WELCOME

to 1 on 1
English Tutorial
ONLINE
Teacher: Miss Neri
 Week 1
Lesson targets:
1. Identify the real or make-believe, fact or non-
fact images.
2. Identify the values suggested in the visual
media.
3. Make connections between information
viewed and personal experiences.
Lesson 1: Identify the real or make-
believe, fact or non-fact images.
 Unlocking the key words:

• Real
• Make-believe
• Fact
• Non-fact
Activity 1: Word Web

REAL
Activity 1: Word Web

Make-
believe
Activity 1: Word Web

true
legit
existent

REAL
tangible factual

genuine historical
Activity 1: Word Web

fictitious
opinionated
imagination

MAKE-
invention
BELIEVE fantasy

fabricating unreal
 DEFINITIONS
• Real things exist and we can see, hear,
feel, taste, or touch them, while make
believe is when something cannot
happen in real life because it doesn't
actually exist.
• Fact is something that is true and can be
proven with real information, while non-
fact or opinion is something that you
think.
 REAL = FACT

MAKE-BELIEVE = NON-FACT
 Activity 2: Real or Make-believe?
1. The Talking Elephant
2. Dinosaur’s First Day of School
3. The Search for Fosills
4. Goldilocks and the Three Bears
5. How to Fly an Airplane
6. Autumn
7. The Formation of the Grand Canyon
8. The Life Cycle of Butterflies
9. A Unicorn’s Adventure
10.A Baby’s Day-out
Activity 4: Fact or Non-fact
FACT NON-FACT
 Lesson 2:Identify the values
suggested in the visual media.
 VISUAL MEDIA
Visual media are sources of information in the
form of visual representations. These can be
abstractions, analogues, rough illustrations, or
digital reproductions of the objects.
VISUALS - pictures or images that are appealing
to understand.

VISUAL MEDIA - refers to pictures ,images and

graphic organizers that is used in the classroom

VISUAL LITERACY - ability to interpret images. -

insist that it is essential that visual literacy skills
be added to growing list of new capabilities
(Roblyer and Bennet 2001).
PURPOSE OF VISUAL( Smaldo 2012)
1. Provide a concrete referent ideas.
2. Make abstract ideas concrete.
3. Motivate learners
4. Direct attention to important ideas points.
5. Repeat information.
6. Recall prior learning.
7. Reduce learning effort.
https://
www.slideshare.net/Solomonjj/visual-media-67
804885
Lesson 2: Interpret the meaning
suggested in visual media through a
focus on visual elements:
-line
-symbols
-colour
-gaze
-framing
-social distance
https://
visual-literacy-skills.weebly.com/visual-techniqu
es.html

https://www.education.vic.gov.au/school/teach
ers/teachingresources/discipline/english/literacy
/multimodal/Pages/visualmetalanguage.aspx
Line
-​Can create mood
curves- warmth and safety
jagged, sharp- excitement, destruction, unease
​line can draw attention to something in the illustration
https://254-online.com/line-visual-element-graphic-design/

In Arts…
SYMBOLS
symbols can be used to represent ideas or
concepts.

https://visme.co/blog/symbols-and-meanings/
COLOUR
Colour is an element strongly tied to our emotions. Depending on the
context, it can have symbolic, associative or evocative meanings.
HUE- red, green, blue etc
VALUE- the brightness of colour- light/ dark
INTENSITY- describes Te purity or strength of a colour: bright or dull
'Hot' colours- excitement, happiness, anger
'Cool' colours- harmony, peace, sadness
Placement of certain colours near each other can prompt mood, or draw
attention to certain features
Media used can emphasise colour, eg luminous watercolours, gouache-
more intense.​
• Red red colour red represents action, passion, masculinity, emotion, danger
• Yellow represents warm colours, cheerful, joy, lightheartedness
• Blue represents coolness, calmness, wisdom new point
• Black represents evil, mysterious, powerful, fear
• White represents purity, innocence,timelessness, mystical
GAZE
Refers to where the figure in the image is
looking.
FRAMING- elements in a layout can be
disconnected and marked off from each other or
connected. If elements are cut off from one
another they are strongly framed. Framing can
be achieved by borders, this discontinuities of
colour and shape, for my white space.
Connectedness can be achieved by vectors and
devices such as overlapping or superimposition
of images.

https://www.education.vic.gov.au/school/teache
rs/teachingresources/discipline/english/literacy/
multimodal/Pages/visualmetalanguage.aspx
SOCIAL DISTANCE
A close-up is intimate and creates a connection
with the viewer whilst a long shot creates
objectivity and distance. With a long shot or an
objective image of you is not drawn into
involvement with the image. Meaning comes
from the symbolic connection made by the
reader.

https://www.education.vic.gov.au/school/teach
ers/teachingresources/discipline/english/literacy
/multimodal/Pages/visualmetalanguage.aspx
https://
www.etawa.org.au/wp-content/uploads/2013/1
2/Walker-Notes-Analysing-Still-Images.pdf

https://static-readingaustralia-com-au.s3.amazo
naws.com/uploads/2015/06/grammar.pdf
 Lesson 3: Make connections
between information viewed and
personal experiences.
https://
www.slideshare.net/kjhatzi/making-connections
-1926853

https://www.robeson.k12.nc.us/cms/lib/NC0100
0307/Centricity/Domain/3916/Making%20Conn
ections.pdf
ACTIVITY: Making Connections

Video 1

https://www.youtube.com/watch?v=1MG8KeZIuO4

Video 2

https://www.youtube.com/watch?v=eTLeg2Rfjho
Generalization
End of Week 1

THANK YOU!