LAP 3
The Game of Real Life Essential Maths 2016 FLO
1
LEARNING AND ASSESSMENT PLAN
Stage 1 Essential English
Pre-approved learning and assessment plans are for school use only.
 Teachers may make changes to the plan, retaining alignment with the subject outline.
 The principal or delegate endorses the use of the plan, and any changes made to it, including use of an
addendum.
 The plan does not need to be submitted to the SACE Board for approval.
School
Teacher(s)
FLO LAP 3
SACE
School Code
Enrolment Code
Year
Stage
1
Subject Code
No. of Credits
(10 or 20)
Program
Variant Code
(A–W)
10
Addendum – changes made to the pre-approved learning and assessment plan
Describe any changes made to the pre-approved learning and assessment plan to support students to be successful in
meeting the requirements of the subject. In your description, please explain:

what changes have been made to the plan

the rationale for making the changes

whether these changes have been made for all students, or for individuals within the student group.
Endorsement
The use of the learning and assessment plan is approved for use in the school. Any changes made to the plan support student
achievement of the performance standards and retain alignment with the subject outline.
Signature of principal or delegate
Essential English LAP 3 SACE Stage 1 FLO – Final v1 (Feb 2017)
Date
2
Stage 1 Essential English (10-credits)
Assessment Overview
The table below provides details of the planned tasks and shows where students have the opportunity to provide evidence for each of the specific features
of all of the assessment design criteria.
Assessment
Type and
Weighting
Assessment Design Criteria
Details of assessment
C
Cp
An
Ap
Film analysis
Students view a film chosen from the suggested list or another film negotiated with their
teacher.
Assessment
1: Responding
to Texts
Weighting
25%
Assessment 2
Responding
to Texts
25%
Students:
1. Students present a written or oral review in which they provide their considered
judgement of the film referring to a range of the following:
 main ideas (themes) in the film
 directorial decisions in terms of cinematography, acting, music, sound, effects, script
etc.
 provide evidence from the film such as quotes or events to support the analysis.
OR
2. Present a written or oral report as a series of short responses in which they
 identify and analyse one of the main ideas (themes) in the film
 explain the director’s opinion (perspective) about these ideas (e.g. in a film about war it
might be clear that the director is against war)
 provide evidence from the film such as quotes or events to support the analysis.
Students select an example of advertising – this may be sourced from television, internet,
newspaper or magazine. They analyse the ways that the creator of the selected advert
communicates ideas, information and perspectives to persuade the target audience.
Students will be guided to develop an understanding of the purpose, structure and
language features of advertisements.
Essential English LAP 3 SACE Stage 1 FLO – Final v1 (Feb 2017)
1,2
1,2
1,2
1,2
1
1
1,2
1,2
1
1
Assessment conditions
(e.g. task type, word length, time
allocated, supervision)
A written response up to
a maximum of 500 words. An oral
response should
be a maximum of 5 minutes; a
response in multimodal form should
be of equivalent length.
Written report up to 500 words in
length. Or an oral presentation of up
to 5 minutes. Multi modal
presentation- 5 slides
The report could use subheadings or
be answers to a series of questions
designed by the teacher.
3
Task 3 Creating an Advertisement
Assessment
Type 2:
Creating
Texts
1
A written or multi modal response up
to a maximum of 500 words.
Students will draw on their work and understandings developed in Task 2
Students create their own advertisement for an existing or “new” product in which they
consider:
the target audience of the advertisement and the medium in which it is advertised.
Weighting
50%
1
A created advertisement with
annotations or a writer’s statement
explaining the choices made in the
creation of the advertisement. The
“writer’s statement may be in written,
oral or multimodal form
1,2
1,2
the structure and conventions of advertisement (e.headline, visual images colour),
the language features including the images and words (e.g. rhetorical questions,
symbolism) used to appeal to the specific audience.
Recount:
Write a personal recount based on a memorable experience
1,2
2
Four assessments. Please refer to the Stage 1 Essential English subject outline.
At least 1 assessment should be oral or multimodal and at least 1 should be in written form.
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Index
Task 1
Assessment Description (A)
6
Performance Standards (A)
8
Introductory Activities (A & B)
9
Exemplar (A & B)
22
Assessment Description (B) Alternative Task
23
Performance Standards (B)
26
Task 2
Assessment Description
27
Performance Standards
30
Introductory Activities
31
Access Essential English LAP 3 (Task 2) Advertising PPT/PDF
Exemplar
34
Task 3
Assessment Description
35
Performance Standards
37
Introductory Activities
38
Exemplar
39
Task 4
Assessment Description
41
Performance Standards
43
Introductory Activities
44
Exemplar
45
Checklist
47
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Task 1 (A) Assessment Description
Responding to Texts: Film Review/Analysis
Teacher/ Facilitator:
Student:
Assessment Task
You are to produce a review/analysis of a film of your choice.
Your review should demonstrate understanding of the standard content, language, and structure of a review
as modelled, as well as appropriate language for a public audience. You should identify and analyse one of the
main themes of the film as presented by the director.
It is highly recommended that you fill in and use the ‘film review scaffold’.
Assessment conditions
Maximum 500 words if written
OR 5 minutes oral
OR equivalent in multimodal form
Set Date: FINAL DUE DATE
Student Signature
Capabilities
This unit of work provides an opportunity for students to work within the capabilities of: Literacy, Information
and Communication Technology.
With potential for: Numeracy
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Assessment Design Criteria
Communication
The specific features are as follows:
 C1 Clarity and coherence of written and spoken expression, using appropriate vocabulary.
 C2 Demonstration of grammatical control.
Comprehension
The specific features are as follows:
 CP1 Comprehension of ideas, and perspectives in texts.
 CP2 Understanding of the purpose, structure and language features in texts.
Analysis
The specific features are as follows:
 An1 Analysis of the ways in which creators of texts convey information, ideas and perspectives.
 An2 Identification and analysis of ways in which language features are used to create meaning in texts.
Application
The specific features are as follows:
 AP1 Creation of texts for different purposes, using appropriate textual conventions, in real or imagined
contexts.
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Task 1 (A) Performance Standards
Response to text: Film Analysis
A
Communication
Comprehension
Analysis
Application
Consistently clear and
coherent writing and
speaking, using an
appropriate vocabulary.
Detailed
comprehension and
interpretation of
complex information,
ideas, and
perspectives in a
range of texts.
Thorough analysis of ways in
which creators of a range of
texts convey information,
ideas, and perspectives.
Creation of complex
texts for different
purposes, using
appropriate textual
conventions.
