Page 122 - @ccess 3 Teacher´s Book

Activity 23
• These three types of evidence are
what make any type of argument,
so they are not exclusive to this
kind of discussion.
• As mentioned earlier, the
fact that this is a practice for
the family and community
environment does not mean
it is informal. There are many
social interactions that
follow some kind of convention
(for example, a complaint
or the way in which a news
story is broadcast). Have your
students reflect upon the social
conventions in which this kind of
discussion may work.

• Remind your students that
examples are not always
preceded by the expression
for example. Other common
ways to give examples are not
to use anything or to use the
expression for instance.
Activity 24
• It is important throughout this
activity to give students as many
chances as possible to interact,
to backtrack and to reinforce
what they need to learn.
• Help your students detect if the information they add is based on facts or has drifted away and become
an opinion. If the latter has happened, ask your students to reprise the facts, examples or data that may
strengthen their opinions.

• As has been stated elsewhere, the written examples are not meant to be rigidly followed, they are rather
given as an example of the different ways in which evidence can be questioned. There is not a fixed list of
expressions nor of strategies, so your students have an opportunity to compose their arguments as well as
they can. Also, the example is not a benchmark against which they should be graded.

Teacher’s Book / Practice 7 121