Archive for Slogan

Sit back and relax with ‘Good Hair’

Posted in ESL, Movies, you tube with tags , , , , , , , , , , , , , , , , , , , , , , , , , , , , on September 10, 2010 by EslImaginarium

‘Hair is important spiritually, culturally and integral to our self esteem.’

Good Hair

Official trailer:

The Plot:

Chris Rock, a man with two daughters, asks about good hair, as defined by Black Americans, mostly Black women. He visits Bronner Brothers’ annual hair convention in Atlanta. He tells us about sodium hydroxide, a toxin used to relax hair. He looks at weaves, and he travels to India where tonsure ceremonies produce much of the hair sold in America. A weave is expensive: he asks who makes the money. We visit salons and barber shops, central to the Black community. Rock asks men if they can touch their mates’ hair – no, its decoration. Various talking heads (many of them women with good hair) comment. It’s about self-image. Maya Angelou and Tracie Thoms provide perspective.

Click the title below for listening and reading comprehension questions about the trailer and the plot:

Good Hair worksheet 1

How much does it cost?

Click on the title below for a student worksheet on the above clip and also some extra questions.

Good Hair worksheet 2

Bad hair day

Below is a clip from an article featured in the ‘Wall Street Journal.

Click here for the full article.

‘When A Bad Hair Day Brings You Down’

Scientists at P & G, with help from a Yale psychology professor, surveyed women, before and after using Pantene products, using a questionnaire that psychology researchers use to measure mood. They found women felt less “hostile,” “ashamed,” “nervous,” “guilty” or “jittery,” depending on the hair products they used, while at other times they said they felt more “excited,” “proud” and “interested.”

Lets talk about hair:

Celebrity hair styles

Ask the students if they can think of any celebrity hair icons.

Show students the following icons and ask them if they have ever had a similar hair cut or would like a hair cut like these celebrities.

Crazy hair styles

Ask students if they think a hair style can reflect your personality.

Show students the following photos and ask what they think the models personalities are.

Click below for the accompanying worksheet :

Good Hair worksheet 3

Selling a style

Ask students if they are influenced by hair advertising.

Show students the following hair adverts.

‘Because we’re worth it':

‘Hair comes alive':

Discuss the adverts:

Students are put into groups and have to discuss the questions on the worksheet.

After discussing the questions they have to come up with a slogan to sell a hair product.

Each group presents their slogan and the class vote on the best slogan.

Please click on the title below for the accompanying worksheet:

Good Hair worksheet 4

Hair Styles

Ask students if they know the names of different hair styles e.x. short/long etc.

Wordle time- Do you recognise any of the styles? can you match them with the pictures below?

Click for the accompanied worksheet: Good Hair worksheet 5

Male styles

Female Styles

Role play:

After completing the worksheet the students make pairs and pretend they are going to get their hair cut.  One student will play the role of the hair dresser and the other as the customer.

Monitor and give advice to the students.  Ask the best pairs to demonstrate their role play to the class.  Students vote on the best role play.

Some final words

For more media on this subject you should check out this excellent documentary by pop star, Jamile and  this episode from the Tyra Banks chat show.

After all this talk about hair I just realised it’s time to go for a haircut.  So I will leave you with this:

Any suggestions or comments are welcomed below & for more activities from the imaginarium please sign up.  Cheers and happy hair cuts.

Selling the lists of life

Posted in ESL, Music, Uncategorized with tags , , , , , , , , , , , , , , , , , , , on June 1, 2010 by EslImaginarium

Music clip: Quadron – Buster Keaton

Ask the students to watch the music video and write down the words they see.( The words start after 50 secs)

Play this music video a few times:

Tell the students that we are now going to use some of these phrases and words to discuss and debate issues. Students have to check to see if they managed to find the words we focus on.

1. Advertising slogans

Look at the following slogans from the music clip:

stay fresh!!!   Ready to shine    A new star     driven by desire      be cool    dream catcher

These positive slogans could all be used to advertise a product.

What type of product do you think you could sell with each slogan?

Ask students to look at the following slogans and match them with the products.

Click here for a link to many ideas of popular advertising slogans

Slogans:

I’m Luvin’ it      Impossible is nothing     It’s the real thing     The best a man can get     Just do it

Product:

Gillette          McDonald’s          X-Box          Adidas          Coca-cola

Show the students the following slide show to check if they are correct:

In groups students think of a product and a catchy slogan to sell it.  Students make a poster of  their advertisement.

2. Lists

The following lists are shown in the music video(1.40)

Warning maybe NSFC (Not safe for the classroom)

This is only appropriate for adult students as the phrase “have sex with honey” may be considered inappropriate with less mature students.  I suppose it all depends on what your students are like and how you think they may react to this sentence.

Ask the students if they know what the word ‘breadwinner’ means.

‘One whose earnings are the primary source of support for one’s dependents.’

Ask the students who the breadwinner is in their family.

Ask the students to make pairs.  One students is given the ‘work list’ and the other student is given the ‘home list’.  Each student will read their list as a dictation and the other will write what they here.  They will each check to see if they managed to write down the list correctly.

Ask the students what their thoughts are about the female who made the list.

Ask what lists they tend to write during the week.(shopping/house work etc.)

Ask the students what is expected of them at home and at work.

‘They always want more’ (1.01)

Who in your life wants more?   Boss/ partner/friends/siblings

Students have to think about their expectations and write their own home/work list.

Students discuss their lists with the other students.

Homework idea:   Students bring a list they have made into the class.  Put all the lists into a box.  Give the lists back to the students making sure that they do not get back their own list.  Each student has to decide who the list belongs to and why.  Students present their findings to the class and discover if they are correct.

3. What is life to you?(2.39)

Students use this ‘wordle’ to think what life means to them now and what it meant  to them throughout the different stages of their life.  Use this as a basis for an essay topic.

Childhood (1.12)Teenagehood(3.14) adulthood (2.40)

Some other suggestion for the students to think about:

Time – Person of the year (2.20) – What award would you like to be given?

Think about the many contrasts throughout life (2.26) :

rise/fall    slower/faster   yes/ no

Can you think of other contrasts?

Using the title ‘What is life to you‘, students write a speech and then present it to the class.

Follow

Get every new post delivered to your Inbox.

Join 26 other followers