Detailed
comprehension and
interpretation of
some complex
information, ideas,
and perspectives in
texts.
Analysis of ways in which
creators of a range of texts
convey information, ideas, and
perspectives.
Creation of
effective texts for
different purposes,
using appropriate
textual
conventions.
Comprehension of
some information
and ideas in texts.
Identification, with some basic
analysis, of ways in which
creators of a narrow range of
texts convey simple
information and ideas.
Creation of texts for
some purposes,
using appropriate
textual
conventions.
Identification of
information and ideas
in texts.
Reference to one or more ways
in which creators of a narrow
range of texts convey simple
information and ideas.
Creation of texts for
a narrow range of
purposes, using
some textual
conventions.
Identification of some
information or ideas
in a text.
Recognition of the way in
which a creator of a text
conveys a simple piece of
information or idea.
Creation of a partial
text for a purpose,
attempting to use
appropriate textual
conventions.
Thorough
demonstration of
grammatical control.
Mostly clear and
coherent writing and
speaking, using a varied
B vocabulary.
Effective and usually
accurate grammatical
control.
C
Generally clear writing
and speaking, using a
mostly appropriate
vocabulary.
Appropriate
grammatical control;
some errors, but these
do not impede meaning.
Occasionally clear
writing and speaking,
with a restricted
D vocabulary.
Identification and clear analysis
of ways in which language
features are used to create
meaning in a range in texts.
Partial grammatical
control; some errors
impede meaning.
E
Limited clarity in writing
and speaking, with a
limited vocabulary.
Limited grammatical
control; errors impede
meaning.
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Task 1 (A & B) Introductory Activities
Film Analysis
1. Review Scaffold
2. Film Questions
3. Deconstructing two reviews template
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Choose 1 film to view in more detail
(you may need to watch it a couple of times)
TITLE:
Briefly summarise the plot (storyline)
What was the purpose of this film (intended message)?
How well did the film convey the message?
I have no idea what it was about
I understood the message
The message was very clear
Identify 3 things about the film that you liked / worked well?
1.
2.
3.
Identify 3 things about the film that you didn’t like / could have been improved?
1.
2.
3.
Who was the intended audience for this film?
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What are some of the strategies the filmmaker used so that the film would appeal
to the intended audience?
Film makers use a range of techniques to suit the purpose of the film.
e.g. special effects, camera angles and movement, music, lighting, set design, costumes etc
Here are some websites that explain more about film techniques and how they are used:
http://www.lavideofilmmaker.com/filmmaking/film-techniques.html
http://quizlet.com/10344880/film-techniques-effects-flash-cards/
http://schools.dcsd.k12.nv.us/pwl/class/KERB/documents/L4_U2_activity2_15_SE.pdf
http://www.skwirk.com/p-c_s-54_u-251_t-647_c-2410/nsw/english-skills/skills-by-text-type-film/filmoverview/introduction-to-film
What are some of the techniques the film maker used in the film you viewed?
Technique
Effect
e.g. Music - Slow deep music
Created a sad and serious mood
Essential English LAP 3 SACE Stage 1 FLO – Final v1 (Feb 2017)
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Name:
Film Review / Report
Create a review / report for the film that you viewed.
Your report will need to include:
 Context (with all the usual details eg title, who made it, the facts, key information & message)
 Plot summary
 Screenplay details
 Personal opinion about the film
 Concluding statement / recommendation
Film Review Template
Context
 Catchy opening
statement
 Introduce film –
name, who made it,
year of production,
 Purpose and intended
audience
Plot
 Briefly outline the
story in a couple of
sentences
Essential English LAP 3 SACE Stage 1 FLO – Final v1 (Feb 2017)
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Screenplay
 Characters
 Details of special
effects / editing/ film
techniques
 Is it believable?
Recommendations /
opinion
 Did you like / dislike
the film?
 Would you
recommend it?
 Suggested
improvements
 Comparison with
other films of a similar
genre
 Did the film achieve
its intended purpose?
A catchy concluding
statement
 Something that sums
up the film
 You could give the
film a rating
Now write this up as a Film Review / Report. Don’t forget to edit your work.
Essential English LAP 3 SACE Stage 1 FLO – Final v1 (Feb 2017)
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Film Review Questions
Now that you have viewed your chosen film, it is time for you to start preparing for your review.
Please answer the questions in your book or on a piece of paper and hand them up to your teacher/facilitator
when you are finished (with your name on them!).
When answering the questions please write in full sentences.
Q1. What was your overall impression of the film? (At least 2 sentences)
Q2 What do you think was the director’s intention in presenting one main idea in the film?
Q3. What was your favourite moment in the film and why?
Q4. What was your least favourite moment of the film and why?
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Q5. How effective was at least one of the following in communicating the narrative and or theme(s)









Cinematography, particularly the range of camera shots
Music and sound
Editing
Lighting
Acting
Script
Computer effects, technology
Design
Special effects
Answer only ONE of the next 2 questions:
Q6. Who would you recommend this film to and why?
Q7. Why would you not recommend this film and why?
Essential English LAP 3 SACE Stage 1 FLO – Final v1 (Feb 2017)
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Film Review Terms
On this handout you will find a list of terms that you might like to think about in preparing your film review.
1. Blurbs
 When a quote from a review is used in a
commercial/advertisement
 (ex – “Better than The Matrix! I would see it again
and again!”)
2. Critic
 A professional who publishes their opinion on a
particular movie/play/book
 (ex – Roger Ebert, Richard Roeper, Leonard Maltin,
Pauline Kael)
3. Mediocre
 Competent but not especially outstanding
 (ex – “The film wasn’t bad and it wasn’t good
either, it was just mediocre”
4. Cliché
 Something that’s been used so many times that it
no longer surprises or interests the audience;
overexposure
 (ex – In a scary movie, a black cat jumps out and
scares the character, but the real danger is RIGHT
BEHIND HIM/HER!)
5. Character Driven
 When the characters in a fictional work develop
over the course of the story into people you care
about
 (ex – Twilight is about vampires, but more
importantly, it’s the relationship between the
characters that makes us care about the story)
6. High-Concept
 When the idea behind the story is interesting
enough to get people to see the movie without
knowing anything else about it
 (ex – A young clownfish gets kidnapped and put
into an aquarium and it’s up to his father and a
misfit group of fish to save him {Finding Nemo})
7. Plot
 What the story is about
 (ex – Kung Fu Panda is about a clumsy, overweight
panda bear who dreams of becoming the ultimate
kung fu warrior, etc… {note that a plot summary is
about a paragraph long})
8. Hype
 Using different techniques to get the audience
excited about the story
(ex – “Come see Coraline in amazing 3-D! It’s like
nothing you’ve ever seen before!”)
