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CEP Lesson Plan Template

Teacher/s: Vincent Phinouwong

Level: Advanced 4
Goal: Introduce students to the theme of the unit. Get students talking about
advertisements in terms of audience, effectiveness, and ethics.
Objectives (SWBAT):
Students Will Be Able To
1. talk about the concept of an audience for an advertisement.
2. predict definitions of new words and phrases through context.
3. read a dialogue about advertising for gist and specific information.
4. talk about ethical advertising and defend their views.
Theme: Advertisements
Extensions: Ethical Advertising



Review or Preview (if


Linking & Transitioning to rest of


(for example:

Activity 1:
Introduce theme of Unit 1.

1.1 Pre-Stage:
Last class, SS were instructed to look
at the title of Unit 1 and come up with
their own idea of the meaning of the
title. T brings up a slide containing the
title and asks SS to talk in pairs about
what they think it means. T then gives
Transition to #2:
each pair a turn to share their answer
Our next activity involves
and explain why. T explains to the
reading about
class that the theme of the unit is
advertisement, however,
largely centered on advertising. T then
before we can start that, lets elicits the concept of audience in
review some of the key
advertising by asking learners what
vocabulary that you will
term is used to refer to the people to
encounter in the reading.
listen to or view advertisements. After
successfully eliciting audience, T write
the word on the board and uses a
graphic organizer to brainstorm







categories that describe audiences

(female, adults, sports fans, etc).
1.2. During Stage:
T brings up a slide with an
advertisement. The class has an open
discussion about who might be the
possible audience of the advertisement
T then asks SS what they think about
the advertisement. What is it
advertising? Is it easy to understand?
Is it effective? Why? The class
discusses as a group

Activity 2:
Vocabulary Check

Transition to #3:




1.3 Post-Stage:
T brings up a slide with 5 different
advertisements. SS are divided evenly
into groups and each group is assigned
an advertisement. In their groups, SS
talk about the same questions. Once
every groups has answered each
question, each group is given a turn to
present their answers to the class.
Students are divided into pairs.


2.1 Pre-Stage:
T brings up a slide with 7 fill-in-theblank questions. T instructs SS to
individually complete each sentence
using the words and phrases given to
them. If they dont know what the
words or phrases mean, they are
encouraged to try their best and guess.
Once finished, learners are instructed SS-SS
to compare answers with a partner
sitting next to them.


2.2. During Stage:

T brings up a slide containing the same
seven sentences with the blanks filled
in. Learners are asked to check their
answers and see which ones they had
gotten right and which ones that were
incorrect. T then instructs SS that in

the same pairs, they will need to make

up a definition for the underlined
words. If they are unfamiliar with the
word, they are encouraged to come up
with a definition using the prepared
sentences as a contextual reference.
Once all groups are finishes, T
nominates pairs to share their answers.
2.3 Post-Stage:
T instructs students to open their books
and complete the vocabulary check
activity on Page 4. T nominates SS to
come up and write answers on board.
Activity 3:

3.1 Pre-Stage:
T informs SS that the reading is about T-SS
making a radio advertisement. T asks
learners if they are familiar with radio
advertisements, and as a class, every
one brainstorms the differences
Transition to #4 or Wrap-up: between radio advertisements and
Now lets think about a
T.V./Magazine ads. T repeats the topic
different aspect of
to the class and elicits that the text they
advertising that we havent will be reading is a dialogue between
talked much about.
two women named Sara and Janet. T
instructs SS that they will be given 30
seconds to skim through the dialogues
in order to find out who Sara and Janet
are, and what their relationship with
one another is. After giving SS 30
seconds to skim, T opens up the class
to volunteers to answer the two
3.2. During Stage:
T reiterates that Sara is a business
owner and Janet is her lawyer. T
brings up a slide containing a T chart.
Using the chart on the slide as a
model, T instructs SS that they will
need to take out a piece of paper and
create an identical chart. On the left
side of the chart, learners will need to SS
write down



Saras ideas for he radio

advertisement, while on the right side
of the chart, learners will have to take
notes on Janets reactions to said
ideas. Once learners are given
adequate time to fill out their charts, T
creates a chart on the board and writes
down SS ideas


3.3 Post-Stage:
T brings up 3 discussion questions on a
slide. SS are divided into three groups.
Each group is given a specific question
to answer. Once each group has agreed
upon an answer. One member from
each group will form a new group.
Each member will then report the
answer from their previous group to
their new group.
Activity 4:
Ethical advertising.
Choosing an opinion and
defending it.

Transition to Wrap-Up:

4.1 Pre-Stage:
T refers back to the word unethical T-SS
which was part of the vocabulary work
done earlier. T writes both unethical
and ethical on the board and asks SS to
share what they think both words
mean. The class discusses the meaning
of ethical and unethical and T
highlights the fact that it is subjective
and likely to be different for different
people especially if they are from
different cultures.
4.2. During Stage:
T explains how in advertising, ethics is T-SS
something that always comes into
question. Just as Janet said in the
reading, most people avoid doing
things they find to be unethical,
however, in advertising we still see
advertisements that some people might
find to be unethical. T brings up a list
of statements about advertising. SS are SS
instructed to either agree or disagree
with each statement based off of their


own beliefs.
4.3 Post-Stage:
Once learners have finishes agreeing or SS-SS
disagreeing with the statements, they
are put in pairs to talk about their
choices. SS are told that if their opinion
differs from their partners opinion,
both people will need to defend their

Lesson Evaluation Procedures:

For homework SS will have think of a T-SS
memorable advertisement. They will
need to write a short paragraph
describing what the ad was about, who
was the audience, what made it
memorable, and whether or not they
thought it was an effective ad.
T then hands out a take-away slip for
SS to fill out.


Materials: In Charge 2, PowerPoint slides, white board

Anticipated Problems & Suggested Solutions: Learners have trouble with the amount of
speaking that is required throughout the lesson. I will have to give them clear tasks and
instructions while easing them into speaking activities in order to relieve them of any
stress or anxiety they may have from having to speak with their peers. This lesson
incorporates the concepts of ethical and unethical which learners may feel uncomfortable
talking about. I will let them know that the classroom represents an open domain where
everyone is entitled to share their opinion free of judgment. Being able to share an
opinion and defend that view is an important communication skill to develop in any