The Casuative Variables in Second Language Acquisition

CAUSATIVE VARIABLES- acquisition is more important than learning

-In order to acquire, two conditions are necessary. the first is
comprehensible (or even better, comprehended) input containing i+1, structures a bit beyond the
acquirer”s current level, and second, a low or weak affective filter to allow the input “in”

LANGUAGE TEACHING- It is all about teaching the original, second or foreign language to a
learner where in he or she gains, communicative competency or fluency in that certain language.,
-a teacher or language tutor facilitates language practice for the learners
-communication is the best practice of learning a certain language
-language teaching ends up being the memorization and application of
vocabulary and grammar rules
-Language teaching is not an easy process. A language teacher must
have scientific approach to teach a language. He or she must have knowledge of Linguistics as
well as Psychology.

Language Teachers:
-Provide a marketable skill
-teach to share a culture
-teach to increase global understanding
-teach to help students learn about the other
-teach to help students communicate in a foreign country

WHEN DOES LANGUAGE HELP?- - In a globalized world, where mobility is facilitated,

learning a language is a wonderful benefit. Not only does it help when traveling, it is also a great
advantage for studying in general and for career prospects abroad. Acquiring a second language
enables us to develop various mental abilities at all ages.

10 BENEFITS OF LEARNING DIFFERENT LANGUAGES

1. Boosts Brain Power Learning - solving highly developed critical thinking skills are
significant benefit both personally and professionally.
2. . Improves Memory - the more the brain is used, the better its functions work.
3. Enhance The Ability To Multi-Task - multi-tasking is very stressful for those who are not
used to it or don’t do it well.
4. Sharpens The Mind - A study from Spain’s University of Pompeu Fabra revealed that
multilingual people are better at observing their surroundings.
5. . Keeps The Mind Sharper For Longer - several studies have been conducted on this topic,
and the results are consistent.
6. Enhances Decision-Making According - decision-making ability becomes an easier process
for multilingual people
7. The First Language Is Improved - learning a new language makes you more conscious of
the Performance In Other Academic Areas and bolts of your own language.
8. Improves Performance In Other Academic Performance - studies show that the benefits of
learning a new language include higher scores on standardized exams in math, reading
comprehension, and vocabulary by multilingual students compared to the scores of monolingual
students
9. Increases Networking Skills - Opening up to culture allows you to be more flexible and
appreciative of other people’s opinions and actions.
10. Provides Better Career Choices - a multilingaul ability is definitely a competitive adge in
today’s world.

WHEN IS LANGUAGE DOES NOT HELP?

-Negative verbiage is harmful to communication no matter if it is spoken or written. It brings
about confusion, poor image and defeat. Someone using negative language will add obstacles to
a communication that were not there, or it amplifies obstacles that are present. It adds a degree of
blame and encourages an undesirable outcome.
-Someone using negative language will add obstacles to a communication that were not there, or
it amplifies obstacles that are present. It adds a degree of blame and encourages an undesirable
outcome.
-If the language a person decides to use is mean and offensive it can have a devastating effect on
a communication event if the receiving party decides to take it personally.

LANGUAGE TEACHING HELPS..develop strong cognitive skills, such as a better concept

formation, mental flexibility, multitasking, listening skills and problem-solving, in addition to
improving social interaction and encouraging connection between peers.
The Causative Variable in Second Language Acquisition

CAUSATIVE VARIABLE
-Comprehensible Input and Strength of the Filter.
-"People acquire second language when they obtain comprehensible input and when their
affective filters are low enough to allow the input into the language acquisition devise" this is
learning taking place.
-Input must be comprehensible and also needs to be one level of linguistic complexity beyond
the learner's level to develop L2 proficiency.

EXPOSURE VARIABLE
-There is no variation in the acquisition process itself, but there is in:

1.The rate and the extent acquisition as a result of the amount of comprehensible input
received, and the strength of the affective filter.
2.Performance, brought about by the extent of
the learner's reliance on 'learnt' knowledge.

3 Types of monitor users:

Over-users
Under-users
Optimal-user (e.g. Those who apply conscious knowledge when it is appropriate.

