Page 21 - @ccess 2 Teacher´s Book
P. 21

Activity 12
              • Since PSAs are short texts, they
               tend to appeal to emotions
          rack 2  rather than giving long
               explanations. This is why one
           T   way to verify how useful (and
               powerful) a PSA is, is by means
               of checking the emotions
               and reactions aroused in
               the audience.
              • You may use this activity again
               at the end of this practice to
               verify whether the PSA your
               students created is a good one.

              Activity 13
              • Remember intermediate
               assessment is meant to check
               what can be improved in order
               to achieve a better performance
               and a better product. Therefore,
               if you consider it too early a
               stage to assess, you may want to
               revisit this activity later.
              • You may use any of the
               assessment formats in the
               corresponding section in this
               book to have more assessments
               during this practice, if you
               consider them necessary. You
               may also change the format if,
               in your opinion, the suggested
               format is not suitable for your students.

              Activity 14
              • As you’ve seen, each time we ask you to play tracks that you’ve already played, it’s to focus on details other
               than those focused on in the original activity in which the tracks appeared. This is a structural issue
          racks 3, 4 and 5  • As explained in the Take a note informative box, emphasis is a multi-layered process and can be
               for this pedagogical approach, it is not practicing for the sake practicing, mechanically and without
               purpose. Rather, imagine that knowledge is a kaleidoscope, so depending on how you hold it, you will see
               different forms and colors appearing. As such, your students have already listened to Track 2 at least three
               times during this practice, but this time the focus is on contrasting how emphasis is given.



               non-verbal language (a wink, or a smile).
          T    expressed by many means. Emphasis can be as subtle as adding a well-timed pause or even by means of
              • Your students already know how to emphasize in their mother tongue (actually, they learned to do it from
               an early age). Help them to transfer that knowledge to their English usage.
              • 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.





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