Page 62 - @ccess 1 Teacher´s Book

Activity 26

26. Write each step for your set of instructions using some of the characteristics • Remember to include the
from the chart in Activity 25. Take into account your chosen addressee. whole set of characteristics.
Use the lines below each case to write your own steps.
The book, due to space
a) To include a step about using complete words, you can write: constraints as well as the
Make sure the word you are looking up is spelled correctly. fact that is a model, can only
show a limited number of
instructions. Remember
your instructions should
b) To include a step about using English and Spanish sections, you can write:
be written with the chosen
Identify the two main sections in the bilingual dictionary: addressee in mind.
Spanish-English and English-Spanish.
-
• Be flexible with mistakes
while at this stage, but
remember that it is a difficult
c) To include a step about putting the words in alphabetical order, you can write:
act to balance since time
Look for the word according to the order of letters that compose may not be your best ally
it. Remember dictionaries are organized in alphabetical order.
when checking. Orthographic
and punctuation mistakes
can be easier to correct
d) To include a step about using italics, you can write: compared to others such as
lack of grammatical person
When you find the word you were looking up, pay close attention
to the following detail: Italics: indicate abbreviations. agreement, so we suggest
you focus on those.
• Allow your students to write
freely and make sure writing
Closure stage-socialization also becomes an opportunity
to interact verbally. You
27. Decide the number of steps you will include in your set of instructions may also promote that
and whether you want to use numbers or bullets to write them down.
each student in a team
• Establish the order in which they will appear.
• Use the chart on the next page to write your first draft. takes charge of one or two
instructions and then moves
Continue this activity on the next page
Studentʼs Book / Practice 3 57 on to discuss the arrangement
of those within the draft.
• Aim for good quality in your students’ writing; however, do not expect perfection. As EFL students,
mistakes are expected even at the higher levels (indeed, even native speakers may make some
minor mistakes), so do not create an excessive burden on your students by obsessing over every period
and comma in their texts.

Activity 27
• One way to check the number and order of instructions is by means of an image. Ask them to imagine
themselves using a bilingual dictionary. As they go over the steps, they put them in order on a timeline.
• Remind students that they should keep their addressee in mind when editing their instructions. For
example, if they chose people who are just learning to read and write it will not be necessary to add an
instruction about the use of phonetic symbols.

Teacher’s Book / Practice 3 61