market_leader_3e_-_intermediate_-_teachers_book (852197), страница 14
Текст из файла (страница 14)
Go round and assist where necessary.When groups are ready, get them to begin the roleplay. At this point, students remain seated. Go roundand monitor language, noting strong points andthose that need improvement, especially in relationto networking language.Bring the class to order. Mention some of the goodpoints in the language you heard and work on half adozen points that need improvement.Get one or two groups to repeat their 'performances',this time standing up in front of the class as if theywere really at a conference.Go through the expressions in the Useful languagebox, telling students that you will 'test' them orallyon it in the next lesson.
(Don't forget to do thisnext time.)G:l Resource bank: Speaking (pages 178-179)e0o&eoe41UNIT 4.. ..ORGANISATIONInStep's relocationA communication from the Vice-PresidentStudents make a decision about a company consideringthe relocation of its offices from the capital to a small town.• Get one of the students to read the message aloud,then work on any difficulties.Background•• Tell students that they are going to do a case studyon a n organisational problem at a company that isconsidering relocating its offices.
Get students toread through the background silently.II �))) CD1.30Write the headings on the left-hand side of the tableand elicit information from students to complete theright-hand side.••With the whole class, get students to discussthe issues but without pre-empting the role-playdiscussion that will come later.Students listen to the recording once or twice,noting key points.Then, in pairs, get them to compare notes withtheir partner.Task• Tell students to read their role cards and preparetheir roles. Go round the room and help wherenecessary. Tell the Student As that they will bechairing the meeting, a) noting the views of thedifferent participants, b) giving their own views,c) asking participants to make a recommendation,and d) noting down what it is.
They should ensurethat everyone participates by inviting theircontributions where necessary.• When the students have absorbed their roleinformation, bring the class to order and explainanything that has been causing general difficulties.• Get students to discuss the two questions in pairs.••Bring the students to order and discuss as a class.For example:•Staff may react badly•They may have to move their families and find newhomes in BeauchampA 'getting to know you' meeting• When you feel the discussion is reaching a n end inmost groups, ask them to make a recommendation, ifnecessary by voting, if they have not already done so.Feedback•Go through the information and ensure that studentsunderstand parent company (a company that ownsanother) and subsidiary (a company owned by another).•Bring the class to order.
Ask the chair of each groupto report on what happened in their group and therecommendation that they made.•Divide the class into fours and allocate the roles:Students A, B, C and D.••Get students to introduce themselves to each other,and use some of the social English from the previoussection. (Obviously Students B and C, as managers ofthe Paris subsidiary, already know each other.)Praise some o f the good language points that youheard and work on half a dozen others that needimprovement, getting individual students to saythe correct thing.•If there is time and interest, have a general classdiscussion about the merits of each solution. Encouragestudents to talk about their own experiences of life andwork in bigger and smaller places, being tactful, as ever.• Go round the class and monitor correct use of thelanguage.
Bring the class to order, praise good pointsand point out language that still needs work, gettingindividual students to say the right thing.42When students are ready, get them to start therole play in parallel groups. Go round the roomand monitor the language being used. Note downstrong points and points that need correction orimprovement. Make sure that the Student As areincluding everyone in the discussion.UNIT 4 ... ... ORGANISATIONOne-to-one�'·Work on the background to bring out the key points inthe table.Get the student to look at and express in their own wordsthe information in the message from the Vice-President.Then choose the role of the Vice-President and oneother-your student should then take the role of theVP and you take the other for the initial social Englishsession and then the main decision-making discussion.Monitor the language that you both use.
Afterthe activity, underline some of the key discussionlanguage that you chose to use and some that yourstudent used correctly and work on five or six pointsfrom what they said that need improving.If there is time and interest, do the role play again.with you as the VP and your student taking one of theother roles. Monitor and correct as above.0 You can also refer to the Case study commentarysection of the DVD-ROM, where students can watchan interview with a consultant discussing the keyissues raised by the case study.WritingGet your students to write an e-mail summarising thediscussion and making a recommendation about therelocation.
