Page 79 - @ccess 2 Teacher´s Book

Activity 18
• The example shows some
reading strategies. You may
use them in different practices,
whenever your students
have to read, so as to
practice different ways of
improving comprehension.
• You may also want to re-
focus on interactive details.
Remember, the format itself
can be adapted to serve many
different purposes. What we
propose here is just one option.
You may also change the format
to allow for team assessment or
just individual assessment. Once
again, what the book proposes
is one of the many ways in
which assessment during the
practice can be carried out.
• It is important for students
to develop different reading
strategies, because real-
life texts require this skill. In
certification texts, or similar
situations, it is assumed that
your students have the means to
solve unexpected problems.

Activity 19
• Remember these differences
may vary depending on the way in which your students proposed this practice (check tip for Activity 8).
rack 27 • An identical fact can be detected more easily when you have descriptive news, rather than stories which
deal with controversial subjects. However, this should not imply that we suggest using non-controversial

T subjects. Indeed, this is why we model the activity using a piece of news about a politically loaded subject,
such as climate change.
• Make your students aware that an identical fact may appear in different places in two different pieces of
news. In our model, both are at the end, but the same fact may begin the piece of news in one journal and
in another it may be at the end of the article.
• 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.
Activity 20
• Once again, we are revisiting the way to exchange opinions about what your students read, specifically, about
the way in which in the Five W’s are answered. Remember one of the issues you should focus on at this level
is gradually developing your students’ ability to speak more at length about their point of view on a subject.
This is the basis for transitioning towards them being more competent users of English as foreign language.

78 Teacher’s Book / Practice 4