Page 114 - @ccess 3 Teacher´s Book

Activity 6 (continues)
• If possible, have your students
keep an abridged version of
these lists in their notebook
so they have it at hand when
looking up information.

• Make sure your students write
the examples as completely as
they can, so that you can focus
on details other than the verbs
they use when they share them.

• If you have the time, you could
use the tracks on the CD
(or other media that you’ve
gathered) so students can take
note of how auxiliaries have and
had, in normal speed speech,
are pronounced more lightly,
quickly and, in some cases,
cannot be heard (the technical
term for this is elision).
• It is important for your students
to first speak unimpeded, then,
to receive feedback. In real
life, they may have interaction
with native speakers and non-
native speakers with a whole
variety of accents or speech
conditions that make it harder to
understand what it is being said
(for example, when someone
gets a severe cold). There are
other strategies they can use to understand what is being said besides trying to correct every nook and
cranny of pronunciation.

Activity 7
• Encourage your students to recognize the subtle differences between British and American variants, for
instance, the usage of some irregular verbs.

• Remember the tips and guidelines we offer in this book are not exclusive for this practice. Take your time
to prepare and re-read the suggestions we give in other practices (especially the one about debates).

• When playing tracks, it is important to prepare the environment so that students can listen attentively and
with as few distractions as possible.

Translate icon / Additional definitions:
- nonprofit (n.): sin fines de lucro
- trustworthy (adj.): confiable (digno de confianza)

Teacher’s Book / Practice 7 113