market_leader_3e_-_intermediate_-_teachers_book (852197), страница 3
Текст из файла (страница 3)
191AdvertisingMarco Rimini, Head of CommunicationsPlanning at Mindshare192Darrell Mercer, Investment Directorat PSigma Investment Management193Jeff Toms, Marketing Director atFarnham Castle, an internationalcultural training centre194Carys Owen, a director at Hays, theinternational recruitment specialist195MoneyCulturesHuman resources7BrandsAT A G LANCE-·.,,··...Classworl<- Course BookFurther work......lesson 1Each lesson (excluding casestudies) is about 45 to 60minutes. This does not includetime spent going throughhomework.lesson 2lesson 3lesson 4Each case study is about1% to 2 hours.StartingupStudents' attitudes to brandsVocabulary: Brand managementStudents look at word partnerships with brand,product and market.Practice FileVocabulary (page 4)i-Giossary (DVD-ROM)listening: Successful brandsA brands specialist talks about the function ofbrands and work he has done to help develop aparticular brand.Resource bank: listening(page 188)Reading: Building luxury brandsStudents read an article about Dior and its plansfor moving into new markets.Text bank(pages 1 14-117)Language review: Present simple and presentcontinuousStudents look at the differences between thesetwo tenses.ML Grammar and UsageCourse Book listening(DVD-ROM)Practice FileLanguage review (page 5)Skills: Takingpart in meetingsStudents listen to a meeting where there is adifference of opinion and learn key language forparticipating in meetings.Resource bank: Speaking(page 1 74)Case study: Hudson CorporationA US company is facing a strategic choice forits marketing in Europe.
Students discuss thealternatives and make a recommendation.Resource bank: Writing(page 204)Practice FileMaking suggestions(page 55)Practice Fi leWriting (pages 6-7)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.8UNIT 1 �� BRANDSB U S I N ESS BRIEF,�·-As the marketing expert Philip Kotler has said, 'The most distinctive skill of professionalmarketers is their ability to create, maintain, protect and enhance brands.' But, despite thebest efforts of professional marketers, the list of top brands of today is not so different fromthat of 30 or 40 years ago: Coca-Cola, I BM, Ford and Hoover are all still there. A brand is a set ofassociations in the mind of the consumer. Consumers tend to form emotional attachments tofoods and household goods they grow up with.
These brands gain mind share in consumers at anearly age, and new brands find it hard to compete with the established brands.OJc:VlOne area where new brands can appear is in new categories. For example, the names Amazon,Google and Facebook have emerged as extremely strong brands on the Internet in e-commerce,search and social networking respectively.zIT1VlVlOJ;;::oIT1"T'IWe tend to think of brands in relation to consumer marketing and packaged goods, andconsumer goods companies will often employ brand managers to develop their brands.
Butthe use of brands and branding is also i mportant in industrial or business-to-business {828)marketing, where companies are selling to other companies rather than to consumers. Inbusiness-to-business marketing, substitute 'buyer' for 'consumer' and there will be similarissues o f brand awareness, brand image and brand equity: the value to a company of thebrands that it owns.In business-to-business marketing, the company name itself is often its most important brand.A company's image and reputation will clearly be key to its success.Brands and your studentsBoth pre-work and in-work students should have lots to say about their own brand preferencesas consumers.I n -work students not involved in sales or marketing may say that brands do not directlyconcern them, but they should be able to discuss their organisation's reputation relative to itscompetitors.
This is brand positioning: the way that a brand is perceived in relation to otherbrands.Read onThomas Gad:40Branding, FT Prentice Hall, 2000David A. Aaker: Building Strong Brands, Simon & Schuster, 2002Andy Milligan: Brand it like Beckham, Cyan, 2005Philip Kotler and Kevin Keller: Marketing Management, Pearson, 20089UNIT 1....BRANDS.::�}�LESSON N OTESWarmer• Write two headings on the board: Types ofproductand Brands. Under the first heading, write someproduct types that you think your students will beinterested in, for example Cars, Clothes, Electricalgoods, Soft drinks, Foods.rIT1��0z• Then get students to suggest one or two brands foreach category and write them up on the right-handside of the board.z0-I•IT1�Ask students to work in small groups and think ofsome more brands for each category.
