UNICAL- SSIS III CICLO
Preparazione di Esperienze didattiche di Civiltà
Prof. Gentile
IV semestre a.a. 2002/2003
MODULE PLAN
by
Tuula Tiihonen
TITLE OF THE MODULE:
“ADVERTISING:
INFORMATION OR MANIPULATION?”
LEVEL/ ADDRESSEES:
B1-B2/ IV-V year (commercial) secondary school
TIME:
12/15 h
TITLES/THEMES OF THE TEACHING UNITS:
1)
What,
How, Why? (advertising basics)
2)
Advertising
on print media
3)
Advertising
on TV/radio
4)
Advertising
on the Internet
5)
Do we
really need it? Critical comparison and discussion on the advertising principles,
morality and control
PREREQUISITES:
Level A2-B1
of the CEF
PEDAGOGICAL AIMS:
to promote
co-operation and collaboration between the Ss in order to make them aware of
and respectful for others’ opinions/ points of view; to stimulate Ss’ interest
on specific cultural aspects of everyday life in terms of being able to assume
an active role of critical reflection and judgement, contributing, in this way,
to Ss’ psychological and moral growth- process
DIDACTIC AIMS :
to be able
to acquire and analyse specific cultural content and to insert it inside a
learning process; to be able to express one’s opinion/ point of view and to
give reasons to support it, especially in interactive context; to consolidate communicative linguistic
(lexical, grammatical, semantic and phonological) competences
OBJECTIVES:
RECEPTION
(spoken and written)
-Can follow
a lecture/talk/debate within his/her own field, provided the subject matter is
familiar and the presentation straightforward and clearly structured
-Can
understand the main points of recorded or broadcast audio/video material about
familiar subject delivered relatively slowly and clearly
-Can read
straightforward factual texts on subjects related to his/her field and interest
with satisfactory level of comprehension
-Can find
and understand relevant, desired information by scanning texts and gather
information from different parts of a text, or from different texts in order to
fulfil a specific task
INTERACTION
-Can
summarise and give his/her opinion and reasons in its support, about a talk,
article, discussion, advertisement and answer further questions in detail
PRODUCTION
-Can write
an essay or report which develops an argument, giving reasons in support of or
against a particular point of view and explaining the advantages and
disadvantages of various options
COMPETENCES INVOLVED:
Declarative
knowledge, skills and know-how, existential competence, ability to learn
General
Range
-Has a
sufficient range of language to explain the main points in an idea or problem
with reasonable precision and express thoughts/ opinions on abstract or
cultural topics even with some hesitation and errors occurring at times
Vocabulary
Range
-Has a
sufficient vocabulary to express him/herself with some circumlocutions on
matters connected to his field and most general topics
Grammatical
Accuracy
-Communicates
with reasonable accuracy in familiar contexts; errors occur at times, but it is
clear what he/she is trying to express
Vocabulary
Control
-Shows good
control of elementary vocabulary but errors still occur when expressing more
complex thoughts or handling unfamiliar topics and situations
Phonological
Control
-Pronunciation
is generally clear enough to be understood despite a noticeable foreign accent
Orthographic
Control
-Can produce
continuous writing which is generally intelligible throughout
Pragmatic
Competence
Spoken
fluency
-Can keep going
comprehensibly, even though pausing for grammatical and lexical planning and
repair is evident, especially in longer stretches of free production
Flexibility
-Can exploit a
wide range of simple language flexibly to express much of what he/she wants
-Can vary
formulation of what he/she wants to say
Coherence
-Can use a
limited number of cohesive devices to link his/her utterances into relatively
clear, coherent discourse
Precision
-Can explain the
main points in an idea or problem with reasonable precision
Sociolinguistic
competence
-Can choose and
use with reasonable flexibility the most important markers of social
relations, such as greetings, address forms, conventions for turntaking and
expletives; the positive politeness conventions; register differences
TEXTS TO BE USED:
written
texts extracts from textbooks; authentic material,
such as articles, university
publications, advertisements from newspapers, magazines, Internet, carrier
bags, leaflets, posters, etc.
oral
texts radio commercials
audiovisual
texts television/cinema commercials
TASKS TO BE PERFORMED:
Listening:
listening for gist, listening for specific information
Reading:
reading for gist (skimming), reading for specific information (scanning),
intensive reading
Speaking:
class discussion, simulation, role play, debate
Writing:
true/false, multiple choice, matching, fill-in -the-gaps, complete, note
taking, argumentative texts such as
reports, short essays, articles
STRATEGIES INVOLVED:
-Can use a
variety of strategies to achieve comprehension
-Can check
comprehension by using contextual clues
-Can
identify unfamiliar words from the context
INTERACTION
-Can
intervene in discussion on a familiar topic, using a suitable phrase to get the
floor
-Can use
stock phrases to gain time and keep the turn whilst formulating what to say
-Can ask
someone to clarify or elaborate what they have just said
-Can work
out how to communicate the main point(s) he/she wants to get across, exploiting
resources available and limiting the message to what he/she can recall or find
the means to express
-Can convey
meaning by qualifying a word meaning something similar
-Can correct
slips and errors if he/she becomes conscious of them or if they have led to
misunderstandings
-Can start
again using different tactic when communication breaks down
-Can
reformulate his/her message if asked
TEACHING AIDS:
books, photocopies, Internet sites of advertising agencies (ABC London, Beiersdorf,
Lowe- Pirella, etc); of controlling authorities (The advertising Standards
Authority, Independent Television Commission) video- and audiocassette recorder
and cassettes, satellite TV,OHP
ASSESSMENT TOOLS AND CRITERIA:
The assessment
of the module aims at testing the communicative competence and language skills,
acquisition of specific cultural content (advertising) and its critical analysis and comprehension skills. As the assessment should be coherent
with and use similar tasks and
parameters as learning/teaching process does, I would set up an assessment
which consists of two parts:
1) written
text comprehension, using authentic material relevant to module theme and
including both structured, objective type of tests (true/false,
fill-in-the-gaps, multiple choice, matching, etc.) and subjective,
personal critical comment on the same text, in the form of a short report or article. In the structured
test the assessment criteria are objective; in the subjective test the
following criteria are considered:
CRITERIA FOR ASSESSMENT:
TEST
CRITERIA
%
|
Fluency |
40 |
|
Thematic development/ Relevance |
30 |
|
Grammatical accuracy& vocabulary range |
30 |
2)
Simulation of a class discussion, in small groups (4-5 Ss), on the same
topic, keeping in mind the communicative language strategies and functions in
order to be able to express one’s opinion and to give reasons, considering
furthermore others’ points of view in an interactive communicative exchange.
The
assessment criteria are organized as follows:
CRITERIA FOR ASSESSMENT:
TEST CRITERIA %
|
Interaction (global, turntaking, co-operating) |
40 |
|
Fluency |
30 |
|
Accuracy (grammatical) |
15 |
|
Range (general, vocabulary) |
15 |
As it comes
to the evaluation, three different
grades are provided,
corresponding to following descriptions of competence levels:
GRADE DESCRIPTION
|
PASS WITH MERIT |
can
express him/herself accurately and
fluently, also in an interactive context; has a good command of all levels of linguistic competence |
|
PASS |
communicates
with reasonable accuracy and fluency, even if with some hesitation,
imprecision and errors on some linguistic levels |
|
FAIL |
communication
process (production/interaction)
impeded/ seriously obstructed
because of insufficient level
of language competence |