Essential English LAP 3 SACE Stage 1 FLO – Final v1 (Feb 2017)
9. Out of Context
 When quotes are mixed up and changed around to
give the words a different meaning
 (ex – The commercial says: “Roger Ebert calls The
Big Crazy Movie BRILLIANT!”
 What Roger Ebert really said in his review was,
The Big Crazy Movie could have been BRILLIANT if
the acting wasn’t so terrible.”
10. Puns
 A clever play on words
 (ex –Waiting to Exhale will take your breath
away!)
 (ex – “Run to the theatre to see Running Scared!)
11. Editorial rights
 When handing over a review to a publication, the
editor has the power to create a title and cut
things out of the review
 (ex – YOU WROTE: “This movie stunk.” The editor
changes it to: “This movie wasn’t so good.”)
12. Syndication
 When the same article is published in more than
one newspaper
 or publication.
 (ex – The Associated Press takes one article and
sells it to 300 newspapers and 1000 websites
across the country)
13. Ratings system
 When the critic uses a scale to show the degree of
how much they recommend the movie
 (ex – “thumbs up” or “four stars”)
14. Audience demographics
 When the critic recommends that only a certain
group of people should see, or not see, the film
 (ex –“ Kids will like ‘Madagascar but adults will get
bored.”
15. Critical bias
 When the critic cannot review the film fairly due
to a personal problem with something in the film
 (ex – I hated Jaws because I’m afraid of sharks.)
16. Spoilers
 When a critic reveals secrets and plot points that
could ruin the surprise for the audience and lessen
their enjoyment of the movie.
 (ex – In the end of The Big Crazy Movie, John the
main character dies) Note: DON’T TELL
SPOILERS!!!
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Film Review Task
In preparation for creating your own film reviews, we are going to look at some of the features
of a film review.
Your task is to find 2 film reviews on-line.
The 2 film reviews should both be on the same film, preferably a film you are thinking of using for
your own review.
Now, after reading through both of your reviews, fill in the chart below:
Information Included
in Review
Similarities
Differences
FILM:
Q: Were the reviews you found positive or negative about the film you chose?
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Film Techniques
When you study a film, it is important that you understand the different types of techniques the film crew
used to create what you see. When you discuss scenes and sequences, try to use the correct terms for the
different kinds of shots and techniques which make up the scenes. This will show your markers that you
understand not only what is happening in the film, but how particular scenes have been constructed to
convey meaning to you.
General Film Terminology
Dialogue: what is said by the characters in a film.
Dialogue is written by screenwriters to tell the
narrative (story) of the film.
Long shot: A shot taken from some distance away.
Different to a panoramic shot, but still includes some
scenery and the full height of subjects or objects.
Director: The person responsible for making the
artistic decisions on a film.
Low angle shot: A shot taken from below the subject
or object, looking upwards. This shot can be used to
suggest dominance or power.
Flashback: Scene or sequence to show a past event
that is inserted into a present scene.
Music: Used to create the theme, mood or
atmosphere of a film.
Medium shot: A shot in which the subject is viewed
from the waist up only.
Narrative: The story in a film.
Point of view shot: A shot in which the camera acts
as the eyes for the subject or object, enabling the
audience to see the character’s point of view.
Setting: Where the action of a film takes place.
Tilt: Movement of the camera, usually up or down.
Camera Shots and Angles
Zoom: Similar to tracking shot, but the camera
moves in closer to the subject or object.
Aerial Shot: Camera shot taken from a high altitude
such as a cherry picker, crane or plane. Often
referred to as the ‘God Shot’
Terms of film analysis
Camera Angles: The angle of a camera can be high,
low or at a tilt.
Metaphor: A sequence that represents something
else. For example, a road in the background of a
scene might suggest a journey or new beginning.
Close up/extreme close-up: A ‘CU’ or ‘ECU’ is a
camera shot taken from only a short distance away.
For example, a close up could be of a face, while an
extreme close-up might show only an eye or part of
a face.
Symbolism: An object or image that represents
something beyond the literal. For example, winter
trees might symbolize death, a crucifix might mean
sacrifice or a door might be a symbol of entering
new worlds.
Establishing/panoramic shot: A wide shot used to
establish setting and atmosphere. Often used at the
beginning of a film.
Frame: An individual photograph.
Full shot: Usually displays the whole height of the
object or subject (eg. a full length body shot).
High angle: Taken with the camera looking down on
the subject or object. Can be used to portray
vulnerability.
Essential English LAP 3 SACE Stage 1 FLO – Final v1 (Feb 2017)
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The Review
The purpose of a review is to provide potential audience members, readers, viewers or consumers with
information regarding a particular experience, and most essentially, a considered opinion about the
experience.
The Review may relate to:
 Theatre
 Film
 Books
 Restaurants
 Hotels
 Music
 Games
 Cars – the list goes on!
Published reviews vary a great deal as do the media in which they may be found. Some daily newspapers
provide significant space for reviews, which is often determined by such considerations as the hype around a
particular film and the money spent on advertising. Most daily newspapers however do offer a simpler service
in the form of a brief taste test for the film goer who wants to know if the show is worth seeing.
Where are reviews to be found?
Reviews are commonly found in newspapers, magazines, radio and TV programs and most particularly now,
on line.
While reviews generally contain particular information and features, there is actually no one review style or
structure that suits all purposes as different kinds of films naturally lead to different kinds of reviews.
Broadly a review should:
 Evoke (or give an accurate impression of) the film for someone who has not seen it.
 Convey a considered personal judgement of the quality of the experience
 Consider the style of the film
Here are some questions, which you will normally need to consider when preparing a review,
 What kind of film is it and what is it about? It is usually necessary to provide ( a very brief) summary of the
main action- which does not include telling the whole story.
 What is the genre? (eg adventure, drama, romance, scifi or a mixture of styles?)
 What is the nature of the film experience? (Your own responses are crucial. Remember that the purposes
of film are varied and so too are the expectations of audiences.
 How good is it?
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In your response you need to express your judgement based on your level of interest and engagement in the
film and also to the elements that together comprise a successful film experience. In thinking about any of
these four questions you will need to describe aspects of the film in more detail. In other words, back up your
judgement with evidence from the film. Some elements you may focus on include:
1. Acting
2. Direction
3. Design
4. Use of music and dance
5. Special effects
6. Imagery- in the spectacle
7. Camera work
8. Lighting
9. Technology or digital features
Remember that these are only examples and not in all cases appropriate. In discussing any of these
you should be as precise as possible.