AGE
-Affect the amount of comprehensible input that is obtained.
-Influences the affective state of the learner.
-After puberty the affective filter is likely to increase in strenght.
-Younger learners may get more than older learners
-Age also affect 'learning', older learners are better in studying language from and using 'learnt'
knowledge in monitoring.

ACCULTURATION MODEL
-Schumann’s Acculturation Model
The Acculturation Model is a second language acquisition model designed by John H.
Schumann in 1978:

1.This model is based on the social-psychology of acculturation

2. Acculturation model maintains that certain social and psychological acculturation variables
cluster into a single variable, acculturation.
3.Learners will acquire the target language to the degree they acculturate to the target language
group.

There are two types of acculturation

1. Learners are socially integrated with the TL group and develop sufficient. contacts with TL
speakers to enable them to acquire the target language.
2. Learners consciously or unconsciously desire to adopt the life style and values of the TL
group.
-Both types of acculturation are important to provoke acquisition of the TL.
-Social and psychological contact with the target language group is the essential element in
acculturation.
-adopting the values and life-style of the target language group is not necessary

Acculturation

SOCIAL FACTORS AFFECTIVE FACTORS

(psychological variables)
Dominance, Non-dominance,
subordination, assimilation,
acculturation, preservation,
cohesiveness, attitude,
intended length of the residence
of TL area.
Language shock,
culture shock, motivation, ego-
permeability
the learner needs..
Expectations of success; The confidence to take risk and make mistakes;
A willingness to share ans engage;
The confidence to ask for help; and
An acceptance of the need to readjust.

The teacher needs:

Respect for and interest in the learner's language, culture, thought and Intentions;
The ability to recognize growth points, strengths and potential;
The appreciation that mistakes are necessary to learning; The confidence to maintain breadth, richness and variety, and to match these to the
learner's interests and direction;
To stimulate and challenge; and
A sensitive awareness of when to intervene and when to leave alone
Present-Day Teaching Method

GRAMMAR-TRANSLATION
-A method of foreign or second language teaching which makes use of translation and grammar
study as the main teaching and learning activities
-Originally used to teach Latin and Greek in the late 19th and early 20th centuries
-Earlier in 20th century, this method was used for the purpose of helping students read and
appreciate foreign language literature.
-Grammar rule explanation with example sentences.
•Vocabulary-bilingual list.
•Reading section with emphasis on grammar rules.
•Exercises for reinforcement to practice the grammar and vocabulary lesson, from L2 to L1 or
vice versa
•Rules of grammar and their application in translation passages from on a language in to the
other •To emphasis on language structure in grammatical rules.

AUDIO-LINGUALISM
-A language teaching approach that emerged in the mid-20th century, particularly in the United
States.
-It is rooted in behaviourist theories of learning, which emphasize habit formation through
repetition and reinforcement. The method was strongly influenced by structural linguistics and
was developed as a response to the need for practical language skills, especially in the context of
World War II.
-It was a shift from the previous Grammar-Translation Method, which emphasized reading and
writing with little focus on speaking or listening.The term "Audiolingualism" was coined by
Professor Nelson Brooks 1964
-during and after WW2

BEHAVIORISM- Depends on 3 Elements:

-Stimulus
-Response
-Reinforcement

COGNITIVE-CODE
-an approach to language learning that focuses on the mental processes involved in acquiring and
using language.
-emphasizes the cognitive aspects of language acquisition, such as memory, attention, and
problem-solving skills.
-It aims to help learners develop a deeper understanding of the language by engaging them in
activities that stimulate their cognitive abilities.
PRINCIPLES:
Understanding and Analysis
Problem-Solving
Meaningful Context
Critical Thinking
Metacognition
DIRECT METHOD
-a language teaching approach that focuses on teaching the target language without using the
students' native language.
-It emphasizes speaking and listening skills, using the language directly in real-life contexts.

Principles:
Talking and Listening First
Everyday Vocabulary and Phrases
Learning Grammar Naturally
No Translations Allowed
Focus on Pronunciation

NATURAL APPROACH
-a way of learning a language that focuses on understanding and speaking, just like how children
learn their first language.

