6


6.1 Vocabulary


You could make this exercise slightly easier by giving students the six new words they need (in a random order). T ey have to match the new words to the highlighted words to make opposites. T en they can complete the sentences. T e complete set of opposites is:


1. develops · dissolves 2. halves · doubles 3. scatter · align 4. join · separate 5. disappear · reappear/appear 6. mother · daughter


Answers 1. T e nuclear envelope dissolves during the prophase.


2. T e number of chromosomes in the cell doubles during the prophase.


3. In the metaphase, the chromosomes align at the equator of the cell.


4. During the anaphase, the chromosomes separate.


5. During the telophase, the nuclear envelope begins to gradually reappear | appear.


6. T e two new cells created in the cycle are daughter cells of the original cell.


D


T is activity is designed to help students to develop their paraphrasing skills. By comparing both sets of sentences, they can see how words and phrases have been changed, but the meaning is the same.


Depending on the class, you may want to set either for individual work and pairwork checking or for pairwork.


6.1_D


You may also want to provide students with cut-outs of the sentences so that they can move them around to match them. T ese are provided in the PDF; the answers are also shown on a separate page.


While they work, encourage students to highlight/underline the words which have helped them to decide which sentences are equivalent. Feed back visually and verbally, initially just eliciting the correct match for each sentence.


Answers 1. b 2. c 3. f 4. d 5. a 6. e


Elicit and highlight visually three diff erent types of change which can be made when paraphrasing: • changing grammar • using diff erent words, e.g., synonyms, antonyms • reordering information


Use the answers in table format (as provided below and in the PDF) to elicit suggestions from the students on which of these changes have be en used in Student B’s sentences.


Highlight some changes in sentence structure and some uses of synonyms. A summary of the changes made in Student B’s sentences is given in the table below.


Highlight the frequent repetition of terms such as prophase in both sets of texts. Explain that because technical terms have very specifi c meanings, they are not generally replaced by synonyms. It may be worth pointing out to students that using diff erent words can change the meaning: when paraphrasing from a source, they should be aware of the need to balance accuracy with the avoidance of direct repetition.


Remind students that this is intended as an awareness- raising activity and that they will have a chance to analyze sentences in more detail later in the unit.


Answers See table opposite.


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