Page 58 - @ccess 3 Teacher´s Book
P. 58

Activity 14
                                                                                 • This activity integrates the two
                                                                                   previous activities, working
                                                                                   toward the development of
                                                                                   the product. The purpose
                                                                                   of reflecting upon hard content
                                                                                   regarding English (repertoire of
                                                                                   words and expressions, graphic
                                                                                   and textual components) is
                                                                                   because, in this case, they can
                                                                                   be used as a series of clues to
                                                                                   understand a text (in this case,
                                                                                   an experiment).
                                                                                 • You may offer hints about
                                                                                   general meaning, if your
                                                                                   students have difficulty
                                                                                   establishing it. However, remind
                                                                                   your students that one of the
                                                                                   major milestones in becoming
                                                                                   an independent user of the
                                                                                   language is to be able to
                                                                                   understand the meaning of
                                                                                   everyday texts.

                                                                                 Activity 15
                                                                                 • Check the list of materials
                                                                                   the students wrote and, if
                                                                                   necessary, show them how to
                                                                                   use abbreviations. For example,
                                                                                   liter - L, kilogram - kg, meter -
                                                                                   m, centimeter - cm, gallon - gal.
                                                                                 • This activity would be more
               challenging if you had your students classify the abbreviations into categories (e.g. distance: ft, km; weight:
               kg, lb; capacity: l, gal).
              • Just in case your students need the information, a foot (which has 12 inches, 1 in = 2.54 cm) is equal
               to 30.5 cm, 3 feet make a yard (1 yd: 91.3 cm); 1 mile (mi.) = 1.609 km; 1 gallon (which has 8 pints) = 3.785 l.
               There are two types of ounces: one for liquids (called a fluid ounce: 1 fl. oz = 29.75 ml) and one for solids
               (1 oz = 28 g). 16 oz = 1 pound (1 lb = 454 g).

              • Be sure your students know that there is always a space between the number and unit and units are
               abbreviated when you are reporting a numerical value.

              Activity 16
              • Another strategy for doing this activity is that each team appoints a secretary to record the findings of the
               members of the team doing the experiment.
              • Remind your students that the drawing might not be perfect. That’s why this activity is meant to be carried    T
               out as a team, there may be students who have less drawing ability than others.
              • On the other hand, they may want to choose a teammate who reads well, so as to alleviate comprehension   rack 22
               issues. However, it is important to encourage shy students or those who are less skilled at speaking to have
               a turn reading aloud, to motivate them and imbue self-confidence.
                   Translate icon / Additional definitions: depict (v.): ilustrar (representar, pintar, retratar)



                                                                                        Teacher’s Book  /  Practice 3  57
   53   54   55   56   57   58   59   60   61   62   63