Page 46 - @ccess 3 Teacher´s Book

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.

Teacher’s Book / Practice 2 45