METHOD IN TESL

BIT 6053
REPORT
TASK BASED PROJECT
Promoting The Product
Task Based Project

I have done a task based project to DWB Sem 2 students in Kolej Teknologi Bestari.
There were 14 students who involved in this project. They were in the business programme.
This English subject is BW102 (English for Business communication). The topic that I chose
for the project is promoting the product. It is to help them in their business area.

Majority of them can be considered as low intermediate students. Some of them can
be categorised as intermediate students. Some of them also can be considered as
intermediate students. They were able to understand when others speak English. But, they
found a difficulty to give respond in English. So, I have planned for them the speaking
activities. It was to help them get familiar and comfortable to have communication in
business English.

This project was done for 2 weeks lesson. There were 4 slots in 2 weeks, 2 slots
were provided for 2 hours lesson. Another 2 slots were completed for 1 hour lesson.

I provided the students many materials that related with persuasive speech in
promoting product. At the end of this project, students came out with the product that they
have created. They worked in a group and promote the audience to buy their products. They
have to use the persuasive vocabularies that they learnt. They also need to use techniques
to promote the products.

In the next page, I have provided 4 lesson plans that I have used in the class.

Lesson Plan 1
Class : DWB Sem 2

Number of Students : 14

Time : 2.00 p.m- 3.00 p.m

Proficiency level : Low- intermediate – Intermediate

Topic : Promoting hand phone product

Main skill : Reading and Writing

Sub skill : Speaking and listening

Materials : a) Video on the Nokia advertisement.

b) Handouts on the passage about ‘New Motorola hand phone’,

c) Comprehension questions handouts about ‘New Motorola

handphone’.

General activities : By the end of the lesson, students should be able to:

a) use vocabularies that used to promote the handphone product.

Specific Objectives : By the end of the lessons, students should be able to:

a) brainstorm about the advertisement that teacher played to them.

b) read the passage about ‘New Motorola hand phone’ and find the
meaning of the vocabularies that they do not know.

c) answer the comprehension question about ‘New Motorola hand

phone.

Set Induction ( 5 minutes)

1. Teacher plays the video about ‘Nokia Product advertisement’ to the students.

2. Teacher asks students some questions.

i) “What is the advertisement about”?

ii) “What types of promotion that you can use?”

Activity 1 (15 minutes)

1) Teacher asks students to brainstorm about the advertisement that they have watched
before.

2) Teacher asks the main points that they must identify before they promote the product in
the market, for example, who is the target audience? What business sponsored the
advertisement? What is the benefit of the product?” .Based on the advertisement that you
watched, do you get the message?, What is it?”.

3) Teacher jots down their answer on the board.

Activity II ( 15 minutes)

1) Teacher distributes the handouts about “New Motorola Hand phones” to the students.

2) Teacher chooses students randomly and read the passage.

3) Teacher corrects the wrong pronunciation that produced by the students.

4) Teacher discusses with the students about the meaning of the vocabularies that they do
not know.

Activity III ( 20 minutes)

1) Teacher asks students to answer the comprehension questions based on the “New
Motorola hand phone” passage.

2) Teacher discusses the answer with the students.

Closure (5 minutes)

1) Teacher asks the students what are the main points that they must identify before they
promote their products.

Reflection :

Students enjoyed the Nokia advertisement video. They were able to give feedback and
brainstorm about the advertisement that they have watched. They most enjoyed in activities
like discussion. For the reading activities, some of the students did not pay attention when
their friends read the article. Teacher should prepare more attractive material/ article in the
next lesson.

Lesson Plan 2
Class : DWB Sem 2

Number of students : 14

Time : 10.00 a.m – 12.00 p.m ( 2 hours)

Proficiency level : Low Intermediate- Intermediate

Topic : Persuasive Language

Main Skill : Speaking and Vocabulary

Sub skill : Writing

General Objective : By the end of the lesson, students be able to

i) use the persuasive vocabularies in promoting products.

