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Promoting & Selling Stage 5 Commerce Lesson Plan
Transcript of Promoting & Selling Stage 5 Commerce Lesson Plan
The selling process
Stage 5,Year 9 Elective
Applies consumer, financial, business, legal and employment concepts and terminology in a variety of contexts.
Researches and assesses commercial and legal information using a variety of sources
Explains commercial and legal information using a variety of forms
Works independently and collaboratively to meet individual and collective goals within specified timelines
- Be equipped with knowledge of the meaning, focus, and purpose of product promotion.
- Recognise the range of promotional strategies that businesses selectively use to promote a certain product.
- Comprehend the categorisation of promotional strategies into the promotional mix
- Acquire the skills to evaluate the effectiveness of various promotional strategies by examining strengths and weaknesses
- Discuss the influence of gender on promotional strategies
- Independently apply knowledge and understanding into a practical and personal project
The selling process
Next lesson, partners will present for 1-2 minutes.
In pairs, use your imagination to design and promote a new product:
Display a description of the product, name, price, logo, packaging.
Include as many promotional strategies as you think are suitable.
Use informative and/or persuasive language to advertise and sell the product to us.
You may choose one of the following mediums:
A PowerPoint presentation (1-2 slides)
A short video (1 minute)
Other multimedia software e.g. prezi
Option 2 Promoting and Selling
Students learn about:
Students learn to
- Product promotion strategies
- Identify the range of strategies used to promote products.
- Discuss the role of gender in product promotion
Gather content on
- Quickly review previous lesson, linking it into today's lesson.
- Briefly introduce lesson topic & focus
- View introductory video: Microsoft Surface - Commercial, October 2012) as a basis for a short class brainstorm examining student understandings of the meaning, focus and purpose of “product promotion”.
Wireless computers (if available) or a computer room to be booked
Multimedia software including PowerPoint and Prezi.
Internet connection to view the introdctory audio-visual source and browse/search Google.
White board markers
Paper copy of the power-point presentation, allowing space for further note taking.
Worksheet containing promotional mix content.
background & prior knowledge:
Substantiate student's knowledge by providing:
Straightforward/concise definition and purpose of promotion
Central role of branding in promotion
Distinction between informative/persuasive promotional language.
Range of promotional strategies
Multiple students are chosen to take turns reading aloud a paragraph of the worksheet which explains one of the elements of the promotional mix along with an outline of the subcategories. Meanwhile, teacher projects images of examples that accompany the descriptions being read, thereby accommodating for visual learners.
Divide class into approximately 6 groups made up of 4 students. Allocate:
Groups 1 & 2: advertising
Groups 3& 4: below-the-line promotions
Group 5: personal selling relations.
Group 6: publicity & public
(1) Individually, students browse the internet to identify 2 examples of products/brands that uses a particular promotional strategy subcategory.
(2) Collaboratively, groups examine the effectiveness of each promotional strategy , searching for advantages and disadvantages.
(3) Benefits and limitations of promotional strategies broadly communicated and summarised in a quick whole-class overview.
By the end of the lesson, students are expected to:
Shift discussion to examine gender roles in promotion strategies.
(1) Use of traditionally stereotypical images of men and women roles
(2) Over-emphasis of sexual themes and connotations to sell products
Are such forms of promotion appropriate/ acceptable or should they be critcised and shifted?
Monitor contribution of opinions and ideas to group an whole class discussions.
Noise during individual work time.
Homework requiring application of theoretical knowledge.
Board of Studies NSW. (2003). Commerce 7 – 10 Syllabus. Retrieved
February 13, 2012 from:
Botha, J. & Bothma, C. and Brink, A. (2006) Introduction To Marketing (3rd edn.). Juta and Company Ltd,
Chapman, S. (2012). New Concepts in Commerce (3rd edn.). Australia: Jacaranda Wiley
Harper, G. et al. (2005). Commerce in Action book 1. N.S.W: McGraw-Hill Australia Pty Ltd
Parker, Brian (2009). Commerce for Australian Citizens: Student book (2nd edn.) Macmillan Education AU.
Waller, D & Elliot, G. (2010). Marketing, 2nd edition. John Wiley and Sons, Queensland, Australia.
SELLING & PROMOTING