Page 146 - @ccess 3 Teacher´s Book

Activity 1 (continues)
• Allow some time for students to
answer the question. T
• Remind them to think about
at least two different points rack 58
of view that make the topic
controversial. If there is nothing
to discuss, the debate will not
take place.
Activity 2
• Play the track and tell students
to read the transcript in the
Student’s Book.
• Go through the examples with
them and elicit the purpose
of the circled and underlined
expressions. Their answers may
vary, but they should be able
to recognize that the question
invites another person to
participate in the conversation
and that their answer
should complement the
previous comment.

• Allow some time for students to
complete the activity.

• Ask them to compare their
answers for Activity 1.

• Encourage them to discuss
which topic would be best for

their debate, and to use the track they just listened to as an example.
• There are no correct answers as such, only different ways of perceiving certain subjects.

• Ask students to form teams for the debate. They will work together throughout this practice.
• Tell them to use the expressions they circled and underlined in the conversation while commenting on
others’ proposals, or to use something similar.
• Remind them that there are no correct answers, only different ways of perceiving certain subjects.
• The CD icon will appear throughout the practice to indicate the activity the track is linked to. However,
remember the way we order activities is a suggestion and you may change them to suit the purposes
you established with your students.

Teacher’s Book / Practice 9 145