market_leader_3e_-_intermediate_-_teachers_book (852197), страница 15
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But the ultimate in advertising is word of mouth: friendsand colleagues are often our most reliable sources of information. This form of advertising isusually free. All the advertiser can do is hope that it is positive.Advertising and your studentsPre-work and in-work students should have no trouble relating to advertising, as its willing orunwilling consumers! They will also be able to talk about the place of advertising in their industryor one they would like to work in.Read onMario Pricken: Creative Advertising: Ideas and Techniques from the World's Best Campaigns,Thames and Hudson, revised edition, 2008David Ogilvy: Ogilvy on Advertising, Prion, new edition, 2007Rajeev Batra, John Myers, David Aaker: Advertising Management, Pearson Education,5th edition, 1996Kevin Lee and Catherine Sed a: Search Engine Advertising, New Riders, 2nd edition, 200945UNIT 5 �� ADVERTISINGLESSON N OTESWarmer.....,.!>.,.�,.::���,�,'-J_:.Work on increasing students' vocabulary with wordssuch as striking, powerful, colourful, etc.
Don't letthem just say that the advertisements are good orbad. This will also help them when they come toExercise G in the next section.•• Write the words in the box below on the board andget students to say them, with the correct stress,as you write them. Then underline the stressedsyllables.rrn(./)(./)0zzad advert advertisement advertisercommercialpub�ity�rn•(/)R..\J_Q i iciseGet students to look in a good monolingualdictionary (e.g. Longman Dictionary of ContemporaryEnglish) or a bilingual one to find out about thesewords and then tell the class about them.
(Youcould give each student or pair one or two words.)However, don't anticipate the Vocabulary section ofthe Course Book too much.For example, they should discover that commercialis a noun used to talk about ads on TV and radio andalso that it is an adjective relating to commerce, etc.This will help them with the basic vocabulary ofadvertising and also help them distinguish words (e.g.advertising and publicity) that may be the same intheir own language.Overview• Tell students they will be looking at advertising.• Go through the overview panel at the beginning ofthe unit, pointing out the sections that students willbe looking at.Vocabulary: Advertising media andmethodsStudents look at some advertising-related vocabularyand use it in context.a•Point out that media is the plural of medium, asin advertising medium.
Get students to call outother possibilities - e.g. Internet, TV, cinema, radio,magazines, hoardings/billboards, etc.•Put students into pairs. Get them to go through theexpressions in the list, assigning the labels, perhapsusing a monolingual or bilingual dictionary. Tell themto leave any that they don't understand.•If students are unfamiliar with viral advertising,you can explain it as being a campaign that usesthe Internet to rapidly spread its message amongcomputer users.• Go through the answers with the whole class.
Explainany difficulties and work on pronunciation and stresswhere necessary, e.g. comMERcials.1(Advertising media) cinema, exhibitions, Internet,outdoor advertising, point-of-sale, press, radio,television2(Methods of advertising) advertorials, bannerads, billboards/hoardings, commercials, freesamples, leaflets/flyers, pop-ups, posters, product 'placement, sponsorship, viral advertising3(Verbs to do with advertising) communicate,endorse, place, run, sponsor, targetQuotation•Get students to look at the quotation. (Bern bachwas behind the 'We try harder' campaign for Avis carrental and 'Think small' for VW - the latter of whichstudents will see mentioned later in the unit (inLanguage review Exercise C) - among many others.Bernbach was active in the heyday of Americanadvertising in the 1960s. You could ask students ifthey have seen Mad Men, a fictional TV series thatrecreates that era.)• Ask students what they think of the quote.