Specific Objectives : By the end of the lesson, students be able to :

i) write simple 15 sentences using the persuasive vocabularies that

given by the teacher.

ii) find and underline the persuasive vocabularies that they find in the
newspaper or magazine.

iii) do a role play and promote the product that given by the teacher.

Materials :i) newspaper magazines

ii)handouts that contain persuasive vocabularies.

iii) shoes

iv) watch

v) recipes book

vi) White board

vii) marker pen.

Introduction (5 minutes)
1) Teacher writes some persuasive vocabularies on the board. For example:

Free Hurry Just arrived

Magic Offer Easy

Amazing Last Chance Cheap

2) Teacher asks students some questions. For example: “Have you heard these words?”
and where can you see the advertisement?

Students are expected to answer like, on the television, newspaper, magazines and sale
in hypermarket.

Activity 1 ( 35 minutes)

1) Teacher distributes the handouts that contain the persuasive words.

2) Teacher discusses about the persuasive vocabularies with the students.

3) Teacher helps students in giving them clues about the meaning of vocabularies that they
do not know.

4) Teacher asks them to write 15 sentences using the vocabularies that have been given to
the students.

5) Teacher corrects students’ error.

Activity II ( 30 minutes)

1) Teacher asks students to works in pairs and chooses an article in the magazines or
newspaper.

2) The students are required to choose persuasive written article like promoting product.

3) Teacher asks students to underline the persuasive vocabularies that they find in the
article.

4) Then, teacher chooses randomly the pairs to present in front of the class and share what
they get with others.
Activity III ( 35 minutes)

1) Teacher asks students to sit in a group of 4 or 5.

2) Teacher gives the product that they have to sell. Each group will get a product ( shoes,
watch and recipes book) and they have to do a role play.

3) They discuss with each other and create their own dialogue. They are given about 15
minutes to discuss about the dialogue.

4) Each group need to promote their product, 2 persons in the group act as seller of the
product and the other two act as customer.

5) Each group are given 5-8 minutes to act in front of the class.

Closure ( 5 minutes)

1) Teacher asks students about what they have learnt. Teacher chooses randomly and asks
them examples of persuasive vocabularies that they have learnt.

Reflection:

Students enjoyed in the last activity. Even, they were no fluent in English and sometimes,
they resorted to their mother tongue in role play, but they seem so hard to find the words in
English during the role play presentation. Teacher should provide more information about
persuasive vocabularies because they did not words a lot of vocabularies. They should
improve their language.

Lesson Plan 3
Class : DWB Sem 2

Number of Students : 14

Time : 2.00 p.m- 3.00 p.m

Proficiency level : Low intermediate– Intermediate

Topic : Promoting vacation

Main skill : Writing

Sub skill : Speaking and listening

Previous knowledge : Writing thesis statement and supporting details and persuasive
vocabularies”.

Materials : i) Video on “Mongolia Lonely Planet”

: ii) White board

iii) marker pen

iv) answer sheets for essay activities.

General Objective : By the end of the class, students should be able to

i) write an persuasive essay

Specific Objectives : By the end of the class, students should be able

i) to respond to the questions that asked by the teacher about the

“Mongolia Lonely Planet” video.

ii) brainstorm about Pros and Cons in visiting Mongolia.

iii) write an persuasive essay about vacation in Mongolia..

Set Induction (3 minutes)

1) Teacher asks students some questions such as “where is the place that you wish to go?”
and “what are the characteristics of the place that suitable to have a vacation?”

2) Teacher chooses students randomly to answer the questions.

Activity I (10 minutes)

1)Teacher plays a video about Mongolia : Lonely Planet Travel.

2) Teacher asks students to jot down some notes about Mongolia while they watch the
video.

3) Teacher asks students about Mongolia. “What do you think about Mongolia after you
watch this video? Do you wish to go there; do you think you should have a vacation there?”

Activity II (15 minutes)

1) Teacher draws Pros and Cons column on the board.

2) Teacher writes the title “ Mongolia is a best place to have a vacation. Do you agree?
State the reason.

3) Teacher chooses randomly students to come in front of the class and write their points on
the board. It depends on their opinion whether they are in Pro or Con side.

4) Teacher discusses the answers with the students.

