Page 96 - @ccess 2 Teacher´s Book

Activity 26
• Your students may want to reuse
the words and expressions
from the previous activity
to create their own ideas. If
necessary, provide them with
others, but try to supervise
this stage rather than lending
a hand at every single step,
so your students face the task
of really improvising. In real
life communicative situations,
they will have to improvise
everything without having
the time to prepare, so it is
important to leave your students
to their own devices while
giving feedback and constant
encouragement, focusing on
their strengths.
Activity 27

• The structure may be more
complicated than the example
we give. If your students are
absorbed in the task, they may
want to try out more complex
structures. For example:
◗ Fragmented- With this
structure, the monologue
gives the consequence of
an action, and then for each
action, it goes backwards to explain what provoked it.
◗ Reverse chronological order- In this case, the monologue starts in the “present” and then it retells the
events that preceded it one at a time.
◗ Stream of consciousness- In this case, there is an association of ideas that moves around many topics, as
if the monologist were talking while half asleep.
• RB Box can either extend the current practice or provide material for developing it. If you have enough
material, take time during the practice to go through the Reader’s Book to foster curiosity and improve
reading skills.

Teacher’s Book / Practice 5 95