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Interpret the message in an advertisement

Module by: Siyavula Uploaders. E-mail the author

ENGLISH HOME LANGUAGE

Grade 6

Module 15

INTERPRETING THE MESSAGE IN AN ADVERTISEMENT

Your teacher will now show you an advertisement.

What product would you say is being advertised?

1. Briefly explain the story in the advertisement.

2. What message is the advert sending?

WRITING A SHAPED POEM

The shape of a poem immediately shows the reader what the poem is all about. Your educator will show you examples of various ones.

Some make use of alliteration (e.g. Slippery slimy slugs and snails, toothpaste twirls and twists - the repetition of a letter or sounds), which enhances the overall effect.

You will now be given the opportunity to write your own poem. Your educator will assist you and you can use the following checklist to make sure that you are on the right track.

Table 1
  CHECKLIST(check continually throughout the writing process that you are on track)  
PLANNING
  • brainstorming complete
 
FIRST DRAFT
  • aware of instruction
 
 
  • suitable/required language (creative)
 
 
  • suitable/required purpose (poetry)
 
EDITING EVIDENT
  • improvement noted
 
 
  • feedback from a friend
 
FINAL DRAFT
  • feedback from a friend
 
     
Table 2
LO 4.1.5   LO 4.3  

WRITING A RESPONSE TO A TOPIC

Think about the role television plays in your life.

  • Write a few paragraphs explaining how it influences your life.
  • Build a paragraph around the topic sentence that you start off with.
  • But remember to plan first.
Table 3
LO 4.4.3  

THINKING AND REASONING

Table 4
LO 5.2  

A. QUESTIONING

As a class, talk about current news or events. Then as a group, choose a piece of the news or an event, and ask questions on or about:

  • the accuracy of the report;
  • additional information that you would like to know;
  • ideas that puzzle you.

Try to think of a reason for the event.

Table 5
LO 5.2.1   LO 5.2.2   LO 5.2.3  
  • Your educator will now assess how well you have learnt this skill, by giving you all the same idea to work on.
Table 6
LO 5.2.1  

B. SOLVING A PROBLEM

Discuss the topics below and offer solutions:

  • Most children watch too much television
  • People are losing their creativity
  • People complain that too much television is not good for them, yet they continue watching. Why?

Summarise the outcome of the discussions:

Most children watch too much television

People are losing their creativity

People complain that too much TV is not good for them, yet they continue watching. Why?

Table 7
LO 5.1.1   LO 5.3.4  

THINKING AND REASONING

DESCRIBE PREFERRED RESULTS OR ENDINGS

Your educator will allow you to watch a TV programme (if there is no TV in your classroom, decide together with your educator on a programme that everybody will watch at home.)

If you could invent your own ending to the TV programme viewed, what would it be?

  • Explain in a few sentences.
Table 8
LO 5.4.2  

LANGUAGE STRUCTURE AND USE

  1. PREFIXES:

Sometimes the first syllable of a word gives a clue to the meaning of the word itself.Such syllables are called prefixes.

For example:

  • The prefix _____________means two. A bicycle has two wheels.
  • The prefix __________ means three. A tricycle has three wheels.
  • Auto means self. An automobile, which moves by itself without having to be pushed or pulled.
  • What does tele mean? ____________________

Use your dictionary for the following exercise.

  • Find words to match the meanings below.

Bi ___________ = a flower which lives for two years.

tri __________________ = a spear with three prongs.

tele ________________ = instrument which makes distant objects seem near.

Auto _______________ = a person’s signature written by that person.

tri __________________ = brothers or sisters who were born at the same time.

Tele ________________ = the wireless transmission of images which can be seen.

Bi __________________ = a sea creature whose shell is in two halves joined by a hinge.

How good are your dictionary skills?

  • Make a list of explanations of other tele, bi, tri and auto words that you know, or that you have found in your dictionary.
  • ABBREVIATIONS

TV is the abbreviation for television.

  • Write out the following abbreviations in full.

R.S.V.P.

P.S.

M.P.C.

A.A.

R.S.A.

Std.

@

Rev.

I.O.U.

p.m.

a.m.

Mr

S.W.A.

c/o

P.T.O.

C. NOUNS

Table 9
Most common nouns adds “s” cows, dogs, rivers
nouns ending in “s”, “ss”, “x”, “ch” and “”sh” add “es” boxes, pushes, ditches
nouns ending in a consonant followed by a “y” change y to “ies” ponies, spies
nouns ending in “f”, “if” and some in “fe” change f to “ves” elves, lives
nouns ending in “o” add “es” heroes, echoes
BUTnouns ending in “o” which are musical terms add “s” solos, pianos
  • Draw a table, showing the different plurals and add more challenging words.

examples: a circle of friends

a flight of steps

a school of porpoises

a swarm of bees

  • Complete the following phrases using words from those below.

a litter of ____________________ a herd of ______________________

a brood of____________________ a pack of ______________________

a shoal of____________________ a school of _____________________

a troop of____________________ a flock of ______________________

wolves monkeys cows sheep sardines porpoises chickens puppies

  • Fill in the missing words in order to complete the sentences.

