooberry: text design and layouts Claire Parson: cover design Vicky Saumell: author of Using the Digital Resources

Cambridge University Press 978-1-107-57416-8 — Think Level 4 Teacher's Book Brian Hart , Herbert Puchta , Jeff Stranks , Peter Lewis-Jones Frontmatter More Information © in this web service Cambridge University Press www.cambridge.org 3 CONTENTS Map of the Student’s Book 4 Introduction 6 Teacher’s notes and keys Welcome unit 18 1 Survival 25 2 Going places 31 Exam Practice and Review 37 3 h e next generation 38 4 h inking outside the box 44 Exam Practice and Review 51 5 Screen time 52 6 Bringing people together 59 Exam Practice and Review 65 7 Always look on the bright side 66 8 Making lists 73 Exam Practice and Review 79 9 Be your own life coach 80 10 Spreading the news 86 Exam Practice and Review 93 11 Space and beyond 94 12 More to explore 100 Exam Practice and Review 106 Pronunciation 107 Get it right! 112 Workbook answer key 116

Cambridge University Press 978-1-107-57416-8 — Think Level 4 Teacher's Book Brian Hart , Herbert Puchta , Jeff Stranks , Peter Lewis-Jones Frontmatter More Information © in this web service Cambridge University Press www.cambridge.org 4 MAP OF THE STUDENT’S BOOK

Cambridge University Press 978-1-107-57416-8 — Think Level 4 Teacher's Book Brian Hart , Herbert Puchta , Jeff Stranks , Peter Lewis-Jones Frontmatter More Information © in this web service Cambridge University Press www.cambridge.org 5

Cambridge University Press 978-1-107-57416-8 — Think Level 4 Teacher's Book Brian Hart , Herbert Puchta , Jeff Stranks , Peter Lewis-Jones Frontmatter More Information © in this web service Cambridge University Press www.cambridge.org 6 COURSE METHODOLOGY Solid skills and language work Think is a six-level course for adolescents and teenagers from A1 to C1 levels of the Common European Framework of Reference (CEFR). Based on a carefully crafted skills and language syllabus, the course helps students develop their receptive and productive language skills and strategies, and provides a systematic approach to competence training to help them prepare for their Cambridge English exams. The authors have put great emphasis on the continuous extension of students’ lexical knowledge by including two vocabulary sections within each unit, together with WordWise activities in every other unit. WordWise aims to develop awareness of and competence in using highfrequency words and chunks of language, important collocations, and phrasal verbs, as well as increasing l uency. In addition, an entertaining and thoughtprovoking teen photostory of ers natural contexts for the presentation and practice of phrases for l uency. These are high-frequency lexico-grammatical chunks of language used in spoken communication. Students are guided through the grammar via inductive exercises, which support them in their grasp of both form and meaning. The structures are then practised through a sequence of exercises in which students learn how to apply them in motivating and communicative activities. Adolescents and teenagers do not always i nd it easy to participate in speaking activities, especially when they are asked to say what they think and feel. Think takes this concern seriously. Based on research in teenage classrooms in many dif erent countries, the authors of Think have found that adolescents and teens generally i nd it easier to engage in thinking activities if they are embedded in the framework of topics and texts that they can emotionally connect with, and especially those that are far from their day-to-day realities. This remoteness gives students the opportunity to look outwards rather than inwards, and in so doing feel less self-conscious. So in the i rst few levels of the course, units often start somewhat removed from students’ own lives, presenting stories of extremes, set in faraway places and cultures but whose protagonists – the heroes and heroines of these stories – young people can identify with. This helps them to get in closer touch with inspirational human qualities such as creativity, courage, perseverance, passion and care, and makes it easier for them to get involved in the speaking activities leading into or following the texts; this in turn makes their learning much easier, quicker and more pleasant. Based on educational principles Piaget (1981:3) asserts that all learning involves states of ‘pleasure, disappointment, eagerness, as well as feelings of fatigue, ef ort, boredom’. The transition period from adolescence to early adulthood of ers its own additional emotional challenges, as it is characterised by the individual’s struggle for identity. During this period, many teens are overwhelmed by their emotions, and these can exert a strong inl uence – both positive and negative – on their behaviour and their attitudes. The integration of both emotional qualities and cognitive processes is key to the successful development of students’ cognition, their understanding of the world, and their development towards becoming responsible human beings. Think supports you as a teacher in helping your students integrate their emotional reactions and cognitive processes. It achieves this through an invaluable and comprehensive support system aimed at systematically developing your students’ thinking skills, their awareness of values and their self-esteem, whilst at the same time building their language skills and competencies. This in turn will increase students’ awareness of the issues that are important to their present and future lives, deepen their understanding of important social and global issues, and enable them to become more caring and thoughtful young adults. At the lower levels, Think focuses on building basic cognitive tools, i.e. capabilities that are required for the development of so-called higher order thinking skills that will be addressed later on in your students’ English language development. Examples of such basic thinking skills include Comparing and Contrasting, Categorising, Sequencing, Focusing Attention, Exploring Space, Time and Numbers, and Understanding Cause and Ef ect. The higher levels of Think focus on the development of more advanced thinking skills. The B2 and C1 levels guide students in developing critical thinking skills. According to Cottrell (2011), these include such things as ascertaining the extent to which we believe what we see or hear, determining whether something is true, arguing one’s case, identifying when further information is required and selecting information for a given purpose. The activities in the books have been carefully designed to of er an appropriate level of challenge, taking into account the fact that students are tackling/approaching them in a language they are still learning and not in their own. Values are what we need to guide us through our life and to inform the way in which we interact with others. They are crucial for young people. Parents, teachers, schools and societies have an obligation to convey positive values to the next generation. Teaching values is undoubtedly a challenging task. Telling teens how they should or should not behave is rarely the most ei cient way of inculcating the right values in your students. It might be more promising for you to model the behaviour you want to evoke in your students. So, for example, if we want our students to become empathetic listeners, we need to demonstrate what it means to be a good listener; we ourselves need to listen to them empathetically. Other important elements in promoting positive values in INTRODUCTION

Cambridge University Press 978-1-107-57416-8 — Think Level 4 Teacher's Book Brian Hart , Herbert Puchta , Jeff Stranks , Peter Lewis-Jones Frontmatter More Information © in this web service Cambridge University Press www.cambridge.org INTRODUCTION 7 the classroom are: a supportive and encouraging learning atmosphere; and a positive rapport between you and your students. Moreover, exposure to emotionally engaging content (stories) and motivating activities that involve the exploration of important universal values and making them their own, further enables students to increase their awareness of and understand the importance of values, and ultimately, adapt their behaviour accordingly. This is where Think of ers you signii cant support, as it gives your students many opportunities to rel ect on and discuss a wide range of important values, including ethical, environmental, healthoriented and artistic ones. As many teachers have noticed, a lack of self-esteem and self-worth can lead to an attitude of defensiveness in teenage students. This frequently observed pattern can lead to serious behavioural issues that are usually very dii cult to deal with, such as students failing to take responsibility for their own actions, bullying and threatening others, withdrawing from work, daydreaming, or even giving up study altogether. Studies show that attempts to try and help students build their self-esteem by repeating ai rmations, for example, tend to fail or even result in the exact opposite. Goodman (2013) claims that ‘the quest for greater self-esteem can leave people feeling empty and dissatisi ed’ (op cit, p. 27) and stresses (op cit, p. 28) that ‘a far better way to bolster your sense of self-worth is, ironically, to think about yourself less. Compassion toward others and yourself, along with a less self-centred perspective on your situation, can motivate you to achieve your goals while helping you weather bad news, learn from your mistakes and fortify your friendships.’ And this is exactly what the activities in Think labelled Think Self-Esteem are for. They help students rel ect on their role in society, their attitudes and those of others. It encourages them to learn from their mistakes, and develop an insight into their own thinking (meta-cognition) – all important stepping-stones towards building a strong sense of self-worth and self-esteem. Sources: Cottrell, S. (2011) Critical Thinking Skills, Basingstoke: Palgrave Macmillan Domasio, A. (1994) Descartes’ Error: Emotion, Reason, and the Human Brain, New York: Penguin Putnam Goodman, A. (2013) ‘Letting go of self-esteem’, Scientii c American Mind, October Shaver, J.J.P. and Strong, W., ‘Values in education and education in values’, in Halstead, J.M. and Taylor, M.J. (eds) (1976) Facing Value Decisions: Rationale-building for Teachers, Belmont Le Doux, J. (1998) The Emotional Brain: The Mysterious Underpinnings of Emotional Life, New York: Simon & Schuster Piaget, J. (1981) ‘Intelligence and Af ectivity: Their Relationship during Child Development’, Palo Alto: Annual Reviews Puchta, H. and Williams, M. (2011) Teaching Young Learners to Think, Helbling Languages and Cambridge University Press Unit and Topic area Critical Thinking Values Self-esteem 1 Survival Thinking rationally [Choosing relevant facts to make decisions] How adventurous are you? [A sense of purpose: assessing positive and negative ef ects of trying new things] 2 Going places Distinguishing fact from opinion [Asking questions to make the distinction] Learning from other cultures [Personal values: the benei ts of understanding other cultures] 3 The next generation Changing your opinions [Checking the evidence that your opinion is based on] Developing independence [A sense of identity: the extent to which we make our own decisions] 4 Thinking outside the box Lateral thinking [Finding alternative ways of looking at a problem] Appreciating creative solutions [Social values: how people can solve problems in a variety of ways] 5 Screen time The PMI Strategy [A way of making decisions through brainstorming] Learning from elderly people [A sense of purpose: seeing how others can help you develop] 6 Bringing people together Exaggeration [Understanding what someone is really saying, despite exaggeration] Doing good [Social values: Fundraising for good causes] 7 Always look on the bright side Learning to see things from a dif erent perspective [Taking an optimistic viewpoint] What cheers me up [A sense of identity: how to overcome negative feelings] 8 Making lists The ‘goal-setting’ checklist [Deciding what you want to achieve and how to go about it] Lists [Personal values: assessing the value of list-making] 9 Be your own life coach Jumping to a hasty conclusion [Spotting over-generalisations] Being diplomatic [A sense of purpose: not upsetting other people unnecessarily] 10 Spreading the news Identifying the source of a piece of news [Whether you can trust a source of news] News or not? [Social values: the worth of publishing a story] 11 Space and beyond Spotting l awed arguments [Detecting lack of evidence in arguments] Who we are [A sense of identity: choosing things that represent us] 12 More to explore Exploring hidden messages [Understanding what people really mean] Human activity and the natural world [Social values: assessing the ef ects of what we do on the world around us]

