Page 66 - @ccess 3 Teacher´s Book

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).

Teacher’s Book / Practice 3 65