Page 166 - @ccess 1 Teacher´s Book

FOR OUR PRESENTATION Activity 29
• Remind your students that
29. Check the presentation outline you developed in Activity 21. when they compose the final
• Add notes about the verbal features needed.
• Compose the final version of your presentation outline. Look at the example. version of their outline they
should also verify that their
OPENING DEVELOPMENT CLOSURE presentation already has
(normal pace)
everything it needs.
5. Paula • Tell your students that they
1. Paula 2. Diego Ending+ slide (volume high)
Presentation Number of languages + slide may add all the voice prompts
Countries + table (volume, pace, clarity) they
Specific countries + map
3. Elena need to be confident when
Endangered languages + map presenting. The example
4. Paula in the book shows a
Importance of linguistic diversity + slide
case in which not every single
intervention has a prompt, this
30. Read the excerpt of a presentation below. should not be considered a
strict rule.
But we found out about something called endangered languages. (pause
due to an interruption) endangered languages are those that will Activity 30 T
become extinct because children don’t learn them.
• Play the track once. Ask your
students if they have heard rack 47
• Listen to the expressions on Track 47.
TRACK 47 any of the expressions
• Put a tick next to those that can be used to continue the presentation
after an interruption. Look at the example. before and/or what
they recognize from the
Expression a) Expression d) Expression g) expressions. Then, play it
✔
✔
✔
✔
Expression b) Expression e) Expression h)
✔
✔
Expression c) Expression f) Expression i) as many times as possible/
necessary for them to get
the answers.
31. Listen to Track 48 and complete the excerpt on the next page to • Ask students to compare their
invite the audience to ask questions once a presentation has finished TRACK 48
as well as to ask if something was well understood. own answers before providing
Continue this activity on the next page
the correct answers, so they
Studentʼs Book / Practice 9 161 can recognize and express
what their first perceptions
were about these expressions.
• Help your students understand why some of the expressions, although well-composed, are not well-suited
for the purpose of resuming a presentation.
Activity 31 T
• Ask your students what they remember about asking questions once a presentation has finished as well as rack 48
asking if something was well understood.
• Ask them to read the excerpt and have them make predictions about what kind of expressions may be
suitable, before listening to the track.
• Go through the Remember section with your students and rehearse how to insert those expressions in
their presentation.

Teacher’s Book / Practice 9 165