Advertise your advert


Setting the scene for this sub-theme can be done by asking learners to talk about advertisements on television, in newspapers or magazines. It is however, important to guide learners to evaluate the messages delivered to the reader or viewer as being designed specifically to influence the recipient of the message. To set the scene visually in the classroom, you could consider asking learners to bring copies of their favourite advertisement to the classroom to place on the notice board. Providing copies of flyers, brochures, magazines and newspapers in the classroom, will also help to expand learners’ exposure to these text types.


Talk about how adverts work (LB p. 32)


Key focus: Introductory activities


In this introductory activity learners think about how advertisements work and discuss various issues related to advertising. Learners work in groups of four.


Suggested answers


1 Learners respond by saying which advertisements they like most. They can use examples they have collected from their Independent Reading Programme.


2 Learners are encouraged to discuss why they like these advertisements by saying what it is they like about them.


3 Learners need to describe an advertisement that has made them want to buy something.


4 Learners need to demonstrate that they understand the art of persuasion in advertisements. They have to explain what it was in the advertisement that made them buy the product.


Listen to an advert (LB p. 32) Key focus: Listen to a persuasive text


You are required to read the advertisement to learners. Learners will be required to practise active listening while thinking about the audience that this advertisement is aimed at. This also involves the skill of listening critically. Once they have listened to the advertisement, learners are required to answer


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the questions related to the text. Learners work individually.


Suggested answers


1 No answer needed. 2 Superkids snack pack 3 Mothers will be buying the snacks; children who will be influencing their mothers to buy this.


4 music from Superman; trumpet sound; children will recognise this music and associate it with a superhero


5 it helps the listener listen better; draws attention 6 that the product is good for children; promoting health


7 Yes; health is important 8 does it contain additives; preservatives; cost; availability


What is your opinion? Contrast different points of view


(LB p. 34)


Key focus: Contrast opposing perspectives and gives reasons


Learners work as a class group.


Suggested answers 1 Learners share their points of view about food advertisements. A key point is the issue of negative or positive effects on lifestyle. This is an important point for learners to grasp.


2 Learners are required to make predictions based on scanning the visuals of the advertiser and a medical doctor.


3 a Learners might have varying viewpoints. It is important that they explain why they chose any of the views of the various characters. b Learners might show different approaches. Again, it is important that they are able to substantiate their choice.


4 Learners are required to populate a table with for and against arguments of the characters on pages 34 and 35 of the Learner’s Book. First example provided.


“For” advertising to children “Against” advertising to children


From age 10 children can understand how adverts work. They must make their own decisions. (Paul, advertiser)


Advertising unhealthy foods influences children and gives them bad eating habits. (Dr Mitchley, medical doctor)


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