Page 100 - @ccess 1 Teacher´s Book

For our diagram
5. Choose a body system (digestive, respiratory, reproductive, etc.) Activity 5
to make a diagram according to your purpose and addressee. • Let your students know
Look at the example. that to solve the activity in
Body System: Digestive System teams, first they have to share
Purpose: Health Education opinions and arguments of
Addressee: Children
each proposal. Offer them
models to express opinions
and arguments, such as: We
6. Look at the diagrams in Activity 1
chose… because… Take
• Complete the chart by describing and comparing the graphic and textual
components from the diagrams. Look at the example. advantage of this activity
Graphic components Textual components to correct attitude and
behavior that complicate the
Example: There are three Example: The names “brain” and achievement of agreements.
pictures. One with the head and “eyes” are under the pictures.
brain, another just with the brain They are written in capital • Have your students discuss
and the third one with the eyes. letters.
These pictures are smaller than about the purpose and
the first one. The brain and the the addressee.
Central nervous system eyes are inside a circle. There
are two thin arrows pointing to • Monitor your students and
the brain and eyes.
check that they are using
Answers may vary. good spelling.

Activity 6

Digestive system • Ask one student to point a
graphic component and
a textual one on the diagrams

in Activity 1.
• Help your students if

they need expressions

to make the descriptions
Skeletal system and comparisons. It is not
necessary to detail them but
Studentʼs Book / Practice 6 95
to think why they are used in
a certain manner in one diagram and how the changes fulfill different purposes.
• Ask your students to solve the activity. Once they have solved it, check it with the whole class and ask them
to explain the difference between the textual components, for example, some are name of organs, others
are titles, et cetera. Do the same with the graphic components.
• Invite your students to mention other textual and graphic components that appear in the diagrams
of Activity 1.

Teacher´s Book / Practice 6 99