Dec 04, 2023

Watch, discuss and create your own video

Additional Info

  • Name: Watch, discuss and create your own videos

  • OVERVIEW

  • Linguistic dimension

  • CEFR Level: B1, B2
  • Linguistic dimension - Skill(s): Writing/speaking/listening/reading (for the subtitles of the Thai Life Insurance ad)
  • Duration: 5 lessons of 55 mins each (depending on the length of the videos)
  • Target language: any language

  • ICT dimension

  • ICT resources:
      • Internet connection
      • Digital cameras
      • Windows Movie Maker or any other, e.g.. camtasia https://www.techsmith.com/camtasia.html
     
  • ICT competences: To search the Internet for specific information; To use ICT tools: SMART phones, digital cameras, any movie maker for educational purposes

  • Detailed description of the task

  • Situation / theme(s): Teaching students to think critically through the analysis and production of TV commercials but also giving them the opportunity to show their talents and creativity
  • Product requirements or prerequisites: • Teachers can get familiar with the task by reading the following site: http://iteslj.org/Techniques/Tuzi-TVCommercials.html • Search for an appropriate video or commercial related to the topic you want to work with. • How to teach critical thinking: https://globaldigitalcitizen.org/12-ways-to-teach-critical-thinking-skills • Create opportunities for your students to become familiar with video and advertising techniques: use of sound, music, images, etc. http://www.sales-and-marketing-for-you.com/advertising-techniques.html http://www.werberat.at/layout/ETHIK_KODEX_6_2012_EN.pdf https://www.carroll.edu/msmillie/busethics/ethadvertising.htm Some slides to use in class: http://es.slideshare.net/geepatty/advertising-techniques-7103159?next_slideshow=1 http://es.slideshare.net/cnakazaki/advertising-techniques-7669052 http://es.slideshare.net/duanesprague55/the-power-of-sound-in-advertisingduane-sprague (use of sound- music)
  • I can...:
    • I can write or give a talk on a familiar topic or keep up a conversation on a fairly wide range of topics.
    • I can briefly give reasons and explanations for opinions, plans and actions.
    • I can understand phrases and the highest frequency vocabulary related to videos or commercials
    • I can catch the main point in short, clear, simple messages and announcements.
  • Product: • To create a video or a TV commercial
  • Product requirements or prerequisites:

  • Process:

    Lesson 1

    Warming-up

    QUESTIONS Pfizer ad Evian ad
    What is the commercial about?    
    How did you feel after watching it?    
    What is the message they are trying to send?      
    Did you like this commercial? Explain.    
    Is this an ethical way to sell products? Explain.    
    • Correct and comment the exercise: you can teach or revise adjectives related to feelings, giving opinions (moving, touchy, touching, surprising, etc.) or revising the differences between –ED and -ING adjectives (surprised/surprising)
    • Finish the lesson by watching an ad for Thai Life Insurance (3 minutes) at https://www.youtube.com/watch?v=cZGghmwUcbQ&list=PL5iL6ZuuVIEQyMStAkOg7h5up2uMk8ch-
    • After watching the ad, let your students give their opinion about the ad. You may ask your students the questions in the ad:  What does the young man get in return for doing what he does?  And What is it that you desire most?Focus the discussion on whatever  the students are looking for in life, their desires .

    Lesson 2

    • How to teach critical thinking:
    • After learning some of the advertising techniques the marketing industry uses, teach your students some practices they must avoid or take into account.

    https://www.carroll.edu/msmillie/busethics/ethadvertising.htm

    (Three Specific Moral Principles)

    • Some slides with exercises to use in class

    http://es.slideshare.net/geepatty/advertising-techniques-7103159?next_slideshow=1

    http://es.slideshare.net/cnakazaki/advertising-techniques-7669052

    http://es.slideshare.net/duanesprague55/the-power-of-sound-in-advertisingduane-sprague

    (use of sound- music)

     Lessons 3 and 4

    • Start the lesson with another example of a commercial: (10 minutes)

    -       Before watching the video students must take notes about the different individuals (icons) that appear in the video and that they can recognize some of the adjectives used to describe them and also write a word to describe them physically.

    Name of the person Words used in video Your physical description

    Professions
           

    -       Watch the video again and complete the chart.

