To understand the features of adverts

Key Stage 2

English

Healthy Food - Persuasive writing

﻿Hello and welcome to this unit on healthy eating and persuasive advertisements. My name is Ms. Bourke, and I am a teacher with the Oak Academy. I'm really excited about this unit because we're going to learn all about advertisements, the types of language that they use, then we're going to design our own healthy snack and write our own advertisement for that snack. That's a lot of work that we're going to be doing over these lessons. I can't wait to get started, so let's go. Let's have a look at our agenda today. First, we will do a warm up. Next, we will look at some adverts or some advertisements. Then we will identify the features of some advertisements. And finally, we will complete our task. In this lesson, you will need an exercise book or some paper, a pencil, and you'll need to do lots of thinking in this lesson, so you'll need your brain, of course. If you don't have an exercise book or some paper, or a pencil, please pause the video, and go and get them now. Let's do our writing warm up. Here, I have two sentences, but I think I've made a mistake in them. Can you identify what is wrong with these sentences and correct them for me? I'm going to read the sentences aloud now. My first sentence says I am more better at tennis than I used to be. Hmm. That doesn't sound quite right, does it? Hmm. My second sentence says He was worser at singing than me. Oh, that doesn't sound right either. I've made a mistake in each of these sentences. Can you pause the video now and correct them? Okay, let's go through what was wrong with my sentences. In my first sentence, I've used the word more before the word better. I don't need to include the word more before the word better because better already tells me that it's more than something else. It's already better than something else, so we don't need to put the word more before it. And in my second sentence, I've crossed off my letter r from the word worse because worser isn't standard English. We would say worse. He was worse at singing than me. Give yourself a tick for each sentence if you managed to find and correct my mistakes. Good job. Let's explore advertisements. In this unit, we are going to be writing our own advertisements. But before we start, what is an advertisement? Have a think. Have you heard this word before? Maybe you've heard the word advert, which is a shortening of the word advertisement. Hmm, what is an advert or an advertisement? I would like you to say your answer aloud. An advertisement is. Pause the video and say aloud what an advertisement is. Well done, I hope you spoke in a long, full sentence by starting with my sentence starter, An advertisement is. So an advertisement is a public notice. That means that everyone can look at it. Any person in the public can look at it. And it promotes a product. So, maybe a food that you like to eat. So maybe it promotes some, I don't know, some crisps. It might promote a service, so something like the NHS. Or it might promote an event, so maybe a concert. Often, advertisements or adverts are trying to get us to buy something or use something. So they're trying to get us to buy a product or use a service. Where have you seen or heard an advertisement? Hmm. I live in London, and there's lots of advertisements around me. But where else, if you're not on the street, where can you see an advertisement? Hmm, have a think. I have seen an advertisement, I would like that to be your sentence starter. Pause the video and say aloud where you have seen or heard an advertisement. Okay, let's have a look. Advertisements are in lots and lots of different places. You might have seen or heard an advert, or an advertisement, on the television. You might have heard one on the Radio. Sometimes we have advertisements on the sides of buses or on bus stops. You might have seen advertisements on YouTube, sometimes before a video that we want to watch starts playing, or on a billboard. Those are big signs that we see sometimes next to big office buildings or sometimes along the road. So that's the places you might have seen or heard an advertisement. Advertisements often try to persuade, that means convince or get, people to buy something. Let's have a look at an example of a persuasive advert now. Okay, I would like you to pause the video and have a really good look at this persuasive advert. Hmm, I like you to read all the sections of it and think about what you notice. Pause the video now and look at this advert. Good job. Okay, because now we are going to identify the features of an advertisement. Often, when we look at the features of something, we talk about the PALL. So let's explore the PALL of an advert. PALL stands for the purpose. What is the advertisement trying to do? The audience. Who will see the advertisement? Who is it targeting? The language. What types of vocabulary are being used? And finally, the layout. What does the page look like? Today, we're going to be focusing on the purpose, the audience, and the language. We'll look at the layout another time. So, have a look at this advert again. What is the purpose of this advert? What is it trying to do? Or what is it trying to get us, the reader, to do? Pause the video and have a think. Say your answer aloud. The purpose of this advert is. Off you go. Okay, let's have a look through it. Are you looking for a delicious snack for your child's lunch box? Ah, so I can see the advertisement is for a snack. Why not try the world's best snack? The scrummy-yummy snack bar. The snack that makes your tummy smile. It's so delicious, your taste buds will sing. It's healthier than a pack of crisps. Has less sugar than a chocolate bar. It's packed full of protein which keeps children full for longer. And it contains oats which are a good source of fibre. The purpose of this advertisement is to get us to buy something. It wants us to buy the scrummy-yummy snack bar. So the purpose is to get the reader to buy this item. Okay, so let's think again. Who is the audience then? Who does the advert want to buy? To get to buy this item? Hmm. So maybe it could be targeting children. Maybe it wants children to buy this item. Maybe it wants adults to buy this item. Have a look through the advert and see if you can think who was the audience? Who was this advert made for? Pause the video now. Okay, let's have a think. Huh, now, I can see that in this advert, it has the word child and children. Are you looking for a delicious snack food for your child's? Hmm. They're talking about your child. They're probably, the your they're talking about would be a parent or a carer. Hmm. It's packed full of protein which keeps children full for longer. So they want children to eat the snack. So it's targeted for children to eat the snack. But who's going to buy it for the children? Hmm. It also says it's healthier than a pack of crisps. And it has less sugar than a chocolate bar. Now, when I was a child, I