Page 57 - @ccess 1 Teacher´s Book

Activity 16
• Allow your students to get
a progressively greater
Choose those that use gr
Choose those that use gr
Read the f
ollo
Read the f
aphic
wing def
wing def
initions.
aphic
initions.
ollo
degree of independence and 16. Read the following definitions. Choose those that use graphic
components properly.
responsibility for her/his own a) high-spirited adj. 1. vivaz, divertido, da; 2. (un caballo) fogoso, sa. sa.
(un caballo) fogoso
(un caballo) fogoso
,
sa.
,
learning process. Remember b) accurate adj. correcto, ta, fiel, preciso, sa.
that each activity may require c) responsability n. (u) 1. responsabilidad, seriedad. 2. n. (c) obligación,
(c) obligación,
.
. (c) obligación,
e} ~for r
esponsabilizar(se) de algo
{accept/take} ~for responsabilizar(se) de algo.
a different level of intervention responsabilidad. 3. to {accept/take} ~for responsabilizar(se) de algo. .
{accept/tak
d) cotton n. (material) 1. algodón.
so they can achieve the
aforementioned goal.
Activity 17
g of the words you listed in Activity 10.
g of the words you listed in Activity 10.
• Help your students infer 17. Look up the meaning of the words you listed in Activity 10.
Remember
the reasons you need Write their definitions in the space below Take into account
abbreviations in a dictionary. the full definition
and not just the
Since there is so much first meaning
listed. Take a look
information that will be at the context
in which the
repeated, it is important to word appears
to choose the
abbreviate the words that are meaning.
most appropriate
repeated the most, thereby 18. Establish in your notebook the class of the words in Activity 17 using the
saving space. abbreviations. Look at the example.
• Guide your students so they chat v. (c) 1. conversar / 2. n. foro de mensajes
can identify the section in the CHECKPOINT
dictionaries where they will achievements
(n.): logros
find the explanation about 19. To get some feedback from your partner, do the following:
their abbreviations. • Think about what you have done during this practice. Write your achievements
in the reading and writing activities you have done, and your goals for the rest of this
• In order to provide support practice in the your notebook.
to the students that have • Ask your partner to write what she/he believes you have achieved in the reading and
writing activities and a goal to improve your performance in this practice. Use the
difficulties when looking up diagram on next page as an example.
Continue this activity on the next page
words in dictionaries, you
may use a strategy such as 52 Studentʼs Book / Practice 3
asking them to identify the
guide words at the top of the
page. Give a list of words and ask students to say the words between which they may be located.
Activity 18
• Foster metacognitive activities such as reflecting upon the steps students followed to look up the definitions.
• Remember, a word may be polysemous (have different related meanings, for example: watch=vigilar/ver)
or homonymous (without links between their meaning bear= oso/bear=aguantar). Guide your students to
distinguish both processes by showing them how words are organized (polysemy is under the same entry;
homonymy uses different entries).
Activity 19
• This type of questionnaire is to detect achievements already attained and achievements in progress.
We highly recommend taking some time not only for this process, but going around the classroom and
checking answers.
• It is important to check answers, mainly those about the goals set by a partner. Go over the goals
and reiterate that they should be realistic. The purpose of this activity is to encourage team spirit and
partnership. Thus, when establishing a goal, it is important that they also express the way in which they are
going to support their partner in order to achieved the aforementioned goal.

56 Teacher’s Book / Practice 3