Twofold Magazine - Issue 20 - Advertising

TWOFOLD
Issue #20
October 2022
MAGAZINE FOR ENGLISH TEACHERS
Teaching Tips: 6 rules for effective lessons
"If ads were honest" - a lesson worksheet based on a video
Vocabulary Bank & Convo Cards

CONTENTS
EDITORIAL 2
TEACHING TIPS 3
LESSON IDEAS �
WARMERS 7
CONVO CARDS �
VOCABULARY 10
PHOTO ACTIVITY
VIDEO EXERCISE
11
12 HELLO
MORE MATERIALS 13 Whether you think adverts are good or bad, it's
definitely a good topic for discussion. What if
GET IN TOUCH 14 commercials were honest? What if there were no
adverts? Is advertising for kids good or bad?
WHO ARE
Discuss these and many more issues with these
TWOFOLD? resources.
W e are a couple of teachers, a

couple of native speakers and
a graphic designer. Which is not a
Don't forget to read Teaching Tips this month,
where we share with you 6 rules for effective
lessons.
bad combo for making pretty-
looking materials full of battle-
tested English.
We believe that the most

important thing to a teacher is
their time. Which is why we build
our materials for quick setup,
without looking like a spreadsheet
printed on a napkin.
TWOFOLD: MAGAZINE FOR ENGLISH TEACHERS III twofoldefl.com III instagram.com/twofold.efl III Issue 20: Advertising 2
TEACHING TIPS � RULES FOR EFFECTIVE LESSONS
W ith so many new teaching methods, educational trends and

applications, we might get a bit overwhelmed. It’s difficult to
choose the right way of teaching out of everything that’s thrown at us.
#2 CONTEXT
Fortunately, there are some rules that, if followed, will lead your Present and practise every new item of grammar or vocabulary in
students to success in learning English. context. Don’t just give your students rules for using a particular
grammatical structure. Don’t present them with a list of vocabulary
Read on to find out what they are. items. Instead, give them a scenario in which they would be most likely
to hear or use this grammatical structure. And instead of long
vocabulary lists, a text or a recording would work a lot better - the
#1 LESS IS MORE words are presented in context, and it’s a lot easier to understand and
remember them.
And more is worse, especially in learning languages. Too much input
makes it more difficult for students to remember the material. Forget
about long vocabulary lists and introducing two or three grammatical #3 REVISIONS
structures at the same time. It’s better for the students to learn fewer
items, but to be able to practise them more and use them correctly. Revisions should be spaced out over longer periods of time. So instead of
doing one or two intensive revisions in a year, revise the material
So what’s a good number? It depends on your class type and level, but in regularly. In each lesson go back to material not only from the previous
general, students can process and remember between 5 and 9 new pieces lesson but also from the beginning of the course. Prepare activities in
of information at a time. which students have to recall the words and grammar themselves. So
instead of presenting them with an English word and asking for a
definition, any kind of gap-fill type exercise would work better.
#4 BEGINNING & END

Do you know which parts of a lesson your students are most likely to
remember? The beginning and the end. So make sure to always repeat
the most important points from what you’ve covered at the end of the
lesson. Or ask your students a few end-of-class questions:
• What do you remember from this lesson?
• What could you use straight away?
• What was the most interesting or surprising for you?
It will give the students a chance to go over these points and in turn,
remember them for longer.
#5 STUDENTS’ INPUT
Let your students organise the lesson material as much as they can. If
you’re introducing new vocabulary, let them put the words into
categories. If they’re reading a text, let them choose the words from the
text that they would like to learn.
They should look for similarities and differences between words, make
notes, and prepare tests and revision activities for each other.
#� PERSONAL
Students remember the material better when it’s important to them and
when they know why they’re learning.
How does it work in practice?
First of all, the students should feel that what they’re learning is what they
really need, and it starts with the needs analysis and setting language
learning goals. Read this article for more on this topic.
It’s also a great idea to remind your students why they’re learning this
particular grammatical structure and in what situations they would be
able to use it. They can imagine themselves being in these situations - role
plays, scenarios and situations are perfect activities for that.
Also, include your students in planning the course. Get them involved by
letting them choose what topics to cover.
As you can see, all of these rules are very simple and easy to follow, so
there’s no excuse for not implementing them! We wish you lots of effective
lessons!
LESSON IDEAS
IDEAS FOR QUICK ACTIVITIES ON