Presentation
Your review should be headed with the following information: title, director, and venue.
Creating a review: Possible Structure
Introduction
Introduce the full title, name of the, director, and where and when you saw the film.
Discuss the origin of the story- if relevant ie if it is based on a myth or story that everyone knows.
You should also mention the genre - eg comedy. Give a brief personal opinion on how engaging you
found the film to be and its overall appeal to an audience.
Note: it is important to provide an opinion early on in the review as some consumers only wish to hear,
read the briefest summary and will not listen or read on.
Next:
Briefly outline the plot, identifying key scenes and introduce the characters/actors.
What is the style of the film? Does it have a theme or message?
Continuing:
Discuss the characters and the acting performances that bring them to life. Is there character development?
Are the characters fully realized and well- rounded or are they one dimensional and not really believable?
To go on:
Discuss and give your opinion about the camera work- remember film is a visual experience!
You may like to reflect on use of music/dance, sound and music and lighting. If there are multi-media
elements, were they effective and how did they contribute to the overall experience? Special effects
and direction may also be discussed.
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Further:
What was the atmosphere and mood created by the film? How engaging did you find the film experience?
Was the action well-paced or was it too slow or quick? Is the film targeted at a particular audience(s)? Why?
Finally:
Conclude by noting what the film accomplishes and how everything is tied together for you as an audience
member. Restate your opinion about the film and summarise how successful you think it was - did
it achieve its purpose?
Make sure you keep your conclusion consistent with the opinions you have expressed throughout
your review.
Now over to you and your creativity!
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Task 1 (A & B) Exemplar
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Task 1 (B) Assessment Description
Alternative Task
Film Review Scaffold
Use this scaffold to help you prepare for your film review. Please take the time to complete it in as much
detail as possible.
Alternatively, complete these questions in full sentence form to meet the requirements for the second task.
Introduction: What is the name and rating of the film? Describe the genre of the film and make a brief overall
comment about the film (either positive or negative depending on your opinion).
The Director and Actors: Who directed the film? What are some other well known films they have directed –
are these similar in any way to the film you are reviewing? Who are the main actors in the film and what are
some other films they have starred in? What can you say about the actors’ performances?
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Overview of the storyline: Give a brief summary of the story, but do not give away the ending!
Cinematography: Comment on the camera work, close ups, medium shots, wide shots. How does the camera
“tell “the story?
Music, Sound, Effects: How does music, sound and /or effects impact on the film?
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Comment on the film: What were the good points of the film? What were the bad points of the film? You can
address ONE or BOTH of these questions.
Recommend and rate the film: What is your final recommendation? What rating do you give this film?
Due:
Essential English LAP 3 SACE Stage 1 FLO – Final v1 (Feb 2017)
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Task 1 (B) Performance Standards
Response to text: Film Analysis
A
Communication
Comprehension
Analysis
Consistently clear and coherent
writing and speaking, using an
appropriate vocabulary.
Detailed comprehension and
interpretation of complex
information, ideas, and
perspectives in a range of texts.
Thorough analysis of ways in
which creators of a range of
texts convey information, ideas,
and perspectives.
Comprehension of some
information and ideas in texts.
Identification, with some basic
analysis, of ways in which
creators of a narrow range of
texts convey simple information
and ideas.
Identification of information and
ideas in texts.
Reference to one or more ways
in which creators of a narrow
range of texts convey simple
information and ideas.
Identification of some
information or ideas in a text.
Recognition of the way in which
a creator of a text conveys a
simple piece of information or
idea.
Thorough demonstration of
grammatical control.
C
D
Generally clear writing and
speaking, using a mostly
appropriate vocabulary.
Appropriate grammatical
control; some errors, but these
do not impede meaning.
Occasionally clear writing and
speaking, with a restricted
vocabulary.
Partial grammatical control;
some errors impede meaning.
E
Limited clarity in writing and
speaking, with a limited
vocabulary.
Limited grammatical control;
errors impede meaning.
Essential English LAP 3 SACE Stage 1 FLO – Final v1 (Feb 2017)
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Task 2 Assessment Description
Text Analysis
Analysis of an Advertisement: A Report
Purpose
 To comprehend information, ideas and perspectives in an advertisement.
 To demonstrate an understanding of the purpose, structure and language features in an advertisement.
 To analyse the ways in which advertisers convey information, ideas, perspectives and target a particular
audience.
 To identify and analyse the ways in which language and visual features create meaning in an advertisement.
The Task
After the guided exploration of the range of print and multimedia advertisements in the Task 2 folder, select a
print advertisement to analyse as the basis for a report. (You may also choose your own advertisement,
including multimedia ads if you wish)
Process
In a small group, or on your own, use the Print Advertising Sheet as a guide to summarise each of your
chosen advertisement. Note that the main components of an advertisement are:
1. Headline
2. Picture
3. Supporting text- all the other words, including logo or symbols.
Now look at the advertising powerpoint while guided by your teacher/facilitator in order to gain a deeper
understanding of the ways in which advertisers target a particular audience.
Your teacher/facilitator will then talk with you and explain in more detail the ideas contained in the sheet
headed, Advertising techniques.
Advertising Report structure
After you have completed the above process and noted down the relevant information about your chosen
advertisement, you are ready to create your report.
The report may be presented in either:
 written form (500 word maximum)
 oral form- 5 minute maximum
 Multi modal form e.g. power point with 5 slides
Whichever form you choose to demonstrate your analysis of the chosen advertisement, you should adopt the
following structure as a guide.
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Report Structure
1. Introduction
Briefly explain the purpose of advertising and introduce your chosen advertisement.
Explain the target audience it is aimed at.
2. Analyse the headline or tag line for the advertisement. What is the strategy?
3. Describe and analyse the image or picture for the advertisement.
 What does the picture convey? How does it impact on the target audience?
 Explain the colour scheme of the advertisement and its impact on the advertising strategy
 Are there any secondary supporting images, such as of the product itself?
4. Language strategies
 How is persuasive language used in the advertisement?
 Figurative language?
 Repetition of sounds or consonants
 Stereotyping, pathos, narrative etc
Conclusion
How effective is the advertisement in selling its message?
Would it persuade you to purchase or act on the message if it is intended to influence behaviour?
Capabilities
This unit of work provides an opportunity for students to work within the capabilities of:
Literacy, Information and Communication Technology, Critical and Creative Thinking.
