Page 23 - @ccess 1 Teacher´s Book

Activity 21
• Check the answers for this
activity with the class and for our Dialogue
identify the students who 21. Choose the questions that can be used as models to produce and ask
made mistakes to work with your own for your dialogue.
them later. • Remember to use the key words you wrote in Activity 19 in your questions.
• Complete and answer the questions orally and then use them to practice a
• Repeat tracks 2 to 5 for dialogue. Look at the example.
the class, but this time QUESTIONS
concentrate on just the example
questions so that the students How » Could you tell me...? » Do I need to...?
can answer orally. can I help » What else do I...? » What kind of services...?
» Where can I...?
• Ask volunteers to formulate you?” » Can I...? » Could you give me...?
» How do you...?
I would like to
and answer the questions know how to get » Do you have a...? » Who could help me ...?
without using the tracks. a birth certificate. » How much does... cost? » How can I help you?
• Take advantage of this activity Expressions
to have a review of the
question words (what, why,
how, et cetera) with the class. 22. With your teacher´s help, check your questions and answers.
Activity 22 CHECKPOINT
• Remember modal verbs
convey the speaker’s attitude 23. Let’s think about your performance up to this moment. With your teacher´s help,
towards the level of obligation session 7 complete the following notes.
in relation to an action to be
performed. Modal verbs We use the following listening We’re working to develop the
include can, could, should, strategies: following listening strategies:
might, and may.
• Clarify that the list of
questions includes examples
in order for them to produce
the ones they need for their
own dialogue orally.
• Help your students and 18 Studentʼs Book / Practice 1
promote self-correction,
modification and
reformulation in the process of forming the questions, so that there is a feedback process.
• Walk around the classroom and make sure each team’s oral questions and answers are well structured.
• Generate a pleasant environment (respectful, collaborative, supportive, et cetera) to promote
class development.
• Remind students to check the subproduct they produced in Activity 19 and to use keywords in
their questions.
• Ask students to share their answers to get feedback.
• Help them to expand their proposals and generate consensus.
Activity 23
• Let your students know that recognizing their strengths and limitations at this moment of the practice allows
them the necessary alternatives to produce a good language product and achieve successful learning.
• Invite them to take a proactive, sincere and reflective attitude.

22 Teacher’s Book / Practice 1