In this section, students have a choice of two culminating activities of the Advice Column Unit. They can either write letters for an advice column in a newspaper or magazine, or they can write letters which can be used in a podcast.
Handout 2C.2: Final Assessment – Option 1 Advice Column and Assessment Checklist 2C.1: Option 1 Advice Column are used for the first option, writing to an advice column.
Handout 2C.3: Final Assessment – Option 2 Advice Podcast, Assessment Checklist 2C.2:
Option 2 Podcast and Handout 2C.4: Tips for Producing a Podcast are for the second option, writing for a podcast.
Assessment Checklist – Option 2 Podcast
RNCT, NET Section, CDI, EDB, HKSAR Assessment Checklist 2C.2: Option 2 Podcast Assessment group names: __________________________________________________
Date: _________________
Task: Write letters seeking and giving advice and record a podcast.
Please tick: Needs
work Fair Good Very A. Content of the letters good
1. The letters giving advice appropriately answer
those seeking advice.
2. The introduction clearly states the purpose for
seeking advice.
3. The conclusion thanks the listeners.
4. The content is suitable for letters on a podcast as it is of a general nature, i.e. it could relate to more people than just the person asking the question.
5. The topics appeal to teenage listeners.
B. Language of the letters
1. The letters use an appropriate tone.
2. The letters use language structures
commonly found in advice letters.
3. The language is grammatically correct.
4. The pseudonyms are suitable.
C. Structure/Organisation of the letters 1. The letters contain all the necessary elements of
letters found in an advice column.
2. The letters are an appropriate length.
D. Recording of the podcast
1. The voices are clear and pleasant to listen to.
2. The pronunciation is correct.
3. The music is suitable.
4. The music is played at suitable times.
Assessment Checklist 2C.1:
Option 1 Advice Column
Final Assessment – Option 1 Advice Column
Name: ____________________ Class: ____
Group project – write an advice column Work in groups of 4 to design and write an advice column for the magazine
‘Teen Scene’. The topics of the letters must all be different and can focus on:
• health (e.g. fitness, weight, nutrition, skin, hair, makeup)
• relationships (e.g. among siblings, friends, boyfriends and girlfriends)
• fashion (e.g. clothes, colours, accessories)
Write 4 letters seeking advice. Each letter must be between 80 and 150 words.
Write 4 reply letters offering advice to the letters seeking advice which your group has written. You should not write the reply to the letter you wrote. Each letter must be between 150 and 250 words.
Use photographs or illustrations of the 4 experts who reply to the letters.
Write a short caption under each, to give the expert’s name and to say something about their experience.
(See the column in the Young Post section of the South China Morning Post, as an example, or refer back to the caption writing chapter in this book.) You may design the column as you like.
The letters should fulfill the criteria set out in the Assessment Checklist – Option 1 Advice Column.
68 Part 2: Unit C Advice Columns
Handout 2C.3:
Final Assessment – Option 2 Podcast
Final Assessment – Option 2 Podcast
RNCT, NET Section, CDI, EDB, HKSAR Handout 2C.3: Final Assessment Option 2 Podcast
Name: __________________ Class: ____
Group project – record an advice column as a podcast Work in groups of four to write and record a podcast for the Radio Programme
‘Teen Time’. The topics of the letters must all be different and can focus on:
• health (e.g. fitness, weight, nutrition, skin, hair, makeup)
• relationships (e.g. among siblings, friends, boy and girl, but not questions relating to sex)
• fashion (e.g. clothes, colours, accessories)
Write 4 letters seeking advice. Each letter must be between 80 and 150 words.
Write 4 reply letters offering advice to the letters seeking advice. You should not write the reply to the letter you wrote. Each letter must be between 150 and 250 words.
Write and record an introduction to the radio programme.
Record the 4 letters seeking advice and the 4 letters offering advice. Write and record some comments between the letters.
Write and record a conclusion to your podcast.
Listen to podcasts related to teenage life at the following ‘Teen Time’ link:
http://programme.rthk.hk/channel/radio/programme.php?name=radio3/teentim e&d=2011-10-14&p=518&e=157514&m=episode
The letters and recordings should meet the criteria set out in the Assessment Checklist – Option B Podcast.
See Handout 2C.4: Tips for Producing a Podcast for more notes about making a podcast.
Assessment Checklist – Option 2 Podcast
RNCT, NET Section, CDI, EDB, HKSAR Assessment Checklist 2C.2: Option 2 Podcast Assessment group names: __________________________________________________
Date: _________________
Task: Write letters seeking and giving advice and record a podcast.
Please tick: Needs
work Fair Good Very A. Content of the letters good
1. The letters giving advice appropriately answer those seeking advice.
2. The introduction clearly states the purpose for seeking advice.
3. The conclusion thanks the listeners.
4. The content is suitable for letters on a podcast as it is of a general nature, i.e. it could relate to more people than just the person asking the question.
5. The topics appeal to teenage listeners.
B. Language of the letters
1. The letters use an appropriate tone.
2. The letters use language structures
commonly found in advice letters.
3. The language is grammatically correct.
4. The pseudonyms are suitable.
C. Structure/Organisation of the letters 1. The letters contain all the necessary elements of letters found in an advice column.