Cambridge University Press 978-1-107-57416-8 — Think Level 4 Teacher's Book Brian Hart , Herbert Puchta , Jeff Stranks , Peter Lewis-Jones Frontmatter More Information © in this web service Cambridge University Press www.cambridge.org 8 39 2 SPEAKING Work in pairs or small groups. Here are more situations. See if you can i nd possible answers. 1 A father and son are in a bad car crash. h ey are both taken to hospital. h e son is taken into the operating theatre. h e doctor there looks at the boy and says: ‘h at’s my son!’ How is this possible? 2 A woman is lying awake in bed. She dials a number on the phone, says nothing, puts the phone down and then goes to sleep. Why? 3 A man lives on the twelt h l oor of a building. Every morning, he takes the lit down to the entrance and leaves the building. In the evening, he gets into the lit , and, if there is someone else in the lit , he goes directly to the twelt h l oor. If the lit is empty, he goes to the tenth l oor and walks up two l ights of stairs to his apartment. Why? Lateral thinking 1 Read the example. ‘Lateral thinking’ means solving problems by thinking in a creative way. It means not following the obvious line of thinking. Here is an example. A woman is driving down a city street at 25 miles per hour. h e speed limit is 30 miles per hour. She passes three cars that are travelling at 20 miles per hour. A police oi cer stops her and gives her a £100 i ne. Why? If we think too much about the speed, we may not get the answer. What does the situation NOT tell us? It doesn’t tell us, for example, what time of day it is – so a possible reason for the £100 i ne is that it is night time and the woman is driving with no lights on her car. Or another possible reason for the i ne is that the street is one-way, and the woman is driving the wrong way. 4 THINKING OUTSIDE THE BOX Lion Lights 1 Richard Turere is a member of theMasai tribe who live in Central and East Africa. The Masai are traditionally farmers and often keep cattle, an important source of food and income for them. But a problem is that lions sometimes come to the farms and kill the cattle. The Masai are used to lions attacking their livestock, but of course they aren’t happy about it. The only solution seemed to be to kill the lions and this had some degree of success in terms of protecting their cattle, but the Masai weren’t very happy about doing that, either, because they were reducing the population oflions. 2 In the Masai tribe the young boys are responsible for protecting their fathers’ cattle. One day, when Richard was 11, he woke up and found that a lion had killed his father’s only bull. 1 . His i rst idea was to use i re, on the basis that lions were probably scared of i re. 2 . So Richardhad to come up with something else. 3 His next idea was to use a scarecrow. Richard hoped that he could trick the lions into thinking that there was a person there, but lions are pretty clever. 3 . And then they went in to attack the farm animals. Then one night, Richard spent hours walking around in the cowshed with a torch. That night,no lions came, so he worked out that they were afraid of the moving light. And, being imaginative, he had an idea. 4 Richard is a bright young man who used to play with things to see how they worked, and he learned a lot about electrical gadgets that way. So he got a battery and a solar panel to charge it, and then he got an indicator box from an old motorcycle – the box that makes a light blink, to show if thebiker is turning left or right. 4 . The bulbs ashed throughout the night, and the lions thought that someone was walking around inside the cowshed when in fact everyone was in bed asleep. 5 . 5 Since Richard invented his ‘lion lights’, his father has not lost any more cattle to lion attacks. And now Richard’s idea is being used in many different places, to keep lions, leopards and elephants away from farms and homes for good. 6 . He was also invited to talk at a conference in the USA. 7 . 38 FUNCTIONS: expressing frustration GRAMMAR: be / get used to (doing) vs. used to (do); adverbs and adverbial phrases VOCABULARY: personality adjectives; common adverbial phrases OBJECTIVES 4 Read the article again. Seven sentences have been removed. Choose from A–H the sentence which i ts each gap (1–7). h ere isone extra sentence. A But that didn’t work at all – in fact, it seemed that the i re actually lit up the cowsheds and made life easier for the lions. B At er a night or two, they got used to seeing this motionless thing and realised it posed no danger. C Richard’s creativity also led to him winning a scholarship at one of the top schools in Kenya. D h e lions kept well away. E He connected everything up to some light bulbs, which he then put outside the cowshed. F h ey went in to kill the cat le. G Richard, a responsible young man, felt terrible about it and decided he had to do something to keep the lions out without killing them. H It has also given him the pleasure of seeing people and cat le and lions living together without the conl ict that used to exist in the past. 5 1.21 Listen and check your answers to Exercise 4. Were your predictions in Exercise 2 right? 6 SPEAKING In pairs or small groups, do the following. 1 On a scale of 1–5 agree on how impressive you think Richard’s invention is. (1 = not impressive at all, 5 = brilliant!) Say why your group has given thisscore. 2 Richard gave a talk about his invention. Imagine you were in the audience. h ink of two questions you would ask him at the end of histalk. READING 1 Look at the photos. Match the photos with thesewords: ● lions ● cat le ● a scarecrow 4 THINKING OUTSIDE THE BOX ● a light bulb ● a bat ery ● a solar panel 2 SPEAKING Work in pairs or small groups. h ere are people in a tribe in Africa who want to stop lions killing their cows. h ink of ways they could do this using the items in the photos. 3 Read the article and match summaries A–F with the sections 1–5. h ere is one extra summary. A h e lions are i nally fooled B An accidental light on the problem C Some success with scarecrows D h e dilemma of the Masai people E h e outcomes for animals and the inventor F An idea that didn’t quite work A B D C E Pre-reading activities activate students’ prior knowledge, get them interested in the topic of the text and provide a tool for pre-teaching key vocabulary. Each sequence of exercises helps students to unlock the text. First, learners read either for gist or to check predictions. Then they re-read for more detailed understanding. The first reading sets the scene for the unit … USING THE STUDENT’S BOOK Reading texts are about contemporary topics that teens can relate to. They span a range of genres from magazine articles and blogs to webchats and product reviews. Objectives, focusing on skills and language, are clearly displayed. These signal to you and your students what you can expect to achieve by the end of the unit. The reading text is also available for students to listen to. This provides you with greater l exibility in how you approach the text. The audio also helps to focus students’ attention on the sounds of the language. Train to Think focuses on improving students’ critical thinking skills by extending the topic of the reading text. The aim is to exploit a topic that students have already engaged with in order to develop a skill that they will use across their whole curriculum.

past participle: Many people are known to have died on the expedition. Passive report structures are more often used in 3 or more formal language, e.g. newspaper reports. 2 Rewrite the following sentences using passive report structures. 0 Experts know that Death Valley is the hot est place on Earth. Death Valley is known to be the hottest place on Earth . 1 We believe that the ice in Antarctica is disappearing. h e ice in Antarctica . 2 People say that this cave is 500 metres deep. h is cave . 3 Experts think that most i sh in the deep ocean are blind. Most i sh . 4 We know that the Sahara Desert contained water only 5,000 years ago. h e Sahara Desert . 5 Experts believe that some deep-sea creatures have existed for millions of years. Some deep-sea creatures . Workbook page 108 VOCABULARY Geographical features 1 Match the words with the photos. Write 1–8 in the boxes. 1 reef | 2 bay | 3 dune | 4 canyon 5 waterfall | 6 mountain range 7 volcano | 8 glacier 2 Complete each sentence with a word from Exercise 1. 1 h ere’s ot en snow on the top of a very high . 2 It can be dii cult to run up a because it’s all sand. 3 When water goes over the edge of a , it ot en looks white. 4 A can be dangerous for ships, because it’s just below the surface of the sea. 5 If a is active, it sometimes erupts and can be very dangerous. 6 It can take a very long time for a to move even as lit le as ten centimetres. 7 A is sometimes a good place for ships to stop, because it’s protected by land on three sides. 8 h ere’s usually a river at the bot om of a . 3 SPEAKING Work in pairs. You have three minutes to think of as many famous examples of these features as you can. h en compare your ideas with another pair. Workbook page 110 A C E G B D F H … before exploring core language and developing listening skills. 113 LISTENING Discovering new species 1 Match the photos and the names. Queen Alexandra’s but erl y | honeyeater monitor lizard | rainbow i sh | tree frog | river shark 2 Which of the creatures do you think are: beautiful?, poisonous?, endangered?,dangerous? 3 2.32 Listen to someone giving a talk about ‘discovering new species’ in Papua New Guinea. Whichthree creatures in the photos are mentioned? 4 2.32 Listen again and answer the questions. 1 Who does the speaker work for? 2 How many new species were found in Papua New Guinea between 1998 and 2008? 3 Why wasn’t the honeyeater found earlier? 4 What does the speaker say is the ‘good news’? 5 She says: ‘It’s human beings who are doing it.’ Doingwhat? 12 MORE TO EXPLORE FUNCTIONS Speaking persuasively 1 2.33 Listen again to the end of the talk. Complete the text. ‘… and so these animals i nd it harder and harder to live. h e 1 of this will be more and more animals becoming extinct – and that’s a 2 thought. If we 3 now, to stop habitats being destroyed, many animals will disappear and future generations will only see them in books. I think it’s 4 for humans to i nd ways to live well and without harming other living creatures, 5 ? 2 In the extract from the text in Exercise 1, i nd: 1 adjectives and adverbs used to make a point strongly 2 a question tag 3 a conditional clause to show urgency 3 Write two or three sentences from a speech where someone wants to persuade listeners that: 1 trai c has to be reduced in a town 2 having a new supermarket in a town is a bad idea 3 a leisure centre is needed in a town Human activity and the naturalworld 1 Read what the speaker says at the end of her talk. h en think about the questions. Make a note of your ideas. ‘… forests are being turned into i elds to grow food, and trees are being cut down to get wood, and rivers are being used by more and more boats, and so these animals i nd it harder and harder to live.’ 1 Can you give any real life examples of what she’s describing? 2 What other problems can human activity cause (not just problems for animals)? 3 Do you think there might be problems if people explore the deep ocean? Or caves? What kind of problems? 2 SPEAKING Work in pairs or small groups. 1 Use your notes from Exercise 1. Decide on which question you are most interested in. 2 Together, prepare a two-minute presentation entitled ‘Human activity and the natural world’. 3 Give your presentation to the class. Pronunciation Linking: Intrusive /r/ Go to page 121. A C E B D Cross-references indicate F where in the Workbook you can i nd further practice of the grammar and vocabulary covered on this page. Regular opportunities for personalisation, for developing students’ spoken l uency and for promoting collaboration between students through pair and group work appear throughout the unit. Look for SPEAKING . Examples of the target grammar are taken directly from the reading text. Language is therefore introduced in context, making it more meaningful for students. Following language presentation, students are encouraged to personalise target grammar or vocabulary. Lexical sets are presented with clear visuals to support immediate understanding of new vocabulary items. The listening section follows established procedure: a pre-listening activity, a listenfor-gist task and an activity which tests understanding at a deeper level. Practice exercises for key pronunciation points are available at the back of the book. These relate to the language of the unit and are accompanied by audio material. Cross-references on the Student’s Book page indicate the most appropriate point in the unit to exploit the relevant Pronunciation section. Each unit includes two vocabulary sections in addition to two grammar sections. Lexical sets are related to the topic of the unit and so can be understood, practised and applied in a meaningful context.

