1、1Unit 7 Advertising and ConsumersUnit Goals Give shopping advice Discuss your/peoples reactions to ads Persuade someone to buy a product Describe consumer shopping habits Write about an online serviceLesson 1Lead-in On-the-Street Interview: I think theres too much of it Comprehension questionsA. Mat
2、ch each statement with the person who said it.1.c 2.b 3.d 4.aB. Check each statement True or False. 1. F 2.T 3.T 4.F 5.TVideo SciptInterviewer: Tell me your thoughts on advertising in todays world.Elli: OK. Well, I have often become enamored with ads that I thought were just brilliant creatively. Bu
3、t I never remember what the product is. So I doubt that theyre very effective in my case, as a consumer, even though I might love them and think theyre brilliant. So theres a huge impact, but I dont think it impacts my sense of humor.Blanche: You want my opinion, I think theres too much of it. And I
4、 dont pay too much attention to it, and I never look for the things that they advertise. And I usually turn myself off when thats on the TV.Herb: Yeah, well, I just find it its not as informative as it used to be. Its more hypnotic. And its constant repetition. And it sort of explains why you know,
5、why how people act during elections also. They get used to that kind of message instead of, you know, whats real. So I really dont like them, and there are too many of them. They used to be just a few for each program. Now they just go on and on, and they repeat each other too. So, it cant be that t
6、heyre giving you information. Theyve already given it to you, you know. Its just repeat and repeattil you get the message.Stephan: I think theres different types of advertising that affect me in different ways. Theres the very direct sort of offensive type that I see in pop-ups, that I see on televi
7、sion and that I see as a very direct way of selling product, go out and buy this product. And I just get very turned off by that. And this sort of other advertising that, for example, doesnt even place a production in the ad, whether its a magazine ad or a TV ad. And its more about a way of living,
8、a sort of a lifestyle sort of choice. And those ads work better because a lot of them come across as a form of art. They get sort of famous directors or stars to be in the ad. And I can see that as more of a work of art. And having studied media myself, I really believe that advertising can be a bea
9、utiful way of, you know, a creative way of media and art combined. So if I kind of turn off the business aspect of it, then I can really enjoy the creative, artistic aspect of it. So this, the two kinds of advertising, so one of them turns me off; the other I can enjoy and appreciate.Matt: the way I
10、 personally react to it is, if I see something on TV and its funny, Ill chuckle. Not necessarily buy the product, but Ill say its funny and remember it. But I think more of the advertising that touches me is the things that kind of hit you deep below inside and that kind of resonate with 2something
11、in your history.Rita: I pay no attention to the commercials. Ive already made up my mind. And it could be a commercial about a product that I use. But I dont want to waste time listening to it.Listening Part 1 A. Sound Bites Read and listen to a couple talking about ads in a catalog. Teaching Sugges
12、tionsStep 1Point to the ads in the catalog. Ask what type of ads are these? Do you like to browse printed or online catalogs? Would you buy any of these products? What kinds f products do catalogs usually offer? Do you sometimes order products from them? Why/ Why not?Step 2Have students listen to th
13、e conversation with books closed. To check the comprehension and ask:What does Bob want?(an electronic massage chair)What does Ann thnk of this idea? (that its a waste of money and not useful)What does Ann want (a self-watering flowerpot)Step 3After students read and listen, have pairs discuss the r
14、easons Bob and Ann give for wanting the electric massage chair and self-watering pot. Ask Are their reasons good enough ? do you think Bob and Annn should buy?B. Pair workListen to the conversation again. Read about eight advertising techniques. With a partner, write the letter of the example that y
15、ou think each technique uses. Explain your answers. 1.d 2.f 3.h 4.g 5.e 6.c 7.a 8. b Teaching suggestions Step 1Have volunteers read the advertising techniques out loud. If necessary, explain the meaning of join the bandwagon (do what most people are doing) and snob appeal (supposed to be liked by p
16、eople who think they are better than others.)Step 2Have students complete the exercises individually and think about why they close each answer.Step 3Review as a class. Call on eight students to say what example they close for each technique. To help students explain their answers, ask:1. How does t
