Page 20 - @ccess 2 Teacher´s Book

Activity 10
• This activity is meant to increase
awareness of purpose in your T
students. They should start rack 6
moving from mere identification
towards a more reflexive
approach in which they
can give a rationale on why
they give a certain answer. This
is the basis for more complex
types of interactions and
metacognitive awareness, which
allows students to progressively
improve their level of
English proficiency.
• The idea of identifying the
audience (even if an example is
provided) is to foster discussion.
Discussion means not only
interacting (which is one of
the main issues to work on
in this level), but also increasing
awareness of language itself.
What’s more important than
giving them carved-in-stone
definitions is that students create
and later discuss their own
conclusions. Knowledge cannot
be transplanted from one person
to another, only the means to
build one’s knowledge.

Activity 11
• Since the purpose of this practice is to show support and solidarity, the purpose of the PSA should move in
that direction, depending on the problem or issue your students’ PSA will deal with.
• PSAs are more commonly video recordings. However, in this practice we plan to have an
audio PSA. PSAs are also usually short (30 seconds is the usual length), so the expressions should
be kept short but with impact.
• PSAs usually have a catchphrase, since they are a type of ad. Indeed, many PSAs are remembered
because of their catchphrase. The idea of listing these expressions to support solidarity is to work on them
so they can become memorable catchphrases for your students’ PSA.
• 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 1 19