Advertising and children


1 Did you know that in many countries such as Britain, Australia and Sweden, children are protected against advertising? Do you think this is a good idea? Give reasons to back up your opinion.


2 Do you think that parents think this is a good idea? Explain your answer.


3 Here is an example of regulations you might find


in the countries mentioned above. • Advertisements addressed to children: • should not actively encourage them to make a • nuisance of themselves to parents or others • should take care not to promote products that are • unsuitable for children • should not actively encourage them to eat or drink at


• or near bedtime, to eat frequently throughout the • day or to replace main meals with confectionery or


• snack food. • Explain what each regulation means and who would, in


• organise your work. Regulation


• your opinion, benefit from the regulation. Use a table to


What does it mean? Give an


example.


Who will benefit


from the


regulation? Explain.


Note: Remember, it may not only be children who benefit from these regulations. 4 Discuss the questions with your group. a Do you think these regulations are important or not? Why?


b Can you think of other points to add to this list of regulations? If so, add them to your tables.


c Should any of the above regulations be introduced in South Africa? Give a reason for your answer.


Write a diary entry


In the Reader you read The sea-tongue, an adaptation of an old English legend by Kevin Crossley-Holland. Reread the play before working through this activity. It will help to get you into the right mood.


This is an imaginary diary entry written about the


night of the great storm. It is written as if by one of the villagers.


14th January 1897


I’ll never forget last night as long as I live. It was terrifying. Early in the evening I heard the wind whip up and whistle through the cracks around the door and windows. It made the candles flicker and our shadows appeared to dance wildly against the walls of the old cottage, itself shivering from the slash of the wind. The children were reluctant to go up to bed so we all huddled together by the fire, telling stories. Later we heard the church bell tolling to warn the fishermen – we knew all the young men in the village would be out lighting fires and getting drenched in the driving rain. Gordon wanted to go and help, but I begged him


not to leave us – just as well as it turned out. Lucy heard it first – a kind of creaking and groaning. Alice and Tom rushed towards the door just as part of the roof came crashing down and water gushed in, plunging us into darkness. Alice and Tom ran terrified and screaming straight out into the heart of the relentless storm. I called after them with all my might but they were deaf to my cries . . .


Note: Remember, a diary entry is written in what we call the first person narrative. “I heard the wind howling round the graveyard . . .” or “Then I rushed to see if . . .”. It helps the reader share the feelings and experiences of the author more closely.


1 Make a copy of the table on page 41 in the Learner’s Book and fill it in. It will help you think about the diary entry in an organised way. 2 Look through the text to find examples of the


following writing techniques and tools: • personal memory and feelings • personification • alliteration • unusual description • thoughtful vocabulary (adjectives, adverbs, verbs or


• nouns) • example of sensory experience • adverbial phrase.


3 Imagine that there really was a village long ago and you were Alice or Tom or one of the other village children. Write a diary entry for the night the village tumbled into the sea. Plan your writing carefully and try to use the techniques you found in the diary entry to help bring the diary entry to life.


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