Activity III ( 30 minutes)

1) Teacher distributes the handouts to the students.

2) Students need to write an essay about “why we should spend holiday at Mongolia”.

Closure (2 minutes)

1)Students submit their essay. Teacher asks once again regarding their opinion about
Mongolia.

Reflection: I found that these students were very enjoyed when I used the video in the
lesson. But, I think I should change Mongolia topic to another country that familiar to them.
It will be easy for them to elaborate the information.

Lesson Plan 4
Class : DWB Sem 2

Number of students : 14

Time : 10.00 a.m – 12.00 p.m ( 2 hours)

Proficiency level : Low Intermediate- Intermediate

Topic : Promoting Product (Persuasive Language)

Main Skill : Speaking

Subskill : Writing

Materials : i) video about Pepsi Commercial and Hershey’s syrup commercial

ii) comprehension questions about Pepsi Commercial and

Hershey’s syrup commercial

iii) new product to be created worksheet.

General Objectives : By the end of the lesson, students be able to

i) identify techniques used in television commercial that target them

and plan and create the product.

Specific Objectives : By the end of the class, students should be able to:

i) answer questions based on the video. ( Pepsi Commercial and

Hershey’s syrup commercial)

ii) fill the details about the product that they are going to create in the
column.

iii) present the product that they are going to create.

Set Induction (5 minutes)

1) Teacher asks students randomly what types of TV programme that they like to watch
Teacher points out the most of the programs they watch have breaks for product
advertisements. “What kinds of products are shown during the programs? “Why do you think
the business advertises these products?”

Activity I (40 minutes)

1) Teacher plays videos about PEPSI and Hershey’s syrup commercial. Teacher asks
students to understand about the video first.

2) Then, teacher distributes the handouts contains the questions about both commercials.
Teacher asks students to read the questions. Teacher plays the videos once again.

3) Students are required to answer the questions based on the commercial that they have
watched.

4) Teacher discusses the answers with the students.

Activity II (35 minutes)

1) Teacher asks students to sit in the group of 4 or 5.

2) Teacher asks them to discuss about the product that they are going to create and
promote to the audience. (In next lesson)

3) Teacher distributes the handouts which contains the details of the product that they have
to fill in.

Activity III (35 minutes )

1) Teacher listens to the students’ explanation briefly in the front of the class about the
product that they are going to promote.

2) Teacher corrects students’ error about their plan.

3) Teacher explains to the students that they have to work in the same group and prepare
power point to present about the product that they want to promote next week. They also
need to create their own banner of the products. All the details that they fill in the column in
activity II must be include in the power point.

Closure (5 minutes)
1) Teacher asks what they have learnt in the lesson. Teacher asks students randomly about
what is the main point that we must include in promoting the product. The students are
expected to answer like, “What is the product, attention grabber, and why do we want to
advertise it?”

Reflection: Once again, they enjoyed the video. They did not find difficulty to answer the
comprehension questions. The students came out with the good ideas about their product
that they are going to create. I could not wait to see their presentation next week!

Materials
 New Handphones

Motorola brings cheer this New Year at Abans with the launching of
their MOTOYUVA WX range consisting of four new “sleek, stylish and
affordable” mobile phones.

These products include the MOTOYUVA WX160, MOTOYUVA WX180,

MOTOYUVA WX 288 and MOTOYUVA WX 395.

The four new Motorola mobile phones are now available at Abans
showrooms and dealers islandwide.

The MOTOYUVA WX Generation phones were created in response to the

need to stay connected in a variety of ways in which Motorola’s advanced
technology has developed today.

Motorola Mobile Devices Emerging Markets Sales & Operations Head

Rajan Chawla said, “Sri Lankan consumers can experience the MOTOYUVA
WX generation which offers a range of features affordable for everyone,”

MOTOYUVA WX 160-“Your Life In Tune” is a “beautiful” thin and compact

phone combined with a 1.3” black and white display with a colour film,
long-life battery and user-friendly functionality that makes communication
“vibrant and stylish.” Enjoy music on the MOTOYUVA WX160 with
embedded FM radio and hear song and radio station information with
RDS4. It offers up to seven hours of talk time and storage of up to 140
messages and 100 contacts. MOTOYUVA WX 160, on its left side, has a
high contrast matte and gloss finish for a smooth and secure grip to make
it as tough as it is beautiful.