Cambridge University Press 978-1-107-57416-8 — Think Level 4 Teacher's Book Brian Hart , Herbert Puchta , Jeff Stranks , Peter Lewis-Jones Frontmatter More Information © in this web service Cambridge University Press www.cambridge.org 10 READING 1 Look at the photo and answer the questions. 1 What are the people doing? 2 Why do you think they are doing it? 2 Read the article and check your ideas. Explain the play on words in the last sentence. 3 Read the article again and mark the sentences T (true), F(false) or DS (doesn’t say). 1 Pete Frates wanted to play professional baseball. 2 He was diagnosed with an illnesscalled ALS in 2014. 3 If you did the Ice Bucket Challenge you didn’t have to pay any money. 4 You had to i lm yourself doing the challenge. 5 Barack Obama refused to give any money to the charity. 6 Some people felt the Ice Bucket Challenge was a bitdangerous. 7 Nearly 10% of the UK population donated moneythrough the Ice Bucket Challenge. 8 Some people thought it gave the wrong message about water. SPEAKING Work in pairs and discuss the questions. 1 Do you remember the Ice Bucket Challenge? Did you, or anyone you know, take part in it? 2 Do you think it was a good idea? Why (not)? 3 What would you have said to someone who refused to take part? 4 What other examples can you think of where people have used social media to raise money for charity? 60 In the summer of 2014, a weird and wonderful craze swept across the world. Everywhere you looked people were pouring buckets of freezing water over their heads. The craze soon had a name – ‘The Ice Bucket Challenge’ and the idea behind it was to raise money for charity. Despite the popularity of the challenge, not many people knew where it had come from. In fact it was the idea of an American called Pete Frates. He had been a promising college baseball player who seemed to have a bright future with the Boston Red Sox. However, his career was cut short when he fell ill with a disease called amyotrophic lateral sclerosis (or ALS for short). ALS attacks the nervous system and can cause speech problems and paralysis. It can also kill. Frates wanted to do something to raise both money and awareness to help sufferers of ALS. He had a simple but brilliant idea. The idea was that you chose a couple of friends and challenged them to pour a bucket of freezing water over their heads. If they did this then they paid $10 to thecharity. If they refused, they paid $100. To prove they had done it, they had 24 hours to post a video of their challenge online. Then it was their turn to nominate two more people and challenge them. Soon it had gone viral with plenty of celebrities worldwide joining in including Usain Bolt, Lady Gaga, Oprah Winfrey, Taylor Swift, Cristiano Ronaldo and even former US president George W. Bush. The US President Barack Obama and UK Prime Minister David Cameron were also challenged although they both refused to do it and donated the $100 instead. All in all, more than 2,500,000 videos were posted on Facebook from around 150 different countries. Many millions of pounds were donated to the charity. However, not everyone viewed the Ice Bucket Challenge in such a positive light. Many people felt that it put too much pressure on people who did not want (or maybe could not afford) to support the charity. If you were chosen by a friend and decided you did not want to take part, you were seen as being mean and not entering into the fun. It was also later found that many people who did the challenge didn’t actually make any donation at all. One study found that even though over 15% of the British population had done the challenge, only 10% of participants had actually given any money to charity. Other people pointed out that water is a valuable human resource that is in short supply for millions of people around the world. They criticised the challenge for being wasteful of water. So was the Ice Bucket Challenge a good thing or not? That will always depend on who you talk to. Nevertheless, for a few hot months of summer back in 2014 the Ice Bucket Challenge brought millions of people from all over the planet together for a ‘cool’ cause. In the summer of 2014 a weird and wonderful craze An Ice Cold Summer 6 BRINGING PEOPLE TOGETHER 61 GRAMMAR Linkers of contrast 1 Read the example sentences about the article and use them to complete the rule. 1 Most people thought the Ice Bucket Challenge was brilliant. However, there were people who disagreed. 2 Despite its popularity, many people didn’t know where the idea had come from. 3 Pete Frates found the time to raise money for charity in spite of being quite ill. 4 Although he was challenged, Barack Obama decided not to pour water over his head. 5 I didn’t do the challenge even though four of my friends nominated me. 6 Many people did the challenge without donating. Nevertheless, the charity still made a lot of money. RULE: To contrast ideas and facts, we use these linking words: although, even though, however, despite, in spite of and nevertheless. 1 Despite and are followed by a noun phrase or a gerund. They can be used at the beginning or in the middle of a sentence. 2 Although and are followed by a full clause. They can be used at the beginning or in the middle of a sentence. 3 However and introduce the contrasting idea and come at the beginning of a new sentence. They are followed by a comma. Doing good 1 Work in groups of four. You are going to run an internet fundraising challenge for a charity. Use the points below to help you organise your ideas. 1 Decide on a charity. ● Why are you choosing this charity? ● What will the charity use this money for? 2 Decide on a challenge ● What is the challenge? ● How are people chosen for the challenge? ● What do you have to do if you refuse to do it? 3 h ink of a famous person to get involved. ● Why this person? ● What do you want them to do? 4 Extras ● What other things can you do to help your campaign? (T-shirts, write a song, etc.) 2 SPEAKING Present your ideas to the class. Each student in your group should talk about one of the points above. 2 Rewrite the sentences using the word in brackets. 0 I didn’t know anyone at the party but I still had a good time. (in spite of) In spite of not knowing anyone at the party, I still had a good time. 1 I studied hard for the test. I failed it. (despite) 2 He doesn’t earn a lot of money. He gives a lot of it to charity. (However) 3 I’d seen the i lm before. I still really enjoyed it. (although) 4 I started to eat less. I didn’t lose any weight. (in spite of) 5 It wasn’t very warm. We had a good time at the beach. (Nevertheless) 6 I don’t speak a word of Chinese. I understood what he said. (even though) 3 Rewrite this idea using each of the linkers from the rule box. I felt really tired. I stayed up till midnight to celebrate the new year. Workbook page 55 Photos and illustrations act as a visual hook for teens. They also provide a springboard into the text itself: motivating students to read the text, getting them to predict content and often illustrating meaning of key vocabulary. Be aware of common errors related to verb patterns. Go to Get it right! on Student’s Book page 122. These cross-references, which appear in the Teacher’s Book, indicate appropriate points in the unit to exploit the Get it right! section at the back of the Student’s Book. Get it right! provides exercises to help students avoid common errors as identii ed in the Cambridge English Learner Corpus. The Cambridge English Corpus is a multi-billion word collection of real-life written and spoken English. It includes the Cambridge Learner Corpus, the world’s largest collection of learner writing, comprising more than 50 million words of exam answers written by students taking Cambridge English exams. We carefully check each exam script and highlight all errors made by students. We then use this information to see which words and structures are easy and dii cult for learners of English, and ultimately, work out how best to support and develop students. The second reading text introduces a new language focus. Students are guided through the established reading skills procedure of predicting (Exercise 1), reading for gist (Exercise 2) and reading for detailed understanding (Exercise 3). Students can discover the rule for themselves, via an inductive approach to learning grammar, with the help of scaf olding. This supported approach continues through to the grammar practice stage, which always begins with a controlled task. Think Values invites students to consider their broader opinions and values through rel ection on the reading text. Expressing opinions in pairs/groups provides support, while also of ering extra l uency practice.

