Page 101 - @ccess 3 Teacher´s Book

Activity 12
• Allow plenty of time for this
activity. Be ready to help by
having varied ways for students
rack 43 to express their opinions. They
should have options other than
just saying “I think…”. Some
T studies state that the differences
between personal proficiency
levels can be blurry. For
example, in order to be a B1
user, you may not have every
skill set at B1. In other words,
your reading skills may be
above B1 (let’s say at B2-) and
your speaking skills may be
below. So, if you provide your
students with more complex
expressions, there will no
problem at all, and
they will move more efficiently
to a higher level of proficiency.

• If you have not yet used the
Reader’s Book, this is a good
moment to set aside some
time to broaden your students’
horizons and to have them
express opinions about other
historic events.

Activity 13
• After playing Track 43, give
students some time to prepare
their intervention. At this
stage, they may take notes to remember what they want to say, but it is essential that they try to speak unaided.
• Remember that the examples on the CD are not to be used as mere placeholders for words that should
be replaced (as it used to be in the audiolingual methods). The audio is not the only tool they may use
to prepare their interventions. They should also compose their oral texts by taking a look at dictionaries,
asking others how to best say something, or checking other interventions on the CD.
• General meaning should be given in a short phrase. In comprehension tests at this level and above, it is a
commonly given activity. This is a good opportunity, based on the different texts your students are reading,
to state the general meaning of those texts. Once your students have a proposal, they should verify
whether their statement covers everything that has been said in the text.

Activity 14
• Model how to ask questions to distinguish ideas in a text using the strategies they have worked on in the
activities so far. For example:
- Read the title of the historical text to anticipate content / question: What will the text talk about?

- Identify the general meaning of the text / question: What is the text about?
Recognize historical events / question: When and where did the event happen? Who participated in the
events and what did they do?

100 Teacher’s Book / Practice 6