ENTREPRENEURSHIP EDUCATION...Entrepreneurship Education Advertising, The Consumer’s Dream The...

SUMMER INSTITUTE FOR ENGLISH

LANGUAGE EDUCATORS FROM

SOUTH AFRICA 2006

ENTREPRENEURSHIP EDUCATION

TEACHER’S GUIDE

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Entrepreneurship Education

Advertising, The Consumer’s Dream

The following individuals produced these units with support from Ms. Karen Asenavage, co-ordinator of Distributive Learning and lecturer at the English Language Programs of the University of Pennsylvania.

Participant Affiliation Jennifer Joshua Chief Education Specialist

National Education Department

André Lamprecht Co-ordinator of In-service Training Western Cape Education Department

Tinny Lebepe Remedial Therapist and Teacher Trainer Unity College - Gauteng

Mervyn Palan Physical Sciences Curriculum Advisor Kwazulu Natal Education Department

Maryna Roodt Senior Lecturer: English National Institute for Higher Education, Kimberley

RATIONALE

Children encounter advertisements throughout their lives. They are influenced in very profound ways by them: from the foods they eat to the clothes they wear. Adverts on TV and in the print are very popular, especially with children. The language used in advertising forms a large part of the repertoire of learners’ language. This is indicative of the persuasive nature of advertising. Very often both learner and teacher are unaware of this aspect. Persuasive language is a very important and powerful tool that can be used to develop the language competence of learners. It is within this realm that advertising was chosen as a theme to teach language. The main focus of this unit is to provide relevant and meaningful learning experiences to strengthen learners’ language skills. Entrepreneurship is taught in many institutions of learning in South Africa today. It is seen as a means of enabling young people to provide employment for the masses, thereby promoting economic growth. Not all learners become entrepreneurs, but they all are consumers. This unit, by exposing them to language used in advertising, will make them aware of the power of advertising, and hence become discerning consumers!

TABLE OF CONTENTS

TEACHER’S GUIDE

ITEM TITLE PAGE Overview

Introductory Activity: Testing your knowledge of Advertising

SECTION ONE LOOK AT THE ADS! BUY ME! Activity 1.1 Fun with words Activity 1.2 I’m a good actor Activity 1.3 I am good at listening

SECTION TWO THE POWER OF ADVERTISING

Activity 2.1 Fun with words Activity 2.2 I am a good reader Activity 2.3 I am a good detective Activity 2.4 I judge words! Activity 2.5 I know slogans

Additional Activities

SECTION THREE I LIKE CONDUCTING INTERVIEWS Activity 3.1 I know about interviewing! Activity3.2 Could I please…..? Activity 3.3 I can ask polite questions! Activity 3.4 I enjoy practising reading Activity 3.5 I am writing interview questions! Activity3.6 I can draw up an interview schedule Activity 3.7 Practising the interview Activity 3.8 Have I done the final preparations? Activity3.9 The real interview Activity 3.10 Feedback time!

SECTION FOUR I CAN DESIGN AN AD

Activity 4.1 I remember…………. Activity4.2 Let’s make it happen Activity 4.3 We can make a jingle

Unit Map: Entrepreneurship Section 1

Learning Outcome: Learners will be able to listen to and view advertisements to understand features of advertisements

Text

Source Assessment Standard

Activities

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Vocabulary

4 Video clips on

advertisements

http://www.trevimusic.com

The learner will be able to match words and meaning Learners will be able to listen and view the clips and identify features of advertisements.

1.1. Discuss and complete activity sheet 1.2. View clips and role play 1.3. Complete activity sheets

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Teacher assessment Informal assessment by teacher and peers

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Unit Map: Entrepreneurship

Section 2 Learning Outcome: Learners will be able to read a text and view advertisements to learn about the language of advertising.

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Vocabulary Text “ The Power of Advertising”

Taken from reading text Adapted from an article by Tom W. Glaser in the St Petersburg Times May 10, 2001

The learner will be able to state the meaning of words in advertising Learners will be able to read and answer questions on the text.

2.1. Learners guess the meanings of words and look them up in the dictionary and complete activity sheet 2.2. Teacher and learners read the text and learners answer questions and complete activity sheet

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Teacher assessment Teacher assessment

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Four print advertisements Emotive language Explanation of slogans and clichés

http://www.peta.org/MC/printads_esp.asphttp://www.dotpaynedesign.com/print-ads.htmlhttp://www.zeimer.com/pdf/levis.pdf

Learners will be able to identify features in print ads Learners will be able to recognize emotive language and provide examples of emotive words Learners will be able to distinguish between slogans and clichés

2.3. Learners look at the print ads and complete activity sheet 2.4. Learners and teacher discuss emotive language and learners complete activity sheet 2.5. Learners and teacher discuss slogan and clichés and learners complete activity sheet

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Informal assessment by teacher Teacher assessment Teacher and peer assessment

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http://www.peta.org/MC/printads_esp.asp




http://www.dotpaynedesign.com/print-ads.html






Section 3 Learning Outcome: Learners will be able to plan and conduct interviews

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“Interviewing skills” “Polite Questions”

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The learner will be able to establish the correct sequence in which an interview is planned and conducted. The learner will be able to distinguish between 3 types of questions. The learner will be able to develop interview questions

3.1. Learners read and discuss text, and complete the activity sheet 3.2. Learners read and discuss text and complete activity sheets on polite questions 3.3. Learners discuss and develop questions for the interview and complete the activity sheet 3.4. Learners complete activity sheet and practise

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Teacher assessment

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The learners will be able to conduct an interview

reading the questions 3.5. Learners will complete the activity sheet 3.6. Learners draw up an interview schedule 3.7. Learners will be able to practise the interview 3.8. Learners complete a check-list 3.9. Learners conduct the interview 3.10. Learners complete activity sheet

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Section 4 Learning Outcome: Learners will be able to design and produce an advert, compose and present a jingle

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Crossword puzzle

http://www.discoveryeducation.com/

The learner will be able to match words and clues. The learner will be able to design a poster and a jingle They will also complete an activity, identifying features of advertising.

4.1. Complete the puzzle 4.2. Design and make ad and participate in gallery walk 4.3. Compose and present a jingle.

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Self-assessment Teacher assessment of poster Summative assessment by teacher and peers

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OVERVIEW

1. ABOUT THE TEACHER’S GUIDE

This Teacher’s Guide has been developed to provide support for teachers in mediating teaching and learning for the theme Advertising within the broader theme of Entrepreneurship.

This Guide will provide support in the following ways:

• How to Plan: This provides direction on how to allocate time to the activities and what materials are needed.

• Activity Assistance. This provides help on how to prepare for, and facilitate the activities. Possible answers are also provided to guide discussions.

2. STRUCTURE OF THIS UNIT OF WORK The material has been developed to support a 4 hour programme of teaching and learning for Grade 9 learners. The main focus of this unit is to provide relevant and meaningful learning experiences to strengthen learners’ language skills using the theme Advertising.

The unit is based on the following principles:

• It is outcomes-based and was developed using the design down model.

• It encourages active learning and all activities are developed to allow for the achievement of particular Learning Outcomes and Assessment Standards of the National Curriculum Statement (NCS) at classroom level.

• It encourages teachers to draw on their knowledge and experience, and to use their own creativity. In all activities there are possibilities for expansion. Teachers should feel free to adapt materials if they want to.

The unit is divided into four Sections SECTION 1 In this section the learners will view video clips of four different advertisements. They will look at the way words are used in advertisements. The activities will help them to improve their listening and viewing skills, because they have to indicate their preferences in connection with the clips and analyse the characteristics of each advertisement. The purpose is to get them interested and to focus their attention on the theme of the unit. SECTION 2 In this Section the learners will learn the language related to advertising and how to identify the features of advertisements. Apart from reading an informative text, they will also scrutinize four print advertisements and get the opportunity to test their knowledge of advertising features by identifying them in the print advertisements. The learners are then introduced to emotive language, clichés and slogans. The activities related to the above will serve as preparation for the advertisement that they have to create in the last section. If there are fast or more talented learners, there are additional activities that they can do. The teacher could also decide to request learners to do those activities at home. SECTION 3 In this Section, the learners will learn to how to become interviewers by acquiring some basic knowledge and skills through the activities. The skills and knowledge gained will be practised in class to help improve question formation, conducting the interview and reporting the findings. In addition, they will learn how to be polite when asking questions, and they will work on their listening for details skills and their speaking skills. This activity will prepare them to conduct an interview with a local businessman. SECTION 4 This is the final section in the unit and serves as the culmination of all the knowledge and skills learned in the previous sections. In this section the teacher will refresh learners’ understanding of advertising by taking them through some fun activities before they develop the print advertisement

in the form of a poster with a slogan and jingle. A crossword puzzle is done to recap vocabulary studied. The learners will then display their advertisement for a gallery walk and perform their jingle in class. All four Sections are designed to take learners through a series of activities, which focus on Advertising as an aspect of the broad theme Entrepreneurship. The final activity will allow them to show off their learning as they design a print advertisement and a jingle for a business The teacher will guide the learners through the activities so that they learn while having plenty fun. As you can see from the overview above, the activities in this unit are all aimed at deepening the learners’ understanding of Advertising by providing practical support for improving language learning.

3. LEARNING OUTCOMES AND ASSESSMENT STANDARDS FOR THIS UNIT Each of the sections above is guided by a set of Learning Outcomes and Assessment Standards from the National Curriculum Statement (Grade R-9). This unit has been carefully designed to ensure that learners will achieve these Learning Outcomes and Assessment Standards. The following table indicates these Learning Outcomes and Assessment Standards.

English First Additional Language Grade 9 NCS Outcomes and Assessment Standards

Section Learning Outcomes Assessment Standards Section 1 Learning Outcome 1:

Listening The learner will be able to listen for information and enjoyment, and respond appropriately and critically in a wide range of situations. Learning Outcome 6:

We know this when the learner

• analyses the features of different kinds of oral texts (e.g. a conversation, a story)

Language Structure and Use The learner will know and be able to use the sounds, words and grammar of the language to create and interpret texts.


