LESSON TITLE: Telling the world about your product

Lesson #: 3

TEACHER NAME: Aini Fang DATE: Mar 20, 2014
Attach any handouts or materials required for this lesson.

Preparation/Planning
ESL Course: Business
English

Level

Beginning


Intermediate


Advanced


Multilevel
Topic/Theme: Describing
the products

Objectives
Listening Students will be able to listen to the video and interpret the general
ideas of the advertisement in the video
Students will be able to listen and evaluate others ideas
Speaking Students will be able to discuss in the group about the features of
each advertisement
Students will be able to do a short presentation
Reading Students will be able to read an advertisement about different
products
Students will be able to analyze the strategies of the advertiser
used
Writing
Bridging
What background
knowledge do the students
already have?
The students are high intermediate to low advanced English
proficiency level. They have some background knowledge about
marketing and other Business English knowledge either in English or
in their native language.
What will you do to activate
or link students prior
knowledge or experience to
upcoming content?
In this warm up activity (Bridging):
I will ask students two questions about the advertisement they
saw in their life. Ask them if they like it or not and the reasons.
Question #1: Of the advertisement you saw on your way to ELA
today, which caught your attention?
Question #2: What elements of an advertisement appeal you?
Image? Color? Language? Design? Humor?
Then, I will introduce the topic Introducing the product to the
world
After that, I will state the importance of this lesson.
No matter you are a customer or an advertiser, we all should
know how to interpret advertisement from different advertising
medias. As a customer, you should know the strategies the
company used to promote their product, some are true and some
are not. Then, you can judge what to buy. As an advertiser, you
should know different advertising strategies to promote the
products, and you should know customers preferences of
watching advertisement.
Engagement with New Material
What will you do to engage
students in the active
learning of the new
material?
1. In order to present the features of advertisement, I used authentic
advertisements from Time magazine instead of the outdated
advertisements listed in the textbook. I hope authentic advertisement
can attract students eyes. (See Appendix 3)
First of all, I introduce the abbreviations used in the
advertisement:
ad.-advertisement
in.-inch
yr.-year
Divide students into 3 groups (4 students in a group). Each group
reads one authentic advertisement from the Time magazine. Fill in
the blanks about the features of the product: (10mins)
Pre-teach the vocabulary before students analyze the
advertisement in groups:
Appearance
Choice
Durability
After-sales/protection
Feeling
Quality
Appealing features
Price/cost
After each group analyzes the advertisement according to the 8
features, they will tell the whole class about each feature of their
advertisement.

2. After talking about the features of the advertisement, I will then talk
about different advertising medias when promoting products.
Advertiser should consider the media when planning the advertisement.
What are the advertising medias you know? For
example, TV? Radio?...
Which advertising media do you think is the most
effective one?
What do you like most?
E.g. TV
Newspaper
Social media
Radio
Plane (in the sky)?

