new insights into business teachers book (835558), страница 22
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For additionalinformation, refer students to the Grammar Referencematerial on page 169 of the Student's Book.KEY:a a small degreeof differenceslightlya littleb a degree ofdifferencemoderatelysomewhatc a large degreeof differenceconsiderablysignificantlymuchfarPracticeKEY:1 This year's sales figures are slightly / a little higher thanlast year.562 Advertising to children has become somewhat /moderately easier.3 Our products are a little / slightly more expensive thanour competitors'.4 Advertising laws in Europe are far / considerably /much / significantly more complicated.5 This year's market share is slightly / a little better.6 English is considerably / significantly / far more usefulthan other languages for business.Reported speechYou may want to remind students that we can reportstatements, questions and thoughts and we can choosefrom many reporting verbs such as say, ask, think,believe, suggest, explain.
Brainstorm others. When we usereported speech, we change personal pronouns, etc.which make the reference clear. We may also changewords about place: ‘I like working here' becomes ‘He saidhe liked working there.’ We also make changes to tensesand words about time: 'I will arrive tomorrow' becomes‘She promised she would be arriving today.' Because weusually report what was said in the past, we normallyuse a past tense for the report verb.Practice1 KEY:DirectspeechPresentsimpleReportedspeechPastsimpleExamples1 'Where do you work?'—> He asked me where 1worked.Past2 'We're expanding rapidly.'Presentcontinuous continuous -> She said they wereexpanding rapidly.Past3 'Prices went up in 1999.'Pastperfectsimple-> He said that prices had goneup in 1999.4 'Have you finished thePastPresentperfectreport?'perfect—> She asked if 1 had finishedthe report.5 'I'll probably be late.'Futurewould-> She said she would probablybe late.can6 '1 can't afford it.'could—> He said that he couldn'tafford it.2 KEY:1 She said she didn't always buy the same shampoo.2 She said the price influenced her decision most.3 She said she had been using her present brand for twoyears.Unit 13 Marketing U4 She said she had used the previous brand for threeyears.5 She said she had never used hair colour.6 She said she liked her natural colour.7 She said she would use hair colour if it were as easy touse as shampoo to use.8 She said she would be willing to pay £5.9 She said she would accept the free sample.10 She said we couldn't phone her next week.Skills FocusReadingThere is a photocopiable model of a letter on page 87.2 Each student should write their letter.
This may begiven as a homework assignment or used as a 'writingworkshop' in class, with you providing help and advicewhen necessary. Circulate the letters around the classand discuss which ones are best and why.You may want to suggest an alternative writing task forhomework in which students can make use of themilitary metaphors they focused on earlier in the unit.For example, they could prepare a written report onthe marketing expectations of this direct mailcampaign. Encourage them to also make use ofcomparisons.1 This Skills Focus section gives students an insightinto direct mail marketing.
Students are first asked toread the description of what a good marketing lettercontains. They are then asked to match the extracts totwo customer profiles. Students will need to read theseextracts carefully and get this first exercise right inorder to complete the examples of direct mailmarketing letters that follow.KEY:a 1b 2c ld1e 2f 2g 12 The successful completion of this exercise willdepend on suitable rephrasing and ordering of thecorrect letter extracts on page 132 of the Student's Book.KEY:2 a3d4 g5 f6 e7 b3 To prepare students for the writing task whichfollows, students should now analyse the completedletters using the criteria given at the start of this SkillsFocus section. Encourage students to study the letterspoint by point.
Elicit from them how the writerpersonalised the letters, ensured that the readercontinues to read, etc.Writing1 Working in small groups, students complete thetarget profile for the letter they are going to write. Eachgroup member should first complete the profilehim/herself and then compare it with the othermembers of the group. The group can then establishone profile based on these.
Some suggestions foradditional headings might include: cosmetics,presents for friends and CDs. In the second part of thisexercise, groups make a list of convincing argumentswhich will appeal to the target profile. Ask them to tryto imagine how someone with the target's lifestylewould react to each of their arguments and why.57u n i t 14Product and Corporate AdvertisingKey vocabularyIllustrate the key vocabulary with examples of bothproduct and corporate advertising. Show studentsexamples of product advertisements in magazines andelicit the word advertisement from them.
Explain that wesay an advertisement and not an advertising. Ensure thatstudents understand the difference in meaning andpronunciation of the words 'advertise, 'advertiser,advertising and advertisement.You may wish to use the photocopiable vocabularyexercise on page 72 to check that students understandthe crucial terms.To illustrate/corporate advertising! you could use either ajob offer which gives information about the companyand their policies or a similar one to the BP corporateadvertisement on page 141 of the Student's Book.
