Page 70 - @ccess 3 Teacher´s Book

Activity 7
• It is important to create a
good environment so that
everyone can hear the T
tracks clearly. If you can
arrange students’ desks
in a horseshoe, that might
help. Another strategy, if you racks 25 and 26
have them, is to position
speakers in the corners
of the classroom pointing
towards the center to create a
surround-sound effect, which
improves clarity.
• The CD contains screenshots
of the program, so it is
important to prepare them to
be shown while your students
listen to the program.

• You may want to ask questions
such as: “What do you know
about New Year celebrations
around the world?” and
“Have you ever been to the
Chinatown in Mexico City or
elsewhere during the New
Year celebrations?” before
playing the tracks.
• The CD icon will appear
throughout the practice
to indicate the activity the
track is linked to. However,
remember the way we order activities is a suggestion and you may change them to suit the purposes you
established with your students.

• Make sure that students know the basic terms referring to visual resources (subtitles, stage, etc.) and
sound (soundtrack, sound effects, etc.) related to a television program.

Activity 8
• You may skip this activity if there are no English programs available. However, the Reader’s Book has
solutions that extreme situation.

• The focus here is on speech register. At this stage, recognizing some general features (such as the
verbs being used or the use of contractions) is more than enough. However, speech register consists of
a plethora of features: speed, mean utterance length (how many words each utterance has), absence/
presence of hesitations and fillers, articulation. All of these details should be developed in order to be
consistent with speech register. Demeanor and non-verbal language, though not strictly part of register,
have certain links to it. For example, big gestures and exaggerated laughter are more informal; calm or
serious behavior is associated with a more formal situation.

Activity 9
• Make sure students provide evidence to support their points of view. Ask them to use examples to
elaborate on their answers.

Teacher’s Book / Practice 4 69