new insights into business teachers book (835558), страница 23
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Remind them of earlierfocuses on positive and negative publicity. Ask themwhether they think this article could have a damagingor positive affect on the company's image in the shortor long term.Before doing this exercise, find out what students knowabout Coca-Cola. Where did it start? What was itsproduct range? What image do the Coca-Colacommercials give of the product and the people whobuy it? This exercise could be done for homework.KEY:A2 to make3 to build / building4 transforming5 setting up6 to bringВ7 to reflect8 Creating9 deciding10 to appearC1112131415launchingchangingreturningdrinkingto expandThe article1 As an introduction to the focus on the use ofarticles, this activity encourages students to analyse acorporate advertisement.
Encourage them to discusswhat they learn about the company from the ad, forexample that BP is a world-famous company whichsupplies solar energy equipment to remote parts of theworld.Point out the positive language used, such as power,constant and sun - it is intended that the readerautomatically associates these words and images withBP.59■ Unit 14 Product and Corporate AdvertisingStudents will be led to the conclusion that thecompany is trying to project a caring, responsible andforward-looking image. Encourage students to look atthe Grammar Reference material on page 170 of theStudent's Book.2 Ask students to underline the words in the text.
Youmay want them to work in small groups to provide theexplanations. After completing the task, students canread through the text and find other examples.KEY:1 power (no article) an uncountable noun when used torefer to energy2 world (the) the definite article is always used when werefer to the planet earth3 electricity (no article) articles are never used betweenadjectives and nouns4 sun (the) the definite article is always used when werefer to the earth's star5 needs (no article) articles are not used betweenadjectives and nouns. In this case needs refers to thegeneral category and not to a specific one.
Otherwise itwould, be 'the local needs'.6 difficulty (no article) an uncountable noun which refersto a general category.7 range (a) a singular countable noun referred to for thefirst time8 living standards (no article) a plural noun referring to ageneral category and not a specific onePracticeAs an introduction to this practice exercise, askstudents what they know about the mineral watercompany Perrier. To guide students, ask them questionslike 'What image does the product have?' 'What imagecrisis did they have to face in the past?' Note: Benzeneis a substance obtained from petroleum and coal tar,often used to make plastics and cleaning materials.
Youmay want students to explain their answers.KEY:2 a3 The4 A5 the6 a7 a8 a9 a10 AnП an1213141516theTheno articleno articleno article or 'the' are both possiblehere, depending on whether theterm 'consumers' is considered torefer to a specific group (Perrierconsumers) or is being used in awider sense (consumers in general)After students have completed this exercise andpresented their answers, conclude by asking them howPerrier dealt with the problem and what students thinkof the solution.60Skills FocusListeningDesigning a television commercialThe introductory reading passage to this listening taskprovides students with key audio visual terms.
Readthrough the passage with students making sure theyunderstand all the highlighted words. If possible,illustrate this activity by showing videos of examples ofcommercials which use the dramatisation technique.Ask them to describe the story after viewing each one.Alternatively, describe examples of narratives and serieswhich use the same characters (Kenco coffee, Oxo,Tesco's, PG Tips, etc).1 Point out that these photographs (referred to as'stills' in audio visual terms) are a selection taken fromthe complete commercial. Allow them five to tenminutes to discuss the four questions.2 Students are not asked to complete any specific taskduring the first listening. They are asked to concentrateon the description being given and then compare itwith their own ideas.
You may need to play the tape afew times.TAPESCRIPT:The sequence starts with a view of a handsome youngman galloping across a beautiful American desertlandscape in glorious sunshine. As the camera movesback we see that he is heading at full speed towardsthe edge of a very steep cliff. The horse stops suddenlyjust at the edge, which causes the rider to plunge overits shoulders into the abyss.
There follows a series ofdifferent camera angles to show the man's dramatic fallfrom various perspectives.Fortunately, there are a few branches growing out ofthe sheer rock face and our hero manages to catchonto one of them and we next see him on the right ofthe screen, hanging safely from it. Suddenly he beginsto smile charmingly, and the camera moves left toreveal why. A beautiful young girl who has met withthe same fate is hanging from another branch justopposite his!At this moment the voice-over says 'Because you neverknow when you will meet the girl of your dreams,Gillette has created continuous protection antiperspirants.
They prevent odour before it begins, tokeep you fresh all day long.' We then see the product inthe foreground of the great desert landscape and thevoice-over continues with the final slogan 'Gillette antiperspirants; long-lasting protection that keeps youready for anything.'However, the love story is not yet over, and the nextthing we see is the young man reaching over to giveour heroine some flowers which just happened to beUnit 14 Product and Corporate Advertising ■growing on his branch! She accepts with a smile butthis will be a short-lived love affair because just at thismoment our hero's branch begins to crack under hisweight!3 Students are asked to take notes under specificheadings.KEY:1 The characters: A handsome, adventurous young man,riding a horse at high speed.
He's athletic and strongand has a charming smile. A beautiful young woman.2 The setting: An attractive American desert landscapein bright sunshine; a steep cliff face with strongbranches growing out of it and a few flowers.3 The action: A male rider tries to stop suddenly at theedge of a cliff and falls over the edge. He is saved by abranch and meets a young woman who has met withthe same fate.
He smiles at her and offers her someflowers. Suddenly, the man's branch breaks...4 The camera positions: The camera starts byconcentrating on the young rider and moves back toreveal the danger in store. Many different camerapositions are used to show the dramatic fall. It thenshows only the man but soon moves back to reveal thewoman opposite him.5 The final slogan: The first slogan is 'Because you neverknow when you will meet the girl of your dreams,Gillette has created continuous protection antiperspirants. They prevent odour before it begins, tokeep you fresh all day long.' The final slogan is:'Gillette anti-perspirants; long-lasting protection thatkeeps you ready for anything.'them a time limit for their ad, say 30 seconds.
Askthem to make detailed descriptions of the characters intheir scenario as well the action. Explain that it helpsto produce a slogan and then work backwards from it.When they have chosen the slogan or central messageof the commercial they can then decide how best tobuild up to it.WritingThe groups of students can now write a full descriptionof their scenario using the headings from Listening 3 tohelp them. Suggest they prepare a text similar to thetapescript they heard. Go around the groups checkingvocabulary and making sure the correct tense is beingused.
One member may want to draw a roughstoryboard or comic strip version to make theirpresentation more visual. This writing task could beomitted or given as homework.SpeakingThe groups imagine that they work for an advertisingagency and have come to present their idea for anadvertisement to a client. Each member of the grouppresents one part and then other groups express theiropinions of the effectiveness of the commercial,deciding whether or not it fulfils its aim.The tapescript uses the present simple to tell the storysince the action is described as if it is happening now.The present continuous is used to describe thebackground in which the particular actions of the storytake place.DiscussionStudents are going to create a television commercialthat tells a story.
Each member of the group will presentone part, for example one student could say what theproduct and target audience are and another couldexplain why the group chose this particular product.Another member could then talk about the concept andideas behind the commercial and say how they hope toappeal to the chosen target. One student could presentthe description, and finally another member couldrespond to other students' opinions of it.Divide the class into groups and ask each group tochoose a product they would like to write a scenariofor. They should decide which audience or target theywant to appeal to and whether they want to usehumour or serious story lines. Encourage them to use avery simple story line with very few characters and give61u n i t 15The Business Mediaterminals which also show live television broadcastsprepared by our staff.Interviewer:Key vocabularyThis section provides a short list of the principal types ofmedia, and the different forms of information that theyprovide.
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