Page 97 - @ccess 3 Teacher´s Book

Practice 6

As Time Goes By

Activity 1 Warm-up stage
• Accuracy and speed when writing
are long-term achievements (as
fluency is while speaking). In this
and other practices in this learning
environment, it is important
to let your students write as
independently as they can, and to
leave time to practice writing on
their own.
• Start the session with a
reflection on history and
historical events using the
questions in the book. If they are
not appropriate for your group,
you could acquaint them with
other historic events you know
of from around the world.
Activity 2
• Ask your students if they
recognize the historical events
depicted in the images and
which characters gave them a
clue for doing so.
• Mural painting was a way of
teaching history in the second
and third decades of the 20th century, because at that time, illiteracy was rampant in Mexico.

• You could look for other pictures. For events that happened in the USA or England, you could also find
audio tracks with protagonists from history such as Winston Churchill or Franklin Delano Roosevelt. If

Activity 3
• In this book, the CD is intended to be another model of how to interact and to have as many chances as
rack 40 • Coordinate the activity, encouraging every student to participate. Be sure to provide every student equal
possible of listening with different goals. If you have time and you have a way to do so, you could record
other people interacting in different ways related to the social practices of this grade.

T time and allow them to speak without interruption. At the end of the activity or session, you may have a
feedback session. In this regard, try to gradually share the responsibility of giving feedback, so they can
develop their own metacognitive strategies.
• 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.

Activity 4
• Have students discuss historical events that are relevant in Mexican history. They can discuss the
importance of such events and their consequences in modern Mexico.

96 Teacher’s Book / Practice 6