Page 65 - @ccess 3 Teacher´s Book

Activity 32
• Advantages and disadvantages
of the type of album students
choose may include the
availability of materials as well
as time. As always, keep in
mind that the product is the
text and not the material, so if
necessary, it is more important
to allocate time to writing the set
of instructions than to making
the album.
• The opinions may be about any
graphic or textual component.
They are useful for checking the
processes and strategies your
students follow when dealing
with texts.

• Help your students express their
opinions of the different ideas.
One strategy is to write a few
expressions for linking the oral
discourse, to be used at your
students’ discretion.

Activity 33
• The criteria for organizing
the index of the album may
not include putting entries in
alphabetical order (for example,
it may be possible to put the
index for physics before the
one for chemistry), but it should
contain all the related experiments.

• The index of names may be organized using the initial letter of the first name or the initial letter
of the surname.

• Indices sometimes go at the beginning and sometimes at the end of a book. That is a question of style, but
is rather more useful to include it at the beginning.

Activity 34
• Crafting the album should not take longer than writing the set of instructions.
• The strategy of using an “assembly line” may be followed if you have small groups for developing the
whole product.
• After finishing the product, if there is time available, your students can read about the discovery of
penicillin in their Reader’s Book. This is an informative text, so all recommendations about technical
concepts apply, for example, using a dictionary or medical websites to clarify anything they are unsure of.

Translate icon / Additional definitions:

- bind (v.): engargolar (encuadernar)
- yarn (n.): estambre (hilo, historia, cuento)

64 Teacher’s Book / Practice 3