17、he ad prove that the product is good?(by stating how fast the car can reach 100 kilometers per hour)2. According to the ad, what are most people using?(the companys credit card)3. What does the ad make you worry about? ( an embarrassing situation you might go through if people notice your clothe are
18、 not as white as they should be)4. Why should people buy these clothes if they care about their country ( because they are made by and for the people in the country)35. According to the ad, what do rich people do?( drink a particular brand of coffee)6. In what way will you be happy if you use the pr
19、oduct?(Youll have a nice time with friends)7. What famous person does the ad use? (a soccer player)8. What feeling does the ad bring to your mind? (love)Project: Collect ( or have students collect) ads from magazines and newspapers and bring them to class. Have students decide which techniques are b
20、eing used in each ad and explain how.Part 2 Persuade Someone to Buy a ProductA. Listening ComprehensionListen to each ad. Then listen again. Decide which technique or techniques the advertiser is using to persuade the consumer to buy the product. Explain your answers.原书有图 Picture 1 Picture 2 Picture
21、 3Technique(s) used Associate positive qualities with a productProvidetestimonialsScript Ad number 1 F: Honey, youre going to be late for the meeting!M1: Bye-bye, sweetie.F: Bye-bye Hey, wait a minute a minute. Oh, phew! Your breath! I hate to ask you this, but did you remember to brush your teeth t
22、his morning?M1: Sure I did. Whats wrong?F: You cant go to the meeting like that. Youll lose your job!M1: Maybe it was something I ate.M2: Morning mouth. And he didnt even know. Dont let bad breath get in your way dont let your breath spoil your day. Nice-mouth Mouthwash, five times a day, will make
23、your breath smell fresh.F: Honey, youre going to be late for the morning!M1: Take care, sweetie.F: Mmm. Much better.M1: Thank you, Nice-Mouth.M2: Nice-Mouth. Mouthwash. Ninety percent of dentists surveyed worldwide say that regular use of Of Nice-Mouth freshens breath better and longer and other bra
24、nds. So, what are you waiting for?Ad number 2F: Picture this. Youre at the beach. This sun is shinning, and theres a cool breeze blowing through your hair. The palm trees are swaying, and theyre playing your favorite song.M: Hello. F: Arent you.?Technique(s) used Play on peoples hidden fearsAssociat
25、e positive qualities with a productTechnique(s) used Provide snob appealAssociate positive qualities with a product4M: Sean Conney. Or maybe you know me better as Bond. James BONDF: You re my favorite actor!M: Is that a Leons Lemonade youre drinking?F: Uh, yes.M: I always drink Leons Lemonade. May I
26、 have one too?F: Of course.M: Ah! Nice. Very nice.F: As I was saying. Talk about paradiseAd number 3 M: You ve been working very hard. F: Yes, it s true.M: And youre ready for something new.F: How true.M: And youre tired of driving what everyone else driving.F: Very true.M: And you wan tot live good
27、 life now.F: Its true.M: And youre ready to make you move.F: Yes, yes! Its true.M: Then isnt it time you drove a Bernard?F: A Bernard?M: Refined elegance. Classic looks., Beauty and grace. Not everyone drives a Bernard. But why shouldnt you? Are you ready? F: Yes, I am.Teaching suggestionsStep 1Befo
28、re students listen, have them say what products and brands the advertisements are for. (First ad: productmouthwash, brandNice-Mouth; Second ad: product lemonade, brandLeons; Third ad: product cars, brand-Bernard)Step 2 Point out that more than one technique may be used in each ad.Step 3 Model the fi
29、rst item with class. Have students listen to the first ad and write the advertising technique(s) used. Have students discuss their choices pairs.Step 4 To review as a class, have a volunteer, share and support his/her answer. (Possible response: The ad plays on peoples hidden fears by making them wo
30、rry about losing their jobs or having a bad day because of bad breath. It also provides facts to prove that the product is good.)Follow the same procedure for the other two ads.B. Pair work Describe some ads you know and explain which techniques you think they use.Teaching Suggestions5Have pairs cho
31、ose three ads they both know and write the products or services and brands advertised in each. Encourage students to choose different types of advertising.Have students take notes for each product / service as they discuss the technique(s) used in its ad.Then have each pair join another pair and dis
32、cuss the ads.Step 1. Group Work.Have a volunteer read the directions out loud.Point to the ideas and read the ideas out loud.To model the activity as a class, plan an ad on the board from one of the ideas. Describe on a type of product, name, and type of ad. Decide on a type of techniques for persua
33、ding people to buy the product and ideas for an ad using this techiniques.Step 2.On the board, draw the following chart( with the examples):Group Product Name Type of ad Technique(s)Comments1 shampoo Lavish locks Radio ad 6 and 8 Short and funnyGraphic organizersTell students that they are going to
