Page 69 - @ccess 3 Teacher´s Book

Activity 4
• In this example, we work with
a public TV channel. But, if you
have access to the schedules
of TV programs shown abroad,
it would be a great way to
compare what is popular here
and what is popular in other
countries. In order to do so,
remind your students to write the
name of both the channel and
the country in their notebook.
• You can tell your students
to check websites with TV
schedules, even those from the
past, on the web, looking for TV
listings or TV programming with
a search engine.

Activity 5
• One detail to compare, as shown
in the example, is the number
of genres that each channel has.
Another might be how many
programs are offered, or their
quality. There are productions
that have high-quality value,
even if they are not made by the
traditional powerhouses.
• Genre, as the Remember
box states, is based upon
conventions. For example,
docudramas are based on facts
with which a fictional situation is created and that is narrated as if it were a current event. They generally
add snippets of hard information about the subject, usually a serious, widely-appealing issue.

• RB Box can either extend the current practice or provide material for developing it. If you have enough
material, take time during the practice to go through the Reader’s Book to foster curiosity and improve
reading skills.
Activity 6
• Remember, the information boxes are not linked to a specific activity, your students should use them
as they progress in the practice or in practices where you deem concepts to be useful. For example, in
this grade, speech register appears repeatedly since it is a useful skill to develop. In order to achieve
consistency , it should be dealt with in different communicative situations.

• If there is no problem finding TV programs, you may want to use some time in each session, or have a
specific day of the week throughout this practice, to use the Reader’s Book.

• Purpose and addressee are common comprehension questions. You may adapt this activity (if necessary)
by providing a list of the possible objectives of the text. If your students need more guidance in this activity,
you could ask some of them, individually, to state the purpose and addressee in a single phrase, if they are
already quite autonomous.

68 Teacher’s Book / Practice 4