1. A _______________ of steps led to the cabin.

2. A large ______________ of starlings flew over the town.

3. Our milk comes from a ______________ of Jersey cows.

4. A pack of _______________ went hunting in the forest.

5. A _____________ of fish swam past our boat.

6. A _____________ of people gathered to welcome the Prince.

7. The clothes were kept in an old ______________ of drawers.

8. She bought a new _____________ of shoes for the wedding.

9. Father gave his old _____________ of clothes to a jumble sale.

10. When my aunt was in hospital my uncle took her a lovely _____________ of black grapes.

Table 10
LO 6.2.2  

D. REVISING PUNCTUATION

1. Rewrite the following sentences, punctuating them correctly.

1.1 I don’t think much of television said Tom.

1.2 I enjoy the sport programmes replied Jane.

1.3 Peter said I don’t think there is enough sport on television.

1.4 Tom said I wish there were more educational programmes earlier in the day.

1.5 Jane said I feel the children’s programmes are too violent.

Table 11
LO 6.2.5  

Assessment

Table 12
LO 4
WRITINGThe learner is 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 different kinds of texts for different purposes and audiences:
4.1.1 writes for personal, exploratory, playful, imaginative and creative purposes (e.g. journals, poems, myths, dialogues, argumentative essays);
4.1.5 reflects on and evaluates writing and creative work;
4.2 develops and organises ideas though a writing process:
4.2.1 brainstorms ideas for a topic and develops ideas by consulting a wide variety of sources, selecting relevant information, and organising the ideas using strategies such as mind maps, flow charts, grids, etc.;
4.2.2 produces a first draft with awareness of the central idea, and appropriate language and conventions for the specific purpose and audience;
4.2.3 revises work, focusing on improving the language, organisation and style, using feedback from classmates and/or teacher;
4.3 presents work with attention to neatness and enhanced presentation (e.g. cover, content page, layout, and appropriate illustrations or graphics);
4.4 applies knowledge of language at various levels:4.4.3 paragraph level.
LO 5
THINKING AND REASONINGThe learner is 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 to think and reason:
5.1.1 distinguishes cause from effect in a variety of cross-curricular contexts;
5.1.3 develops a balanced argument on relevant and challenging issues;
5.2 uses language to investigate and explore:
5.2.1 asks critical questions that challenge and seek alternative explanations;
5.2.2 asks follow-up questions to get deeper answers;
5.2.3 discusses the validity of information by comparison with other sources;
5.3 processes information:
5.3.4 draws conclusions and makes recommendations;
5.4 uses language to think creatively:
5.4.1 describes what learner visualises after reading or listening to a text;
LO 6
LANGUAGE STRUCTURE AND USEThe learner knows and is able to us the sounds, words and grammar of the language to create and interpret texts.
We know this when the learner:
6.1 works with words:
6.1.1 uses prefixes, stems and suffixes/extensions to form words;
6.2 works with sentences:
6.2.2 identifies and uses nouns, pronouns, prepositions, articles, conjunctions, and modals.
6.2.5 uses punctuation correctly.

Memorandum

  • bi
  • tri
  • far
  • biennial
  • trident
  • telescope
  • autograph
  • triplets
  • television
  • bivalve

Solving a problem:

  • telethon = a long TV programme broadcast to raise money

for charity.

  • bicentenary = a two-hundredth anniversary
  • trio = a group of three (usually musicians)
  • autobiography = an account of a person’s life written by that person

ABBREVIATIONS

  • RSVP Répondez, s’il vous plait (Please reply)
  • PS Post Scriptum (written at the end of a letter)
  • MPC Member of the Provincial Council
  • AA Alcoholics Anonymous OR Automobile Association
  • RSA Republic of South Africa
  • Std Standard
  • @ at
  • Rev. Revelation (Bible book) or Reverend
  • I.O.U. I owe you
  • p.m. post meridiem (after noon)
  • a.m. ante meridiem (before noon)
  • Mr Mister
  • SWA South West Africa
  • c/o care of
  • PTO Please turn over

They are words that name objects / things or more, thus the naming word must be singular or plural.

  • a litter of puppies
  • a brood of chickens
  • a shoal of sardines
  • a troop of monkeys
  • a herd of cows
  • a pack of wolves
  • a school of porpoises
  • a flock of sheep

1. flight

2. flock

3. herd

4. wolves

5. shoal

6. crowd

7. chest

8. pair

9. suit

10. bunch

D.

1.1 “I don’t think much of television,” said Tom.

1.2 “I enjoy the sport programmes,” replied Jane.

1.3 Peter said, “I don’t think there is enough sport on television.”

1.4 Tom said, “I wish there were more educational programmes earlier in the day.”

  • Jane said, “I feel the children’s programmes are too violent.”

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