market_leader_3e_-_intermediate_-_teachers_book (852197), страница 17
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. . . . . . . . . . . . . . . ...... .............. . . . . . . . . . . . . . . . . . . . . ........ .................... ......................1jl 1 is more formal; 2 is more informal: ... . . . ....•.................................. . . . . . . .
. . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................ :! Three sectionsi Informalj Hi, everyone, I'm Marc Hayward. Good to see you all.j I'm going to tell you about the ideas we've come upI with for the ad campaign.i My talk is in three parts. I'll start with the backgroundj to the campaign, move on to the media we plan touse, and finish with the storyboard for the commercial.I f there's anything you're not clear about, feel free tostop me and ask any questions.G50.... . .
. . . . . . . . . . . . . . . . . ... .... ... . . . . . . . . . . . . . . ................ ...... ........ ..... ... .......... ............. .. .... . . . . . . . . . . . .... . ...So, to sum up, then; the key points again.... .... !�. ............. ................ . . . . . . . . .
. . . . . . . . . . ....... ..... .. .......... ................. . . . . ..... . . . . . . . . . . . . . . . . ... ... . ......... ..Get them to say what the function of each of themissing expressions is.I Exercise FI1. � �. . �--�·-······�--�·-·········································································································'QI. ....... .oGet students to prepare their presentation openings,writing notes rather than a complete text. Go roundthe class and help where necessary. Get them topractise their presentation opening with each other.oBring the class to order.
Get members of the pairsto give 'examples' of each type of opening for thewhole class. Correct any key m istakes that arecropping up generally..... . .Then play the recording again and get them to giveother examples of sequencers.Exercise GI1...!.�:�.�-.����-��Y.�.-�.:���-��X.......................................................................................:jj�0Recap what students have seen in this section onpresentations so far by going through the languagein the Useful language box again if necessary.oGet students to work on their presentations in pairsor individually.
(If there are a lot of students in theclass, you could get one member of each pair to workon the first half and the other the second half of eachpresentation, so that everyone has to give at leasthalf of a presentation.)0Go round the class and assist where necessary.GBring the class to order and work on anyremaining difficulties, especially in relation tosignalling language.eGet one or two students to give their presentationsand save the others for later classes, but don't forgetto come back to them.0Again, go over any problems and tell remainingstudents that they should be particularly aware ofthese when they give their presentations later... .
. . . . . . :Put students into pairs. Allocate one of the threepresentation situations to each pair. (Don't let themchoose, as this wastes time.) Remind them about theimportance not just of greeting the audience, but ofsignalling structure as well...! ' ' ' " ' " ' ' ' ' " ' " ' " " ' ' " ' ' ' ' " ' ' ' " ' ' ' " ' " " ' ' " " ' ' ' " ' "" ' ' " ' ' " ' ' ' " ' ' " " ' " " ' " ' " ' ' ' " ' ' ' " ' ' " ' ' ' " ' " ' " " ' ' " " ' " ' ' " " ' ' " ' ' ' " ' ' " " ' !1 the end..
.!if you look at; we can see from2 that's all I have to say about; Let's now move on to...i Formal1 On behalf of Alpha Advertising, I'd like to welcomeI you. My name's Marc Hayward.j This morning, I'd like to outline the campaign concept! we've developed for you.j I've divided my presentation into three parts. Firstly,1 I'll give you the background. Secondly, I'll discussj the media we plan to use.
Finally, I'll talk you throughj the storyboard.l I'd be grateful if you could leave any questions to: ...1II: 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 h o O O o O o O o o o o o o o o o o 00 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 o O o O O O o 0 o O o 0 0 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 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 u o o o o u • • • • • • • • o o • o o o o o o o o o o o oo u 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 o o o o o o o H o o o o o o o • • • • • • • • • • • • • :!!1.IteWith the whole class, go through the answers,explaining any difficulties.o......
