Maker 02 Teacher's Guide Unit 4

is an important stage of process writing, so make sure they give respectful and useful feedback to their classmates and highlight the importance of seeing their classmates’ feedback not as criticism, but as a helpful tool to help them improve their writing skills. Investigate This section presents a great opportunity to discuss with students the importance of the scientific method for developing critical thinking skills and making them aware of how important it is to constantly question out assumptions and test our hypotheses. Encourage them to look for data in reliable and varied sources and use the questions in the book to help them properly analyze this data in order to draw conclusions about the topic in question. Explain that drawing a conclusion is not merely about seeing if your hypothesis was right or wrong, but more importantly, understand what can be learned from going through the whole process. Local and Global When working with this section, make sure you encourage students to find information on how a certain issue is present in their local community (neighborhood, city, state, country) and in different countries and cultures. Provide them with an environment that fosters curiosity about other communities, respect for differences and the realization that we are all united by our shared humanity. It is essential to have students look for information so that they do not reproduce stereotypes and prejudicial views regarding other peoples. Imagine At the initial stage, let students freely voice their opinions about the concept and encourage them to justify their points of view. This section poses a great opportunity for working with the flipped classroom model, since learners are asked to research into the concept at home and bring their discoveries to class. Allow them to be at the center of this process and have them present the content, instead of you doing so. Once they have read the text in the QR code, encourage them to compare the data it presents with what they found in their research. If students’ initial reaction to the concept was affected by what they have learned from their research and from reading the text, take the opportunity to discuss the importance of being open to new information on a topic that might seem familiar, because it may surprise us and teach us new things: what seemed positive may have its downsides, what seemed negative may also have some advantages, what seemed impossible may prove to be feasible and so on. For Students ♦ ♦ Student’s Book: comprised of a Welcome Unit that reviews the content of the previous level, eight regular units and a Review for each unit. It also contains tasks focused on the maker movement principles, projects, extra explanations and activities for grammar topics and other resources to help students. ♦ ♦ Workbook: provides extra activities for all the units in the Student’s Book. For Teachers ♦ ♦ Teacher’s Book: contains the the Student’s Book and the answers to the activities. ♦ ♦ Teacher’s Guide: presents the theoretical background and overarching principles of the series. Additionally, it gives teachers guidance on how to conduct the activities in the classroom and use the series’ resources, besides presenting extra activities. ♦ ♦ Audios: by using the code on the front cover, students can access the books’ audio files through Greenwich App (available for iOS and Android). Teachers are provided their access code by one of Greenwich representatives.