Cambridge University Press 978-1-107-57416-8 — Think Level 4 Teacher's Book Brian Hart , Herbert Puchta , Jeff Stranks , Peter Lewis-Jones Table of Contents More Information © in this web service Cambridge University Press www.cambridge.org 3 CONTENTS Map of the Student’s Book 4 Introduction 6 Teacher’s notes and keys Welcome unit 18 1 Survival 25 2 Going places 31 Exam Practice and Review 37 3 h e next generation 38 4 h inking outside the box 44 Exam Practice and Review 51 5 Screen time 52 6 Bringing people together 59 Exam Practice and Review 65 7 Always look on the bright side 66 8 Making lists 73 Exam Practice and Review 79 9 Be your own life coach 80 10 Spreading the news 86 Exam Practice and Review 93 11 Space and beyond 94 12 More to explore 100 Exam Practice and Review 106 Pronunciation 107 Get it right! 112 Workbook answer key 116

Cambridge University Press 978-1-107-57416-8 — Think Level 4 Teacher's Book Brian Hart , Herbert Puchta , Jeff Stranks , Peter Lewis-Jones Excerpt More Information © in this web service Cambridge University Press www.cambridge.org 38 3 Objectives FUNCTIONS emphasising GRAMMAR quantifiers; so and such (review); do and did for emphasis VOCABULARY costumes and uniforms; bringing up children Student’s Book pages 30–31 READING 1 As a lead-in, show some photographs of people wearing fancy dress. Ask students: Have you ever worn fancy dress to a party? What sorts of thing have you dressed as? What was your favourite costume when you were little? Students discuss the questions in small groups. Listen to some of their answers in open class as feedback. You could also brainstorm a list of typical fancy dress costumes to gauge how familiar your students are with the vocabulary explored later on in this unit. If there is an interactive whiteboard (IWB) available in the classroom, this activity would best be done as a heads-up activity with the whole class. Read through the four captions, and nominate a student to choose a caption for each picture A–D. The rest of the class should coni rm or reject answers. Alternatively, students do the matching activity in pairs before checking answers with the whole class. Answers A – Kiss the chef; B – Go Chargers!; C – King for a day; D – Batman and Boy Wonder 2 SPEAKING Ask students to work with a partner to predict what the blog is about. Elicit students’ predictions during open-class feedback, prompting students to expand as much as possible on their ideas, and noting them on the board to refer to after Exercise 3. 3 1.16 Play the audio while students listen and read to check their ideas from Exercise 2. Tell them not to worry about unknown words, but to focus on checking their ideas. The focus here is on gist understanding. Check answers, referring back to the ideas on the board. Ask: Did anyone guess correctly? 4 Ask students to read questions 1–8 and underline any dii cult words or phrases. Clarify these in open class before students read the blog in more detail and answer the questions. Tell them not to use dictionaries, but to try to understand dii cult vocabulary from its context. Encourage them to underline the parts of the article that helped them i nd the answers. Students compare answers in pairs before a whole-class check. During this stage ask students to refer to the parts of the article they underlined to justify their answers. Answers 1 They waved from the doorstep. 2 180 days. 3 Rain’s brother and his mum. 4 American football player; pirate. 5 $50 6 He used the family fancy-dress collection, and friends and neighbours helped. 7 He was embarrassed at the beginning, but thought he was pretty cool in the end. 8 He’s going to get more sleep each morning. 5 SPEAKING In pairs, students discuss the questions. Monitor and help with any dii culties, but as this is a l uency activity, do not interrupt to correct errors unless they impede communication. Listen to some of their ideas in open class as feedback, encouraging students to react to and debate with each other. Changing your opinions 1 Ask students to read the introduction and sentences 1–3. Ask them to work with a partner to complete the exercise. Check answers. Answers 1 Rain 2 Rain’s friends 3 Rochelle 2 SPEAKING Point out the use of Initially and with time. Ask students to work in small groups to discuss how the opinions of the other people changed. Encourage them to i nd evidence in the article to justify their answers. Listen to some of their thoughts in open class as feedback. 3 SPEAKING Give students a few minutes to prepare their answers. Monitor, help with ideas if necessary and prompt students to make notes. Divide the class into small groups. Students discuss their answers. Monitor, encouraging all students to participate in the discussion, but avoid error correction unless errors really hinder comprehension. Ask each group to nominate a secretary to note down their answers (this could be one of the quieter students, as a way to encourage them to participate). When students have some ideas, regroup them into new groups and encourage them to share information. Listen to some of the best ideas in open class during the feedback stage. GENER ATION THE NEXT

Cambridge University Press 978-1-107-57416-8 — Think Level 4 Teacher's Book Brian Hart , Herbert Puchta , Jeff Stranks , Peter Lewis-Jones Excerpt More Information © in this web service Cambridge University Press www.cambridge.org 39 3 THE N E X T GEN ER ATION Optional extension Write the following statements on the board: Cycling should not be allowed in the city centre. People who write graf iti on walls should go to prison. If students do not pass an exam they should do extra classes on Saturdays. Divide the class into two groups: A and B. Group A agrees with each of the statements. Group B disagrees. Give students three minutes to work with a student from their own group in order to brainstorm reasons why they might agree or disagree. Regroup students into AB pairs for students to debate the statements and to try to change each other’s opinions. Ask volunteers to report back on their discussions during open-class feedback. Student’s Book pages 32–33 GRAMMAR Quantifiers 1 Students should have seen most of the quantii ers in these exercises before, but it is still an area in which students make a lot of errors, so certainly worth reviewing. Ask students to try to complete sentences 1–6 before looking back at the article to check their answers. This encourages students to notice language and helps activate their curiosity around the target language. Check answers in open class. Then ask students to work with a partner to complete the rule before checking answers. Use the sentences in Exercise 1 and further examples of your own to clarify. Answers 1 many 2 all 3 loads 4 several 5 Some, most 6 little Rule 1 none 2 a little 3 several 4 loads 5 all 2 Students work with a partner to complete the exercise. Refer them to the rule to help them decide on and check their answers. Check answers in open class. Answers 1 loads 2 a lot of 3 most 4 Most 5 Most 6 hardly any Fast finishers Write the following on the board: Loads of students … , Hardly any students … , Almost all students … , The vast majority of students … Ask students to complete the sentences to describe students in their school. 3 SPEAKING In pairs or small groups, students discuss the sentences. Monitor and encourage them to answer in full sentences. Make a note of any nice expressions in English that students use during the activity. At the end write them on the board for the whole class to copy, and praise the student(s) who used them. Also ask for volunteers to report back to the class on their discussion during feedback. Optional extension Ask students to create a table in their notebook with six columns. Ask them to write hardly any / loads of / not many / a small number of / a lot of / a little at the top of the columns. Call out various categories and a letter for students to race to complete as many columns as they can in, say, one minute. For example: things in the classroom beginning with ‘s’. You could set this up as a competition and get students to do this in groups, awarding points for each correct answer. Workbook page 28 and page 123 Be aware of common errors related to quantifiers. Go to Get it right! on Student’s Book page 123. VOCABULARY Costumes and uniforms 1 Ask students to look at the photos on pages 30–31 and work with a partner to i nd the items. If there is an IWB available in the classroom, this activity would best be done as a heads-up activity with the whole class. Say each item individually and nominate a student to say in which picture the object appears. Say the words for students to repeat and check pronunciation. Answers sword and shield – 5 leather jacket – no picture wig – no picture belt – 6 sunglasses – 4 helmet – 2 cape – 7 mask – 8 apron – 1 football top – 3 Fast finishers Ask students to write a list of classic fancy-dress costumes and what they consist of (e.g. Father Christmas: a red jacket and trousers, a red hat with a white bobble, a big white beard, a sack.) At er feedback on Exercise 1, ask students to describe their costumes in open class for other students to guess the character. 2 Students work with a partner to answer the questions. Check answers. Give students two minutes to discuss the dif erence between a costume, a uniform and a kit (a costume is worn to create the appearance of a particular period or character e.g. a cowboy costume; a kit is worn for a specii c sport e.g. football kit; a uniform is worn by members of an organisation for doing a specii c job e.g. an army uniform). You could ask students to work in small groups and brainstorm further examples of each one to extend their vocabulary further. Write some of their ideas on the board. Answers A kit B costume C uniform

Cambridge University Press 978-1-107-57416-8 — Think Level 4 Teacher's Book Brian Hart , Herbert Puchta , Jeff Stranks , Peter Lewis-Jones Excerpt More Information © in this web service Cambridge University Press www.cambridge.org 40 3 SPEAKING Give students time to read the questions and check understanding. Ask them to work individually for a few minutes to note down their answers. Monitor and make a note of any lexical errors to correct during feedback. Divide the class into pairs or small groups to discuss the questions. Listen to some of their answers in open class. Workbook page 30 LISTENING 1 1.17 Books closed. As a lead-in, write the following questions on the board: How often do you see your extended family (family members other than your parents and brothers/sisters)? Do you have a i xed bedtime? In pairs, students discuss the questions. Nominate students to report back on their discussions in open class. Books open. Ask students to work in pairs to describe what they can see and to try to explain what the captions refer to. Listen to some of their ideas in open class. Play the audio while students listen and match the countries to the pictures. Students check answers with a partner before whole-class feedback. Answers No time for bedtime – Argentina Let them solve their own problems – Japan Introduce them early – France Keep it in the family – Poland Early to bed – Britain Young chefs – Mexico Audio Script Track 1.17 Hello and welcome to Family Matters. What is the best way to bring up children? Now there’s a question. Many parents are caught between what they think they should do and what they end up doing and feeling guilty about. Well a new book by sociologist Miriam Keating might just help make those parents feel a little bit better. In her new book Bringing up Babies, Miriam questions some of the ideas we have on parenting and looks to other cultures to show how they do things dif erently. In each chapter she takes a dif erent problematic area and shows us how parents from other countries do things dif erently. For example, in the first chapter, Miriam looks at the British obsession with bedtimes and making sure we get our children to bed before a certain hour. To look at this from a dif erent perspective, Miriam takes us to Argentina where parents ot en let their children stay up late and where it’s not uncommon to see children eating out late in restaurants with their parents. But it doesn’t seem to do them any harm. What is important is that children get enough sleep. So if they go to bed late, they get up late. And that’s exactly what they do. Furthermore, by going out in the evenings with their parents, Argentinian children also learn how to socialise well from a very early age. Another familiar problem that Miriam looks at is food and most parents’ fight to get their children to eat healthily. For a solution to this one she takes an example from France where children are introduced to all sorts of food from a very early age. French children are allowed to not like an item of food but they are not allowed to not try it. And, if the child seems not to like a particular item of food, that’s no reason to never try it again. Just wait a while and reintroduce it a little later. Unsurprisingly, Miriam found that French children were a lot less fussy than kids in the UK. In Japan Miriam discovered an interesting idea on how to deal with children fighting. While watching children in one Japanese primary school she was surprised to see that when two fiveyear-olds started to argue about whose turn it was to use the computer, the teacher did nothing even though the children were getting quite loud. The teacher only did something if the children started to get physical. But she was even more surprised at how ot en the children were able to sort out their problem themselves. Instead of having an adult feeling they had to control the child’s world, the children were learning the important life skill of negotiating from an early age. Other chapters look at Poland, where the family is always kept very close together and Mexico where mothers teach their children how to cook from a very early age. Adults are bringing up children all over the world. The clear message from Bringing up Babies is that there is no single right way to do it and that it might be a good idea to take note of how parents in other cultures are doing it. 2 1.17 This exercise is closely modelled on Listening Part 4 of the Cambridge English: First exam. Check/clarify: guilty, bring up, attention, strict, argue. Play the audio again while students complete the exercise. Allow them to compare answers with a partner, encouraging them to explain their choices as they do this, before checking in open class. If necessary, play the audio again, pausing to clarify answers. Mixed-ability To increase the challenge for stronger students, give them the questions without the multiple choice options. Give weaker students just two options for each question by identifying one incorrect option in each. Answers 1 C 2 C 3 A 4 B 5 C Developing independence 1 Give students time to read the statements. Check/ clarify: set their own bedtimes, earn pocket money. To check understanding, ask: Who sets children’s bedtimes? (parents); Who receives pocket money, children or adults? (children); What might you do to earn pocket money? (clean cars, do gardening). Working individually, students complete the exercise. Monitor and help with any dii culties. 2 SPEAKING Divide the class into small groups. Nominate a secretary (or get students to do this) to make notes on the group’s decisions. Students compare their answers. Monitor to encourage students to give reasons for their answers. During whole-class feedback, i nd out which questions the majority of the class agree/disagree on.

