Developing Students’ Multimodal Literacy in the Secondary English Language Classroom
English Language Education Section Curriculum Development Institute Education Bureau HKSAR © 2021
Multimodal
Gestural Linguistic
Audio Visual
Spatial English Skills
Reading
Language Literacy
Technology Multimodality
Information Writing Create
Written Infographics
Facial expressionAccess
Relationship
Understand Position
Critical Colour
Images
Digital
Affective
Vocabulary
Analyse Design
English Language Education Section Curriculum Development Institute
Education Bureau
The Hong Kong Special Administrative Region
12/F, Wu Chung House, 213 Queen’s Road East, Wan Chai, Hong Kong
Published 2021
All rights reserved. The copyright of the materials in this resource package, other than those listed in the Acknowledgements section, belongs to the Education Bureau of the Hong Kong Special Administrative Region.
Duplication of materials in this resource package other than those listed in the Acknowledgements section is restricted to non-profit making educational purposes only.
Otherwise, no part of these materials may be reproduced, stored in a retrieval system, or transmitted in any form or by any means without the prior permission of the Education Bureau of the Hong Kong Special Administrative Region.
© 2021
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Contents
Preface ... III
Acknowledgements ...V
Chapter 1 New Literacy Skills and the Use of Multimodal Texts ... 1
Chapter 2 Learning and Teaching Materials for Effective Use of
Multimodal Texts ... 11
(1) Module: Technology
Unit: Wearable Technology ... 13 (2) Module: Leisure and Entertainment
Unit: Film Festival ... 43 (3) Module: Nature and Environment
Unit: Environmental Protection ... 97 References ... 141 Appendices ... 145
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Developing Students’ Multimodal Literacy in the Secondary English Language Classroom is a resource package produced by the English Language Education Section, Curriculum Development Institute, Education Bureau, Hong Kong Special Administrative Region, in support of the implementation of the English Language Education Key Learning Area Curriculum Guide (Primary 1 – Secondary 6) (CDC, 2017). Part of the materials in this resource package was adapted from those developed in the Collaborative Research and Development (“Seed”) Project on “Effective Use of Digital Media in Developing Students’
Critical Thinking and Creativity in the Secondary English Classroom” in the 2015/16 school year. Additional materials and ideas are also included for teachers’
reference on the use of multimodal texts to develop students’ new literacy and language skills in the English Language classroom.
Aims of the Resource Package This resource package aims to:
shed light on what multimodal literacy and new literacy skills refer to
illustrate how multimodal texts can be used to develop new literacy skills in the English Language classroom
provide opportunities for students to interact with, analyse and create multimodal texts and for creative use of the language
How can the resource package be used?
The resource package covers both theories and practices in the adoption of multimodal texts in the learning and teaching of English Language. It consists of the following:
theoretical underpinnings of the use of multimodal texts in English Language learning and teaching;
learning and teaching materials (coded as “LT X.X.X” in the package) for three units of tasks on different themes with increasing level of difficulty, with the first unit being the easiest; and
suggested teaching steps (coded as “LT X.X.XT” in the package) with pedagogical ideas for teachers to adapt and adopt in the classroom.
The text files are available in both PDF and MS WORD formats for ease of use and adaptation. Teachers might like to select and use the learning materials and teaching ideas in the resource package or adapt them to suit their students’ needs, interests and abilities.
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We are grateful to the participating schools for their active participation in the Collaborative Research and Development (‘Seed’) Project on “Effective Use of Digital Media in Developing Students’ Critical Thinking and Creativity in the Secondary English Classroom”. Special thanks go to the teachers involved in the project for developing and trying out the teaching plans and activities included in the resource package.
We would also like to extend our gratitude to the following organisations / individuals for their permission to use and reproduce the copyrighted materials included in this resource package:
- Information Services Department for the infographic on 2015-16 Budget Highlights on p.4
- Mr Nima Raoofi for the snapshots from the film My Shoes on pp. 68-79 & 90 - Environmental Protection Department for the Air Quality Health Index logo
on p.5 of sample e-booklet
The following images are used or reproduced under the Pixabay License:
- Clapperboard by Mediamodifier on p.45 (Retrieved from
https://pixabay.com/zh/photos/clapper-hollywood-cinema-board-2140602/) - Shooting by Geralt on p.65 (Retrieved from
https://pixabay.com/photos/photography-photograph-woman-group- 2751469/)
- Film Trophy by Alexas_Fotos on p.65 (Retrieved from
https://pixabay.com/photos/award-good-movie-trophy-competition- 2969422/)
- Crowded beach by Glucosala on p.71 (Retrieved from
https://pixabay.com/photos/beach-people-crowd-parasol-sea-1633576/) - Farmers Market by LonaE on p.71 (Retrieved from
https://pixabay.com/photos/farmers-market-fruit-vegetable-454032/) - Movie with popcorn by Peggy_Marco on p.90 (Retrieved from
https://pixabay.com/zh/illustrations/white-male-3d-model-isolated-3d- 1847732/)
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https://pixabay.com/zh/photos/red-carpet-stairs-glamour-woman-1842849/) - Poisoning the Ocean by Atdsphoto on the PowerPoint slides (Retrieved
from https://pixabay.com/photos/pollution-toxic-products-environment- 3075857/)
- Clapping hands by Budikai on p.90 (Retrieved from
https://pixabay.com/zh/illustrations/applause-hand-icon-symbol-sign- 3547919/)
- Popcorn by Dbreen on p.90 (Retrieved from
https://pixabay.com/zh/photos/popcorn-movies-cinema-entertainment- 1085072/)
- Scrooge of Christmas Carol by Prawny on p.91 (Retrieved from https://pixabay.com/zh/illustrations/vintage-arthur-rackham-christmas- 1705170/)
- Empty Seats in Cinema by Vladvictoria on p.91 (Retrieved from
https://pixabay.com/zh/photos/seat-chair-indoors-theatre-empty-4012101/) - Clouds on the mountain by Djedj on p.91 (Retrieved from
https://pixabay.com/zh/photos/landscape-cloud-fog-sunset-3914513/) - Sunglasses on tickets by Johnyksslr on p.91 (Retrieved from
