Page 62 - @ccess 3 Teacher´s Book

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