Project in the long run: CREATE A YEARBOOK FOR YOUR CLASS.

HW: Imagine the various sections it should include.

Our Class Yearbook sections

- Facebook: picture + portrait

- Rules in English

- School memories (best/worst)Unforgettable moments

- FML moments

- Top 10: reads, movies, songs

- hobbies Leisure activities

- ambitions

- staff book

- dreams (dream or nightmare you have, self achievement)

oral exercise

What information should be included?

What makes such a section interesting?

What is your experience of it?

Introducing oneselfMeet my neighbour

Her name is Shirley. She comes from England. She was born on the 21st of February 1998, so she is 16 years old. she is an only child and she has no pets. Last summer, she spent her holidays abroad. She is said to be lazy, messy but she is rather good fun and easygoing.

Meet my neighbour!His name is John DOE. He is sixteen years old and lives in Pontivy. He was born on the 21st * of February. He has got 4 brothers, among which twins. He is fond of playing tennis because he doesn’t like team sports very much. His favourite school subjects are foreign languages and PE. He spent his holidays in the sun, on the Morbihan beaches.

*1,21,31 st first / 2,22 nd second / 3,23 rd third

HW: Type your fact sheet (Name, Birthday, Family, Pets ,Hobbies, Qualities and flaws)

– – + ++Can't bear – enjoy be fond ofCan't stand don't care about take pleasure in be keen onDon't like ...at all don't like ...very much be interested in nutsloathe dislike don't mind... be crazy for/about

mad be addicted tocan't live without

THE TEN GOLDEN RULES OF TONGUE-IN-CHEEK SCHOOL1 Students are not allowed to leave the classroom during a lesson unless they have to go on an important date with a boyfriend or a girlfriend.

2 Students are expected to attend all the lessons except when their favorite TV show is on at the same time.

3 It is prohibited to let mobile phones ring in class, but students may send text messages if they want.

4 Lessons are not optional = compulsory, but homework is.

5 Students may speak during lessons but not too loudly because it could disturb the crazy students who want to work.

6 Students are expected to know their lessons. If they do not, they will not be permitted to enter the classroom before they have given their teacher a huge box of sweets.

7 Students must be happy at school and must show everyone they are. Every morning, for five minutes, all the students will be required to sing love songs.

8 At the end of the school year, students may not leave school before they have thanked their teachers with at least one "Thank you so much, Dear Mr X... or Mrs Y...", and have given each of them a bunch of flowers.

9 Work is a serious matter and students have to be serious. Every student will be required to be serious for five minutes every day, from 9.30 a.m. to 9.35 a.m. After 9.35 a.m., things may change.

10 Students are permitted to ignore these rules but if so, they will be severely punished (sitting in the front row for a whole year, eating one of the frogs from the school pond, etc.).

Our school and class rules.

Time. Every pupil has to be on time at school, namely at 8h25 am and 1h25 pm.The rules have evolved as regards the use of mobile phones. We no longer have to hide our devices in the corridor, as we are only expected not to make noise with it.

What you CAN do: If they find a lesson boring, pupils don’t have to stay. If you are tired you are allowed to rest / have a nap at school.

Be able to/ May / Don’t need to

What you MUST do: In my ideal school, maths lessons would have to be useful and easy. We are expected to use our mobile phones during classes, even to text friends. It should be compulsory for teachers to let us eat and drink in class

Be required to

What you CANNOT do: Teachers are forbidden to give us bad marks and tests. Teachers mustn’t give homework. Teachers are not allowed to answer back in class.

HW: Q3et4 4exemples 3idees A foreign country / A foreigner/ Abroad =/= A stranger someone you don't knowDisorderly/Disorganized/ untidyA REMINDER

CAN MUST /HAVE TO MUSTN’T CAN’TA right: Be allowed to An Obligation Be forbidden to A possibility: May Be required to Be expected toA Capacity: be able to Not to be permitted to be prohibited to

New school rules

That's unfair! Pupils should be allowed to chew gum in class. Teachers should be required to give less homework= should be forbidden to give that much homework. In my ideal school, class may begin later. Using our mobile phone in class should be allowedIn my school it would be prohibited to work on Wednesdays. If we arrive late at school, we are expected to sing a song for the headmaster. 9/9 12h

Activities, wishesI would like to ...I wish I could becomeI wish I wereI don't know if I can succeedMy aim is to BE/work as /a salesperson

work in marketing or tourism

SEQUENCE 1 – ADVERT-TEASING The power of Advertising and brands Manipulation (strategies) and double-message ads. Discriminating between genuine ads and spoof ads (just don't buy it) Visual analysis and key features of various ads (how to talk about an ad) Specific aspects of oral ads: video and radio New forms of advertising Adverts, Brands and Co + ME discussion / personal experience (favourite)

AssessmentsRadio-ad : at least 1 min – pair workIngredients: - context: where?when?real?