2. The letters are an appropriate length.
D. Recording of the podcast
1. The voices are clear and pleasant to listen to.
2. The pronunciation is correct.
3. The music is suitable.
4. The music is played at suitable times.
Tips for Producing a Podcast
RNCT, NET Section, CDI, EDB, HKSAR Handout 2C.4: Tips for Producing a Podcast Plan your podcast carefully.
• Decide who will present which letters.
• Create an outline and plan of your show, e.g:
Introduce your show by quickly explaining and highlighting the purpose of your podcast. Make it interesting, to grab your audience’s attention. Then say who you are and what you’re going to talk about:
e.g. ‘This is (your name/s) and today I/we’re going to talk to you about (topic).’
Use about 30-60 seconds.
Introduce a music jingle (a song which contains a catchy combination of words or sounds) of about 30-60 seconds.
Introduce and read your first letter seeking advice:
e.g. ‘Our first letter for today is from ‘Trapped in Tin Shui Wai’. Let’s hear what he has to say.’
Introduce and read the corresponding letter giving advice by saying:
e.g. ‘Now let’s hear what Dr Dave has to say about this problem.’
When the letters have been read out, end with a comment:
e.g. ‘Hope that was helpful to you, ‘Trapped in Tin Shui Wai’.’
Repeat with the next letter.
Take a short break of about 30 seconds and play the music again, to give the listeners time to take in what has been said so far.
Repeat with the other letters. Vary the introductory and closing comments, e.g. ‘Well, here’s another letter that looks interesting.’; ‘There was some great advice there.’
Make some closing remarks, thanking the listeners for joining you. Talk about your next show in an interesting way to make the audience listen again. Use 1-2 minutes. You can also give information for the audience to contact you, e.g.
a website or email address.
Use the music jingle for about 1 minute to close the podcast.
Other tips:
• Write your script first and practise, before you record, until it is smooth.
• You can do it with 2 hosts and have a dialogue between them.
• For more details, see www.voices.com/podcasting
Handout 2C.4:
Tips for Producing a Podcast
Assessment Checklist 2C.2:
Option 2 Podcast
Suggested Procedures
1. Students work in groups of 4 to write an advice column for the magazine ‘Teen Scene’.
The topic of each letter must be different and can focus on the following issues:
• health, e.g. fitness, weight, nutrition, skin, hair, makeup
• relationships, e.g. among siblings, friends, boyfriends and girlfriends
• fashion, e.g. clothes, colours, accessories
2. Students write 4 letters seeking advice. Each letter should be between 80 and 150 words.
3. Students then rotate the letters and write a reply letter giving advice. Each letter must be between 150 and 250 words.
4. Students should use photographs or illustrations of the 4 experts who reply to the letters. They should also write a short caption for each, giving the expert’s name and include something about their experience.
(The column in the Young Post section of the South China Morning Post can be shown as an example, or students can refer to the caption writing chapter in this book.)
5. Students can design the column as they like.
6. The letters should meet the criteria set out in Assessment Checklist 2C.1: Option 1 Advice Column. Teachers can adjust this if necessary.
If students are creating a podcast, they can look at Handout 2C.4: Tips for Producing a Podcast. If extra speaking and listening practice is needed, a podcast is a good alternative. Students will also need to complete the following procedures.
7. Write and record an introduction to the radio programme of the podcast.
8. Record the 4 letters seeking advice and the 4 replies offering advice. Write and record some comments between the letters.
9. Write and record a conclusion to the podcast.
10. The letters and recordings should meet the criteria set out in Assessment Checklist 2C.2: Option 2 Podcast.
70 Part 2: Unit C Advice Columns
Advertisements and Commercials
Part 2: Unit D
Sections: Introducing Advertisements
Analysing Print-based Advertisements Altering Images
Analysing Infomercials Internet Advertisements
Review and Presentation of Advertisements Producing Advertisements
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72 Part 2: Unit D
Advertisements and Commercials
Advertisements and Commercials
1. Introduction
In this unit, students will identify and analyse the techniques and strategies used in static and moving advertisements. In groups, they will review advertisements and present their findings to the class. They will also produce an advertisement.
2. Objectives
• Establish what advertisements are and their purpose
• Analyse images and typical language structures used in advertisements
• Apply understanding to create a presentation on advertisements
• Plan and produce an advertisement in a group
3. Prior Knowledge/Learning
• Production of photo stories with captions
• Knowledge of language features such as adjectives and adverbs to make advertisements more interesting and convincing
• Knowledge of image composition such as camera angles, camera shots and their effects
• Awareness of images being altered and how to do it
• Experience in filming video images
• Skills in creating PowerPoint slides
4. Overview of Activities
1. Introducing Advertisements Understand what advertisements are, where they are found, what information they contain and their purpose in popular culture.
2. Analysing Print-based Advertisements
Identify typical language structures and use of images in print-based advertisements.
3. Altering Images Understand the notions of stereotypes and ideals and how they affect advertising.
Analyse different ways images can be altered for a variety of effects.
4. Analysing Infomercials Examine persuasive language techniques used in infomercials.
5. Internet Advertisements Examine advertising strategies used on the Internet.
6. Review and Presentation of