3. Students will then learn the advertising strategies used in the
advertisement, and conclude meaning of the three strategies: (See
Appendix 2: PPT)
Informative:
https://www.youtube.com/watch?v=ImFY-lSkCSM
Persuasive:
https://www.youtube.com/watch?v=yT6qHVoM4HQ
Competitive:
https://www.youtube.com/watch?v=zxq4ziu-wrI
4. Lastly, I will present some persuasive language and attractive
adjectives and phrases that can be used in describing products.
Compound adjectives: long-lasting, user-friendly, multi-purpose
(introduce compound adjectives)
Show the attractive adjectives with pictures on PPT.
What will you do to ensure
that all students are
engaged?
When students are discussing in groups, I will walk around and make
sure that each group is discussing in English, and following the
instructions. Then, I will have all the groups present their
advertisements to the class to show their understanding of the 8
features of advertisement.
Application
What opportunities will you
provide students to practice
and apply their
knowledge/skill to meet the
objectives for this lesson?
To apply to other contexts?
When analyzing the advertisement from Time magazine, students
will need to understand the vocabulary first. Then they will
analyze the advertisement and categorize the advertisement into
each feature. It can help students to practice the vocabulary on the
basis of understanding of the vocabulary items.
Students will also need to design their own advertisement at the
end of the class, considering all the elements included in
designing the advertisement. If they don't understand the meaning
of the vocabulary we learned in the class, they will not be able to
state their rationale of their advertisement.
Assessment
How will you assess their
learning of the objectives?
1. Let students work independently to design a product
- Strategies: competitive/persuasive/informative
- Media? TV, social media
- Words that you use. Attractive?
2. After students design all the advertisement, I will invite students to
tell us their product.
3. I will create a classroom market. After students present their
products and their rationale for designing the advertisement, I will ask
other students whether they will buy the product or not? Why? And
we will see who design the best-selling product.
Closing
How will you help students
recap the learning and link it
back to the original purpose
of the lesson?
I will let students take out a blank paper, and write down three
words that they think are the most important elements in advertising.
They can write new vocabulary we have learned in this lesson, such
as three different advertising strategies, features of the advertisement,
persuasive language and attractive adjectives and phrases. This is an
opportunity for students to recall what they have learned in this class.
Technology
If applicable for your
context and your lesson, how
will you meaningfully
integrate technology into
your lesson?
I wont use a lot technology in this lesson. But I will include a
YouTube video about how expert tells us about a good salesperson.
The advertisements from the YouTube video are pretty short and
attracting. The actress in the advertisement is really beautiful, which
may attract my female students in the class.
Reflection
What went well? How do you
know?
I think using the three online advertisements to explain the meaning
three strategies of advertising is really helpful:
Persuasive
Informative
Competitive
These three videos are really short but attractive. And they guess
the meaning of these three strategies of advertising after they
watched the advertisement. From their reaction, I know that they
totally understand these three words because they all told me the
reason why the advertisement suits for each category. A student
even told me it is not legal of using competitive advertisement in
Saudi Arabia. It shows that they understand the meaning, and was
bale to connect the knowledge with their own country.


What didnt go as planned? In terms of the two brainstorm questions, I hope students can tell me
a lot of their experience of reading advertisement. But it turned out
that not a lot of students paid attention to advertisement in America.
So I had to talked a lot in order to introduce the topic.
What contingency plan did you
employ?
To be honest, I didn't have a contingency plan. But I realized that if
the YouTube video does not work in my class, I will lose direction
about introducing three strategies of advertising. If the online
advertisements did not work, I may have to explain it orally. And I
will assign homework to students about watching the three
advertisements and put them into each category. I will send the link
and let them watch it. Then, it can be a review activity for students.
What would you do differently
next time?
I will model students how to analyze the eight features of the
advertisement. And students will better understand what they should
do in groups.
In addition, I will scan the advertisement from the magazine and put
it in PPT so that every students can read advertisements from other
groups. This time, I have to hold the advertisement and walked
around the class to show it to the students. Students can read it but
they cant read it carefully. The letters in the advertisement are really
small. So maybe students from other groups may not totally
understand the advertisement when other groups were presenting.
Did your students meet the
purpose and objectives for this
lesson? How do you know?
1. I think students meet the purpose of the lesson. As I mentioned
above, students have a good understanding of the vocabulary
items of the three strategies of advertising. They were able to
explain and connect the knowledge with their own experience.
2. When analyzing the advertisement from Time magazine, I don't
think students did well in this part. One of the reasons was that
they didn't follow the eight features. Instead, they just paid
attention to the products in the advertisement. I should have made
a handout for them and let them fill it instead of listing the
features on the screen. When students are discussing in groups,
they may just forget about the screen and will not look at the
screen.
What do your students need
next? How do you know?
When doing the group discussion for analyzing the advertisements, I
think I will make a handout in which lists all the features that they
should analyze. This time, I list all the features on the projector. But
it seems that when students are discussing, they didn't follow the
instruction. They just express why they liked the advertisements or
not. I walked among the groups and found that they didn't follow the
instruction. So I had to remind them about the instruction for each
group.
What did you learn about your
glows and grows as a teacher?
What can you do to work on
your areas needing growth?
Grows: From my colleagues observation (Jesus), he said I did well
on the classroom management. There is always a problem in my class
that students are too active in discussing in groups. When we finished
group discussion, some students are still talking to each other. I didn't
do well in the last class because I have to wait at least 2 minutes until
all the students stopped talking. In this lesson, I raised my voice for a
little bit first, but not all the students paid attention to me. And I
found that a girl was talking to another students while other was
talking, I walked closer to the girl and touched gently on her shoulder
without disrupting others presentation. At the same time, the talking
girl realized that she was talking and then stopped.
Glows: I think I should spend more time modeling students group
work before they started doing it. I felt like I explained every
carefully about what to do in the activity. But students always have
questions about what to do next and want to confirm. Maybe next
time, I will spend some time modeling, such as analyzing the ads
from the eight features.
