Principles:
Comprehensible Input
Low-Anxiety Environment
Emphasis on Meaning
Authentic Materials
Active Learning

TOTAL PHYSICAL RESPONSE

-is a language teaching method built around coordination of speech and action, it attempts to
teach language through physical (motor) activity.
-TPR instructor give commands to students in the target language and students response in whole
language action.
-developed by Dr. James J. Asher (1977), a professor of phychology at San Jose State University
of California. Asher developed TPR as a result of his experiences observing young children
learning their first language.

3 HYPOTHESIS OF ASHER
1. Innate Bio-program- A optimal path for first and second language.
2. Brain Lateralization- if both hemisphere of our brain are activated learning is more effective.
3. Stress (an affective filter)- the lower the stress is the greater the learning becomes.

CHARACTERS
Listen- Learners monitor and evaluate their own progress.
Watch- Reading and writing is taught after grammar and vocabulary.
Imitate-Grammar is taught inductively. Grammar and vocabulary selected according to the
situation. Learning language by gesture (body movements)
SUGGESTOPEDIA AND DESUGGESTOPEDIA
-developed by Bulgarian Psychologist and educator Georgi Lozanov in 1970

SUGGESTOPEDIA- based on the idea that learners can absorb information better when they
are relaxed and in a positive emotional state.

DESUGGESTOPEDIA- developed later as an evolution of Suggestopedia. It focuses on

removing the psychological barriers or "de-suggesting" limitations that learners may have about
their own abilities
PERSIAN LITERATURE

-Persian literature is one of the world's oldest and richest literary traditions, spanning over two
and a half millennia.
- It has exerted a profound influence on global culture, inspiring writers and readers across
continents.

Key regions where Persian literature flourished, including present-day Iran, Afghanistan,
Tajikistan, Iraq, Turkey, and parts of Central Asia.

EVOLUTION OF PERSIAN LANGUAGE

1. Old Persian (c. 6th century BCE - 4th century BCE): The language of the Achaemenid
Empire, Old Persian is known for its use in royal inscriptions, most notably the Behistun
Inscription of Darius I. It had a complex grammar with eight cases and three genders.
2..Middle Persian (c. 3rd century BCE - 7th century CE): This period saw the language evolve
under the Parthian and Sassanid empires.
3. Modern Persian (c. 9th century CE - Present): The Islamic conquest of Persia in the 7th
century CE marked a significant turning point. Modern Persian, also known as Farsi, emerged
from Middle Persian and adopted the Perso-Arabic script.

IMPACT OF Conquests and cultural exchanges have played a pivotal role in shaping the
evolution of Persian literature, enriching its themes, styles, and perspectives.

1. The Achaemenid Empire's vast territory, spanning from Egypt to India, facilitated cultural
exchange, leading to the incorporation of elements from other civilizations into Persian literature.
-(c. 6th century BCE - 4th century BCE)
2. Alexander the Great's Conquest Alexander’s conquest of Persia brought Greek culture to the
region, influencing Persian literature through the introduction of philosophical ideas and literary
forms.
-4th Century BCE
3. The Arab conquest of Persia led to the adoption of Islam and the Arabic language,
significantly impacting Persian literature.
-7TH century CE
4. The Mongol invasion brought a new cultural wave, introducing elements of Central Asian
literature and art into Persian culture.
-13TH Century CE

RELIGION AND CULTURE

Zoroastrianism Influence on Early Persian Literature:
- Dualistic Worldview
- Emphasis on Good versus Evil
- Themes of Righteousness and Truth

IMPACT OF ARAB CONQUEST AND ADOPTATION OF ISLAM ON PERSIAN

LITERATURE
-- Merge of Islamic and Persian Traditions
- Rise of Sufi Mysticism
- Integration of Islamic Mysticism

PERSIAN LITERATURE AND WORKS

Pre-Islamic Persian Literature Surviving texts from the Achaemenid and Sassanid periods,
including the Behistun Inscription of Darius I.
- The Behistun Inscription, a cuneiform inscription carved into a cliff face.

