market_leader_3e_-_intermediate_-_teachers_book (852197), страница 5
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It would strengthen their image. (Explain,if necessary, by pointing out the connectionbetween strengthen and strong.)4 He must contact the client to see if they arehappy with the choice. (Point out the use of theexpression happy with.)1 How about2 What do you think3 I'm not so sure4 That's true5 how do you feel about this1 is growing2 holds3 dominates4 operates5 generates6 focuses��Asking for opinions: What do you think,How do you feel about this2 Giving opinions: In my opinion ...3 Agreeing or disagreeing: I'm not so sure,That's true4oMaking suggestions: How about ... ,Why don't we ...Point out to students that this opinion language isvery important and that it's worth learning theseexpressions by heart. Bring their attention to theUseful language box and get individual studentsto read out the different expressions. Help withpronunciation where necessary.Get students to look at the four questions, explainany difficulties and play the recording again,stopping after they hear the answer to each questionand elicit the answer.
(With lower-level groups, youmay have to play the recording several times.)13UNIT 1....BRANDSGGet students to look at the general role-playinformation. Ensure that they understand thesituation.eGet students to work in threes. Tell students who isA, B and C in each three. (Do not let students choose,as this wastes time.)sGo round the room and help students to prepare theirroles where necessary.aWhen students are ready, tell them to start their'meetings'. Go round and monitor good performanceand common mistakes, especially in opinionslanguage, e.g./ am agree with you.eWhen students have finished, point out five goodperformance points and five key mistakes, quicklywriting up correct versions on the board.CDThen get one of the threes to repeat their meeting forthe whole class, paying attention to the key pointsyou have covered.At this point, round off the activity by getting thewhole class to look at the Useful language box,checking understanding and pronunciation ofexpressions, especially ones that have not come:······················································ .··················································· ·············up······························so far.e.I One-to-onel�o�jj.:_,='1joooRole-play the discussion with the student takingone of the roles and you taking another.Don't dominate the discussion, but say enough tokeep it going and allow your student to make theirpoints.!At the same time, monitor the language that yourstudent is using.
Note down strong points andpoints that need correction or improvement. Comeback to these after the discussion.I f there is time and interest, do the role play againwith you and the student taking other roles andgetting your student to integrate the corrections... ..... .... .................... ............. ........
.... . ...... .... .. ... ... .... ... ..... ............ .. .... .....:that you made in the first role play.. .. . . .: ...:.. .. .. . . .. .. . .. . .� Resource bank: Speaking (page 1 74).. ."'·14UNIT 1Hudson CorporationIn this case study, a luxury luggage manufacturer isfacing i ncreased competition from cheaper imports.It must decide how to protect its brand and createnew markets for its products. Students analyse thesituation, suggest solutions and make a final decision.If this is the first case study you have done with thegroup, be sure to prepare it carefully before the class.Read the information in the introduction of this Teacher'sResource Book on Case studies that work (page 5)..
....BRANDSappropriate language, e.g. Nearly three-quarters ofthe people in the focus groups thought that Hudsonproducts were expensive, but only 56 per centconsidered that they were exclusive . ... Go round andassist with any difficulties.Listening�))) CD1.6-<In the class, pay particular attention to breaking the casestudy clearly into its component parts and making sure thatstudents understand and follow the structure of what youare doing.
Clear and timely instructions are key to this.• Explain who the speakers are (Hudson executives:Cornelius, Diana, Ruth and Tom) and play therecording right through once or twice. Explain anydifficulties.Background• Get students to say what it's about by writing thenames on the left-hand side of the table in the ordershown and eliciting information from students abouteach speaker's views to complete the table as follows.• Read aloud, or get a student to read aloud, thebackground information. Explain any difficulties.Write the headings on the left-hand side of the tableand elicit information from students to complete theright-hand side of the table.('"'I)>IJlrnIJl-icc• Call the class to order, and choose one presenterto do the presentation again for the whole class.Underline the importance of the correct use of thelanguage mentioned above.Dianaadvertising.CompanyHudson CorporationBrand nameWell-known, associated with highquality, traditional design andcraftsmanship (teach this last wordif necessary)Market shareDeclining in the USA because ofincreased competition from AsiaHave to get pricing right.
Can charge highprices if we position (teach this use of theword) the brand as one for luxury goods,justifying high price. Europeans lessprice-conscious than Americans .CompetitorsAsian competitors offer similarproducts at lower pricesGo downmarket (explain this), reduceprices and increase volumes (explain).RecentdevelopmentsEntered Europe a year ago Switzerland, Germa ny, France andItaly. Office and warehouse in Zurichused as a base for expansion.• Get students to discuss the possible problems in pairs.• Bring students to order and discuss as a class.For example::May need to adapt their products forEuropean markets.•The company doesn't know the European marketas well as the US one•Its products may not match European tastes•It may face new and different competitors•It may experience distribution problemsMarket research• Tell students that one of them will be giving amini-presentation of the information from the focusgroups.
(Explain focus groups- small groups oftypical consumers who are asked to discuss and givetheir opinions about products.) Then divide studentsinto groups of four to study the information. (Tellstudents who is in each group to avoid wasting time.)Ruth. . .... . ...... . .
... . . . . . ... ...... . .... ... . ... . . . . . . .... ....Marketing strategies for Europe• Tell students they will be studying the informationhere in relation to what they have just heard. Theywill have to match each strategy with one of thespeakers above. (Some of the strategies here werenot mentioned by any of the speakers- point this out.)• Divide students into the same groups of four and getthem to study the information. Go round the classto explain any difficulties and get students to do thematching task.• Bring the class to order and get a student from oneof the groups to explain the matches. (You may haveto play the recording again to confirm the answers tothe students.)• In each group, one of the students then has topresent the information to the other three, using15UNIT 1...
...BRANDS:························································································································· ·····························:I!oj111oooReposition the brand, sell product in medium price !range - Tom�Develop the Hudson brand - RuthHire a top designer - not mentionedDevelop a wider product range - CorneliusStretch the Hudson brand - CorneliusoL..�......
�.���.�.��..���.:.�. �.�.��.�.:.�.��.�.�.�.��.�..�..���..�.��.�.��.�.��......Task..oExplain the task to the whole class. They will berole-playing a meeting between the four Hudsonexecutives, who have to consider the advantages anddisadvantages of each option and choose two of themarketing strategies they will use to expand sales inEurope.0Get students to work in the same groups of fouras above. Appoint a chair for each group to openthe meeting, invite contributions and summarisethe discussion at the end. (Go round the room andexplain this to the chairs.)GTell chairs to start their meetings. Go round the roomand monitor the language being used.
Note downstrong points and points that need correction orimprovement.aWhen each meeting has finished with the chairsummarising the discussion, bring the whole classto order.0Get the chairs to say what happened in their groups,which two strategies they chose and why.eThen discuss the strategies with the whole classmeeting as one group.:FeedbackaPraise the strong language points that you heard andwork on five or six key points that need improvement,especially in relation to the language of opinion anddiscussion.························································································································································l One-to-onel Go through the information in the Course Book withl your student. Explain any difficulties.
In the task, you1 and your student are Hudson executives. Discuss1 the advantages and disadvantages of the differentj solutions. Don't dominate the discussion, but sayj enough to keep it going and allow your student toI1jmake their points.At the same time, monitor the language that yourstudent is using. Note down strong points and pointsl that need correction or improvement.
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