Activity 2: The sales pitch (English)
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Sales pressure
In the Moneystuff video, Nik bought his car from a private seller. If he had bought it from a car dealer/trader, the car would have had a warranty. When buying from a car dealer, it pays to be aware of the pitfalls.
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1. BRAINSTORM more 'car dealer/trader lines'.
2. In pairs, ROLE PLAY a conversation between a car buyer and a car dealer/trader assuming:
• the car dealer/trader wants to sell the car to gain a commission
• the car buyer does not want to commit him/herself to buying a car until they have made some comparisons between cars (shopped around).
To help develop the roles, each student should describe their character, including physical and personality details.
After each pair has finished the role play, one pair can do their role play again, with the class watching. Ask how the actors felt about the characters they were playing, and what strategies we could use if we really were in this situation.
3 a. DISCUSS : Do you think the dealer/trader would use different language when dealing with a businessman, a business woman, a husband and wife, a single mother, an 18-year-old man or an 80-year-old woman? Do you think the dealer/trader's selling strategies would change?
b. SUGGEST language choices which would make the car dealer/trader more effective at selling cars to these different audiences. You can find the table below in the PDF The sales pitch.
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a businessman |
a businesswoman |
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a husband and wife |
a single mother |
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an 18 year-old man |
an 80 year-old woman |
This activity can be found in the NSW Money Stuff Teacher resource book– English page 18 .
Explore additional learning activities (which include extension and revision tasks) in the print resources section under Print resources - Victoria.
Linked Learning Outcomes - NSW
Syllabus Outcomes:
Stage 6 English Preliminary (Standard)
1. A student demonstrates understanding of the relationships between composer, responder, text and context.
2. 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)
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 understands how the responder interacts with text and context to shape meaning.
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)
1. A student develops language relevant to the study of English.
2. 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)
LS 4.3 Recognises and controls most structures and features of spoken language for expressing and interpreting meaning and presenting ideas and information in familiar situations.
LS 4.4 Draws on a range of strategies and deliberately adjusts listening and speaking to meet the needs of the task.