CLASSICAL PERSIAN LITERATURE

The 'Golden Age' of Persian literature, the key poets and their works

1. Abul-Qâsem Ferdowsi Tusi, also Firdawsi or Ferdowsi, was a Persian poet and the author of
Shahnameh, which is one of the world's longest epic poems created by a single poet, and the
greatest epic of Persian-speaking countries.
- Shahnahmeh- - an epic poem that recounts the legendary history of Persia.
2. - Rūmī was a great Sufi mystic and poet in the Persian language, famous for his lyrics and for
his didactic epic Mas̄ navī-yi Maʿnavī (“Spiritual Couplets”), which widely influenced mystical
thought and literature throughout the Muslim world.
-Manaswi- a collection of mystical poems that explore the nature of love, divine unity,
and spiritual awakening.
3. Saadi Shīrāzī, better known by his pen name Saadi, also known as Sadi of Shiraz; born 1210;
died 1291 or 1292, was a Persian poet and prose writer of the medieval period. He is recognized
for the quality of his writings and for the depth of his social and moral thoughts.
-Gulistan (The Rose Garden) and Bustan (The Orchard)- works that offer moral
and philosophical teachings through stories and anecdotes."
4. Khājeh Shams-od-Dīn Moḥammad Ḥāfeẓ-e Shīrāzī, known by his pen name Hafez or
Hafiz, was a Persian lyric poet whose collected works are regarded by many Iranians as one of
the highest pinnacles of Persian literature.
-Divan- "a collection of lyrical poems that celebrate love, wine, and the beauty of
the world."
5. Ghiyāth al-Dīn Abū al-Fatḥ ʿUmar ibn Ibrāhīm Nīsābūrī, commonly known as Omar
Khayyam, was a Persian polymath, known for his contributions to mathematics, astronomy,
philosophy, and poetry.
-Rubaiyat- collection of quatrains that explore themes of love, life, death, and the search
for meaning.

THE RISE OF MODERNISM

1. The Iranian Constitutional Revolution (1906-1911)- This pivotal event sparked a wave of
social and political change, inspiring writers to address contemporary issues and challenge
traditional norms.
2. Nima Yushij (1897-1960)- Considered the father of modern Persian poetry, Nima Yushij
revolutionized poetic form and content, breaking free from the constraints of classical prosody.
3. Forugh Farrokhzad- was an influential Iranian poet and film director. She was a
controversial modernist poet and an iconoclastic, feminist author. Farrokhzad died in a car
accident at the age of 32.
4. Ahmad Shamlou- was an Iranian poet, writer, and journalist. Shamlou was arguably the most
influential poet of modern Iran. His initial poetry was influenced by and in the tradition of Nima
Youshij

POETRY AS THE SOUL OF PERSIAN LITERATURE

1. Classical Forms- Persian poetry is characterized by its adherence to strict metrical and
rhyming schemes, creating a symphony of sound and form. The qasida (ode), ghazal (love
poem), and rubai (quatrain) are among the most celebrated forms, each with its unique structure
and purpose.
2. The Masnavi (Epic)- This form, composed in rhymed couplets, allows for extended
narratives and philosophical explorations. The Shahnameh (Book of Kings) by Ferdowsi, one of
the longest poems in any language, is a testament to the power and scope of the masnavi.
3. Sensory Language- Persian poets are masters of sensory language, using vivid imagery and
evocative metaphors to paint a tapestry of emotions and experiences.
 Zone Proximal Development (ZPD)
Lev Vygotsky’s Sociocultural Theory

-Lev Vygotsky was a seminal Russian psychologist best known for his sociocultural theory.
-was born November 17, 1896, in Orsha, a city in the western Russian Empire.
-Often called a Mozart of Psychology

Sociocultural Themes:
-Intellectual Tools of Adaptation
-Socialization and Play
-Cultural Environment

Zone of Proximal Development (ZPD)

-Is defined as the space between what the learner is able to do without assistance and what
learner can do with assistance from an adult or a more skilled peer.

3 STAGES:
1. Can’t do even with guidance
2. Can do with assistance
3. Can do alone (Independently)

Private Speech
-Self-regulation
-Used as a Cognitive Tool
-High Correlation with Social Interaction

MKO: The More Knowledgeable Other

-Anyone with a greater understanding of the task or concept that the child is trying to
complete or learn.
-Children learn through interaction with others (adults and peers) that are highly skilled
and more knowledgeable than they are socially.

