CORE ESL-CYCLE ONE –Year 2LEARNING AND EVALUATION SITUATION

«ADVERTISING»Students will produce an advertising proposal and use communication codes.Students will view, listen to ads or read texts in the form of various ads. They will learn the techniques associated with advertising and prepare an advertising pitch for a TV ad of their own design.Inspireb by Monique Mainella, Collège Jean-de-La Mennais.

Broad area of learning

Media Literacy

Focus on development

What makes a good pitch script for a specific product?

Cross-curricular competencies

Cooperate with others(CCC 8)

Evaluation criteria

Active participation in teamwork

Related content

Language repertoireStrategiesProcesses

Competencies

Interact orally (C1)

Evaluation criteria

Pertinence of the message

Write and produce text (C3)

Formulation of text

Resources

DictionaryAds

CultureT.V ads

An overview C1 C2 C3Language Repertoire

Functional Language on Opinions Comparisons

Strategies Activate prior knowledge

Cooperate

Take notes Use semantic

mapping (Ven diagram)

Processes Reflect-Write

Share Script

(SB) Student Booklet(H) Handout

Preparing to learn

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Teacher uses appendix 1 (SB) and brainstorm with students on the subject of advertising to activate prior knowledge and to explore vocabulary relevant to the topic.Where can you find advertising ? Which daily objects are used to publicize a product?To whom does this product appeal?What’s the purpose of advertising?What catches your eye?If needed, review adjectives used to describe products.Teach functional language related to advertising using the vocabulary sheet and flashcards. (Handouts 1 and 2 ) To model teacher or students could bring a box containing samples of gadgets,flyers, magazines to get students identify the targeted audience.Homework (Handout 3)

Students write a short description of a product It’s a stepping stone activity leading to the next task. Students should understand vocabulary.While learningBeforehand, teacher needs to tape 5 T.V. ADS of interest to students.Here are some suggestions if you have access to a computer:http://video.google.com/http://video.google.com/videoplay?docid=1731400614466797113http://video.google.com/videoplay?docid=-4449065816181299003http://video.google.com/videoplay?docid=-5496957000044872557http://video.google.com/videoplay?docid=3907099239032973324http://video.google.com/videoplay?docid=-1136941352855791519http://video.google.com/videoplay?docid=3696564454881273741http://video.google.com/videoplay?docid=-1175367493081978705http://video.google.com/videoplay?docid=-1483670761495213547http://video.google.com/videoplay?docid=-1093633420768776292http://video.google.com/videoplay?docid=-6714424947694398582&q=genre%3Acomedyhttp://video.google.com/videoplay?docid=1498735521253677636&q=type%3Agpickhttp://video.google.com/videoplay?docid=-7942689275998730578&q=genre%3Acomedyhttp://video.google.com/videoplay?docid=4143971517954036345&q=genre%3Acomedyhttp://video.google.com/videoplay?docid=1561224659766076383&q=genre%3Aanimationhttp://video.google.com/videoplay?docid=-4404606832529372273&q=genre%3Aanimation

Teacher divides the class into 2 different groups (Auditory and Visual -see graphic below).Half the class listens while the other half views and listens to the ads.

Auditory VisualStudents face wall and only

listen Students watch and listen

Have students listen and view the ads and then complete the chart using the appropriate information (Handouts 4A and 4B).

Task 2 When the first activity is done, students use appendix 2 (SB) and get into teams of 2 or 4 and complete the Venn diagram.

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Have students discuss differences and similarities so they can grab the different techniques involved in catching the audience attention while listening to an ad or while viewing an ad.

Students could use their diagram as a resource for the final task. Ongoing evaluation (SB): Depending on data teacher needs to collect and which competency it’s essential to focus on at this stage, teacher has students use either a self-evaluation grid (C1 - Appendix 4)) or peer evaluation grid (CCC 8 - Appendix 5).Teacher gives feedback to students. Teacher reviews procedure, and collects the grids if necessary.Reinvest learningSCRIPTING A 20-SECOND TV AD

Teacher uses handout 5 and has students relate to the previous activity. Teacher might want to recall the pedagogical intention to help students make connections with the final task.

Appendix 3 is used as a model for the last activity. Students can draw the storyboard according to the script.Depending on the strength of the students, teacher either uses Handout 7A (structured-ended model) or Handout 7B (open-ended model)

Individually, students fill in the chart then write a point form script for their ad using different resources (model, diagram, Handouts 5 or 6).

