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Activity 30
                                                                                 • Just to give you an idea, the
                                                                                   example we provide in the
                                                                                   book has 65 words; it will be
                                                                                   challenging enough for your
                                                                                   students to write five or six
                                                                                   comments as a team. Obviously,
                                                                                   if they can write more, that’s
                                                                                   great, but we also know class
                                                                                   time is a non-renewable
                                                                                   resource. As a comparison, the
                                                                                   poems used in this practice
                                                                                   have less than 150 words each.
                                                                                 • Adding comparative and
                                                                                   superlative adjectives, as well
                                                                                   as reflexive pronouns, is a good
                                                                                   strategy to widen your students’
                                                                                   repertoire of expressions.
                                                                                   However, this should not be
                                                                                   done at the expense of forcing
                                                                                   the text. Remind your students
                                                                                   that the most important thing
                                                                                   is the purpose of the text,
                                                                                   then comes the grammar and
                                                                                   vocabulary best suited for
                                                                                   that purpose.
                                                                                 • Tell students that, to understand
                                                                                   a poem, they should relate
                                                                                   their own moods to what the
                                                                                   verses express. Keep in mind
                                                                                   that this activity builds one of
                                                                                   the necessary steps to make a
                                                                                   language product that allows
               developing the social practice Reading poems.
              Activity 31
              • Help your students complete the evaluation chart by giving them parameters of what each level of
               assessment represents.
              • Tell them to check the activities they have already completed to assess their attitudes and performance.

              • Remind them to focus on the details they can improve upon and identify their mistakes, not for the
               mistakes themselves, but because they are opportunities to improve their performance.

              • Check the students’ answers and, if necessary, offer options to improve them. For example: recognize what
               the problem is (unable to state the main idea of a text and provide details from the text to support it, cannot
               link ideas both stated and implied, not able to tell when an author is trying to make him or her think about
               something their way, etc.); offer solutions (model strategies such as: summarize what is being said about
               the subject in a short sentence, sum up the points presented that support the main idea, etc.); implement
               them.









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