Scaffolding- Can be used to help students learn in the classroom and achieve independnce.
--Tool for Growth
--Small Achievable Steps
-Confidence

Classroom Use
-Cooperative Learning
-Lesson Planningp
-Scaffolding Assignments
--Reciprocal Teaching
Shahnahmeh- By Ferdowsi
Shahnahmeh The Persian “Book of Kings
-Is an epic poem written by the Persian poet Ferdowsi ( 935-1020). It is considered the national
epic Persia (Iran) and one of the most important works of Persian literature.

Who is Shahnahmeh?
-Shanahmeh Ferdowsi (c. 935-1020 CE), also known as Abu’l-Qasem Ferdowsi, was a Persian
poet and scholar. He is considered one of the greatest figures in Persian literature.-Ferdowsi
dedicated his life to compiling and writing the Shahnameh, a testament to his immense passion
for Persian history and culture.

The story of Shanahmeh

-The shahnahmeh tells the story of Persian history from its mythical beginnings to the Islamic
conquest of Persia in the 7th century. It encompasses a vast array of characters, including
legendary Kings, heroes, and mythical creatures. The poem’s central fugure is King Jamshid,
who is credited with establishing the first Persian Empire. The epic also features the legendary
heroes Rostam and Sohrab, whose story is a particularly poignant tale of love, loss, and betrayal.

Key themes:
-Heroism and valor- The shahnahmeh celebrates the deed of Persian heroes, emphasising their
bravery, strength, and loyalty.
-Kingship and governance- The poem explores the themes of Goods and Bad leadership,
highlighting the importance of justice, wisdom, and compassion in ruling a nation
-Fate and Destiny- The shanahmeh emphasizes the role of fate and destiny in shaping human
lives and events.
-Love and loss- The epic features many moving stories of love, loss, and sacrifice.
-Good vs. Evil- The shahnahmeh present ls a clear struggle between good and evil forces, with
the Heroes representing righteousness and their opponents representing darkness and corruption.

STRUCTURE
-The shanahmeh is divided into seven chapters, each telling the story of a different king or hero.
The poem is written in masnavi, a form of rhyming couplets, and is renowned for its poetic
beauty and rich imagery.

National identity
-The shanahmeh has played a vital role in shaping Persian national identity. It has a served as a
source of pride and inspiration for Persians throughout history

Literary masterpiece
-The shanahmeh is considered as one of the greatest works of Persian literature and has been
translated into numerous languages.
-While the shanahmeh blends historical events with mythology, it provides valuable insights into
persian culture, history, and beliefs.

Impact and legacy:

-Cultural symbol-The shanahmeh remains a significant cultural symbol in Iran and has inspired
numerous works of art, music, and literature.
-Inspiration for other works- The stories and characters of the shanahmeh have been adapted for
various forms of media, including films, television shows, and video games.
-Influence on Persian language-The shanahmeh’s language and style have had a profound
influence on the development of the Persian language and literature.
 Gagne’s Nine Events of Instruction

Robert Mills Gagne- Was an American educational psychologist best known for his Conditions
of Learning.

-----Nine Events of Instruction--------

1. GAINING ATTENTION(RECEPTION)
-Capture the learner’s attention and interest in the subject matter to set the stage for
learning.

2. INFORM LEARERS OF T HE OBJECTIVE(EXPECTANCY)

-Clearly communicate the learning goals to provide learners with a sense of purpose and
direction.

3. STIMULATE RECALL OF PRIOR LEARNING(RETRIEVAL)

-Activate learner’s existing knowledge and experience to build a foundation for new
learning.

4. PRESENT THE STIMULUS(SELECTIVE PERCEPTION)

-Present new content in a clear and engaging manner using various instructional methods.

5. PROVIDE LEARNING GUIDANCE(SEMANTIC ENCODING)

-Offers learners guidance and support to help them understand and process new
information.

