Page 15 - @ccess 2 Teacher´s Book
P. 15

Practice 1





              words can heal


              Activity 1
              • Remind your students that
               messages in different formats
               and media can fulfill the
               same role. In this case, texts
               expressing support and
               solidarity can be varied, for
               example, a conversation (when
               people need help or advice on
               a personal issue), by means
               of a letter, a printed ad (as in
               the case of this activity) and
               PSA, which is the product of
               this practice.
              • Show your students how to use
               contextual clues as a means of
               anticipating the message. We
               derive meaning from the context
               (the situation) in which texts
               are used. Help your students to
               become interpreters and to use
               their intuition to improve their
               comprehension of the texts.
              • Some answers might be:
               a. Bullying is not Ok; b.
               Because someone was
               concerned about this problem; c. Bullying, because it is a school and work problem; d. Social problems,
               and inappropriate social behaviors; e. Problems such as jealousy, envy, etc. Students may give longer
               answers than these. The examples are only indicative.
              • Allow your students to take short notes to have their thoughts at hand for the discussion in Activity 2.
              • Go to Track 60 and use the visual resources to support your teaching strategies.

              Activity 2
              • We recommend you check the examples with your students only if they actually need to. Remember, your
               goal is to foster their autonomy (since they won’t have this book in a real-life setting, should the occasion to
               communicate in English arise). Help them to rely more on their own opinions and the feedback from their
               partners rather than copying the conversation.
              • Remind your students that they should cover the three points provided (problem, audience, purpose),
               but that it doesn’t matter in what order they are covered, nor do they have to cover each one to the
               same extent.
              • You can make this activity a team activity if suitable. Whole class discussion can lead to more extroverted
               students taking the reins of the activity at the expense of shier students.







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