Page 115 - @ccess 1 Teacher´s Book

Activity 5
• Before playing the tracks, 5. Listen to the tracks and match them to the following photos. TRACKS 20,
21 and 22
ask students to observe the
rack 20-22 • Encourage students to identify
images and elicit what they
are about.

setting and what might be on
T the contextual clues of each Contextual clues. Addressee. Speech register T rack 20 T rack 21 T rack 22
the tracks. • Select one of the dialogues you brought. Listen to it.
• Draw the setting where it takes place.
• Play the tracks twice for • Include the sound effects. Look at the example below, which illustrates the
Include the sound effects. Look at the example below, which illustrates the
students to complete the dialogue on Track 19.
activity and check their Example:
answers.
• Ask students to confirm
their predictions.
• Ask students to listen to the session 2
dialogue they brought or to
read it.
• Explain the activity and the
fact that they must draw the
setting where the conversation 6. Listen to Track 19 again and tick the photo of Vicente’s Remember
addressee. Who is he talking to?
A
TR
CK 19
takes place and to include the TRACK 19 Speech register is
how you address
sound effects. someone. If you are
• The CD icon will appear you should use a
talking to an older
person who you do
throughout the unit to indicate
not know very well,
rack 19 the activity the track is linked ✔ among friends you
formal register. On
the other hand,
to. However, remember the
when you are
can use an informal
T way we order activities is • Look at the modified extract (on the next page) from the dialogue register. It should
a suggestion and you may in Track 19 and pretend Vicente is talking to an old lady. the situation you
be appropriate for
change them to suit the • Choose the words and write them in the correct blank. are in.
• Look at the example.
purposes you established Continue this activity on the next page
with your students. 110 Studentʼs Book / Practice 7
Activity 6
• Read the first instruction and ask students why there are three different people in the pictures, what they
have in common and what their differences are.
• Play the track and let them complete the activity.
• Discuss how they were able to identify the correct addressee, what clues they took into account and if
there is someone who does not agree.
• Encourage them to use the script in Activity 2 to defend their answers, as the evidence is within the text.
• Link the discussion to the next part of the activity and the fact that they must adapt an extract of the
dialogue to a different addressee: an old lady.

114 Teacher’s Book / Practice 7