1. Appendix 1: Lesson Plan
Lesson Plan #3: Telling the world your product
Mentor Teacher: Erika Rose
Student Teacher: Aini
Subject: Business English
Age: Adult
Numbers of Students: 14 students
Level: High Intermediate Low Advanced
Length of time: 75 minutes

1. Lesson Objective:
Students will be able to discuss the printed advertisements on Time magazine.
Students will be able to analyze the strategies of the advertiser (informative,
persuasive, competitive)
Students will be able to learn some adjectives in order to make their own
advertisement.

2. Prior Knowledge:
Students already have some background knowledge about marketing either in English
or in their native language.

3. Materials Needed
Power Point
Computer with the Internet (YouTube Video: )
Blackboard
Posters and Markers
Worksheet

4. Procedures:
Step 1: Anticipatory Activity: (7 minutes)
1) Bridging (questions):
Of the advertisement you saw on your way to ELA today, which caught your
attention?
What elements of an advertisement appeal you?
Image? Color? Language? Design? Humor?

Step 2: Introduce the topic: advertising (25 minutes)
1) Introduce the abbreviation used in the advertisement:
ad. advertisement
in. inch
yr. year

2) Divide students into 3 groups (4 students in a group). Each group reads one
authentic advertisement from the Time magazine. Fill in the blanks about the
features of the product: (10mins)
Appearance
Choice
Durability
After-sales/protection
Feeling
Quality
Appealing features
Price/cost

3) Each group tells the whole class about each feature according to their
magazine (10 minutes)
4) Every student will write down the advertisement information on a paper.

Step 3: Watch 3 advertisement on YouTube Video (10 minutes+15minutes)
1) Talk about different advertising medias: Questions:
What are the advertising medias you know? For example, TV?
Radio?...
Which advertising media do you think is the most effective one?
What do you like most?
E.g. TV
Newspaper
Social media
Radio
Plane (in the sky)?

2) Watch the video (3 very short videos)
1. Informative:
https://www.youtube.com/watch?v=ImFY-lSkCSM
2. Persuasive:
https://www.youtube.com/watch?v=yT6qHVoM4HQ
3. Competitive:
https://www.youtube.com/watch?v=zxq4ziu-wrI

3) Talk about different strategies of advertiser
PersuasiveBeneficial changes products brings to ones life
InformativeFactual information about price, special offers
CompetitiveClaims that the product is better than those of competition,
directly or indirectly.

Step 4: persuasive language and attractive adjs and phrases
- compound adjs: long lasting (introduce compound adjectives)
- show the attractive adjs with pictures on PPT.

Step 5: Let students work independently to design a product
- Strategies: competitive/persuasive/informative
- Media? TV, social media
- Words that you use. Attractive?
Invite students to tell us his product. Will other students buy it? Why?


























2. Appendix 2: PPT


Lets watch three ads:
https://www.youtube.com/watch?v=JCbHDtQiE7Q
https://www.youtube.com/watch?v=ImFY-lSkCSM
https://www.youtube.com/watch?v=pZYev9EXozE
Claims that the product is better than
those of competition, directly or indirectly.
Competitive
Persuasive
Informative
Beneficial changes products brings to
ones life
Competitive
Persuasive
Informative
Factual information about price, special
offers
Competitive
Persuasive
Informative
Persuasive Language
You really must
You really ought to
You should try.
: Attractive adjective and phrases
Long-lasting
Durable
Tough





Tasty
Mouth-watering
Delicious

Guaranteed
Secure
Safe

Cheap
Inexpensive
Unbeatable price
Simple to use
Confortable
convenient
3. Appendix 3: Three Advertisements from Time magazine: