Page 122 - @ccess 1 Teacher´s Book

Activity 18
• Link this activity with the
18. Listen to the track and follow the dialogue in the transcript below. T
TRACK 27 previous one and tell students
• Use the questions from the previous activity and the statements
from Activity 16 to write a dialogue like the one you just listened to. to turn the monologue they
• Add some details to anticipate what he or she is going to say, to confirm presented in the previous rack 27
information or to summarize what you discussed.
activity into a dialogue, so
both students can perform it.
• Go through the example
You: Do you have any hobbies? anticipating with students and start a
Me: I do. I live for literature. It is my favorite subject at school.
conforming conversation to see if they
You: Really? Why is that?
Me: Because I love reading about exciting adventures.
You: Oh, I am sure you like fantasy books. Am I right? agree with what is going on in
the dialogue.
Me: Yes, especially series like Harry Potter or The Hunger Games. • Go back to Activity 1 if you
You: Oh, yes! I once saw the movie Catching Fire, the first story of The Hunger
interrupting Games. I loved it! questioning need another example before
Me: You don’t say. I actually I hated it. They left out some parts of the book.
You: What?! I didn’t know that. So, do you recommend reading the book?
Me: Totally. Then you can read the other two. And when you finish that, you can students compose their
dialogues.
read The Lion, the Witch and the Wardrobe. It is my favorite book. • Remind students dialogues
You: Is it from The Chronicles of Narnia?
summarizing Me: Yes, but who is the author? I think is by C. S. Lewis. There is also a movie, but self-questioning are oral text and, therefore,
the book is much better, as always.
they have different elements
You: Ok, so I’ll check out The Hunger Games trilogy and The Chronicles of Narnia.
than written texts.
• Tell them to enrich the
• Perform the dialogue and try to say it without the script. questions and answers with
CHECKPOINT details to anticipate what the
interlocutor is going to say,
19. Read each line carefully. Tick the box that best describes your work confirm information, and
up to this point.
summarize the discussion at
• I can listen to and explore likes and dislikes in
dialogues. the end.
• I can identify topic, purpose and addressee. • Provide help when needed,
especially when adding more
• I can identify speech register.
details to make the dialogue
Continue this activity on the next page appear more natural when
Studentʼs Book / Practice 7 117 said orally.

• Encourage them to present their dialogue to the class without the script.
Activity 19
• Emphasize the importance of self-assessment.
• Remind students to check the activities and their notebooks to carefully reflect on their work up to
this point.
• Ask them if they would like to revisit an activity to clear up any confusion.
• Encourage them to provide some tips or extra steps to continue working on the interview.

Teacher’s Book / Practice 7 121