34、use the chart to keep a record of the ads as they are presented to the class.Before group present their ads, have students open their books to page 80 to refer to the advertising techniques.After all groups have presented their ads, hand out ballots for students to vote privately. You can photocopy
35、the list below or write it on the board. (Note: To save time, you may want to tally the votes with a shao of hands. To maintain privacy, have students close their eyes and vote quietly with a show of ahands. Say Who thinks Group 1 had the funniest ad? Who thinks Group 2 had the funniest ad? etc. )Th
36、e funniest ad:The most annoying ad:The most persuasive ad:The most interesting ad:The most touching ad:After the votes are tallied and there is a winner for each category, have a volunteer who voted for that ad explain why he/ she found it funny.Follow the same procedure to assign and discuss the ot
37、her awardsSpeaking Give Shopping Advice A. Conversation Snapshot Teaching SuggestionsStep 1Point to the photo. Ask what kind of place is this? (an indoor marketplace)Have you ever shopped in 6a market place like this? If so, when? Why?Step 2After students read and listen, ask What does the woman wan
38、t? (a few souvenirs)Where does the man suggest she go?(the central market) Why ( because at the market, you can haggle over the prices/ find a bargain)Have a few volunteers summarize the conversation. Have students read and listen to the ways to describe low and high prices. Point out that the langu
39、age is listed in order of intensity.Culture notes Students may need help with the following expressions: pick up something means buy something; if you say something is good bet, you think it will be successful. Point out that offer is different from the other words to describe low price in the price
40、 in that it is used to describe a reduction in the price of one or more items for a short time. For example, there is a special offer on computers at TchnoWorld. Some expressions for describing prices are commonly preceded by particular words: a real bargain, a bit steep, a complete rip-off. Al of t
41、he expressions can follow Thats: Thats a good deal, Thats highway robbery, etc. Some expressions are commonly used to describe the product, while others are used to describe the price. For example, This printer is a real bargain/ no Bargain/ a steal /a complete rip-off at $200; Yhe price on that pri
42、ter is a real bargain /no bargain / a bit bargain / a bit step / a good deal. Use highway robbery as follows: Charging so much for that printer is highway robbery.Culture note: Haggling over prices is common in markets and street stalls in some countries. It is useful to find out about the local cus
43、toms regarding bargaining because, though it is expected in some places, it is considered rude in others.Rhythm and intonation practice. student Book Conversation P76 教师用书有图 请扫入 CN Corpus Notes: the verb is most frequently followed by the presentation over (haggle over the price). Another frequent c
44、ollocation is haggle with someone.Teaching SuggestionsHave students repeat chorally. Make sure they: use rising intonation for Any suggestion? And can you haggle over the price? Use emphatic stress for Just in just something to help meUse the following stress pattern:B. Vocabulary Shopping expressio
45、ns Listen and practice.CN Corpus Notes: The verb bargain and phrase verb shop around appears modified by a phrase beginning with the preposition for more frequently than they do alone. For example, You should try bargaining for lower price and We spent the entire day shopping around for school cloth
46、es.C.Listening comprehension. 7Listen to the conversation about shopping. Decide whether or not the people think the shops prices are high. Then listen again and choose the best shopping expression to complete each statement. Do you think the price is high? 此处有图1 Theyre (bargain-hunting / haggling).
47、 2 Theyre going to (window-shop / comparison shop). 3 Theyre just (browsing / haggling).4 They just want to (bargain-hunt/ window-shop)5 Theyre going to (browse / bargain).Teaching SuggestionsStep 1Explain that students will hear five conversations about shopping.Step 2First listening: have student
48、listen and decide if the speakers think the price arehigh. Encourage students to take notes of expressions that the people use todescribe the prices.Step 3Review as a class. Have students support their answers with the words or expressions they wrote down. (1.a steal; 2.a bit steep; 3.some great deals;4. Highway robbery; 5. no bargain)Step 4Second listening: Have volunteers read the statements and answer choices out loud. Then have students listen and choose the correct shopping expressions.Step 5Review as a class. If necessary, have students listen
