Page 57 - @ccess 3 Teacher´s Book
P. 57

Activity 11 Building stage
              • In this activity, students will
               write the instructions for their
               experiment, keeping the
          rack  20  addressee in mind. Technical
               texts should not be discarded.
               More time would, however, be
           T   needed to study them. A text
               in and of itself is not easy or
               difficult. How students approach
               the text is the key to making the
               text either more or less difficult
               to understand.
              • You may use other strategies,
               such as looking at just the
               list of materials and making
               predictions about the text based
               on that.
              • Another strategy for carrying
               out this activity is skimming the
               text and trying to recap the most
               important points.
              Activity 12

              • One way to help your students
          rack 21  the help of graphic resources
               understand information is with

               (e.g. images, timelines). They
           T   will be helpful in illustrating the
               sequential relationship between
               instructions.
              • We are well aware of
               administrative concerns and traditional methods of teaching. However, your students’ participation in
               conversations in English should be your goal when deciding whether to have them only practice in class
               or to have them interact with others who speak English. The payoff for your students is greater in the
               second case.
              Activity 13
              • This activity’s purpose is that students should develop the ability to understand expressions based on
               context while dealing with homonymy (a word that it is written the same way with two different meanings)
               and polysemy (the fact that a word may have two or more meanings).
              • You may want to let your students use a dictionary. If that’s the case, take care your students read each
               subentry for each word carefully so as to get the most precise definition.
              • Words and expressions are meant to be learned in context. That’s why we do not include a specific section
               for vocabulary drills.











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