6. ELICIT PERFORMANCE(RESPONDING)
-Provide opportunities for learners to practice and apply the new skills or knowledge they
have required.

7. PROVIDE FEEDBACK(REINFORCEMENT)
-Offer timely and constructive feedback on learner’s performance to guide their progress.

8. ASSESS PERFORMANCE(RETRIEVAL)
-Evaluate learner’s understanding and mastery of the material through assessments
aligned with the learning objectives.

9. ENHANCE RETENTION AND TRANSFER(GENERALIZATION)

-Help learners retain information and apply their knowledge and skills to new situations.

The Gagne Nine Event of Instruction served us a framework for designing effective teaching and
learning experiences. It provide a structured way to present and reinforce learning.
WHAT IS ASSURE MODEL?
-It is an instructional system or guideline that
teachers can use to develop lesson plans which integrate the use of technology and media.
-Smaldino,Lowther & Russell (2008)

1. ANALYZE LEARNERS
-General Characteristics
-Specific Competencies
-Learning Styles

2. STATE OBJECTIVES
-This statement will focus on what the learner will be able todo as a result of the
instruction.

3. SELECT INSTRUCTIONAL METHODS, MEDIA & MATERIALS

-Choose instructional strategies, media and materials that will bring about the results that
you want.

4. UTILIZE TECHNOLOGY, MEDIA & MATERIALS

-This step concerns in making a plan as to how you will utilize the technology, media &
materials that you have selected. It is important to follow the 5P’s process to achieve this.

5. REQUIRE LEARNER PARTICIPATION

- This step requires you to make plans to how you are going to actively engage your
students in the material that you are teaching.

6. EVALUATE & REVISE

-In this step, you evaluate the impact of your teaching on student learning.

5 P’s
1) PREVIEW the technology, media and materials
2) PREPARE the technology, media and materials
3) PREPARE the environment
4) PREPARE the learners
5) PROVIDE the learning experience
 ADDIE MODELp
WHAT IS ADDIE MODEL?
•was developed at Florida State University in 1975.
• is an instructional design model used by many professional instructional designers for
technology -based teaching.
•it is an instructional design model that helps instructors, instructional designers and training
specialists plan and create instructions.

FIVE STAGES OF ADDIE

1. Analysis
— This stage is meant to analyze the needs of audience and determine what might be the
best way to cater for the needs of the learners
This stage includes:
a. Instructional Goals
b. Instructional Analysis
c. Learner analysis
d. Learning Objectives

2. Design
— This stage is meant for drafting an outline and for the content and how it will be
designed.
This stage includes:
a. Designing Assessments
b. Choosing a course format
c. Creating instructional Strategy

3. Development
- — The outline created during the design stage is used to develop the content during the
development stage.
a. Create a sample
b. Develop actual course materials
c. Conduct a run through

4. Implementation
- — This stage is the stage when the final product is presented to the intended audience.
a. Material Preparation
b. Learner Preparation
c. Monitoring
d. Support

5. Evaluation
- —This stage assesses if the desired outcomes were achieved and if the problem that was
to be addressed was resolved.
a. Formative
b. Summative
 MERRIL'S PRINCIPLE OF INSTRUCTION

Dr. David Merrill-

- he is an American educational psychologist and instructional design expert.
- he is known for his significant contributions on the field of instructional technology particularly
in the developt of the Merrill's Principle of Instruction (MPI)

PRINCIPLE OD INSTRUCTION

1. Problem-Centered
- Learning is promoted when learners are engaged in solving real-world problem.
- Show Task- - provide work example of the task that learners will complete.
-Task Level- - ensure learners are engaged at the problem and task level, as well as the operation
or action level..
-Problem Progression- - begin with a basic problem then build the complexity to scaffold
learning.
2. Activation
-Learning is promoted when exiting knowledge is activated as a foundation for new
knowledge.
-Previous Experience-tap into learner's existing knowledge and experience.
-New Experience- ensure task are engaging, interesting and authentic.
-Structure- begin with a basic problem then build complexity to scaffold learning.

