Конспект урока "Advertising: Curse or Blessing" 9 класс
Муниципальное бюджетное общеобразовательное учреждение
«Энтузиастская общеобразовательная школа»
Юрьев-Польского района Владимирской области
Конспект урока
по английскому языку
в 9 классе
« Advertising: Curse or Blessing»
Подготовила : учитель английского языка
Батурина Ирина Сергеевна
2014 год
Разработка урока по английскому языку
в 9 классе
УМК для 9 классов общеобразовательных учреждений
Авторы: Кузовлев В. П., Лапа Н.М., Перегрудова Э. Ш., Костина
И. П. , Дуванова О. В., Кузнецова Е. В., Балабардина Ю. Н..
Урок- дискуссия, обобщение с привлечением ролевых игр и
решением проблем.
Тема урока: « Advertising: Curse or Blessing»
Цель урока: Формирование речевых умений (Монологическая и
диалогическая речь) на основе активизации лексики и лексико-
грамматических конструкций по описанию различных типов и техник
рекламы и ее роли в обществе.
Сопутствующие задачи: формирование глобального подхода к
проблеме рекламы;
Формирование навыков социального общения через активизацию
понятий, связанных с рекламой и маркетингом;
Формирование творческого и критического мышления учащихся
через дискуссию и презентацию собственного мнения
Ознакомление учащихся с историей рекламы, языком рекламы и
его влиянием на русский язык
Языковой материал: лексика и лексико-грамматические
конструкции по описанию различных типов и техник рекламы и ее
ролики в обществе.
Оснащение урока: примеры рекламных объявлений, English УМК
для 9 классов
Ход урока:
Teacher: Advertising penetrates all sphere of your life. It is so
powerful that you just cannot avoid it. Could you tell me where you come
across advertising?
Student: You come across it everywhere, when you read a newspaper,
watch TV, go to a local grocery, take your mail, etc
Teacher: Not only does one come across the advertisements
everywhere, but everything from toothpicks to American Green Card is
advertised. Advertising is a growing tendency in our society, so it seems
quite natural to make out at last whether advertising is our friend or foe. So
let’s go back to the earliest days of advertising and find out how it all began.
Student: In “History of Advertising”, published in 1875, Henry
Sampson says of the beginnings of advertising: “…There is little Doubt that
the desire among tradesmen and merchants to make good their wares has had
an existence almost as long as the customs of buying and selling, and it is
but natural to suppose that advertisements in some shape or form have
existed not only from the time immemorial, but almost for all time”.
Student: There is evidence that hawkers were shouting their wares as
far back as the days of the early Greeks, Romans, and Phoenicians.
Teacher: Has this primitive advertising survived till the present day?
Student: It sure has. Although hawkers do not roam the streets with
their cries, they have entered our home to make their please on radio and
television.
Teacher: So the earliest advertising medium was spoken word and
what else?
Student: It was signs, excavated in the ruins of Pompeii. The signs
were used for Identifying shops: a goat for – a dairy, a mull driving mill –
for a baker, a boy receiving a whipping – for a school.
Student: There is also evidence of ads painted on walls – for theatrical
performances, sports and gladiatorial exhibitions, ads of houses for rent,
appeals for tourists to visit the local taverns.
Teacher: There is no doubt that advertising flourished in this period.
But when did the first written advertisement appear?
Student: Perhaps the first written advertisement was three-thousands-
year-old one inscribed on papyrus and found by archaeologists in the ruins
of Thebes:”The man –slave , Shem, having run from his old master, Hapu
the Weaver, all good citizens of Thebes are enjoined to help return him. He
is Hittite, 5/2 tall, of ruddy complexion and brown eyes. For news of his
whereabouts, half of gold coin is offered. And for his return to the shop of
Hapu the Weaver, where the best cloth is woven to your desires, a whole
gold coin is offered ”.
Teacher: And what do you know about the early English advertising?
Student: Perhaps the oldest relic of advertising among English people
is family names referring to the various specialized crafts. Names like
Miller, Weaver, Wright, Tailor and Carpenter were the earliest means of
product identification the forerunner of the brand name so essential to
modern advertising.
Teacher: That’s right. And what events had a great impact of the
development of advertising?