https://pixabay.com/zh/photos/tickets-cinemas-3d-cine-movies-1814606/) - Theatre Entrance by MichaelGaida on p.91 (Retrieved from
https://pixabay.com/zh/photos/cinema-movie-theater-movies-input- 1241422/)
- Man in Poison Mask by Lukaszdylka on p.129 (Retrieved from https://pixabay.com/photos/gas-mask-poison-protection-469217/)
The following images are used or reproduced under the Creative Commons Licenses:
- Danish football fans, London by adrian, acediscovery on p.71 under CC BY-NC-ND 2.0
- Shark Finning- an illegal practice by indiawaterportal.org on p.125 under CC BY-NC-SA 2.0
- Respect the Fin by Ryan Steely on p.125 under CC BY-ND 4.0
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- Shark Fins Drying for Sale by kqedquest on p.129 under CC BY-NC 2.0 - Finned by MoelSiabod on p.129 under CC BY-NC 2.0
- Plastic Bags Packaging - Awareness - 3rd Year by Noor Daghistani on p.129 under CC BY-NC-ND 4.0
- Lesser the pollution, better the life by Kristlin Visnapuu on p.129 under CC BY-NC-ND 4.0
- screened by Rockman of Zymurgy on p.129 under CC BY-NC-ND 2.0
The following images are used or reproduced under the Pexel License:
- Gray Shark by George Desipris on p.124 (Retrieved from
https://www.pexels.com/photo/selective-photo-of-gray-shark-726478/) - Traffic Roadway by Pixabay on p.129 (Retrieved from
https://www.pexels.com/photo/buildings-cars-city-cross-harbour-tunnel- 262100/)
- Electric Towers during Golden Hour by Pixabay on the PowerPoint slides and sample e-booklet (Retrieved from https://www.pexels.com/photo/air-air- pollution-climate-change-dawn-221012/)
- Group of Lining Men by Pixabay on the PowerPoint slides (Retrieved from https://www.pexels.com/photo/people-men-women-crowd-34291/)
- Bird’s Eye View of Woodpile by Pok Rie on the PowerPoint slides (Retrieved from https://www.pexels.com/photo/bird-s-eye-view-of- woodpile-1268076/)
- Clera Light Bulb by Pixabay on the sample e-book (Retrieved from https://www.pexels.com/photo/bulb-close-up-conceptual-current-207420/) - Double Exhaust by Markus Spiske temporausch.com on the sample e-
booklet (Retrieved from https://www.pexels.com/photo/car-tire-oldtimer- sports-car-97045/)
The following images are used or reproduced under the Photo License: Burst:
- Ice in Ocean Waters Photo by Shopify Partners on the PowerPoint slides (Retrieved from https://burst.shopify.com/photos/ice-in-ocean-waters)
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The links to websites owned or operated by parties other than the EDB are provided for your reference only. We accept no responsibility for their contents, timeliness, accuracy and reliability.
If you have any reason to believe that any information or content of this resource package contains materials infringing copyright, please notify us. Upon notification of violations, we will take remedial action immediately.
Chapter 1
New Literacy Skills and
the Use of Multimodal Texts
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Development of new literacy skills, in particular multimodal literacy, is one of the emphases in The English Language Education Key Learning Area Curriculum Guide (2017). With the advancement of information technology, there has been a shift in how
“literacy” is defined. “Literacy” is no longer confined to the ability to read and write, but extended to cover the ability to understand and create a range of texts that integrate linguistic, audio, visual, gestural and spatial elements, as well as the ability to use different media and technological tools for effective communication and information management. New literacy skills have been given increasing attention in the learning and teaching of English worldwide. To address such changes, there is a need to adopt a pedagogical approach that provides more opportunities for students to interact with, analyse and create multimodal texts in today’s English Language classroom. This chapter attempts to explain what multimodal texts and new literacy skills are, and their implications for the English Language classroom.
1. The Broadened Notion of Text
Traditionally, texts are perceived as something written in words and printed on paper. However, with the emergence of new technologies and communication channels, information and ideas are rarely expressed only in words, but often in a combination of the following modes of expression:
Mode Elements Involved
Linguistic written or spoken language, vocabulary, grammar, sentence structure
Audio music, sound effect, noise, silence, the use of volume and rhythm
Visual still and moving image, diagram, colour, page layout, framing, camera angle and movement, lighting
Gestural action, physical movement, eye contact, facial expression, body language
Spatial the design of environmental and architectural space, position and organisation of object in space, direction and distance A typical example of this kind of multimodal texts is infographics, in which the message is presented in multiple modes through the choice of colours and fonts, the use of words and graphics, etc. Readers need to explore the relationship between words and visual-spatial elements to fully comprehend the text. An example of infographic text is provided on the following page.
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2. New Literacy Skills and Information Literacy Framework for Hong Kong Students
With the broadened definition of texts and the prevalence of multimodal texts in our daily life, “literacy” has taken on a new meaning. The traditional language-focused approaches are no longer adequate for developing students into critical literates in the Age of Information. Churchill (2010) uses the term “New Literacy” to sum up the set of skills required for students to survive and thrive in the digital world, as shown in the diagram below:
Source: Daniel Churchill “New Literacy in the Digital World: Implications for Higher Education”
https://core.ac.uk/download/pdf/61010522.pdf
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has developed the Information Literacy (IL) Framework for Hong Kong Students to help schools develop students’ knowledge, skills and attitude to use information and information technology ethically and effectively at different key stages. The IL Framework has covered a range of new literacy skills mentioned by Churchill and can be accessed through the link below:
https://www.edb.gov.hk/attachment/en/edu-system/primary-secondary/applicable-to- primary-secondary/it-in-edu/Information-Literacy/IL20180516E.pdf
This package also provides examples to illustrate how some of the learning targets in the IL Framework can be achieved with the use of multimodal texts in the English Language classroom.
