Session 1 : 9.00 am to 10.30 am
Slot : Resources - including multimedia and visual organizers (multimodality)
Tutor : Katie
Classroom Learning Outcome:
By the end of the lesson, lecturers will be able to:
● know about visual organizers and their uses in the classroom and in CLIL contexts.
● match visual organizers with their purposes.
● understand some reasons for using multimedia in the classroom.
Suggested
Activities:
Pre task
warm-up
|
Teacher
asks students how many senses a human has.
Teacher
asks students to identify the senses.
|
Senses:
|
|
Learning
styles
|
Students
discuss with their partner and check what their learning style is.
|
Learning
styles:
|
|
Venn
Diagrams
|
Teacher
asks students to draw a Venn diagram.
Teacher
asks students to think of two things to compare. For example, two types of
retailers – KFC and RFC (local).
Teacher
asks students to make sentences based on the comparison. For example:
KFC
is more expensive than RFC.
RFC
is cheaper than KFC.
Students
share their Venn diagrams with their partner.
|
Venn Diagram: |
Teaching
Tips:
1.
Teacher
could check students’ pronunciation by asking students to repeat the word as a
group to make sure everyone is able to pronounce the word correctly.
2.
Teacher could prepare language frames to guide
students in making sentences for the Venn diagram. For example, “They are both
…”, “Both are …”
3.
When
identifying the visual organisers, teacher could ask students to highlight or
underline the key words to help learners understand the visual organisers
better. E.g. Cycle – to show a series of events which happen again
and again.
4.
Some
multimedia / ICT ideas:
·
Podcasts
Reflection:
During
the lesson, we discussed some of the resources which can be used in the
classroom and in CLIL contexts. Visual organisers such as cycle, cause effect
diagram, grid, pie chart, table, T-chart, Caroll diagram, bar graph or bar
chart, time line, binary key, flow chart, mind map, line graph, quadrants and
story board can be used especially in teaching comparison, classification, show
locations of places, sort yes/no information and many more. By using the visual
organisers, it could help students to understand information better rather than
reading a long explanation about the visual organisers while teacher will find
it easier to explain any information related.
By
incorporating ICT (Information and communications technology) in the classroom,
teachers could encourage student talking time (STT), exchange and share
information, present and revisit subject vocabulary, encourage learner
autonomy, provide learning support, handle data, develop enquiry skills, be
creative and motivate learners. Besides that, ICT could always make lessons fun
and interactive. Among the types of ICT that we usually use in the classroom
are presentations (PowerPoint), word processing (Word), databases (Excel),
graphics/images, visual organisers (graphs, charts, etc.), audio/music, video,
paint software, web searches and interactive whiteboards.
In
planning a lesson, it is always good to incorporate the use of visual
organisers and ICT to ensure that students are able to understand the lesson
better as well as making the lesson fun and interactive. When teaching in a
second language, the use of visual organisers and ICT could help teachers to
develop a range of ways to present or record the information which can be
adapted for use in many contexts. In short, the use of visual organisers can
help convey language and content in a friendly and meaningful way to students.
Prepared
by,
Katherine
Livan Kehing binti Abdullah
Politeknik Mukah
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