Page 49 - @ccess 2 Teacher´s Book
P. 49

Practice 3





              BETTER SAFE
              THAN SORRY


              Activity 1
              • You may add other situations
               that may be present in your
               community or give more than
               one recommendation for
               each image.
              • Encourage your students to
               give at least one reason why
               they think people behave
               responsibly or irresponsibly
               when faced with the natural
               disasters shown. Help them to
               argue their point of view rather
               than just giving opinions based
               on common sense. In order
               to achieve higher levels of
               comprehension, it is important
               to progressively understand
               more complex issues and to
               be able to argue effectively.
               Thus, it is an important skill to
               be developed as your students
               transition from basic users (A1,
               A2 of the CEFR) to independent
               users (B1).
              • Ask students to give suggestions, and once they have given them, verify how practical it would be to follow
               them. The usefulness of an instructional text is measured by how precise the instructions are and how
               helpful it is. If it does not solve the problem it intends to, then the instructions won’t work in real life.
              • Go to Track 60 and use the visual resources to support your teaching strategies.


              Activity 2
              • The main attitudinal issue in this practice is fostering collaboration, especially when dealing with unusual
               situations, such as a natural disaster. In order to do so, it is important that your students recognize how
               to keep calm and behave in an orderly fashion notwithstanding the outcome of the natural disaster. They
               should also consider that other reactions (panic, looting, etc.) may be riskier and unfeeling in the aftermath
               of a natural disaster.
              • In the first part of this activity (mass media used to get informed), there can be more than one correct
               answer, since it depends on the rationale given. For example, TV can be reliable if public channels are
               used; a smartphone is also a good option if you visit a government website.
              • A common reaction would be to say that they are all equally important. However, the purpose of this
               activity is to choose one and try to give a reason for that choice.






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