Page 173 - @ccess 1 Teacher´s Book

Activity 9 Continue Activity 8 below
• Monitor that the teams focus • Share your answers to the previous activity with other teams. Answer
any questions they may have.
on the planning of the trip • With your teacher’s help, go over your answers.
With your teacher’s help, go over your answers.
or excursion and that their
interactions and discussions FOR OUR TRIP SCHEDULE
are respectful. 9. Establish the most important information needed in order to plan a trip or
• Remember that the model excursion with your teammates.
is not exhaustive. You may • Use the details you wrote in Activity 8 as a reference.
want to provide other details • Respect everyone’s opinion and turn to speak. Look at the example.
that may be important (for General details to plan a trip or excursion
example, ways of asking for » Places we’ll go and places we’ll visit Departure and arrival points
parental permission, time » Places we’ll visit in our destination Landmarks
» Mode of transportation we’ll use to get there Mode of transportation
required, etc.). » What we’ll eat Places to eat
• Provide students with » Where we’ll stay Accommodation landmark
(n.): sitio de
interés (para
guidance on how to present » Things we’ll do Activities visitar)
Expenses
their arguments, if they are » How much we’ll spend
unclear about how to express
them. Take into account that
while Spanish and English Reader's
are similar at a certain level, Book page 71-84
which can help with word
order, for students whose
mother tongue is not Spanish
this may not hold true.
• It would be helpful for
your students to organize
their information into three
common categories: one IT
about general information
(location, local weather, Look at the following links for information on planning a trip.
http://goo.gl/AnKH11
etc.), another about logistical http://goo.gl/JeCSo4
details (such as modes of
transportation, admission 168 Studentʼs Book / Practice 10
costs, meals), and another
about tourist attractions (such as landmarks, what kind of accommodation is available, what specialties of
local cuisine the place is famous for, etc.). Demonstrate how to categorize this information.
• IT box appear frequently along the units with suggested websites. We recommend you to visit the websites
anticipatedly to check whether the contents proposed are useful for your class planning and to anticipate
doubts from your students. You may also want to let them explore the websites freely. These suggestions
are not compulsory for developing the social practice of language, since we know Internet connection may
not be available at all locations.

172 Teacher’s Book / Practice 10