How brands influence our thinking

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Vocabulary - brand strategy

advanced lesson about branding

LESSON OVERVIEW

The main objectives of this advanced lesson about branding are to:

  • talk about consumer behaviour and brand-building strategies;
  • watch a video and discuss what experts say about branding;
  • practise vocabulary to talk about the topic.

With this lesson, students talk about branding and give their opinions on brand-building strategies. They watch an explainer video about branding, discuss the relationship between consumers and brands, read a text about a rising phenomenon among consumers and explore vocabulary related to branding.

C1 / Advanced
C2 / Proficiency
60 minStandard LessonFree / Premium Plan

WARM-UP AND VIDEO

This advanced lesson about branding starts with a warm-up where students read a quote about the topic, explain what they think it means and say to what extent they agree with it. After that, they discuss questions about the brands that first come to mind when they think of some items (e.g. a soda, a laptop, sunglasses, etc.) and their loyalty as customers. Afterwards, students watch the first part of a video in which experts talk about branding. Before they do, students read a quote from the video and choose the option they think completes it. Then, they watch the video and check their answer. Next, students watch the rest of the video and check their listening comprehension by taking notes on specific topics (e.g. what brands are compared to and why). 

DISCUSSION AND VOCABULARY

In this part of this advanced lesson about branding, students discuss statements and ideas about the connection between consumers and brands and say to what extent they agree with them. After that, they match sentence beginnings and endings to complete brand-building strategies (e.g. align with social values by contributing to positive change in the world). Then, students read the statements again and say which strategies contribute most to a brand’s success. They also give examples by considering popular brands. Afterwards, students brainstorm what the alone-together paradox, a phenomenon among consumers, might be. Then, they read a text about the topic and check their ideas. Following that, students read the text again and complete the gaps with the correct form of words (e.g. align, forge, niche, etc.). Finally, they complete statements about consumer behaviour and brand adaptation with their own ideas. They share them with a partner and see if they agree.

HOMEWORK/REVISION

This lesson also includes an additional task that you can use as homework or revision. In the task, students read the definition of brand archetypes and statements about how popular brands adopt them. They replace words with the target vocabulary and finish the sentences with their own ideas. The task is available in the teacher’s version of the worksheet. You can print it and hand it out to your students. It’s also included in the e-lesson plan.

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