3. Pedagogical Approaches to Using Multimodal Texts to Develop New Literacy Skills in the English Language Classroom
While students nowadays may be more technologically savvy, they are not automatically multimodal literates. One key component of new literacy instruction is, therefore, to guide students to decipher multimodal texts. This process of close textual analysis is no new to students and teachers. In reading lessons, students are guided to read between and beyond the lines to make meaning of written texts. By the same token, students can be challenged to dig deeper into the different modes of expression and understand what they mean.
In this resource package, Callow’s (2005) three-dimension framework is adapted for use to guide students to analyse and tease out layers of meaning in multimodal texts:
The affective dimension mainly deals with the reader/viewer’s feelings and emotional response to the text
The compositional dimension focuses on how the text is constructed and its presentation
The critical dimension focuses on hidden messages and embedded values of the text, as well as its social-cultural impacts
To understand how the three-dimension framework helps us formulate questions, please refer to Examples of Guiding Questions for Analysing Multimodal Texts at the end of this section.
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task-based approach is adopted to develop students’ new literacy and language skills in meaningful contexts, as well as to provide opportunities for students to process and create multimodal texts, as illustrated in the diagram below.
This approach allows students to progress from the surface layer of the text (literal meaning) to the subtext (hidden messages, embedded values and points of view) and representation, enabling them to be critical and active viewers of multimodal texts. As students learn to analyse how messages are constructed, they can apply the knowledge of the text features and media conventions to produce effective multimodal texts to get their messages across.
4. Conclusion
Language learning today has to take into consideration that messages and information we receive daily no longer come in just written words, but in multimodal ensembles. This package illustrates how everyday learning tasks can be translated into effective new literacy practices when students are engaged in close analysis and production of multimodal texts in the English Language classroom. By providing access to motivating materials and asking stimulating questions about them, teachers can help students form the habit of mind to question the messages in all texts, regardless of the media through which they are delivered and the forms/modes in which they are presented.
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The following are some questions teachers can use to guide students to explore the three dimensions of a multimodal text and structure their responses.
Dimension Questions
Affective
(the viewer’s/reader’s feelings and emotional responses to the text)
1. How does the text make you feel?
2. Why does it make you feel this way?
3. What catches your attention first when you look at the text (e.g. the background, the characters, the use of colours, the music)?
4. How do your eyes move across the text/image to understand what’s happening?
5. What comes to your mind when you see the text? Does it remind you of other texts you have come across or any of your past experience?
6. Can you relate to anyone or anything in the text in any way? If yes, how?
7. What questions do you have in mind as you read/view the text?
8. Do you find the text powerful? Why?
9. Which part is particularly striking/weak?
10. What idea seems most important in the text?
11. Do you find the information, ideas and views presented in the text convincing and credible? Why?
Compositional
(ways the text is constructed and
presented)
Different structural components and elements:
Visual-spatial
1. What can you see in the foreground and background of the text?
2. How do the people in the text look like? Describe their appearance, costumes and hairstyle.
3. What is included in the frame? How is the image composed?
4. What is absent or not included in the frame?
5. Which part of the image is the focus?
6. From what angle and distance is the image taken?
7. Are there any special effects, alteration and editing?
8. What is special about the use of colours?
9. What is special about the lighting?
10. How are events/details connected in the text?
11. What do you notice about the layout of the text? How is the content arranged?
12. What is the spatial distance between characters/objects?
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1. What written text accompanies the image (e.g. a title, a caption)? What does it add to the image?
2. What is special about the use of fonts and font sizes? Are there any changes and irregularities in the text?
3. What rhetorical features (e.g. rhetorical questions,
inversion), figurative language (e.g. similes, metaphors) or techniques (e.g. rhymes, alliteration, puns) are used?
4. Does the language appeal to our five senses (i.e. senses of sight, hearing, smell, taste, and touch)?
5. What is special about the word choice (e.g. extensive use of emotional adjectives)?
6. Can you identify any patterns in the language (e.g.
repetition, parallel structures)?
7. How does the use of language enhance the conveyance of messages and overall presentation of the text?
Audio
1. What kind of music is used in the text?
2. Are there any special sound effects added?
3. When and why are music and sound effects added?
4. Are there any changes in the arrangements and choice of music?
5. What mood and tone does the use of music and sound effects create?
Gestural
1. What are the people in the text doing? Describe their physical actions and body movements.
2. What are the people in the text looking at? Are they looking directly at you or away? Is the eye level high, low or even?
3. Does their eye contact or gaze (i.e. act of seeing or being seen) give you a certain impression or feeling (e.g. an air of superiority, arrogance, hostility or friendliness)?
4. What do the people’s actions, physical movement, eye contact, facial expressions and body language suggest about their feelings, characters and backgrounds?
5. Do the people’s facial expressions, body language and movement appeal to you emotionally?
6. Do you think the people in the text look real and natural?
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(hidden messages, embedded values and socio-cultural
impacts)
2. Who is the target audience of the text?
3. When was the text made? Where and how is the text shared with the public/audience (i.e. the context and medium)?
4. What is the main purpose of creating the text?
5. What is the main idea of the text? What message does the text try to convey?
6. Are there other ways of interpreting the text? Will other people (e.g. parents) view the text differently? If yes, how?
7. Is the text presented from a particular point of view? Are any ideas or perspectives left out?
8. Does the text present a biased, stereotypical or idealised view?
9. Who/what has the power in the text/image?
10. Whose interest is served in the text? What kind of people may benefit from and/or be disadvantaged by the text?
11. What is the text trying to make the audience believe or do?
* The questions are designed to illustrate Callow’s three-dimension framework. The questions are by no means exhaustive. Teachers should feel free to select and adapt them to suit the chosen texts and target group of students.
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Chapter 2
Learning and Teaching Materials for
Effective Use of Multimodal Texts
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Module : Technology
Unit : Wearable Technology
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Situation
You are newly recruited as a marketing executive for SamSam, an electronic device manufacturing company. Your boss, Jack Cheung, has asked you to assist in the launch of the latest product of the company.
