Activity 5: Credibility (English)
1. PLAY the video segment
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In the video, Sophie and Tye are watching TV and an advertisement about great computer deals comes on.
Sophie is convinced she should buy one of the computer packages advertised.
Advertising can provide information on products and services but it can also influence what we want to buy. |
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2. READ the following advertisement.
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Ever been intimidated by bullies? Ever wondered whether you can protect your family from thugs? Musclegrow has been scientifically proven to increase strength by up to 40%. And the good news is that Musclegrow is 100% organic and made using traditional methods. And just by trying Musclegrow, you could win a trip to the World Boxing titles in London. Plus, if you buy Musclegrow before November 30, You’ll get a bonus $5 cashback! |
3. DISCUSS the strategies and vocabulary the producer of the advertisement above has used and make a list of three of them.
4. SUGGEST three places you think this ad might appear.
5. How accurate do you think the information is? Does the ad have credibility? EXPLAIN why you think the producer has used each of the words or phrases in a table like the one below. You can find this table in the PDF Credibility.
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Bullies/thugs/protect |
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Scientifically proven |
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Organic |
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Traditional methods |
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6. MATCH each of these words or expressions with those above:
- secrets
- machismo
- scientists in white coats with test tubes
- pure
This activity can be found in the NSW Money Stuff Teacher resource book – English Page 17.
Explore additional learning activities (which include extension and revision tasks) in the print resources section under Print resources - Victoria.
Linked Learning Outcomes - NSW
Stage 6 English Preliminary (Standard)
Syllabus Outcomes
1. A student demonstrates understanding of the relationships between composer, responder, text and context.
2. A student develops language relevant to the field of English.
3. A student identifies and describes language forms and features and structures of particular texts that shape meaning and influence responses.
Stage 6 English Preliminary (Fundamentals of English)
Syllabus Outcomes
1. A student understands how the responder interacts with text and context to shape meaning.
2. A student develops language relevant to the field of English.
3. A student develops language relevant to the study of English.
4. A student responds to and composes texts for a range of purposes and audiences, in various forms, modes and media.
Stage 6 English Preliminary (English as a Second Language)
Syllabus Outcomes
1. A student demonstrates understanding of the relationships between composer, responder, text and context.
2. A student demonstrates understanding of how audience, and purpose affect the language and structure of texts.
3. A student describes the ways different technologies and media of production affect the language and structure of particular texts.
Learning Outcomes – Victoria
Victorian Essential Learning Standards (VELS) - Discipline-based Learning
Domain: English
Dimensions: Reading, Writing, Speaking and Listening
Level 5
Students critically evaluate the spoken language of others and select, prepare and present spoken texts for specific audiences and purposes
Students read and view imaginative, informative and persuasive texts that explore ideas and information related to challenging topics, themes and issues.
Level 6
Students compare and contrast the typical features of particular texts and synthesise information from different texts to draw conclusions.
Students draw on a range of strategies to listen to and present spoken texts, including note-taking, combining spoken and visual texts, and presenting complex issues or information imaginatively to interest an audience.
Learning Outcomes - Western Australia
(English)
R 4.2 Recognises that texts are constructed for particular contexts, purposes and to appeal to certain groups.
R 4.3 Identifies and discusses how language structures and conventions work to shape readers' understandings of text.