Cambridge University Press 978-1-107-57416-8 — Think Level 4 Teacher's Book Brian Hart , Herbert Puchta , Jeff Stranks , Peter Lewis-Jones Excerpt More Information © in this web service Cambridge University Press www.cambridge.org 41 3 THE N E X T GEN ER ATION Optional extension Tell students they are going to prepare a survey about teenagers and parents. Ask students to work in small groups and write questions like those in Exercise 1. Point out that all the questions should score 1 for strongly agree and 5 for strongly disagree. When students have come up with at least five questions, regroup them for students to ask each other their questions and then discuss teenager/parent relationships. Listen to some of their findings in open class. Student’s Book pages 34–35 READING BACKGROUND INFORMATION Amy Chua (born October 26, 1962) is an American lawyer and writer. She is Professor of Law at Yale Law School. She published her parenting book Battle Hymn of the Tiger Mother in 2011. The book explains the strict methods she used to bring up her children. She describes these methods as typical for Chinese immigrant parents. The book was a bestseller in many countries, but the child-rearing methods described received a lot of criticism for being too strict and focussing on academic achievement over self-esteem. Other critics agreed with the sentiments of the book and welcomed a more disciplinary approach to parenting. Chua maintains that her book was ironic and should not be taken too seriously. 1 A recording of this text is available with your digital resources. If there is an IWB available in the classroom, this activity would best be done as a heads-up activity with the whole class. Zoom in on the book cover and ask: What kind of book do you think this is? Elicit ideas in open class, but do not comment at this stage. Ask students to read the introduction. Tell them not to worry if they do not understand every word, but to focus on getting a general understanding of what the book is about. Check/clarify: the Chinese Way. Allow them to discuss their ideas with a partner before checking answers in open class. Ask: Would you like to read the book? Answer A story about bringing up children the ‘Chinese way’. 2 Tell students they are going to read two dif erent opinions on the book. Students read the two opinions and answer the questions. Ask them to underline any phrases that support their answers. Students compare answers with a partner before whole-class feedback. Encourage students to refer to the texts when giving their answers. Answers Stephanie’s opinion is ‘against’. She believes that children should be able to enjoy their childhoods and watch TV and play computer games. Tim’s opinion is ‘for’. He thinks parents are too sot on their children and let them do what they want. They also don’t have enough time for their children. 3 This exercise requires a deeper understanding of the texts. Give students time to read the sentences and check understanding. Clarify who Amy, Stephanie and Tim are. Working individually, students re-read the texts to complete the exercise. Divide the class into pairs for students to compare their answers and then check answers in open class. Answers 1 Tim 2 Amy 3 Stephanie 4 Tim 5 Amy 6 Stephanie SPEAKING In pairs or small groups, students discuss the questions and make notes on their answers. Monitor and answer any questions about vocabulary, but as this is a l uency practice activity, do not interrupt the conversations to correct students unless inaccuracy hinders comprehension. Listen to some of their ideas in open class. Optional extension This topic is likely to lead to quite a lot of discussion. It will be even more productive if you divide your class into teenagers and strict parents. Ask them to work initially with members of the same group and make notes on their opinions on Amy Chua’s parenting methods. Then re-group into groups of four with two parents and two teenagers for students to discuss their opinions. Assigning roles and giving preparation time in this way ot en leads quieter students to interact more and voice their opinions. Monitor and encourage all students to speak. Develop the conversation into a whole-group discussion. GRAMMAR so and such (review) 1 Ask students to complete sentences 1–2 before i nding the sentences in the text to check their answers. Ask students to work with a partner to complete the rule. Check answers in open class. Refer to the examples in Exercise 1 to clarify and add further examples if necessary. Answers 1 so 2 such Rule 1 such 2 so 2 If you’re short on time, you can set this exercise for homework. Students i ll the gaps and complete the sentences with their own ideas. Divide the class into pairs for students to compare answers. Listen to some examples in open class as feedback. Mixed-ability Weaker students could do the exercise in pairs before comparing with a dif erent partner.

Cambridge University Press 978-1-107-57416-8 — Think Level 4 Teacher's Book Brian Hart , Herbert Puchta , Jeff Stranks , Peter Lewis-Jones Excerpt More Information © in this web service Cambridge University Press www.cambridge.org 42 Answers 1 so 2 such 3 so 4 such do and did for emphasis 3 To promote noticing, ask students to i ll the gaps, and then i nd the sentences in the text to check their answers. Before they look at the rule, you could ask them to consider the ef ect of do and did in the example sentences. Answers 1 do 2 did Look! Read through the information with students. Check that they are clear on the dif erent usage of so/such and too/ not enough by writing the following gapped examples on the board. Elicit the answers in open class: It was ____ cold that we didn’t go to the beach. (so) It was ____ cold to go to the beach. (too) It was ____ a cold day that we didn’t go to the beach. (such) 4 This exercise is closely modelled on Reading & Use of English Part 4 of the Cambridge English: First exam. If you’re short on time, you can set this exercise for homework. Students work individually to complete the exercise, then check their answers with a partner before whole-class feedback. During feedback refer to the rules and Look! box for clarii cation. Answers 1 weren’t enough chairs 2 doesn’t save enough 3 too boring to 4 did like 5 do think we shouldn’t Workbook page 28 and page 123 PRONUNCIATION For practice of adding emphasis go to Student’s Book page 120. VOCABULARY Bringing up children 1 Before i lling the gaps, ask students to read the text to answer the question: Does the text suggest that parenting is easy or dii cult? (The aim of this is to encourage students to read a text i rst for gist understanding and then only on a second read, to complete the task assigned.) Divide the class into pairs for students to complete the exercise. Check answers. Draw attention to the expressions: do their best; get ahead in life; bring up; grow up; do well and give further examples to clarify meaning as necessary. Answers 1 do 2 get 3 bring 4 childhood 5 grow 6 do 7 strict 8 sot 2 Ask students to read the dei nitions and check that they understand the language used. Students work with a partner to match the expressions in the text with their meanings. Answers a to get ahead in life b bring up c grow up d do well e sot f do your best g strict h childhood Fast finishers Ask students to circle the words to look for other interesting lexical chunks in the text. One approach would be for them to circle all of the words to the right of the space. Optional extension This exercise can be made into a matching activity. Before the lesson, write each expression and each meaning on cards. Create enough sets of cards to allow for one set per four students. Mix up all the expressions and meanings and distribute one set to each group of students. Either ask students to match the expressions and meanings or ask them to turn all the pieces of paper face down and play a game of pelmanism, taking it in turns to try to find a matching pair. Workbook page 30 Student’s Book pages 36–37 LITERATURE BACKGROUND INFORMATION Nick Hornby (born April 17, 1957) is an English novelist and screenwriter. His novels include Fever Pitch (1992), High Fidelity (1995), About a Boy (1998) and A Long Way Down (2005), all of which have been made into films. His novels mainly focus on music, sport and the dif iculties of human relationships. About a Boy was made into a film in 2002, starring Hugh Grant as a rich lazy man who lives of the royalties from his father’s music. Nicholas Hoult plays a young boy who is bullied at school and brought up by his single mother (Toni Collette). The film focuses on the dif iculties of growing up, both for the young boy and the older man. It is an excellent film to show to teenagers in the classroom and can lead to a lot of discussion about relationships, bullying, parenthood, life as a teenager and so on. 1 Books closed. As a lead-in, brainstorm a list of i lms about teenagers and write the titles on the board. Divide the class into pairs for students to take turns to describe the plot of the i lms listed for their partners to guess the title. Listen to some examples in open class and write any repeated themes on the board. Books open. If there is an IWB available in the classroom, this activity would best be done as a heads-up activity with the whole class. Ask students to look at the photos and read the introduction. Check/clarify: depressed, bullied. Ask students to quickly discuss the question with a partner. Listen to some of their ideas in open class and write them on the board to facilitate feedback on Exercise 2. 2 1.20 Play the audio for students to listen and read to check their answer to Exercise 1. Tell them to concentrate on answering the question and not to worry about understanding every word. Allow

