Page 82 - @ccess 2 Teacher´s Book

Activity 24
• It is important to mention that
these items are just some of the
details that may be assessed.
You could take a look at other
assessment formats for
ideas that can be adapted for
this practice.
• You may prepare some
indicators based on the
descriptor for this grade and the
expected learning outcomes so
your students may gauge their
performance more precisely.
• While there are standards
established, as a teacher, there
is room to move the goalposts.
Each group has different needs,
so be mindful of them.

Activity 25
• Remember that it is important to
foster long stretches of speech
despite normal hesitations in
your students.
• Initiating and responding
appropriately in an interaction
are important skills to have at
this level, so it is important to
create an atmosphere in the
classroom which allows your
students to achieve this.
• Attitude should not be left aside in the process. While skills and knowledge are important, so are attitudes
and socio-emotional skills, especially while interacting.

Activity 26
• Products are not meant to be just for display in a classroom nor are they handicrafts. Products are
language, an oral or written text meant to foster interactions or for others to interact with it.
• You may help your students prepare a short questionnaire or survey so others can assess their product.
• Even though these formats appear at the end of this practice, you may want to use them sooner.

Activity 27
• You may help your students assess other teams as a team, rather than as individuals.
• As you see, in this format we include aspects to improve. These may also be adapted for other sections of
this assessment (such as for individual and product assessment).
• Remember to revisit the schedule at the beginning of this practice so, as a team, your students can check
this final part.

Teacher’s Book / Practice 4 81