teaching about tv advertisements – a project on healthy snacks ms fiona wong, ms zita cheng, mr...
TRANSCRIPT
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Teaching about TV advertisements – A
project on healthy snacks
Ms Fiona Wong, Ms Zita Cheng, Mr Sam Ho
NLSI Lui Kwok Pat Fong College
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School background
CMI school Students are creative and talented but….. their achievement in English doesn’t
match that in other subjects, so….. enriching the English environment is a
high priority for the school and….. infusing language arts into the junior
secondary curriculum is one way in which this is being done
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Why this project in S3?
began two years ago students had to do a cross-curricular
project teachers wanted to combine Home Ec
and English textbook had Healthy Eating chapter TV ads a new idea – students can learn
some Language Arts features of jingles, slogans and packaging, as well as some advertising strategies
presentation more interesting for inter-class competition
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Extra curricular programme
Project work
Classroom teachingLessons on features of TV
advertising
Group project and class competition
Inter-class competition for
English Week
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Poems and SongsKnowledge Different types of poems (eg
haiku, acrostic, shape poem, sonnet) Poetic features (eg rhyme,
rhythm, simile, metaphor, alliteration)
Skills Appreciating, responding, Creating, performing
Popular CultureKnowledge Pop culture text types (movies,
advertisements, comic strips) Features of those text types
(language, style, format , target audience, use of images)
Skills Responding, creating Presentation skills
DramaKnowledge Features of a drama script or
screenplay Drama vocabulary (audience,
stage, costumes)Skills Acting skills:- showing feeling
with voice, gesture, movement Team interaction Writing a script or screenplay
Fiction / Short StoriesKnowledge Story elements (eg plot,
characters) Major features (openings,
closings, dialogue, creating mood) Skills Analysing and appreciating
stories Storytelling Writing stories or completing a
given beginning or outline Character analysis
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Tasks Language Arts skills and
knowledge
Target language
Students learn about healthy eating in the Home Economics class and design a healthy snack
Vocabulary for ingredients
In English lessons, they learn about the features of slogans, jingles and TV advertisements
rhymealliterationrepetitionAdvertising strategies in TV advertisementsCreating impact with images and wordsBasic drama skills
Vocabulary related to marketingPersuasive languageThey design a slogan,
jingle and TV advertisement for their product
Overview
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Features of packaging The colour, design and wording
should attract the target consumers of the product and suggest something about the product’s “selling point”
The name and packaging may contain special features, eg alliteration or play on words (pun)
This is quite common in advertising, but difficult for students to replicate
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Jingles and slogans
Should be short and memorable
May contain rhyming words puns alliteration
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Be ________. Do it ________.Obey traffic lights.
right
bright
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TV Advertising strategies Using humour Using an image which shocks or
surprises, but is memorable Using famous people Using “science” to scare/reassure Suggesting the product will solve a
problem – and also make life better in general
Using images of beautiful, rich people in glamorous settings
Using references to current events, “hot topics” etc.
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Integration into the teaching schedule
Number of lessons Textbook teaching (Healthy lifestyles)
8 lessons Project 18 single lessons – 2 cycles
(may take longer according to the class)
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1. Introduction
Students….. watch a clip from “Jamie’s school
dinners” in which children refuse to eat healthy food.
discuss good ways to persuade children to eat more healthily.
raise the idea of marketing healthy snacks
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2. Packaging
Students….. identify features of packaging. evaluate examples of packaging of
snacks (candies, chocolate bars, cookies, etc.) which they have collected
work in pairs/groups to make a name, ingredients and design a package for their product
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Features of packaging
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Evaluating packaging
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3. Advertising strategies
Students…… watch a TV commercial as an
introduction to highlight the different features, slogan, jingle, advertising strategy, etc.
read a passage about the techniques used in TV commercials and answer comprehension questions
watch and evaluate a selection of TV advertisements
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TV Advertisements
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4. Slogans and jingles
Students…. listen to/read some jingles. identify examples of rhyme,
rhythm and alliteration. (Word plays are also used sometimes)
work on a slogan and/or jingle for their own product
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Slogans and jingles
Language
features
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5. Storyboard
Students watch an example of a student
product (advertisement) look at an example of a storyboard
of the same advertisement draft storyboards for their own
advertisements.
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Students’ response to the teaching part
Benefits Students can get
ideas about types of strategies to use
They learn some English jingles and slogans
They learn the features of these
Difficulties Not familiar with
vocab about healthy lifestyle (eg vitamins, fibre etc)
Time constraint Drama skills Getting suitable
advertisements for showing in class
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Changes for this year
Add drama skills for one or two lessons Find more up-to-date advertisements! Change of timing to include CNY holiday
– students have more time to work on their videos
Worksheets compiled as a booklet, so students can keep it for their reference
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Students present their products and advertisements in class
Peer evaluation is conducted The best presentations and
advertisements are chosen for the inter-class competition in English Week.
From project to performance
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Preparation for performance
Benefits Students are very
motivated to perform well
Enables them to use their IT skills in the context of English
The only time they want to speak English in front of others
Difficulties Some students
have stage fright Lack of basic drama
skills Students like to
make last minute changes
For weaker classes, coaching in pronunciation is needed
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Holding the competition (Learning from painful experience!)
First time difficulties No hall rehearsal Timing was a problem Technical problems
Second time improvements Rehearsal time allocated Improvement in technical aspects
Third time?
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Students’ products
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Ham: protein, calcium ,
Ham: protein, calcium ,
phosphorous, iron and fat
phosphorous, iron and fat
Iceberg lettuce :Iceberg lettuce :Vitamins and fibreVitamins and fibre
Corn: carbohydrate ,
Corn: carbohydrate ,
protein,protein,fibre, vitamins
fibre, vitamins
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Space Pudding
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2006
Honey Tofu
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S3 students’ work
“No Sweat” storyboard
2007
Power JellyPower Jelly
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Students’ responses
What did they enjoy most?
What was difficult?
Feelings about the teaching materials
Choice of presentation – live action or video?
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Impact on students
Motivates them to produce something in English
Motivating for boys – can use IT skills
Can draw the attention of students in other year groups if they see the performances
Students gain confidence in presenting their ideas
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Project assessment
Assessment of project work by teacher using rubric
Teacher’s feedback in project booklet
Self and peer evaluation Competition adjudicators’
scoresheet and “audience award”
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S3 project assessment rubric
The packaging is attractiveand carefully done. The designis suitable for the target audience.The packaging gives additionalinformation about the product
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peer assessment
project booklet
audience awards
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ResourcesMaterials from this project available on our website: http://cd1.edb.hkedcity.net/cd/languagesupport/res
ource/English/26_healthy_snacks/index.htmMaterials about TV ads http://www.teachit.co.uk/index.asp?CurrMenu
=132&T=411#411Other websites with TV commercials: www.youtube.com www.thebesttvcommercials.com (mainly US) www.visit4info.com (mainly UK) www.funnyplace.org (international)