Page 51 - @ccess 3 Teacher´s Book

Practice 3

Necessity Is
the Mother of

Invention

Activity 1 Warm-up stage
• In every grade, there is a
practice for interpreting and
writing instructions. You see,
sets of instructions allow you
to understand other texts
(for example, dictionaries or
texts describing emergency
preparedness). At the same
time, they allow for adaptations
to the instructions based on
their purpose and addressee.
• Encourage as many questions
as possible in the time allotted
to this activity. Academic and
educational environment
practices deal with “hard”
school subjects. Therefore, it is
in your students’ best interest
that they become engaged
with this topic. The purpose of
this environment is not to teach
science, history or any other
school subject in English, but to
promote interaction in English
based on some of the issues present in those subjects.

• Some possible questions are: Why are the leaves of plants green? Why don’t all plants have flowers? Why
can a vase stand on a windowsill? How do vases keep their shape? Do all living beings with eyes see
things in the same color?
Activity 2
• If the science (in this case, biology) teacher speaks English, it would be a great opportunity for students to
talk to her/him in English.
• We suggest having the whole class participate in this. Remember that although we recommend this
sequence of activities, it is merely one way of putting your activities together. The book is intended
to streamline your lesson planning rather than imposing a way of doing things upon you. It is always
advisable, however, to have some kind of activity to introduce students to this practice. Another option, if
available, is to explore sets of instructions previously written by other students and to examine how your
students could improve them. This will allow you to “test” your students without actually carrying out a
formal examination.
Translate icon / Additional definitions: amazed (adj.):asombrado/a (estupefacto)

50 Teacher’s Book / Practice 3