Handout 5: Product and target audienceHandout 6: ProductBoth handouts are instrumental in providing exemplars for the students in order to write the script.Teacher cuts out the cards and students choose at random or students decide on their own product.Teacher monitors the writing process and collects scripts from students to add comments.Ongoing evaluation: Individual observation grid or class observation grid (Handouts 8A or 8B)Teacher can use the final task to go further and engage students in interaction activities.

Students get into teams and decide which ad is the best Students present their ads, using different prompts Teacher posts ads around the class and has students vote for the funniest one, the

most inventive one… Teacher gets students, with similar product and target audience, come up with a

new one using the same product and audience. Students create logos or jingles Etc…

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Handouts

4

H 1-ADVERTISING VOCABULARY

Definitions

Product Placement Paying a movie or TV show to display a company's product during the film or show.

Gloss Shiny, not substantial.

Circulation Number of readers or subscribers to a magazine or newspaper.

Jingle Catchy tune usually rhyming, simple, and repetitive used to promote a product.

Slogan A phrase identified with a firm. A motto used in selling a company.

Motto A sentence that serves as a principle or ideal.

Roadside Signs Any of the large panels usually found alongside roads and highways used as gigantic advertising posters.

Hype Great publicity or exaggerated claims to promote or accentuate.

To write copy To create the words to be printed or spoken in a commercial or ad.

Drum up To summon or procure (as if by beating a drum) obtain by repetitive and persistent effort.

Gloss over To cover up a mistake by speaking rapidly so as not to deal with the issue correctly.

Plug To promote or popularize.

Radio or TV spot The position of a commercial in a radio program or TV line up.

Account In advertising, account is synonymous with client or contract.

Announce An ad that makes public via the purchase of some lines in a newspaper or magazine, an offer or information.

Want ad Job offer, also the classifieds.

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Commercial An advertisement on TV or radio.

Buzz Excited talk or rumors ; speaking rapidly in a low voice.

Logo An identifying symbol used as a trademark in advertising.

Pitch Way of selling or trying to sell a product or a service.

Clip A short segment of a film, TV program or video.Source: Christopher Yukna (2004-2005)

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H 2-FUNCTIONAL LANGUAGERelated to advertising (Cards)

Other vocabulary

SLOGAN

CLIP

PLUG

MOTTO

LOGO

JINGLE

ANNOUNCE

HYPE

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Pitch

LAYOUT

GLOSS OVER

WANT AD (CLASSIFIED)

BUZZ

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While watching TV, take note of the following details about the ads you choose to view.

AD 1 AD 2 AD 3 AD 4 AD 5

Length of ad 2minutes 30 sec.

TV Channel 12Targeted Audience

All (family)

Name of product

CrestType of Product Toothpast

eKey words

(adjectives)Colourful,

fresh

Using the information from the 5 ads, write sentences describing the different products.Crest toothpaste is fresh and colorful.1.

2.

3.

4.

5.

Focus on adjectives for your description

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15 Minutes HOMEWORK

H 3

H4A-Student A-Auditory-Listen to 5 ads and complete the chart belowNAME OF PRODUCT

CHARACTERISTICS I like

I don’t like

1.Background (sound, music, noise…)Tone of voice

Message (vocabulary)

Speed2. Background (sound, music,

noise…)

Tone of voice

Message (vocabulary)

Speed3. Background (sound, music,

noise…)

Tone of voice

Message (vocabulary)

Speed4. Background (sound, music,

noise…)

Tone of voice

Message (vocabulary)

Speed5. Background (sound, music,

noise…)

Tone of voice

Message (vocabulary)

Speed

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H4B-Student B-Visual View and listen to 5 ads and complete the chart belowNAME OF PRODUCT

CHARACTERISTICS I like

I don’t like

1.Background (sound, music, noise…)Tone of voice

Message (vocabulary)

Speed2. Background (sound, music,

noise…)

Tone of voice

Message (vocabulary)

Speed3. Background (sound, music,

noise…)

Tone of voice

Message (vocabulary)

Speed4. Background (sound, music,

noise…)

Tone of voice

Message (vocabulary)

Speed5. Background (sound, music,

noise…)

Tone of voice

Message (vocabulary)

Speed

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H5

Advertising Techniques Target Audience

Doctors, scientistsBeautiful, women and menComedy, humour“Before” and “after”Physical fitness and healthRomance and loveCelebrities, famous peopleChildrenMusicFree offer / discountOlder peopleDreams, fantasies, luxuriesGraphics / colours, drawingsLogoParties and good timesAnimalsEnvironment

Mostly menMostly womenParents / familiesSports fansPet ownersChildrenTeensBusiness peopleOthers

