Activity 1

Linguistic aim: discourse type recognition; checking background knowledge.

Procedure: T shows students different discourse types: a newspaper, a letter, a ticket, a menu, a novel and an advertisement. She asks Ss:

What is this?

Which is the characteristic of each one? How do you differentiate them?

Activity 2

Linguistic aim: to recognise elements of communication.

T tells student they are going to work with advertisements. She elicits from students the principal characteristics of this discourse type. (Its style, function, support, etc.)

T. brings to class a political pamphlet and asks Ss. if it can be considered an advertisement and why.

Then she plays an audio advertisement.

T asks students to compare both advertisements considering the elements of communication. She guides students asking them:

Who send the message? (Addresser)

Which language it uses? (Code)

Which is its support? (Channel)

Who receives the message? (Addressee)

What does it say and which is the purpose of it? (Message)

What is each advert about? (Topic)

Where you can find them? (Setting)

Activity 3:

Linguistic aim: to identify role, status and age. To provide a common ground related to vocabulary.

T. presents the following activity:

T tells Ss. To pay attention to the last two sentences of the exercise:

“It`s aimed at young children”

“The target audience is young women”

Then she asks Ss:

What other target audiences do you think advertisements are directed to?

Would be the same an advertisement directed to women than to adolescents?

What does a publicist have to take into account before making an advert?

ACTIVITY 2 –

Writing

Linguistic aim: to explore the internal structure of a discourse type: advertisements. Lead students to produce an advertisement.

Procedure: students have to create their own advertisement taking into account the elements of communication and attending to the characteristic of the discourse type.

Activity 1

Reading comprehension

Linguistic aim: To explore the role of titles in linguistic comprehension.

Procedure: The teacher will ask students to form groups. She will give each group different titles taken from articles.

Teacher then asks students:

What is the purpose of the title in a text? (To predict content, to attract attention)

Which are the characteristics of a title?

Has our knowledge of the world any influence on the title interpretation?

Activity

Linguistic aim: to work on coherence implementing a recombination exercise.

Teacher gives each group an article about stealth marketing which is disorganized. She asks students if they know what stealth marketing is and discuss about this concept (to check background knowledge). Then she tells students to try to organize the article parts so as to form a

coherent text. The title it is not included.

Activity 3

Linguistic aim: to identify the title as content predictor.

Once students have resolved the previous task, the teacher tells students that they will have to choose the appropriate title for the article they have read. They have to choose from the titles handed in before.

READING ACTIVITY

Linguistic aim: identification of pictures and title as predictor elements in discourse.

Activity procedure: Before reading the text, the teacher asks students what the images and title suggest:

What do you think is the topic of the text and why?

ACTIVITY 2:

Linguistic aim: to develop cohesion in discourse and pragmatic interpretation.

Students are presented a text for reading. After introducing the activity the teacher asks students to read the text and do the following activities:

1- What do the underlined words refer to? (the underlined words are pronouns)

2- Explain the use of the expressions within the circle. (Line 20: spend, spend, spend and line 30: did)

3- Explain the meaning of expressions within brackets.(Line 29: the high life; line 47: to bury your head in the sand; line 51: stayed in the red).

LISTENING ACTIVITY

Linguistic aim: to identify performatives and underlying forces in discourse endophoric elements in discourse, implicature, conversation characteristics..

Procedure: T. plays a conversation between Emma and his mother. The mother is asking Emma about some money she has taken from the kitchen.

After listening the conversation T. asks Ss. If they can identify what the conversation is about.

Which is the mother`s attitute towards Emma? Which is her tone of voice?

Why is it possible for the mother to tell Emma: “Don`t take money again”?

Which was the mother`s intention?

Which is Emma`s reaction to this order?

By guiding students with these type of questions, the purpose is to make students aware of the underlying forces in a speech act.

ACTIVITY.

Linguistic aim: to work on implicature, endophoric elements and conversation characteristics.

Procdure: T. hands in Ss. The dialogue`s transcription

1) Where are the speakers talking? How do you know?