Page 112 - @ccess 1 Teacher´s Book

Activity 31
How did it go? • Help your students to
complete with honesty the
Being Through Looking up information about your body can make you more conscious
Language of your health and the health of others. It can show you how to stay healthy. self- evaluation chart.
• Make sure they understand
31. Read each line carefully. Tick the circle that best describes your work in this practice. what it is said in each
Individual • I can write brief and precise explanations sentence.
assessment for diagrams. session 12 • Ask your students to reflect
• I can organize information hierarchically about what they need to
in a diagram.
know and try to improve their
Product development.
32. What is your partner’s global impression about your performance in this practice?
• Go back to the chronogram to
Making a • How do we assess the following aspects of
diagram our diagram? check if you completed it, and
• Was there a clear link with images and text? if there is something you need
to go through again.
• Was our diagram attractive for its
addressee? Assessing the process and the product
Activity 32
33. What is your partner’s global impression about your performance in this practice? • Let your students know that
Partner Aspects to improve
assessment the purpose of the formative
evaluation is that the students
get aware of not only what they
know but of how they know,
it too.
34. What are your teammates’ global impressions about your performance • Encourage your students
in this practice?
Aspects to improve objective and fairly.
Team
assessment • Remind them that the
feedback is positive only
when people are sincere
and positive.
We have arrived at the end of this practice. Activity 33

Studentʼs Book / Practice 6 107 • Promote an environment that
sparks students the need
to be sincere about their performance, about what they know o they do not about the social practice of
language they have been working in.
• Encourage your students to appreciate their performance along this practice by recognizing their
strengths and limitations about their English language proficiency and competence in social life.

Teacher´s Book / Practice 6 111