• demonstrates an understanding of between 6000 and 8000 common spoken words in context by the end of Grade 9.

Section 2 Learning Outcome 3: Reading and Viewing The learner will be able to read and view for information and enjoyment, and respond critically to the aesthetic, cultural and emotional values in texts.


• reads for information: reads information texts (e.g. a short newspaper article)

• critically analyses media texts (e.g. a short newspaper article)

• develops a reading vocabulary of between 6000 and 7500 common words.

Section 3

Learning Outcome 2: Speaking The learner will be able to communicate confidently and effectively in spoken language in a wide range of situations.


• uses language for a range of functions: makes polite requests and asks people not to do things (‘Would you mind not ...’), asks for help from friends or strangers (‘Excuse me ... I wonder if you

Learning Outcome 6: Language Structure and Use The learner will know and be able to use the sounds, words and grammar of the language to create and interpret texts. Learning Outcome 4: Writing The learner will be able to write different kinds of factual and imaginative texts for a wide range of purposes.

could...’), etc • takes part in role-

plays of different situations involving different kinds of language (e.g. a job interview)




• does a survey and writes it up (e.g. as a report or a newspaper article)

• shows an understanding of style and register (e.g. rewrites a story as a newspaper article)

Section Four Learning Outcome 2: Speaking The learner will be able to communicate confidently and


• shows developing ability

effectively in spoken language in a wide range of situations. Learning Outcome 4: Writing The learner will be able to write different kinds of factual and imaginative texts for a wide range of purposes. Learning Outcome 6: Language Structure and Use The learner will know and be able to use the sounds, words and grammar of the language to create and interpret texts.

to use features of spoken language to communicate: word stress, weak vowels, intonation and rhythm


• Designs media texts: writes simple personal advertisements (e.g. advertising something for sale)



All the activities in the sections address Learning Outcome 5: Thinking and Reasoning The learner will be able to use language to think and reason, as well as to access, process and use information for learning. Assessment Standards We know this when the learner

• uses language and literacy across the curriculum: • understands some concepts from other Learning Areas and uses the vocabulary

associated with them in the additional language (e.g. ‘xenophobia’ in Social Sciences)

• writes texts required in other Learning Areas (e.g. reports and explanations in Natural Sciences)

• produces visual or graphic material to support texts (e.g. diagrams for explanations and reports)

• uses language for thinking • asks and answers more complex questions; Collects and records information in

different ways • selects relevant information and takes notes (organises key ideas under headings

and subheadings, uses layout such as capital letters and underlining) • reads and synthesises information from several texts on the same topic • transfers information from one mode to another (e.g. uses statistics to write

paragraphs, uses mind maps)

Economic and Management Sciences Grade 9 NCS Outcome and Assessment Standard

Section Learning Outcome Assessment Standard All sections Learning Outcome 4:

Entrepreneurial Knowledge and Skills The learner will be able to develop entrepreneurial knowledge, skills and attitudes.


• conducts a marketing campaign to promote a product and discusses the self-selected advertising media.

The Learning Outcomes and Assessment Standards above have informed the development of the following section Learning Outcomes and Assessment Standards. These are directly linked to the activities in each section and provide evidence for learner achievement.

SECTION LEARNING OUTCOMES

ASSESSMENT STANDARDS

SECTION 1:

Learners will be able to view video clips of advertisements and respond critically.

This will be evident when the learners:

• match words and meanings • role play the advertisements they like most • answer questions to identify features in each

advertisement

SECTION 2:

Learners will be able to demonstrate an understanding of the essential principles of advertising Learners will be able to use the language of persuasion in speaking and writing


• provide meanings of words found in the text • read the text and answer questions • identify features of advertising in four print

advertisements This will be evident when they are able to

• distinguish between slogans and clichés • understand the concept of emotive language

SECTION 3:

Learners will be able to communicate confidently and effectively in an interview situation


• produce an interview schedule • conduct interviews • analyze and report on findings

SECTION 4: Learners will be able

to design a poster advertisement and compose a short jingle.

This will be evident when the learnes:r • produce a poster advertisement using the

principles for designing an effective advertisement

• compose an effective jingle

4. PLANNING FOR TEACHING AND LEARNING To plan properly for this unit, the teacher should consider the following: • The resources needed for the activities, which include items learners may need as well as

what you may need as the teacher. • The facilitation approach that will be used in the different sections.

• The time that should be allocated to the different sections of the unit.

You may start making your list of

resources below and add to it as you go along

PLANNING RESOURCES:

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4.1 PLANNING FOR FACILITATING This unit of work has been designed to use a variety of approaches. It uses individual, pair, group and whole class approaches. In addition, learners are encouraged to reflect on their learning. It encourages learners to engage in reading, writing, speaking and listening activities. When planning for the activities, be sure to:

• Give clear instructions. Repeat them if necessary for clarity. • Use a variety of approaches to teaching and learning to develop competence and

consolidate concepts and vocabulary and language use.

