Page 62 - @ccess 3 Teacher´s Book
P. 62

Activity 26
                                                                                 • Have your students make
                                                                                   sure they write the necessary
                                                                                   information for each instruction.
                                                                                   Although students can come
                                                                                   back to this activity later
                                                                                   (during the editing phase of this
                                                                                   product), it is not a bad idea
                                                                                   to focus, from the beginning,
                                                                                   on those details, so editing
                                                                                   can move forward rather
                                                                                   than  students adding missing
                                                                                   information.
                                                                                 • It is important to be aware of
                                                                                   your students’ background for
                                                                                   many reasons, among which,
                                                                                   your students’ mother tongue
                                                                                   may impact what kind of
                                                                                   “mistakes” they tend to make.
                                                                                 • Remember, you are the chief
                                                                                   organizer in your class. That’s
                                                                                   why we abstain from giving a
                                                                                   restrictive class in which we
                                                                                   have organized the time in
                                                                                   which you have to speak, to give
                                                                                   instructions or to stop. We are
                                                                                   committed to helping you with
                                                                                   the major points, but you know
                                                                                   your students better than we
                                                                                   do, so we expect you to use this
                                                                                   guide in a flexible manner.


              Activity 27
              • The prevalence of simple or complex clauses will depend on the addressee of the set of instructions. If
               it is intended for younger students, it should have more simple clauses and more steps, so details do not
               hinder comprehension.
              • As in other cases, it is unimportant if your students learn the simple-complex concepts themselves, but
               rather focus on what they represent.
              • Explain the differences between simple and complex sentences and offer examples that show when it is
               appropriate to use one, the other or both in a set of instructions. Point out that these types of sentences are
               also used in other texts. Share examples of the use of these sentences in other contexts, such as literary or
               community.                                                                                            T
              Activity 28
              • The CD in this practice is intended to provide models to talk about more “technical” issues, which your   rack 24
               students may not have encountered. However, if per chance your students have already overcome that
               barrier, it’s a good idea to adapt or reprise the texts.










                                                                                        Teacher’s Book  /  Practice 3  61
   57   58   59   60   61   62   63   64   65   66   67