Page 165 - @ccess 3 Teacher´s Book

Activity 28 (continues)
• Check students answers and
elicit from them how they were
able to know which expressions
show agreement and which
don’t. Their answers may vary,
but make sure that they provide
arguments that make sense and
are supported with evidence
from the transcript.
• Encourage students to use these
expressions to discuss the final
version of the arguments they
wrote in activity 27.
• Tell them to summarize in the
end what was discussed and to
reach a consensus among all
team members.

Activity 29
• Coordinate the organization of
the debates in advance.
rack 65 • Explain students the different
ways of organizing a debate and

T help them select the best one
for them. If you have access to a
computer, go online so students
can visit the links provided.
• Move around the furniture for
students to be comfortable.
If you need larger tables
or something extra, do not
hesitate on asking the principal or someone else. You an also have the debate outside, in the library or the
auditorium, if you have one.

• Decide with students the best way to record the debate. You can film it or just record the audio. Once you
have the recording, students can donate it to the library or upload it to the school’s website.
• Organize the debates taking into account the complex essence of dissent. Manifold opinions may create
conflict or tension. Respectful discussions on important issues do help to tackle intolerance or hatred. It is
important to foster an environment of respect in order to hold a successful debate.

164 Teacher’s Book / Practice 9