Assessment Design Criteria
Communication
 C1 Clarity and coherence of written and spoken expression, using appropriate vocabulary.
 C2 Demonstration of grammatical control.
Comprehension
 Cp1 Comprehension of information, ideas, and perspectives in texts.
 Cp2 Understanding of the purpose, structure, and language features in texts.
Analysis
 An1 Analysis of ways in which creators of texts convey information, ideas, and perspectives.
 An2 Identification and analysis of ways in which language features are used to create meaning in texts.
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Comments:
Essential English LAP 3 SACE Stage 1 FLO – Final v1 (Feb 2017)
FINAL GRADE
29
Task 2 Performance Standards
Responding to text: Advertising
A
B
C
D
E
Communication
Comprehension
Analysis
Consistently clear and
coherent writing and speaking,
using an appropriate
vocabulary.
Thorough demonstration of
grammatical control.
Detailed comprehension and
interpretation of complex
information, ideas, and
perspectives in a range of texts.
Thorough understanding of
the purpose, structure, and
language features in texts.
Thorough analysis of ways in which
creators of a range of texts convey
information, ideas, and
perspectives.
Identification and clear analysis of
ways in which language features
are used to create meaning in a
range in texts.
Mostly clear and coherent
writing and speaking, using
a varied vocabulary.
Effective and usually accurate
grammatical control.
Detailed comprehension and
interpretation of some complex
information, ideas, and
perspectives in texts.
Appropriate understanding of
the purpose, structure, and
language features in texts.
Analysis of ways in which creators
of a range of texts convey
information, ideas, and
perspectives.
Identification and analysis of
ways in which language features
are used to create meaning in a
range of texts.
Generally clear writing and
speaking, using a mostly
appropriate vocabulary.
Appropriate grammatical
control; some errors, but these
do not impede meaning.
Comprehension of some
information and ideas in texts.
Recognition and understanding
of the purpose, structure, and
language features in some
texts.
Identification, with some basic
analysis, of ways in which creators
of a narrow range of texts convey
simple information and ideas.
Identification, with some basic
analysis, of ways in which language
features are used to create
meaning in a narrow range of texts.
Occasionally clear writing and
speaking, with a restricted
vocabulary.
Partial grammatical control;
some errors impede meaning.
Identification of information
and ideas in texts.
Some recognition and
awareness of the purpose,
structure, and/or language
features in some texts.
Reference to one or more ways in
which creators of a narrow range
of texts convey simple information
and ideas.
Reference to some ways in which
language features are used to
create meaning in a narrow range
of texts.
Limited clarity in writing and
speaking, with a limited
vocabulary.
Limited grammatical control;
errors impede meaning.
Identification of some
information or ideas in a text.
Limited recognition and
awareness of the purpose,
structure, and language
features in a text.
Recognition of the way in which a
creator of a text conveys a simple
piece of information or idea.
Reference to a way in which
language features are used to
create meaning in a simple text.
Essential English LAP 3 SACE Stage 1 FLO – Final v1 (Feb 2017)
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Task 2 Introductory Activities
Print Advertising Task
Advertisers spend thousands of dollars advertising their products; they do this because it works, either at the
conscious or subconscious level.
If you don’t believe it, try being in a car with a very young child who can’t read, but recognises the big ‘M’
advertising logo of McDonald’s. Just watch how that child pesters its parents if it is around a mealtime.
Or, if you hear these words, “Oh, what a feeling”, we are programmed by advertising to immediately
connect it with Toyota.
Print Advertisements use a large range of strategies to:
1. Initially draw your attention.
2. Hold your attention.
3. Persuade you that you need their product.
Main Structure Components
1. Headline – heading, title or key idea, which is often placed at the top (but doesn’t have to be).
2. Picture – can be the product itself, but more often is a picture that may or may not be connected
to the product.
3. Text – includes all the text (everything else besides the headline that is written) as well as smaller
pictures, including the product, logo or symbols.
Tasks
Now, deconstruct the advertisement provided following the guidelines.
A. Does the background colour help create a particular mood to back up the theme
or message of the advertisement.
What image, mood or theme is created by the colour? How is this achieved?
What is the main message conveyed by the overall advertisement? (keep it brief)
Explain the connection between background colour and overall message.
B. Does the picture tend to dominate the reader’s attention?
Briefly describe what the picture is.
What message or idea is it trying to convey to the consumer?
C. What does the headline say?
Write down the headline.
Briefly explain what idea it’s conveying.
D. Is there persuasive language deployed in the text? Explain how it is persuasive.
E. Does your advertisement use a range of font styles and sizes?
Using examples, explain the purpose of this strategy.
F. Explain the effectiveness of using a logo or symbols in your advertisement.
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Advert Analysis
Product/Service/Brand
(What is the advertisement
for?)
Category (Print, Radio,
TV, Internet, Outdoor)
Aim/Purpose
Persuasive Language
Techniques (slogans and
emotive words)
Images
Setting
Text and fonts
Colour Scheme
Layout
Logo
Graphics (eg photos, cartoons)
Universal Claim
Target Audience
Stereotyping
Pathos (Emotions)
Logos (Reason/logic)
Ethos (Credibility/character)
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Advertising techniques
The following persuasive techniques are often used
to get people to buy products:
Loaded words: Words with strong associations such
as “home,” “family,” “dishonest” and “wasteful.”
Transference: Attempts to make the audience
associate positive words, images, and ideas with a
product and its users.
Name calling: Comparing one product to another
and saying it is weaker or inferior in quality or taste.
Glittering generality: Using words that are positive
and appealing, but too vague to have any real
meaning, like “pure and natural.”
Testimonial: A product is endorsed by a celebrity or
by an expert.
Bandwagon: The advertiser tries to make you feel
like everyone else has the product and if you don’t
have it too, you’ll be left out.
Snob appeal: The opposite of the bandwagon
technique, snob appeal makes the case that using
the product means the consumer is
better/smarter/richer than everyone else.
Essential English LAP 3 SACE Stage 1 FLO – Final v1 (Feb 2017)
Repetition: A product’s name or catchphrase is
repeated over and over, with the goal of having it
stick in the viewer or listener’s mind.
Flattery: The advertiser appeals to the audience’s
vanity by implying that smart/popular/rich people
buy the product.
Plain folks: The advertiser says or implies that
people just like you use a product. (This often takes
the form of a testimonial.)
Emotional appeals: The advertiser appeals to
people’s fears, joys, sense of nostalgia, etc.
