The student is now directed to move from the more mechanical stage of paso dos to this more open and creative stage. Vocabulary guidelines and grammatical elements are suggested with each paso tres in order to facilitate a link from the pre-reading exercises to the literary text soon to be read. This community learning technique has shown to be positive for many students in foreign language classes.
Professors can read or print out the descriptions for correction purposes or for use in class.
A short brainstorming session can then follow which would ask students to describe emotions connected to the style of paintings in the exercise. If the classroom is not computerized, student groups who worked on different images can join together and read their descriptions aloud to each other, paying special attention to pronunciation and intonation.