Page 56 - @ccess 3 Teacher´s Book

Activity 9 (continues)
• On the CD, we have included
images with the experiments.
These can be used as models of
how to illustrate their own sets of
instructions later on this practice.

• RB Box can either extend the
current practice or provide
material for developing it. If
you have enough material, take
time during the practice to go
through the Reader’s Book to
foster curiosity and improve
reading skills.
Activity 10
• This activity shows that the
addressee and purpose of
the instructions are mutually
dependent and that may
change how a text is presented.
For example, although an
elementary school student may
not be interested in a scientific
experiment every minute of
the day, she/he may need to
concentrate on it because of a
science fair. This shows that a
specific occasion may also play
a role as a contextual element.
The student may therefore need
to use certain types of texts that,
in other situations, would not be
of much interest to her/him.

• The problem when there is plenty of information available is how to select the most appropriate texts and
discard useless information. The criteria your students use may be different from those you expected. It is
important, therefore, for you to guide your students toward good sources of information and to help them
choose the best criteria. For example, webpages that have a backing institution, the type of site domain
(.org, .edu) and experts’ participation on the webpage.

Teacher’s Book / Practice 3 55