Facts and figures: Using statistics, research, or other
data to make the product appear to be better than
its competitors.
Special offer: The advertiser offers a discount,
coupon, free gift, or other enticement to get people
to buy a product.
Urgency: The advertiser makes you feel like you
need the product right away.
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Task 2 Exemplar
Advertisements are an effective form of promotion for products as they target specific audiences in order
to persuade them to buy a product by using a range of visual and language strategies. I have analysed an
advertisement for Veet Easy Wax, from an edition of Dolly Magazine, in order to explore the range different
techniques employed successfully in the ad. The audience targeted by the advertisement is teenage girls who
are the readership of Dolly and who view smooth hairless skin as essential for looking glamourous. The Veet
Easy Wax advertisement uses a clever visual image, a bold headline and convincing text to successfully attract
the target audience of teenage girls.
The advertisement displays a prominent image of eight women holding two signs, one with a picture of
the product itself and the other showing the headline. The image dominates the page. The positioning of
the sign held by the women, blocks their clothing and attention is drawn to their smooth, shiny legs on show.
The appeal of a group of young, happy, smiling women with a range of different looks, influences customers
to relate to them and thus makes them feel like the product is just for them as it is clearly favoured by the
widely different, but attractive girls in the image. The picture also suggests to customers that if they buy
and use this product that they will be beautiful, happy and able to show off their smooth legs like these girls.
The simple pink and white background is quite light allowing the women to stand out, but is bright enough
to make the page stand out. The colours also help to tie the whole advertisement together as they are the
colours of the product itself and are used on the signs and for text,
The advert for Veet EasyWax uses the bandwagon technique of making readers wanting to fit in with their
peers. It has a bold headline on the main sign the girls are holding that reads “8 out of 10 women would
definitely use it again,” which targets females and encourages them to read on further out of curiosity, to
discover more about the product. This claim encourages customers to try the product as they feel like they
can trust the value of the product if it has been tested on women and a high percentage are happy with the
results. It also persuades customers by making them think that if lots of women are now using this product
that they should also. The headline is able to stand out and capture attention because it is in amongst the
main image, which draws attention but is not crowded by the picture as it has a plain background on the sign.
The headline is sure to be read first before other text as it is bold, large, and clear, which will draw the
reader’s eye before anything else.
Additionally to the main image of young women with smooth legs on the advert for Veet EasyWax which
is very effective, there are also other techniques that contribute to the power of the advert. Below the picture
is text that promotes a new skin refill for the product, for sensitive skin, which shows the product is catering
to a wide audience and ensures that women with sensitive skin are not left out. The pink text is easy to read
on a white background and using capital letters when suggesting people try the ‘NEW’ sensitive skin refills
creates excitement and draws attention to a new element of the product. The brand logo is quite large in
the bottom corner and shows the slogan “what beauty feels like” making it clear that this brand specialises
in beauty products and further supports that their product will make you feel beautiful. Also at the bottom
of the page a picture of the packaging and a web address is given, making it easy for people to find in store
and providing the web address gives the product more validity and appeals to people looking to discover
more about the product.
The advertisement for Veet EasyWax uses a variety of techniques to promote the product and to persuade
customers to buy. There is a large image to draw attention and create interest with Veet appealing to women
by showing them the smooth shiny legs they could potentially have, with a pink themed colour scheme that
is attractive to a teenage female audience. Veet deploys a bold headline that grab the reader’s attention and
persuasive text claiming that most women would use their product again. Veet also uses smaller slogans and
text in their advert to further endorse their product and convince their target audience that the product will
benefit them.
Essential English LAP 3 SACE Stage 1 FLO – Final v1 (Feb 2017)
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Task 3 Assessment Description
Design an Advertisement
Purpose
To create a print (or multi media)advertisement, for a real or imagined product or service drawing on what
you learned about advertising strategies in Text Analysis, Task 2.
You will demonstrate your understanding of how advertisers communicate ideas to persuade a target
audience through the careful selection and integration of visual images and the use of specific language
features.
Apply your understandings, through the creation of your own advertisement, which through:
 Headline
 Picture
 Supporting text
intends to communicate with and persuade your target audience.
You should include a written or oral statement in which you explain the decisions you made when
constructing your advertisement in relation to attracting a target audience, with reference to layout, visuals
and language. Alternatively, you could annotate your created advertisement.
Task description
Before deciding on the concept for your own advertisement, revisit the resources from Task 2.




Advertising Powerpoint presentation
Advertising techniques sheet
Print Advertising sheet
Advert analysis sheet
Now begin your own design process, keeping in mind:
 Product or service you are promoting
 Purpose/audience
 Layout
 Visuals- main image, colours, fonts, setting
 Language features- persuasive language, headline, supporting text.
USE THE RESOURCE “How to Create an effective Print Advertisement” to assist you.
Use photo software to design your advertisement.
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Writer’s statement or annotation
When your advertisement is finished and you have checked this with your teacher:
1.
Use the Advert analysis sheet to construct a brief (up to 300 word) reflection on the decisions you made
when creating your advertisement.
2.
Alternatively you can annotate the advert itself or provide a 2 minute oral overview of your decision
making. (Example provided)
Now over to you and your creativity!
Capabilities
This unit of work provides an opportunity for students to work within the capabilities of: Literacy, Information
and Communication Technology, Critical and Creative Thinking.
Assessment Design Criteria
Communication
 C1 Clarity and coherence of written and spoken expression, using appropriate vocabulary.
 C2 Demonstration of grammatical control.
Analysis
 An1 Analysis of ways in which creators of texts convey information, ideas, and perspectives.
 An2 Identification and analysis of ways in which language features are used to create meaning in texts.
Application
 AP1 Creation of texts for different purposes, using appropriate textual conventions,
in real or imagined contexts.
Comments:
Essential English LAP 3 SACE Stage 1 FLO – Final v1 (Feb 2017)
FINAL GRADE
36
Task 3 Performance Standards
Creating Texts: Advertisement
A
B
C
Communication
Analysis
Application
Consistently clear and
coherent writing and speaking,
using an appropriate
vocabulary.
Thorough analysis of ways in which
creators of a range of texts convey
information, ideas, and perspectives.
Creation of complex texts
for different purposes, using
appropriate textual
conventions.
Thorough demonstration
of grammatical control.
Identification and clear analysis
of ways in which language features
are used to create meaning in a
range in texts.
Mostly clear and coherent
writing and speaking, using
a varied vocabulary.
Analysis of ways in which creators of
a range of texts convey information,
ideas, and perspectives.
Effective and usually accurate
grammatical control.