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H6

DENTAL FLOSS

CANDY

CELL PHONE

TOOTHPASTE

RUNNING SHOES

MAGAZINE

GUM

POPSICLES

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PILLOW

LIP GlOSS

JUICE

SCHOOLBAG

PENCIL

SUNGLASSES

T-SHIRT

SOAP

BREAD

BATHING SUIT

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WATCHES

SNOWBOARD

BELT

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H7ATV AD PRODUCT PITCH SCRIPT

Product ToothpasteTarget audience KidsName of product Sparkly Clean

Name of people in the commercialJamie

The commercial is 20 seconds

Storyboard

What happens

FIRSTSECONDTHIRD Jamie sqeezes fun sparkly shapes out of the tube.Finally

ScriptFor younger children, Sparkly Clean Fluoride Toothpaste is available in different flavours.

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END

H7BTV AD PRODUCT PITCH SCRIPT

ProductTarget audienceName of product

Name of the four people in the commercial

The commercial is 20 seconds

Storyboard

What happensFIRSTSECONDTHIRDEtc.

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H8ACompetency 3: Student writes and produces texts

Name:

To write and

produce text

Observation Grid4 :Very good 3 : Good 2: With some difficulty 1: With a lot of difficulty

Formulation of the text

Student uses simple sentences.

Student uses language conventions required by task. Student uses correct word order, proper tense and sentence structure, spelling, capitalization and punctuation.

---------------------------------------------------------------H8B

Competency 3: Student writes and produces texts

Evaluation Criteria

Characteristics

Names

Formulation of the text Use of resources

Use

simpl

e se

nten

ces

Use

lang

uage

con

vent

ions

re

quir

ed b

y th

e ta

sk

Use

corre

ct w

ord

orde

r, pr

oper

tens

e an

d se

nten

ce

stru

ctur

e, sp

ellin

g,

capi

taliz

atio

n an

d pu

nctu

atio

n

Use

appr

opria

te

mat

eria

l res

ourc

es to

do

the

task

1234567Etc.

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H9 (Optional)T.V. PROGRAMSName

I watched

Date and Time :I UNDERSTOOD Almost everythingQuite wellSo-soAlmost nothingBetter than last timeNew words and expressions I learned

Parent’s signature

------------------------------------------------------------------------------T.V. PROGRAMSName

I watched

Date and Time :I UNDERSTOOD Almost everythingQuite wellSo-soAlmost nothingBetter than last timeNew words and expressions I learned

Parent’s signature

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H10 (optional)

REFLECTING ON MY LEARNING

I learned…

I want to improve…

My goal for next time

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ADVERTISING

STUDENT BOOKLET

Appendices

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Appendix 1

PLACES WHERE ADVERTISING CAN BE FOUND

Television Radio Newspapers Magazines Flyers Internet Movies Billboards Stores Cafeterias, restaurants, bars People : rollerbladers carrying signs / sandwich

boards Gas stations Public bathrooms Bus shelters Sports clubs CD jackets Bookmarks Pens and pencils Free samples, gadgets Food containers Clothes : jeans, T-shirts, sneakers, etc. Bags Sports equipment Cars, public transportation, racing cars Sky : skywriting or planes towing a sign Etc.

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Appendix 2Venn Diagram

Positive aspect (Listening) Positive aspect (Viewing)Common positive

aspects (while listening or

viewing)

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Appendix 3Model

TV Ad Product Pitch ScriptProduct VitaminsTarget Audience TeenagersName of Product Juicy Juice VitaminsName of the four people in the commercialTom JoséeJoe Paul

The commercial is 20 seconds Storyboard

What happens

FIRST Tom looks sick and unhappy.SECOND Joe looks happy and excited.THIRD Meagan tells Tom to take vitamins.Etc Paul the doctor, talks about vitamins.

ScriptTom will look sick and unhappy. His brother Joe will run around looking very happy. Josée, the mother, will come and tell Tom that he should take Juicy Juice Vitamins to be like his brother Joe. Paul will come looking like a doctor, he will tell the audience that Juicy Juice Vitamins is what teenagers should take to get an extra bounce in their step.

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Appendix 4

Name:

To interactorally

Self Evaluation Grid

ALWAYS

SOMETIMESRAREL

YNEVER

Pertinence of the

message

I use vocabulary related to my product.I use appropriate functional language.I transmit a message related to the task.

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Appendix 5

Name : Name :

To Cooperate

Peer evaluation

ALWAYS

SOMETIMESRAREL

YNEVER

M P M P M P M P

Active participatio

n

I am on taskI take risks to share my ideasI listen to my partners

M: Me P: Partner

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