market_leader_3e_-_intermediate_-_teachers_book (852197), страница 16
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Don't explainevery unfamiliar word at this point - get students tofocus on the answers to the key questions.1i 21Elicit the answers..ask the question.... . ............. .....4wants to happen5spending money. ..1. .�.. ...�.�.��.���.�:�...............................................................................................................trying to achieveB �>» c o 1 .3 1eG48With the whole class, elicit the answers.
Ensure thatstudents correctly pronounce words like brief andcreative when giving the answers.B �>)) c o 1 .33.. .... ...... . ...... ........ . .... .................... ... . . . .. . . ... ... . ..... ... . ..... . . . . . . .. ....... ... . .... ............0Identify the brief from the client and agree thebrief with the client.2 Take the brief and articulate it for the people whohave to make recommendations and have ideasabout the campaign.3 Present ideas to the client for discussion andagreement.4 Execution phase (where creative material isproduced and the space and places in thechannels of distribution are bought).An advertising executive talks about what makes a goodcampaign and how to plan one and gives an example ofa recent successful campaign..Get students to read the question and then play therecording once or twice.1Praise strong language points and work on half adozen that need more attention.l:] Text bank (pages 1 30-133)QeTell students they are going to hear the first partof the interview again and get them to look at thequestion.
(Obviously they will already have someideas about the answers but, in any case, preparethem by telling them they will hear three mainreasons, with three examples of the last reason.)Play the recording a couple of times, stopping at keypoints, explaining any difficulties and then, with thewhole class, get students to identify the reasons andexamples one by one.:GGet students to read the two questions. If theyhaven't noticed it already, point out the link betweenviral and virus, so that they understand better theidea of something that spreads spontaneously.aPlay the recording once or twice.
Elicit the answers.1 Viral campaigns are pieces of film or content whichare picked up by individuals who see it, perhapson YouTube, and passed on to their friends withcomments .2 Whether it was real or fake0Whole-class discussion. First ask students if theyknow the Ronaldinho cam paign and what they thinkof it. Then get them to talk about other campaigns.Alternatively, get them to find some (viral) campaignson YouTube and report on them in the next lesson.t::) Resource bank: Listening (page 192)Students can watch the interview with Marco Riminion the DVD-ROM.�' •JUNIT 5 ... ... ADVERTISING.
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. . . . . . . . . . . . . . . . . . . . .�!Language review: ArticlesStudents look at the places where articles are usedand, just as important, where they are not.GGet students to look through the commentary andthe examples in the panel. Remind them about theGrammar reference section at the end of the bookand get them to look at it for homework.GDepending on the level of the class, you could givesome of this extra information, but don't confusestudents.a) before some countries that have Kingdom, States,Republic in the name: the United States, theRepublic of South Africa but not ·land in the name:New Zealand. But we do use the article in namesof countries and regions where there is -lands inthe name: the Netherlands, the Midlands,the Lowlands, the Highlands...�b)i1 c)1of the year awardbefore adjectives to specify a collective group ofpeople or things: the advertising industry, the rich.....
. .................. ...... .. .... . . . . . . . . . . . .. . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........ .Do as a quick-fire whole-class activity.t:>1: · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · ·· · · · · · · · · · · · · · · · · · · · · · · · · · ·· · · · · · · · · · · · · · · · · · · · · · · · · · ·· · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · :�----��-���-�-= -�-�-=�--�-��=--�-��--?.��-�..!.�.��-����--��--����-�=:. .
........... . ..agency in the USA.. . ... ......Explain the tasks and get students to work on them inpairs. Go round the room and help where necessary.eWith the whole class, go through the answers.jj:��. . ... .. ..... . ... . . . . . . . . . .. . . . . . . . . . . . . . . . . . ...
. . . . . . . . . . . . . . . . . .... ..... . . . . . . . . . . . . . . .:for Dairy Milk chocolate was first shown on 3 1 August, i1 people started posting it on YouTube. People also�j started asking questions, like did it feature _g realj�gorilla playing (the) drums?i So what role did the extraordinary take· up of thej gorilla ad on the Internet play in Dairy Milk's success?� And was the success of the advert a lucky break? Forj like Unilever and Diageo, Cad bury has benefited fromi the free 'viral' distribution of its advertising on thei Internet as consumers e-mail, post and create spoofversions of the gorilla campaign.� The gorilla commercial is the most viewed� advertisement so far this year on YouTube, the_I1 . :� ���� �� �� � r.! �� ��?.� ��� �..--- .
--..----- - · - · · · · · · · · · · · · · · · · · · · · · · · · · · · · " · · · · · - - -.. - - .. - - .. · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · 'Get students to go and look at the ad on YouTubein their own time if they are interested.Skills: Starting and structuringpresentationsExercise BStudents look at the language and techniques usedfor starting and structuring presentations and use thetechniques themselves in context.1 The problem of viewers tuning out of traditionaltelevision advertising. (para. 1)2 Channel 4 (para. 1)3 Honda (para.
1)The Honda live advertisement ('the first', para. 2)5 The Channel 4/Honda campaign (detailed inprevious paragraphs)4. . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . o o o o o o o o o o o o o o • o o o o o o o o o o o o o o • • • • • o o oo O O O O O O o O O O o O o O O o o O O O O O O O O o o o o o o o o o oo o o oo o o • o o • o • • · · · ·:Now that students should be getting the hang ofthings, do this exercise as a quick-fire whole-classactivity..
.ee. .. . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 0 . . . . . . ... . . . . . . . . . . . . . . . . . . . . . . . . . . . 0 • • • 0 0 0 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . 0 0 0 . . . . . .jthe most popular motorbike.....�.5 Next year, I am going to work for an advertising�with superlative expressions: Harley Davidson is.. . . .�• . . . . . . . . . . . . . . . . . 0 . . .... . . .. . . .. . . . . . . . . . . . .
. . . . . . . . . . . .before some institutions: the United Nations, the. . .. ..41 Almost as soon as the 'gorilla' television commercialBBC. . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . .Knowledge of the advertising code of practice isvital to those wishing to work in the advertisingindustry.2 We want to fi lm a TV commercia l in Russia .
./The 'Think small' Volkswagen Beetle advert was3!one of the most successful advertising campaignsof the 20th century.j Four major brands - AOL, Yahoo!, Freeserve and BT �- all achieve awareness of over 40% amongst the �U K adult population.awhen two nouns are joined with of: the advertiser:11! w� d� ��; ��� �� �;;i�i� b�r�;� ;;;� ��;;;�� �f ;;;��;I places. However we do use the:��Exercise CCD.
. . . . . ..Do as a whole·class activity.!�Students might mention the need for preparation,including thin king about the needs of the audience1 and the purpose of the presentation, right length and� style, good visuals, body language, voice, amongj many others.: . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . o o o o o o o o o o o o o o o o o o o o o o o o o o O o O O O O O o o O O o o o o O O O O :49UNIT 5... ...ADVERTISING11-11 �>» CD1.3411-11 �>» CD1.35GGet students t o look at t h e extract a n d t o anticipatewhat might be in the gaps.
Ask them to call outsuggestions.r-·aPlay the recording and get students to see if theirpredictions are confirmed.Play the recording and get students to say whichis more formal and which less, and ask for the onethat they prefer. (You might get some interestingdiscussion about different cultural expectations ofpresentations. Be tactful as ever, of course.)o·· ····��;���� 8......... . .
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