Brand map

Title
Brand map

Skills
Speaking and listening

Level
All levels from pre-intermediate to advanced (but pre-intermediate students are likely to need more support with question forming)

Steps

  1. For this activity the learners need to have a device with them that they can use to take photos, e.g. a phone with a camera, a tablet with a camera or a digital camera. The first step is to ask the learners to take photos of 6 images of brands that they can find on their clothes, on things they have in their bags or anywhere around them in the room where they are.
  2. The learners then show each other their brands and they could do this either by showing the photos on their phone, tablet or digital camera, by arranging the images on a Word document to present to their partner or by using a web tool to present them such as Glogster (a web tool that helps you create posters) or Padlet (a web tool that allows you to organise content on a blank “wall”). Below you´ll find an example of some images that I took. mobile_brands_image
  3. There are then two options:

a. The learners explain to their partner which brands the images represent and what their connections to the brands are while their partner practises active listening and can ask questions to clarify information or find out more.

– A pre-intermediate learner could say:

Kinder makes chocolate bars and Kinder chocolate is my favourite type of chocolate

– An upper-intermediate learner could say:

Kinder is a chocolate manufacturer based in Germany and I really enjoy the smooth and creamy taste of their chocolate. Whenever I go to Germany I always buy some Kinder bars to bring back with me.

b. The learners ask each other questions to find out more about the brands their partner has chosen and why they have chosen them.

– A pre-intermediate learner could say:

Do you like Kinder chocolate? What´s your favourite type of chocolate?

What did you buy from Apple?

– An upper-intermediate learner could say:

So, what´s the connection between you and Dachser Logistics?

What piece of clothing did you buy at the Gerry Weber shop?

4. This can be followed up with a group feedback session and possibly by some further work on the brands chosen, e.g. learners could find out more about one of the brands and give a presentation about it or they could discuss the relative success and popularity of the different brands and debate what makes a successful or popular brand.

Advertisements

What is success?

Title
What is success?

Level
All levels from intermediate to advanced.
Steps

  1. Write “What is success?” on the board.
  2. Tell the learners to work in pairs or small groups and brainstorm the words they think of when they think of success. Ask them to focus on what makes a person a success.
  3. Now ask the learners to feed their ideas back to the rest of the group so you can write them up on the board around the words “What is success?”
  4. In the same pairs or small groups, ask the learners to discuss what criteria they would use to decide how successful someone is. The whole group then has to reach a consensus on five things that a successful person should be or have. Write these five things up on the board:Mark Zuckerberg

    A beautiful reality TV star, soap star or model who´s famous in their country or worldwide

    An Oscar-winning Hollywood film star

    A Nobel-prize winning physicist

    Barak Obama

    One of the richest men or women in the world, e.g. Carlos Slim

  5. Show the learners photos of the six people below. Ask them to identify the people from their photos (or to speculate about who they are if there are people they don´t know) and tell you what they know about them.
  6. Then, as a group, ask them to use their criteria to agree on a success rating for each person from 1 to 10 (10 is the highest, 1 the lowest), reaching a consensus or at least a compromise.  Have the learners give reasons and explanations for choosing the rating that they wanted to give each person.
  7. Now ask the learners to discuss in pairs or small groups which of these six people they think is the most successful and why. Suggest some questions that they could use to guide their decision, e.g. Who has the most money? Who´s the most famous? Who has the most power? Who´s the most respected? Who has won the most valuable prize or award? Learners then share and compare their choices with the rest of the group.
  8. Finally, ask the learners to suggest other people, either living or dead, famous or unknown, who they think are or were a success, giving reasons for their choices.