Page 175 - @ccess 1 Teacher´s Book

Activity 11
11. Listen to the dialogues on Tracks 51 and 52.
• In this activity, as in every TRACKS
• Tracks 51 presents different ideas for the classic trip. 51 and 52
time tracks are played, it is
rack 51, 52 important to follow a similar a proposal for choosing a destination for a trip or not. Look at the
• With your teacher’s help, discuss if the dialogue on Track 52 supports
example and do it in your notebook.
procedure. First, make sure
Intervention 3
your students read what
Here we support going to an
Intervention 1
Intervention 2
for not supporting going
T the task asks for at least Here we give a reason Here we support amusement park.
once, so that they can make
going to Chapultepec.
predictions about what they to the beach.
Intervention 4
are about to listento. Then, Here we do not support going
play the recording at least to an amusement park.
twice, or even three times, 12. Exchange points of view to accept or reject proposals.
once for general meaning and • Use the information you highlighted in your resources.
Proposals
one or two more times to fulfill If needed, go back to Activity 10. » Amusement park
the task. From time to time, • Check if your proposals are sound considering time, » Chapultepec Park
expense and distance. Use the expressions from
you may want to vary this and Activity 11 to support proposals or to reject them.
challenge your students to Choose proposals. Take notes about trip destinations • List suitable proposals. Look at the example.
listen just once. Being Through When you negotiate, you try to reach an agreement about a common goal.
Language
• Help your students to In order to do so, it is essential to show respect for others’ opinions, be
flexible about others’ stances and be a mindful listener.
categorize what kinds of
expressions are used to FOR OUR TRIP SCHEDULE
support a proposal and which 13. Pay attention to the different details of the proposals you chose.
onesare used to reject it. • Check the details you established in Activity 9.
Play the pertinent sections • Use the information highlighted in your sources to do so. Look at the example.
so that they can listen and Chapultepec park.
transcribe the text from the session 5 » LANDMARKS: Two artificial lakes, four
recording if you believe fountains, six monuments, eight museums,
it’s necessary. kiosk the Chapultepec Zoo, a botanical
garden, etc.
» ACTIVITIES: Run, play and have fun
Activity 12 outdoors enjoying nature.
• Remember that students
aren’t choosing options yet, 170 Studentʼs Book / Practice 10
instead they just have to
discard those options which
may not be suitable. However, they would need at least a couple of options for the next part of this practice.
We suggest having at least three options so that comparison becomes.
• Monitor your students to ensure they can show assertiveness when trying to persuade others, as well as
showing respect, interest, attention, etc.
• Without imposing your point of view, help the group to decide the best options for the trip or excursion.
• Provide time to consider the options your students have with the ones you may eventually provide.
• If you have a high number of students, you may divide the class into two groups.

Activity 13
• Verify that your students are using a number of sources (instead of using just one) to obtain information.
This is important since information may be contradictory and your students should face the task of
choosing, for instance, which information is the most recently updated.
• Ask a few questions so that your students become maware of whether they have to add information to their
notes. Questions that may be suitable are: Did we include basic data such as prices, opening and closing
hours and location? Have we considered where will we be eating meals?
• Be sure to schedule some time for those teams that may need more to complete their notes. Other teams
can help them to review the information included.

174 Teacher’s Book / Practice 10