didn't really mind about those sorts of things. But I know who did. My parents and carers really minded about the sort of food I was eating, and they wanted to make sure it was healthy. So the audience of this advert is a parent or carers who will be buying the food for their child's lunch boxes. Okay. Now, it's time to look at the language. Let's think about our word classes. Let's think about our adjectives, our verbs, our adverbs, and our nouns. Can you spot any of these in this advert? Can you spot any other language that is interesting in this advert? Pause the video now and have a think. Okay, let's go through the language together. This advert uses scientific language. It uses words like protein and fibre. One of the sentences says Packed full of protein which will keep children full for longer and Contains oats which are a good source of fibre. Scientific language is used in adverts because it tells people they are making a healthy choice. And this helps people, this helps persuade people to buy the object. If I know the item is going to be healthy for me, or if a parent or carer knows the item is going to be healthy for their children, they're more likely to buy it. So we use lots and lots of scientific language around food and nutrition to persuade people to buy those things. I can also see that it's got words like healthier and less sugar. Healthier is an example of a comparative. My turn first, comparative. Your turn. Let's clap it. Comparative. Your turn. Good job. Comparatives compare objects or things. They say that one thing is better or worse than something else. So they might say This is healthier than this. This is tastier than this. They are comparing those two things and saying one is better or worse than the other. As you can see, comparatives often end in er. Sweeter, tastier, healthier, better. But you can also have things like more delicious and less sugar, because more is saying that it's more than something else, and less is comparing it, saying it's not quite as good or it doesn't have quite as much as something else. Here in this part of the advert, we have the sentence, Why not try the world's best snack? Do you really think that it's the world's best snack? There are no other snacks in the world that are as good as it or better than it. Hmm, I'm not sure I believe them. I think they're probably are snacks that are as good as this one. But when we say things like the world's best, we are using superlatives. Your turn. Let's clap it. Superlatives. Your turn. We are exaggerating, and we are saying something is better than it is. Superlatives, just like comparatives, compare things. They compare three or more nouns. They state that something is the most it can be, e.g., the nicest. So if we were comparing three things, we might have something that's nice, then we would use our comparative to say something is nicer, and then our superlative to say that something is the nicest. You can't get better than the nicest. That's the top of the list. It's the nicest one. So superlatives are a type of exaggeration. We say something might be the world's best or the healthiest. It might not actually be true, but it's a good way to persuade people to buy something. And as you can see on my list, superlatives often end in E-S-T, est. Sweetest, tastiest, healthiest, and best. That's just a helpful reminder for us that best is a superlative. But we can also use words like most and least. So you could have delicious, more delicious, most delicious. Or you could have some sugar, less sugar, least sugar. You can't get lower than least, and you can't get higher than most. Okay, it's time for our task. It's time for our independent task. Here is a picture of some grapes. I love grapes. I don't know about you if you like grapes. But I would like you to write a sentence about these grapes using a comparative and another sentence about these grapes using a superlative. And down at the bottom of the screen, you can see our word bank for comparatives and superlatives. So, remember, our comparatives normally end in er. So they'll be things like sweeter, tastier, healthier, better, more delicious, less sugar. When you use one of these words, you're going to need to compare the grapes to something else. So you might say, "These grapes are tastier than chocolate." If you are using superlatives, you'll be looking at words like sweetest, tastiest, healthiest, best, most delicious, least sugar. And you will write sentences like "These grapes are the sweetest things you will ever eat," making those sentences really exaggerated using our superlatives, saying that the grapes are the most of something. I would like you to pause the video and write your two sentences now, your first sentence using a comparative and your second sentence using a superlative. Off you go. Well done. Okay, let's have a look at my sentences and see. Let's check our work. I'm going to read my sentence aloud and then we can talk about the features of my sentence. My first sentence uses a comparative. It says These grapes are healthier than a bag of crisps and sweeter than ice-cream. Here, you can see I've got my tall capital letter for the start of my sentence and my full stop at the end of my sentence. I have used the comparative healthier to compare the grapes to a bag of crisps, and I have used the comparative sweeter to compare the grapes to ice-cream. I've said that they're sweeter than ice-cream and healthier than a bag of crisps. My next sentence, I needed to use a superlative. These grapes are the sweetest and most delicious fruit you will ever eat, exclamation mark. When we use exaggeration, we can put a full stop or we can use an exclamation mark. Let's check my work. Have I got my tall capital letter? I do have my tall capital later. My capital letter T for These. And then at the end, I've got some punctuation to show that my sentence has finished. Yours might be a full stop or yours might be an exclamation mark like mine. I have used the superlative sweetest and most delicious. I would like you to go through your work now, and I would like you to give yourself a tick for all of your capital letters and all of your full stops or exclamation marks. Then I would like you to give yourself a tick for any comparatives you have used and any superlatives you have used. Pause the video and tick your work now. Excellent job. Wow, you've worked really hard today. We've learnt lots and lots about persuasive advertisements. Huh, you have done a warm up, you have looked at an advertisement, or an advert, you have identified the features of an advertisement, and you have written some sentences using comparatives and superlatives. Excellent work today. Congratulations. You have completed your lesson! If you would like to, please share your work with a parent or a carer.

To understand the features of adverts

To understand the features of adverts

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UnitEnglish / Healthy Food - Persuasive writing

English