Page 51 - @ccess 2 Teacher´s Book
P. 51

Activity 4
              • This might not be the first time
               your students have worked with
               establishing search criteria for
               themselves. In the second part
               of this activity, have them give
               several reasons for choosing
               their sets of instructions.
              • You may provide examples
               of less appropriate texts,
               so students can identify the
               qualities of good texts and why
               it is essential to use those.
              • Make sure your students use
               graphic as well as textual
               information to complete
               this activity.

              Activity 5
              • It is important to provide your
               students with examples of
               different ways of presenting
               instructions. This will be useful
               not only for their poster later,
               but they will have the chance to
               see that texts may be equally
               effective notwithstanding their
               outer differences. This means
               you can have good text without
               pictures or really good pictures
               accompanying bad text. The
               text can also be distributed
               differently (columns, one text block, etc.).
              • Remind your students that texts are more than the words we write or read. On posters, the use of other
               resources (colors, lines, size, spaces) are vital for a good poster.
              • You may want to spend some time looking up good examples of instructions. Remember, the aim of this
               activity is to have a glance at the instructions. They will have plenty of time in the sessions that follow to
               analyze them.


              Activity 6
              • The aim of this activity is to understand that texts may have more than one purpose. Thus, it is important to
               recognize that people can find the text informative even if it was not originally intended for them.
              • It is not necessary to have a complex diagram. As long as it is understandable, it will be fine.
              • Help your students with the words or expressions they need to design their diagram.













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