Language_Leader_Int_Binder (779738), страница 7
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‘Bubbles’ is going to berelaunched onto the market in six months. Complete the gaps (A to F) withcomparative or superlative forms of the adjectives given in brackets.JackieSo, the last time we met 1 to discuss this together was last year when we started 2planning the first launch of ‘Bubbles’. As we all know, the promotional campaign thatwe devised 3 was 4 fairly successful. However, the Director feels that we need to5relaunch. She thinks the first campaign was not eye-catching or witty enough toattract young people to ‘Bubbles’.
As we all know, the 16– 25 market is one of the agegroups that ‘Bubbles’ is particularly focused on.SteveOK – so basically what you’re saying is that we’ve got to develop a new campaignwhich is more attention-grabbingA (attention-grabbing), ____________________BC(dull) and ____________________ (persuasive) for 16- to 25-year-olds?CarlaI don’t think the last campaign was 6 dull.SteveOh come on. Let’s be honest. We did 7 a standard promotional campaign.
We had 8posters, TV commercials and magazine ads. It wasn’t 9 ____________________D(original) campaign we have done.CarlaOK, you’ve made your point.JackieSo, where do we go from here? Other companies have started to use____________________E (original) and innovative ideas which have been veryeffective.Steve10FIf we had more time, we would have a ____________________ (good) chance ofdoing something excellent.Carla11But we don’t have more time, so let’s get started now. What if we used a12combination of celebrity endorsement and an interactive website? If that created13interest and led to knowledge about ‘Bubbles’ by word of mouth, we could havesomething really exciting and innovative.Steve1415We talked about that last time but we couldn’t agree on a suitable celebrity to use.JackieWell, perhaps if we revisited16 that now, we might have some better ideas this time.Past simple: past meaning or unreal present/future meaning?2 Look at the 16 underlined past simple forms in the conversation above.
Decide ifthey refer to (1) the past or (2) an unreal present/future situation (see the Unit 5Language reference for an explanation). Write the number in the box below.(1) the past(2) unreal present/future1Copyright © 2008 Pearson Education.All rights reserved.www.pearsonlongman.com/languageleader/UNIT 5: LANGUAGE PRACTICETEACHER’S NOTESAim:Time:Materials:to give practice in identifying different usage of the past simple form;to give practice in forming comparative and superlative structures;to give further language practice in the topic area of Unit 5;to recycle the vocabulary presented in Unit 5.This worksheet is designed to be used after Lesson 5.3.20 to 120 minutesphotocopies of the worksheet for each studentComparatives and superlatives1Students form comparative and superlative structures using the adjectives given inthe brackets.Amore attention-grabbing (comparative)Bless dull (comparative)Cmore persuasive (comparative)Dthe most original (superlative)Emore original (comparative)Fbetter (comparative)Past simple: past meaning or unreal present/future meaning?2Clarify to students that they are recycling and extending the grammar and vocabularyaims of the unit.
Refer students to the Language reference section of Unit 5 forrevision if necessary.(1) the past(2) unreal present/future1, 2, 3, 4, 5, 6, 7, 8, 9, 14, 1510, 11, 12, 13, 16Possible follow-up activities1Students continue writing the script of the meeting.2Students perform or role-play the meeting. Less able students can use the script.More able groups could be given a product and discuss how to promote it. Feedbackcan focus on usage of the past simple, comparative and superlative structures.3Students in pairs write the script for a meeting to discuss a different product.Copyright © 2008 Pearson Education.All rights reserved.www.pearsonlongman.com/languageleader/UNIT 5: READINGA university Business School student has written a short summary of a seminardiscussion.
The discussion was about the four main approaches which multinationalcompanies can take to advertising when launching a product worldwide. Read the textand complete the activities below.THE ERA OF GLOBAL ADVERTISINGOne of the ways in which multinationalenterprises (MNEs) promote their goods andservices is by advertising. The method that theychoose to promote their products worldwide willusually be defined by the nature of the productitself.In this age of global companies, there are fourgeneral ways in which an MNE might promote aproduct across the globe.The first method is ‘identical product and identicalmessage’.