CREATING STAGE
1. Create an outline
-Next, create an outline for your presentation, outlining the main points, sub-points, and
supporting details you plan to cover. Organise these points so that they flow logically and work
towards proving your thesis.
If your presentation involves a lot of visuals or multimedia elements, create a storyboard to plan
how these elements will be integrated into the presentation.
Allocate time for each section of your presentation to ensure that you stay within the allotted
timeframe.
2.Write your Script
-Depending on the style of task (whether the visual elements supplement the spoken elements or
vice versa) you’ll need to write a script. This might be read aloud when presenting live in front of
an audience with the use of palm cards or recorded as a voiceover narration to accompany the
visuals.
Either way, you’ll want to write your script as if you’re speaking it, using language features,
rhetorical devices, varied syntax and a strong sense of personal voice to engage your audience.
Use symbols or cues in your script to signal transitions or visual support.

Using rhetorical devices

-Make your presentation more engaging and persuasive by experimenting with techniques like:

1. Metaphors-Use analogies to simplify complex concepts and make them relatable. For
example, ‘Our plan is the compass that will guide us through the stormy waters of change.’
2. Anecdotes- Share relevant anecdotes or stories that illustrate the impact of your message.
Personal or real-life stories can create emotional connections with the audience.
3. Rhetorical Questions- Use rhetorical questions to provoke thought and engage the audience.
For instance, ‘Have you ever wondered what our world would be like without clean water?’
4. Emotive Language- Use emotionally charged words and phrases to elicit specific feelings or
reactions from your audience. For example, ‘Our mission is to provide hope and relief to those in
need.’

3. Create visual aids

-Decide on the visual aids that will best support the information you’re delivering. Creating
slides using presentation software is a common choice!
Information on slides should be organised in a way that is clear and easy to digest with minimal
text per slide. Groupings or bullet points can be used to group information, making it easy to
follow and text elements such as font style, bolding, italics and colour can be used to signify
important words or passages.
Ensure that the colours and styles you choose suit the content but are still easy to read or view
for the audience.
-photographs, diagrams, videos, tables, charts and graphs, timelines, maps and animation

4. The final touches

-Lastly, consider the little things that might make your presentation stand out, flow smoothly, or
engage your audience.
Develop engaging hooks or openers to capture your audience's attention at the beginning of your
presentation and memorable closers to leave a lasting impression.
Plan how you will transition between different sections or points in your presentation to maintain
a smooth and coherent flow.
Consider audience interaction. Can you include moments where the audience can be actively
involved?
THE REHEARSING STAGE
-The rehearsing stage is a critical phase in preparing for a multimodal presentation. It allows you
to practice and refine your delivery, ensure that your content flows smoothly, and build
confidence in your ability to present effectively. This reduces the chance of mistakes and
nervousness on the day!

1. Prepare Materials- If your presentation requires a script, print it out or prepare your your
palm cards so you can practice reading or reciting it aloud. Sync your speech or narration with
the visuals to ensure transitions are smooth.
2. Time Yourself- Time yourself while rehearsing to make sure your presentation fits within the
allocated time. Adjust your pace if necessary to avoid rushing or running over time. One of the
most common mistakes is speaking too quickly!
3. Seek Feedback- Try to perform your multimodal presentation once in front of a ‘real’
audience like a friend or family member. Seek constructive feedback to pinpoint areas you could
improve upon before presenting to your live audience

THE DELIVERY STAGE

-Effective delivery is crucial to engage your viewers and get your intended message across. Here
are a few verbal and non-verbal considerations that will be sure to enhance your presentation
skills!

Verbal Skills:
1. Articulation
2. tone
3. volume
4. pacing and pauses

Non-Verbal Skills
1.body language
2. eye contact
3. facial expression
4. movement and positioning

Mistakes
1. lack of preparation
2. reading from slides
3. lack of engagement

3. Demonstatrion
-Learning is promoted when new knowledge is demonstrated to the learner
1. Demonstration Consistency
2. Learners Guidance
3. Relevant Media
4. Application
-Learning is promoted when new knowledge is applied by the learner
1. Practice Consistency
2. Diminishing culture
3. Varied Problems

5. Integration
-Learning is promoted when new knowledge is integrated into the learner’s world
1. Watch me
2. Reflection
3. Creation