Nermin Nermin

Nermin Kose Binici, TP7a
Upper-Intermediate level

Description

In this lesson, students will read an article about four famous misleading advertisements. They will learn some new vocabulary about advertisement-oriented lexis. They will also have several reading tacks that will provide them with further reading practice.

Materials

Abc HO
Abc Answer Key HO
Abc power point (Teacher made)
Abc HO
Abc OHP

Main Aims

  • To provide gist and detailed reading practice using a text about the most misleading adverts of all time in the context of advertising and business

Subsidiary Aims

  • To provide clarification and review of advertising- oriented lexis in the context of business and advertising.

Procedure

Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

Teacher greets students and briefly talks about how they are. Teacher shows an advertisment of Coca Cola through OHP Teacher elicits their ideas about the advertisment. Students will work in pairs to discuss these questions. Do you remember any old adverts from the 90'S? Do you remember this advertisment? What does it say? Instruction: Please look at the picture then discuss the questions with your partner WCFB

Pre-Reading (10-12 minutes) • To prepare students for the text and make it accessible

Teacher starts pre-teaching four words from the reading text. Teacher will use the pictures related with the vocabulary to elicit the words from students Students will see the words in the sentences. -He's threatening to sue the newspaper for wrong information. Teacher starts drilling "sue" Teacher ask them to give an example. -The advertisement is a misleading one. CCQs( if needed) and drilling. Teacher ask them to give an example. -The footballer is the company's first male celebrity endorser. CCQs (If needed) and drilling. Teacher ask them to give an example. -It's so obvious in the photo that her face have been airbrushed CCQs (If needed) and drilling

While-Reading (10-12 minutes) • To provide students with less challenging gist and specific information reading tasks

Teacher shows the second advertisement Teacher divides students into 3 or 4 groups. Teacher wants them to read the text quickly. While thay are reading the text, they will answer the following questions. After reading the text, students will talk about in their qroup. "What did tobacco companies try to make people believe in?" "Why were Ralph Lauren`s ads criticized in the past?` "Who promoted Enforma`s advertising campaign?" Intruction: Please work in group then talk about these questions ICQs: Are you going to work alone? (No) Are you going to work in groups? (Yes) Teacher wants them to read first paragraph to check their anwsers. WCFB

While-Reading (14-16 minutes) • To provide students with more challenging detailed, deduction and inference reading tasks

Teacher gives the reading text and wants them to read. Teacher sets the time. Teacher gives the HO and tells them to answer the questions individually. Check your answers with your partner. Teacher will give the answer key HO. WCFB Instruction: You are going to read the text. You have three minutes to read it. Then answer the questions alone first then check your answer with your partner. ICQs: How many minutes do you have to read the text? Are you going to answer alone or with your group?

Post-Reading (8-10 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

Teacher shows the question through OHP Teacher wants them to stand up and find someone to discuss the question Students walk around the room and talk about the topic with each other. Then a quick WCFB. "Do adverts or commercials in your country use any of the tricks mentioned in the text? " "Which ones?"

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