, ENG2613 PORTFOLIO OCTOBER NOVEMBER 2026 - DUE DATE OCTOBER 2026
3 ESSAYS PROVIDED
Teaching “The Journey of Justice” Through Multimodal Strategies
Multimodal teaching combines different forms of communication, including written texts,
images, sounds, videos and physical activities, to improve learners’ understanding. In a
South African urban school, I would use these approaches to teach “The Journey of Justice”
to Intermediate Phase learners studying English as a First Additional Language (FAL). By
combining visual, auditory, written and kinaesthetic activities, I would make the story more
engaging and accessible while developing learners’ language skills and critical thinking.
The first aspect I would teach is the setting of the African savannah and Kofi’s village. I
would use a digital slideshow containing photographs of the savannah, mango trees,
elephants, antelope and traditional village environments. I would also play recordings of
birds singing and wind blowing through the grass to help learners imagine the environment
described in the story. These visual and auditory resources would make unfamiliar
vocabulary easier to understand, particularly for learners who struggle with written English. I
would ask learners to describe what they see and hear using English words and short
sentences. This activity would develop their vocabulary, listening and speaking skills while
helping them connect the story to African environments they may recognise.
The second aspect would be Kofi rescuing the lion cub trapped by a hunter. I would use a
short animated video or a digital comic strip to illustrate the event. Learners would observe
how Kofi responds to the cub’s suffering and discuss why he chooses to help rather than
walk away. I would then organise a role-play in which learners act as Kofi, the lion cub and
an observer who explains the moral lesson. This combination of visual, verbal and
kinaesthetic learning would help learners understand the event and its emotional significance.
It would also encourage empathy, cooperation and active participation. Through guided
3 ESSAYS PROVIDED
Teaching “The Journey of Justice” Through Multimodal Strategies
Multimodal teaching combines different forms of communication, including written texts,
images, sounds, videos and physical activities, to improve learners’ understanding. In a
South African urban school, I would use these approaches to teach “The Journey of Justice”
to Intermediate Phase learners studying English as a First Additional Language (FAL). By
combining visual, auditory, written and kinaesthetic activities, I would make the story more
engaging and accessible while developing learners’ language skills and critical thinking.
The first aspect I would teach is the setting of the African savannah and Kofi’s village. I
would use a digital slideshow containing photographs of the savannah, mango trees,
elephants, antelope and traditional village environments. I would also play recordings of
birds singing and wind blowing through the grass to help learners imagine the environment
described in the story. These visual and auditory resources would make unfamiliar
vocabulary easier to understand, particularly for learners who struggle with written English. I
would ask learners to describe what they see and hear using English words and short
sentences. This activity would develop their vocabulary, listening and speaking skills while
helping them connect the story to African environments they may recognise.
The second aspect would be Kofi rescuing the lion cub trapped by a hunter. I would use a
short animated video or a digital comic strip to illustrate the event. Learners would observe
how Kofi responds to the cub’s suffering and discuss why he chooses to help rather than
walk away. I would then organise a role-play in which learners act as Kofi, the lion cub and
an observer who explains the moral lesson. This combination of visual, verbal and
kinaesthetic learning would help learners understand the event and its emotional significance.
It would also encourage empathy, cooperation and active participation. Through guided