Cambridge University Press 978-1-107-57416-8 — Think Level 4 Teacher's Book Brian Hart , Herbert Puchta , Jeff Stranks , Peter Lewis-Jones Excerpt More Information © in this web service Cambridge University Press www.cambridge.org 43 3 THE N E X T GEN ER ATION students to compare with a partner before feedback in open class. Nominate students to give reasons for their answer. 3 Check/clarify think highly of. Ask students to underline the key information they will need to read for. You could encourage students to try to answer the questions before reading again. Students then read the text again in order to check. Let students compare answers with a partner before feedback in open class. During feedback, ask students to refer to the parts of the text that support their answers. Answers 1 when you were only twelve? 2 Marcus looked out of the bus window 3 neither of them was doing all right 4 But his mum seemed to be saying that there was more to it than that. / He hadn’t even known until today 5 (there were loads of kids at school, he reckoned, kids who stole and swore too much and bullied other kids, whose mums and dads had a lot to answer for). 6 Marcus thought he was lucky to have found him. 4 VOCABULARY Students work individually to complete the exercise, then check their answers with a partner before feedback in open class. Mixed-ability Stronger students can refer solely to the context provided by the extract in order to deduce meaning before referring to the definitions to check. Answers 1 trendy 2 mess it up 3 doesn’t know the first thing 4 straightforward 5 for nothing 6 swore 7 of her head 8 whichever way 5 SPEAKING In pairs or small groups, students discuss the questions. Monitor and encourage students to answer in full sentences. Make a note of any nice expressions or lexical errors to refer to during feedback. At the end write both questions on the board to discuss and ask students to identify and correct the errors. Also ask for volunteers to report back to the class on their discussion. FUNCTIONS Emphasising 1 Books closed. As a lead-in, ask students: Which words can we use to make sentences more emphatic? Elicit answers in open class and write so/such/do/ did on the board. If students have dii culty, write the following on the board and point out where the words should go in each sentence. He is (such) a nice man. I am (so) tired. I (do) like swimming in the sea. I (did) do my homework. Books open. Students work with a partner to complete the exercise. During whole-class feedback, say the sentences for students to repeat and check pronunciation. Encourage them to be emphatic! Answers 1 He’s such a good father. 2 She gets on so well with children./She does get on well with children. 3 She’s so patient. 4 My dad did try his best. 5 My parents did make some mistakes. 6 She’s so sot on her children. 7 He’s such a strict father. 8 Parents do get it wrong sometimes. 2 Students discuss the question in pairs. Monitor to answer any questions and to help with ideas. Listen to some of their answers in open class. 3 WRITING Students work in pairs and develop one of the sentences into a dialogue. Students then practise their dialogues. Monitor during both stages. Do not correct errors unless they hinder comprehension. You could note down any repeated errors to discuss later as a class. Ask a few pairs to perform for the rest of the class. Mixed-ability If your class has a mix of levels, make similar-ability pairings where you can. Encourage stronger students to speak spontaneously and to perform their dialogues without looking at their notes. Encourage weaker students to write their dialogues in full before practising them. 4 Give an example of your own to get students started. Use emphasis when describing the person’s personality and anecdotes to show how the person is good with children. Ask students to work individually to complete the exercise. 5 In pairs or small groups, students talk about the person they’ve chosen. Monitor to encourage students to use emphatic structures where possible. During feedback, ask for volunteers to share their descriptions with the class. Mixed-ability With stronger groups, ask students to give a two-minute presentation on their chosen person. WRITING An essay This could be done as a collaborative writing activity in class or planning for this exercise can be done in class with the writing set as homework. Ask students to discuss which essay they’d like to choose. Before writing, students should write a plan for their essay. This involves thinking of ideas for and against the statement and imagining other people’s opinions, not just their own. Their own opinion should be presented and argued in the i nal paragraph. When students have completed their essay, ask them to exchange with a partner/another pair and read each other’s essays. Ask them to add a comment to the article of the type you might make in response to an online article. You may like to display the essays around the class for students to circulate and read.

Cambridge University Press 978-1-107-57416-8 — Think Level 4 Teacher's Book Brian Hart , Herbert Puchta , Jeff Stranks , Peter Lewis-Jones Excerpt More Information © in this web service Cambridge University Press www.cambridge.org 44 Objectives FUNCTIONS expressing frustration GRAMMAR be / get used to (doing) vs. used to (do); adverbs and adverbial phrases VOCABULARY personality adjectives; common adverbial phrases Student’s Book pages 38–39 READING BACKGROUND INFORMATION The Masai are a nomadic tribe in Kenya and Tanzania, numbering roughly 1.6 million people. Despite modern influence, they largely maintain their traditional lifestyle of desert farming. They are famous as warriors and herders of cattle. They measure wealth by the number of cattle owned and the number of children in a family. If you have access to the Internet in the classroom, students may like to see examples of Masai people who have particular clothes, body modifications and dances. 1 Books closed. As a lead-in, divide the class into teams and give them two minutes to make a list of countries in Africa. Who can write the most? After two minutes, i nd out which team listed the most and ask them to read their list to the class while others cross of countries which also appear on their lists. Ask students: What do you know about Africa? How do people live? What problems do they have? What places or things would you like to visit there? Students discuss the questions in pairs. Listen to some of their ideas in open class. Books open. If there is an interactive whiteboard (IWB) available in the classroom, this activity would best be done as a heads-up activity with the whole class. Say lions and nominate a student to point to the correct picture on the board. Alternatively, students do the matching activity in pairs before checking answers with the whole class. Answers lions – C cattle – D a scarecrow – A a light bulb – E a battery – B a solar panel – B 2 SPEAKING Divide the class into pairs for students to complete the exercise. Give some examples of your own to get them started if necessary (e.g. they could put a scarecrow on the back of some of the cattle to scare the lions). During feedback, listen to some of their ideas in open class and praise the most creative ideas. 3 Tell students they are going to read an article about lions in Africa. Students read the article to i nd the answer to the question. Tell them it is not important to understand every word, but to focus on matching the summaries to the sections. To encourage students to read quickly, set a two-minute time limit. Students compare their answers with a partner before checking in open class. Answers A 4 B 3 C (extra summary) D 1 E 5 F 2 4 This exercise is closely modelled on Reading and Use of English Part 6 of the Cambridge English: First exam. Check/clarify cowsheds, posed, kept well away, conl ict. Tell students that the best approach for this type of exercise is to i rst underline the key information in the sentences that will help them place the sentences in the text (e.g. that in sentence A; this motionless thing in sentence B). Next, they should read the words around the gap in the text and look for connections between the text and the sentence in the gap. Do the i rst one as an example in open class and clarify how the sentence in the gap is connected to the text. Students complete the rest of the exercise individually. Suggest that they underline the parts of the text that helped them i nd the answers. Students check their answers with a partner. Do not coni rm answers at this stage. Answers 1 G 2 A 3 B 4 E 5 D 6 H 7 C 5 1.21 Play the audio for students to check their answers to Exercise 4. Coni rm answers in open class, asking students to refer to the parts of the text to explain the answers. 6 SPEAKING Divide the class into pairs or small groups to answer the questions. Monitor to help with vocabulary and to prompt students to give reasons for their answers. Asking students to come to an agreement as a group focuses their speaking towards the achievement of a tangible goal, which in turn motivates them to speak more. Listen to some of their answers during open-class feedback. Have a quick show of hands to i nd out how impressive they think the invention was and nominate students to give reasons for their opinions. 4 THINKING OUTSIDE THE BOX

-ing. For example: Lionel Messi used to live in Argentina. Now he lives in Spain. When he arrived in Spain, he found the language quite dif erent, but now he’s used to Castilian Spanish. 3 If you’re short on time, set this exercise for homework. Ask students to work in pairs and complete the exercise. Remind them to check if the sentence requires a positive or negative form. Check answers with the whole class, checking students’ pronunciation of used to. Draw attention to the elision of the /d/ and /t/. If necessary, refer back to the rule to clarify understanding. Answers 1 am/’m 2 get 3 got 4 get 5 Are 6 weren’t

-ing. Write these up on the board, ensuring anonymity, and ask students to correct them as part of whole-class feedback. Workbook page 36 and page 123 Be aware of common errors related to used to. Go to Get it right! on Student’s Book page 124. VOCABULARY Personality adjectives 1 Books closed. As a lead-in, brainstorm personality adjectives in open class and write them on the board. Books open. Ask students to work with a partner to discuss meaning of the adjectives. During wholeclass feedback, ask questions to check understanding. For example: Does a decisive person take a long time to make a choice? (no); If you are coni dent, do you get shy when you meet new people? (no). When checking pronunciation, you may like to write the words on the board and elicit and mark the stress. Answers bright, responsible Optional extension As a further check on understanding, ask students to work in pairs to group the adjectives into positive and negative. Check answers. Positive: bright, responsible, decisive, imaginative, organised, practical, confident, cautious Negative: bad-tempered, impatient, arrogant, dull 2a Ask students to work individually and read the sentences to complete the exercise. Allow them to check their answers with a partner before feedback in open class. Answers 1 ✓ 2 ? 3 ✓ 4 ✗ 5 ✓ 6 ? 7 ✓ 8 ✓ b Students work with a partner to choose a word from Exercise 1 for each sentence. Check answers in open class. During feedback, ask concept-check questions to check understanding, for example: Which adjective would describe a boring i lm? (dull); Do impatient people like waiting? (no). Also make sure students are pronouncing the words correctly, paying particular attention to word stress. Answers 1 bright 2 cautious 3 decisive 4 dull 5 imaginative 6 impatient 7 organised 8 responsible Fast finishers Ask students to think of things that someone who is each adjective does. For example, an imaginative person has a lot of ideas, makes up stories, dreams a lot, etc. Optional extension Higher level students may like to work with a partner to rank the adjectives from best to worst. This can lead to some interesting discussions – Is it better to be decisive or responsible? Dull or arrogant? Workbook page 38 SPEAKING 1 Ask students to read the instructions and the example. Students can do the exercise together but make sure that they all write the sentences. Monitor and help with any questions about vocabulary. Be alert to students describing other class members negatively. Encourage stronger students to write about adjectives that are new to them. Mixed-ability Weaker students can write sentences about three dif erent people. 2 Regroup students and ask them to read their sentences to their partner, who should then guess which adjective is being described. Encourage students to sit facing each other and to hold their books up to force students to speak and listen, rather than just read each other’s sentences. During feedback, listen to some examples in open class. 3 Students ask each other extra questions about the adjectives. Monitor and help with vocabulary as necessary. Avoid error correction unless errors really hinder comprehension. Make a note of any nice expressions in English that students use during the activity, emphasising lexical range over accuracy. At the end, write them on the board for the whole class to copy, and praise the student who used them. Giving positive feedback like this will encourage students to be more adventurous in similar communication tasks. Mixed-ability Give weaker students time to work with a partner and think of further questions before completing the exercise. LISTENING Being imaginative 1 Books closed. As an introduction to this activity, take a piece of realia (a frying pan or coat hanger are good examples) into the classroom and show it to students without saying anything. In open class, brainstorm possible uses for the object, encouraging students to be as inventive as possible by praising those who come up with the most imaginative ideas. Books open. Read through the task with students and ask them to work individually to complete the