You will have to complete the following tasks:
Task 1: Understanding Wearable Technology and Writing a Product Description You will watch a video to understand more about wearable technology. You will then read and write a product description.
Task 2: Comparing Products
You will listen to a briefing session, take notes on the similarities of and differences between two smartwatches, and prepare a comparison summary.
Task 3: Commenting on an Infographic
You will familiarise yourself with the use of icons to represent different objects / ideas and comment on the effectiveness of an infographic.
Task 4: Writing a Speech
You will write a speech and prepare some slides to be used at the launch event of the latest wearable technology product of your company.
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LT 1.1.1 – LT 1.4.4
- Audio-visual materials (accessible with the QR code provided) - Audio materials
- PowerPoint slides (Smartie Watch 2.0) (Appendix A) Procedures:
1. Ask students to name a few hi-tech products they come across in their daily lives.
2. Introduce the context and the tasks to students with reference to the Overview.
Task 1 Understanding Wearable Technology and Writing a Product Description Part A: Getting to know what wearable technology is (LT 1.1.1)
1. Explain to students the situation and the learning objectives of Task 1, i.e.
understanding the features of a product description and writing one with the use of adjective phrases / clauses.
2. Go through the table with students. Allow time for students to predict the answers.
Play the video “What is Wearable Tech and what can I do with it?” in class and ask students to complete the table so that they have a brief idea of wearable technology. For less advanced students, turn on the subtitle function when playing the video.
3. Allow students some time to discuss other wearable technology products they find in their daily lives. Invite students to share their ideas with the rest of the class.
Ask students to explain briefly the functions of the wearable technology product(s) they have come up with.
Part B: Reading a product description (LT 1.1.2)
1. Ask students what they want to know about a product before they buy it. Then discuss with students the details or information commonly found in a product description.
2. Ask students to read the product description and complete the table.
3. Ask students to compare their answers before going through the answers with them.
Part C: Describing a product (LT 1.1.3)
1. Introduce to students the eight aspects they need to include when writing a product description.
2. Highlight to students the language features / patterns with the support of the examples.
3. Draw students’ attention to the way different colours are described, i.e. adding another adjective before a colour to produce a more vivid description, e.g.
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4. Ask students to decide on a wearable technology product and generate relevant ideas by answering the eight questions. For less advanced students, ask them to work in pairs or groups. Allow time for them to research the product and share their ideas.
Part D: Writing a product description (LT 1.1.4)
1. Introduce to students the difference between a phrase and a clause:
A phrase: a meaningful unit with more than one word and does not contain a subject and a verb, e.g. “in the morning”
A clause: a group of words that include a subject and a verb, e.g. “a product that is produced in China”
2. Explain to students that an adjective phrase / clause functions like an adjective and is used to describe a product / item / person.
3. For more advanced students, leave out the line numbers to make the task more challenging and ask them to identify the different kinds of adjective phrases and clauses, e.g. participle phrases and prepositional phrases. For less advanced students, take out the column on “Structures”, which requires students to identify the different kinds of adjective phrases / clauses, so that they can focus on the target sentences and structures used instead of the grammatical terms.
4. Ask students to compare their answers before going through the answers with them.
5. With reference to the annotated product description (LT 1.1.4T), explain to students that an adjective phrase can come before or after a noun / noun phrase.
6. Ask students to write a product description based on their own ideas generated in Part C (i.e. the eight aspects of a product description) with the use of adjective phrases / clauses. Allow time for students to read and comment on others’ product descriptions.
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Part A: Taking notes on the similarities and differences of the two versions of the Smartie Watch series (LT 1.2.1)
1. Explain to students the situation and the learning objective of Task 2, i.e. making comparisons and contrasts.
2. Go through the items in the table. Play the audio recording for the first time and ask students to get the overall message of the briefing session and write down as many answers as possible. Play the audio recording for the second time and ask students to complete and confirm their answers.
3. Ask students to compare their answers before going through the answers with them.
Part B: Identifying the language for comparing and contrasting (LT 1.2.2) 1. Hand out the transcript of the audio recording in Part A (LT 1.2.1) to students.
2. Explain to students that they will need to identify the language used for comparing and contrasting in the transcript.
3. For less advanced students, go through a few items with them before asking them to work on their own. There is no need to explain to them the grammatical terms.
4. Refer to the following notes for more examples of the language for comparing and contrasting:
A. Comparative and superlative
Examples Sample sentences
comparative
lighter than / more expensive than
A is bulkier than B.
A is more modern than B.
superlative
the biggest / the most beautiful
A has the smallest screen among all similar products.
B is the most expensive watch available on the market.
B. Adverbs and adverb phrases
Examples Sample sentences similarities similarly,
likewise A is pitched at the high-end market. Similarly, B is not affordable to everyone.
differences
by contrast, on the other hand, however, yet
A is good value for money. By contrast, B is a rip- off.
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Examples Sample sentences
similarities similarities There are a number of similarities between A and B.
differences differences The difference between A and B lies in their weights.
D. Verbs
Examples Sample sentences
similarities share A and B share a number of similar features.
differences differ from, contrast with
A differs from B.
E. Other expressions & structures
Examples Sample sentences similarities
as, both, none, all, neither
A is equipped with GPS as other versions are. / Both A and B are made of plastic.
differences
whereas, while, other, another
A is made of plastic while B is made of polyester. / A is made of other materials.
Part C: Preparing a comparison summary (LT 1.2.3)
1. Before asking students to complete the summary, ask them to make sentences to compare and contrast the different aspects and features of the two versions of Smartie Watch based on the information on LT 1.2.1 and check whether they can use the target language items correctly. For example,
No. of colour choice (1) 2 different colours (2) 6 different colours
There are two different colour choices for the wristband of Smartie Watch while / whereas there are six for that of Smartie Watch 2.0.