Student: One of the most significant events in the development of
advertising was the invention of a system of casting movable type by
German Johan Gutenberg, in1438. Paper had been invented more than a
thousand years earlier by Chinese and was introduced to Europe by Turks in
the twelfth century.
Teacher: So all the necessary components were available for mass
printing. And who can be considered the father of the first printed advertisement?
Student: Willam Caxton, an early English printer, made advertising
history in 1478 when he printed a handbill now regarded as the first known printed
English advertisement. It advertised a book he had printed, the Salisburi Pye, rules
for the clergy at easter. The advertisement read: “If it please ony man spiritual or
temporal to bye ony pyes of two and three comemoracios of Salisburry use
enpryntid after the forme of this present letter which been wel and truly correct,
late hym come to Westmonesber in to the almonestrye at the reed pale and he shall
have them good chepe ”.
Teacher: And what events of our century gave a great impetus to
modern advertising?
Student: our century is rich in events that gave a great impetus to
advertising. You cannot help mentioning such inventions as photography,
telephone, telegraph, radio, cinema, and especially television.
Teacher: Yes, the modern advertising has a long impressive history.
But I think, the oldest type of advertising is still the most popular and widespread
one. Some people say it dates back to Adam and Eve. Everybody engages in it.
What is it?
Student: It is personal selling. College students use it to get dates, to
get more money from their parents, and to market themselves to prospective
employers. Politicians use it to win votes, and football coaches use it to recruit
outstanding players. Physicians use it to persuade their patients to begin a regular
program of exercise, the Pope uses it to sell the idea of brotherhood, the American
Cancer Society uses it to solicit contributions, and the Girls Scouts of America use
it to sell cookies. Entertainers use it to become famous, and promote their careers.
Teacher: To cut a long story short, people use personal selling for the
purpose of creating publicity and improving their incomes. Speaking about
advertising, we just cannot help mentioning some other types of promotion which
reinforce and complement advertising such as ….
Student: Coupons, cents-off offer, samples, cash rebates, premiums,
trading stamps, consumer contests, exhibitions and sweepstakes.
Teacher: Yes, some of them like price-cuts, free gifts, coupons and
samples have been in use for over a hundred years. Others come and go but they all
serve one objective – to induce a customer to make an actual purchase.
Now, I would like you to say what type of promotion each example is. (Students
identify types of promotion). I strongly hope that as customers you would be able
to take advantage of these offers.
And now let’s conduct a little investigation and try to find out what stands behind
advertising that makes it so powerful and successful. Let’s pretend we are
advertisers. So our objective is to teach the customer to respond to our strategy, so
we must understand how people learn, what components make up the process of
learning, what are they?
Student: Learning is made up of several components: motivation,
experience, repetition, generalization and discrimination. Every time we see a
commercial on TV, for example for a refreshing drink on a hot summer evening or
for hot chocolate when the weather turns cold, there is a strong motivation to learn
so that our needs can be satisfied. It is much easier to learn the message if the
commercial shows a hot and thirsty person drinking coke and then falling
backwards into cooling, refreshing water.
Teacher: Why do we need to see advertisements several times?
Student: Our experience even with good commercials can only be
vicarious and is therefore weak in comparison with the first hand one. That is why
if we want people to learn advertisements they should be repeated many times.
Teacher: But I think too much of any telling cannot do any good.
Have you ever experienced the consumer fatigue?
Student: Yes, sometimes I simply feel fed up with this or that
advertisement and in that case the message falls on deaf ears. So I think that
advertisers should avoid too much repetition, by eventually changing the message.
Teacher: And what is the importance of generalization in advertising?
Student: Consumers can generalize from experience and information.
Therefore advertisers sometimes copy a highly successful campaign idea that has
been well learned by consumers. The highly successful “Marlboro Country”
advertising for cigarettes has led to “Ford Country” for automobile dealers and
“Cadbury Country” for chocolate bars.
Teacher: And what is the importance of discrimination? Can you give
any examples of your own of this?
Student: When several products are very similar, we will choose a
particular one if we can find something special or different about it, that is if we
can discriminate positively between it and others.
Teacher: Very often learning becomes so entrenched that a habit
develops and we buy the same brand without even being aware of the learning
experience that originally led to the purchase. It becomes our second nature. Under
such circumstances, it is extremely difficult for advertising to get customers to
switch brands. To counter strongly entrenched buying habits, significant
innovation and a heavy level of promotion is usually needed.