MOTOYUVA WX180-“Your Life In Colour” “livens” up any conversation with

a brilliant 1.5” 65k colour display for “effortless” viewing of menus and
text messages.

Enjoy the “vibes” of the integrated FM radio with RDS4 that displays
available station information like song, artist and genre.

You can also keep up to 140 of your favourite messages. With easy
to use hands-free options, this phone offers a conference call function for
hosting up to five participants.
 MOTOYUVA WX288-“Your Life In Pictures” captures those “precious”
moments that couldn’t be easier with this sleek and “chic” phone with all
the essential features needed to stay in touch. The colour screen, digital
camera, MMS1 and leading class battery life, combined with an easy to
use web browser allow users the opportunity to share those “special”
moments with the touch of a button.You can also view photos on the large
1.8” 65K colour display and personalise wallpapers and themes. It’s
compact, “classic,” and slim-12.1mm “thin.” You can browse the web
with WAP 2.01.

With talktime of up to seven hours between charges, it stores up to

700 SMS/MMS1 and 800 contacts. Catch breaking news and songs through
the FM radio and the integrated RDS4 displays available station
information like song, artist and genre.
The MOTOYUVA WX288 delivers all this wirelessly. Featuring
BluetoothTM 2.0 technology and an integrated digital camera, this
“stylishly” simple device allows users to share their lives in picture, on-
the-go, wherever and whenever you like. With a WAP1 2.0 browser, it
keeps users entertained for hours.

MOTOYUVA WX395-“Your life In Tune”: Keep in touch, connected

and entertained with MOTOYUVA WX395. Offering a “genuine” music
playing experience, both handsets give users up to 10 hours of non-stop
music. In addition, the “One Touch Show” function allows users to create
instantaneous slide shows from their own pictures and music. Housing
integrated music players, users can listen to their favourite tunes
anywhere and transfer songs easily between their phone and PC with the
stereo Bluetooth2 feature which allows for wireless music streaming. The
optional 2GB microSD card gives space to store up to 10005 songs. It
allows you to capture pictures spontaneously on-the-go, to express
yourself and view your pictures/videos on the large 1.75” 65K colour
display in a slim 11.9mm “thin” package. MOTOYUVA WX395 comes with
a 1.3 megapixel camera. Keep in touch with friends and family with talk
time of up to seven hours between charges and store up to 700
SMS/MMS1 & 800 contacts.

It’s like a “sleek and stylish” candy bar with sophisticated brushed
surface. The perfect pitch keypad and large keys make for natural tactile
use.

Source: http://www.thesundayleader.lk/2010/01/24/new-handphones/
Name : _____________________________________

Programme :______________________________________

English for Business Communication (BW 102)

Based on the passage, answer these questions.

1) How many new Motorola mobile phones have been launched?

_______________________________________________________________________
__

2) Why did MOTOYUVA WX Generations phone were created?

________________________________________________________________________
_

3) What did Raja Chawla said?

________________________________________________________________________
_

4) Which type of Motorola did bring the trade mark of ‘Your Life in Tune”?

_________________________________________________________________________

5) How many favourite messages that we can keep up in MOTOYUVA WX180?

_________________________________________________________________________

6) What are the characteristics of MOTOYUVA WX160?

_________________________________________________________________________

7) In the last paragraph, the writer states that MOTOYUVA WX395 is like “sleek and stylish”
candy bar. What does it mean?

_________________________________________________________________________

8) Which types of Motorola phone that you prefer to choose? Give the reason.