2. Ask students to fill in the blanks with the language for comparing and contrasting learnt in Part B.
3. For more advanced students, ask them to write the comparison summary in their own words without using the gap-filling worksheet.
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Part A: Discussing the icons to be used (LT 1.3.1)
1. Explain to students the situation and the learning objective of Task 3, i.e.
understanding the features of an infographic and how an infographic is constructed effectively.
2. Explain to students that icons are widely used in infographics to grab users’
attention, and enhance readability and communication. They also serve as a
“common visual language” which is readily recognisable.
3. Ask students to study the icons on the right of the worksheet, guess what each icon represents and match it to the corresponding item on the left. Allow time for students to discuss their answers.
4. Point out to students that some icons are universal and they represent the same thing or idea in different parts of the world, e.g. Bluetooth and GPS.
5. Ask students to discuss in groups if they want to change the design of any of the icons so as to make it more effective in communicating the information.
Part B: Commenting on the design of an infographic (LT 1.3.2) 1. Go through the questions with students.
For Q1 and Q2, explain to students that the purpose of the infographic affects the design and the way information is organised. For example, if the purpose of the infographic is to show the evolution of a product, a timeline or a linear presentation of information will be used. If the purpose of the infographic is to report a large amount of figures, different charts and graphs will be used to present the trend / pattern / proportion in a concise manner.
For Q3, ask students to refer to the comparison table on LT 1.2.1 to check the coverage and accuracy of the information presented in the infographic.
For Q4, discuss with students other aspects to be considered when designing an infographic:
- Appropriate use of visuals e.g. icons, images, pictures - Appropriate use of headings and subheadings
- Appropriate use of fonts and font sizes - Appropriate use of colours
- Appropriate use of wording
2. For less advanced students, use the checklist on LT 1.3.2T to guide them to comment on the infographic.
3. Put students in groups and ask them to suggest improvements to the design of the infographic on LT 1.3.2. Invite students to share their ideas.
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Part A: Understanding signpost language in a speech (LT 1.4.1 & PowerPoint slides)
1. Explain to students the situation and the learning objectives of Task 4, i.e. writing a speech and developing slides to introduce a product at a launch event.
2. Allow students some time to read the speech and get them to fill in the blanks with appropriate letters.
3. Ask students to compare their answers before going through the answers with them.
4. Go through the speech with students again with the use of the slides provided (see below). Explain to students that the slides are meant to aid the presentation and their design will be discussed in the subsequent activity.
Part B: Analysing the functions of signpost language (LT 1.4.2)
1. Point out to students that the phrases in the word boxes (A – I) (LT 1.4.1) perform different functions in a speech. Get students to work in pairs and write down an example from the speech for each of the functions in the table. Check the answers with students.
2. Get students to think of at least one more example for each of the functions and provide appropriate feedback.
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1. Explain to students that while more details and supporting information such as reasons, elaboration and examples are usually found in a speech, only key messages are presented on the slides.
2. Draw students’ attention to how the text is constructed and the information presented. Explain to students the two major components of slides for presentation, i.e. text and visuals. Illustrate to students the text features with p.2 (see below) of the PowerPoint slides provided, i.e. the use of keywords, headings, bullet points and different ways to emphasise important words and ideas.
3. Allow some time for students to compare the two slides (Slide A and Slide B) on LT 1.4.3 in pairs and decide which one is more effective. Elicit reasons from students and comment on their answers.
4. Summarise the features of effective slides for presentation with reference to the teacher’s notes on LT 1.4.3T and remind students to include these features when creating their own slides for presentation.
5. Advise students to use copyright free images, e.g. images from Creative Commons when developing the slides.
Part D: Writing a speech and creating slides for presentation (LT 1.4.4)
1. Explain to students the task requirements, i.e. writing a launch speech for Super Ring 2.0 and creating some slides for the presentation.
2. Check students’ understanding of the details of the two generations of Super Ring listed in the table. For more advanced students, allow them to think of any new features and functions for Super Ring 2.0.
3. Go through each of the assessment criteria on the self-assessment form with students. Ask students questions to check their understanding of the criteria and remind them to refer to the form when they are working on the assignment.
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Task 1 Understanding Wearable Technology and Writing a Product Description
Part A: Getting to know what wearable technology is
To familiarise yourself with what wearable technology is, you have been asked to view a video. Scan the QR code below, watch the video titled “What is Wearable Tech and what can I do with it?” to know more about wearable technology products. Jot notes in the table below while watching the video.
https://bit.ly/2srL4iN
What can you do with these devices?
Smart bracelets
/ watches read incoming messages or calls
Smart rings
- turn on TV - dim the lights
Smart glasses
- take pictures - receive directions - translate voices
Contact lenses - monitor blood glucose levels in eyes
What other wearable technology products can you find in your daily life?
e.g. VR headsets, wireless earbuds (any reasonable answers)
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Part B: Reading a product description
Read the description of Smartie Watch, a product of your company, and jot notes in the table below.
SMARTIE WATCH
5
10
Smartie Watch(1) is one of the most popular products of our company specifically designed for women entrepreneurs. The LED display screen is rectangular(5) in shape and has a high resolution which enables images to be sharply displayed.
Its wristband is made of genuine leather(4) and comes in candy pink or navy blue(2). It is available in two different case sizes: 40 mm and 44 mm(3) at about 60 g and 78 g(6) respectively. Made of stainless steel(4), the casing is strong and durable and offers effective protection to the display screen. With the built-in Bluetooth technology(7) and a waterproof shell(7), Smartie Watch can be connected to other mobile devices such as smartphones and offers protection from water damage. It also has notification functions for incoming calls, messages and emails(8) and is equipped with a Global Positioning System (GPS) sensor(7) for navigation(8) and location detection(8).
