Page 64 - @ccess 1 Teacher´s Book

29. Check the spelling and punctuation in your instructions. Look at
the example.
Activity 29
• Sometimes the writer of a
Find the world (word) by using the first letter
of the word, then the second, the third, text may not realize her/his
etc. Remember dictionarys (dictionaries) are own mistakes in orthography
session 11
organized in alphabetical order.
or punctuation. This is the
reason why third-party
30. Write the final version of your instruction manual. intervention is so helpful. Ask
• Choose the format for your set of instructions: a poster, a card, a pamphlet teams to exchange their sets
or a sheet of paper.
of instructions. Have the
• Make a clean copy of your set of instructions in the chosen format. Spelling and punctuation
• Show your set of instructions to your teacher. teams check that they comply
• Give your set of instructions to your addressee or put it somewhere where it
can be read. with orthographic and
punctuation conventions.
31. With your teacher's help, make a checklist with aspects to use while assessing
your instructions as well as your partners’.
Activity 30

Example: • Help your students to be
objective in their evaluations
✔ Instructions are in a logical order.
by establishing a set
✔ The number of instructions is adequate.
of criteria for judgement.
✔ Instructions are written using imperative mood. Criteria could include the

✔ Instructions are appropriate for the chosen addressee. components stated in
Activity 23:
- Is the title of the set of
instructions short, clear, and
easily identified?
- Are steps clearly labelled?
- Do steps follow a logical/
chronological order?
Studentʼs Book / Practice 3 59
- Are steps written using
imperative mood?
Activity 31
• While checking other teams’ sets of instructions, have your students ask themselves: Could I use a
bilingual dictionary following these steps? Why?
• Provide an environment where respect, collaboration and solidarity prevail in order to assess their own
and others performance.
• Help your students to detect the reasons why they were successful or not at doing the activities. Let them
know their strengths as well as the areas they have to develop and work on more.

Teacher’s Book / Practice 3 63