Cambridge University Press 978-1-107-57416-8 — Think Level 4 Teacher's Book Brian Hart , Herbert Puchta , Jeff Stranks , Peter Lewis-Jones Excerpt More Information © in this web service Cambridge University Press www.cambridge.org 47 4 THINKING OUTSIDE THE BOX exercise. Divide the class into pairs for students to compare their ideas with a partner. Listen to some of their ideas in open class as feedback. 2 1.22 Ask students to read the instructions. Play the audio for them to listen and answer the questions. Ask students to check answers with a partner before whole-class feedback. Answers 1 paperweight, doorstop, laptop stand, something to stand on, hammer, car wheel chuck 2 two faces, tree, broccoli, human brain Audio Script Track 1.22 Boy So, did you do the one with the brick? Girl Yes. Boy OK. So. How many things did you think of? Girl Well I only came up with six things. Boy Only? I think six is a lot! What are they, then, your six? Girl Well, first of all, a paperweight – you know, put it on top of a pile of papers to stop them blowing away when you open the window. Boy Right. Of course! Why didn’t I think of that? Girl Then, a doorstop, to stop a door banging in the wind. Then, er, something to put your laptop on, make it higher so you don’t have to look down at the screen. Erm then you can use the brick to stand on … Boy What? Girl You know, when you’re at a concert or something, and you can’t see, you stand on the brick. That’s four. And the other two are … a hammer, to knock nails into a wall, and lastly you can put the brick behind the wheel of a car to stop it moving. Boy You’re not serious, are you? Girl About what? Boy About using a brick as a hammer. I mean, it’s too sot , the brick would break. Girl Oh please. It’s only a game. Don’t take it so seriously. Boy Yeah, OK. What about the picture one? Girl I haven’t done that one yet. Have you? Boy Yes, and I got four things. Girl Come on then. What are they? Boy Well, I can see … two people’s faces looking at each other if you focus on the trunk … and I can see a tree … Girl Yes, yes. That’s obvious. What else? Come on! Boy OK, OK, don’t be so impatient! A piece of broccoli … Girl OK … hmm, yes, OK, although any tree could be said to look like a piece of broccoli. And …? Boy … and then lastly, a human brain … Girl What? How do you see a human brain in this picture? Boy Can’t you see it? Look – there! The top bit … if you ignore the trunk. Girl Oh come on! You can’t just base it on one part of the picture and ignore the other … that’s cheating! Boy Now who’s taking things too seriously? Girl Yes, sorry. But honestly – who makes these things up? Do you think they really say anything about a person? Boy Well they’re supposed to show how imaginative you are. And I’m a bit hopeless, so I guess it means I’m not very imaginative! Girl No, don’t be so hard on yourself. What’s so creative about thinking of things to do with a brick? Boy You’ve got a point, I guess. Fun, though, isn’t it? 3 SPEAKING Divide the class into pairs for students to compare their ideas with those of Briony and Mark. 4 1.22 This exercise is closely modelled on Listening Part 2 of the Cambridge English: First exam. Ask students to read the sentences and check the meaning of any unfamiliar words or phrases. Get them to underline the key information they will need to listen for and to make predictions as to possible answers or the types of word needed to complete the sentences, before listening. Play the audio while students check their answers. Let students compare with a partner before feedback in open class. Answers 1 comes up with 2 pile of papers 3 nails 4 cheating 5 how imaginative 6 hard Appreciating creative solutions 1 Ask students to work individually to choose the best ending for the sentence. Tell students that there isn’t only one correct answer. Students compare ideas with a partner. During feedback, have a quick vote to i nd out which sentence students chose. Nominate one or two students to give reasons for their choice. 2 Working individually, students rank the i ve items in order of importance. Remind them to think about what is important for themselves, not for people in general. Encourage them to rel ect on the reasons for their choices and to note these down. 3 SPEAKING Ask students to compare their answers in pairs or small groups. Listen to some of their ideas in open class during feedback and also decide on the best order to rank the i ve items, as a class. Optional extension Write the following questions on the board: 1 In which school subjects do you have to be imaginative? Do you like those subjects? Why (not)? 2 Do scientists need to be imaginative? Why (not)? 3 What would a society full of very imaginative people be like? What about a society where nobody had any imagination? Ask students to discuss the questions in pairs or small groups, then listen to some of their ideas in open class and encourage further debate and discussion. Student’s Book pages 42–43 READING 1 A recording of this text is available with your digital resources. Books closed. As a lead-in to this exercise, ask students: Do you know what you want to do when you i nish school? Go to university/start work? Is there anything that worries you about going to university or starting work? Ask students to work with a partner and discuss the questions. During feedback, make a

Cambridge University Press 978-1-107-57416-8 — Think Level 4 Teacher's Book Brian Hart , Herbert Puchta , Jeff Stranks , Peter Lewis-Jones Excerpt More Information © in this web service Cambridge University Press www.cambridge.org 48 note of the most common worries and elicit ideas on the best way to overcome them. Books open. Tell students they are going to read a post from a student who is worried about university. Working individually, students quickly read the text and answer the question. Set a two-minute time limit to encourage them to read quickly, for gist, rather than getting bogged down in trying to understand every word. Check answers with the whole class. Answer He’s worried about the course he’s planning to do at university because he doesn’t think he’s creative enough to be able to succeed at it. 2 SPEAKING Working in pairs, students discuss the best way to reply to Paul’s post. Listen to some of their answers in open class and make a note on the board for future reference, but do not comment at this stage. 3 Tell students they are going to read a reply from Sarah. Check/clarify: relate, denying, brought up, assumption, enthusiasm. Ask students to read the reply and underline the sections that refer to specii c advice for Paul. Allow them to compare answers with a partner. During whole-class feedback, refer back to the ideas on the board. Ask: Did anyone suggest the same advice? 4 Do the i rst one with students to clarify the task. Before reading the text again, ask students to underline the key words in the statements that will help them decide if the sentence is true or false. Students read the letters again and complete the activity. Check answers with the whole class. Ask students to correct false statements. Answers 1 F (He wants to work in TV.) 2 T 3 T 4 F (She says she can completely relate to his post.) 5 T 6 T 7 F (She thinks we shouldn’t see things as ‘right’ or ‘wrong’.) 8 T 5 SPEAKING Divide the class into pairs or small groups for students to discuss the questions. Monitor and help with vocabulary as necessary. Try the ‘silent tick’ – writing a tick on a student’s notebook if they speak well. Students can be quite motivated by this! Ask some of the students to share their opinions with the whole class and encourage open-class discussion. PRONUNCIATION For practice of pronouncing words with gh go to Student’s Book page 120. GRAMMAR Adverbs and adverbial phrases 1 Books closed. Divide the class into two teams and have a game of ‘vocabulary tennis’. Teams take it in turns to say an adverb. Elicit one or two in whole class to check students are clear on what an adverb is. If a team makes a mistake or takes more than i ve seconds to think of an adverb, the other team scores a point. To avoid stronger students dominating the game, nominate a dif erent student for each answer. As well as acting as an introduction to this language point, this game will give you an idea of the extent of students’ current knowledge of adverbs. Books open. Ask students to read the instructions. Check/clarify time, manner, place and certainty with adverbs that do not appear in the exercise (e.g. i nally, happily, outside and certainly or clearly). Ask students to work with a partner and complete the exercise. Check answers in open class. Answers 1 T 2 C 3 C 4 P 5 M 6 P 7 C 8 T 9 M 2 Check understanding of qualify. Do number 1 in class to make sure students understand the activity. Students look back at the text on page 42 to complete the exercise. Allow them to check answers with a partner before whole-class feedback. Answers 1 relate 2 start, believe 3 think 4 thinking 5 work 3 Explain to students that an adverbial phrase is a group of words that act in the same way as an adverb i.e. they qualify a verb. Look at the examples in lists A and B with students. Ask students to work with a partner and complete the exercise. Check answers in open class. Read through the rule in open class and elicit answers. Refer back to the sentences in Exercise 3 for examples of the two types of adverbial phrase. Put the adverbial phrases into sentences for further clarii cation. For example He completed the exercise without dii culty. Answers A B friendly fear interesting surprise strange enthusiasm Rule 1 adjective 2 noun 4 If you’re short on time, set this exercise for homework. Ask students to work individually and complete the sentences with an adverbial phrase of their choice. Allow students to compare answers with a partner before feedback in open class.

