Page 60 - @ccess 3 Teacher´s Book

Activity 19
• Adjectives, adverbs and
adjective and adverbial phrases
and clauses are one way to
make instructions more precise,
but that is not the only way.
For example, adding colors to
images and text is another way
to make a text more explicit.
• Although it’s time-consuming,
you can use this opportunity
to engage in one-on-one
interviews to understand your
students’ train of thought. This
way you will not only understand
why they give the answers they
give, but also help students
who have not yet arrived at
conventional answers.

Activity 20
• It is important to note that when we
say “notebook”, students may use
any resource they have available
in order to “craft” the text.
• Remember, the portfolio is
meant to be their primary
evidence of learning.
• In the example, we have divided
both phrases and the sentences
themselves. Depending on your
students’ skill, you may decide
to have them just divide the
sentences.
Activity 21
• Remember, you may use this instrument, or you may adapt any of the intermediate assessments to
suit this practice.
• Help your students to identify not only their weaknesses and strengths, but the way in which they
can improve.
• These qualitative instruments, though harder to gauge and homogenize, are more appropriate for
assessing progress in the acquisition and development of social practices of language. Resist the urge
to assess using an exercise or an out-of-context test, even though it is a common school routine and
teaching method. Tests do not lend themselves easily to this approach and assessment should be
more integral.

Teacher’s Book / Practice 3 59