1. Product name Smartie Watch
2. Colour candy pink & navy blue 3. Case size 40 mm & 44 mm
4. Material casing: stainless steel band: genuine leather 5. Shape /
Appearance rectangular 6. Weight 60 g & 78 g
7. Feature waterproof shell, GPS sensor, Bluetooth technology
8. Function
- navigation
- location detection
- notification functions for incoming calls, messages and emails
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Part C: Describing a product
When describing a product, we may ask ourselves the following questions to help us generate ideas and related vocabulary. Work in pairs, think about a wearable technology product and provide relevant details in the spaces provided.
(1) What is it?
It is a smartwatch.
It is a wristband.
It is a smart ring.
(2) What colour is it?
It is light pink / lime green / pale yellow / dark purple…
It comes in metallic grey and navy blue.
(4) What is it made of?
(material)
It is made of plastic / metal / gold / steel / iron / aluminum…
It is made of titanium.
(6) How much does it weigh? (weight)
It is 56 g.
It weighs from 18 g to 36 g.
(3) How big/small/tall is it? (size & height)
It has a height of 42 mm.
It is 40 mm wide.
It provides sizes from 4.5 to 17.
(5) What shape is it?
It is square /
rectangular / triangular / hexagonal / pointed…
It is round / circular.
(7) What is/are its feature(s)?
It carries useful features such as GPS, Bluetooth and extended battery life.
It is waterproof.
It features a step- tracking sensor and a heart rate monitor.
(8) What function(s) does it perform?
It monitors running performance / notifies you when there’s a call.
You can use it to unlock phones / make and receive calls.
It tracks steps and monitors heart rate.
Teacher’s note:
Ask students to brainstorm more ideas / vocabulary items for each question.
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Part D: Writing a product description
Adjective phrases and clauses are often used to describe or provide additional information of a product. Examples include relative clauses, participle phrases and prepositional phrases. Refer to the product description in Part B. Identify the structures used to describe the features and functions of Smartie Watch and complete the following table. Two have been done for you as examples.
Line number
(optional) Adjective phrase / clause Noun / Noun phrase
being described Structure (optional) (lines 1-2) specifically designed for women entrepreneurs one of the most popular
products of our company
participle phrase
(lines 2-3) rectangular in shape display screen adjective phrase
(line 3) which enables images to be sharply displayed resolution relative clause (line 5) available in two different case sizes it (Smartie Watch) adjective phrase
(line 6) made of stainless steel casing participle phrase
(lines 7-8) with the built-in Bluetooth technology and a waterproof shell Smartie Watch prepositional phrase (lines 10-11) for incoming calls, messages and emails notification functions prepositional phrase (line 12) for navigation and location detection Global Positional
System (GPS) sensor prepositional phrase
Teacher’s Note:
1. Explain to students the difference between a “phrase” and a “clause”.
2. Point out to students that participle phrases and prepositional phrases can serve as adjective phrases whereas relative clauses can act as adjective clauses.
3. Draw students’ attention to the position of the adjective phrase and highlight to students that it can come before or after the noun / noun phrase it is describing.
Explain it with the support of the Annotated Text – Smartie Watch (LT 1.1.4T).
4. For less advanced students, ask them to identify the adjective phrases and clauses without categorising them.
5. The answers in the table are by no means exhaustive. Any reasonable answers should be accepted.
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Annotated Text – Smartie Watch
SMARTIE WATCH
5
10
Smartie Watch(1) is one of the most popular products of our company specifically designed for women entrepreneurs. The LED display screen is rectangular(5) in shape and has a high resolution which enables images to be sharply displayed.
Its wristband is made of genuine leather(4) and comes in candy pink or navy blue(2). It is available in two different case sizes: 40 mm and 44 mm(3) at about 60 g and 78 g(6) respectively. Made of stainless steel(4), the casing is strong and durable and offers effective protection to the display screen. With the built-in Bluetooth technology(7) and a waterproof shell(7), Smartie Watch can be connected to other mobile devices such as smartphones and offers protection from water damage. It also has notification functions for incoming calls, messages and emails(8) and is equipped with a Global Positioning System (GPS) sensor(7) for navigation(8) and location detection(8).
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Based on what you have written down in Part C, write a short product description about a wearable technology product using adjective phrases and clauses.
The Super Ring, which is circular in shape, comes in metallic grey and navy blue. Made of titanium, the ring only weighs from 18 g to 36 g. It provides sizes ranging from size 4.5 to size 17. The step-tracker installed allows the user to keep a record of the steps taken. A heart rate monitor is also installed for heartbeat measurement.
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Task 2 Comparing Products
Part A: Taking notes on the similarities and differences of the two versions of the Smartie Watch series
You are attending a briefing session on Smartie Watch 2.0 with Mr Cheung. He has asked you to take notes and prepare a summary on how Smartie Watch 2.0 is different from Smartie Watch. While you are listening to the briefing, take notes and complete the table below. (See Appendix A for the audio clip)
Smartie Watch Smartie Watch 2.0 No. of colour choice (1) 2 different colours (2) 6 different colours Case size (3) 40 mm & 44 mm (4) 40 mm & 44 mm Material - casing (5) stainless steel (6) titanium Material - wristband (7) genuine leather (8) polyester fabric Shape (display screen) (9) rectangular (10) circular Weight (11) 60 g & 78 g (12) 48 g & 60 g Feature and Function (Put a tick in the appropriate box)
Waterproof (13) (14)
Bluetooth technology (15) (16)
GPS (17) (18)
Step-tracker and heart
rate monitor (19) (20)
Call display (21) (22)
Message display (23) (24)
Email display (25) (26)
Image display (27) (28)
App notification
display (29) (30)
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Task 2 Part A Transcript
Susan: In the coming session, I’m going to compare Smartie Watch 2.0, our latest product, with Smartie Watch so that you can have a better idea of the improved design. Please don’t hesitate to interrupt if you have any questions. Alright, let’s start from the obvious — the shape of the display screen. Unlike the rectangular display screen on Smartie Watch(9), the latest design is circular in shape(10). Another obvious change is the material and colour used for the wristband. The wristband of the latest version is made of polyester fabric(8) and is available in six different colours(2) while there are only two colour options for the previous version(1).
