Page 176 - @ccess 3 Teacher´s Book

Activity 15 (continues)
• Ask a few volunteers for a
couple of examples. Their
answers may vary, but you can
expect answers such as “We
say, ‘Pardon?’ when we don’t
understand what someone said,”
or “If somebody is talking too
fast, we can tell them to speak
more slowly.”

• Play the tracks once for students
to think about the problems in
each one.
• Play the tracks one more time
and pause them when there is
silence, so students can write
the correct number of the
phrases to improve the dialogue.
• Allow some time for students
to role-play the testimony they
selected and to use some of the
phrases in the box, if necessary.
That way, they can practice them
and clearly notice the effect of
acoustic features.
Activity 16
• Go through the example with
students and ask them about the
words they don’t know from the
testimony they selected.

• Model the activity with one of the words students don’t know.

• Ask a volunteer to read the steps one at a time and say the strategies needed to analyze the contextual
clues aloud.

• Remind students to pay attention to the words in italics and ask them what they are for.
• Repeat the steps with one of the words they selected and answer any questions that might arise.
• Allow some time for students to complete the activity.

Teacher’s Book / Practice 10 175