task sheet sheets... · 2019-09-27 · task sheet entry level english: unit 1 english through the...

Task SheetEntry Level English: Unit 1 English through the Media: Still Image (Level 1, 2 and 3)

An advertisement in a magazine or a poster is put together using different elements or features to attract people to look at it and read it.

The features include:

image colour slogan

font layout blurb

size of writing logo use of italics/bold

Name:

Learning Outcomes:

The learner will

1: Identify the key features of print media productsAssessment Criteria: L1/L2/L3: 1.1/1.2/1.3/1.4


Match up the feature to its meaning

image The writing on the advertisement to tell you about the product

colour How the different parts of the advertisement are put together

slogan A picture or drawing

font A short phrase which will help you remember what is being advertised

layout Style of writing/what the letters look like

blurb Changing the writing to be bigger or smaller

size of writing A symbol or image to make you remember a product

logo Choosing different colours to attract readers


Link the feature to its use in this advertisement:


Can you identify the following features in this advertisement?

• Use of colour• Layout• Image• Different sizes of writing• Slogan• Font• Blurb


Let’s think about why the advertisers use different features in their advertisement.

COLOURSome colours are bright and welcoming and make us feel happy.

These include red, pink, yellow and orange. They will stand out in an advertisement and can look fun.

Green is associated with calm, nature and peace. Blue and green can be relaxing.Yellow is bright and sunny and can make us think of summer.

Black can make something seem very serious or even dangerous.

Gold or gold and black can look expensive and rich.

Look at the following colours and say or write down what they make you think of.

Task SheetEntry Level English: Unit 1 English through the Media: Still Image (Level 1, 2 and 3)(Level 2)

If you were advertising the following products what would be the main colour you would use? Why would you use this colour?

• A beach holiday I would use the colour

because

• A very expensive watch I would use the colour

because

• Toys I would use the colour

because

• A pair of wellington boots I would use the colour

because

• A new washing powder with stain remover I would use the colour

because


FONT

There are lots of different fonts you can use when creating an advertisement. Some are very serious and used for business matters. Others are more fun.

Fill in the following chart.

FONT FUN SERIOUSCOMIC SANS SFGOTHICCOPPER PLATETIMES NEW ROMAN

WINGDINGSSNAP ITCFORTE

ARIEL

LOGO

This is the image which identifies a particular product. We can recognise immediately what the product is from the logo.

When you see a large ‘M’ in yellow letters what do you think of?

This is the McDonald’s logo. People recognise it at once without even having to read anything more.


SLOGAN

Many successful products have slogans which we remember and which help us to remember the product.

Which products do you think of when you hear these slogans?

Because you’re worth it

Every little helps

Melts in your mouth…not in your hands

Vorsprung durch technik

I’m lovin’ it

Finger lickin’ good

The happiest place on earth


SLOGAN


Which products do you think of when you hear these slogans?

Fill in the missing letters.

Because you’re worth it L’ _r_e_

Every little helps _es_o

Melts in your mouth…not in your hands _ &_

Vorsprung durch Technik _ud_

I’m lovin’ it __D_n_l_s

Finger lickin’ good _F_

The happiest place on earth D_s_e_l__d


SLOGAN


Fill in the missing words in these slogans.

L’Oreal Because you’re ----- it

Tesco Every little -----

M&Ms Melts in your ----- …not in your -----

Audi Vorsprung durch -------

McDonalds I’m lovin’ --

KFC ------ lickin’ good

Disneyland The -------- place on earth


Advertisements are designed to get the reader to do something. Most times, this will be to buy something.

In this case, it is to buy Rinso washing powder.

In this case it is to buy one particular brand of cosmetics.

Sometimes, advertisements are trying to get the reader to change how they behave e.g. Don’t drink and drive or to give money to a charity or to support an event like a charity sale. Can you think of an advertisement you have seen which wanted you to do something not just buy something?


Level 1/2/3Name:

Learning Outcomes:

The learner will:

2 Know how print media products are aimed at audiences

Assessment Criteria L1/L2/L3: 2.1/2.2

Advertisers design their advertisements to target different groups of people.

This advertisement is mostly aimed at women because they usually buy the washing powder used in the home.


This would be aimed at car drivers – men or women – because they might need to have their car towed if it broke down.

This would be mainly aimed at women as they are most likely to be using this type of product.

This is targeted mainly at adults or teenagers as they would be the ones buying something to eat when they are out and about.


This is aimed at children to get their attention and also at adults/parents who would be the ones organising and paying for their children to go to the Kids Camp.