    • Analysis of components of commercial (pair work- 10’)
    ANALYSING TV COMMERCIALS
    Name of the critics/students:
    Product  
    Intended audience  
    Story  (explain)  
    Message  
    Type of music  
    Is this an effective commercial?  
    • Open debate/analysis of the two commercials based on the analysis chart (15 minutes)
    • Tell students about the task activities: they are going to shoot and edit a 1- to 2-min video or TV commercial.
    • Divide the class in groups of preferably three or, if necessary, four and ask them to select a topic and start writing the script of their video or ad.
    • Students must take into account the following points to create their commercial:

    -       Product

    -       Length

    -       Intended audience

    -       Good story?

    -       Message we want to transmit

    -       The formal part of the film: photography, music, slowing down the image

    -        Is this a good commercial?

    This ad can be used to teach very basic household items, colour, superlatives (the most explosive) to guide viewing with A2 level students

    • Homework: students will shoot what they want to show in their commercials and download it to movie maker or other.

    GIVE STUDENTS TIME (ONE WEEK or WEEKEND) TO SHOOT AND EDIT THEIR VIDEO 

    Lesson 5

    • All the commercials will be shown in class and students will complete the following chart for each group.
    ASSESSMENT SHEET
    Group: Commercial:

    Mark/

    comments
      Product  
    Length  
    Intended audience  
    Good story?  
    Message  
    Formal part of the ad: images, music, etc.  
     

    Did you like it?

    Explain

    		  
      Any mistakes:  
    General opinion and grade:
    • After watching all the videos, the peer assessment sheets will be handed to the teacher
    • Discuss and comment on the different videos.
    • Commercials can be uploaded to facebook, youtube, etc.
  • Division of roles (optional): Group work/pairwork
  • Consolidating activities suggested or follow up plan:
    • Students will be asked to write an opinion essay about controversial TV commercials.
  • Success factors or evaluation criteria:

    Success factors

    • They must have created a TV commercial  in which they show their ICT competences, creativity and critical thinking, and they must also achieve the following criteria:

    TASK

    		 SKILLS/COMPETENCE TO ASSESS DEADLINE MARKS

    Write the script

    *********

    Opinion essay

    Grammatical correctness and vocabulary

    Before the presentation of the ad

    ************

    After the presentation

    10%

    *****

    10%

    Debates

    Fluency

    Pronunciation

    Interaction

    		  

    20%

    Commercial/Ad

    Product/length/ Story/ Message/ Formal part/

    3rd lesson

    60%

    FINAL GRADE

    100%
    • Students’ peer assessment results can be taken into account as extra points (10%)
  • Authors: • Antonio Cantero Ramírez • María del Carmen Caravaca Vargas • Raúl Ruiz-Cecilia • If you wish to receive more information about the task or discuss its adaptation and implementation with its author, please contact This email address is being protected from spambots. You need JavaScript enabled to view it.

  • Didactic added value of the task and other information

  • Practical hints for teachers:
      • In order to avoid delays in lesson development, download video beforehand using a YouTube downloader -like iLivid for example.
      • After watching each commercial, you can show the vocabulary areas and expressions they may need to express themselves.
      • You can film/record your students while debating/discussing in order to assess their speaking skill afterwards
      • You can film your students while they are watching the commercials to see their reaction to the ads you are going to show them. This can be shown the last day of the task.
  • Reasons why this task is a model of best practices:

    The purpose of this activity is:

    • to develop and encourage students to think critically
    • to give the student the opportunity to show their talents and creativity
    • to develop language competences using ICT resources 
  • Impact that it is expected to have on the teaching practices and attitudes:

    Encourage teachers to adopt TBLT and CEFR in their practice.
  • Reasons why this task travels well:

    These short 45 second sound and video bytes offer teachers a tool to teach not only language, but also culture and critical thinking.
  • Rationale and/or theoretical underpinnings of the task: • TBLL focuses on the use of authentic language and on asking students to do meaningful tasks using the target language so that they can develop fluency and student confidence in the target language • Teachers must be aware of the value of teaching critical thinking since culture, language and critical thinking are intertwined in language.
  • Preferencial target age group(s): Young learners and high school students
back to top

Tasks By Country