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Song Presentation for Commercials Teacher’s Notes

T55

Song Presentation for Commercials

T56 The jingle that results is as follows:

Shiny Shampoo

Makes your hair silky and smooth Fruity, flowery or chocolaty

The right Shiny Shampoo is waiting for you!

Catering for Learner Diversity For less advanced students:

If students find producing their own jingle too challenging, you might like to jumble up the lines of the example jingle and ask students to put them in the correct order. Alternatively, you might like to turn the jingle into a gap-fill activity.

Use of Songs in Advertising Learning Activity 1 (40 minutes) Speaking

This lesson should be conducted in a room with access to the Internet.

To prepare students for this activity, teachers should ask them to listen to the English media to gather examples, or regularly tune in to English language television channels. The aim is to work on real examples and decide what attracted the advertiser to the particular style of music and the actual lyrics.

Catering for Learner Diversity

For students who do not have much exposure to the English media or are not very familiar with English songs, you might like to provide relevant background information about some advertising songs and the products they sell as well as the song lyrics. Students should be asked to work on questions 4 to 6 only.

Learning Activity 2 (20 minutes) Discussion

Students should be able to work out the matching pairs based on the key words in the song titles and the features of the products. If there is access to the Internet, students could also listen to the songs or read the lyrics online.

Suggested answers:

1. “True Colours” – fresh fruit and vegetables

“I Can See for Miles” car headlights

“What a Wonderful World” – telecommunications

“Fly Me to the Moon” airline

“Orange Crush” – orange juice

“Happy Together” – beer

“Born to Run” – sports shoes

“Ticket to Ride” – coach travel

“What’s New, Pussycat?” – pet food

“As Time Goes by” – face cream 2. Students’ own answers.

T57 Catering for Learner Diversity

For less advanced students:

You might like to go over what each song title means before asking students to do the matching.

For more advanced students:

The following items could be added to the matching activity to add to the challenge:

“Light My Fire” y y air-conditioner

“Good Vibrations” y y chocolate

“Dream a Little Dream of Me” y y car

“Every Breath You Take” y y cold medicine Suggested answers:

“Light My Fire” – car

“Good Vibrations” – air-conditioner

“Dream a Little Dream of Me” – chocolate

“Every Breath You Take” – cold medicine

You may also consider giving students the extension task below as homework for the unit or their Journal:

Select one of the songs in Learning Activity 1 or 2 and change some of the lyrics to make them match even better with the product being advertised. Share your work with the class.

Learning Activity 3 (90 minutes) Presentation

It is hoped that by this stage in the module students will be familiar with a fair range of songs and will not take long to think of lyrics which might suit a certain product or message. The groups can then prepare short presentations to explain and justify their ideas.

Teachers might like to adapt the “Group Presentation Feedback Form” on the next page before making copies of it for students. Go through the assessment criteria with them to make sure they are clear about what makes a good group presentation and what areas they would be assessed on.

Catering for Learner Diversity For less advanced students:

You might like to provide students with the following words/expressions to help them to present their ideas:

As you know we want to sell …

We believe that … sung by … would be a great choice … Why do we feel this way?

… will explain why we want to use …

… creates an image of …

… makes people want to …

It is hip/modern/soulful/energetic to … It brings to mind …

We believe/feel/think/know this song captures what needs to be expressed.

T58

Group Presentation Feedback Form*

Tick the appropriate boxes and give your comments in the space provided.

Needs

Improvement Satisfactory Well Done Content

The song chosen is relevant to the product

The reasons for choosing the song are clearly explained

Examples from the lyrics are used to back up the choice

… …

…

… …

…

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Organisation

The overall structure (an introduction followed by reasons and a conclusion) is clear

The ideas are well-connected

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Language and Style

Grammar structures are used accurately

Words and expressions are appropriately used

… …

… …

… …

Pronunciation and Delivery

Words can be heard clearly

Pronunciation is accurate

The speech is given in a natural way and without much hesitation

Eye contact is made where appropriate

Suitable body gestures are used

Collaboration with Group Members

Members cooperate well in the presentation

… … …

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… General Comments

*Teachers might like to adapt this feedback form to suit their students’ needs.

T59 Additional resources on jingles:

http://news.bbc.co.uk/1/hi/magazine/3390693.stm http://adage.com/century/jingles.html

http://www.electricbluesclub.co.uk/tv_ads.html An early advertising poem:

http://www.foodreference.com/html/advertising-poem-from-1859.html

T60

Musical Appreciation and Performing a Song