ADVERT.doc

Advertisement Lesson

This is a pretty easy and fun lesson designed for intermediate students. You can start the class by having each student think of his or her favorite advertisement and then sharing with a partner. They should then decide which one is the best and then each pair can share their favorite ad with the class (storytelling activity). Then give the students the handout. Go over the instructions and examples with them. Put them in groups of three or four. Give them enough time to finish their script. Tell them they will then have to perform their ad in front of the class.
ONE PERSON STANDS UP – THE REST OF THE CLASS TRIES TO GUESS WHAT IS THE NAME OF THE ADVERTISEMENT HE IS TRYING TO TELL ABOUT
The main problem most students have is coming up with a product. One variation on this lesson would be to have the students make an advertisement for their language school. The best ad wins a prize (candy or a snack of some sort). The students should vote.

I've gotten some really funny ads from my students. The best one revolved around a student being chased by the Terminator who was asking questions in English. After trying several language schools and not being able to speak English she finally came to our school and was able to tell the Terminator that she wasn't Sarah Connor (the woman the Terminator was looking for). This takes about 30-40 minutes depending on the class.

 1stopKorea.com Advertising Agency

Your boss wants your team to create a new television advertisement for a product. You will have to choose a product (real or imaginary), create a slogan, write the script, and perform the ad for you classmates.

EXAMPLE

Product: SuperJuice
Slogan: SuperJuice SuperFun

Script
At the ballpark Park Chan Ho is playing baseball and repeatedly striking out.

PCH: Wow, I can't hit anything today. What's wrong with me?
In the parking lot a small boy approaches PCH
Boy: Hey, Park Chan Ho, here have some of my SuperJuice.
PCH: Thanks kid. Here, take my hat.
Boy: Wow, thanks!
The next day Park Chan Ho hits several homers.
PCH: Thanks SuperJuice! I couldn't do it without you!

THE END

Try it yourself!

Product:
Slogan:
Script:

 

                     Student Rubric For Analyzing Television Toy Commercials

s a class, discuss how the design elements on the page make persuasive appeals. Choose several advertisement and review as a class. You might discuss the following.

·       Use of color

·       Amount of text on the page

·       Style of the text language (conversational, formal)

·       Amount of images

·       Type of images

·       People featured in the images

·       Expressions on the people in the image’s face

Activity

Have the students work in pairs. Give each pair a magazine and ask them to choose several advertisements to analyze based on the appeals to reason. Questions they should consider include the following.

1.      Who do you think is the intended audience? Why?

2.      How is the page designed?

3.      Does the ad have credibility?

4.      identify ethos, logos, and pathos.

They should take notes on the above questions. Remind them that not all advertisements will feature all appeals, and some advertisements will have overlapping appeals. Encourage them to search for at least three advertisements that represent each appeal predominantly.

1. Opening activity. Begin a discussion about television viewing habits and what magazines students enjoy reading by asking the following questions:

·       How many of you have a television in your bedroom?

·       How many hours of television do you watch daily?

·       What is your favorite television program?

·       What do you think about the television rating system?

·       What magazines do you like to read?

·       Do you subscribe to any magazines? What are they?

Analyze the use of the visual arts in advertising. How do advertisers use color, line, shape, and composition to convey particular ideas and emotions? How are these ideas and emotions related to the products being marketed? Are the connections logical? Are they legitimate? After discussing these questions, students might work in small groups to create original products and market them using the visual arts.

Reinforce visual literacy skills and connect the arts and social studies by analyzing photographs in newspapers. Students examine a variety of photographs and considering how light, shade, texture, shape, and scale contribute to the overall meaning of each photograph. (If students bring in their own photographs, be sure to preview them before sharing them with the class.) What has the photographer chosen to include, highlight, and/or exclude in each shot? Where is the photographer in relation to the subject? Has the photographer set up the composition of the shot or is it authentic? How does the photograph relate to the story it accompanies? How might it influence readers' attitudes? After answering these questions, students can prepare short essays or oral presentations based on in-depth analysis of a specific photograph. Alternatively, each student can choose a news story and replace the existing photograph with one of his or her choice; the rationale behind the substitution could be explained orally or in writing.

VOCABULARY..

commercials, adverts. Media Tv radio, magazines

Advertisements

A. Bring a few color advertisements to your next class.

B. Take a good look at the pictures. Then discuss these questions with a partner. Use the expressions in the box below to help you.

Useful expressions

Is it a good advertisement?

1. Product
What product (or service) is the ad promoting? Which company?

2. Logo
What does the logo look like? Describe its color, shape, size and contents. What does the logo represent?
Look at the picture. Can you see evidence of the logo in the picture? Where?

3. Picture
Are there any people in the picture? Are they male or female? How old are they? What do they look like? What are they wearing? What are they doing? How do the people look?
Is the product in the picture? How many times? Where? What else can you see in the picture?

C. Discuss your conclusions.

1. What kind of people is the advertisement aiming at?

2. What is the company offering the customer - in addition to the product? (examples: safety, happiness, comfort, freedom, a different lifestyle, money, a different self-image)

3. What do you think of the ad? Would you like to buy the product?

Teacher's notes

Discussion is the main aim of this activity. If students or you have not been able to find a range of adverts then there are some possible choices on the Web. It might also be interesting to compare the different styles of advert from country to country or continent to continent, or to use different adverts for similar products.
Try to make this activity as free speaking as possible.
You could also divide the class into groups to discuss questions B1-3 and get them to report back before going on to the conclusions.