Page 100 - @ccess 3 Teacher´s Book

Activity 9 Building stage
• In this practice, your students
may face more technically T
demanding texts. That is why
the repertoire of words and rack 42
expressions becomes so
relevant. One way to expand
this repertoire is by linking it
to the conceptual area to which
it belongs, rather than learning
each word or phrase as if it were
completely unrelated.
• Remind your students that
reading the title and section
headings allows them to
understand what kinds of
concepts they will refer to.
• Another strategy is to visualize
the scene in their mind’s eye
being narrated. That will help
them to cope with unknown
lexicon. They may also have
experience of having watched a
movie or TV program about the
historic event. For instance,
if they are reading, let’s say,
about the sinking of the Titanic,
they might picture what ships
look like, what their decks are
like, where lifeboats may be, etc.
If possible, hand them pictures
or drawings of the historic event
they are reading about to
help them with this.
Activity 10
• This list may be useful when considering register later in this practice (Activity 29).
• Sometimes, the list will include concepts which are really acronyms for longer expressions. For example,
reading about the Cold War will lead your students to expressions such as NATO or UN, which are
acronyms using the initial letters in a phrase (for instance, NATO means North Atlantic Treaty
Organization and UN refers to the United Nations).
Activity 11
• Your students have already faced conversational, argumentative, narrative and descriptive texts in their
mother tongue. However, it is important to develop metalanguage to talk about this, in order to improve
their linguistic skills.
• Remind your students that they are searching for overall text type, that is, what kind of linguistic activity is
carried out throughout the text most frequently. Advise your students that there are no pure type texts.
• Point out that historical texts use narration and explain with several examples how the texts present facts or
events in a chronological order that are related by causes or consequences. It is not about providing the
definition, but discovering these characteristics in the texts they are working with.

Teacher’s Book / Practice 6 99