_________________________________________________________________________
 Most Persuasive Words Used In
Advertising

The all-time advertising legend, David Ogilvy, lists in his book,

"Confessions of An Advertising Man," the most persuasive words that
work wonders:

suddenly miracle
now magic
announcing offer
introducing quick
improvement easy
amazing wanted
sensational challenge
remarkable compare
revolutionary bargain
startling hurry

Persuasive Words Used In Advertising Likely to

Catch The Attention of Children And Encourage
Consumption.

free remarkable offer hurry

new revolutionary quick advice to
suddenly startling easy the truth about
now miracle wanted last chance
announcing magic challenge it's here
introducing improvement compare just arrived
sensational amazing bargain important development
In Support Of
Accurate
Advantage
Always/Never
Best
Certain
Confident
Convenient
Definitely
Effective
Emphasize
Expect
Interesting
Magnificent
Most
Most Important
Popular
Profitable
Should
Strongly Recommend
Superb
Superior
Tremendous
Truly
Trustworthy
Workable
Worthwhile
Name:____________________________________________

Course:___________________________________________

Semester:_________________________________________

You are a tourism agent from “Warna Seri Agency”. You have to write an article to
promote the reader of “Vacation Magazines” to have a holiday at Mongolia. Based on
the video that you have watched, state your points why the reader should spend their
holiday at that country. The length of the essay should not be less than 120 words.

______________________________________________________________________
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 ______________________________________________________________________
______________________________________________________________________
Name:___________________________________________

Course:_________________________________________

Based on the commercial 1 that you have watched, answer these

questions.

1) What business sponsored the advertisement?

__________________________________________________________________________________

2) What product is being advertised?

__________________________________________________________________________________

3) Who is the target audience for this ad?

__________________________________________________________________________________

4) Why do you think the business advertises this product?

__________________________________________________________________________________

5) What is the incentive for parents to buy Hershey Syrup in the new bottle?

__________________________________________________________________________________

6) Why will kids want the syrup?

__________________________________________________________________________________
Name:___________________________________________

Course :_________________________________________

Based on the commercial II that you have watched, answer these

questions.

1) Who is the target audience for this advertisement?

__________________________________________________________________________________

2) How does this ad try to grab the attention of young people?

_________________________________________________________________________________

3) How does the same advertisement try to grab the attention of adults?

_________________________________________________________________________________

4) Why do you think the business advertises this product?

__________________________________________________________________________________

5) What is the incentive for young people to drink PEPSI?

__________________________________________________________________________________

6) What is the incentive to drink PEPSI if you are older?

__________________________________________________________________________________

7) What kind of messenger was Britney Spears?

__________________________________________________________________________________

8) How do you think Britney helps convince people to buy the product?
Name:________________________________

Group: ________________________________

Course:______________________________

Discuss with your group member about the product that you want to create. Fill
the details in the columns below.

Product

Attention Grabber

The theme colour

The Logo

The Motto

Why do you want to

advertise this product?

The benefit of the

product

PRESENTATION SESSION
Project Work (Promoting the Product)

Classroom Discourse

Classroom discourse refers to the language that teachers and students

use to interact with each other in the class. It is type of language use that is
found in classroom situation. This students- teacher discourse is also referred to
as pedagogic situations and it is different in form and function from language
used in other situation due to the distinct social roles of students, teachers and
activities they are engaged in (Richards et. Al.1992.52). Analysis of classroom
discourse is useful when examining the effectiveness of teaching methods and
the types of student-teacher interaction (Richard et.al.1992.111). According to
Chouliaraki (1998,10), textual features or pedagogic discourse contribute
towards an understanding of the relationship between pedagogy and its practice.
An analysis of classroom discourse produced by Sinclair and Coulthard (1975) in
Britain gains prominence as the Birmingham model, it was named after the
university where both linguists were attached. Their research attempts to
examine the structure of classroom discourse (McCarthy 1991, 6& 12).

About 2 weeks, I was in Kolej Teknologi Bestari, handling the task based
project for DWB students. Based on my observation in English class, I found that
most of them were able to understand when I spoke to them in English. Some of
them were also able to give respond me in English. But, there were also a total
number of students who were not able to reply the answer in English. At the first
and second sentence, they used English, then, they resorted to their mother
tongue. When I asked them to use fully English, they answered that “I don’t
know the correct words, miss” or “ I need 30 minutes to finish the sentence, just
simple question, miss”. However, majority of them showed a lot of efforts in
using English in the classroom even, there were a lot of mistakes. Most of the
students were from rural area and Malay speaking background. They also
admitted that they only used English in English class. They were not too familiar
in using English in their conversation. I can see that they were very struggle to
find the correct English words when they have to answer my questions.

