Page 20 - @ccess 1 Teacher´s Book

Activity 13
• Provide opportunities for
13. Listen to Track 3 again and pay attention to the voice of the interlocutors.
speaking and listening T
• Tick the boxes that match the tone of voice used by the library clerk. TRACK 3
Ask your teacher or use a bilingual dictionary if you have questions outside the classroom.
about the meaning of a word. rack 3
• Observe students as
they engage in personal
conversation during their
free time.
• Allow the teams to play
Rude
Kind Indifferent Polite Surprised Rude
the track as many times as
heading (n.): necessary.
encabezado
14. Read the information included in the following diagram. • Ask students to confirm their
comprehension of the task.
• Determine which column corresponds to formal language, and
which to informal. Write the correct heading in the space provided. • Have students use body
language to represent
Informal
F ormal
different moods, using the
People older than you Friends dialogues from
Remember
Close relatives previous activities.
People in the office Speech register
is the factor that • Ask students to represent,
Classmates determines the
Authorities way language will with body language, the tone
People your age be used. It may be
formal or informal. that is used in dialogues in
People you have In public services,
just met people use formal a classroom.
language.
Activity 14
15. Study the next images closely. Fill in the blanks with the correct form of
communication represented in each.
• Remind students that the level
• Face to face • At long distance
of formality or informality of
an oral or written exchange is
called register.
• Model the correct way of
using speech register: you
Face to face At long distance Face to face At long distance
should speak formally to
older people and people with
Studentʼs Book / Practice 1 15
authority, and informally to
friends and family.
• Encourage students to do the activity by themselves.
• Check the answers to the activity with the class and have students share expressions in which they use
formal and informal language.
Activity 15
• Monitor students and redirect as appropriate.
• Conduct a focused interview with students individually or in small groups.
• Ask your students to mention situations in which they have participated in face to face communication and
in long-distance communication. Offer them examples which are different from the ones in the images.
• Encourage students to ask different types of questions. Student Book / page 13

Teacher’s Book / Practice 1 19