Page 108 - @ccess 2 Teacher´s Book

Activity 15

• Check that the information
students chose actually answers
the questions they wrote. If not,
ask them to correct it.
• Remind your students that they
may use sticky notes or such
to distinguish information that
answers the same question.
• If using a computer, notes can
be written in different colors or
highlighted to organize them
more easily.

Activity 16
• One technical definition of a
semantic field is that of a set
of related words, linked by a
shared semantic property.
• Help your students to
distinguish this from synonyms.
Tell them that synonyms refer
to the same object or concept,
whereas a semantic field refers
to many different objects linked
by, for example, their use of
something they have in common
(for example wheels, they use
leverage, they are circular, etc.).
• Give your students a few
examples, such as the semantic
fields of sports and music, which may not exactly be related to this learning environment, but helps as a
way to start their thinking processes before moving on to more technical content.
Activity 17

• Make sure that students chose the most important terms relating to their machine and that the explanations
are accurate. Try to supply them with encyclopedias, dictionaries, or popular science magazines to help
them explain their key terms.
• Inferring consists of extracting information that is not said from what is said. It is reading between the lines.
When making inferences for a technical issue (such the way a machine works), students should delve
further into the topic or consider new questions.
• If the sources are understandable enough and do not contain many technical words, you could ask some
questions to motivate your students to think beyond what is written. Usually, stating a contradictory fact
triggers another response that allows your students to move beyond what they’ve already discovered
about their machine.

Teacher’s Book / Practice 6 107