Page 99 - @ccess 3 Teacher´s Book

Activity 6
• Remind students that the social
practice they will be working
rack 41 a historical event and, for that
on is Write a short report about
matter, they will have to choose a
T historical topic.
• The use of wiki-model sites is
a matter your students should
tread around carefully. Despite
the fact they can be edited,
there are some (including the
most famous one) that are well-
researched and written with
expertise. Do not discard them
just because they can be edited
at a moment’s notice.
Activity 7
• Answer any vocabulary
questions your students have.
If possible, provide them with a
bilingual dictionary and remind
them that most uncertainties can
be resolved by using context.
This is an important skill to
develop, because they won’t
have a dictionary at hand in
most certification exams.
• The past is a whole sub-system
of tense. Past actions can be
expressed by means of active
(I was…) or passive (This has
been given priority...) constructions. The past tense includes simple (They had attacked the city twice.) or
progressive (This situation had been going on for years.) actions. Progressive is not exactly a tense, rather it
shows how an action is perceived. The technical name for this is aspect. Finally, besides the commonly known
past tenses (past, present perfect, past perfect), one may consider that an action can have happened in the
past with regard to another action. For example, the future perfect implies an action that happens before
another one (both in the future).
Activity 8
• Feedback can be given on both identifying tenses correctly and how to pronounce them. Be sure to have
objective criteria that allow reliable assessment and that fulfill their purpose of encouraging your students
to improve day by day.
• It is important for your students to first speak uninterrupted, then, to receive feedback. In real life, they
may have to interact with native speakers and non-native speakers with a variety of accents or speech
conditions that make them harder to understand (for example, when someone has a severe cold).
• Check the students’ answers and, if necessary, offer options to improve them. For example: recognize
what the problem is (unable to select information from a text for a specific purpose, cannot use
strategies—such as reading on, re-reading and using syllables—to work out unknown words, etc.); offer
solutions (identify topic, purpose and addressee of a text, think of details they already know about a topic,
etc.); implement them.

98 Teacher’s Book / Practice 6