• Allow learners to reflect on learning (this should be done at the end of each section to consolidate learning).

4.2 PLANNING THE TIME ALLOCATION Planning the time allocation for the teaching and learning involves: • Structuring each section in the unit.

• Structuring activities in each section. 4.2.1 STRUCTURING THE SECTIONS (for 4.5 hours of teaching and learning) The 4.5 hour unit offers learners a short series of activities that allows for a logical development of ideas and engagement in language learning through the content of Advertising. UNIT STRUCTURE Time required per section

UNIT structure

15mins Introductory activity 1 hr 10 mins : SECTION 1

Section 1: Look at the Ads! Buy Me! This section has three activities.

1 hour: SECTION 2

Section 2: The Power of Advertising This section has 5 activities.

1 hour 20 mins: SECTION 3

Section 3: I like Conducting Interviews This section has 10 activities. The following activities may be done as homework:

• Activity 3.1 • Activity 3.3 • Activity 3.6 • Activity 3.8 • Activity 3.10

1 hour: SECTION 4

Section 4: I can design an Advert

A more detailed break down for each of the sections is indicated below. This can assist you with pacing the unit carefully to ensure that all sections are covered in the allocated time.

SECTION STRUCTURE

Minimum time required per section

Time required per activity per section

15mins introductory activity 15mins 55mins : SECTION 1

Section 1 Activity 1.1 10mins Activity 1.2 15 mins Activity 1.3 30mins

1 hour: SECTION 2

Section 2 Activity 2.1 15mins Activity 2.2 15mins Activity 2.3 10mins Activity 2.4 10mins Activity 2.5 10mins

1 hour 20mins SECTION 3 (Some of the activities in this section can be done as homework).

Section 3 Activity 3.1 15mins Activity 3.2 15mins Activity 3.3 10mins Activity 3.4 20mins Activity 3.5 20 mins Activity 3.6 10mins Activity 3.7 15mins Activity 3.8 5mins Activity 3.9 10mins Activity 3.10 10mins

1 hour: SECTION 4

Section 4: Activity 4.1 10mins Activity 4.2 30mins Activity 4.3 20mins

5. ACTIVITY ASSISTANCE This section of the Teacher’s Guide provides detailed guidance on all of the main activities contained in the Learner’s Workbook. This includes guidance on the purpose of the activity, the content of the activity, and the process of the activity. Possible answers are provided where necessary. Space is provided for the teacher to make notes. Use this space for ideas that may help to facilitate the activities successfully.

INTRODUCTORY ACTIVITY : TESTING YOUR KNOWLEDGE OF

ADVERTISING

Time: 15 minutes

Resources: paper and pens, good listening skills

Method: work in small groups

______________________________________________________ Purpose: This activity is introductory. Its purpose is to assist learners to learn new ideas and words related to Advertising. Content: Use this activity to assess the learners’ prior knowledge of Advertising and discuss new words and ideas so that all learners have a basic understanding of Advertising. Process: The activity is a group-based activity, and it is suggested that participants are encouraged to work in groups of about 6.

Teacher’s notes

Reflect on your teaching!


POSSIBLE ANSWERS Activity sheet Your Spider diagram or mind map could look something like the one below.

Use this mind map to record new words or ideas you learned from the report back of the other

groups.

Possible answers: Consumer, buy, marketing, new product, funny adverts, infomercials, prices, expensive, bargains, sales, encourage to buy, products, entrepreneurs, shoppers, bargains, quality, truth, lies.

Advertising

SECTION 1: LOOK AT THE ADs! BUY ME! ACTIVITY 1.1 : FUN WITH WORDS

Time: 10 minutes

Resources: pencils, good reading and judging skills

Method: work in pairs

_______________________________________________________ Purpose: This activity helps to familiarize learners with the vocabulary they will encounter in the video clips. Its purpose is to help learners to learn new words related to Advertising. Content: You can use this activity to assess the learners’ knowledge of Advertising vocabulary and to discuss new words so that all learners will be able to watch and enjoy the video clips. Process: This is a pair work activity. The pair can work on one sheet and then correct their answers when you give them feedback.

TEACHER’S NOTES


Activity Sheet 1a Word Matching


The following are the possible answers to the activity

Column A Word

Column B Description

capture

catch, take hold of

memories

reminiscences, recollections, memoirs

fortified

strengthened, with added nutrition

delicious

tasty, delightful, pleasant, lovely, enjoyable

entirely

Totally, fully, completely, wholeheartedly

coating

outside layer, covering

classic

Typical, timeless, masterpiece, traditional

eskimo pie

Typical name for an ice-cream

status rank, category, eminence, significance

graphic mode picture or a visual cartoon, moving picture

animation cartoon, moving picture

still photography

a picture

advertisement

commercial, way of promoting a product

ACTIVITY 1.2: I’M A GOOD ACTOR! Time: 15 minutes

Resources: speaking and listening

Method: work in small groups

_______________________________________________________ Purpose: This activity should be fun and get the learners to display their creativity. Its purpose is to assist learners to learn new ideas and words related to Advertising. Content: Use this activity to assess the learners’ prior knowledge of Advertising and discuss new words and ideas so that all learners have a basic understanding of Advertising. Process: The activity is a group-based activity. Let them work in groups of four.

