Page 51 - @ccess 1 Teacher´s Book

Activity 4
• This activity aims to raise
students’ awareness of writing 4. Look at the following dictionaries. Write their addressee and their
features. Look at the example below:
as an activity that entails not
only thinking about what is to
be communicated, but also
to whom it is going to
be communicated.

Activity 5 Addressee. Graphic and textual components of a dictionary
• Make sure your students
understand why it is important
to know the addressee » Addressee: Beginner English learners
of their set of instructions » Characteristics:
Easy to use, colorful
and its main features. Both
aspects are essential for the
decisions they must make » Addressee: Advanced English learners.
» Characteristics: Knows how to read, has used
about preparing their set of bilingual dictionaries, has a good command of English.
instructions, such
as the length of the session 2 For our instruction manual
instructions and text,
repertoire of expressions and 5. Discuss the best addressee for your instructions. Describe him or her
and write your conclusions. Ask your teacher for help if necessary.
words, whether to include Description
pictures, et cetera. Addressee
• Allow your students to
comment freely on their
addressees. It is a great
opportunity to expand
their knowledge of how to Being Through ◗ When you are curious and interested in obtaining information, you achieve
participate in oral interactions. Language better results as a student.
When youngsters get
46 Studentʼs Book / Practice 3
engaged in an activity, they
will be more talkative than
usual, but they will be focused
on achieving the goal set at the beginning. Choosing an appropriate addressee is one main step to foster
active participation from your students.
• Students’ autonomy does not arise spontaneously. The students may have difficulty putting their voices
forward. Encourage good listening skills from your more buoyant students and participation beyond
nodding or quiet approval from those who are more timid.

50 Teacher’s Book / Practice 3