Page 8 - A VISUAL QUEST FOR CLIMATE HARMONY (an Audiovisual Media to Facilitate the Integration of Climate Literacy in EFL Teaching)
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PHASE D
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Learning Objectives
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At the end of Phase D, learners use oral, written and
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visual texts in English to interact and communicate
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in more diverse contexts and in formal and informal
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s i t u a t i o n s . L e a r n e r s c a n u s e v a r i o u s t y p e s o f t e x t s
situations. Learners can use various types of texts
such as, descriptions, and procedures, related to
s u c h a s , d e s c r i p t i o n s , a n d p r o c e d u r e s , r e l a t e d t o
climate change topics become the main reference
c l i m a t e c h a n g e t o p i c s b e c o m e t h e m a i n r e f e r e n c e
in integrating climate literacy in this phase. Their
i n i n t e g r a t i n g c l i m a t e l i t e r a c y i n t h i s p h a s e . T h e i r
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understanding of written texts is progressing and
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inference skills begin to appear when understanding
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implied information. They produce written and
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visual texts in English that are structured with a
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more diverse vocabulary. They understand the
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p u r p o s e a n d a u d i e n c e w h e n p r o d u c i n g w r i t t e n a n d
purpose and audience when producing written and
v i s u a l t e x t s i n E n g l i s h .
visual texts in English.
