Page 28 - @ccess 2 Teacher´s Book

Activity 28
• Remind your students that it
is not necessary give nuance
to every line. As they say, if it
ain’t broke, don’t fix it. Check
the reactions to the role play
in Activity 24 and decide if
changes to body language
could give necessary nuance to
the PSA.
• This is also the chance to check
for the objectivity and factuality
of the information. Remember,
while the purpose of giving
nuances to the PSA is to
provoke emotions, it should
not be done at the expense of
sacrificing objectivity.

Activity 29
• PSAs are mixed type text.
They use a written script,
but they are oral; thus, they will
work better if the expressions T
are the ones you would use in
daily interactions. rack 9
• Some PSAs work by repeating
the expression at the beginning
and at the end of the PSA. This
reiteration helps the messages
to sink in.
• In English-speaking countries, positive words are really appreciated (and they will tend to say the
negatives in a positive, constructive way). Obviously, messages change according to the addressees, but
this may be an important intercultural aspect to share with your students.

Activity 30
• We include details to show you models of how you may help your students to improve their own PSAs.
However, if time is not on your side or if your students have already mastered these skills, it is not
necessary to do every single activity.
• 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 27