. . . . . . . . . . . . . . . . . . . . . . ....1L .3Play the recording again and get students to checkthe expressions against those in the Useful languagebox, deciding if they are formal or informal.G··-· ···················································································-.. .r E��;���� E�Resource bank: Speaking {page 180)�' l.UNIT 5....ADVERTISINGAlpha AdvertisingStudents prepare and deliver presentations on differentadvertising campaigns. The presentations are assessedin terms of the campaigns t hey describe and thepresentation skills and language they use.A constructioncompanyLet's Get Physical(Olivia Newton John)A chain of healthclubsEverybody's Talking(Harry Nilsson)4A bank5A razor bladecompanyAnother Brick in the Wall(Pink Floyd)Introduction• Get students to talk again briefly about the ads thatthey looked at on the opening page of the unit andwhat makes them effective.•Write the headings on the left-hand side of the tableand elicit information from students to complete theright-hand side.6A mobile phonecompanyA dating agency(""')>VlmVl-Ic::c-<Are you LonesomeTonight? (Elvis Presley)I Can See Clearly Now(Chantal jones)Money, Money, Money(ABBA)Preparation•Explain to your students that they are going to workon one of the three campaigns.
Go through the keyquestions that each team will have to look at whenpreparing their campaign and explain any difficulties.Explain that they will be presenting their campaignsto the managements of the companies concerned(the other students).•Divide the class into fours and allocate thecampaigns.•Go round the room and help students understand thetask where necessary. Tell students not to work onthe text, script, etc.
for specific advertisements yet.•Once students have answered the key questions, tellthem to start working on specific advertisements.If available, hand out overhead transparencies andpens so that students can prepare transparenciesthat they will use to explain their campaign to theirclients. (You could get them to do this for homework.For students in an educational institution withappropriate facilities, you could even get them to doactual recordings for TV commercials and radio spotsand bring them to the next lesson. Of course, this willdepend on levels of interest, time available, etc.)Optional extra activity: Songs in advertising•If there is time, you could get students to do thisoptional extra activity.
With the whole class, discussthe following:Songs are often used in advertising to help reinforce themessage and to fix the image of the product in the mindof the consumer. For example, Nike used the Beatles songRevolution in an advertisement. Match the followingsongs to the most appropriate type of company.• This could be used to encourage students tothink about the songs they will be using in theircampaigns.Presentations and assessment• Tell the class that for each campaign, two membersof each group of four are managers from the clientcompany and the other two are members of theAlpha creative team.
Get all the students to lookthrough the points on the assessment sheet - thetwo managers should concentrate on the campaignconcept points and the two members of the creativeteam should look at the presentation points.•Groups present their campaigns. (It would be goodif each member of the group can present a differentpart of the campaign.)•While each group is giving its presentation, the othergroups should pay attention, make notes and nottalk among themselves. When the presenting grouphas finished its presentation, ask the other groupsto confer among themselves and award points onthe campaign concept and the presentation skills.(Deal with the latter especially tactfully. Try tobalance any negative comments that students makeby positive comments of your own or from others.Avoid students giving language feedback under the'Accuracy' head i n g - that's your job.)• After all the presentations have been given, praisesome of the good language points that you heard,especially in the area of presentations language, andwork on half a dozen others that need im provement,getting individual students to say the correct thing.51UNIT 5 ...
... ADVERTISINGJ One-to-one!Ir · · · · · · · · · · · · · · · · · · · · · · · · u · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · - - · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · ·. . · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · :!\Discuss one of the campaigns with your student,lusing the Key questions.\ Get your student to give the presentation, monitoring ji it from both the campaign concept and the!presentation skills points of view.! After the presentation, discuss the skills and the�language used, as above.1 If there is time and interest, get your student toli prepare and present another campaign, integrating 11 the improvements in presentations language that you jI1!I! � ���������.10 You can also refer to the Case study commentary......··· ··.
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ......................................................section of the DVD-ROM, where students can watchan interview with a consultant discussing the keyissues raised by the case study.Writing0Get your students to write a summary of 20Q-300words of their campaigns. Point out that it's adiscussion document, so it should be clearlystructured with key points, like the presentationsthat they gave.
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