Page 118 - @ccess 3 Teacher´s Book

Activity 15 (continues)
• Ask students to complete the
chart with the information they
listened to. They might then
share their answers with a
classmate before listening to the
track again for verification.
• In the following table you will
find possible answers to this
activity that can support you if
intervention is required.

Activity 16
• This task involves a full
understanding of the text
in order to arrive to the
conclusion of what makes a
certain part of the text evidence.
Since the topic has a few
technical terms, a less-than-
perfect understanding may not
be enough to really manipulate
the text. In this case, that means
achieving an understanding that
can be used for the purposes of
a discussion.

• Help your students understand,
by context, the meaning of
concepts and expressions
they are unsure of. Hand them
bilingual dictionaries only after
they have tried to clear up
their confusion by inferring meaning from context. Ask them to read the fragment several times in order
to understand it fully. Emphasize the importance of noticing the key terms or words that give away the
meaning of a piece of text.
• Keep in mind that, even though students are doing this activity without your help, it is important that you
supervise and guide them, so they can finish it.
Activity 17
• As in any other extension activities, you may expand them or delete them according to your students’
strengths. You may also have your stronger students work with those that need more help, since
peer support works, in some cases, even better than teacher support (obviously, this does not exempt
you from supervising and monitoring how are things going).
• Provide your students with enough time to give reasons stating what they underlined and why. Instead of
rushing to correct them, it is important to try to understand why an answer may not be the one expected.
This might help students become aware of areas they could improve upon.

Teacher’s Book / Practice 7 117