Most of the activities that I arranged for this project are using the video. I
found most of them were very excited and watching the video. Even the videos
were only played just for 4 and 5 minutes, but, they paid attention to the content
of that video. I still remembered that one of students said to me that they never
had this kind of activities. Their English lecturer never exposed them to any
example of advertising materials like video. Overall, they enjoyed the part when I
played the video for them. But, I found a difficulty to book a lab room to play the
video. I had to book the room about one week before the class. This college was
lack of the facilities. Most of the students were attracted to the Nokia
advertisement that I used in the first lesson. There was a part that the students
need to brainstorm about the Nokia advertisement that they have watched. Most
of them took part in brainstorming activities. Even their English is not too good;
they were able to give the ideas about the video that they have watched. It
means that they understood about that advertisement. However, there was one
part of the lesson, that I played the video of Mongolia: Lonely travel, students
could not absorb the words that said by the speaker in that video. I should
provide handouts to help them and gives clues about the contents provided in
that video. They may not familiar with Mongolia and they have limited
knowledge to elaborate longer about it. In the future, it is better for me to choose
the country that well known and easy to elaborate more.

Next, these students also get more fun when they were required to do the
role play and presentations. Even their English were not too good, but, I can see
that they enjoyed in their performance. For example, in the second lesson,
students need to do a role play about promoting the products that I already gave
to them. There were three groups in that class. Each groups were given products
like shoes, watch and recipe books. They need to act it out in front of the class.
Most of them enjoyed their performance .Even their English was not good, but, I
was so proud that they were able to speak English in front of the class. There
were about 3 or 4 female students who were shy to complete role play in front of
the class. But, the achievement for them is they were able to speak aloud,
confident, understand my instructions and use persuasive vocabularies to
promote the products. However, they must improve their English language and
their grammar.

When I distributed handouts and they had to answer the comprehension

questions, I can see that they started to sigh and not too excited like they did in
role play activities. I used these techniques so that they can read the example of
persuasive language that used in the article. It is because at the end of this 2
weeks lesson, they also should come out with the report about the product that
they created. This group of students are more tend to do the role play activities.
However, they were able to answer the comprehension (New Motorola Hand
phone) and writing sections.

I also realized that when I used the materials that related to the celebrities
or well known people, students will pay attention to the lessons. For example, in
fourth lesson, I used PEPSI video that commercialized by Britney Spears. I found
that students were attracted to the video and they paid attention and discuss
with their friends about what they have seen. When I asked them a few
questions about the video, they were easy to talk and able to answer my
questions. So, there was nothing wrong if we, as teachers used the material that
related to the celebrities or well known people. It must be an interesting material
to be used.

After they finished having 2 weeks lessons for the promoting the product, I
was so impressed that my students were able to create very creative products.
The groups were also able to work in group and create the banner of the
products that they have created. The students were able to understand my
instruction before they did their products. In their presentations, all the groups
were able to present about their products. They used the techniques in the
advertising that they learned before. However, some of the students need to
work on their language and be more confident when they had English
presentation in front of the class. They also need to expose many types of
speaking technique to make them be confident in the presentation.

This 2 weeks project give a lot of experiences in arranging the lessons ,

methods and technique in teaching business college students. Like Dr Raja told
me last week, that I have to provide more speaking activities to this kind of
project and I agreed about it. Overall, this group of students were able to do the
presentation on promoting the product. At the same time, they have to improve
their language in English and work hard and improve their English vocabularies.
References

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2010

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2010

Retrieved from http://www.idahoptv.org/ntti/nttilessons/lessons2001/wells.html on 3

September 2010

Retrieved from http://www.frankwbaker.com/ad_lesson_plans.htm on 3 September 2010