Jack: It’s good to have more choices in colour. But why do we change the material used from genuine leather(7) to polyester fabric(8) for the wristband?
Susan: Thank you Jack for raising the question. According to our marketing survey last season, those smartwatches that have a large market share offer a wide selection of wristband colours at an affordable price. That’s why we decided to use a more economical material instead of the expensive genuine leather(7). We also expect the sales of wristbands as a standalone product will bring us extra profit. I hope it answers your question, Jack.
Jack: Perfectly. Thanks, Susan.
Susan: Good. Let’s take a look at the change in the material used for the casing, shall we? You may not notice it by simply looking at it but you can definitely feel it when you put the new watch on. It is significantly lighter than the previous version, thanks to the lighter material used – titanium(6). Compared to the stainless steel(5) used for Smartie Watch, titanium(6) makes the new watch 20% lighter.
Jack: How much does each watch actually weigh?
Susan: Let me see… Smartie Watch weighs 60 grams and 78 grams(11) whereas Smartie Watch 2.0 weighs 48 grams and 60 grams(12), depending on the size of the case.
Jack: Thank you Susan.
Susan: No problem at all. That actually brings us to the size of the watch.
Smartie Watch 2.0 comes in two sizes, i.e. 40 mm and 44 mm(3)(4), the same as those for Smartie Watch. Okay, we’ve covered the design of the watch so far. If you have no questions, I’ll move on to the functions and features. Both watches share a number of similar functions and features.
For example, they are both equipped with Bluetooth technology(15)(16). Connecting the watch to the smartphone or mobile device via Bluetooth, users can read incoming calls, messages and emails on the
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watch(21)-(26). Jack:
Susan:
We have successfully marketed Smartie Watch as a sports and swimming watch. Is the new version as water-resistant as its predecessor?
Rest assured, neither of them will break. They are both waterproof(13)(14).
Jack: Then how is Smartie Watch 2.0 an improved version in terms of functions?
Susan: Good question, Jack. On top of the functions mentioned previously, Smartie Watch 2.0 features app notification(30) and image display(28) whereas Smartie Watch doesn’t support such functions(27)(29). Besides, Smartie Watch 2.0 functions as a health tracker since it includes both a heart rate monitor and a step-tracker(19)(20). With a companion app, users can keep track of the number of steps taken and monitor their heart rate.
Jack: I can see that the GPS is taken away from Smartie Watch 2.0(18). Why is that?
Susan: The GPS is taken away in response to the feedback of Smartie Watch users(17). Many users complain that the GPS, for one thing, is not working very well and, more importantly, it may give away their physical location, which raises an obvious privacy and security concern.
Jack : I see…
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Part B: Identifying the language for comparing and contrasting
Study the transcript of the briefing session. Highlight the language used to compare and contrast the two versions of Smartie Watch, and complete the table below. Some examples have been provided.
Item for
comparison Example from the text
Language for comparing and
contrasting Shape
(display screen)
Unlike the rectangular display screen on Smartie
Watch, the latest design is circular in shape. Unlike
No. of colour choice
The wristband of the latest version is made of polyester fabric and is available in six different colours while there are only two colour options for the previous version.
while
Size Smartie Watch 2.0 comes in two sizes, i.e. 40 mm
and 44 mm, the same as those for Smartie Watch. the same as
Weight
Smartie Watch weighs 60 grams and 78 grams whereas Smartie Watch 2.0 weighs 48 grams and 60 grams.
whereas
Material (wristband)
That’s why we decided to use a more economical
material instead of the expensive genuine leather. more
Feature and function
Both watches share a number of similar
functions and features. Both, share
They are both equipped with Bluetooth
technology. both
Is the new version as water-resistant as its predecessor? /
Neither of them will break. They are both waterproof.
as … as , neither, both
Teacher’s Note:
Explain to students that on top of comparatives / superlatives, there are other ways to compare and contrast. Examples include:
- adverbs and adverb phrases - linking words, and - nouns and verbs
Refer to the teaching procedures for details.
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Part C: Preparing a comparison summary
Below is a summary of the briefing session. With reference to the notes taken in Part A and the language for comparing and contrasting in Part B, complete the summary by filling in each blank with a word or phrase that is grammatically correct and fits the meaning.
Smartie Watch comes in two different colours (1)
whereas /
while Smartie Watch 2.0 comes in six. They (2) both offer two sizes, i.e. 40 mm and 44 mm.
(3) Unlike Smartie Watch, Smartie Watch 2.0 features a titanium circular casing and a wristband made of polyester fabric. The latest version is not (4) as
heavy as (heavy) its predecessor and weighs only 48 g and 60 g.
(5) Both Smartie Watch and Smartie Watch 2.0 are waterproof and are installed with Bluetooth technology. Instead of a GPS, Smartie Watch 2.0 features a step-tracker and a heart rate monitor. (6) While (7) both watches can display incoming calls, messages and emails, only Smartie Watch 2.0 features app notification and image display.
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Task 3 Commenting on an Infographic
Part A: Discussing the icons to be used
Your company has decided to create an infographic to introduce Smartie Watch 2.0 and show the improvements made from the previous version. Match the following items with the appropriate icons. Discuss whether the icons are effective and easily understood. Make improvements if necessary.
1 notification E A
2 heart rate monitor J B
3 colour C C
4 size A D
5 Bluetooth technology F E
6 message H F
7 GPS I G
8 weight B H
9 water-resistant D I
10 step-tracker G J
Teacher’s Note:
Draw students’
attention to the fact that some icons are universal, e.g.
Bluetooth, GPS while some are not. These universal icons are understood to be representing the same idea, object or action in different parts of the world.
35
Part B: Commenting on the design of an infographic
The draft of the infographic has been completed. Comment on the draft by discussing with your partner(s) the following questions:
1. What is the purpose of the infographic? 1. Ans: for comparison
2. How is the information organised and presented? 2.Ans: items for comparison are put side by side
3. Is there any missing important information / inaccurate information when compared with the comparison table (LT 1.2.1)?
