Students require a set of specific language items to analyze the visual and linguistic conventions of texts, and to explain the relationship between different elements of the texts. For this reason, it’s crucial to design instruction that authentically and explicitly incorporates language that they will eventually use.

In secondary, some educators may feel that this terminology is not appropriate for the earlier stages of language, but I wonder how we come to this decision when every text students consume models the features of the texts they will produce. For this reason, I prefer to introduce key vocabulary items that will help students to name text features, and gradually talk about them and their relationships. What is more, I have found success in using these vocabulary items to practice concepts such as number, gender, noun-adjective agreement, and even in explorations that include descriptions and inferences.

How would you use the tex below, which is a brief introduction to font psychology, with students at an earlier stage of the language learning process?

Source of the image above and more ideas here.