Page 167 - @ccess 1 Teacher´s Book

Activity 32
• Play the track and verify that Continue Activity 31 below Remember
the register for the opening
rack 49 is appropriate with your Voice 2 (Diego): Well, we have arrived at the end of our to invite the

Some useful
expressions
students.
presentation.
Any questions?
audience to ask
questions are:
what do you mean
T • Offer feedback on the Voice 4: when you say that “when Any questions?
composition their openings. a language is alive, the culture and traditions of that language say. Questions
Now, have your
are alive as well”?
or comments?
Activity 33 Those used to ask
for clarification
• Help your students detect the 32. Compose an opening for your presentation. understood are: I
of what someone
• Check the organization of your presentation
following expressions with Expressions referring to topic. Clarify information (Activities 18 y 21) and listen to the example don’t quite get…,
When you say….,
references to the topic on at the beginning of Track 49. TRACK 49 Could you please
Do you mean...,
the track: 33. Listen to the presentation on Track 49 again. explain, etc.
– We are here today to share • With your teacher’s help, decide where the expressions referencing
the topic and the guiding questions are.
some data about linguistic • Use them as a model and decide how and where to include them
diversity with you. in your presentation.
• Help your students detect 34. Ask other teams to provide the questions they wrote in Activity 25.
the following expressions • Check the notes you did not include in your presentation (Activity 19)
and prepare an answer for them. Listen to the example at the end of Track 49.
referring to guiding questions: session 11 35. Decide the time allocated for each team to make their presentation
– We had a question: Were all and in what order they will appear.
languages spoken by the 36. Based on the order and time decided, give your presentation.
same number of people? • If you are unsure of how to proceed, check the example of a complete TRACK 49
– Why is it important to keep presentation on Track 49.
• Use the following checklist to give and receive feedback.
every language alive?
• Share other expressions that Yes No
Introduced themselves (Activity 32)
refer to the topic with your Provided the topic of their presentation at the beginning (Activity 33)
students (We did research Referred to the questions they established (Activity 33)
Used their presentation outline (Activity 29)
on…, This is presentation will Used the visual aids when necessary (Activity 23)
Used an appropriate register (Activity 27)
take on the issue of…). Provide Used adequate voice features (volume, pace, clarity) (Activities 28/29)
them with some guiding Used expressions to get back on track, if needed (Activity 30)
Invited the audience to ask questions (Activity 31)
questions (We asked…,One of Were able to clarify their ideas (Activity 34)
our issues was…). 162 Studentʼs Book / Practice 9
Activity 34
• Help your students to understand the questions asked by other teams. If necessary, put teams together so
they can help each other understand what is being asked.
• Help your students detect the following expressions on the track:
– What do you mean when you say that, “When a language is alive, the culture and traditions of that
language are alive as well.”?
– Well, for example, some songs only exist in the language in which they were originally created.
If nobody speaks that language, there is also no one that sings that song anymore.

Activity 35
• Before allocating time, take into account the length of the presentations.
• Make sure the length of the presentations (including visual aids) remains in an appropriate range.
Activity 36

• Make sure your students go back to the activities before starting the presentations so they can make sure
rack 49 • Remember to allow some time for answering questions from the audience. If necessary, allow the use of
they are including everything needed for their presentation.

T written notes.

166 Teacher’s Book / Practice 9