Page 26 - @ccess 2 Teacher´s Book

Activity 23
• If necessary, in this first draft you
could mention that students can
edit the number of main ideas
or their length and not copy
them directly from the sub-
products in order to keep the
PSA short.
• Remind your students that if the
voice remains the same, but
there are changes in the voice
features and body language
within the lines they will say,
they will need to add the
indications, so they can present
it properly.
• Suggest your students say the
lines to calculate the allotted
time for each presentation.
• In real life, there is a process
of audio editing, since the time
allotted by broadcasters (either
in radio, TV or the Internet) is in
chunks of exactly 10s, 15s, 30s
or 60 seconds. There is no way
to go over even by one second.
However, your students do not
have that restriction, so if their
PSA finishes at, let’s say, 32s,
that’s not a problem.

Activity 24
• The effect that the PSA should aim for is two-fold. On one hand, it should motivate people to take action
about the issue mentioned; on the other hand, it should be kept in mind so that even when people are not
listening to the message, they are still motivated to take that action. For example, if you are old enough,
you may remember a PSA campaign on Mexican TV that addressed parental violence towards children.
The catchphrase is still remembered even if they no longer broadcast the PSA. That is how powerful a PSA
message can become.
• Remind your students that voice features should agree with the message. However, mismatches can have
a purpose: for example, they add irony or sarcasm, or they may have a comical intention. Another thing to
take into account is that PSAs can be serious or light-hearted.

Teacher’s Book / Practice 1 25