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Planning and presenting a selling campaign

Module by: Siyavula Uploaders. E-mail the author

ENGLISH FIRST ADDITIONAL LANGUAGE

Grade 9

FUN AT THE FAIR

Module 4

PLANNING AND PRESENTING A SELLING CAMPAIGN

ACTIVITY 1:

PLANNING AND PRESENTING A SELLING CAMPAIGN

[LO 2.6.1]

  • Make a heading: MY OWN PRODUCT

Now, in your group, choose a product of your own and MERELY plan a campaign based on the following criteria.

  • Do not bring the actual product into the classroom. This is only the planning stage!

A. Decide what each term below means, first of all.

B. Write down some notes about your product under each heading.(Reminder: you will also be judged by your preparation and planning)

You can choose any ONE of the following products:

Pottery / flowers / tea / a toy / fruit / tourist product

COMPLETE THE FOLLOWING WELL:

The product we have chosen is : ___________

1. What will make our product ‘good’?

2. How should our product be assembled?

3. How best can we distribute our product?

4. What is the best way to transport our product?

5. How and where should our product be stored?

6. How should our product be graded?

7. How should we present our product?

8. How can we network to join up with another suitable producer?

9. How can we finance our product?

10. What sort of risks are we taking?

Make sure you have all the information you require.

NOW, decide WHO will present WHAT aspect of the preparation to the class.

Make AN ATTRACTIVE ORAL PRESENTATION of your product in class.

Communicate orally (using the OHP / posters / other visual stimuli), HOW you prepared and planned your presentation only. Try to ‘sell’ your article with this presentation.

Table 1
  4 3 2 1
         
PREPARATION        
Is my product good        
Assembly        
Distribution        
Transport        
Storage        
Grading        
Network        
Finance        
Risks        
PRESENTATION        
Clarity        
Enthusiasm        
Team work        
Class contact        
Use of notes        
Preparation        
Use of language        

ACTIVITY 2:

TELLING A STORY OF SUCCESS

[LO 1.1]

IMPORTANT TIP

Now you can see that selling / marketing (entrepreneurship) is not as easy as it looks. There is an enormous amount of preparation you should do first.

Then it is easy and enjoyable – and profitable!

Entrepreneurship means coming up with a good idea / product;

Preparing your campaign and then presenting your idea / product really well.

In South Africa there are many success stories of people who had nothing and then used their entrepreneurship to make a success of their lives.

Do you know any stories like this? Tell the rest of the class.

ACTIVITY 3:

INVENTING A NEW BOARD GAME

[LO 5.1.3]

Now, in your group, see if you can design A NEW BOARD GAME that you might be able to market successfully.

Consider the following first:

1. The game should be played by more than two players.

2. The board must be attractive but simple.

3. The markers must be relevant and colourful.

4. The game must have a purpose.

5. There must be some kind of ‘reward’ when a player wins and some kind of ‘punishment’ if he loses, during the game.

6. It should not be expensive to make.

7. It should be easy to carry around.

8. Some re-cycled goods should be used somehow.

9. Have fun planning and designing and being creative and innovative!

10. If your game is really successful, you might try to market it, using the tips you have learnt so far!

You will be judged on your PREPARATION and you PRESENTATION

Assessment

Table 2
Learning outcomes(LOs)
 
LO 1
ListeningThe learner will be able to listen for enjoyment, and respond appropriately and critically in a wide range of situations.
Assessment standards(ASs)
 
We know this when the learner:
1.1 understands and appreciates stories, including those told by other learners:
1.1.1 responds personally and critically, asks and answers questions;
1.2 understands oral texts (e.g. radio talk shows, texts with statistics):
1.2.1 answers questions;
1.3 listens for specific information:
1.3.2 uses information to complete a table or chart, or label a diagram.
LO 2
SpeakingThe learner will be able to communicate confidently and effectively in spoken language in a wide range of situations.
We know this when the learner:
2.2 interacts in additional language:
2.2.1 uses language for a range of functions: makes polite requests and asks people not to do things, asks for help from friends or strangers;
2.6 gives a short formal talk or presentation:
2.6.1 uses some statistics and visual effects (e.g. a poster).
LO 3
Reading and ViewingThe learner will be able to read and view for information and enjoyment, and respond critically to the aesthetic, cultural and emotional values in texts.
We know this when the learner:
3.1 reads a text (fiction or non-fiction):
3.1.8 with fiction, demonstrates an understanding of character, plot, setting and narrator;
3.1.9 compares different kinds of texts and matches them with their purpose (e.g. instructing, persuading);
3.4 reads for information:
3.4.4 summarises information;
3.6 uses reading strategies:
3.6.1 skims texts – identifies the topic and key points, and uses layout features (e.g. illustrations).
LO 4
WritingThe learner will be able to write different kinds of factual and imaginative texts for a wide range of purposes.
We know this when the learner:
4.1 writes to communicate information:
4.1.3 does a survey and writes it up;
writes for social purposes:
4.2.4 shows awareness of text type, purpose, audience, context, and register/style;
4.3 writes for personal reflection:
4.3.1 writes a diary or journal;
4.4 writes creatively:
4.4.2 shows development in the ability to write stories, poems and play-scripts.
LO 5
Thinking and ReasoningThe learner will be able to use language to think and reason, as well as to access, process and use information for learning.
We know this when the learner:
5.1 uses language and literacy across the curriculum:
5.1.3 produces visual or graphic material to support texts;
5.2 uses language for thinking:
5.2.1 asks and answers more complex questions;
5.2.2 uses language for thinking: expands generalisations, definitions and classifications into paragraphs.

Memorandum

ACTIVITY 1: MY OWN PRODUCT

This is just an explanation of the campaign NOT the campaign itself or the selling itself.

Terms to explain BEFORE you start are:

Product Item that is made to be bought or sold

Assembled The way the item is put together (e.g. conveyor - belt system?)

Distribute The way the items are sent throughout the land for sale.

Transport The way the items are taken to the distribution points

Stored Where the items are kept until they are sold

Graded Placing items into different quality categories

To present How the items are placed on a table/shelf to make them look attractive

Network Joining with other like-minded businesses to share ideas

Finance The money involved

Risks Thinking about what COULD go wrong, beforehand.

Let them understand the evaluation chart before they start.Discuss the use of headings and sub-headings; the use of colour; the effect of neatness and clarity. Help them with their work and their choices.

Give them time to prepare their presentation They do need to realize that selling is not as easy as it looks – it takes preparation and a clear head! Now encourage them to look at products that are for sale in the shops – with new eyes!

ACTIVITY 2:

Explain the purpose of telling a good story; the entertainment value. (tone, enthusiasm.)

ACTIVITY 3: DESIGNING A NEW BOARD GAME

This can be a fun exercise but it will also teach them some basics. This time the players should be left on their own to see how imaginative they can be

Let them know that any re-cycled objects can be used in this game e.g. empty cotton reels; old buttons; corks; bottle tops; plastic bags; egg cartons etc. Then this can be an environmental task as well!

  • If there are any games that are really good, then let them see if they can market them.

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