THIS TOPIC:
• Students work in groups. Give each group a product to advertise. Their
task is to think of an advertising campaign for this product: slogan,
posters, etc.
• Revise 1st Conditional. Students write advertising slogans using 1st

conditional. For example: If you use this shampoo, your hair will be
shiny.
• Revise 2nd Conditional. Students discuss what would happen if

advertisements were honest. They use 2nd Conditional to write their
ideas.
HOW TO USE MATERIALS FROM

THIS ISSUE:
• You can use all the slides in your online lessons or print them out for
use in the classroom.
• Use them as a complete lesson by simply displaying slide by slide.
• Ask the students to make sentences with the phrases from the
vocabulary section.
• Use some of the pages to complement your coursebook or other

materials.
WARMERS
ADVERTISING ADVERTISING
List as many types of advertising Name three bad qualities

as you can. of advertising.
List as many words connected

Name three good qualities with advertising as you can.
of advertising.
You have 60 seconds.
CONVO CARDS
How much advertising should Should advertising to children

there be on television? be banned? Why?
What would happen if there were What is the worst advert you
no adverts? have seen? Why?
What is the best advert you Choose an advertising campaign.

have seen? Why? How would you do it better?
CONVO CARDS
What products should be banned What should be advertised more?

from advertising? Why? Why?
Do trailers for films / TV series What will advertising look like

spoil them? in ten years?
What was better about advertising What kind of advertising is harmful

in the past? to the public?
VOCABULARY
ADVERTISING
campaign
impact
target
brand
classified ad
commercial
advertisement
poster
billboard
slogan
competitor
PHOTO ACTIVITY THE OTHER SIDE OF THE CALL
QUESTIONS
1. This lady works in advertising. What do you think her job is?
2. What is happening on the other side of the call?
VIDEO EXERCISE IF ADS WERE HONEST
STARTER VOCABULARY
Why do commercials stretch the truth or even lie? pretend
competitor
associate
EXERCISE togetherness
be on-board with an idea
1. Look at the words on the right. Do you know them? consume
effervescent
2. You're going to watch a video. A man is going to mention phrases like: wet sugar with stakes
bubbles, effervescent candy. What do you think he's talking about? wide variety
concerned
3. Watch the video and check your predictions. lasting damage
laboratory animal
4. What does he say about fizzy drinks that is not normally mentioned in commercials? acid
strip away
5. What would happen if commercials were honest in real life?
HOMEWORK
Choose 5 words from the vocabulary list.
Make 5 sentences using these words.
NOTES
CLICK OR SCAN
FOR THE VIDEO
MORE MATERIALS CHECK OUT OUR SHOP FOR MORE RESOURCES
SHOP.TWOFOLDEFL.COM
GET IN TOUCH
“We need to stop interrupting what people are interested in

and be what people are interested in.”
Craig Davis
CLICK BELOW AND SAY HELLO
INSTA
BLOG SHOP
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TWOFOLD

MAGAZINE FOR ENGLISH TEACHERS

Teaching Tips: 6 rules for effective lessons

"If ads were honest" - a lesson worksheet based on a video

Vocabulary Bank & Convo Cards

W e are a couple of teachers, a

We believe that the most

W ith so many new teaching methods, educational trends and

#4 BEGINNING & END

• What do you remember from this lesson?

• What could you use straight away?

• What was the most interesting or surprising for you?

How does it work in practice?

IDEAS FOR QUICK ACTIVITIES ON

• Revise 1st Conditional. Students write advertising slogans using 1st

• Revise 2nd Conditional. Students discuss what would happen if

HOW TO USE MATERIALS FROM

• Use them as a complete lesson by simply displaying slide by slide.

• Use some of the pages to complement your coursebook or other

List as many types of advertising Name three bad qualities

List as many words connected

How much advertising should Should advertising to children

What is the best advert you Choose an advertising campaign.

What products should be banned What should be advertised more?

Do trailers for films / TV series What will advertising look like

What was better about advertising What kind of advertising is harmful

2. What is happening on the other side of the call?

“We need to stop interrupting what people are interested in

CLICK BELOW AND SAY HELLO

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