This is when an MNE believes that itsproduct can sell worldwide without it beingchanged. Therefore, the product remains thesame in every country and so does the way it ispromoted.The second method is ‘identical product butdifferent message’. This approach is used whenthe MNE feels that the product does not need tobe changed in order for it to be sold in othercountries. However, the message conveyed tothe consumers in the advertising and promotionmay differ from country to country.The third approach is ‘modified product but samemessage’. With this method, a different version ofthe product is produced for different countrymarkets. Despite the requirements of differentmarkets, the needs of the consumer may be thesame.
Therefore the advertising message is notchanged.Finally, the fourth approach is ‘modified productand modified message’. This is adopted when theway that the product is used in other countries isdifferent and the buying habits of thoseconsumers are different. The product will need tobe altered and so will the manner in which it ispromoted.In terms of advertising, MNEs will often prefer touse the same advertising campaigns worldwideas marketing costs are reduced significantly.However, there are times when campaigns mustbe adjusted to suit the local market.To summarise, there are two principal reasonsthat underpin this need for change. Firstly, if theway the product is used is different from its use inthe home country. Secondly, if the advertisingmessage doesn’t make sense to the audiencewhen directly translated.1 Answer the questions relating to the vocabulary in the text.1Find three different words in the text with the same meaning which can be used to fillthe gap.‘I don’t think we have any choice.
There’s no way we can use the same product in.’other countries across Europe. It will have to be2Find two different words in the text with the same meaning which can be used to fillthe gap.‘I think the product itself will be absolutely fine in the eight countries that we arewe adopt – in terms of the promotionaltargeting. However, thecampaign – is going to be crucial.’3Find two different words in the text with the same meaning which can be used to fillthe gap.‘Our view is that we should not limit the promotional campaign to Europe or even tocampaign.’Europe and the USA.
This time, we aim big and make it aCopyright © 2008 Pearson Education.All rights reserved.www.pearsonlongman.com/languageleader/2 Below are some extracts from marketing meetings in multinational companies.Read the comments and decide which of the approaches the person is suggesting.Approach 1: identical product and identical messageApproach 2: identical product but different messageApproach 3: modified product but same messageApproach 4: modified product and modified message1‘Look, consumers in those countries only buy white fridges.
There’s no way we cansell the silver and black models. But all we have to do with the campaign is makesure that the promotional materials all show the white ones and we won’t have towaste money recreating all our advertising.’ Approach 32‘I think the fact that we are promoting pure water from the Scottish hills is absolutelyglobal. The images of the cold, ice, mountains and nature that are dominant in ouradvertising campaign have a global appeal.
It’s crisp, clear, natural water. Why alteranything? I think we’ve got a winner.’3‘OK. If we’re trying to sell the cars there, we’re going to have to adapt our approach alittle. I think all we have to do is create a separate advertising campaign that stressesthe safety aspect of the car. In this country, it’s definitely the look and speed of thecar that are going to sell it. But, for them, safety always comes first. And, let’s face it,our cars have both.’4‘They’re going to love the drink, and the packaging is fine, but what about theadvertising campaign? The humour in it is so culturally based.
Let’s face it, onlypeople in this country are going to find this funny. So over the next couple of weeks, Iwant you all to go away and generate some ideas about how we can approach thepromotion differently.’5‘In my view, these hats are really fashionable now in this country but they may wellnot work so well elsewhere. The waterproof material, however, is the strength of theproduct. I think if we redesign the hats to make them more generally appealing andalter the advertising to focus more on the waterproof aspects of the product, we canstill make it work.’Copyright © 2008 Pearson Education.All rights reserved.www.pearsonlongman.com/languageleader/UNIT 5: READINGTEACHER’S NOTESAim:Time:Materials:Warmerto give further practice in reading skills in the topic area of Unit 5;to provide vocabulary practice;to give practice in reading to understand the gist.This worksheet is designed to be used after Lesson 5.3.20 to 120 minutesphotocopies of the worksheet for each student; monolingual dictionaries foroptional further vocabulary workWrite ‘multinational enterprises’ and ‘advertising’ on the whiteboard.
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