Identification and analysis of ways in
which language features are used to
create meaning in a range of texts.
Generally clear writing and
speaking, using a mostly
appropriate vocabulary.
Identification, with some basic
analysis, of ways in which creators
of a narrow range of texts convey
simple information and ideas.
Appropriate grammatical
control; some errors, but
these do not impede meaning.
Occasionally clear writing and
speaking, with a restricted
vocabulary.
D
E
Partial grammatical control;
some errors impede meaning.
Creation of effective texts
for different purposes, using
appropriate textual
conventions.
Creation of texts for some
purposes, using appropriate
textual conventions.
Identification, with some basic
analysis, of ways in which language
features are used to create meaning
in a narrow range of texts.
Reference to one or more ways
in which creators of a narrow range
of texts convey simple information
and ideas.
Creation of texts for a narrow
range of purposes, using some
textual conventions.
Reference to some ways in which
language features are used to create
meaning in a narrow range of texts.
Limited clarity in writing and
speaking, with a limited
vocabulary.
Recognition of the way in which a
creator of a text conveys a simple
piece of information or idea.
Limited grammatical control;
errors impede meaning.
Reference to a way in which
language features are used to create
meaning in a simple text.
Essential English LAP 3 SACE Stage 1 FLO – Final v1 (Feb 2017)
Creation of a partial text for a
purpose, attempting to use
appropriate textual
conventions.
37
Task 3 Introductory Activities
How to Create an Effective Print Advertisement
Your advertisement has to be interesting and eye-catching in order to attract the interest of potential
customers and to stand out from competitors. It has to instantly hook a reader’s attention and be able
to deliver some basic information easily and effectively.
You should consider the following elements in your design:
 Target Audience – this is the first thing you need to consider before jumping into the design process.
All advertisements are targeted or aimed at a particular group based on tapping into their desires, problems
or issues. Will you target a particular age group, income level, location, gender, profession, hobby group?
How specific will you be? (Vegetarians, Holden drivers, cat lovers).
 Headline – this is where you get to deliver your message.
It could be just the name of the product or service:
Bob’s Landscape Gardening Services, Jodie’s Personal Fitness Training,
or
It could be a catchphrase:
I bought a jeep
Just do it
It’s finger licking good
The burgers are better at Hungry Jacks
Take time to consider the placement of your headline on the page.
 Subheadings – this is where you might place other important information, such as: prices, locations or
contact details. You could consider including a QR Code image (a two dimensional barcode that is readable
by a smartphone).
 Image(s) – the images you select may be even more important than the words you use. Consider carefully
what you select; is it an image of the product, a logo or an image of someone enjoying your product (eating
a pizza, drinking iced coffee, relaxing on a new couch)? You need to reference your images, unless they are
clipart or original photos; look at images on Creative Commons or Flickr.
 Colour Scheme – take some time to think about the overall feel you want to achieve. Colours can add
excitement and fizz to your advertisement (think reds, purples) they can add a more moody feel (think
black, dark blues) or a wholesome, natural feel (think green).
 Font – You can really get creative in both the colour and style of your font. Look beyond what is available
on your computer, there are lots of websites online that allow you to download and use unique fonts for
non-commercial purposes.
 Special deal – Can you generate further interest in your product or service by offering a special deal
(two for the price of one) a limited time offer (EOFYS end of financial year sale).
 Layout – once you are happy with all the elements of your advertisement, play around with how everything
fits together. Is there anything you need to add or remove? Get some feedback from someone at this point
if you are not sure.
Essential English LAP 3 SACE Stage 1 FLO – Final v1 (Feb 2017)
38
Task 3 Exemplar
Essential English LAP 3 SACE Stage 1 FLO – Final v1 (Feb 2017)
39
Target audience:
Aimed at people who want a customised resume, to highlight their skills and abilities in the job market.
Also at people who may feel frustrated that they are in a big pool of applicants for jobs and they want
to be able to stand out from the field.
Headline:
Posed as a question: “are you feeling lost in the crowd?” to create interest in reading on.
Subheadings:
Used to partially answer the question posed in the headline.
Images:
The images chosen for this advertisement were from bing.com and clipart; free images that are not
copyrighted (can be freely used).
The first is of a field of sunflowers, the second is a representation, in close up, of a sunflower, showing
all its individual parts and uniqueness. The images repeat and expand the meaning of the words.
Colour scheme:
Used a really bright and bold colour scheme to reinforce the idea of the advertisement: standing out
from the crowd.
Font:
Used Cooper Black font because it has a friendly look and it is easy to read.
Special deal:
Included a special offer to encourage potential customers to act quickly.
Layout:
Presented a top-to bottom progression in the advertisement layout. Provided encouragement for
viewers to read through to the end by posing and then answering a question and lastly directing them
towards a solution.
Essential English LAP 3 SACE Stage 1 FLO – Final v1 (Feb 2017)
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Task 4 Assessment Description
Personal Recount
The purpose of this task is to: Write a personal recount based on a memorable experience.
Task description
1. Select a memorable experience from your life.
You might use photos or talk with friends or family to help you.
2. Plan, write and revise the main features of the recount
3. Use the information on writing a recount to guide your writing.
Assessment Conditions
Maximum of 500 words if written
5 minutes oral presentation
OR equivalent in multimodal form
Capabilities
This unit of work provides an opportunity for students to work within the capabilities of:
Literacy, Critical and Creative Thinking, Personal and Social.
With potential for: Information and Communication Technology.
Assessment Design Criteria
Communication
The specific features are as follows:
 C1 Clarity and coherence of written and spoken expression, using appropriate vocabulary.
 C2 Demonstration of grammatical control.
Comprehension
The specific features are as follows:
 Cp2 Understanding of the purpose, structure, and language features in texts.
Application
The specific features are as follows:
 AP1 Creation of texts for different purposes, using appropriate textual conventions,
in real or imagined contexts.
Essential English LAP 3 SACE Stage 1 FLO – Final v1 (Feb 2017)
41
Comments:
Essential English LAP 3 SACE Stage 1 FLO – Final v1 (Feb 2017)
FINAL GRADE
42
Task 4 Performance Standards
Recount
A
Communication
Comprehension
Application
Consistently clear and coherent
writing and speaking, using an
appropriate vocabulary.
Thorough understanding of
the purpose, structure, and
language features in texts.
Creation of complex texts
for different purposes, using
appropriate textual conventions.
Appropriate understanding of
the purpose, structure, and
language features in texts.
Creation of effective texts
for different purposes, using
appropriate textual conventions.