TEACHER’S NOTES



ACTIVITY 1.3: I’M GOOD AT LISTENING! Time: 30 minutes

Resources: listening and viewing

Method: work individually

_______________________________________________________ Purpose: The purpose of this activity is to determine whether learners have listened to and watched the videos properly. Content: Use this activity to assess the learners’ understanding of the videos Process: This activity is done individually. Answers are not supplied, as they may differ.

TEACHER’S NOTES



SECTION 2: THE POWER OF ADVERTISING ACTIVITY 2.1 : Fun with words Time: 15 minutes Resources: dictionaries, paper and pens, good listening skills


_______________________________________________________ Purpose: In this section, learners have to learn the words and terms associated with advertising. They will practise the skill of guessing the meaning of unfamiliar words. They will have to look up the meanings in a dictionary to learn new ideas and words related to Advertising. Content: Assess the learners’ prior knowledge of Advertising and discuss new words and ideas so that all learners have a basic understanding of Advertising. Process: For this section it is essential to have dictionaries. If learners do not each have their own dictionary, try to secure as many dictionaries as possible to keep in the classroom. Encourage learners at all times to use a dictionary to look up the meanings of words. TEACHER’S NOTES



Possible Answers

Activity Sheet 2a: Guessing is the name of the game

1 adage Fixed saying 2 campaign Promotion 3 jingle Tune or refrain 4 slogan Motto or a catchphrase 5 appealing Attractive or pleasing 6 endorsed Approved 7 salivating Drooling

ACTIVITY 2.2 : I AM A GOOD READER

Time: 25 minutes

Resources: the text, dictionaries, good reading and listening skills

Method: the activity is a class activity, followed by an individual reading session Purpose: The idea of this activity is to read the text to the learners so that they hear and see the text at the same time. In this way they will consolidate sound and graphical representation of language. Reading silently will help them to practise their own reading skills. Content: You can use this activity to teach the learners the content of advertising features as well reinforcing the meanings of words encountered in the previous activity. Process: Read to the whole class and then allow learners to read silently on their own. You may have to reread certain parts, or assist learners who have problems with reading and understanding. Learners will thereafter answer the questions in the activity sheet. TEACHER’S NOTES



Possible answers

Activity Sheet 2b: Questioning Time

1 List 3 aspects of an advert that may persuade you to buy a product. • Catchy jingles • Cute slogans • Cartoon characters

2 Why would people want to be associated with a particular toothpaste? They may think that they will become more popular/ that people will like them more/ that they will be regarded as cool. 3 State at least 3 things that an entrepreneur must do to create an effective

advertisement. He/ she must use bright colours, design a catchy tune and a cool slogan that people will remember. 4 What is the overall aim of any advertisement? It is to sell a product. 5 If a food advertiser uses green in his advertisement, what message does he send out to the consumer? That his product/ food is a healthy food/ that his product is healthy. 6 Explain in your own words why it is important to involve as many senses as possible in any

advertisement. Answers may vary. It is important that learners must learn to use their own words to answer this type of question. The following is just a guideline to help you to assess the learners’ answers. The more senses you involve, the more real the product becomes, and the more eager you will be to buy the product. If you can see it, hear it, touch it, smell it and taste it (or imagine that you can!) you will buy it!

7 Why do you think the Coke company decided to: 1) change its logo over the years? 2) keep the colours red and white? 1) To keep up with changing times/ to keep it modern/ to keep young people

interested. 2) To show that the product has stayed the same. It is is still easily recognized as

Coke. 8 “They work according to a set of scientific principles…..” What does this line tell you

about the money and effort that big companies put into their advertising campaigns? It shows that companies realize that advertising is important and that it should be done properly. Companies invest large sums of money to produce good adverts.

ACTIVITY 2.3: I AM A GOOD DETECTIVE

Time: 1O minutes

Resources: pencils, reading skills

Method: work individually and then in pairs

_______________________________________________________ Purpose: This activity is aimed at reinforcing the ideas on the features of advertisements. Content: Use this activity to assess the learners’ knowledge and understanding of the features of Advertisements. Process: The activity is essentially an individual activity, which will help the learners to verbalise their choices by defending them to a partner. You may encourage learners to bring print advertisements from home, or you can provide print ads so that learners can get additional practice.

TEACHER’S NOTES


Activity Sheet2c: Detective Report


Possible answers:

Name of ad Colour Slogan Logo Stated message

Striking picture

Why/not?

