Page 174 - @ccess 3 Teacher´s Book

Activity 11
• While reading the comic strip,
ask a few students to tell the
class what the panel shows.
Their answers may vary, but
they should express the main
idea instead of details.

• Go through the example with
students and ask them why the
fact that the radio was playing
music is a minor detail.
• Answer any questions that
might arise.
• Read the REMEMBER with
them and allow some time for
students to complete the activity.
• Go through the example with
students.
• Ask them why these five
sentences are main ideas and
not details. You can develop
them by adding a few details,
such as “my notebook fell on the
ground”, “Moniba was crying”,
“we found our mother in the
kitchen”, among others.
• Go through the REMEMBER with
students and ask if they agree.
Encourage a few volunteers
to arrange their main ideas
out of chronological order and
ask which order is easier to
understand.
Activity 12
• Go through the REMEMBER with students.
• Encourage your students to use a flowchart to organize the main ideas chronologically and remind them
that flowcharts summarize information in an efficient way.
• Ask them to come up with different ways of presenting the information. They can choose different
flowcharts that express a process.
• If you have access to a computer, there are lots of resources in Word to make flowcharts. Students will find
them quite useful and will be able to work more quickly.

Translate icon / Additional definitions:
- shake (v.): temblar (agitar, estremecerse)
- gather (v.): reunir (recoger, juntar)

- pothole (n.): bache (cueva subterránea)

Teacher’s Book / Practice 10 173