Page 19 - @ccess 1 Teacher´s Book

Activity 10
• Create opportunities for 10. Choose a role. Read the dialogue aloud, taking into account the changes
students to speak to in voice volume ( high and low) marked before each line. TRACK 4
rack 4 • Ask students what public Clerk: You’ll need two photos, one color Clerk: Well, most people pay between
Now listen to Track 4.
each other.
T service they have used and one black and white. Also, an ID. Your school $2.50 and $4 a year.
ID would be fine. A proof of address, and…
Teenager: All right. What are the office
most frequently. Teenager: Oh…, what kind of document hours to get the library card?
• Encourage the students to can be used as proof of address? Clerk: Monday to Friday, from 8:30 in the
carry out activities without Clerk: It can be an electricity or phone morning to 2:00 in the afternoon and from 3:00
your help. bill. And you can pay a voluntary fee. in the afternoon to 8:00 at night. Saturdays, from
10:00 in the morning to 4:00 in the afternoon.
• Take advantage of the Teenager: Sorry, I didn’t hear the last part.
Clerk: No problem. I was saying you could Teenager: Will it take long?
dialogue to demonstrate pay a voluntary fee. Clerk: Only the time it takes to type your
different ways of speaking, for Teenager: Ok, and how much do library data in the computer and the printing time. At
example: loudly, quietly, users normally pay? most, 10 minutes. Do you have any
other questions?
fast, slowly. Clues of the dialogue 11. Does something change if the interlocutors speak slowly or quickly?
• Ask students to take a part Choose a role and perform the following dialogue with the speeds TRACK 3
(teenager or clerk) in the indicated. Listen to Track 3. Now perform the dialogue in Activity 10,
using high and low voice volume and fast and slow pace.
dialogue and speak their
lines in the conversation. Teenager: No thanks. I’ll come back with the papers later.
• Make sure your students Clerk: All right. If you plan to come today, it’s almost 7, so you'd better hurry.
understand the vocabulary in Teenager: Right…… Thanks!
the dialogue.
• Model attentive listening and session 4 12. With your teacher's help, discuss which words and expressions would change if
the clerk were a teenager.
paraphrasing to
clarify meaning. Yes, definitely. But the question that follows
would change, too. Instead of asking “May
I believe the greeting
• Model and explicitly teach would change if the clerk I help you? which is very proper, he would
say “Do you need anything?” or “What can
body language associated were a teenager. He I do for you?” Those questions are more
might say something like
with the activity. “Hello!” or even “Hi!” informal, but they are still polite.
Activity 11
• Let students freely explore the
rack 3 dialogue before doing 14 Studentʼs Book / Practice 1

the activity.
T • Model phrases to promote
cooperative play and social skills, for example: how to join a conversation or how to ask for assistance.
• Role-play with students to model phrases used.
• Role-play different expressions to demonstrate speaking quickly, slowly, loudly and softly. Reflect in what
cultures people speak quickly, slowly, loudly or softly.
Activity 12

• Invite students to talk about personal experiences, give opinions and offer expressions that can be used
to do it.
• Ask your students to share their opinion about the language used by the interlocutor. Was it formal or
informal? Share an experience you have had.
• Provide students with examples of situations where it is useful to use colloquial expressions and situations
where those expressions are not useful because they could change the result of the conversation.
• Make sure your students understand the expressions.
• Before doing the activity, invite your students to give different endings for the dialogue they listened to.

18 Teacher’s Book / Practice 1