market_leader_3e_-_intermediate_-_teachers_book (852197), страница 4
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./3 increases the sales of a product or service.4,...,.BRANDSB �)» CD1.3GDepending on level, play the recording two or threetimes, explaining any difficulties as above. Here, raftof important information may cause problems.oOn the last play-through, get students to give theanswer:............................ ..........................................................................................................................i A brand's main function is 'to enable you to choosei one thing from another - often in markets wherei there is very little actual difference between, you1....�.�.�'!!.�..�.�.�..���.�.�.:���................................................................................................:rrn(/)(/)0zz�Encourage students to give answers in their ownwords, paraphrasing this.o,(/)II �))) CD1.4oAgain depending on level, play the recording two orthree times, explaining any difficulties as above.GOn the last play-through, get students to give theiranswers.Chris Cleaver's company has helped Nokia:owith the question of what the Nokia brandrepresents and how customers relate to it - to getthem to think of it as the 'master brand'.oto develop parts of their offer (point out thisspecialised use of offer) and keeping the brandfresh with multimedia devices, not just 'phones'.(Point out Chris's use of Firstly and And to signpostthese two main ideas.)oFor lower-level classes, you may at this point want toplay the whole interview again while students look atthe script on page 1 52.0If there is time and interest, discuss with students thebrands that cause them real excitement and passion,in similar ways to Nokia (e.g.
Apple and its iPod andiPhone). If relevant, go back to some of the examplesthey gave in the Warmer section.eDivide the class into groups of three and get them todiscuss the question.oGo round the class to assist where necessary.oBring the whole class to order and get a memberof each group to give its 'findings'.
Encouragediscussion with the whole class.0 Students can watch the interview with Chris Cleaver� Resource bank: Listening (page 188).on the DVD-ROM.enables the target consumer to decide if they wantthe product or not. ./11UNIT 1.,.,BRANDSReading: Building luxury brands..·································································;l:···························-··-····················································1 Bernard Arnault is Sydney Toledano'sboss, not hisj assistant. (line 1 1)l 2,3 Galliano and de Castellane need to be swapped'Students read an article about a luxury-goods companyand its efforts to get into new markets.IBaaAsk students what sort of products have a 'luxury'category and what luxury brands they can think of foreach product.
Which are related mainly to cars, whichto clothes, which to cosmetics, etc.? For example,Rolls Royce (still the epitome of luxury cars, even ifthe brand is used mainly in connection with aircraftengines now), Gucci, Hermes, Burberry (clothes) and,hopefully, Dior... (perfumes/cosmetics).Then ask the pre-question in the Course Book: Whatis the brand image of Dior? (Elicit or explain wordssuch as luxurious, exclusive, sophisticated.)� are bad, you need to get out of the office; when things l! are good, you can spend time on the organisation'.'� (lines 18-21)1 6, 7 1n the Dior map, swap round: 'we have to developI our network and perfect our supply chain'.
(lines 6o-61)! 8, 9, 10 Russia is correct, but the other three markets! are not. They are, in fact, the Middle East, Hong Kongi and Korea. (lines 64-65)ot:] Text bank (pages 1 1 4-1 1 7)Bring the class to order and elicit and discuss theanswers.Language review: Present simple andpresent continuousour ... in ... .r·�·h·�--��-l�-�-����--�-����-fi��t·i�..�-���i-��-�d··��;··········. ····························!l 2 Investing in markets that may take some timel11to grow: 'You have to look for newness, look forl what is happening next.
Forget the calculator.lUnderstand the people from different countriesllliGet students to read the article individually or inpairs in order to fill in the maps. Go round and helpwith any difficulties.aBring the class to order and elicit answers tocomplete the maps.I;1213j�������J���1iii���:.�����:� .1o;;����;;����;;�;�;��;;label6exclusivity7 double� 4 look forforget8 of luxuryThen elicit the ten mistakes in the maps..i',:a.......................................................................................................................................................12�I.If there is time and interest, get students to talkabout their own companies (or ones they would liketo work for) and how their markets will develop overthe next few years, using some of the language fromthe article, e.g.
We have to develop our ... and perfectDraw attention to the four points and then getstudents to skim the article individually or in pairs tolook for them. Go round and assist where necessarywith language problems.Ij:e.......................................................... . . .......
............................................. . ......................................aeround in relation to clothes and jewellery. (lines 14-16)� 4, 5 Swap round two pieces of advice: 'when timesStudents look at the (sometimes tricky) differencesbetween these two tenses. They will have met thesetenses before, of course, but choosing the correctone will probably go on causing problems even whenyour students become more advanced speakers. Here,students have a chance to revise and consolidate theirknowledge.GWith the whole class, go through the commentaryand examples in the panel.
Point out that presentcontinuous is used for temporary activities, even ifthey are not going on right now. For example, you cansay, Dior is currently looking to recruit a marketingdirector for the UK and Ireland, even if it's late atnight and no one is doing any looking at the timeyou're speaking.0If necessary, depending on the level of the group,quickly revise the formation of affirmatives, negativesand questions in each tense by writing examples ofeach on the board.0Point out the existence of the Grammar referencesection at the end of the Course Book, especially ifyou have not done this before.
If time permits, gothrough the information on page 146 or ask studentsto do this for homework.II0With the whole class, go through the list, explainingwhere necessary. (Only currently and nowadays arelikely cause problems at this level.)eGet students to say which expressions are usedwith each tense, reminding them of the difference:present simple (PS) for general facts and routinesand present continuous (PC) for temporary situations.�IUNIT 1usually (PS)every day (PS)often (PS)once a month (PS)at the moment (PS and PC)�•.this year (PC)now (PC)nowadays (PC)currently (PS and PC)these days (PS and PC)eGet students to work on the exercise in pairs.
Goround the room and give assistance where necessary.eWith the whole class, go through the exercise, askingfor answers.12a)b)a)b)3a)b)is workingspends (or spend) (Explain that you can treat acompany as singular or plural.)sells (In this case, the singular must be used toagree with its products.)is negotiating (or are negotiating but this wouldn'tbe consistent with the previous sentence)are launchinghave (because have is not used in thecontinuous in this context; are having wouldbe very strange here)oGet students to look through the items with themissing expressions.oThen play the recording again, stopping after eachitem to elicit the answer.Still in pairs, get students to work on the exercise.Again, go round the room and give assistance wherenecessary.eGo through the answers with the whole class,explaining any difficulties.I n my opinion7 Why don't weaGet students to read the conversation insimultaneous groups of four.
Then ask one group toread it for the whole class.a>Ask the whole class quickly for their answers to thefour questions.8 are beginning1Skills: Taking part in meetingsIn this section, students listen to a meeting where thereare differences of opinion and learn key language forparticipating in meetings.lfl �>))CD1.5o�·\aPlay the recording once.
Ask students what it's about.(Four marketing executives at a sports sponsorshi pagency are talking about finding a new sponsor fortheir client, a well-known media company. They lookat various sports, choose one and agree to contacttheir client about it, before contacting an advertisingagency that one of the executives has in mind.)U)U)0zz�mU)6910are becominggenerate11 holds12 is growingrmIJI �>» CD1.5e7 seeBRANDS1 The football club that the client currently sponsorsis asking for too much money, and the client islooking for a sport with more excitement and abigger effect.2 Ice hockey, baseball, tennis, Formula One motorracing3 Motor racing because it is fast, exciting andhas good TV coverage, which means that theclient would get a lot of exposure (explain thisword).
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