- Voices: narrator + character/dialogue- Information or scene- Product advertised: brand, charity, an NGO, - Target: who are aiming at?- Tone: humorous, dramatic, sad…- Realism of the ad: sounds, name the product or brand at least twice, give contact or surgeon general

warning… -strategy: SPOOF AD : individual. A4.

- Illustrations: personal or modified- Slogan and caption: catchy slogan / at least 5 lines of text.- Visual elements: logo, pictures, slogan, …- Play on words either on the brand or the slogan- Target: who is the addressee?

Worksheets jointes à part : Buzz marketing correctionChild labour correctionBrands worksheet

SHARPEN YOUR SENSES & JUDGEMENT

Observe and discriminate / Choose one of the adverts to analyze as a teamEntitledThe target= the public aimedIs about deals withSeem= look like=ressembler a Look= avoir l'air

VIDEO AD ABOUT CHILD LABOUR (correction jointe)

Study at least 5 differences between the two scenes. Contrast them in a single sentence.

Contrasting and opposing things.

While/whereas/ Unlike/contrary to/as opposed to

Comparatives. short adj + ER THAN

+ MORE + long adj + THAN

= AS adj AS

=/= NOT AS adj AS

LESS adj THAN

Contrary to the Asian boy who has to live at a factory, the European boy dwells in a very beautiful house.The European boy is allowed to /can go to school whereas the Asian boy must stay and work at sweatshop.The Asian boy makes shoes whereas the European one wears them. The Blond-haired boy is wealthy* whereas the dark-haired child is poor. *rich, well off, The advert highlights the contrast between the haves and have notsThe western boy sleeps in a comfortable bed, as opposed to the poor workers who sleep on mats in a crowded dormitory.The video on the left-hand side is bright and colourful unlike the one on the right-hand side which are dark and gloomy.The European child has an easier life than the Asian’s.The Asian boy works day in and day out, with no break. He is a victim, an underdog.

AUTOÉVALUATION MP3Compréhension orale Sofa Cleaning1 What service is advertised? a service to clean sofas2 Who is speaking? the sofa3 Who do these words refer to?a. “you”:the customer, people who could need this service, people whose sofa needs cleaningb. “little Johnny”: the son, a child in the family whose sofa is dirty4 Pick out four problems mentioned:a. – You / the family have left some chips in between my cushions.b. – You / the family sit on me / the sofa with your dirty shoes.c. – You / the family spilled some coffee.d. – Little Johnny dropped his slice of pizza covered in tomato sauce/ made a stain on the sofa left arm.5 What are the consequences for the narrator?Description ugly, stinky Feelings fed up Wishes to be soft, comfie / comfortable, lovely again Needs cleaning6 Who is the target audience? Families who need to have their sofa / furniture cleaned.7 What do you know about the service advertised?Name of the company Housekeeper Pro Telephone number 315-288-5432Facilities come in the morning, wash and bring the sofa back in the evening Cost £55 to 758 What effect is used to make this radio ad effective?This ad works on a realistic, family everyday life theme. Yet the narrator is the sofa. It isfunny and unusual. There is a contrast between a boring subject-matter: chores and thehumoristic way it is tackled.

> Script de l’enregistrement

– “Hello, it’s your sofa speaking. Anybody home? Are you listening to me? I’m fed up withyou. You have left some chips in between my cushions, you sit on me with your dirty shoesand yesterday you spilled some coffee while watching this dumb film and little Johnny droppedhis slice of pizza full of tomato sauce and made a gross stain on my left arm.I’m stinky! I want to be soft and comfie and lovely again! I desperately need some cleaning!But please leave it to a professional to do the job.Call Housekeeper Pro on 315-288-5432 now! The pros come in the morning, give me a good wash and bring me back in the evening for £55 to 75 only. Come on, pick up thephone…”– “Hello, Housekeeper Pro, can I help you…”

A radio ad- SOFA CLEANING

Characters: a male voice (your sofa’s)

Product: Housekeeper Pro

Tone of the ad: humoristic

Characteristic features: - humanized things

Change of tone (complain, be angry, whine, give orders) Problem / ambition-dream/solution Sounds: family, TV-set, phone

Commentary:

This is a radio ad entitled sofa cleaning. The narrator is a sofa addressing its owners. It has got a big problem. It wants to be cleaned, because it feels ugly and sticky. He says he’s fed up which he actually is: crisps between the cushions, pizza stains on the left arm, coffee… he complains about his fate. He then fantasizes about being soft clean and lovely again. To do so, he resorts to drastic measures. He orders his owners to call professional cleaners. I used to play basketball. (not anymore)

I played basketball for just one year.

