Page 88 - @ccess 2 Teacher´s Book

Activity 9
• While we provide the answers,
students do not need to achieve
this degree of specificity. We
cannot estimate a minimum
number of answers nor what
answers would be most
commonly given, but, in this
case, the more answers,
the better.
• Allow room for some “words”
that may have more than one
word, for example, your students
may want to write human
progress and not just progress.
We call this a collocation, that is,
a common association between
two words, for example, wreak
havoc, disaster strikes, or
light blue.
Activity 10

• Help your students prepare
for this monologue by giving T
a few clues to spark their
interest. Some possible starting rack 29
questions might be: What do
you think is different when you
live with members of your family
compared to living alone? What
do you think might be the most
difficult issues associated with
living alone?

• Another option is to help them discuss two topics, like clothes and food, and brainstorm a few ideas
about them.
• Instead of having your students complete the monologue in unison, you could ask each student to
complete one word or expression in the monologue once they have heard it.
• Another way of expanding your students’ repertoire of words and expressions is by playing the track and
pausing it before the word is said, so they guess what comes next.
• 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 5 87