Page 103 - @ccess 2 Teacher´s Book

Activity 3
• Explain how using a certain
typeface and images is directly
related to the topic, purpose
and addressee of that poster;
the size, the colors, the graphic
distribution, and the amount
of text used for elaborating an
infographic are all important
factors in getting the message
across to the addressee. This
means that, for example, if
an infographic is intended
for youngsters, it would be
appropriate to use more images
and less text, whereas if it is
intended for adults, it would
be vice versa.
• Use the examples in Activity 1 to
begin reflecting upon questions
such as the following: Why does
one infographic use longer
expressions, while the other
one uses only words? Which is
easier to read and understand?
Which one provides
more information?
• Bring infographics with the
same topic as those of the
examples in this activity, but with
a different level of complexity,
to the classroom. Encourage
your students to comment on the effect they have on whoever sees or reads them. You could use questions
such as these to begin the discussion: Why are these images used and not others? What do these images
depict? Would the infographic be equally understood if it did not have images? etc.
Activity 4

• For this activity, list some possible addressees, some suitable and some unsuitable, so your students can
discuss their opinions.
• If the discussion turns technical, try to follow along. If they engage in the topic, it is more likely that they will
improve their communication skills and reach higher levels of language proficiency.
• Controlled chaos is a sign you’re doing things in accordance with this approach. That is, there are discussions
everywhere, and students are really committed to participating and getting the best from the interaction.

Activity 5
• While the expected answer is, “show information about a complex issue in a compelling manner”, some
of your students may give an unexpected answer. Instead of correcting them immediately, try to follow
their train of thought. When this kind of situation arises, it is usually due to concepts they have not fully
integrated or which they are just beginning to explore in full. Do not expect perfect distinctions right away
from everyone. Behind what we deem “wrong answers”, students are doing their best to understand, so
allow room for mistakes.

102 Teacher’s Book / Practice 6