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Enhancing students’ language and generic skills through a project on TV advertising

Enhancing students’ language and generic skills through a project on TV advertising. NLSI Lui Kwok Pat Fong College STFA Leung Kau Kui College Stewards Pooi Tun Secondary School Buddhist Kok Kwong Secondary School. Why project work?.

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Enhancing students’ language and generic skills through a project on TV advertising

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  1. Enhancing students’ language and generic skills through a project on TV advertising NLSI Lui Kwok Pat Fong College STFA Leung Kau Kui College Stewards Pooi Tun Secondary School Buddhist Kok Kwong Secondary School

  2. Why project work? • Allows for choice in the presentation of their product (e.g. live show or video) • Caters for learner diversity • Can be linked with other subjects • Provides opportunities to practise assessment for learning • provides opportunities to develop generic skills: • collaboration • communication • creativity • critical thinking • IT skills • self-management

  3. Core Curriculum • Language skills • Grammar in context • Vocabulary learning • Elective modules • Application of skills • Extension of knowledge Relevance to NSS curriculum • Task-based learning • Assessment for learning • Generic skills • Catering for learner diversity

  4. Why TV advertising? • Choice of topic can be linked to core curriculum • Relevant to students’ daily lives • Related to the NSS elective modules

  5. Sports communi- cation Popular culture Poems and songs Advertising Workplace communi-cation

  6. Timeline Implementation in first school Implementation in network schools 2006 2009 Celebration of students’ work in section’s annual sharing event Informal sharing for teachers

  7. The TV Ads Project Implementation in the original school – NLSI Lui Kwok Pat Fong College Materials from this project are available on our website Please refer to the resources list

  8. Overview Generic skills Collaboration Communication Creativity Critical thinking

  9. 1. Introduction 2. Packaging 3. Advertising strategies 4. Slogan & jingles 5. Storyboard 6. Performance 7. Assessment Teaching procedures

  10. Setting a context 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

  11. Learning about 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

  12. Examples • humour • images which shock or surprise • endorsement by famous people • “experts” to scare/reassure • ideals and aspirations (e.g. using images of beautiful, rich people in glamorous settings) • current events, “hot topics” etc. • slogans and jingles

  13. 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.

  14. From project to performance • 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.

  15. The TV Ads Project Sharing with teachers from other schools

  16. Sharing for teachers Teachers from NLSI Lui Kwok Pat Fong College shared their work

  17. Teachers had opportunities to ask questions and talk informally with the presenters afterwards • They appreciated the practical advice given and the frank sharing of experience • They gained a better understanding of the text type and how to deliver the material in class

  18. The TV Ads Project Implementation in three different schools

  19. School backgrounds Level Curriculum TV Ad project

  20. New Procedure Original Procedures Students were asked to add their personal reflections on the project at the end of the video 1. Introduction 2. Packaging 3. Advertising strategies 4. Slogan & jingles 5. Storyboard 6. Performance 7. Assessment STFA Leung Kau Kui College Variations in teaching procedures:

  21. Learner characteristics of the more mature students • They have the confidence to learn by themselves • They can learn communication and collaboration skills in the process of carrying out the project. • They are aware of themselves as learners, and can ask for appropriate challenges

  22. Enhancement Programme: • Language Arts (e.g. poetry, • songs, films, drama, short • stories) • Reading skills • Phonics Buddhist Kok Kwong Secondary School • Level: S2 • Theme: Teen Problems • Students: Weak foundation and lack confidence in English • Teachers: Enthusiastic, collaborative culture • Curriculum: Core curriculum + Enhancement Programme

  23. Core Curriculum Enhancement Programme Introduction to teen problems Introducing the function of TV advertisement • Language input • Use present perfect tense to • elaborate problems • Use conditional sentence to give • advice • Components of advertisements • Advertising strategies • Slogans • Jingles Speaking task: Sharing problems and giving advice Storyboard writing TV Advertisement production Buddhist Kok Kwong S S Unit Plan

  24. Buddhist Kok Kwong S S Variations in teaching procedures: Original Procedures New Procedures 1. Introduction 1. Comparing a new and an old ad 2. Packaging 2. Advertising strategies (including slogan and jingles) 3. Advertising strategies 4. Slogan & jingles 3. Storyboard 4. Role-play in class 5. Storyboard 5. Assessment 6. Performance 6. Video taped performance 7. Assessment

  25. Buddhist Kok Kwong S S Emphasis: Developing confidence and self-awareness • Strategies: • Simplify the procedures • Simplify the introduction • Skip “packaging” • Introduce TV advertisement • components & strategies • 2.Break down the teaching • process to build confidence • Read sample storyboards • Analyze the content • Help students to get started • 3.Integrate assessment for • learning • Role-play in class • Obtain feedback for improvement • Video tape the performance 1. Introduction: Comparing a new and an old ad 2. Advertising strategies (including slogan and jingles) 3.Storyboard 4. Role-play in class 5. Assessment 6. Video taped performance