1 Levi X X X X X Open 2 BK Veggie X X X “ 3 Initsys X X X X X “ 4 Helping animals X X X X “

ACTIVITY 2.4 : I JUDGE WORDS

Time: 10 Minutes

Resources: pencils, dictionaries, reading and speaking skills

Method: work as a whole class

_______________________________________________________ Purpose: This activity is a language activity and aims at teaching the learners what emotive language is. It is important to make learners aware of the fact that words/expressions may create different emotions in individuals. Content: Information is given on emotive language, slogans and clichés. If your learners have difficulty in understanding these terms you may have to spend more time and give more examples. Process: Work with class as a whole. TEACHER’S NOTES



Activity Sheet 2d: Feeling Words

Possible Answers:

Word Positive Neutral Negative Sexy X Filthy X Fantastic X Disgusting X

ACTIVITY 2.5: I know slogans

Time: 10 minutes

Resources: paper and pens,


_______________________________________________________ Purpose:. This is aimed at testing learners’ understanding of the difference between slogans and clichés. Content: Use this activity to assess the learners’ understanding of slogans and clichés. Process: This is an individual activity. TEACHER’S NOTES



Activity Sheet 2e: I know slogans Possible Answers: Expression Slogan Cliché 1 Don’t sell the steak, sell the sizzle. X 2 A diamond is forever. X 3 …. hooked on something… X 4 Coke adds life. X 5 Spar good for you. X 6 At the end of the day. X 7 The bottom line is … X 8 Arrive alive. X 9 Are you with me? X 10 Everything keeps going right, Toyota X 11 Personally, I feel that… X 12 It’s finger lickin’ good X

Additional Activities Possible Answers Activity 1 Chocolate bar activity

The teacher can use the following rubric to assess the slogans for a

chocolate bar. Tick the appropriate number.

No Description Tick 1. Learners were highly engaged in discussion, and produced a

catchy slogan, using emotive language.

2. Learners participated in discussion and produced an adequate slogan with emotive language.

3. Learners participated minimally and did not manage to develop a slogan with any emotive language.

Activity 2

• CNA

• Pick’n Pay

• Morkels

• Omo

• McCain

• First National Bank (FNB)

• Kitkat

• Joshua Doore

• Yellow pages

• ABSA

Solution for the alphabet soup

+ + + D I + + + + L + + + G + + + + + + + + + E N + + + A + + + + N + + + + + + + + + S T + + I + + + + + I + + + + + + E + + I E + C + + + + + A S + + + + + + K + + R R R + E + + + + Z I L O G O + + I + + E E + + + G + + + O T + + + + + + N + A M S A + + R A + + D R + + + + + + + + M T T + C + + U D + N E + + + I + + + O + + T + + T + + E A A V + + V + + + C I M P R E S S I O N N M D + E N + + + E L G N I J N + + O + + E A L A + + + + + R + + + + + T + + N + + R G + P + + + TEACHER’S NOTES

.



SECTION 3: I LIKE CONDUCTING INTERVIEWS! ACTIVITY 3.1 : I know about interviewing

Time: 15 minutes

Resources: reading ‘Interviewing Skills”; Activity Sheet and pens.


______________________________________________________ Purpose: This activity introduces learners to the process of conducting interviews. Its purpose is to get learners to sequence the interview process according to how they will plan for the interview, i.e. what they will do before, during, at the end and after the interview. Content: Use this activity to assess the learners’ reading and sequencing skills. You may discuss sequencing of activities with learners using other examples. Process: For this activity learners work in pairs.

TEACHER’S NOTES



Possible Answers Activity Sheet 3a: Getting Things in Order Tick (√) the appropriate boxes with the following codes: B= what I would do before an interview D= what I would do during an interview A= what I would do after an interview No Interview Skill B D A 1. Make an appointment with the person to be interviewed

√

2. Try to learn a little bit about the person before you go for the interview

√

3. Write out your questions in advance

√

4. Be on time for the interview

√

Greet the person politely and introduce yourself

√ 5.

Explain the subject of the questions you will ask and why you are doing the interview

√ 6.

√ Ask the person’s permission to ask him or her the questions and record the responses

7.

√ When you finish asking the questions, don't forget to

thank the person you interviewed for his or her time 8.

√ Write your report on the findings 9.

ACTIVITY 3.2: Could I please…..?

Time: 15 minutes

Resources: reading “Question Types”;

Method: work as individuals ( reading) ;in pairs (discussion)

_______________________________________________________ Purpose: This activity aims to get learners to understand the three question types that one uses in interviews by reading the piece provided. The activity also allows learners to discuss the question types that they are most familiar with and also least familiar with. Content: The three question types, namely, polite, neutral and short questions are used in everyday conversations all the time but learners may not know the terms used to describe them. This activity makes them aware of the terms so that they will be able to identify the types and their uses especially in interviews. Process: While you read aloud get learners to read with you silently and then allow them to talk about these question types with a partner. You can round up the activity by getting some learners to share the types they are least familiar with.

TEACHER’S NOTES



Possible Answers

Activity Sheet 3b: I can ask polite questions Mark the polite questions with a tick (√ ) and the not so polite ones with a cross (x) No Questions

Tick (√ ) or Cross (x)

1.

I want to ask you a few questions

x

2.

Would it be possible to ask you a few questions?

√ √ 3. Could you tell me more?

4.

x Tell me more

5.

Are there any reasons for your answer?

√

6.

What are the reasons for your answer?

x

ACTIVITY 3.4: I enjoy practising reading! Time: 20 minutes Resources: activity Sheet 3c; pen Method: work in pairs _______________________________________________________ Purpose: This activity is designed to get learners to practise writing and reading a dialogue (interview) using the three question types. Content: The use of the modals “would” and “could” as starting words in questions is polite. This will be consolidated by completing the dialogue and getting learners to practise reading the text. Process: Learners will work in pairs. You could introduce the activity by talking about the use of words “would” and “could” and then get learners to complete the dialogue and practise reading it. TEACHER’S NOTES



Possible Answers Activity Sheet 3c: Practice makes perfect!!! Fill in the blanks in the sample interview on Breakfast Cereal Preferences A: I am interviewing about breakfast cereals. Would it be possible for me to ask you a few questions on breakfast cereals? . B: Sure go ahead. A: O.K. Great. Thanks. First of all, could I ask which breakfast cereal you eat? B: Yes , I eat Kelloggs All Bran flakes. A: Could I ask you why you choose Kelloggs All Bran flakes as a breakfast cereal? B: Sure, I choose Kelloggs All Bran flakes because it has all the ingredients that keep me healthy and energetic the whole day. A: I am not sure that I know all the ingredients in the cereal. Could you please name some of the ingredients? B: Sure, it has wheat bran, raisins, malt and sugar and some vitamins . A: Would you mind if I asked when you started eating Kelloggs All Bran Flakes? B: Well I started eating Kelloggs All Bran flakes in 1996. A: 1996? B: Uh-huh. A: Oh, that’s really interesting. B: Yes, I think so.

ACTIVITY 3.5: I am writing interview questions! Time: 20 minutes Resources: paper; pens Method: work in groups of 5 _________________________________________________________________________ Purpose: In this activity learners will use their knowledge to design questions for the interview. Content: You will listen to each group’s questions and comment on the suitability of questions reminding learners of the three question types. Lead learners to get a set of appropriate questions for the interview. Process: Learners will work in groups of 5. TEACHER’S NOTES



ACTIVITY 3.6: I can draw up an interview schedule! Time: 10 minutes Resources: Activity Sheet 3d Method: Work in groups of 5 __________________________________________________________________________

Purpose: In this activity learners will fill out the interview schedule with the relevant details and questions for the interview. Content: You will explain to learners how the schedule will be used during and after the interview, drawing their attention particularly to the use of comments column. Process: Learners will work in the same groups as in the previous activity. TEACHER’S NOTES



Activity Sheet 3d Interview Schedule

NAME OF BUSINESS: Joshnet Inkjet Refills NAME OF INTERVIEWEE: Alf Joshua DATE AND TIME OF INTERVIEW: 28 August 2006 at 13:30 NAMES OF INTERVIEWERS 1. Mervyn Palan 2. Maryna Roodt 3. Andre Lamprecht 4. Tinny Lebepe 5. Jenny Joshua

QUESTIONS COMMENTS 1.Could you tell me what colours you would use in the advert?

Interviewee was certain that we should use red blue and white as the main colours in the logo.

2.

3.

4.

5.

ACTIVITY 3.7: Practising the Interview Time: 15 minutes Resources: good listening and speaking skills Method: work in groups of 7 __________________________________________________________________________ Purpose: In this activity learners will have the opportunity to practise asking the interview questions and noting the responses. Content: You will go from group to group listening to the learners asking questions. Encourage them and assist in boosting confidence levels! Give the necessary support in asking follow-up questions. Support the observer in giving constructive feedback to the group. Process: Learners will work in groups of 7. TEACHER’S NOTES



ACTIVITY 3.8: have I done the final preparations? Time: 5 minutes Resources: activity sheet e Method: work in groups of 5 __________________________________________________________________________ Purpose: In this activity learners will check that they have done all the necessary preparation for the interview. . Content: This is a quick activity. The checklist serves as a reminder for the learners of all that has to be done before the interview. Assist learners who answer no to any question on the Activity Sheet. Process: Learners will work in groups of 5. TEACHER’S NOTES



ACTIVITY 3.9: The Real Interview Time: 10 minutes Resources: interview schedule Method: work in groups of 5 __________________________________________________________________________ Purpose: In this activity learners will conduct the interview and you will assess their skills by using the rubric. . Content: Learners will use all the knowledge and skills gained to conduct the interview. Process: Learners will work in groups of 5. They will conduct the interview and you will assess their performance. TEACHER’S NOTES



Interview Schedule

Name of Interviewers 1. Mervyn Palan 2. Maryna Roodt 3. Andre Lamprecht 4. Tiny Lebeje 5. Jenny Joshua Date: 28 August 2006 Rate the group on a scale of 1 to 5, with 5 being the highest

