Page 128 - @ccess 2 Teacher´s Book

Activity 15 (continues)
• Ask them if they notice a
pattern, and why Wangari
Maathai uses “and” most of the
time. It could be because she
is talking, and not reflecting too
much on the form of what she
is saying. It would be different if
she had written the anecdote.
• Model the following exercise
and emphasize the importance
of using synonyms to enrich
their speech.
• Go through an example and let
them do the rest.
• Read the complete new version
once it is finished.
• Allow some time for students to
identify the connectives in the
anecdote they selected.
Activity 16

• Ask students how they can use T
connectives in their anecdote.
They should say to link the main
ideas they wrote before. rack 40-41
• Encourage them to identify the
main ideas in the paragraph that
serves as an example.
• Allow some time for them to
link the sentences they wrote in
a paragraph, provide help
if necessary.
Activity 17

• Elicit the different ways of presenting events in an anecdote. Most of them will answer that they all start with
the event that occurred furthest in the past and finish with the
most recent.
• Ask them if they have told an anecdote from the most recent event to the one furthest in
the past.
• Play the first track and elicit how it starts.
• Play the second track and ask students if what is said means the same as what was said in the previous
track. What remains the same and what changes?
• Allow some time for students to complete the activity.
• Monitor and provide help when necessary.
• The CD icon will appear throughout the practice to indicate the activity the track is linked to. However,
remember the way we order activities is a suggestion and you may change them to suit the purposes you
established with your students.

Teacher’s Book / Practice 7 127