SDENG3J
Assignment 2
2024 - DUE 19
July 2024
[Company address]
, SDENG3J Assignment 2 2024 - DUE 19 July 2024
Option C: Visual Literacy Question 1
Activity 1: Pre-speaking
Grade composition: An English Home Language Class of 25 learners.
Grade contains 285 learners.
All learners are taught in English HL.
Duration: 15 minute pre-reading discussion
Lesson outcomes: 1. Learners are aware of what visual literacy in terms of
advertisements are and how to identify them.
2. Learners are able to identify various visual details and
information and are aware of the terms used to describe
these details.
Description of the The learners will be presented with various advertisements, from
activity: several brands in different markets. The advertisements will be
chosen for their visual and emotional impact and how these will
affect the learners. The educator will use both printed adverts and
video adverts for this phase. The educator will put an advert up via
their projector and give the learners the necessary time to identify
the purpose of the advert, the visual information in the advert, key
or emotional words throughout the advert and any clues picked up
as to what the advertiser’s intentions are. Learners will then be
asked various questions on these topics to gauge their
understanding of the adverts. Examples of these questions are:
• What stands out the most in this advert?
• What product or service is being advertised?
• Who is the advertiser? What emotions are being used in
the advert and how does this affect the audience?
• Is the advert effective in selling the product to the audience?
Learners will also be required to write down keywords or
phrases during the discussion that will help them better
understand the adverts and what information they are trying to
get across. The educator will call on learners to explain or define
these words and will explain further if required. This is important
to establish basic knowledge about visual literacy and ensure
learners understand what to look for in visual literacy and not
just focus on other English assessment tasks, like
comprehension or language. It is also important to take a few
minutes to see if learners find the advert effective or not and
allow them to explain why. The educator must ensure the pre-
reading is learner-centred.
Assignment 2
2024 - DUE 19
July 2024
[Company address]
, SDENG3J Assignment 2 2024 - DUE 19 July 2024
Option C: Visual Literacy Question 1
Activity 1: Pre-speaking
Grade composition: An English Home Language Class of 25 learners.
Grade contains 285 learners.
All learners are taught in English HL.
Duration: 15 minute pre-reading discussion
Lesson outcomes: 1. Learners are aware of what visual literacy in terms of
advertisements are and how to identify them.
2. Learners are able to identify various visual details and
information and are aware of the terms used to describe
these details.
Description of the The learners will be presented with various advertisements, from
activity: several brands in different markets. The advertisements will be
chosen for their visual and emotional impact and how these will
affect the learners. The educator will use both printed adverts and
video adverts for this phase. The educator will put an advert up via
their projector and give the learners the necessary time to identify
the purpose of the advert, the visual information in the advert, key
or emotional words throughout the advert and any clues picked up
as to what the advertiser’s intentions are. Learners will then be
asked various questions on these topics to gauge their
understanding of the adverts. Examples of these questions are:
• What stands out the most in this advert?
• What product or service is being advertised?
• Who is the advertiser? What emotions are being used in
the advert and how does this affect the audience?
• Is the advert effective in selling the product to the audience?
Learners will also be required to write down keywords or
phrases during the discussion that will help them better
understand the adverts and what information they are trying to
get across. The educator will call on learners to explain or define
these words and will explain further if required. This is important
to establish basic knowledge about visual literacy and ensure
learners understand what to look for in visual literacy and not
just focus on other English assessment tasks, like
comprehension or language. It is also important to take a few
minutes to see if learners find the advert effective or not and
allow them to explain why. The educator must ensure the pre-
reading is learner-centred.
