Page 22 - @ccess 3 Teacher´s Book
P. 22

Activity 13
                                                                                 • Replay the first part of the track
                                                                                   and allow some time for students    T
                                                                                   to add a [ ] next to the part
                                                                                   where the interlocutor adjusts
                                                                                   the information he just provided.
                                                                                   Students are expected to mark    rack 2 and 7
                                                                                   “I read it last Saturday. [SHORT
                                                                                   PAUSE, SELF-QUESTIONING]
                                                                                   Or was it Sunday? Yes, it was
                                                                                   on Sunday because it was in
                                                                                   the magazine you get with the
                                                                                   newspaper on Sundays.”
                                                                                 • Elicit why he did this. Their
                                                                                   answers may vary, but they
                                                                                   should be able to say that that’s
                                                                                   what people do when talking.
                                                                                   That is the way they correct
                                                                                   themselves and start fresh.
                                                                                 • Remind them to select other
                                                                                   possible ways of correcting
                                                                                   oneself while speaking.
                                                                                 • Encourage them to perform the
                                                                                   conversation, using some of
                                                                                   the expressions provided to be
                                                                                   sure they are suitable for
                                                                                   the dialogue.
                                                                                 • Play the track so they know what
                                                                                   is expected from them. You can
                                                                                   tell them to tick the opening
                                                                                   statement the interlocutor
                                                                                   uses from Activity 12 and the
                                                                                   expression she states when
                                                                                   correcting herself.

              • Remind them to use one of the opening statements they composed previously and to use some of the
               expressions from the chart above, if needed.

              • Tell them to not worry if they make a few mistakes, and that they should correct themselves using the
               expressions they just ticked, but they should adjust them appropriately.

              Activity 14
              • Ask students to read the chart that serves as an example.
              • Encourage them to listen to the track and identify when these facts and opinions are presented.      T
              • Elicit if they were able to identify other facts and opinions. They might have been able to identify that some
               of the facts include: Scandinavian babies nap outside and Europeans make their bed without a top sheet.
               Some of the opinions presented on the track are that one interlocutor finds covering Mexican babies with   rack 2 and 8
               heavy blankets extreme, or that it’s a good idea to co-sleep with a baby.

              • Go through the REMEMBER with them and remind them which clues can help them distinguish both.
              • Start a discussion about the strategies that play an important role when differentiating opinions from facts.
               You can write them on the board and encourage students to check if these are mentioned.


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