Skills for Study Level 2 Teacher's Book - Cambridge University Press

5b Group discussion5c Students investigate the best font sizes for different elements of a poster, given thatit should be clearly visible from 1–2 metres away.Note: This is an independent study task, to be carried out outside the classroom.5d Group discussionSuggested answersThe poster should be concise and informative. Some text is necessary toexplain key points; however, the information density of text is normally quitelow compared to what can be achieved by presenting information in graphics.Graphics and white space are also necessary to make the poster visuallyappealing to passersby; it fails as a poster if it has so much information thatpeople are put off reading it.5eSuggested answers1Poster 1 is intended as a reasonable model of a simple poster. However, it isperfectly possible that other readers of this text will find points that they feelare stronger / weaker about it.2Poster 2 is not so clearly organized: there are no clear section headings, orthese are not numbered. There may also be too much white space. The benefitof the graphics is debatable (no one really needs to be shown a photograph of abottle of water or a spoonful of sugar).3Poster 3 probably has too much text compared to graphics / white space. Thelanguage could be more concise. The use of a grey background reduces thecontrast of the black text and could reduce the impact of the poster and makeit more difficult to read.Unit Task: The gender gapStudents write a short summary overview of the information they have gatheredabout the gender gap. This is not a full report, but merely a written text whichshould outline the main issues in the assignment title of their choice.Note: Ask students to turn to the checklist on p.241 and reread the tips relating toUnit 1 Parts A–D, before reading the tips to Unit 1 Part E. Encourage students to putthese tips into practice in their studies from now on. Tell them they will be asked toreport back on this in a future lesson.Unit 1 Part E ∙ Reporting in writing 36