As we could see advertising is persuasive communication that means they
are deliberately written to persuade you to be for or against something. This is
done by using different kinds of propaganda techniques. Propaganda is the
spreading of ideas, information, or rumours for the purpose of influencing people
to be in favour or against something or someone. Much of the advertising is
propaganda for its major purpose is to influence you to buy something. What are
these kinds of techniques?
Student: One technique is called “Bandwagon”. When using this technique,
the advertiser tries to influence you to buy something because a great number of
other people are buying it. For example, “Thousands of people all across the
country have switched, to DAZZLE TOOTHPASTE. Shouldn’t you switch, too?”
The writer of that ad hopes to convince you that you should switch to DAZZLE
TOOTHPASTE because thousands of other people have. But before you run out to
buy a tube of DAZZLE, you should consider these two things: 1) Is the the
advertiser being truthful? You cannot be sure because he offers no evidence to
support his claim. 2) Even if his claim is true, it does not necessarily follow that
you should switch to DAZZLE TOOTHPASTE.
Student: One of the favourite advertiser’ techniques is the “Testimonial”. In
using this technique the advertiser tries to get you buy the product being advertised
by quoting a favourable statement made about the product by some famous person.
Often a picture of a famous person whose statement is being used is shown in the
advertisement. For example, even in damp, windy weather my hair always stays in
place. That is because I use STAY-IN-PLACE. I have tried many other hair sprays
but STAY-IN-PLACE is the only one that works. STAY-IN-PLACE may actually
be an excellent hair spray, but the fact that the famous person uses it and likes it
does not guarantee the quality of the product. Your decision to buy a certain
product should be influenced by the merits of the product itself and not by the fact
that a famous person endorses it.
Student: Another technique similar to the “Testimonial” is one called
“Transfer”. This technique also makes use of the famous person. Unlike the
“Testimonial”, however, the famous person does not make any statement about the
product. Instead, he or she is pictured together with the person being advertised.
The advertiser hopes that people who admire this or that famous person will
transfer their admiration to the product and buy one.
Student: Another advertising technique that is frequently used is
“Repetition”.
For example:
At last! Here is a detergent you can count on.
For greater cleaning power, DEPEND ON POW.
For dazzling brightness, DEPEND ON POW.
For brilliant colors, DEPEND ON POW.
For all your cleaning jobs, DEPEND ON POW.
The advertiser repeats certain words several times. In fact, counting the
number of times they are repeated, those words make up one-fourth of all the
words used in ad. By repeating them again the advertiser hopes that you will
remember them particularly when you are shopping for a detergent.
Student: Sometimes advertisers use so-called, technique “Emotional
Words”. Emotional Words are words which advertisers think will arouse your
emotions so that you will feel strongly for or strongly against the subject they write
about. Advertisers are particularly in this technique. For example, TEMPTY’S
MARGARINE is the most mouth-watering, taste-temping margarine available
today. You will love its soft, creamy texture and deliciously delicate flavor. So
unbelievable good, yet so inexpensive that is TEMPTY’S MARGARINE. In the
following ad, the advertiser uses “Emotional Words” to make people feel strongly
against something. It is hoped that by arousing unfaurable attitudes towards the
thing, he will make people want to buy the product that is being advertised.
Tired of facing that pile of dirty greasy dishes every night? Tired of scouring
those unsightly pots and pans? Tired of subjecting your hands to the torture of hot
water and harsh, gritty detergents? They buy a NO-HANDS AUTOMATIC DISH-
WASHER and bid farewell to your daily battles at the kitchen sink.
The advertiser hopes people will feel strongly against dishwashing. By
selecting words that make dishwashing seem even more unpleasant than it
probably is, the writer hopes to influence people to buy a NO-HANDS
AUTOMATIC DISH-WASHER.
