Page 171 - @ccess 3 Teacher´s Book

Activity 6 (continues)
• Tell them to use the emoji that
best portrays the speaker’s
emotion or to create one if they
need to.
• Encourage them to role-play
the conversation they selected,
using the emojis as a guide to
create the facial expressions
they need to portray.
Activity 7

• Go through the example
with students.
rack 66 • Model how the intonation rises

when asking a question or how
T Malala emphasizes some words,
such as “very” and “more” to
stress the fact that she
was nervous.
• Provide some examples by
reading the fragment with
different changes in intonation.

• Play the track and encourage
students to include other
variations. Their answers will
be right as long as they can
support them with evidence and
convincing arguments.
• Ask students to role-play the
conversation they selected and
vary the intonation according to what they are saying.

• Go through the REMEMBER with them. You can compare this information with what happens in Spanish,
where we can say things like “No vi a nadie,” or “No había nada de comer.” In these examples, the words
in italics express a double negative.
Activity 8

• Provide some examples of unexpected situations that happened to you. This will allow students to get to
know you better, since you will be discussing how you felt in each situation. You might have a funny story
that happened at home, or you can talk about a job interview that didn’t go as expected.
• Allow time for students to think of a few events that have happened to them.

• Encourage them to exchange anecdotes and to talk freely about unexpected situations.

170 Teacher’s Book / Practice 10