Page 61 - @ccess 3 Teacher´s Book

Activity 22
• The best course of action is
to show an experiment, using
rack 23 and then ask the students to
either pictures or a video,
follow the steps to compose the
T instructions. Another option is
to choose a written experiment
and rewrite the instructions
for a specific addressee. Both
options are possible, although
we suggest the first one.
• So that everyone has the
opportunity to voice their opinion,
be sure to schedule enough
time so that all your students can
speak. Also, students should have
strategies to interrupt politely and
be aware of the time they spend
intervening.
Activity 23

• If your students are having
difficulty coming up with a title,
you could write words related
to the experiments on the board
for them.
• The title can be adjusted at a
later stage, so you can keep the
discussion about it in check with
regard to time.

Activity 24
• Show students strategies that allow them to understand what to ask and how to ask questions, for example:
think about the list of materials (What materials are there? How much do they need?); decide the order
of steps (Which one goes first? Which comes last?); recognize the use of materials (What is it for? When
should we do this?). Point out the differences between the many ways of asking questions.
• The more precise the questions, the more accurate the steps will be, so help your students to create as
many precise questions as they can for this activity.
• Help your students make connections between the way in which they ask questions for this and other
practices. That way, they can consolidate what they already know about how to ask questions. If possible,
they can record themselves, which will help them to take note of and improve their pronunciation.

Activity 25
• Remind your students to add the correct quantities and use the abbreviations they need for the measurements.
• Materials are usually listed in the order they will be used, but the most important material is generally
listed first, irrespective of when it is used.
• Another way to do this activity is for some members of the team to write the questions, while others write
and check the list of materials.

60 Teacher’s Book / Practice 3