  26. Buddhist Kok Kwong S S What happened:Comparing two advertisements • Cater for students’ needs: • Praise students • 2. Paraphrase the questions • 3. Allow students to use • mother-tongue in providing • key words • Titles / companies 2. Their preference 3. Compare two commercials 4. Purpose of TV Ads

  27. Introducing strategies & definitions Revision of advertising strategies Buddhist Kok Kwong S S What happened:Advertising strategies Cater for students’ needs: 4. Demonstration 5. Arrange activities that allow more physical movements 6. Revision before starting a new task

  28. Buddhist Kok Kwong S S What happened:Storyboard • Strategies to help students • design the storyboard: • Boosting confidence • Show TV Ads produced bystudents • - Generate ideas together by brainstorming • 2.Deconstruction of storyboard – breaking down the task • Sequencing task to deepen students’ understanding • Analyze elements of a storyboard • Teacher’s support in group work

  29. Magic Pen Lightning Diet Drink Students’ Storyboards

  30. Buddhist Kok Kwong S S What happened:Performance – role play Step 1: Assessment criteria • Assessment for learning: • Explain assessment criteria • Encourage peer assessment • 3. Provide positive feedback to • boost their confidence • 4. Suggest areas for improvement Step 2: Role play Step 3: Feedback

  31. Buddhist Kok Kwong S S What happened:Performance – end product

  32. Stewards Pooi Tun Secondary School • Level: S1 • Theme: Leisure Activities • Students: Average ability, good behaviour • Teachers: Enthusiastic, collaborative culture is formed • Curriculum: school-based modules

  33. Stewards Pooi Tun S S Variations in teaching procedures: New Procedures Original Procedures 1. Visiting 4 different shopping centres 1. Introduction 2. Advertising strategies 2. Packaging 3. Advertising strategies 3. Designing a poster (slogan) 4. Slogan & jingles 4. Storyboard 5. Performance 5. Storyboard 6. Assessment 6. Performance 7. Video taping performance 7. Assessment 2nd Year 8. Inter-class TV Ad competition

  34. 5. Role-play in class 6. Assessment 7. Video taping performance Stewards Pooi Tun S S Emphasis: Developing independent learning skills • Strategies: • Extend students’ learning • experience • - Visit shopping centres • Celebration of success: Inter-class • TV Ad competition (2nd year) • 2. Collaboration in groups • Design posters and storyboards • Engage in TV Ad production • 3.Provide more support • for weaker groups • After school practice • Role play in class • Provide language and technical • support as needed 1. Visiting 4 different shopping centres 2. Advertising strategies 3. Designing a poster with slogan 4. Storyboard 8. Inter-class TV Ad competition

  35. Stewards Pooi Tun S S What happened:Inter-class competition • Maximising students’ • participation: • Using student MCs • Showing two TV Ads from • each class • 3. Involving the audience: • A short quiz to test their • understanding after showing • each clip • Audience vote for their • favourite TV advertisements • and give reasons Student MC

  36. What happened:Inter-class competition Stewards Pooi Tun S S I enjoyed watching the TV advertisements produced by my classmates. I can learn English and understand more about TV advertisements through this activity. Champion

  37. Impact of the project Teachers: • Professional development • More familiar with the special features of TV Ads • Able to integrate popular culture into the curriculum 2.Collaborative culture • Exchange teaching ideas • Share workload and resources • Work out detailed teaching plan • Understand students’ capabilities • Confidence in students’ ability to work by themselves Students: • Knowledge about pop culture • Learned features of TV ads • Learnt from other students’ work • Language skills • Improve spoken English • Confidence in speaking • Motivated to learn English • Vocabulary and language structures • Can apply language learned 3.Generic skills • Creativity & critical thinking • Working as a team

  38. Observations and conclusions Helping students learn

  39. peer assessment audience awards project booklet

  40. Extra curricular programme Project work Classroom teaching Inter-class competition Group project and class competition Lessons on features of TV advertising

  41. Rationalising choices Choice of medium Technical support as needed More examples Brainstorming ideas Language scaffolding

  42. Developing generic skills: supporting progress towards independence • Manage group work: • Arrange structured • tasks (e.g. sequencing, • matching) to begin with • - Facilitate group work • without taking over • Allow flexibility: • Cater for learner • diversity • Arrange a wide variety • of learning activities • Provide a safety net: • Provide access to • support as needed • Give students a • chance to work • independently Teacher’s role:

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