Page 151 - @ccess 1 Teacher´s Book

Practice 9 Speaking well makes the world go´round

speaking Practice 9 Social language practice: Present information about linguistic diversity.
Academic and educational environment
well makes In this practice, you will learn to prepare and give an
oral presentation about linguistic diversity .
the world Warm-up stage
go´round 1. Look at the following infographic. Pay attention to the names of the languages in it.

Activity 1

• Ask your students if they have
seen any infographics before Things I know. Planning our product
and what they were about.
• Help them make connections
between the infographic and
the information presented by
asking questions such as: Why
do you think the relationships
between languages can be
W
rite in your notebook the names of
represented as trees? session 1 • Write in your notebook the names of the languages you’ve heard of and the ones
and the ones
d of
the languages you’ve he
ar
you haven’t. Look at the example.
• Guide the activity to
S O
F T
E
E L
A
U
G
N
NAMES OF THE LANGUAGES
A
H
establish graphic and textual NAMES OF THE LANGUAGES N A M I HAVEN’T HEARD OF G E S
I’VE HEARD OF
I HAVEN’T HEARD OF
components. Focus on the German Punjabi
meaning of the branches, as 2. Share your answers to the previous activity and answer the questions
Share your answers to the previous activity and answer the questions
well as the size of the foliage. on the next page in your notebook. Look at the example.

• If necessary, explain I think some Do you consider many other languages Remember
I don’t know how
that spoken languages important than others, every language there are, but I imagine languages in
languages are more
as important as
The names of
people speaking and
are divided into families for example, those that your mother performing their daily English begin with
have more people tongue? Why? activities using their capital letters.
(linguistic family). This means who speak them. language, so I think they
Continue this activity on the next page
some languages resemble are as important
as mine.
each other more than others. 146 Studentʼs Book / Practice 9
Activity 2
• Ask your students to reflect on the questions in the activity. Encourage them to share their experience with
other languages besides English, Spanish and their mother tongue, if different from these. Coordinate the
discussion of experiences by directing the dialogue toward the principal aim of the unit: to prepare and
give an oral presentation about linguistic diversity.
• It is important to convey the idea that understanding linguistic diversityis essential for properly developing
intercultural competence.It is equally important to assess every language impartially, without taking into
account the economic importance of the countries in which it is spoken, its number of speakers, whether it
has written texts or not, andwhetherit is spoken in Mexico or in other countries.
• The example is included because your students may lack the range of expressions to talk about
languages. Encourage them to give their best even if their answers are not long. However, you should
come to have high expectations. Thus, it is important to take some time to give input and feedback that
allow your students to lengthen their answers.
• If possible, take some time for them to share their answers. It is important that if some of your students
know languages besides the expected ones (i.e., German, French, Portuguese), to comment on that, since
it can provide a good link to the questions in this activity.
150 Teacher’s Book / Practice 9