Page 106 - @ccess 2 Teacher´s Book

Activity 9
• Propose different resources
your students could use in
their infographics. You can
show them different examples
of infographics on different
subjects. Try to choose
contrasting infographics, so
that they can select among
different possibilities.
• If possible, you could ask the
school’s technology teacher to
help students find good digital
tools to make infographics and
show them how to add graphic
features to an infographic.
• As with textual components,
help your students get a preview
of the effect the use of graphical
components causes. If digital
resources are not available,
there are other options, such as
drawing or cutting pictures out
of old magazines.

Activity 10
• Provide your students with
opportunities to practice making
questions more specific or more
general (which will in turn help
them to look for different types of
information). You can take one of
their questions and use hyponyms (that is, words that fall in the same semantic field as others), or hypernyms
(i.e., words that can be used to categorize a word or expression) to show how this can be done.
• Remind your students that research should be based on open questions, such as what, how, and why.
Closed questions (receiving yes/no answers) are not as appropriate for doing research.

Activity 11
• Organize a visit to the computer lab, where possible, or the school library to have a practical
demonstration of how to do research on the web.
• When proposing sources, advise your students not to discard any option unless time constrains or real
impossibility kicks in. For example, it is true that there may not be an actual engineer everywhere. But you
may find websites from institutes and research centers in Mexico and abroad where you can find people
willing to help. In order to reach them, try to plan in advance. That way, by the time you and your students
start working on this practice, you may have already established a preliminary contact.
• In this practice, we use a wind turbine as an example due to our interest in environmental issues. Your
students’ interests are what feed your class, so try to explore machines and people that appeal to them,
even if there not many sources available. Indeed, this will help to motivate your students into doing
research, rather than the opposite.
Activity 12
• Students may already be familiar with criteria for choosing information. If they have experience in this
area, you may move to the next step in the sequence.

Teacher’s Book / Practice 6 105