Page 174 - @ccess 2 Teacher´s Book

Activity 7
• Brainstorm, with students, the
words and expressions that
serve as clues to identify the
topic of the complaint.
• Model using a couple of
examples and play the track
one more time if they cannot
remember the dialogue.
• Go through the repertoire of
words and expressions and
ask them what each word and
expression means, what they
focus on and who says
each one.
• 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.
Activity 8

• Play the track once. T
• Elicit how this dialogue differs
from the one they have listened rack 55
to in previous sessions.
• Ask them questions such
as: “Who participates in
the dialogue?”, “What do
participants intend to do?”,
“Do they achieve their goal?”, “Why is that?”, “What are the main differences between the two tracks?
• Go through the dialogue with students. You should encourage a couple of volunteers to role-play it.
• Encourage the rest of the class to carry on with the discussion.
• Ask them if they have been in a similar situation and if communication was cut off because of the attitudes
of the interlocutors.
Activity 9

• Play the track once. T
• Elicit how this dialogue differs from the one they listened to in previous sessions.
• You can also encourage them to talk about the attitudes and emotions that were at play in this dialogue. rack 56
• Go through the example with students and ask them if they agree with it and why.
• Remind them to support their answers with quotes from the track.
• Elicit different ways to carry out the conversation so both participants succeed when communicating.
• Brainstorm some adjustments and go through the example with students, so they know what to do.
• Encourage them to role-play the dialogue, adjusting the attitudes and, therefore, the expressions each
interlocutor uses.

Teacher’s Book / Practice 10 173