Activity 4: Procedures (English)
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In the Moneystuff video, Nik bought a second-hand station wagon, which he named Jess. The colour (gold) and style of the car strongly influenced his decision to buy it. However, there are many factors to consider when buying a second-hand car. |
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1. GO to the moneystuff challenge and choose the car icon. Work through the Money Stuff car challenge.
2. 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.
3. READ another procedure and circle the verbs that tell you what to do. These are commands using the imperative mood.
4. 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?
5. COMPLETE the table below. You can find it in the 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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6. COMPARE your suggestions with other students.
7. READ this extract from a used car inspection checklist (the full version can be found on the Money Stuff website).
Used Car Inspection Checklist
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Remember, inspect the car in good light, never at night. Check each item yourself: don't rely on the seller to give you the information.
From the outside
Have you studied the bodywork?
Be wary of bumps, ripples, mismatched colours and panels out of alignment.
Is there any rust around the doors, body, boot or under the carpet?
Use a soft fridge magnet to check whether body filler has been used to fill rusted out areas (the magnet won't stick to body filler). TIP: Take a mat to lie on. Most rust will be around the lowest part of the car. This is a hands and knees job.
Is the suspension okay?
Push down on one corner then let go. If it bounces more than once the car has worn shock absorbers.
Are the tyres worn unevenly?
Check the spare tyre as well. Make sure there is plenty of tread and there are no splits, cuts, bulges or uneven wear.
Do all the windows wind up and down and the locks work?
Make sure all the doors fit properly and that the key works on both front doors.
Sit in the driver's seat
What is reading the speedo?
A low distance reading is not a foolproof guide to the state of the engine. Worn pedal pads and floor mats often indicate extensive wear and tear.
Do all instrument gauges (like fuel level, temperature level) work?
Do the headlights work on high and low beam? Do the tail lights work? |
Do the brake lights work?
Do the indicators work?
Does the horn work?
Do the windscreen wipers work?
Are the seat belts in good condition?
Is the upholstery, headlining, trim and carpets in good condition? Can the seats and headrests be adjusted?
Does the radio, air conditioning, fan and interior light work?
Open the bonnet
What does the water in the radiator look like?
Clear or green is good. Rusty water or water at a low level means a lack of care taken or a faulty cooling system. Fins are the thin metal parts of the radiator. Check fins for rust and crumbling.
If the hoses are soft or spongy, they may need to be replaced.
Check the dipstick. The oil should be between the dipstick markers and blackish in colour. If the oil is milky or grey in colour there may be problems.
Check that the transmission oil is cherry pink.
Turn on the engine
Start the car and let it idle.
Listen for strange noises, such as rattling or knocking in the engine compartment.
'Rev' it several times while looking out the rear window. If there is smoke, it could mean engine problems. Do the brakes feel firm when you press down? |
8. 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?
9. 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 identifies and describes language forms and features and structures of particular texts that shape meaning and influence responses.
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 response.
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)
R 4.3 Identifies and discusses how language structures and conventions work to shape readers' understandings of text
R 4.4 Selects, uses and reflects on strategies appropriate for different texts and reading purposes, identifies information needs and finds resources for specific purposes.