Lesson Planning Technological map of the lesson
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the power of advertising
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- Stages Activities Time
- Process of the lesson Organizational moment
- Introducing of new theme
- VI. Activities to develop skills. Answering the questions Objective: to stimulate ideas and opinions on the advertising industry.
- Jigsaw reading Objective: to practice reading for gist and specific information
- Doing “true” or “false” activity. Objective: to consolidate the learned material
- Filling in the gaps. Objective: to learn more about advertising.
- Evaluation and giving homework
- Didactic materials Fill in the gaps
- Tests collection I. Multiple choice
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Lesson Planning Technological map of the lesson
Process of the lesson
Process of the lesson Organizational moment Greet the pupils. Listen to duties report. Checking the homework. Check the home work by asking questions. Which kind of promotion do you like best? Which ones are very popular in Uzbekistan? Why do companies develop new promotion techniques? Introducing of new theme Tell the pupils new theme.( Show the slide 1.) Introduce them new words. (show the slides 2-10) New words:
be creative be good at drawing be original be witty
have a good sense of humor know how to touch people’s hearts be good with language know how people’s minds work be able to work fast be able to work under pressure be able to accept
Procedure: Ask the pupils to answer the following questions: 1.What jobs are in the advertising industry? 2.Would you like to work in the advertising industry? 3.What kind of knowledge, skills and personal qualities do you need to work in advertising? 4. How do adverts work? Why do they influence us, do you think?
Jigsaw reading Objective: to practice reading for gist and specific information Procedure: Divide the pupils into three groups. Give them parts of the text. Ask the groups to put the text in order. Tell them that they have 5 minutes. When they finish ask the pupils to read the text loudly. Advertising as persuasion Advertisements want to persuade us to buy particular products. How do they do it? Let’s imagine …You’re watching TV. It’s a hot evening. You fell thirsty .You see an advert for a refreshing drink. You see people looking cool and relaxed. You notice the name of the refreshing drink because you think it could be useful for you to satisfy your thirst. Advertisers study how people learn so that they can “teach” them to respond to their advertising. They want us to be interested, to try something, and then to do it again. These are the elements of learning: interest, experience and repetition .If an advert can achieve this, it is successful. If an advert works well, the same technique can be used to advertise different things. So, for example ,in winter if the weather is could and you see a family having a warming cup of tea and feeling cozy ,you may be interested and note the name of the tea…Here the same technique is being used as with the cool, refreshing drink. If advertisements are to be learned, there is a need for lots of repetition. But advertisers have to be careful because too much repetition can result in consumer tiredness and the message may fall on “deaf ears”. Consumers learn to generalize from what they have learned. So advertisers sometimes copy a highly successful idea that has been well learned by consumers. For example, the highly successful “Weston Tea Country” advertising for different tea has led to “Daewoo Country ” for automobile dealers and ‘Cadbury Country” for chocolate bars. Doing “true” or “false” activity. Objective: to consolidate the learned material Procedure: Read the sentences. Ask the pupils to say “true” or “False” for the sentences. Advertising study how people learn so that they can “teach” them to respond to their advertising. They want us to be fed up with adverts. There are two elements of learning: interest and experience. If an advert works well, the same technique can be used to advertise different things. Consumers learn to generalize from what they have learned. Advertisers sometimes copy a highly successful idea that has been well learned by consumers. Filling in the gaps. Objective: to learn more about advertising. Procedure: Give the groups worksheets. (see the worksheet 1 on didactic materials) Ask them to fill in the gaps in three minutes. When they finish check it. Evaluation and giving homework Tell the pupils marks. Give them homework: to write an advertising slogans. Conclusion The lesson is over. I hope pupils learned more about advertising. They can discuss advertisements . They analyze the advantages and disadvantages of advertising. Didactic materials Fill in the gaps Advertising as persuasion Advertisements want to ___________ us to buy particular products. How do they do it? Let’s imagine …You’re watching TV. It’s a hot evening. You fell thirsty .You see an _________ for a refreshing drink. You see people looking cool and relaxed. You notice the name of the ________ drink because you think it could be useful for you to satisfy your thirst. ___________ study how people learn so that they can “teach” them to respond to their advertising. They want us to be________, to try something, and then to do it again. These are the ________ of learning: interest, experience and repetition .If an advert can ________ this, it is successful. If an _____ works well, the same technique can be used to _________ different things. So, for example ,in winter if the weather is could and you see a family having a warming cup of tea and feeling cozy ,you may be interested and note the name of the tea…Here the same _______ is being used as with the cool, refreshing drink. If ___________are to be learned, there is a need for lots of repetition. But ___________ have to be careful because too much repetition can result in ____________ tiredness and the message may fall on “deaf ears”. Consumers learn to generalize from what they have learned. So _________sometimes copy a highly successful idea that has been well learned by consumers. For example, the highly successful “Weston Tea Country” _________ for different tea has led to “Daewoo Country ” for automobile dealers and ‘Cadbury Country” for chocolate bars. Worksheet 1 Creative work Theme: The power of advertising Level: 9 Objective: to improve pupils’ creative skills To make juice chest The equipments : glue, scissors, pencils , color paper, empty box. Procedure: Ask the pupils to cut yellow paper Tell them to take empty box to attach yellow papers Ask to cut red and green papers make small apples Tell the pupils to attach small apples on chest. Ask them to write the name of juice with black pencil or pen. 1  2 
3. Tests collection I. Multiple choice 1. What is an advertising code? a) the code contains the standards for advertisement. b) the company gets negative advertising c) the code contains the standards for consumer 2. What jobs are there in the advertising industry? a) There is the person who writes the advertising slogan b) There is the person who not writes the advertising slogan c) There is the person who watch TV 3. Do we have a code in Uzbekistan? a) yes b) no 4. Advertisements want to ___________ us to buy particular products. a) persuade b) interest c) refuse 5. ___________ study how people learn so that they can “teach” them to respond to their advertising. a) adverts b)advertisers c)advertising II. Close test 6.What are the elements of learning advertisements? (interest, experience and repetition) When the same technique can be used to advertise different things? (if advert works well) III.Matching test Promotion a) telling customers about your products Marketing b)persuading your customers to buy your products Advertising c) deciding on a product, its price, how to get it to the customer and making promotion. Download 95.43 Kb. Do'stlaringiz bilan baham: 
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