Students could do this for homework or inpairs in class.t:] Resource bank: Writing (page 207)� Writing file, page 127e43AdvertisingAT A G LANCE�.-)>C'l,....)>z... ��..-·•Classwork- Course Booklesson 1Each lesson (excluding casestudies) is about 45 to 60minutes. This does not includetime spent going throughhomework.("")IT'Ilesson 2lesson 3�r�•J"l' f�lPt:"1'�....·.. �--."�";:�"'r j:li+� �..•�•Further workStarting upStudents look at some advertisements,say which ones they like and why.Vocabulary: Advertising media and methodsStudents look at some advertising-relatedvocabulary and use it in context.Practice FileVocabulary (page 20)Reading: A new kind of campaignStudents read about an attention-grabbingadvertising technique.Text bank(pages 13Q-133)listening: How advertising worksAn advertising executive talks about what isinvolved in preparing a campaign and gives a nexample of a memorable campaign.Resource bank: listening(page 192)Language review: ArticlesStudents look at the places where articles areused and, just as important, where they are not.i-Giossary (DVD-ROM)Course Book listening(DVD-ROM)· · - · · ·..··Practice FileLanguage review(page 21)M L Grammar and Usagelesson 4Each case study is about2 hours.1 1htoSkills: Starting and structuringpresentationsStudents look at the language and techniquesused for starting and structuring presentationsand use them in context.Resource bank: Speaking(page 180)Case study: Alpha AdvertisingStudents prepare and deliver presentations ond ifferent advertising campaigns.Resource bank: Writing(page 208)Practice FileGiving presentations(page 63)Practice FileWriting (pages 2 2-23)Case study commentary(DVD-ROM)For a fast route through the unit focusing mainly on speaking skills, just use the underlined sections.For one-to-one situations, most parts of the unit lend themselves, with minimal adaptation, to use with individualstudents.
Where this is not the case, alternative procedures are given.44iUNIT 5 .... ADVERTISINGWhether or not you agree with communications guru Marshall Mcluhan that advertising was thegreatest art form of the twentieth century, it is a big part of modern culture. Shared referencesfeed into it, and it in turn feeds into daily life: advertising catchphrases turn up in TV comedysketches and everyday conversation. And we become 'ironic' about advertising, perhaps to showthat we think are able to resist it. TV advertising is still glamorous, even if its heyday is over,what with the proliferation of channels and the saturation of the markets (at least in advancedeconomies) of the consumer goods it normally promotes. But the other media are not to beignored - radio, cinema and the press - while hoardings (BrE) or billboards (Am E) are an integralpart of the urban landscape.
All these will be around for some time.Internet advertising expenditure is on the increase. Some people find banner and pop-upadvertisements have become a major source of irritation, but others find them a useful source ofinformation. Debate about the relationship between Internet advertising and search engines suchas Google is intensifying.Advertising can be continued by other means, such as sponsorship of particular events orproduct placement in films. This is where the product's makers negotiate for their products toappear and be used by the film's characters. A related phenomenon is product endorsement,where a celebrity is used in advertising a particular product.
This can be dangerous if, forwhatever reason, the celebrity falls from favour.Some very creative minds come up with seductive combinations of sound, image and words,but tests show that we often don't remember the brand being advertised. Quantifying theeffect of advertising is very difficult, and there has been a backlash against it in favour of other,supposedly more targeted, forms of communication. This usually means direct marketing,otherwise known as direct mail, but, as those living in apartments who receive mailshots forgardening products know, the targeting can still be ludicrously imprecise.Advertising agencies may offer to run direct-mail campaigns, but what they are best at is creatingadvertising campaigns.
When a client becomes dissatisfied and the agency loses the account, thisis major news in the advertising industry and means a big loss of revenue (and self-esteem) forthe agency. Agencies develop a creative brief for clients, with proposals on the ideas to be used inthe campaign. One key problem is reaching the right target audience (for example, young womenbetween 28 and 30), so the selection of media (the right TV channels, magazines, etc.) or newmedia (such as the Internet) is very important. And the advertising must fit into the company'soverall marketing strategy - its plans on how it will compete and succeed in particular markets.All these activities, all this expenditure.
![](https://s.studizba.com/z.php?f=/templates/si/i/noavatar.png&w=100&h=100&t=1"){kind=avatar}
