Page 22 - @ccess 3 Teacher´s Book

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.

Teacher’s Book / Practice 1 21