Go round theroom to help where necessary.• After a few minutes, ask each group for their ideasand add them to the right-hand column.• Ask students why they chose the brands they did andif they have bought any of them recently. Anticipatebut do not pre-empt the activities in the rest of theunit.Overview• Tell students that they will be looking at brands, oneof the key parts of marketing.• Ask students to look at the Overview panel at thebeginning of the unit, pointing out the sections thatyou will be covering.Quotation• Ask one student to read the quotation at the headof the page. Ask other students if they agree with itand if so, why, and if not, why not.
(If students areinterested, you can tell them to look at www.landor.com after the class, to get information about theconsultancy that still bears his name. This WalterLandor is not to be confused, by the way, with thenineteenth-century English poet of the same name.)• A discussion may develop. Remember any points thatmay be relevant to later parts of the lesson, and tellstudents you will come back to them.Starting upThis section introduces the main themes of the unit andprovides speaking practice.a•Tell students to work in simultaneous pairs and makelists of their favourite brands and then answer thefive questions.• In relation to question 2, get students to look atthe rankings on page 134.
Ask the whole group ifthey are surprised by any of the a nswers. AT&T, aUS telecoms group, and Marlboro have gone; newentries are Mercedes-Benz (perhaps surprisinglyas it has been around for so long) and Nokia.• Ask if they are surprised by the absence of anybrands from the 2007 list (perhaps Google).• Do a final check on the vocabulary in question 3 bygiving definitions of the expressions and gettingstudents to find the corresponding answers.• Write up these expressions in a column for vocabularyon one side of the board. During the rest of the lesson,go on adding key vocabulary to this 'permanent' list,especially vocabulary relating to brands.I] �)» CD1.1• Tell students they are going to listen to two speakerstalking about brands.•Play the recording once right through a n d ask whichspeaker is in favour of brands and which against.•Play each speaker's response again, explainingvocabulary that students find difficult and writing upkey words in the list on the board.• Go round the class and ask three or four students tosay which speaker they agree with and why.Vocabulary: Brand managementStudents look at word partnerships with brand, productand market.a• If this is your first lesson with the students, tell orremind them about the idea of word partnerships,the idea that there are words that usually gowith other words to form typical partnerships orcombinations.• Check students can pronounce the expressions withthe correct stress.
Get individual students to repeatdifficult ones, e.g. 'brand aWAREness'.• Get students to work on the exercise in pairs.Go round the class and assist where necessary.•Then ask the whole class for the answers.ld 2 c 3 b 4 e S a10 g 1 1 m 1 2 n 13 k6i 7j 8f14 015 l9h• Go round the room and help where necessary,especially with the vocabulary in question 3.• When they have finished, get two or three pairs tosummarise their answers and discuss them with thewhole group.10• Still in pairs, get students to work on the exercise.Go round the class and assist where necessary.• Then ask the whole class for the answers and workon any remaining difficulties.UNIT 1brand1 awareness 2 loyalty 3 stretching 4 image(You could point out that 'raise awareness' is anotherform of word partnership, this time between a verb ana noun.)product5 endorsementmarket9 1eadere06 lifecycle 7 range 8 placement10 segment1 1 challenger12 researchPut students into pairs.
Go round the class and assistwhere necessary. (If this is the first lesson, point outthe existence of the i-Glossary, which is on theDVD-ROM supplied with the Course Book.)If there is interest and time, there could be classdiscussion of some of the issues raised, for example,the use of celebrities to endorse products and theproducts that they endorse.i-Glossarylistening: Successful brandsStudents listen to Chris Cleaver, Managing Director,Business Brands at Dragon Brands, a London-basedconsultancy. In the first two parts of the interview,he talks about the function of brands. In the third, hetalks about work that he did for Nokia, to illustrate aparticular point about brands.�))) (01.2oExplain to students who Chris Cleaver is and wherehe works. If necessary, explain consultancy, anorganisation that sells expertise and advice inparticular areas to other companies.ePlay the recording once through.oThen play it again, stopping after each sentenceto explain any difficulties (e.g.
manifestation,recognition, perception), but without giving away theanswers.ooThen play it a third time, stopping after eachsentence so that students can complete the exercise.With the whole class, ask individual students for theanswers. Explain any remaining difficulties.A brand:1 helps people to become familiar with a product.2 gives a product an identity.
![](https://s.studizba.com/z.php?f=/templates/si/i/noavatar.png&w=100&h=100&t=1"){kind=avatar}
