Page 13 - @ccess 1 Teacher´s Book

Components and conducts, behaviors and values for
The @ccess didactic pack contains 4 different
materials, which are described next:
1. Student’s Book. It is organized in 10 social
language practices. Each practice shows
a didactic sequence organized in three
stages: warm-up, building and closure,
with the steps, activities, and linguistic
knowledge required to get more proficient
at intervening in those practices, while
achieving the expected outcomes and
developing the language products. Each
stage has distinguishing features, which are
summarized below:
• Warm-up stage: Its aims are to retrieve
previous knowledge and students’
experiences of the language practice, and
to plan steps and activities needed to craft
a language product. A planning schedule
is included, the students can check on what
they will be doing. Thus, students will know
what is expected of them, and they will be
able to identify in which steps or activities
they will require more or less support and in
which ones they can act more independently
from the beginning. Also, planning the
schedule allows students to take control of
the steps for creating a language product.
That way, the steps can be completed in the
time allocated to each practice. In this stage,
students identify their starting time and
they can establish what they need to know
and what they need to know how to do to
become proficient users of the language
while producing a language product, i.e., a
text or discourse with social purpose and an
actual addressee.
• Building stage: In this stage, different
communicative activities take place, so as
to develop, widen and consolidate skills
and knowledge therein involved. Students
will now carry out activities such as: looking
up information, exploring, interpreting,
composing and checking the texts required
for a language product. These, in turn, will
trigger authentic communicative exchanges
where reflection upon formal aspects
12 Teacher’s Book
successful communication are put into
play. At this stage, with your guidance and
support, students will need to self-regulate
their learning, that is, to recognize which
skills, knowledge and attitudes require
attention so as to solve communicative,
cultural and attitudinal challenges involved in
their language products. Thus, it is essential
to stop as many times as necessary to
assess their performance, which scheduled
activities they have already done and which
they have not. Check in which activities they
require more or less support, why there is
or there is not good communication within
teams, in order for them to become more
autonomous and to develop social skills.
Because of all these reasons, the content and
form of a language product are defined at
this stage, which is comprised of reaching
agreements, negotiating, giving rationales,
sharing ideas, etc.
• Closure stage-socialization: This has a
number of aims. The first is comprised of
reviewing and preparing the final version of
the language product, so it can be conveyed
to the addressee established in previous
stages. The second is to assess the product
itself, i.e., if it fulfills the communicative,
cultural and linguistic conventions, and the
impact on the addressee. The third is to
assess the learning process and its results
with regard to the social language practice
in order to:
a) identify rights and wrongs in performance
and product;
b) assess how to strengthen what has been
done correctly, and to resolve any problems,
so they can be taken into account as soon as
possible.
2. Teacher’s Book. This book was thought of
and crafted to support and give a hand to
your industrious tasks. It has the following
sections:
• A smaller-sized version of the Student’s
Book with answers for the activities. This
section has the aim of helping in the review
process and providing constant feedback
for your students.