Page 53 - @ccess 3 Teacher´s Book
P. 53

Activity 4 (continues)
              • This activity could be made
               more complex if, instead of
               using the set of instructions
               given here, you change them for
               others. It might be easier if you
               use multiple sets of instructions,
               so students have the chance to
               contrast the graphic and textual
               components.
              • “Graphic and textual
               components” may be too
               fancy a name for your students,
               so you could use alternative
               expressions such as:
               “What is written and the
               illustrations used”.
              • The focus of this activity, as
               in every other activity where
               graphic and textual components
               are dealt with, is not knowing
               the name of the components in
               English, but understanding
               their purpose in a text,
               how they change meaning
               and how different or not they are
               with regard to the students’
               mother tongue.
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