Page 22 - @ccess 2 Teacher´s Book

Activity 15
• Nuance can also take other
forms. For example, when we
make a sentence longer or add
modals, we give the message
nuance. In this practice, we
focus on giving a sentence
nuance by means of changing
or adding words. However, if
this does not suit the PSA your
students want to prepare, you
may skip or modify this activity.
You may also want to change
the words given if your students
already know them.
• If you feel the words proposed
are appropriate, you may first
want to use them in a sentence,
rather than giving the meaning.

Activity 16
• In a PSA, sound plays two
important roles: not only does T
it convey emotions, but it also
helps to create the environment rack 2
(by means of sound resources
and effects) to better intensify
the message’s effect.
• If you have access to PSAs on
video, point out that movements,
lights and perspectives also play
an important role in enhancing
the message.
• If your students have the means to create a PSA on video, it is important to give them some tips on using
sound for a more powerful message.

Activity 17
• Remind your students to gather their sub-products and to have them at hand while working through the
practice. Having them in a linear manner (as if it were book) tends to be less effective than having them on
a poster, since that way they can view them all at the same time.
• 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 21