Page 106 - @ccess 3 Teacher´s Book

Activity 23
• Check that the paragraphs
composed by your students
have internal coherence or if
they need to be split up in
order to be more coherent. In
English, there is a tendency
to write concise and precise
sentences, without lots of
subordination (contrary
to what happens in other
languages). This principle can
be summarized as KISS (Keep it
simple, student.).

• The list of connectives and
adverbs is extensive. Many
connectives and adverbs
are common, while others are
unknown even by native speakers.
More than giving students a list,
it is important to focus on what
meaning they introduce and the
register they have.
• Offer and model strategies for
linking ideas in a paragraph, for
example:

- Determine the relationship
indicated by the arrows on a
mind map to determine which
connective to use (review
Activity 19).

• Evaluate the relationship between two sentences and replace the period with a connective.
Activity 24
• While you monitor that the teams work on the correction of spelling and punctuation, you could also take
a few students with you that help you. It is not important that they are strong learners, the purpose is to
imbue them with confidence and autonomy, so they can give more accurate feedback gradually.

• If the report from a team is too long, ask another team to help with the proofreading. That way, they use
their time more efficiently.

• Use the students’ paragraphs to offer and model strategies to check punctuation and spelling, for example:
- Read the paragraph aloud, recognize where an idea begins and ends to determine what punctuation
mark to use to distinguish each idea (comma, period, colon, semicolon, etc.).
- Check that proper nouns and words after a period start with a capital letter.
Activity 25
• Help your students assemble the final version of their report. Give them proposals for the subtitles, which
should coincide with the arrangement of the key events on the timeline and the flow chart.
• When you have proposed an interesting task, your students will be able to reprise it immediately class
after class, without the need for filler activities (commonly known as openers or wrap-up activities).

Teacher’s Book / Practice 6 105