Page 66 - @ccess 3 Teacher´s Book
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Activity 35
                                                                                 • Check the students’ answers
                                                                                   and, if necessary, offer options
                                                                                   to improve them. For example:
                                                                                   recognize what the problem
                                                                                   is (unable to recognize less
                                                                                   common words and subject-
                                                                                   specific words, does not use his
                                                                                   or her knowledge of text form,
                                                                                   purpose, structure, organization
                                                                                   and language features to assist
                                                                                   when reading and completing
                                                                                   tasks, etc.); offer solutions (look
                                                                                   up words in a dictionary, imply
                                                                                   their meaning through context,
                                                                                   identify the purpose and
                                                                                   function of each part in the text,
                                                                                   etc.); implement them.
                                                                                 Activity 36
                                                                                 • Assessment is better done if there
                                                                                   is a careful examination of both
                                                                                   the process and the evidence of
                                                                                   your students’ learning. Whenever
                                                                                   possible, ask your students to
                                                                                   register the comments of their
                                                                                   products’ addressees. That provides
                                                                                   really good input from someone
                                                                                   else, including their appraisal of your
                                                                                   students’ social skills.
                                                                                 Activity 37
                                                                                 • Your students can use this space to
                                                                                   focus on different skills displayed
                                                                                   throughout the school year, so
               assessment can focus on a detail that really can be improved in the short or middle term.
              • If teams are small, you may choose to skip this assessment and go directly to the team assessment.
               Remember, the phases are compulsory in the process of developing social practices of language, but the
               activities can and actually should vary depending on your students.
              Activity 38
              • Details that can be considered while assessing the product are related to text (spelling, use of grammar,
               punctuation, use of linking words), mise en page (how cramped or not the text looks), and relevance to the
               addressee (mainly seen in register and extension).
              Activity 39
              • As suggested, it is important to vary how groups are formed. In real life, it is important to have professional
               skills when working with people from different backgrounds and knowing how to respectfully cooperate
               towards a common goal.

              • Remember to check the tips for the next practice. As we have stated, the suggested order of activities is
               only a recommendation. If you know your students from previous school years, this will help you establish
               the best sequence for dealing with the practices. If not, we suggest changing to a practice from a different
               environment. In this book, the order is always family and community, ludic and literary and academic
               and educational. We suggest alternating the environments, because each one focuses on a different skill.
               However, it may be well possible for your students to deal with two practices from the same environment in
               a row, if you think it is helpful in consolidating a skill (in this case, writing).

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