Student: I would like to mention one more technique. Comparative, or
competitive, or sometimes called knocking copy advertising is one in which a
manufacturer takes some qualities of his product and runs them against those of a
competitor. It is often aggressive even by the “round-and tumble” standards of
the hard sell in the United States. It was first used in America. It can be a potent
weapon, giving the consumer more information or poking fun at a rival product. Its
witty use by Pepsi-Cola in its battle with Coca-cola is one of the best American
examples. In that advertisement rap artist Hammer starts to sing “Feelings” like a
dirge after a slug from a can of Coke, and he as if by magic recovers his form when
a fan hands him a Pepsi. The European comparative advertising is much more
restrictive, its code forbids many of the US excesses, particularly the denigration of
a competitor’s product. It also requires advertisers to be accurate in information
used and fair in selection of comparisons. The manufacturer can highlight only
those qualities which are scientifically verifiable, and comparisons based simply on
taste are not welcomed. That is why much of it is related to car advertising. But
you are more likely to see a knocking copy in press than to see it on TV, as
Television Commission is reluctant to allow competitive advertising because it is,
in a sense, biting the hand that feeds. They do not want to put other advertisers off
using TV as a medium.
Teacher: So you have learned that much of the advertising you read is
propaganda. Do not get the impression, however, that all advertising that uses
propaganda is bad and deceitful. Most of the propaganda used in advertising is not
intended to deceive you, and advertising provides a valuable service in that it
brings to your attention many products that you need or want. It is important that
you recognize propaganda in advertising and do not let it delude or mislead you.
You should be able to withstand its impact, and then decide for yourself whether or
not you wish to be influenced by it. In a nutshell, you should think creatively.
Anyway, there is one advertising technique that is not based on propaganda. It is
“Textual”.
Student: “Textual” technique is based on pure information; it is free from
any emotional words. Most businessmen give their preference to this kind of
technique.
Teacher: Now, I would like you to have a talk about Russian advertising. It
is exciting subject of discussion as in Russia advertising is a comparatively recent
phenomenon. What is the attitude of Russian people towards advertising?
Student: I think many Russians find advertising offensive, as many
Westerners do.
Teacher: But Westerners feel much more experienced as far as advertising is
concerned because they have had decades to get used to the slick gimmicks of
modern advertising, while Russians have emerged abruptly from generations of
socialist austerity. Under the totalitarian regime the very word “advertising” was
like a curse word. The only legitimate advertiser was the one-party state. Now the
state has lost its monopoly but “advertising” is a bigger curse than ever.
Student: Yes, many people hate ads. When reactionary groups such as the
National Salvation Front call for a ban on advertising signs they strike a responsive
chord, among many Russians, even intellectuals. Some people say that most
American commercials should be banned from Russian television not because they
are American but because they are moronic.
Teacher: I think the major reason of the overall disapproval of advertising is
not that it is moronic or offensive, but because the majority of advertisements are
aimed at Russia’s new rich.
Student: Yes, many ads show Rolls-Roys, downtown Mansions, lavish
casino’s and cruises.
Teacher: The Soviet-era media tried to hide the luxurious lifestyles of
nomenclature, hammering the idea of equality for decades. I can say that all
civilized societies try to avoid creating social abysses between people.
Student: I think that the mass advertising of deluxe merchandise in a country
where most people are poor and getting poorer is extremely dangerous.
Student: I have heard that television stations are bombarded with letters and
calls from viewers especially the elderly, protesting ads for expensive products.
Student: Parents complain that their children keep begging for Snickers and
Mars candy bars which they cannot afford. Often they demand all ads be banned.
Teacher: Whether you like or not, but very often we are simply forced to
watch advertisements because they interrupt our favourite programs. So people
developed their preferences to ads. What ads do people prefer?
Student: One advertising agency in Moscow conducted a survey that
indicates that Russians prefer Western ads to Russian ones precisely because these
ads bake them into an exotic world of glamour and luxury. They used a focus
group to test a possible commercial for a Western consumer product. The
commercial was set in Russia and showed Russian women in realistic settings of
day-to-day Russian life, fighting crowds in public transport and so on. The Russian
women in the rest audience hated this commercial. They did not want to be
reminded of the dark sides of their lives.
Teacher: Not only does advertising have an influence on our ideas and
notions, but also the language of the advertising influences the language of society
in general – especially the language of school children.
Student: If you visit any Russian school these days, you are likely to
overhear the phrase “не просто, а очень просто” and many others. These words
come not from a Pushkin fairy tale or an Eisenstein film script but from an ad for
the consumer electronics distributer Seldom.
