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Rhyme and Reason
Upper Intermediate level


Abc Cut up collocations from listening

Main Aims

  • To provide gist and specific information listening in the context of adverts

Subsidiary Aims

  • To provide product writing practice of a slogan in the context of adverts


Lead-in (4-6 minutes) • To set lesson context and engage students

-Students watch some short video commercials -Teacher elicits some key word such as, memorable, savour and waver if necessary

Pre-Listening (8-10 minutes) • To prepare students for the text and make it accessible

IN PAIRS -Students discuss any adverts that they like -Teacher ask Ss if they *find them memorable, if yes why? *remember any advertising slogan and brand name of the products -Teacher (or Ss) writes some of the slogans on WB -Teacher introduces the topic of the listening to the students. *An expert talking about the features of a successful advertising slogan. -Students predict what the expert might say (refer to the slogans on WB to prompt them) -Students read the blanked tips

While-Listening #1 (10-12 minutes) • To provide students with less challenging gist and specific information listening tasks

-Play the recording -Ss are given HOs each and complete the tips on it. -Play (part of) the recording if necessary. -Ss check their answers in pairs. -AK projected on the board.

While-Listening #2 (10-12 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

-IN PAIRS, Students match the slogans with the tips. (the first one may be done together.) -Do they need to listen again? -Students mingle to check their answers.

If-time Activity (4-6 minutes) • To introduce collocations related to the listening

-Teacher gives students cut up collocations from the listening and asks them to put them together.(IN PAIRS) -FB: give students transcript and have them check.

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

-Students reflect on their own slogans from the start of the lesson and the video clips they watched then rate them in the light of what they have heard. -IN GROUPS: Students try to write one rhyming and one non-rhyming version of slogans for any product considering the tips they learned earlier. -Teacher ask students to share their slogans with the class. -If time allows, invite further comments as to why these are successful.

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