Askstudents to think of methods of communicationcompanies use to make their policy and attitudes knownto the public. These can include company websites,annual reports, newspaper articles and sponsorship ofinternational or local sport and cultural events. Explainthat these are designed to generate positive publicityabout the company. If students have problemsunderstanding the difference between publicity andadvertising, point out that some publicity can benegative as we cannot always control what people willsay or write about a company (although some considerthat all publicity is good publicity, and you may want tomention Benetton's advertising campaign briefly at thisstage - using controversial images which deliberatelydraw a great deal of public criticism.
An example of amajor company destroyed by bad publicity in the UK isRatner's, the high street jewellery chain - its founderspoke openly about the poor quality of its cheaperproducts and the company collapsed as a result of thebacklash). Give an example of negative publicity such asif a Boeing plane crashes, the company's name will beheadline news in every newspaper and newsprogramme. Advertising is ordered and paid for by acompany and its aim is always to increase sales bycreating positive attitudes towards the products beingadvertised.Lead-in1 The purpose of this section is to get students tothink about different advertising media.
Groups canbrainstorm ways that companies advertise theirproducts and services. These include a wide variety ofprint, broadcast media (TV, radio and the cinema),outdoor advertising (posters, hoardings [billboards],displays of logos at stadiums and on clothes, andskywriting), transportation advertising (racing cars, and58signs on public transport vehicles and stations), pointof sale advertising (window displays, productdemonstrations and stands in supermarkets), websitesand sales through e-commerce, and other printedmedia (carrier bags, calendars, matchbooks, pens, etc.).Gather together the various ideas on the board.2 Use this discussion activity to encourage students tothink about the latest trends in advertising such as freeadvertisements from Internet providers and virtualadvertising.
Encourage them to talk about theirfavourite ads and advertising methods. Discuss whetherthey find the four methods mentioned appealing ornot. Ask them to think about other innovative ways toadvertise such as small screens at petrol pumps atfilling stations.3 These activities are designed to have fun withslogans. You may want to display various slogans andask students to discuss and select the best. It might befun to ask students to translate some of them into theirown languages and discuss the results. They will nodoubt discover the difficulties in translating humourand word-plays, so often found in slogans.1 The examples in the text are taken from the Internetand should provoke a discussion on the problems ofinternational or global advertising. Ask students to readthe examples and say how they would react toproducts bearing these slogans.2 Students now work in groups to translate popularslogans in their language into English.
They may alsowish to invent new slogans in English for products. Tohelp them, it might be productive to circulatemagazines or suggest topic areas such as chocolates,beer, sportswear, perfume and shampoo.4 This discussion task is designed to get students totalk about provocative and sometimes offensiveadvertising.
As a preparation for the reading text, itmay also be useful to ask them if they think thisexample from Benetton has the same affect on all agegroups, or whether certain generations find it moreacceptable than others, and why. You may want toinclude another example such as French Connection'suse of FCUK on casual clothes and hoardings in Britainaimed at their young adult market.ReadingThe text examines controversial advertising. Some ofthe following vocabulary items may need explaining:Vocabulary: scraping off (para 1) fundamental values ofsociety (para 3) retract (para 3) adland thinkers (para 4)It's all very well...
but (para 5) broadminded (para 9)shattering of taboos (para 9)Unit 14 Product and Corporate Advertising UIdiomatic expressions: confessed to their sins (para 3)prostitute (para 5) pitching for business (para 6)1 When students have finished reading the text,encourage them to discuss it in the light of theexample given in Lead-in 4. Ask them to describedifferences between their reactions to the Benetton adand the Volkswagen one.2 Ask students to underline extracts in the text tojustify their answers.KEY:2 b3 c4 c5 bVocabulary1 KEY:2345posterssocial issuesclientspitch for business6 coverage7 Creative Director8 taboo5 corporate image6 publicityVocabulary development: uses of (lik e )1 As preparation, you may want to ask students tolook up like in a dictionary and note the wide varietyof meanings and uses.
Draw their attention to like as averb (I like her = She is nice), preposition (She looks likeher mother = She's similar to her mother), and as aplural noun (She has her likes and dislikes = She knowswhat she likes and doesn't like). Other uses of the wordlike include unlike and likewise.KEY:b Dс Вd A2KEY:2 likened to3 likeGerund and infinitiveThe use of -ing forms and infinitives is an importantarea since they often occur in English structures.Explain that -ing forms include both participles andgerunds.
Remind students that particular verbs inEnglish can be followed by an infinitive (agree, hope,plan, etc.) while others use a gerund (be, enjoy, finish,etc.). You may want to also remind students thatgerunds are always used after verb + preposition(succeed in increasing sales) and infinitive forms are notpossible here.KEY:1 gerund, because 'include' is always followed by agerund2 fo-infinitive, because 'decide' is always followed by aninfinitive3 APractice2KEY:2 target3 billboards4 Creative DirectorLanguage Focus4 look likeStudents now contribute other meanings and uses as aclass discussion. Encourage them to use like in asentence when they make their contributions.DiscussionDraw students' attention to the fact that the articlethey have just read is an example of the type ofpublicity the campaign got.
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