4. How would you change the design to make it more effective?
4. Ans: Suggested areas for improvement in terms of design
Use different fonts / font sizes to highlight the difference between the heading and the subheadings.
Be consistent in fonts.
Use headings to categorise items, e.g.
design, features &
functions.
Use different colours to show similarities and differences.
Underline / bold / italicise important words.
missing info:
(1) Casing material
(2) Image display for Smartie Watch 2.0
Teacher’s Note:
For less advanced students, use the checklist on LT 1.3.2T to guide students to comment on the infographic.
3. Ans:
inaccurate info:
(3) Smartie Watch 2.0 DOES feature Bluetooth technology.
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CHECKLIST - INFOGRAPHIC 1. has a clear purpose
2. includes ALL important information
3. uses appropriate icons / images / pictures / words to facilitate understanding and communicate information
4. uses headings and subheadings appropriately to organise information 5. uses different fonts and font sizes appropriately
6. uses colours effectively to show similarities and differences Note:
CHECKLIST - INFOGRAPHIC
1. has a clear purpose
2. includes ALL important information
3. uses appropriate icons / images / pictures / words to facilitate understanding and communicate information
4. uses headings and subheadings appropriately to organise information 5. uses different fonts and font sizes appropriately
6. uses colours effectively to show similarities and differences Note:
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D. Welcome, and thanks for coming to B. First, let me take you through
E. As you can see from the diagram
H. Are there any questions you would like to ask
Task 4 Writing a Speech
Part A: Understanding signpost language in a speech
To prepare for the launch of Super Ring 2.0, the latest wearable technology product of your company, Mr Cheung has asked you to write a speech and develop some slides for presentation at the launch event. You have been given a speech previously used at the launch event of Smartie Watch 2.0 for reference. Study the speech and fill in the blanks with appropriate letters (A-I).
1
5
10
15
20
25
Ladies and gentlemen,
(D) this very launch event of our latest product. I’m sure many of you are already familiar with Smartie Watch, which shook up the market two years ago.
(C) our top-notch e-gadget, Smartie Watch 2.0.
(B) the design of our latest invention. Unlike its predecessor, Smartie Watch 2.0 features a circular display screen in a titanium casing. Such a change contributes to the reduction in weight by 20% and you will notice the difference the moment you put it on your wrist. The casing comes in two sizes, 40 mm and 44 mm, the same as those for Smartie Watch. Attached to the two ends of the casing is the wristband. Made of polyester fabric, the wristband is available in six colours and there must be one to your liking.
(A) the design by now. (I) the features and functions of Smartie Watch 2.0. The second generation inherits some useful features and functions of the previous version. Both versions are equipped with Bluetooth technology and a waterproof shell.
Connected to a smartphone or mobile device via Bluetooth, they can receive incoming calls, messages and emails.
(E) , Smartie Watch 2.0 has a number of new features. First, it features app notification and image display, which ensures you won’t miss any important information or messages. Also, the watch is built in with a step-tracker and a heart rate monitor. With a companion app, you can keep track of the number of steps you have taken, and measure your heart rate at your convenience. (G) , wearing the watch is like having a personal medical consultant with you at all times.
(F) , Smartie Watch 2.0 is among the finest and you cannot find any comparable piece on the market at such a competitive price. I hope that my presentation has given you some light on our brand new product. (H) ?
C. Now, I’m proud to present to you
I. Let’s move on to
Teacher’s Note:
Guide students to read the speech together with the slides provided.
G. To put it another way A. OK, I think you should have a better idea about
F. To close this off
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Part B: Analysing the functions of signpost language
The phrases in the word boxes on LT 1.4.1 (A – I) are called signpost language, which is commonly used in speeches to provide audience with a sense of orientation and guide them through the presentation. Read the speech again and write down the signpost language used to perform each of the following functions. One has been done for you as an example.
Function Example from the speech Your ideas 1. To welcome the
audience Welcome, and thanks
for coming to… It’s good to see you all here to…
On behalf of XX company, allow me to extend a warm welcome to you…
2. To introduce the topic / product of the presentation
Now, I’m proud to present to you…
I’d like to start by introducing to you all…
The subject / topic of my talk is…
My presentation is concerned with…
3. To introduce the first section of the presentation
First, let me take you through…
Let me start by…
To begin with, I’d like to…
First of all, I’ll…
4. To sum up a section just completed
OK, I think you should have a better idea about…
By now, you should have a better understanding of…
That’s all I have to say about…
We’ve looked at…
5. To start a new section
Let’s move on to… Moving on now to…
The next feature / topic / area I’d like to focus on is…
Let’s now look at…
6. To refer to a visual aid / slide
As you can see from the diagram…
Referring to the graph / chart / table on the screen…
The diagram shows…
Let’s take a look at the figures / pictures on the slide…
7. To paraphrase or clarify
To put it another way…
In other words…
Simply put…
So, what I’m saying is…
8. To wrap up the presentation
To close this off… To finish up…
To summarise…
I’d like to conclude…
9. To invite questions from the audience
Are there any questions you would like to ask?
Any questions?
Please feel free to ask questions.
I’m happy to answer any questions / queries.
Can you think of other useful words or phrases for the presentation? Write your ideas
in the table above. Teacher’s Note:
Accept any other reasonable answers.
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Part C: Understanding the design of slides for presentation Study the two major components of slides for presentation.
1. Text
use keywords; complete sentences are not a must
use headings and subheadings
use bullet points in parallel structure
use bold / italics / font colours and / or
sizes
to emphasise important words or ideas2. Visuals
use relevant or thought-provoking images to illustrate your points
use graphs / charts / icons to enhance audience’s understanding
Compare the two slides (Slide A and Slide B) below. Which one do you find more effective? Discuss with your partner.
Parallel structure
Heading with an enlarged font size
Different colours Appropriate images and icons
Slide A
Slide B
Lengthy description
No clear heading
Irrelevant images
