Page 58 - @ccess 2 Teacher´s Book

Activity 21

• Some of your students may
not be that good at drawing.
If available, they can create a
composite image using pictures
cut from magazines. The aim is
to depict the steps accurately.
• For this activity to work
smoothly, different teams should
have chosen different natural
disasters (unless you have a
small group).
• When receiving the answers,
make sure your students aren’t
too strict, since their partner
may not know the exact
wording. However, encourage
them to answer as an instruction
and not as a description.

Activity 22
• It is important to remind your
students that the main idea is not
always located at the beginning
of a paragraph.
• Check that the color they
use to highlight is consistent
throughout the texts; otherwise,
your students will have difficulty
in the next activity.
• Revision among peers is a strategy that can reduce the workload for everyone. Get your students involved
and foster an environment where even the more introverted students feel at ease expressing their opinions
to their partners. This will allow them to check details that sometimes students don’t tell you, because they
feel more comfortable dealing with their peers.
• This activity is designed to give your students clues for the upcoming activities which include putting
the steps in order and drawing pictures to confirm understanding of instructions. Remind your
students that images should be descriptive and not cryptic, that is, they should reinforce the text meaning
and not hinder its comprehension.

Activity 23
• Once again, the focus is on metacognitive awareness and about distinguishing relevance between ideas.
Remember, this is important only because there is an activity dependent on understanding which ideas
are the most important. Keep in mind that not all content should be worked on to the same depth, but
rather you should tailor each one to your class.
• If your students are unable to express their rationales, help them by asking questions leading them to the
discovery of how they were able to do so. For example, Did you use a word or expression to figure that
out? Point to it; could you tell me what makes you think this and use this expression? etc.

Teacher’s Book / Practice 3 57