| Background Teachers would like to make connections between the extra-curricular programme for S3 and classroom activities. A project on - Healthy Snacks - was chosen as a vehicle. Students learned about healthy foods in Home Economics lessons and designed recipes. In English lessons, they learned how to market their products. They learned about packaging design, jingles, slogans and TV advertising strategies. Finally, each group prepared an advertisement for class performance. The best groups in each class then went on to perform in an inter-class competition, which took place in the English Week. |
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Objectives
- To learn some features of language arts texts, such as rhyme, rhythm and alliteration as they appear in advertisements and packaging.
- To practise and improve oral presentation skills through performance.
- To learn about the conventions of the advertising genre.
- To learn and apply vocabulary relevant to food and health.
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Implementation
Textbook Chapters |
Healthy Living |
Target language |
Vocabulary:
- names of healthy food items
- processes of making some food items (for recipes �V melting, mixing, stirring, boiling etc)
- vocabulary related to marketing (product, packaging, slogan, jingle, advertisement)
Grammar and functions:
- persuasive texts (advertisements)
- rhyme, alliteration
- giving instructions
- giving advice
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Lesson plans
Lesson Objectives |
Teaching Procedures |
Materials |
Lesson 1
Aim:
To introduce the theme of healthy eating and the idea of persuading people to eat healthily |
- Use 2plus3 campaign poster to introduce idea of healthy eating and persuading people to eat more healthily.
- Ask students about their lunch eating habits. Do they think their eating habits are healthy? Introduce Jamie Oliver (famous English chef) and his - School Dinners - programme. Explain that in England the majority of children have lunches provided in the school. Jamie was very worried about the quality of these lunches and wanted to do something to help the children be healthier.
- Show the clip where the children can - t identify the vegetables, won - t eat Jamie - s nice healthy food, have a packed lunch of chocolate bars.
- Students answer some simple questions on the worksheet.
- Students discuss what Jamie could do next to get the children to eat more fruits and vegetables and less junk food. This will introduce the idea of marketing and other strategies to persuade people to do things.
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2 plus 3 campaign website
clips from - Jamie - s School Dinners -
Worksheet 1 Jamie - s school dinners.doc
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Lessons 2-3
Aim:
To identify marketing strategies used in product packaging |
- Students do a worksheet with examples of packaging. They identify the items on the packaging.
- Students look at the examples of packaging of snacks (candies, chocolate bars, cookies, potato chips etc.) which they have collected. They look at the examples and note various features of the packaging on a tick list. They also evaluate the packaging for use of colour, product name, attractiveness etc.
- Students work in pairs/groups to make a name, ingredients and design a package for their product.
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Worksheet 2 all wrapped up.doc
Project booklet.doc (Needed in every lesson from now on) |
Lessons 4-5
Aims:
To introduce vocabulary for talking about ads.
To learn about the strategies used in advertising |
- Teacher shows a TV commercial as an introduction to highlight the different features, slogan, jingle, situation etc. Teacher points out the type of strategy being used in the commercial.
- Students read a passage about the techniques used in TV commercials and answer comprehension questions.
- Students watch a selection of advertisements and identify certain elements, eg jingle, slogan, strategy used, target consumers, on a tick list for each ad. They can also rate the ads for the ones they like/dislike.
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TV Advertising.ppt
Worksheet 3 TV advertisements.doc
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Lesson 6
Aim:
To practise rhyme and rhythm and other language arts features |
- Remind students about advertising jingles from the TV ads they have seen.
- Students listen to/read some jingles. (Use the TV advertising ppt again). They identify examples of rhyme, rhythm and alliteration. (Word plays are also used sometimes).
- Students work on a slogan and/or jingle for their own product.
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TV Advertising.ppt
Worksheet 4 jingles and slogans.doc |
Lessons 7-8
Aim:
To learn how to plan the TV advertisement using a storyboard |
- Students watch an example of a student product. (advertisement)
- Students are given an example of a storyboard of the same advertisement and do an exercise (eg gap-fill, matching, putting in order�K.) Talk through the activity to explain how the storyboard works.
- Students draft storyboards for their own advertisements.
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Lessons 9-12
Aim:
To evaluate classmates - work and own work |
- Students practise presenting their advertisements.
- Students present their advertisements. Peer evaluation and teacher evaluation are carried out.
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Worksheet 6 peer evaluation form |
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An inter-class competition is held, featuring the best advertisements from each class. |
Students - Work
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Acknowledgements
Ms. Liang Sui Ping, Wendy
Ms. Cheng Man Yee, Zita
Ms. Chung Yuk Fung, Eva
Ms. Chiu Pui Man, Chamie
NLSI Lui Kwok Pat Fong College
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