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  • GETSenPhaseTech display tagshide tags

    This collection is included inLens: Siyavula: Technology (Gr. 7-9)
    By: Siyavula

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Research

Module by: Siyavula Uploaders. E-mail the author

ENGLISH FIRST ADDITIONAL LANGUAGE

Grade 9

FUN AT THE FAIR

Module 5

RESEARCH

Decide which of the following to sell at school:

Table 1
A B C D E F
Biltong Sweets Ice-cream Small cakes Chips A health-food product

Use the FIVE FACES OF MARKETING to help your group prepare.

  • You will be evaluated at the end for the complete project

ACTIVITY 1:

FACE 1: RESEARCH results

[LO 4.2.4]

1. Decide which grade(s) in the school you wish to test.

2. Work out a short questionnaire to find out which product the pupils of the school would prefer.

3. Go and ask the opinion of 30 pupils.

4. Record your findings clearly.

5. Decide how your product will be better than your competitors’.

6. How do you want your customers to see you?

ACTIVITY 2:

FACE 2: MERCHANDISING and SELLING results

[LO 4.2.4]

1. How and where will I position my product?

2. How will I package my product?

3. How and when will I display my product?

4. How will I introduce an encouraging mood?

5. How will I price my product?

6. How will I approach my customers?

ACTIVITY 3:

FACE 3: ADVERTISING results

[LO 4.2.4]

1. How will I attract my customers?

2. How will I arouse curiosity?

3. How can I instil a wish to own and buy the product?

4. What school media will I use to advertise my product?

ACTIVITY 4:

FACE 4:SALES PROMOTION results

[LO 4.2.4]

1. What prizes, discounts, specials and competitions can I use to promote my product?

2. What special idea can I use to promote my product? (School’s birthday, Mother’s Day, launch of a new product . . .)

ACTIVITY 5:

FACE 5: PUBLIC RELATION results

[LO 4.2.4]

How will I ensure that I have a good reputation?

Here is some space for you to record some good ideas that might come to you in a flash – ideas for creating a product that is not on the market at the moment!

ACTIVITY 6:

SENSE-SITIVE WRITING: Personal letter

You might also like to communicate some feelings you experienced during the previous projects.

Select ONE of the following: One short and one long piece

One day you find a new sweet / new biscuit / new ice cream in a shop. In a short letter to a friend, making it as appetising as possible, describe what the new product looks like; feels like; tastes like and smells like.

OR

You have just bought a new item of clothing. Write to a close friend and describe what this item looks like and feels like and try to describe your feelings when you wear this item.

  • Try to use:
  • Some new words; some onomatopoeia;
  • some evocative figures of speech; a few made-up words.

Your ideas will be placed on the wall of the classroom.

Your teacher will give you an example of a friendly letter so that you can see the correct format to use.

ACTIVITY 7:

SENSE-SITIVE WRITING: Descriptive essay

[LO 4.4.2]

You attend a Products’ Exhibition where new, interesting international products are displayed. (A general fair = different products on show OR A specific fair = only certain products on show).

Write a descriptive essay (of 250-300 words) describing the stands, sounds, sensations, scenery, sellers and scents.

OR

You attend a very special function in a magnificent setting where the guests are wearing evening dress.

Write a descriptive essay, describing the evening by explaining the sense of excitement, the elegance, the opulence and the showiness of the function. Give your feelings about the event.

Again, you realise that you need vocabulary in order to express yourself well.

It is time for you to look at Roget’s Thesaurus (collection of words) or any other thesaurus to see the great variety of words that can be used. Try to build up a good collection of sense words:

Touch, Taste, Sight, Hearing and Smell – they will always come in handy!