Cambridge University Press 978-1-107-57416-8 — Think Level 4 Teacher's Book Brian Hart , Herbert Puchta , Jeff Stranks , Peter Lewis-Jones Excerpt More Information © in this web service Cambridge University Press www.cambridge.org 49 4 THINKING OUTSIDE THE BOX Answers 1 a friendly / strange / horrible way 2 dif iculty / interest / enthusiasm 3 a / an interesting / strange / dif erent way 4 excitement / interest / enthusiasm 5 enthusiasm / excitement / interest Fast finishers Ask students to close their books and write down all of the adverbs and adverbial phrases from page 43 that they can remember. When they have completed their lists, students open their books to check. Workbook page 37 and page 123 VOCABULARY Common adverbial phrases 1 Look at the example in open class. Ask students to work with a partner and complete the exercise. Check answers in open class. During feedback, say the adverbial phrases for students to repeat. Pay particular attention to the pronunciation of row /rəʊ/ and purpose /ˈpɜ:pəs/. Answers 1 in public 2 in private 3 on purpose 4 by accident 5 in a panic 6 in a hurry 7 in a row 2 Give students time to read through the sentences. Check/clarify: behaved, staring. Working individually, students choose the correct option for each sentence. Students compare answers with a partner before feedback in open class. Answers 1 in private 2 on purpose 3 in public 4 in a row 5 in a hurry 6 in a panic 7 by accident 8 in secret Optional extension Divide the class into AB pairs. Ask As to close their books and Bs to read sentences from Exercise 2 at random, replacing the adverbial phrases with ‘beep’ for A to guess them. At er three minutes ask students to switch roles and repeat. 3 SPEAKING Ask students to read the questions and rel ect on their answers. As these questions are dii cult to answer spontaneously, give students some thinking time to make notes on their answers. You could also give some example answers of your own to get them started. Students discuss the questions in pairs or small groups. Monitor and answer any questions about vocabulary, but as this is a l uency practice activity, do not interrupt to correct mistakes unless inaccuracy hinders comprehension. Listen to some of their ideas in open class for feedback. Workbook page 38 Student’s Book pages 44–45 PHOTOSTORY: episode 2 Writer’s block 1 Look at the title and elicit/explain the meaning. If you are using an IWB, project the photos on the board and ask students to close their books. Ask students to try to remember the names of the teenagers (Emma, Liam, Justin and Nicole) from episode 1. Students look at the photos and read the questions. Ask them to predict answers to the questions based solely on the photos. Write some of their ideas on the board. 2 1.25 Play the audio for students to listen and check their answers from Exercise 1. During wholeclass feedback, refer to students’ ideas on the board. Ask: Who guessed correctly? Answers 1 To write a story. 2 She’s anxious about it. 3 No, he isn’t being helpful. DEVELOPING SPEAKING 3 Ask students: What do you think happens next? Get them to brainstorm possible endings. Students work in groups, with one student in each group acting as secretary and taking notes. During whole-class feedback, write students’ ideas on the board to refer back to once they have watched the video. Don’t give away answers at this stage. 4 EP2 Play the video for students to watch and check their answers. During whole-class feedback, refer to students’ ideas on the board. Who guessed correctly? 5 Ask students to complete the exercise in pairs. Monitor and help with any dii culties. Play the video again, pausing as required for clarii cation. Check answers with the whole class. Answers 1 c 2 e 3 g 4 a 5 f 6 d 7 b PHRASES FOR FLUENCY 1 Ask students to locate expressions 1–6 in the story on page 44 and underline them. To encourage speedreading, you could do this as a race and ask students to i nd the expressions as quickly as possible. Ask students to compare their answers with a partner before whole-class feedback. Answers 1 Emma 2 Justin 3 Nicole 4 Emma 5 Nicole 6 Liam 2 Working in pairs, students complete the dialogues. Check answers. If you’d like to do some pronunciation work with your students, focusing on intonation, drill the dialogues in open class (for students to repeat together).

Cambridge University Press 978-1-107-57416-8 — Think Level 4 Teacher's Book Brian Hart , Herbert Puchta , Jeff Stranks , Peter Lewis-Jones Excerpt More Information © in this web service Cambridge University Press www.cambridge.org 50 Answers 1 again 2 can’t be serious 3 Calm down 4 give it a rest, out of order 5 That’s just it Optional extension Disappearing sentences: you’ll need to write out the dialogues on the board or project them on the IWB for this one. Make AB pairs so that half of the class are A and half are B. Students practise the conversations from Exercise 2 in their pairs. Cover a small section of the dialogue, beginning from the right-hand side of the screen or board. Students repeat the dialogues in their same AB pairings trying to remember the whole thing, including the parts they can no longer see. Cover more and more of the dialogue, with students practising at each stage, until eventually nothing is let 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 lexical chunks. WordWise Expressions with good 1 Books closed. To introduce this activity, write good in the centre of the board. Divide the class into pairs and ask students to make a list of as many expressions with good as they can in three minutes. Elicit and write any correct answers on the board. Books open. Ask students which of the expressions on the board appear. Next, ask them to work with a partner and complete the exercise. Check answers in open class. Answers 1 not very good at 2 So far, so good. 3 It’s all good. 4 It’s no good 5 It’s a good thing 2 Students work individually to match the phrases from Exercise 1 with the meanings. During wholeclass feedback, say the phrases for students to repeat and check pronunciation. Give further examples to outline meaning of the phrases if necessary. Answers 1 for good 2 It’s no good. 3 It’s all good. 4 So far, so good. 5 not very good at 6 It’s a good thing Optional extension Ask students to work with a partner to complete sentences 1–6 with one of the phrases from Exercise 1. Check answers in open class. 1 – the children are asleep. We can watch a film! 2 She’s not going to Australia just for a holiday – she’s going there . 3 Oh no! This food is awful! Well, I guess I’m at cooking. 4 A It’s really cold today. B Yes. we’re wearing our coats. 5 A How are you getting on? B . I think I’ll finish in ten minutes. 6 I’ve apologised three times to her, but – she’s still angry with me. Answers 1 It’s all good 2 for good 3 not very good 4 It’s a good thing 5 So far, so good 6 it’s no good Workbook page 38 FUNCTIONS Expressing frustration 1 To introduce the concept of frustration, tell a story about something frustrating that happened to you. For example: running for a l ight only to i nd that it has been delayed, or i nding it impossible to memorise something. Include some of the phrases to express frustration in your anecdote. Ask students to work with a partner to think of examples of frustrating things that have happened to them. Listen to some of their ideas in open class. Look at the seven phrases. Students work with a partner to answer the questions. Ask students to i nd the phrases in the photostory before checking answers in open class. Say the phrases for students to repeat and check pronunciation. Answers She doesn’t say 2, 3, 5 or 6. The sentences all express a negative opinion about personal ability or a situation. 2 In open class, elicit as much information as students can recall about the woman who loses her key in the photostory. Refer students to the i rst sentence in Exercise 1 (I can’t (do that)) and ask students what the woman might have thought using this expression. Nominate one or two students to share their ideas and then ask students to work in pairs to think of and write down three thoughts using other sentences from Exercise 1. Monitor to check that students are using the sentence stems appropriately. During feedback, ask students to share their ideas with the class and review any common errors. WRITING A story The planning for this exercise can be done in class and the writing can be set as homework. Tell students they are going to write a story ending with the words Thanks, you saved my life! and that the story doesn’t have to be true. You could tell them a story of your own to act as an example or elicit Emma’s story. Give students a short while to think of ideas for a story and to make notes. Divide the class into pairs for students to share their ideas with a partner. Encourage partners to ask questions to elicit further details about the story and to give suggestions as to how they might make their stories more interesting. In open class, brainstorm adverbs or adverbial phrases (from page 43) and personality adjectives (from page 40) that students could use in their stories. When students have told their stories, ask them to work individually to expand on the notes they have made in order to make the story as interesting as possible and to try to use four items of vocabulary from the unit. Finally, students should write their i nal version in class or at home.

Cambridge University Press 978-1-107-57416-8 — Think Level 4 Teacher's Book Brian Hart , Herbert Puchta , Jeff Stranks , Peter Lewis-Jones Excerpt More Information © in this web service Cambridge University Press www.cambridge.org 51 4 THINKING OUTSIDE THE BOX Student’s Book pages 46–47 LISTENING 1 1.26 Audio Script Track 1.26 You will hear five dif erent people talking about an at er-school art group. Choose from the list (A–H) what each speaker likes most about the group. Use the letters only once. There are three extra letters that you do not need to use. Speaker 1 There’s a massive emphasis at our school on sport and we’re really encouraged to get involved. There are clubs for loads of dif erent sports and most kids want to get into at least one team. It’s definitely the thing to do if you want to be in. Being into art is most definitely not cool so if you’re creative like me, you usually don’t talk too much about it. When I heard Mr Bowden was starting an art club I got really excited. Not only is he a really inspiring teacher but it was my chance to find out if there were any other secret artists like myself at school. It turns out there are and I’ve made loads of new friends. I couldn’t be happier. Speaker 2 I’ve been into art as long as I can remember. When I was a little kid I was always colouring in and cutting out and making things. It’s my favourite subject at school by a long way, and I know that when I leave school, I’m definitely going to art college. So this club was always going to be for me. It’s been really interesting and a good chance to learn about dif erent ways of doing things. I’ve never had lessons with Mr Bowden before. He’s an absolutely amazing teacher and he really brings out the best in me. I’ve made a massive improvement and it’s all been with his help. He’s been the best part of this club, for sure. Speaker 3 I’d always thought of myself as a bit of a maths geek. I mean I already know that I want to work in IT when I leave school. I never really thought of myself as having much imagination so I’ve been really surprised at the kind of work I can produce with a paint brush or a camera in my hand. I’m learning all sorts of things I never knew about myself. In truth, I only went to art club because I wanted to make new friends. I wasn’t really all that interested in art. I have met some really nice people but what has surprised me most is how much I’m enjoying being creative. Speaker 4 I consider myself to be a really creative person and I love painting and drawing so this was the perfect at er-school club for me. The fact that it’s run by Mr Bowden, my favourite teacher, and that my two best friends go to it too, are just bonuses. What’s really great is that we don’t just do painting and drawing. Mr Bowden introduces us to other types of art too and encourages us to have a go. We’ve done sculpture, photography – we’ve even made a short film too. I can’t wait to see what we do next. I really enjoy the class; even the short lectures about famous artists aren’t too bad. Speaker 5 If I’m honest, I didn’t really want to do extra art classes but my parents made me because they didn’t want me in the house on my own at er school. I’d rather have gone to a history club, but there isn’t one. But it’s not as bad as I thought it would be because the teacher gives us quite a bit of art history too. It’s good to learn about which famous artists were doing what and when. I’m not really a very creative kind of person so I don’t really enjoy the practical side of the lessons, although we do do dif erent stuf , which makes it less boring. Answers Speaker 1 – G Speaker 2 – F Speaker 3 – H Speaker 4 – A Speaker 5 – E Workbook page 35 TEST YOURSELF UNITS 3 & 4 VOCABULARY 1 Answers 1 strict 2 organised 3 helmets 4 bad-tempered 5 well 6 public 7 imaginative 8 panic 9 secret 10 grow GRAMMAR 2 Answers 1 enthusiasm 2 None 3 live 4 few 5 living 6 little 3 Answers 1 The test was such so dif icult that nobody got everything right. 2 Harry was used to being alone in the old house so he wasn’t worried. 3 Sara was much too scared to stay there at er dark. 4 Manu listened with interesting interest to the interview with the local politician. 5 There was hardly any of space on the shelf, so I couldn’t put the books there. 6 My grandmother always preferred her laptop. She never got used to using a tablet. FUNCTIONAL LANGUAGE 4 Answers 1 ’ll never, so 2 such, I can’t 3 so, such 4 hopeless, so