May 14th , 2013
- Creating Newsletters
Learners work collaboratively to create a newsletter. Identify and access relevant information from local media sources, learners develop the confidence and language skills needed to gather, edit, and produce news as a team.
ü Brainstorm and decide on possible topics to include in your newsletter.
ü Begin researching and writing newsletter articles collaboratively .
ü Work collaboratively to produce articles.
Work in groups to produce a newsletter that contains news articles related to group members’ community, workplace, or study interests. First, brainstorm possible topics and ideas with the group.
During brainstorming, group members should do the following:
● provide detailed information and present options as needed.
● ask relevant questions to gather, share, analyze and compare information.
● summarize information and ideas to clarify and expand understanding.
● express and qualify opinions, feelings, doubts and concerns.
● hold the floor, share the floor, draw others out and thank them for their contribution.
● participate effectively in interactions.
ü Then, using a consensual decision-making process, decide on topics and ideas to include in the newsletter.
Search for information on the selected topics then reduce information in these texts to main points with accurate supporting details and no major omissions.
May 8th , 2013
- Introduction to phone calls & telephone terminology
- Discuss telephone etiquette.
- Your voice on the telephone worksheet: Tone, intonation and emphasis
- Listening to segments of eight telephone conversations to recognize tone .
- Write a dialogue of a telephone conversation requesting information from a local professional or community organization & practice that dialogue in pairs.
- Learners make a telephone call to find out information about a media literacy topic or about a recent event, story, or topic in the news.
- Report back to the class on the conversation in a class discussion or short report on the chosen issue.
Picture clips & head lines
1.FBI adds first woman to list of most wanted terrorists
2. Canada AM: Squirrels’ secret hiding place
3. Canada can’t account for $3.1B in anti-terror funding, AG finds
4. California limo fire killed 5 heading to bachelorette
5.Floods threaten homes in Ontario, Saskatchewa
6. New Free Attraction Commemorating the War of 1812 Opens at Canada Place
7. B.C. families pay less at the pharmacy
8. Liberals no longer far behind NDP in B.C. election poll
Clips used in today’s lesson:
In groups discuss the following questions:
1. What advertised products do you have? think, and speak honestly about all the things they have in your house that have been advertised. Perhaps you could say what you have, how it was advertised, and who bought it.
2.Now think about this short anecdote about a man who refuses to advertise because he thinks that advertising doesn’t pay.Consider, a man wakes up in the morning after sleeping on an advertised bed in advertised pyjamas. He will bathe in an advertised bath, wash with advertised soap, shave with an advertised razor, have a breakfast of advertised juice, cereal and toast which was toasted in an advertised toaster, put on advertised clothes and look at the time on his advertised watch .He will drive to work in an advertised car, sit at an advertised computer, drink his favourite advertised drink and write with his advertised pen. Yet this man hesitates to advertise, saying that advertising does not pay. Finally, when it is too late and his unadvertised business goes broke, he will then advertise it for sale.
3.Now discuss the meaning of the words in bold. Try to understand from the context if you are not sure:
✦The company had a new product to sell so it decided to run an ad to get some business
✦ Many adverts are only effective because they persuade people that they need products or services when in reality they don’t.
✦ Sometimes advertising is deceptive, you can’t believe a word they tell you.
✦Many people try to keep up with the Jones’, so they are often very keen for people to see them buying the latest things
✦Some of the claims made in TV adverts are implausible, I’ll never know how people fall for them
✦“This new product of ours, it’s good, but if we don’t plug it on TV we won’t sell it.”
✦The company had just enough money in their budget to buy a slot on prime time TV, but only for ten seconds
4.Think of as many ways as you can to advertise; in other words what are the main means of advertising
5.Now in your group read the following situations and and devise a strategy for advertising in each and why.
6. What is a slogan?
7. Review the following Advertising Slogans
- Can we interest you in a … ?
- All the smart money is going on …
- This is a very popular item.
- Perhaps you would like to consider …
- Keeps you feeling and looking young
- How could you be without a … ?
- You’re never too old / young for a …
- An eye-pleasing item
- Enjoy the amazing beauty of …
- Make an impression with …
- Blends beauty with performance
- You can’t lose with a …
- Sure to attract admiring looks
- You’ll display yours with pride
- A practical choice
Now write convincing sales pitches for something, and attempt to sell to the class
May 2nd, 2013
- Media speaking activity
- Effective Listening and Note-taking:
- The Media’s Effects on our Children – Weapon Of Mass Deception
- Writing Paragraphs (A review)
- Core task 2:Learners listen to or watch a clip on one of the following news topics.
- general or human interest stories
- key events, accidents, and incidents in Canadian society
- mental or physical health issues and the health care system
- the environment, biodiversity, and sustainability
- prominent people in local, national or international contexts
ü Step 1
In pairs or individually, listen to extended semi-formal monologues or presentations (e.g., videos from CBC archives, podcasts, etc.) on a chosen historical topic. Take notes paying attention to:
● identify implied main ideas and supporting details.
● identify phrases and sentences that mark topic introductions, topic development, topic shift, and topic conclusion.
● identify rhetorical discourse markers, patterns of chronological order and sequence, comparison and contrast, and cause and effect.
● interpret factual information, explanations, and opinions.
● identify facts, opinions, and attitudes.
ü Step 2
Integrate and convey the essential information into a well-structured essay; with a proper Introduction, body & conclusion.
ü Step 3
Send your work as an attachment with name & date to
- What are some of the mistakes in the following presentation?
- The Top Ten Things (Not To Do When Giving A Speech)
- Making PowerPoint Slides presentation
- The dangers of a single story