Week 4 Tutorial - KarYan & XingYu
Teaching and Learning Technology
Week 4 Tutorial (Pair Work)
Task: Exploring the Teacher's Role in New Literacies
By Tan Kar Yan & Lo Xing Yu
Part 1: Things to consider before designing your lesson plan (Preparation)
Guiding Questions:
1. What are the teacher's key responsibilities in fostering new literacies?
2. How can multimodal resources enhance language learning?
3. Why are visuals critical in supporting learners in understanding language concepts?
The teacher's primary role is to foster critical thinking and a supportive culture. This involves guiding students to question the credibility of online sources, understand purpose and bias in media, and deconstruct visual elements like color and font.
This critical engagement is achieved by creating a safe classroom environment where students feel comfortable experimenting with technology, sharing digital creations, and collaborating with peers, while ensuring equitable access to tools.
To facilitate this, the teacher leverages multimodal resources because they are more dynamic and engaging than plain text, which captures student interest and motivates active participation.
The use of these resources (audio, images, AI tools) serves a dual purpose: it directly supports language learning and simultaneously prepares students for the digital world by building essential skills like digital and media literacy.
Within these multimodal resources, visuals are a particularly powerful tool. They act as a central prompt for speaking and writing activities, giving all students a common reference point to boost confidence and generate ideas.
Specifically, visual storytelling (comics, sequences, graphs) provides crucial cognitive support by helping learners understand complex language concepts like chronology, cause-and-effect, and narrative structure without being hindered by difficult syntax.
Part 2: Designing a Multimodal Lesson (Application)
Level: B1 (Intermediate)
Duration: 30 minutes
Skill: Writing
Grammar Structure: Quantifiers (much, many, too many)
Learning Objectives
By the end of the lesson, students will be able to:
1. recognise and understand the use of quantifiers in context;
2. use quantifiers in simple written sentences based on visual prompts.
Presentation (10 minutes):
1. The teacher plays the BBC Scotland video “Inside the tiny Highland school with just two pupils” and pauses at three moments where quantifiers are used.
2. The teacher writes the sentences on the board and underlines the quantifiers (much, many, too many).
3. The teacher asks concept-checking questions to guide understanding (e.g., whether “people” can be counted, whether “not many” means large or small, and whether “too many” has a positive or negative meaning).
4. The teacher explains the rules of quantifiers briefly and gives a couple of extra examples.
5. Students copy the rules into their notebooks.
Practice (10 minutes):
1. The teacher shows digital infographics created on Canva (a library, a grocery shelf, a classroom) and assigns one to each group.
2. Each group write three sentences describing their picture using the target quantifiers.
3. The teacher circulates to support students and provide feedback.
4. Students check their sentences orally with the teacher before continuing.
Production (10 minutes)
1. Each group log into a shared Padlet board prepared by the teacher.
2. Each group posts their three sentences along with their infographic.
3. Students present their work to the class, explaining one sentence choice.
4. The teacher reviews the Padlet with the whole class, highlighting correct usage and providing feedback.
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