Page 113 - @ccess 3 Teacher´s Book

Activity 4 Building stage
• This is a short comprehension
task. It’s goal is to make your
students aware of Human Rights.
• Remind your students that the
list is not exhaustive. That is, the
rights listed may not be the only
ones in existence, but they are
deemed to be universal.
• You could ask some follow-up
questions such as: What do
you know about human rights?
Should they include other
rights? Which ones and why?
• 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.

Activity 5
• Make sure your students fully
understand the example tracks
rack 47 (those that have models of how

to discuss topics or interact with
T others). They can then really
benefit from the tracks in order
to create their own interactions;
otherwise, the models aren’t
useful to them.
• Monitor your students to be sure they make sensible choices when establishing the topic for their
discussion. While human rights are a benchmark for respect, some subjects related to them can be hurtful
or tactless and should be avoided.
• You could make this activity harder by having students listen to the track without having them refer
to the book.
Activity 6
• Guide your students through the charts so that they are able to evaluate the quality of digital and printed
sources by themselves. This activity is designed to foster intellectual curiosity in students. Autonomy is
essential for doing research.

• We are aware that sometimes resources will be unavailable, even in the best of conditions. We strongly
recommend that you have a back-up copy of important documents, videos and audios that may be useful
for your class. Remember that Mexican copyright laws allow room for scholarly/research/educational and
non-profit use.

112 Teacher’s Book / Practice 7