He still plays basketball. He has played it since 2004.

I practised Judo from 2002 to 2004.

He started Judo a long time ago.

I used to go to England during the holidays.

This document entitled buzz marketing is an article published in the Times on January 14 2008. It tells the story of Adrian Torlini, a cab driver, but more generally speaking it deals with/tackles the subject of/ is about/ advertising and the new forms of advertisement that emerge. What is unexpected about torlini’s case is that he has to advertise for tourism while actually being a taxi driver.He has to promote Bangkok and became a specialist of the City and Thailand thanks to a trip that was offered to him by the tourism authority of Thailand, as part of their marketing budget. This way of marketing is called WOMAD: Word of mouth advertising. i.e. Hearsay. The aim of this strategy is to make people want to go to Bangkok.

1 def 2 abc

My parents want me to succeed in life.

The teacher had me do the test all over again.LANGUAGE AT WORK correction

« Faire faire quelque chose à quelqu’un » / « agir sur quelqu’un » + V (base verbale) + TO + V make urge have encourage force

Les énoncés d. et e. peuvent être traduits à l’aide du verbe « faire ». – Les énoncé a. et c. impliquent une contrainte forte. – Dans les énoncés b. et f., on a eu recours à la persuasion. Make + nom ou pronom + V exprime une cause directe ou une contrainte forte. Have + nom ou pronom + V peut exprimer la persuasion. Remarque : dans l’énoncé d., l’équivalent français de think about est « réfléchir ».

> Les énoncés exclamatifs a. et b. What + article indéfini + adjectif + nom au singulier c. What + Ø + adjectif + nom au pluriel d. Such + article indéfini + adjectif + nom au singulier e. Such + Ø + nom au pluriel k What et such sont suivis de l’article a/an s’ils introduisent un nom dénombrable au singulier.

What et such sont suivis de l’article Ø s’ils introduisent un nom dénombrable au pluriel. a. What + Ø + nom indénombrable a. What + Ø + adjectif + nom indénombrable b. Such + Ø + nom indénombrable k What et such sont suivis de l’article Ø si le nom est indénombrable. Les mots en gras sont suivis d'un adjectif. k How introduit un adjectif ou un adverbe. k Une exclamation en How peut être reformulée avec It’s so + adjectif.

Practice 1p39a. What a hilarious ad it is! / How hilarious this ad is! / This ad is so hilarious!b. What a waste of money these commercials are! / These commercials are such a waste of money!c. What a funny punch line! / How funny this punch line is! / This punch line is so funny!d. What a clever attitude they have! / How clever they are! / They are so clever!e. What an original soundtrack! / How original this soundtrack is! / This soundtrack is so original!f. What useful advice this campaign on drinking and driving gives! / This campaign on drinking and driving gives such useful advice!g. What a luxurious product it is! / How luxurious this product is! / This product is so luxurious!

3- p39a. Advertisers force us to change our habits by creating new needs.b. They make us believe that we really need the latest / the most up-to-date / state-of-the-art cellphone / mobile.c. This awareness campaign against wasting water makes citizens think (about it).d. This poster urges / encourages people to try on this new sportswear brand.e. Watching this video on the damage caused by global warming forced them to take quick measures.f. All this buzz / hype about this concert urged / encouraged me to buy a ticket.

What + GN !

How + adj! BRANDS

Having a good brand image is crucial for a trade because it defines their identity. Their logo must be recognized by customers and their message must be understood. The brand logo is the first thing one sees, or even looks for. It is the best way to represent the brand all around the world.

Describe your favourite brand and your relationship with brands in general.

Every brand matches a specific public that’s why each brand has its specific consumers. Brands can be dangerous and stigmatizing: If you are not rich enough to buy them you can be rejected, feel lonely. Some people don’t need to wear them to feel self- confident. on the other hand you don’t have to be rich to find brands: you can consume differently (purchase second–hand items, counterfeit…)

2/12 reading test to conclude the chapter on ads brands…