Teacher: In recent past, children drew their stock phrases and anecdotes
from films and comedians. The anecdotes were usually more subtle and intricate
than the snappy sound bites of the TV commercials that now dominate, to say
nothing of the quality of translation.
Student: Many Western ad slogans are translated from English into awkward
semi-literate or illiterate Russian.
Teacher: But in general the effect of advertising has been to lower the
general level of the language. Ungrammatical advertisements are not just offensive
but less effective at selling products.
Student: Very often poor translations cause confusion. For example,
“conditioner” in Russian means “air conditioner” never “hair conditioner”. Vidal
Sassoon’s ad for its “shampoo and hair conditioner in one & the same bottle” has
given rise to innumerable jokes-especially since “видал” in Russian is the past
tense of the verb to “see”.
Student: On the other hand, a Pepsi ad promoting the 2-liter plastic
bottle was very effective. The slogan was “большой вкус” or the “big taste”,
which is improper Russian. The Russian consumers said that they liked the slogan
precisely because it sounded exotic – like Russian spoken by the foreigner.
Student: Another survey showed Russians prefer to see the label “Pepsi”
printed in the Western rather than the Cyrillic alphabet. Pepsi executives recently
admitted they had a marketing problem in their battle with Coca-Cola because
Pepsi was perceived as too much of a Russian product.
Teacher: Russians seem sure to get more ads of all kinds whether we
want them or not. Advertising specialists predict that advertising in Russia will
develop increasingly distinct styles of its own at the same time it will absorb more
technological feats such as special effects from the West. Russians have
traditionally believed that chastity, integrity and sincerity are distinctive trails of
our national character, so is our capacity to hurl ourselves into extremes, including
the extreme of blind imitation of the West. I strongly hope that the venerayion for
the West and other extremes will be overcome and Russian advertising will be
nourished by Russian art and Russian culture, the power and depth of which give
us hopes for a better future – in spite of the depressing mediocrity of so many of
the ads inflicted on us today.
And now let us discuss advantages and disadvantages of advertising. I would like
you to split into two teams: one for and another against advertising.
Advantages and disadvantages of advertising
For
Against
It informs and creates awareness and
improves our attitude toward the brand
It is rather propaganda than information.
It persuades us to buy things we really do
not need.
It makes much easier the problem of
choice, takes the load of responsibility
off our mind.
It prevents us from thinking and taking
our own decisions.
It is aimed at creating an image of
successful businessman
Not all people dream of becoming
businessmen. It makes their lifestyles
less significant.
It shows deluxe merchandise
It makes us suffer if we cannot afford
what we want and get us addicted to
luxurious lifestyle
It gives us a recipe of happy
consciousness. Do as you are told and
happiness is granted.
It does not let us be ourselves. It makes
us like zombie, and treats us like
mentally-handicapped.
It takes us into an exotic world of
glamour and luxury.
It overestimates the role of money,
claim’s the priority of materialistic
values over spirituals ones
It entertains and develops our cultural
level.
It is of low artistic value if any at all, and
in bad taste.
It emotionally enriches us
It leads to commercialization of our
consciousness, we get addicted to passive
thinking.
It educates
It is o’key if they correspond to your
ideals, but it can make you unhappy if
they contradict individual values
It moulds our ideas and notions of
success and prestige
It separates us, make us envy and hate
each other
It prepares us to real life as the world,
is highly competitive
It interferes the most interesting
programs
During an ad break we can afford the
time to do a lot of things
The money cannot justify the evil it
makes
It might contain subliminal suggestion
We buy things not even being aware of
doing it. One never knows to which
results the penetration into our sub
consciousness may lead
It introduces teenagers to the life of
grown-ups
You may hardly call introduction to
cigarettes and alcohol moral
Подведение итогов урока
Список использованной литературы
1. Клементьева Т. Б., Шеннон Дж. УМК для 7-9 классов
общеобразовательной школы, - Москва: Просвещение, 1996 г
2. Кузовлев В. П. и др УМК для 9-11 классов общеобразовательных
учреждений,- Москва: Просвещение, 2012г
3. Федеральный компонент государственного образовательного стандарта
основого общего образования, - Москва: Просвещение, 2010г.
