Page 50 - @ccess 1 Teacher´s Book

Activity 3
3. Look at the chart below and read the activities you will do in this
practice in order to write an instruction manual. Remember to tick • Ensure students identify the
each activity as soon as you finish it. If you need another READER'S BOOK
set of instructions go to your Reader’s Book, pages 20 to 24. three stages of the plan and
• Get a bilingual dictionary from the school’s library, the classroom or any that they understand each
activity to be done.
other source, and bring it with you to the next class.
• Ask a student to read the
Week 1 WARM UP STAGE
tasks out loud so they can
understand the activities
• Explore bilingual dictionaries.
Revise bilingual • Recognize their graphic (bold and italic letters, they will follow in order to
dictionaries. bullets) and textual components (entries, types of
words, abbreviations). create the product (a set of
instructions for a bilingual
Week 2 BUILDING STAGE dictionary).
• Explain the benefits of
• Identify the basic components of a set of
instructions (parentheses, dashes, square creating a set of instructions
Learn to build the brackets, abbreviations, capital letters and
content of a set of numbers). for a bilingual dictionary:
instructions. • Establish the number of instructions or steps. helping to look up the
• Determine the words, definitions and
abbreviations the set of instructions will refer to.
meaning of words from
one language to another,
Week 3 BUILDING STAGE
encouraging independent
work.
Edit a set of • Write the set of instructions. • Make sure students
instructions. • Organize the set of instructions in a sequence.
understand the plan
in general.
Week 4 CLOSURE STAGE SOCIALIZATION
• Remember that times
allocated in the book
Show your set of • Give your set of instructions to students who don’t may vary according to
instructions. know how to use a bilingual dictionary.
your students’ previous
experiences with this text
type (instructions) and
with their familiarity with
dictionaries in general.
Studentʼs Book / Practice 3 45
Consider them as general
guidelines as we are aware that even the best laid-out plans may be wrecked due to unforeseen problems.
It is better if you leave yourself some time to spare and not overcharge your students with activities.
Remember, syllabus contents are reprised time and time again throughout the year. On the other hand,
plan to allocate more time to those contents with which your students have not had previous contact.

Teacher’s Book / Practice 3 49