Page 90 - @ccess 2 Teacher´s Book

• IT box icons appear frequently
in the practices with suggested
websites. We recommend you
visit the websites before the
session to check whether the
contents proposed are useful
for your class planning and to
anticipate questions from your
students. You may also want to
let them explore the websites
freely. These suggestions are
not essential for developing
the social practice of language,
since we know Internet
connection may not be available
at all locations.

Activity 14
• By this point, your students
have already listened to three
different types of monologues
(one of each type mentioned in
Activity 7), to allow comparisons.
We suggest you give extra
time to these discussions, since
this type of activity is the only
opportunity most of them have
to interact with others in English.
• Take advantage of this type of
activity to give input on how to
improve their pronunciation.
Wait until they finish their
interventions so they don’t become overly cautious. It is important to avoid interrupting them and to
highlight the positives rather than pointing out their mistakes. They can then build their confidence by
playing to their strengths, instead of focusing on merely correcting their mistakes.
Activity 15

• Remember, the order of the activities is a suggestion. As long as the activity fills the role of creating a sub-
product (in this case, deciding the topic for your students’ own monologue), you may move it to a place
that suits your students’ needs and your teaching purposes more neatly.
• In other practices, we have modeled how to distinguish a topic based on general meaning or contextual
clues. It is possible that your students have already become used to that sort of activity, that is why in this
activity we encourage you to foster a more complex way of identifying purpose based on specific words
and expressions.

Teacher’s Book / Practice 5 89