Who do you think would be the target audience for an advertisement about………………?

Product Target Audience

Nappies

Milky Bar chocolate

Expensive sports car

Skateboard

Hearing Aids

UPVC windows

Toothpaste

Lego

Dishwasher

Fashionable Trainers


ADVERTISING TECHNIQUES

We have seen that advertisers want to get us to do something.

They target a specific audience for their advertisement and design it, using different features.

They also use one or more techniques to get us to react to the advertisement.

The most common techniques are:

• Making a claim about how good/effective/successful their product is – even exaggerating how good it is

• Special offers/ price reductions/ money off/sale – everyone likes a bargain

• Associating their product with someone famous like a pop star, actor or sports star like David Beckham

• Using our emotions e.g. guilt – making us feel that we will be letting ourselves or someone else down if we don’t buy this product; making us want to help others when we see how little they have

• Using ‘an expert’ to tell us how good something is e.g. a dentist in a white coat talking about how good a particular toothpaste is

• Using a cartoon or funny character that we will associate with the brand e.g. the PG Tips monkey or the Meerkats from Compare the Market.com

• Humour – we will remember something if it is funny

• Associating their product with luxury so we want to share in that too

• Using animals or small children to get our reaction or sympathy


What technique(s) has been used in these advertisements?

I think the advertisement is using ______________________

I think this because___________________________________








Entry 2Name:

Learning Outcome

3. Plan print media products for audiences

Assessment Criteria: L2: 2.1/2.2

PRINT MEDIA PRODUCT

Here are 3 ideas for an advertisement or poster:

1 _________________________________________________

2_________________________________________________

3 _________________________________________________

Choose which one you are going to design.

I am going to design an advertisement/poster for

____________________________________________________

Circle at least 2 features that you are going to use

I am going to use an image / colour / a slogan / a different font / layout / some blurb / different sizes of writing / a logo

The audience for my advertisement or poster is ____________


Entry 3Name:

Learning Outcome:

3. Plan print media products for audiences

Assessment Criteria: L3: 3.1/3.2/3.3/3.4/3.5

MY PLAN

My advertisement/poster is going to be about__________________

3 features I am going to use:

1.____________________________________________________

2.____________________________________________________

3.____________________________________________________

The technique I am going to use is _________________________

The target audience for my advertisement/poster is __________

_____________________________________________________


DRAW A ROUGH PLAN OF THE LAYOUT OF YOUR

ADVERTISEMENT/POSTER


Entry 1Name:

Learning Outcome

4. Produce a print media product for an audience

Assessment criteria: L1: 4.1/4.2

DRAW YOUR ADVERTISEMENT OR POSTER


Entry 2Name:

Learning outcome:



The three features I have used are:

1._______________________________________________

2. _______________________________________________

3. _______________________________________________

DRAW YOUR ADVERTISEMENT OR POSTER


Entry 3Name:

Learning outcome:



I am advertising:

The three features I have used are:

1.______________________________________________

2.______________________________________________

3. ______________________________________________

The persuasive technique I have used is:


MY ADVERTISEMENT


Teacher Notes:The Entry Level specification was designed so that the work undertaken in a unit could be extended for learners to achieve a higher level. For example for Entry 1 learners need to be aware of one key feature of a media product, for Entry 2 it is 3 features and for Entry 3 it is 5 features. This means that teachers can use the same basic materials most, if not all, of the time.

Similarly, most of the evidence at Entry 1 (apart from 4.1/4.2 producing a print media product for an audience) can be oral and Witness Statements and perhaps some photographs could be included in the learner’s portfolio of evidence.

At Entry 2 some of the evidence may be oral while at Entry 3 it would be expected that written evi-dence would be produced.

The CCEA Task Sheets may be used in different ways. Some could be discussed and then a Witness Statement and/or photographic evidence could be presented. Sometimes multiple task sheets for a particular activity (eg Slogans) have been included for teachers to choose the one which best suits their learners.

It is hoped that teachers will substitute their own resource materials taken from more recent/current magazines and posters. The task sheets can still be used then in an adapted form but it is more likely the learners will be familiar with the materials and respond to them.

All media texts have been carefully constructed: everything within the text has been put there for a reason or to achieve a particular purpose or reaction.

Print media Texts can be:

• posters as information texts

• newspapers, magazines or comics

• advertisements

• flyers

Learners need to understand which techniques are being used to construct the meanings and mes-sages. You need to develop an appropriate language to describe and discuss media texts.

