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You will be judged on your PREPARATION and you PRESENTATION
| Learning outcomes(LOs) |
| LO 1 |
| ListeningThe learner will be able to listen for enjoyment, and respond appropriately and critically in a wide range of situations. |
| Assessment standards(ASs) |
| We know this when the learner: |
| 1.1 understands and appreciates stories, including those told by other learners: |
| 1.1.1 responds personally and critically, asks and answers questions; |
| 1.2 understands oral texts (e.g. radio talk shows, texts with statistics): |
| 1.2.1 answers questions; |
| 1.3 listens for specific information: |
| 1.3.2 uses information to complete a table or chart, or label a diagram. |
| LO 2 |
| SpeakingThe learner will be able to communicate confidently and effectively in spoken language in a wide range of situations. |
| We know this when the learner: |
| 2.2 interacts in additional language: |
| 2.2.1 uses language for a range of functions: makes polite requests and asks people not to do things, asks for help from friends or strangers; |
| 2.6 gives a short formal talk or presentation: |
| 2.6.1 uses some statistics and visual effects (e.g. a poster). |
| LO 3 |
| Reading and ViewingThe learner will be able to read and view for information and enjoyment, and respond critically to the aesthetic, cultural and emotional values in texts. |
| We know this when the learner: |
| 3.1 reads a text (fiction or non-fiction): |
| 3.1.8 with fiction, demonstrates an understanding of character, plot, setting and narrator; |
| 3.1.9 compares different kinds of texts and matches them with their purpose (e.g. instructing, persuading); |
| 3.4 reads for information: |
| 3.4.4 summarises information; |
| 3.6 uses reading strategies: |
| 3.6.1 skims texts – identifies the topic and key points, and uses layout features (e.g. illustrations). |
| 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. |
ACTIVITY 1: MY OWN PRODUCT
This is just an explanation of the campaign NOT the campaign itself or the selling itself.
Terms to explain BEFORE you start are:
Product Item that is made to be bought or sold
Assembled The way the item is put together (e.g. conveyor - belt system?)
Distribute The way the items are sent throughout the land for sale.
Transport The way the items are taken to the distribution points
Stored Where the items are kept until they are sold
Graded Placing items into different quality categories
To present How the items are placed on a table/shelf to make them look attractive
Network Joining with other like-minded businesses to share ideas
Finance The money involved
Risks Thinking about what COULD go wrong, beforehand.
Let them understand the evaluation chart before they start.Discuss the use of headings and sub-headings; the use of colour; the effect of neatness and clarity. Help them with their work and their choices.
Give them time to prepare their presentation They do need to realize that selling is not as easy as it looks – it takes preparation and a clear head! Now encourage them to look at products that are for sale in the shops – with new eyes!
ACTIVITY 2:
Explain the purpose of telling a good story; the entertainment value. (tone, enthusiasm.)
ACTIVITY 3: DESIGNING A NEW BOARD GAME
This can be a fun exercise but it will also teach them some basics. This time the players should be left on their own to see how imaginative they can be
Let them know that any re-cycled objects can be used in this game e.g. empty cotton reels; old buttons; corks; bottle tops; plastic bags; egg cartons etc. Then this can be an environmental task as well!
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