Page 171 - @ccess 1 Teacher´s Book

Activity 4
4. With your teacher’s help, listen to Track 50 and answer
• Having listened to the track the questions. TRACK 50
before class, be prepared • What was the purpose of the trip? To visit Ajijic.
rack 50 to help students with any • What did they do during the trip? Walked trough the streets, saw
• Which places did they visit? Lake charrería Ajijic.
difficulties they may have with
a charreria, demonstration and a football match, also strolled by the lake.

this activity. Play the track.
T • Help your students by • What did they like most about the trip? They enjoyed the charreria the most.

mentioning that they will hear 5. Listen to Track 51 to get the general idea of the dialogue.
about the experience of four a) Look at the following expressions taken from Track 51. TRACK 51

people who went to Ajijic. Ask Understanding dialogues about trips. Expressions to propose ideas We should

them if they know something Why not I’d like to camp on
a getaway to a beach!
about that town. an amusement go to the
forest.
• Provide some clues (words park?
or expressions) that will help

students find the answer. We could
It is important that your take a trip to How about
spending a
students reflect on what kinds the Ajusco. day in a
of clues are most useful in water park?
understanding an oral text
by giving them a range
of strategies.
• Allow your students to listen, session 2 b) Identify when the expressions are used and comment upon their differences.
to the whole dialogue. Then,
play it again just to listen to the FOR OUR TRIP SCHEDULE
sections where the answers 6. Give your proposals for the places you would like to visit.
can be found about the places • Use the expressions in Activity 5 as a reference.
visited or the activities • Listen attentively to every proposal and list them in your notebook.
carried out. Look at the example.
• Explain that it’s better to » Visit an amusement park.
» Go to Chapultepec Forest.
identify the general meaning » Camp on a beach.
of the dialogue, not to attempt
to translate it word by word.
166 Studentʼs Book / Practice 10
Activity 5

• Help your students get ready for the following listening activity: make sure they are quiet and settled.
Coordinate the group discussion on the different places and destinations for the trip mentioned on the
track. Be sure one student or group doesn’t take over the discussion.
rack 51 • Help them to put forward their proposals about the meaning and use of each expression.
• Play the track once to listen to the whole text. Then play it again and identify the expressions.
• Help your students by modeling what kind of impact each expression has on each addressee.
T Activity 6

• Provide feedback so that your students can use some (or all) of the expressions worked on in
Activity 5. However, it’s fine if they feel more comfortable with other expressions, as long as they are
understood. However, be clear that one strategy that may help to build confidence is having a range
of expressions to deal with a situation, instead of always using the same expression for everything.
• In Mexico, the range of possibilities for establishing a destination is really broad: museums, archaeological
sites, amusement parks, aquariums, forests, historical landmarks, ecological reserves. Provide your
students with other plausible options, taking into account their resources and where you are.

170 Teacher’s Book / Practice 10