Consumerism (10 Min) Provide students with the definition of consumerism. Ask them to form small groups and draw up a list of the benefits, costs and implications of consumerism. Anti-Consumerism icon

Consumerism (10 Min) Provide students with the definition of consumerism. Ask them to form small groups and draw up a list of the benefits, costs and implications of consumerism. Anti-Consumerism



НазваниеConsumerism (10 Min) Provide students with the definition of consumerism. Ask them to form small groups and draw up a list of the benefits, costs and implications of consumerism. Anti-Consumerism
Дата конвертации08.06.2013
Размер12.93 Kb.
ТипДокументы
скачать >>>

Lesson Plan

Advertising. Adbusting.


Subject: General English

Group: Intermediate

Time: 90 min.

Number of students: 8-12.

Aims: 1. to develop critical thinking; 2. to improve writing skills.

Objectives: 1.To evaluate and judge the ethical issues concerning the role of advertising in  contemporary society. 2. To identify misleading, erroneous messages presented in advertising and the media. 3.To have students debunk misleading, erroneous messages in advertising. 4. To learn about possible problems with advertising and a consumber-based culture. 5. To plan and revise a piece of Adbuster art (“true ads”) that will accompany the written texts.

Materials: an assortment of popular magazines, different color markers, tape, scissors, rulers, large poster paper.

Adbust – an anti-consumerism advert. Adbuster is a form of media that looks like an advertisement but actually opposes the values and assumptions presented by a corporation through its advertising campaigns.

Activities:

Consumerism (10 Min)

Provide students with the definition of consumerism. Ask them to form small groups and draw up a list of the benefits, costs and implications of consumerism.

Anti-Consumerism (10 Min)

Provide each group of students with a sheet of anti-consumerism posters1 or data sheets. Ask the group to decide what the adbust is trying to say about consumerism, to form a group opinion on whether they believe the adbusters have a valid point, and to consider which adbust carries the most powerful message and why. Each group should then briefly present its opinion on the adbusts to the rest of the students.

Discussion (20 Min)

1.Discuss why anti-consumerism has grown over recent years and its possible implications for business and society .

2. Analyze an ad. Identify the persuasive message used to emotionally hook the consumer; what message is the ad truly selling? For example, "people have more fun when they drink beer," or "smoking makes a person sexy" or "rebellious youth wear Levis." To help you identify the message, consider these messages commonly used in ads from the book Consuming Passions by Ellen Mohr Catalano and Nina Sonenburg:

If you use this product you will:

1.Join a wonderful group of people.

2.Fee appreciated.

3.Be rewarded.

4.Be respected by others.

5.Have more love or sex in your life.

6.Be more like famous or wealthy people.

7.Be associated with success, humor, tradition.

8.Be on the cutting edge; rebellious.

9.Find deep satisfaction.

10.Enjoy escape or adventure.

If you do not use this product, you will:

1.Face social isolation or career failure.

2.Face failing health or death.


Culminating Activity (35 min). The culminating activity involves students working in groups of 3-5 to develop a counter-ad.. In this step the students write detailed out-lines of their two paragraphs and then begin work on the Adbuster itself. Two students from a group of four use their work from both the freewriting and brainstorming steps to work on the first paragraph describing the hidden messages, and the other two students do the same with the second paragraph cri-tiquing the hidden messages. Then all four members of the group work together to out-line the Adbuster. —To assist, the teacher can give each sub-group an outline worksheet for an academic paragraph. Outline worksheets are easy to create and only require spaces for the topic sentence, supporting details, and the conclud-ing sentence in its simplest form. The teacher can create a worksheet that is laid out in the same format as the target writing, but with headings denoting each important section and a certain amount of space below each one for the students to fill in their ideas.

For the Adbuster, the students can first decide whether they will “bust” the assumptions in the ad, or the use of the actual product. Then, they can determine the kinds of images they will use to express their ideas. The teacher may want to provide a worksheet the students can use to record these ideas. The worksheet should require the students to (1) write down the central messages of the advertisement, make a list of assumptions made by the advertisement, and analyze the possible effects of using the product that are not revealed in the advertisement (e.g., What is there about this product that the company selling it to you may not want you to know? How does the main message com-pare to reality?).

