CORE ESL-CYCLE ONE Year 2

CORE ESL-CYCLE ONE –Year 2

LEARNING 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 repertoire
Strategies
Processes
Competencies
 Interact orally (C1) / Evaluation criteria
Pertinence of the message
 Write and produce text (C3) / Formulation of text
Resources
Dictionary
Ads
Culture
T.V ads
An overview / C1 / C2 / C3
Language 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
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 adjectivesused to describe products.
Teach functional language related to advertising using the vocabulary sheet and flashcards. (Handouts 1 and 2 )
To modelteacher or students could bring a box containing samples ofgadgets,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 learning
Beforehand, teacherneeds to tape 5 T.V. ADS of interest to students.
Here are some suggestions if you have access to a computer:

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 / Visual
Students 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.

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 learning
SCRIPTING 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 studentsmake connections with the finaltask.

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, Handouts5 or 6).

Handout 5: Product and target audience
Handout 6: Product
Both handouts are instrumental in providing exemplars for the studentsin 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 (Handouts8A 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…

Handouts

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.
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)

H 2-FUNCTIONAL LANGUAGE

Related to advertising (Cards)

Other vocabulary

SLOGAN
CLIP
PLUG
MOTTO
LOGO
JINGLE
ANNOUNCE
HYPE
LAYOUT
GLOSS OVER
WANT AD (CLASSIFIED)
BUZZ

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 / 12
Targeted Audience / All
(family)
Name of product / Crest
Type of Product / Toothpaste
Key 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

H4A-Student A-Auditory-Listen to 5 ads and complete the chart below

NAME OF PRODUCT / CHARACTERISTICS / I like
 / I don’t like

1. / Background (sound, music, noise…)
Tone of voice
Message (vocabulary)
Speed
2. / Background (sound, music, noise…)
Tone of voice
Message (vocabulary)
Speed
3. / Background (sound, music, noise…)
Tone of voice
Message (vocabulary)
Speed
4. / Background (sound, music, noise…)
Tone of voice
Message (vocabulary)
Speed
5. / Background (sound, music, noise…)
Tone of voice
Message (vocabulary)
Speed

H4B-Student B-Visual View and listen to 5 ads and complete the chart below

Advertising Techniques / Target Audience
Doctors, scientists
Beautiful, women and men
Comedy, humour
“Before” and “after”
Physical fitness and health
Romance and love
Celebrities, famous people
Children
Music
Free offer / discount
Older people
Dreams, fantasies, luxuries
Graphics / colours, drawings
Logo
Parties and good times
Animals
Environment / Mostly men
Mostly women
Parents / families
Sports fans
Pet owners
Children
Teens
Business people
Others



DENTAL FLOSS
CANDY
CELL PHONE
TOOTHPASTE
RUNNING SHOES
MAGAZINE
GUM
POPSICLES
PILLOW
LIP GlOSS
JUICE
SCHOOLBAG
PENCIL
SUNGLASSES
T-SHIRT
SOAP
BREAD
BATHING SUIT
WATCHES
SNOWBOARD
BELT

H7A

TV AD PRODUCT PITCH SCRIPT

Product / Toothpaste
Target audience / Kids
Name of product / Sparkly Clean

Name of people in the commercial

Jamie

The commercial is 20 seconds

Storyboard

What happens

FIRST
SECOND
THIRD / Jamie sqeezes fun sparkly shapes out of the tube.
Finally
Script
For younger children, Sparkly Clean Fluoride Toothpaste is available in different flavours.

H7B

TV AD PRODUCT PITCH SCRIPT

Product
Target audience
Name of product

Name of the four people in the commercial

The commercial is 20 seconds

Storyboard

What happens

FIRST
SECOND
THIRD
Etc.

H8A

Competency 3: Student writes and produces texts

Name:
To write and produce text / Observation Grid
4: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 simple sentences / Use language conventions required by the task / Use correct word order, proper tense and sentence structure, spelling, capitalization and punctuation / Use appropriatematerial resources to do the task
1
2
3
4
5
6
7
Etc.

H9 (Optional)

T.V. PROGRAMS

Name
I watched
Date and Time:
I UNDERSTOOD / 
Almost everything
Quite well
So-so
Almost nothing
Better than last time
New words and expressions I learned
Parent’s signature

------

T.V. PROGRAMS

Name
I watched
Date and Time:
I UNDERSTOOD / 
Almost everything
Quite well
So-so
Almost nothing
Better than last time
New words and expressions I learned
Parent’s signature

H10 (optional)

REFLECTING ON MY LEARNING

I learned…

I want to improve…

My goal for next time

ADVERTISING

STUDENT BOOKLET

Appendices

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.

Appendix2Venn Diagram

Appendix 3

Model

TV Ad Product Pitch Script

Product / Vitamins
Target Audience / Teenagers
Name of Product / Juicy Juice Vitamins

Name of the four people in the commercial

Tom / Josée
Joe / 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.
Script
Tom 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.

Appendix 4

Name:
To interact
orally / Self Evaluation Grid
 / ALWAYS / SOMETIMES / RARELY / NEVER
Pertinence of the message / I use vocabulary related to my product.
I use appropriate functional language.
I transmit a message related to the task.

Appendix 5

Name: / Name:
To Cooperate / Peer evaluation
 / ALWAYS / SOMETIMES / RARELY / NEVER
M / P / M / P / M / P / M / P
Active participation / I am on task
I take risks to share my ideas
I listen to my partners
M: Me P: Partner