There is a balance of advertising: some healthy and other unhealthy. It is the person’s own responsibility to make responsible choices. (Tambo, magazine editor)
Children are fatter because of the availability of unhealthy foods. They also exercise less. (Mr Gida, teacher)
Most of the advertising is related to unhealthy products, instead of healthy products. (Cathy, parent)
5 Learners discuss why they have made their choices above.
6 Learners should substantiate their arguments with, e.g. facts related to obesity; health challenges that obese people face.
Fine-tune your information Ask good questions (LB p. 36)
Key focus: Ask thought-provoking questions
Learners take turns to read questions and to respond to them. Learners work in pairs.
Suggested answers
1 a Learners read the questions related to finding the right information. b Learners read the questions that make you think or form an opinion, they are thought- provoking.
2 Learners supply similar questions for finding the right information (Are girls or boys more prone to obesity?) of thought-provoking (What role should education play in our approach to advertising?)
3 Learners read all questions related to this topic (the ones provided and their own) to each other and respond to those questions appropriately.
4 Intentional: on purpose, deliberate Unintentional: did not mean it to happen, not deliberately a Refer learners to the flyers, brochures and advertisements in the book corner and from their Independent Reading Programme. Encourage them to find intentional and unintentional messages and to discuss this with you. Yes; advertisements promote products. Yes; probably so.
b This can be a general discussion from learners’ perspectives of advertisements they see on television or in popular media, e.g. Kentucky Fried Chicken or BlackBerry cellular phones.
Learn about simple and complex
sentences (LB p. 37) For your information
It is important for learners to know why they are dealing with language conventions and structures, such as simple and compound sentences. By understanding the difference between these sentences and knowing how to construct them, learners will be able to apply this in their writing. Varying sentences makes for interesting reading and effect. Supply learners with an appropriate example from a popular reader so that they can see simple and complex sentences in action. The value of these kinds of activities lies in linking them to their other activities.
Key focus: Simple and compound sentences
Learners work individually.
Suggested answers 1 a unless b when c if
2 a Sitting on the couch all day is easy, although playing sport is healthier for you. b It is good to relax and enjoy a TV show, although it is better to relax by doing something active.
c It is good to be active although it is acceptable to watch TV when you are tired.
3 a Although sitting on the couch all day is easy, playing sports is healthier for you. b Although it is good to relax and enjoy a TV show, it is better to relax by doing something active.
c Although it is good to be active, it is acceptable to watch TV when you are tired.
Are you persuaded? Prepare to read (LB p. 38)
Key focus: Pre-reading: prediction Learners work in class group.
Suggested answers 1 Couch potatoes unite could reflect on fat people who watch a lot of TV; they should stand together
Read a speech (LB p. 38) 65
Page 1 |
Page 2 |
Page 3 |
Page 4 |
Page 5 |
Page 6 |
Page 7 |
Page 8 |
Page 9 |
Page 10 |
Page 11 |
Page 12 |
Page 13 |
Page 14 |
Page 15 |
Page 16 |
Page 17 |
Page 18 |
Page 19 |
Page 20 |
Page 21 |
Page 22 |
Page 23 |
Page 24 |
Page 25 |
Page 26 |
Page 27 |
Page 28 |
Page 29 |
Page 30 |
Page 31 |
Page 32 |
Page 33 |
Page 34 |
Page 35 |
Page 36 |
Page 37 |
Page 38 |
Page 39 |
Page 40 |
Page 41 |
Page 42 |
Page 43 |
Page 44 |
Page 45 |
Page 46 |
Page 47 |
Page 48 |
Page 49 |
Page 50 |
Page 51 |
Page 52 |
Page 53 |
Page 54 |
Page 55 |
Page 56 |
Page 57 |
Page 58 |
Page 59 |
Page 60 |
Page 61 |
Page 62 |
Page 63 |
Page 64 |
Page 65 |
Page 66 |
Page 67 |
Page 68 |
Page 69 |
Page 70 |
Page 71 |
Page 72 |
Page 73 |
Page 74 |
Page 75 |
Page 76 |
Page 77 |
Page 78 |
Page 79 |
Page 80 |
Page 81 |
Page 82 |
Page 83 |
Page 84 |
Page 85