• Purpose – why something was designed in a particular way

• Audience – who will be looking at it

• Form – an advertisement, poster, magazine cover or newspaper article with accompanying photo-graph

In most multi-modal texts, presentation and layout are always carefully chosen to aid the audience in following and understanding the text.

We should always ask HOW the text’s presentation and layout help it achieve its purpose.


Multimodal texts have a series or combination of purposes:

• to entertain

• to explain

• to inform/describe

• to advise

• to persuade

• to instruct

The layout and presentation of a text is a part of its form. Form refers to the way a text looks and helps the content (i.e. meaning) of the text in various ways, perhaps to make the text easier to navigate, or clearer for the reader.

In order to work out how the text employs detail and information, ask yourself the following ques-tions:

1. How are facts being used? Frequently in multi-modal texts that are intended to be persuasive, they are carefully selected and presented in a way that portrays the ‘product’ in its best possible light – they are biased.

2. How are opinions presented? In persuasive texts, opinions are never balanced and are given a sense of authority and influence. Work out how this is being done. It’s important to be able to sort out fact from opinion and to be able to judge how balanced or otherwise the facts and opinions really are.

Presentational Devices:

There is so much to comment on – but remember to always explain the effect on the reader.

• Layout can be used to aid understanding and to make the piece more eye-catching.

• Catchy/Eye-catching titles capture the reader’s attention.

• Colour adds eye-appeal, impact and emphasis.

• Different font styles and sizes are important in attracting and directing the reader’s eye

• Headlines, captions and subheadings add impact and clarity.

• White space creates clarity and attractiveness.

• Short paragraphs and sentences are easier to follow and grasp.

• Bulleted or numbered lists aid clarity.


• Formatting: bold, italic and underline can create emphasis and impact.

• A logo can create a high level of trust in a product or service, e.g. ‘Coca Cola’.

• Illustrations and photographs add interest, clarity and emotional impact.

• Cartoons add humour and attract attention.

In using the task sheets, it is important that teachers develop as many different examples of media texts for learners to engage with as possible using current materials from newspapers, magazines, posters and leaflets/flyers. These up-to-date examples can then be substituted for the examples in the task sheets as learners will be more familiar with them.

Some suggestions when reading colours

Colours: can have positive and negative connotations depending on the context. Consider the follow-ing colours:

Grey: gloomy, old, boredom, dullness, pollution

White: cleanliness, snow, winter, coldness, peace, innocence, simplicity, emptiness

Black: death, the bad guy, evil, power, mystery, style, fear, seriousness

Red: strength, energy, fire, love, excitement, speed, heat, ambition, power, danger, blood, anger, stop

Blue: seas, peace, males, tranquility, calmness, trust, coolness, confidence, water, ice, cleanliness, coldness, Earth (planet), strength, light, friendliness

Green: nature, eco-friendly, spring, fertility, youth, environment, wealth, good luck, go, grass, jealousy, greed, envy, growth, calming

Yellow: sunlight, joy, happiness, wealth (gold), summer, hope, air, weakness, friendship, a sign of hope

Purple: royalty, wisdom, nobility, creativity, wealth, ceremony, riches, romanticism (light purple), delicate,

Orange: energy, enthusiasm, happiness, balance, heat, fire, playfulness, arrogance, warning, danger, autumn

Brown: boldness, depth, nature, richness, solid, dirt, dullness, heaviness, poverty, roughness, down-to-earth, wholesomeness, dependability

Pink: femininity, sympathy, health, love, fun, joy


Advertising Techniques:

Advertisers use one or more techniques to get us to react to the advertisement i.e. buy a product or behave in a certain way e.g. not to drink and drive.

The most common techniques are:

• Making a claim about how good/effective/successful their product is – even exaggerating how good it is

• Special offers/ price reductions/ money off/sale – everyone likes a bargain

• Associating their product with someone famous like a pop star, actor or sports star like David Beckham

• Using our emotions e.g. guilt – making us feel that we will be letting ourselves or someone else down if we don’t buy this product; making us want to help others when we see how little they have

• Using ‘an expert’ to tell us how good something is e.g. a dentist (actor?) in a white coat talking about how good a particular toothpaste is

• Using a cartoon or funny character that we will associate with the brand e.g. the PG Tips monkey or the Meerkats from Compare the Market.com

• Humour – we will remember something if it is funny

• Fear – graphic pictures of people crashing because they have been texting while driving

• Associating their product with luxury so we want to share in that type of lifestyle too eg Ferrero Rocher

• Using animals or small children to get our reaction or sympathy eg the Andrex puppies

task sheet sheets... · 2019-09-27 · task sheet entry level english: unit 1 english through the...

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