Use the following ideas for planning your essay:

Table 2
OPENING
Think of a clever opening statement where you describe in a clever way the approach to the fair.
Here are some ideas:
Vary the length of your sentences in this paragraph.
Give one simple bold statement as an opener.
Use a clever idea for catching the attention of your reader.
Use an interesting figure of speech to draw a picture of what you mean
Start with a contrast.
Start in the middle of your description.
Start at the end.
Table 3
BODY of the essay  
The stands Describe them in general; then a few special ones that appeal to you;
The sellers Describe what they look and sound like; something about their personalities and their character; how successful you think they are and why.
The sounds How you feel on arrival, walking through the stalls and on finding something of great interest. How do you think the other members of the public feel? How can you tell?
The sensations How is the hall decked out? Sound equipment? Is there a central theme?
The scenery Are there any special colours used? Balloons?
The scents There must be scents from the food stalls – can you describe them?
Table 4
CLOSING
Think of a good way to end your essay.
Here are some ideas:
Make a general statement.
Give your version of the whole event.
Leave the reader with something to think about.
End with a challenge.
End with one or a few questions.

MY PLANNING

  • OPENING PARAGRAPH
  • BODY OF THE ESSAY
  • CLOSING PARAGRAPH

Look at the check list below, before you hand in your edited version of the essay, to see whether you have used most writing techniques which will improve your writing:

Table 5
Checklist of writing techniques Tick
Handwriting is neat.  
Spelling of words is correct  
The length of sentences varies.  
The length of paragraphs varies.  
Some interesting figures of speech have been used.  
Some relevant, colourful descriptive words have been used.  
Some interesting punctuation has been used.  
I have not gone off the point.  
I have written clearly.  
I have not taken too long to say something simple.  
I have edited my work.  

Assessment

Table 6
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

Before tackling this ACTIVITY, let them sign the Commitment Certificate with honesty and sincerity. Keep these certificates in the learners’ portfolio.

1 Only one grade e.g. Grade 10’s only

2 Have a few good questions so that your findings are reliable.

3 They should ask 30 learners from different classes.

4 Make sure that the handwriting and spelling is correct in the record. The record can also be in a graph form.

5 Decide what it will be that will make your product better than the competitor’s.

  1. Let them use adjectives / present participles here e.g. industrious; innovative imaginative; clever; thorough; interested in people.

ACTIVITY 2

1 Where in the classroom? / On the school grounds? / Nearest to the entrance? / In the far corner? / Near the light? . . .Also: On a table? On straw? On the floor? . . .

2 What wrapping will be used? / What colours? . . .

3 Will they stack boxes? / Use a table-cloth / Red material? / Have different heights? / Put the small ones in front and the larger at the back? Will there be signs up? / Will the price be clear? / . . .

4 What will be done to invite buyers, at least, to take a look and to buy?

5 Pupils must understand that they should not over-price nor under-price: That consumers are not stupid. (Explain how some sellers try to do this to tourists and that this puts off tourists, who are not stupid and who know the value of things!)

  1. Explain about friendliness, politeness, interest being shown and about how to talk to buyers.

ACTIVITY 3

1 Discuss the use of bill-boards; posters; signage. Give examples

2 Perhaps have a surprise parcel; a competition?

3 Make it look as if the buyer cannot do without this product.

  1. The school newspaper; poster; intercom; notice-boards?

ACTIVITY 4

1 Help the learners with this. Let them also look in the shops and see what ideas they gain there.

  1. They need to look at a calendar that gives the public holidays or use the special days at school or in their town – there might be a craft market they could go to?

ACTIVITY 5

A good time to talk to them about over-pricing, about rudeness to customers or a casual attitude which drives customers away. Perhaps they can draw up a list of qualities that a salesperson needs to have. This will let them think about their career choice and about writing a CV. Once they have the list, they could put the qualities in alphabetical order and then explain WHY the qualities are necessary. Let THEM draw up an evaluation list.

ACTIVITY 6

First let them draw up a list of words that they could use. They can do this at home as a home assignment or as a group ACTIVITY, using a dictionary. Let them put down some

headings: Words that describe a look (appearance); a feeling; a taste and smell. Then the words can be shared and vocabulary improved!

Explain too about onomatopoeia and figures of speech that they could use. And remember to place their efforts on the classroom wall. Pupils learn from pupils sometimes more than from an educator!

However, first go over some excellent sections from any individual effort with the class.

  • Help them with the letter format.

ACTIVITY 7

Go through the planning of the essay with them so that they understand exactly what they have to do. And then explain that they do need to EDIT their work – you can help them with the rough work.

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