Activity 3: Procedures (English)
1. PLAY the video segment
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In the video, Nik explains to Sophie and Tye that the car he bought was repossessed as the previous owner had money owing on it. |
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2. GO to the Money Stuff Challenge and choose the car icon. Work through the Money Stuff car challenge.
3. WRITE a list with a partner of the steps involved in buying a second-hand car and the approximate costs involved at each step. You are writing a procedure.
4. READ another procedure and circle the verbs that tell you what to do. These are commands using the imperative mood.
5. DISCUSS: Commands (imperatives) are appropriate in written instructions and procedures. We expect them. What about in other types of text? Or when the language is spoken face-to-face rather than written?
Imagine that each of these people wants to ask another person to meet them at 10 am and to remember to bring a particular book with them. What words might they use?
6. COMPLETE the table. You can find it in PDF Procedures.
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Arranger |
Other |
Words |
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parent |
child |
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manager |
worker |
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worker |
Manager |
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friend |
friend |
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Prime Minister |
secretary |
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secretary |
Prime Minister |
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7. COMPARE your suggestions with other students.
8. READ the used car inspection checklist in the Money Stuff Challenge.
9. ANSWER the following questions:
a. What purposes does the Inspection Checklist have? Select from the ones listed below:
- to provide information
- to persuade
- to explain how to do something
- to argue a point of view
- to describe how things work
- to tell someone what to do
- to explain how things work.
b. For each of your selections, provide examples of language choices that match each purpose.
c. Why do you think the producer of the checklist has included questions in the text?
10. COLLECT examples of procedures or instructions. Who are the instructions or procedures produced for? What purposes do they have? How clear are they? How could they be improved? Select one set of instructions or procedures and write up to a page on their effectiveness, with reference to language choices, design and layout, clarity and appeal. Present your analysis to the class.
This activity can be found in the NSW Money Stuff Teacher resource book– English page 26 .
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 Outcome
1. A student demonstrates understanding of the relationships between composer, responder, text and context.
2. A student develops language relevant to the study 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 Outcome
1. A student recognises some of the relationships between context and meaning.
2. A student recognises the ways in which changes in context require changes in form.
3. A student develops language relevant to the field 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 Outcome:
1. A student demonstrates understanding of the relationships between composer, responder, text and context.
2. A student develops language relevant to the study of English.
3. A student demonstrates understanding of how audience and purpose affect the language and structure of 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)
W 4.3 Controls most distinguishing language structures and features of text types such as narratives, procedures, reports and arguments.
R 5.3 Draws on knowledge of language features and conventions of text structures to explain how texts are constructed.