Page 16 - @ccess 1 Teacher´s Book

3. Look at the chart below. Read the activities you will complete in this unit in order Activity 3
to produce a dialogue. Remember to tick each activity as soon as you finish it.
• Make sure your students
Week 1 WARM-UP STAGE
identify the three stages of the
Listen to • Identify the main parts of a dialogue: theme, setting,
dialogues. purpose, interlocutors and attitude. plan and that they understand
Week 2 BUILDING STAGE each activity to be done. Ask a
student to read each task out
• Locate key words to express main ideas.
• Find clues to decide how to participate in the dialogue
Learn how to (voice, volume, speed, speech register, setting, tone). loud so that the other students
participate in • Formulate questions to ask for information.
a dialogue. understand the activities they
• Create your own expressions using different types of
sentences. will perform in order to create
Week 3 BUILDING STAGE the product (a dialogue).
• Keep in mind that the
Prepare • Produce the sentences you will use in the dialogue.
expressions for • Revise your sentences. students can put forth their
the dialogue. • Rehearse your dialogue.
own proposals about the
Week 4 CLOSURE STAGE-SOCIALIZATION product in order to expand
Perform your • Assess the process and product.
dialogue. its scope and to come up
with the steps to achieve it,
4. Read along as you listen to the conversation. also, to make proposals from
TRACK 2 the ones you present them.
Martha: Hi, Anna! What a surprise! Then, the office employee scans your session 2 The most important aspect
How’ve you been? papers and takes a photo of you. That’s it! of this project is to create an
Anna: Hello, Martha! I’m fine, thank you. What You’ll get your ID in the mail a few days
about you? later. The membership fee is 10 dollars. appealing language product
Martha: I’m fine too. So what’s up? Anna: Thank you! It was great to bump into for the students to choose, so
Anna: I want to join the basketball team, so I’m you. I’ll go home and come back with my that they get totally involved.
looking for information about it. documents to sign up for the team. Thanks
Martha: Really? Did you know I'm a player? a lot. They will then feel the need
Anna: I didn’t know! I would have asked you, Martha: You’re welcome. I play on Mondays to develop the abilities,
instead of coming all the way here. So, what and Wednesdays. It would be great if we knowledge, attitudes and
do I need to do to join? were teammates. I look forward to it. Theme. Purpose. Interlocutors. Setting
Martha: It’s pretty simple. You just have to bring Anna: Great! I’ll make sure to pick up that values necessary to grasp the
your school ID, proof of your address, and a schedule, it will be fun. social practice of language.
medical certificate. Then, you have to Martha: Alright! See you soon then. • Read the schedule with your
fill out a sign-up form and can choose the Anna: Sure, thanks again. Bye.
schedule that´s best for you. students.
schedule (n.): horario
fee (n.): cuota • With your students,
consolidate the commitment
Studentʼs Book / Practice 1 11
and responsibility of
teamwork, and let each student, little by little, achieve autonomy and responsibility for their own learning.
Remember that you should guide the activities with different levels of participation.
• With your students, explore the activities of the stages in order to produce the language product.
Activity 4
• Ask a student to read the introductory information about Anna out loud.

• Let students listen to the whole dialogue. Then, play the track again, pausing to point out certain phrases
(e.g. “bump into you”, “sign up”, among others), as well as the expressions used to ask for or give T
information about a community service.
• Use this activity to recognize the cultural patterns displayed when having a dialogue like this one, for rack 2
example, the body language used (which cultures use a lot of gesticulation, how the concept of personal
space varies from culture to culture, et cetera).
• Ask students what this dialogue is about, who speaks and how many people participate.
• Ask students which parts they understood and which parts they need to listen to again.
• The CD icon will appear throughout the unit to indicate the activity the track is linked to. However,
remember the way we order activities is a suggestion and you may change them to suit the purposes you
established with your students.

Teacher’s Book / Practice 1 15