Getting plastered

Getting plastered

Pencil and paper
Overview
Using this Resource
Connecting to the Curriculum
Marking Student Responses
Further Resources
This task is about understanding the language used in an advertisement.

 

 
 

Study the advertisement and answer the questions that follow.

 

a)

i)

Who is the target audience of this advertisement?

 

_______________________________________________________________
 

ii)

Write down a phrase from the advertisement to support your answer.

 

_______________________________________________________________
     
b)
 
Write down two physical effects of alcohol expressed in the advertisement and give a quote from the text to support your answer.
 
 
 i)
 
 Effect   ____________________________     Quote   ________________________
 
 
 ii)
 
 Effect   ____________________________     Quote   ________________________
 
     
c) Identify the poetic technique used in:

"My head feels like it's been squeezed between two trucks".
 
(A)   Personification   (B)   Rhyme   (C)   Metaphor   D)   Simile
 
 
d)
Provide examples used in this advertisement that make the language seem informal or colloquial.
 
 
i)
 
ii)
 
iii)
 
iv)
 
v)
Slang:
 
Invented word:
 
Humour:
 
Contractions:
 
Sentence fragment:
Example ________________________________________
 
Example ________________________________________
 
Example ________________________________________
 
Example ________________________________________
 
Example ________________________________________
Task administration: 
This task can be completed with pencil and paper.
Copyright: 
Courtesy of Tearaway, November, 1998.
Level:
5
Curriculum info: 
English, Making meaning, Reading
Key Competencies: 
Thinking
Keywords: 
advertisement, audience, tone, language features, physical health
Description of task: 
Students read an anti-drinking advertisement and identify and explain the effect of different language features.
Curriculum Links: 
Links to the Literacy Learning Progressions for Reading:
This resource helps to identify students’ ability to:
  • identify the text’s purpose
  • recognise language features
as described in the Literacy Learning Progressions for Reading at: http://www.literacyprogressions.tki.org.nz/The-Structure-of-the-Progressions.
Learning Progression Frameworks
This resource can provide evidence of learning associated with
Acquiring and using information and ideas in informational texts, sets 5-7
within the Reading Learning Progressions Frameworks.
Read more about the Learning Progressions Frameworks.
Answers/responses: 
 

Y11 (03/2000)

a)

i)

 

 

 

ii)

Any 1 of:

  • teenagers
  • young people
  • alcoholics
  • excessive drinkers

Typical teenage slang such as:

  • "It was cool!"
  • "Man, I gotta"

     or

  • references to alcohol advice.

very easy

 

 

very easy

b)

  

Any 2 of:

Effect   Headache | Quote   "My head feels…"

Effect   Memory loss | Quote   "…can't seem to remember"/"Where am I anyway?"

Effect   Vomiting | Quote   "I'm gonna raulph"

Effect   Disorientation | Quote   "Where am I…"

2 correct – easy

1 correct – very easy

c)

  

D

difficult

d)

  
  • "cool"/"Man"/"Nah"
  • "raulph"
  • reference to Ghostbusters
  • it's/can't/doin'
  • "Again."/"Or at least doin' it so often."
 
easy
moderate
difficult
difficult
very difficult