Page 117 - @ccess 3 Teacher´s Book

Activity 12
• Remind your students that
distinguishing opinions and
reasons will allow them to
have productive discussions
and not a list of ad hominem
attacks (attacking the person,
not the argument) or tu quoque
expressions (an accused person
defending themselves as
innocent because the accuser
has committed a
similar offense).
• There may be a number of
reasons to agree or disagree
with the argument. Help
students list them according to
their relative weight in support
of an argument.

Activity 13
• This case should be reprised
during the final discussion as
a means of having a real social
impact. This may entail further
collaboration and your students
may have to resort to their
first language to address the
situation, but this is a sign that
language is the tool humans
have to reshape the world.

• Remind your students that every
activity can (and should, time
limitations aside) be an opportunity for continuous and formative feedback.
Activity 14
• Although this exchange may seem short, the fate of this practice hinges on this activity. Your students need
to commit to it. You can extend this activity by having students reflect on whether this is a suitable topic
and whether it might be a good topic for an extended discussion.

• Even if your students choose the same topic as the one in the book, the stances and positions may be
different. However, encourage your students to be daring and to opt for an off-the-beaten-track topic.

Activity 15
• Remember that you can complete the activities in a different order than they are presented so they suit
your and your students’ needs.

• Verify that there is enough information to work on with your students. As they say, the best student is not
rack 49 the most knowledgeable about a topic, but the one who has the best control of the information she/he
has gotten.

T Translate icon / Additional definitions: free speech (n.): libre expresión

116 Teacher’s Book / Practice 7