Page 49 - @ccess 2 Teacher´s Book

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.

48 Teacher’s Book / Practice 3