Page 183 - @ccess 1 Teacher´s Book

Activity 25
• Check that times proposed for 25. With your teacher’s help, complete the activities for your trip and the times
for each one of them.
each activity are sensible. • Use the schedule in Activity 18 as a model.
Re-arrange the cactivity • For each one of the activities, give reasons that support your activity and time
choice. Use Activities 19-21 as a reference.
if needed.
• Give your students some
time to prepare and rehearse For our Trip Schedule
their proposals orally. If your 26. Discuss the activity proposals on your schedule to reach TRACK 54
students want to use written agreements. In order to do so:
• Use the persuasion and negotiation strategies you worked on in
notes at this stage, allow Activity 22.
them to do so. However, it is • Include body language, as you did in Activity 23.
important to remind them • Give counterarguments to others’ proposals, as you saw in Activity 24.
• Listen to Track 54 in case you are unsure of how to proceed.
they won’t have the chance to • Write the compromises you agreed on in your notebook. Look at
use notes. the example.
Activity 26 Composing a trip schedule. Spelling and punctuation Class Agreements
• In these kinds of activities, it » We will leave at 7:30 a.m. and we expect to come back at 8:30 p.m.
is common for one person » We will rent a bus to get from Texcoco to Chapultepec.
» We expect to arrive in Chapultepec at 9 a.m.
» Then, we are going to spend one hour having breakfast.
to take the role of secretary
rack 54 while the others just dictate: » Immediately after having finished breakfast, we will visit the museum in
Chapultepec Castle.
you could change this kind
T of team organization by
suggesting that each team
member writes an element of Closure stage-socialization
the proposed trip. session 11
• Another way to change the 27. With your teacher’s help, put the activities and time of each one in order
teams’ organization is to divide to compose the final version of the schedule. In case you need to, go back to
Activity 18 to see an example of a schedule.
the notebooks or sheets of
paper your students are using 28. Take time to look at the schedule again to check spelling and punctuation.
into four sections/categories: 29. If possible, take the trip following the schedule you decided on.
one is intended for individual
activities, the second one for 178 Studentʼs Book / Practice 10
activities in pairs, the third
one for group activities and
the fourth one for whole class activities. In this way, the notebooks or sheets of paper can be used by all the
members of a team without having someone who plays the same role on every single occasion.

Activity 27

• Help your students to articulate the schedule of activities they agreed upon. Check that the schedule is
coherent and clear.
• Make sure your students take into consideration the effort involved in this activity when offering and
receiving feedback.

Activity 28
• Show your students how to provide constructive comments while giving him your feedback and invite their
constructive comments on how to solve checking and spelling difficulties. In this way, your students will
learn strategies related to learning to learn.
Activity 29

• Remember: the purpose of this practice is not to have a trip, rather, to discuss and agree on planning a
trip. However, going on the trip is a way offinding out if the product of the discussion was well-done.
• For this to happen, you should insist that previous activities have plausible options for a student trip.

182 Teacher’s Book / Practice 10