Item Score Comment Introduced themselves politely 4 Appeared to be a bit

nervous

5 Extremely well Stated the purpose of the interview clearly

4 Question three not phrased too well

Presented questions confidently

5 Absolutely Was able to get informative answers 3 Restated questions when necessary Struggled for words in

question 4 Asked follow up questions when required

4 Done reasonably well

Included all three question types 5 Well done Kept a friendly, warm and interested attitude throughout

5 Well done

Concluded the interview appropriately 5 Well done

ACTIVITY 3.10: Feedback Time Time: 10 minutes Resources: activity sheet f Method: work in groups of 5 __________________________________________________________________________ Purpose: In this activity learners will report on their findings using the format given. . Content: Learners will crystalise the information in a brief report. Process: Learners will work in groups of 5. TEACHER’S NOTES



Activity Sheet 3f Sharing the findings

Oral Presentation Format

1. Introduction

(Details of interviewee/ Aim of interview/Question Types used) We interviewed Mr Alf Joshua of Joshnet Inkjet Refills to find out his preferences in adverts. We used all three question types in the interview.

2. Results (Most striking requirements for the advertisement) He would like colours red, blue and white to be used in the logo . Logo to be on the left bottom of the poster. He prefers the ink and quill picture. The slogan should indicate that refilling is the way to go! The jingle should also give that message.

3. Conclusion (Were any requirements unexpected/ Do you feel that you have all the information you require for developing the advertisement?) We have all the requirements we need for the advert.

SECTION 4: I CAN DESIGN AN ADVERT ACTIVITY 4.1: I remember………..

Time: 10 minutes

Resources: crossword puzzle


_________________________________________________________ Purpose: This activity is a refresher. Learners will recall all that they have learned about Advertising by completing the crossword puzzle. Content: Guide learners to do the puzzle. You may discuss the words with the learners when they have finished the task. Process: For this activity learners work in pairs.

TEACHER’S NOTES



CROSS WORD PUZZLE

Answers Acrosss: Down 2 – hooked 1 - mandoza 5- simple 3 - desire 7 – asics 4 - colour 9 – service 6 - scientific 10 – green 8 - senses 11 – cliché 9 - strong 14 – celebrity 12 - yellow 15 – logo 13 - red

ACTIVITY 4.2 : Let’s make it happen!

Time: 30 minutes

Resources: magazines, paper, pens of different colours, glue, paint. brushes

Method: work in groups of five

_______________________________________________________ Purpose: This activity is the conclusion of a number of activities aimed at improving the language ability of the learners. Learners will use their knowledge of advertising and their language ability to develop an advert. Content. Discuss the rubric on how they will be assessed. Process: For this activity learners work in their groups of five. Assist learners with resources while they are busy. Organise a display area for posters once they have been completed. Supervise the Gallery Walk.

TEACHER’S NOTES



Rubric to assess print advert

4 3 2 1 Several elements missing

All but one of the required elements included

Advert includes all required information

Advert includes all requirements and additional information

Required elements

The advert is not attractive. It is distractingly messy, or poorly designed

The advert is acceptably attractive, though it may be a bit messy

The advert is attractive in terms of layout, neatness and design

The advert is exceptionally attractive in terms of layout, neatness and design

Attractiveness

The advert cannot be easily read, and there are many unintentional grammatical errors

The advert can be easily read and there are 3-4 unintentional grammatical errors

The advert can be easily read and there are 1 or 2 unintentional grammatical errors

The advert can be easily read and there are no

unintentional grammatical errors

Text & grammar

The graphics are not related to the advert and the logo is inappropriate

The graphics are related to the advert and the logo is adapted and appropriate

The graphics are related to the advert and logo is original and suitable

The graphics are related to the advert and the logo is original and most suitable

Graphics & Logo

ACTIVITY 4.3 : We can make a jingle!

Time: 20 minutes

Resources: learners’ creativity

Method: work in groups of five

_________________________________________________________ Purpose: This activity is a conclusion of a number of activities aimed at improving the language ability of the learners. Learners will use their knowledge of advertising and their language ability to develop a jingle. Content. Discuss the rubric on how they will be assessed. Process: For this activity learners work in their groups of five. Assist learners with rhymes or rhyming words if necessary. Organise time and an area for them to perform their jingle.

TEACHER’S NOTES



Rubric to assess the jingle

Y N Criteria

1. Is the tune catchy?

2. Are the words appropriate to the advert?

3. Are the words easy to remember?

4. Does the tune create excitement in the listener?

5. Does the jingle contain emotive language?

References 1. National Curriculum Statements (grade R-9)

• Home Languages • EMS

2. http://ww.thutong.org 3. http://www.trevimusic.com4. http://www.peta.org/MC/printads_esp.asp5. http://www.dotpaynedesign.com/print-ads.html6. http://www.zeimer.com/pdf/levis.pdf 7. http://iteslj.org/techniques/nunn-surveys.html8. http://www.discoveryeducation.com/

http://www.trevimusic.com/



http://iteslj.org/techniques/nunn-surveys.html

ENTREPRENEURSHIP EDUCATION...Entrepreneurship Education Advertising, The Consumer’s Dream The...

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