Aynur İsmayıllı Karakoç Aynur İsmayıllı Karakoç

intermediate level


In this lesson, students will learn vocabulary through guided discovery. They will learn new words in reading the context, practice with theme-related pictures, use in conversation. Finally, they will role play their own advertisement scenario by applying also those new words.


No materials added to this plan yet.

Main Aims

  • To provide practice of commercial, persuasive, slogan, misleading, logo, promote, exotic etc. in the context of advertsing

Subsidiary Aims

  • To provide fluency speaking practice in a conversation and individual presentation in the context of advertising


Warmer/Lead-in (2-3 minutes) • To set lesson context and engage students

Several pictures of different advertisement products and companies will be displayed on PPP (power point presentation). Ss will discuss what these pictures are, what products they represent (1 min.). Then, as a whole class, Ss will discuss some questions related to the theme. This will eventually lead to the lesson's topic on "advertising". Teacher (T) will write the word advertising and explain the form and pronunciation.

Exposure (8-10 minutes) • To provide context for the target language through a text

Ex 1. Reading. T will give the text to Ss. T will ask if Ss understand what the job titles mean. T will elicit answers (executive, agency, illustrator). T will give T/F questions. Ss will read the text alone and answer (3 min.) T will inform that Ss do not need to understand every word. Ss will check in pairs. Then, they will check the answer key. T will project the texts on WB (white board). T will highlight the related words (related to the context and content) and elicit answers from Ss.

Highlighting (6-8 minutes) • To draw students' attention to the target language

Ex 2. T will assign ex 2. Ss will find the meaning of phrases from the text (10 words). Ss will work alone (2 min) Ss will pair check. Ss will check the answer key. T will again project the texts of WB. T will elicit answers from Ss and highlight or circle the connected words on WB. T will explain the form, pronunciation, and Ss will repeat. T may refer to the pictures presented at the warmer stage, and elicit answers from Ss as which picture can represent a certain peculiar advert type (e.g., dull or witty advert).

Controlled Practice (6-7 minutes) • To concept check and prepare students for more meaningful practice

Ex 3. Matching vocabulary (8 words) T will distribute the exercise sheets (or slips of papers) to Ss Ss will work alone, then check answers in pairs (2 min.). T will elicit answers as they check from the answer key T will explain form and pronunciation. Ss will repeat.

Semi-Controlled Practice (4-5 minutes) • To concept check further and prepare students for free practice

Ex 4. Ss will do this exercise in pair as A and B. As they act a dialogue they will circle the correct word (3 min). Ss will check answer key. T will elicit answers.

Free Practice (8-10 minutes) • To provide students with free practice of the target language

T will ask the Ss or pairs to select 1 slip of a paper. These slips of papers include different situations that the client or a company wants to advertise its product. S A will be an advertising agency, and S B will be a client, or S A can be a person who will endorse the advert and S B can be a client or agency. It is up to Ss' creativity and choice. Following the previous dialogue and exercises, they will speak and negotiate the advertisement type, logo, slogan etc. T can demonstrate a sample. Ss will have about 3 mins. to discuss it. Then, they can act the advert; or explain nuances of their advert etc (5 min.).

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