Summing up (10 Mins)

Sum up the key learning points from the lesson ensuring that candidates understand what is meant by consumerism, the rise of anti-consumerism, the implications of consumerism at a local, national and international level, and the complexity and inevitable conflicts of making ethical business decisions.

^ Teacher Assessment (5 min).

The teacher may assess students’ progression through the various drafts, their class presentation, and the clarity of ideas represented in the Adbuster. After delivering the final assessment, the teacher can also schedule individual group conferences to discuss the assessment in more detail and to answer any questions students may have.

References

1.A.Grigoryan, J.M. King Adbusting: Critical Media Literacy in a Multi-Skills Academic Writing Lesson // English Teaching Forum. Vol.46, №4, 2008. Pp.2-9.

2.Bakari Shavanu Adbusting: A Media Literacy Unit // Электронный адрес: http://ctap295.ctaponline.org/~bchavanu/

3. Urban Dreams. OUSD Curriculum Unit. Critical Consumerism: Advertising and Teen Culture // http://urbandreams.ousd.k12.ca.us/lessonplans/consumerism/worksheet9.htm

3. Source of Adbust: http://adbusters.org/spoofads/index.php.




Похожие:

Consumerism (10 Min) Provide students with the definition of consumerism. Ask them to form small groups and draw up a list of the benefits, costs and implications of consumerism. Anti-Consumerism iconIntroduction This is a low preparation but high output activity which I have used successfully with teens and adults. The aim of the activity is to get students to orally create a short story in small groups or pairs. Procedure

Consumerism (10 Min) Provide students with the definition of consumerism. Ask them to form small groups and draw up a list of the benefits, costs and implications of consumerism. Anti-Consumerism iconI – introduction 3 II – benefits and costs 4

Consumerism (10 Min) Provide students with the definition of consumerism. Ask them to form small groups and draw up a list of the benefits, costs and implications of consumerism. Anti-Consumerism iconI – introduction 3 II – benefits and costs 4

Consumerism (10 Min) Provide students with the definition of consumerism. Ask them to form small groups and draw up a list of the benefits, costs and implications of consumerism. Anti-Consumerism iconThe list of subjects for the 4th year students

Consumerism (10 Min) Provide students with the definition of consumerism. Ask them to form small groups and draw up a list of the benefits, costs and implications of consumerism. Anti-Consumerism iconPick up form for international students

Consumerism (10 Min) Provide students with the definition of consumerism. Ask them to form small groups and draw up a list of the benefits, costs and implications of consumerism. Anti-Consumerism iconApplication form for international students

Consumerism (10 Min) Provide students with the definition of consumerism. Ask them to form small groups and draw up a list of the benefits, costs and implications of consumerism. Anti-Consumerism iconЛабораторная работа по дисциплине: Теория информации и кодирования Код Хемминга с d min=4
Коды Хэмминга наиболее эффективны для коррекции одиночных ошибок (d min=3) и обнаружения двоичных ошибок (d min=4)
Consumerism (10 Min) Provide students with the definition of consumerism. Ask them to form small groups and draw up a list of the benefits, costs and implications of consumerism. Anti-Consumerism iconPplication form for exchange students høgskolen I Finnmark, n-9509 Alta, Norway

Consumerism (10 Min) Provide students with the definition of consumerism. Ask them to form small groups and draw up a list of the benefits, costs and implications of consumerism. Anti-Consumerism icon1. People visit their mothers and give them small flowers and small presents

Consumerism (10 Min) Provide students with the definition of consumerism. Ask them to form small groups and draw up a list of the benefits, costs and implications of consumerism. Anti-Consumerism iconМосковский Государственный Институт
Коды Хэмминга наиболее эффективны для коррекции одиночных ошибок (d min=3) и обнаружения двоичных ошибок (d min=4)
Разместите кнопку на своём сайте:
Документы


База данных защищена авторским правом ©rushkolnik.ru 2000-2015
При копировании материала обязательно указание активной ссылки открытой для индексации.
обратиться к администрации
Документы