Page 153 - @ccess 1 Teacher´s Book

Activity 4
• With your students, emphasize 4. With your teacher’s help, brainstorm ideas that may help to define what
the commitment and aspect(s) of linguistic diversity are of interest to you.
responsibility of teamwork, • If you need some ideas, go back to Activity 2. Look at the example.
and let each student, little by Varieties
of English
little, get closer to autonomy
Languages
spoken in
Importance
and responsibility for their Countries Mexico of linguistic
Linguistic
where many
own learning. Remember the languages are diversity diversity
activities need to be guided spoken Most
Remember
used languages
by you with different levels Number on the Internet Linguistic diversity
participation. Establishing topics and questions about linguistic diversity of languages refers to the
spoken in each
fact that people
Countries
• Give a couple of ideas as an Americas Number where English around the planet
country of the
use many different
example in case students have of languages is spoken languages to
in the world
communicate with
difficulty proposing their own. others.
• In order for brain storming 5. Discuss which topics from Activity 4 are appropriate for an oral
presentation and which are not. Look at the example.
to work, it should: a) accept I agree with

every proposal, without you. On the other
I think it would
judgements, but rather be interesting to find hand, I don’t think we have
any sources of information
out which countries
we can use to look for
guiding students towards speak the most languages, the number of languages
more appropriate ideas; because we can draw . . spoken in each country
a map to show that
a map to show that.
a map to show that
of the Americas.
b) have a great number of
proposals. In this way, there session 2
will be enough options for FOR OUR PRESENTATION
your students to choose from 6. Choose a suitable topic to work with for the oral presentation.
in order to prepare their • Discuss what you would like to know about the topic you’ve chosen with
your teammates.
presentation. • Ask questions based on what you want to know. Look at the example.
• Link the definition in the Importance of linguistic diversity
Remember section to what Topic: Countries where many languages are spoken. Is the percentage of the population
What are the countries in which many languages
your students discussed in Questions: are spoken? that speaks each language the same?
Why is it important to keep
Activity 2. How many languages are spoken in each of languages alive?
those countries?
What is the name of each language?
Activity 5
148 Student´s Book / Practice 9
• The challenge of this social
practice is that your students should build not only the content of their presentation in English, but also
the discussions leading to it. This requires some work with specific content, with which your students may
have previous experience in their mother tongue, but not in English. Provide enough support so that your
students don’t get frustrated by their lack of expressions.
• Build on what they already know about making presentations and choosing topics to develop.
• At this stage, when speakers try to express new words, they will tend to Anglicize what they know in
their mother tongue. These attempts should not be discouraged. As long as they develop enough self-
confidence, they will begin the transition to using the “proper” English expressions.
Activity 6
• The strategy modelled in this activity is one that highlights any uncertainty, thus leading naturally to
students’ questions. However, you may want to also use some issues that your students may already be
familiar with. In that way, their questions will be directed at deepening their previous knowledge or to
compare and contrast, for they may have unsupported beliefs about languages.
• Take time into account when checking on each team and their questions so they don’t end up trying to
“bite off more than they can chew”, that is, trying to cover more questions than may be possible in the time
allotted. However, if for some reason they end up with many questions, don’t worry, since they may want to
discard some once they have read their sources.

152 Teacher’s Book / Practice 9