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Reading-Adverts
Intermediate level

Description

In this lesson, Ss practise reading skills such as skimming and scanning through the context of advertisement.

Materials

Abc product pictures
Abc True-false handout
Abc adjective matching handout
Abc reading text
Abc adverts

Main Aims

  • Ss will read a text and answer gist and specific questions in the context of advertisement.

Subsidiary Aims

  • Ss will practise their speaking skills for gaining fluency within the context.

Procedure

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

-Put different advert pictures on the walls before the lesson -After greeting let them walk around and have a look at the pictures -Ask some questions and give some time for pair discussion -Have the class feedback about adverts Instructions and ICQs -Please stand up and walk around the class. -Look at the adverts on the walls. -With your friend, try to answer these questions: What are they advertising? How do they make the products appealing? Does it make you want to buy it? Why?

Pre-Reading (7 minutes) • To prepare students for the text and make it accessible

-they come up with 4 different brand names for the products in the adverts (trainers, water, cell phone, TV)- with their partner -have a quick class feedback -give them an adjective list with product pictures -they write adjectives which can describe the product under the related picture -they pair check their answers -have a class feedback and check/explain if there are any unknown words Instructions and ICQs -Think of all these products in the adverts and try to find 4 different brand names with your partner E.g. What is this? It 's a cell phone. Can you give me a famous brand name for this? -Now, I will give you some describing words for these products -What do we call describing words? E.g beautiful? = Adjectives -Think how you can describe a TV for example. Can it be delicious? -Write the suitable adjectives under these pictures

Reading for gist (5 minutes) • To provide students with less challenging gist information reading task

-they read a text without a title about advertising -they will choose the best title for the text after reading -pair check -have a class feedback Instructions and ICQs -Now you are going to read a text about advertising, but it doesn't have a title -Your job is to read the text very quickly and circle the best title for it -You have 3 minutes Are you going to read it in details or quickly?

Reading for details (15 minutes) • To provide students with more challenging detailed reading task

-They read the text again, but this time in a detailed way -After reading they need to look at the statements about the text, and decide if they are true or false -Pair check -Throw a ball/paper at a S to nominate. After answering he/she can nominate another S using the ball Instructions and ICQS -You will read the text again, but this time carefully! -You have 8 statements about the reading passage -Read them and decide if they are true or false -You have almost 10 minutes

Follow-up (13 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

-Tell them to think about the reading text and ask about the target of these adverts -Show more product pictures targeting children in the adverts -Elicit "children" as a target of many adverts -they think of more products aiming children with their partner -have a quick feedback -tell them to discuss these questions in their groups or with their partner (up to the number of students) -if there is enough time, groups come together and share ideas -WC Feedback Instructions and ICQS -Think about the advertising text you read and look at all of these products -Who do you think these adverts are for? -Are they for adults or for .....? Children -With your friend, think of more products that are advertised to children -OK, we can see that advertisers are targeting children, Why? ( because when they get older, they will keep buying the same products. So, they catch them when they are young). -With your partner discuss these questions. If you want, you can take short notes. Is it right to advertise to children? Why or Why not? How can these adverts affect children? What about eating habits? What about wishing to buy more and more?

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