These days we’ll be talking about shopping and consumerism in our B2.2 levels. In this level, you expect your students to gain spontaneity in speech when dealing with everyday situations. We’re going to talk about our favorite brands and advertisements that we find particularly funny.

In this lesson, students speak and write about an ad that got them laughing their heads off. So this is the plan:

First of all: as a warm-up, speak about ads that the students like. Then discuss the ones they don’t like. Finally, talk about the ads they find humorous.

Second: when you reach the part of the warm-up related to funny ads, show the students some structures. I have some useful structures on a presentation and allow some time for students to practice some of them.

Third: Divide the class into groups of three or four. Tell the groups that in turns, they must leave the classroom while one group will stay and watch an advertisement.

Fourth: The students that stay in the classroom watch the ad. Afterward, they must plan how to describe it to the students who left the classroom.

Fifth: Allow the students that were outside to enter. Tell them they must listen to the description and that they may ask some extra questions if necessary.

sixth: Play the ad and ask the group if they had imagined it like this. If the information was clear and if they think that all the information was provided.

Before moving on to the part devoted to writing, here’s the presentation of structures that we used.

Here are some ads I find funny. Each teacher will have their own taste on what’s funny. They will also have tastes on what’s not so funny.

Writing

Have students work in groups and ask them to write about a funny commercial they saw. Tell them to use the same structures they used while guessing the ads. I give my students a DinA3 sheet for this activity. I assign a number to each team. This number is written on their sheet.

Once the texts are completed, display them around the classroom so that the different teams can read the compositions. Ask the students to mark possible errors in pencil and vote for the funniest description.

Closing

Ask students to give their verdict and explain why they thought the description was funny.