Be tactfulto both those with an arts background and thosewith a scientific education!B•Do as a quick-fire whole-class activity. Get studentsto call out the answers.Cinema: commercials, posters, product placementStarting upExhibitions: free samples, leaflets/flyersStudents look a t some advertisements, say which onesthey like and why.Internet: pop·ups, banner ads, viral advertising••Explain the task and get students to look at the adsin pairs.Go round the room and help where necessary.• With the whole class, get individual students totalk about their neigh bour's favourite ads as wellas their own.46Outdoor advertising: billboards/hoardings, leaflets/flyers, posters, sponsorshipPoint-of-sale: free samples, leaflets/flyers, postersPress: advertorialsRadio: commercialsTelevision: commercials, product placement,sponsorshipUNIT 5 ....
ADVERTISINGm-11B-BsPut students into pairs. G o round the room and helpwhere necessary.aWith the whole class, get students to call out theanswers to Exercises D and E and examples theyfound for Exercise F - try to think of topical examplesrather than old ones.aGet students to read through the whole article again.0With the whole class, get them to call out the answers.Exercise B1 To tackle the problem of viewers tuning out oftraditional television advertising.Exercise D1 run a campaign2 endorse a product3 place anadvertisement2 Because it was a live event.4 sponsor an event3 Because they enable viewers to skip adverts.5 target a consumer6 communicate amessage4 Nineteen stuntmen did a live skydiving jump andspelt out Honda's name.oee�('"'.,4 word of mouth5 mailshots11-liJe6Put students into pairs again. Allocate three or fourdiscussion points to each pair.
Go round the classand assist where necessary.eBring the class to order. Get members of each pairto report on their findings.0Praise strong language points that you heard andwork on any remaining difficulties.�i-GiossaryReading: A new kind of campaignStudents read about an attention-grabbing advertisingtechnique.0Put students into pairs. Get students to lookthrough the three possible headlines.0Get students to read the article fairly quickly.Go round and assist where necessary.oWith the whole class, get them to call out theanswer: b. Work on the reasons for this.mU')They pushed the slogan on different mediabefore the live advert went out.7 Posters, TV ads, website, digital advertising,press coverage.Work on any remaining difficulties of meaningor pronunciation.Do Exercise F as whole-class discussion,getting students to use advertising-relatedvocabulary correctly.Do as a quick-fire whole-class activity. Refer backto the words you encouraged students to use in theStarting up section.
Work on stress, e.g. inSPIRing.0zz0�5 LG ran adverts which appeared to trail aglamorous new television show but which reallypromoted its new screens.Exercise E1 free samples2 slogans3 endorsement....mU')U')Exercise Ctelevision/TV advertising, live advertisement,advertising agency, (to) run advertisements, teaseradvertisement, digital advertising, advertisingcampaign, word-of-mouth advertising0Work on any remaining difficulties of stress inADvertising and adVERTisement, especially as theyare used in the expressions here.11-DoGet students to d o the exercises i n pairs.Go round the room and help where necessary.oWith the whole class, elicit answers, againworking on any problems of pronunciation,e.g. design and features.Exercise D1e2dExercise E3b4cSa1 publicity stunt2 advertising campaign3 teaser advertisements4 poster campaign5 design features6 press coverage7 slogans8 live advertisement9 word-of-mouth advertising47UNIT 5 .... ADVERTISING1 To change the image of a companyeermU')(/)02z�ernU)oPut students into groups of three or four and geteach group to come up with an idea for one bigpublicity stunt.2 To change people's views of an issue3 To get people to change their behaviour:a) to drink less alcoholb) to do up their seat beltsc) to change the way in which they use energyIf there is time and interest, you could hand outoverhead transparencies and pens and get studentsto outline their ideas on the transparencies (one ortwo transparencies for each group would probablybe enough).
Go round the class to monitor languageand ideas.D �>» c o 1 .3 2Then get students from two or three of the groupswith the most interesting advertisements or stunts tocome to the front of the class and present their ideasusing the O H P.Listening: How advertising worksIll �>» (0 1 .
3 1eTell students that they are going to hear MarcoRimini, an advertising executive, talking aboutadvertising campaigns.eGet students to look at the text and anticipate whatmight go in the gaps, bearing in mind that therecould be up to three words per gap, not just one(but without giving the answers away) !0Play the recording a couple of times.
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