Page 170 - @ccess 1 Teacher´s Book

• Involve previous knowledge
about other subjects in the
Continue Activity 2 below
development of this activity.
For example, geography to
c) Write a list of the leisure activities that 1. Trekking
List of leisure activities
appear in the images on the preview 2. Sightseeing point out where sea-related
page in your notebook. Include 3. Playing marbles activities would be available;
additional ones. Look at the example.
history to suggest places that
3. Look at the chart below. Read the activities you will do in this practice in order could be visited.
to discuss proposals to arrange the schedule for a trip. Remember to tick each • Help your students to use
activity as soon as you finish it.
their answers to the questions
Week 1 WARM UP STAGE
to predict what will be done
• Activate previous knowledge. in this activity. You may want
• Draw up a list with proposals for trip destinations.
Look for and read • Establish sources and read information about trip to revisit these specific
information. destinations. questions once you have
• Write down proposals based on read information.
• Take note of information supporting workable checked Activity 3.
proposals.
• Give your students clues or
Week 2 BUILDING STAGE
form groups in order to make
• Compare pros and cons using a diagram.
Compare • Add data to workable proposals. the list. Think of working on
proposals.
• Assess one’s own and others’ ideas and proposals.
this part of the activity in
Week 3 BUILDING STAGE bigger groups instead of
working in pairs.
• Analyze the grounds for a proposal.
• Use connectives for linking reasons and data. • Take some time to verify
Make the case for
a proposal. • Analyze persuasion strategies and expressions.
• Think about ways to negotiate proposals. spelling and orthographic
conventions once they have
Week 4 CLOSURE STAGE SOCIALIZATION
finished the list.
• Use strategies for changing voice and body
Reach an language to influence others.
agreement after Activity 3
hearing and • Reach agreements.
commenting on • Organize the agreements obtained.
pros and cons. • Assess process and product. • Make sure your students
identify the three stages of the
• Look for information on the places you would like to visit. Bring the information to plan and that they understand
class to work with it during the practice.
each activity to be done. Ask
a student to read the tasks
Studentʼs Book / Practice 10 165
out loud so that they can
understand the activities they will complete in order to write their itinerary and the activity schedule.
• Note how important the use of the planner is for registering their advances: it gives a feeling of
accomplishment if at some points in the practice they recognize what they have already done.
• Take into account that it is important to gradually promote more autonomy to your students. One way to
achieve this is by progressively sharing more responsibilities with them, such as letting them create rough
drafts of their language product. If, in your opinion, they are still not ready to do so, you could provide a
model and then ask for something built upon that model. The point is that products should be attractive
and interesting for your students. That will be an incentive to get them involved so they can learn to do, to
know and to be with the language, thus becoming successful participants in this social practice of
the language.
• It is important to have information about the places they want to visit. If some sources are not well-suited
for this purpose, you may want to help your students discard them, once they have done Activity 7. But at
this stage, the point is to have enough sources of information to work with.
• Listen to Track 50 before the next class.

Teacher’s Book / Practice 10 169