Recognition and understanding
of the purpose, structure,
and language features in
some texts.
Creation of texts for some
purposes, using appropriate
textual conventions.
Some recognition and
awareness of the purpose,
structure, and/or language
features in some texts.
Creation of texts for a narrow
range of purposes, using some
textual conventions.
Limited recognition and
awareness of the purpose,
structure, and language
features in a text.
Creation of a partial text for
a purpose, attempting to use
appropriate textual conventions.
Thorough demonstration of
grammatical control.
B
Mostly clear and coherent
writing and speaking, using
a varied vocabulary.
Effective and usually accurate
grammatical control.
C
D
Generally clear writing and
speaking, using a mostly
appropriate vocabulary.
Appropriate grammatical
control; some errors, but these
do not impede meaning.
Occasionally clear writing and
speaking, with a restricted
vocabulary.
Partial grammatical control;
some errors impede meaning.
E
Limited clarity in writing and
speaking, with a limited
vocabulary.
Limited grammatical control;
errors impede meaning.
Essential English LAP 3 SACE Stage 1 FLO – Final v1 (Feb 2017)
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Task 4 Introductory Activities
Recount Structure
Orientation
1. This introduces the ‘when’, ‘who’, ‘where’, ‘what’ etc., but it should be done in an interesting way.
2. It also establishes the theme or mood of the recount (e.g. sadness, excitement, disappointment, comedy,
etc.)
Events
1. Here you tell what happened in chronological order; describe what happened in correct order or
sequence of time.
2. You should also maintain the thread of the theme or mood started in the orientation.
Reorientation
1. In this last paragraph, you present detailed reflection about the experience you described. If possible, try
to give TWO PERSPECTIVES: what you thought and felt THEN; what you think and feel NOW. How has it
changed?
2. You should also REINFORCE the theme or mood started in the orientation.
Write in the first person: Using words such as: I, Me, My.
Write in the past tense; remember, the events you are describing have already happened.
Use verbs to describe actions: I ran, I stumbled, I limped, I scrambled.
Include adjectives to provide interest to your work:
The sleepy, red-eyed bus driver had barely looked at me as I boarded the crowded, smelly bus.
Use Connective words to help the flow of the story:
Time: First, finally
Space: Ahead, below
Results: Therefore, because
Comparison: Like , as
Contrast: However, still
Pace and detail: consider how fast or slow various parts of your story should be, for instance, too many
details will slow the speed of the story and might make it boring or hard to follow. However, too little detail
might make the story feel rushed. A good way to test the pace of your recount is to read it aloud, or better
yet, read it to someone and get their feedback: was it easy to follow; was there enough detail, were there any
boring bits you should rewrite?
Essential English LAP 3 SACE Stage 1 FLO – Final v1 (Feb 2017)
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Task 4 Exemplar
Orientation
I rose happily and early to a cool, bright Verona summer morning, feeling a little mean for waking the hotel
night attendant to let me out for my morning walk. I could hardly wait to re acquaint myself with this most
wonderful of cities, now world heritage listed, and set off through Piazza Erbe towards one of the many
ancient bridges, San Pietro which traverses the River Alba, then making my way up high steps towards the
castle of San Pietro, which overlooks the city.
Events
As I climbed the views over ancient city and river become more spectacular and I reflected while passing
the excellent archaeological museum, built on Roman ruins, of the many layers of civilization contained here.
The castle grounds were not open so early so I took a steep footpath towards the older, ruined castle of San
Felice, which has a walking track around its massive circumference. Walking in the moat track between two
crumbling stone walls in total peace, accompanied only by wakening birds with occasional glimpses of the
terracotta tiled roofs and spires of Verona below was magical!
With time marching on I reluctantly turned for home and of course, before too long without a high landmark
to guide me, became hopelessly lost in a residential setting. I knew to walk down but in what exact direction?
At last I asked directions from a lady opening a dry cleaning shop but having little English, she called upon a
passing man of her acquaintance who immediately and generously took me under his wing, instructing me to
follow him. Soon we arrived at his car and he motioned for me to get in and then proceeded to drive very fast
while questioning me in halting English. He seemed to indicate that he was Russian and it was clear that he
thought “Vladimir” a pretty good bloke!
In a trice we were at the river and I immediately knew where I was. As I thanked him, he patted me on the
head and then shook my hand vigorously as we made our goodbyes. Just one of the small generous and
unexpected instances that makes travel so much fun! I spent the next half hour wandering through piazzas,
admiring the Scaglieri tombs and arch, the large and beautiful church of San Anastasia with its intact 13C
frescoes and then enjoyed a perfect cappuccino at a little café near the hotel.
My husband Willy, daughter Lucy, Son in Law Chris, Grandson Max and I breakfasted together on the
beautiful garden terrace overlooking the piazza and ancient clock tower and our host Elena treated us
each to a glass of delicious proseco - apparently a local custom to start the day. The breakfast here is
excellent with cereal and fresh fruit, yogurt, croissants, fresh bread, ham, cheeses, tomatoes and a range
of pastries. Truly the way to begin a gruelling day of sightseeing!
Today we spent in the city surrounds visiting churches, San Anastasia again with Lucy, Willy and Max,
meandering through piazzas and lunching on the terrace on delicious panini and pastries from the delectable
bakery around the corner. After lunch Willy had a wonderful Thai massage on the outskirts of the old city just so relaxing, before meeting Lucy and Chris for gelati in Piazza Bra.
Max had a fine time chasing the fat pigeons while other children attempted to feed them! One child actually
gave him some chips to feed the birds but Max promptly ate them. He did get the idea eventually, although
it was one for the pigeons and one for Max!
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We returned to the hotel for a short break and then to our favourite wine bar for pre- dinner drinks in
the early evening as the sun set. On advice from hotel staff, we walked a short distance to the little piazza
through the Scaligeri Arch for dinner at a more casual restaurant. The food was good but not fantastic but
after dinner the entertainment was priceless with Max rampaging with local kids in the piazza- what a fun
end to our first day back in this favourite of cities!
Re-orientation
I retired to bed tired but happy after day one of our return to Verona. It was so special to rediscover the
sublime beauty of the city in terms of built and natural environments and share it with our family, including
and especially baby Max, who had quickly made friends in the Italian way!
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Semester Checklist 10 credits
Ensure that you meet the following criteria for successful completion
of Stage 1 Essential English 10 credits.
Minimum of 1 oral or multimodal task
Minimum of 1 written task
Minimum of 1 task from Responding to Texts
Minimum of 1 task from Creating Texts
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