Unit 7 Marketing
OBJECTIVES
Use the key technical terms, useful words and expressions for talking about marketing.
Engage in a series of oral communication activities concerning marketing.
Section I Lead-in
TEACHING SUGGESTIONS
This task provides listening practice of using the key words.
1. Play the recording the first time. Say, please fill in the blanks according to what you’ve heard.
2. Play the recording a second time. Ask two pairs of students to tell their answers.
3. Play the recording a third time, and check the answers.
TAPE SCRIPTS Directions: In this task, you will hear five statements. Each statement will be spoken AND ANSWERS
twice. Listen carefully and supply the missing information.
1. Ok, let’s say the time for this year’s marketing meeting is 9:00 a.m.,
Dec. 20.
2. The Marketing Department’s phone number is .
3. The marketing manager’s office is on the 6th floor, and the room
number is 606.
TEACHING SUGGESTIONS
TAPE SCRIPTS AND ANSWERS
4. Now, I can give you a special offer, 20% discount off.
5. This black skirt is the new-arrival and costs , but this one is last year’s style, only . Which one will you choose?
Section II Background Information
Task 1
Part A
1. Play the recording the first time, before that, ask the students to circle any words or phrases that they don’t know. Play the recording a second time. Ask the students to find out the meanings of any words or phrases they don’t know. They can do this by asking their classmates or using a dictionary.
2. After the students have circled their new words, ask them to share their lists with other students. This can be done in pairs, in small groups or in class. Part B
This part provides speaking practice for using the technical terms provided.
Task 1
Directions: Listen to and read after the recording. Take notes while the teacher is explaining the text.
What is Marketing?
The American Marketing Association defines marketing as “the process of planning and executing the conception, pricing, promotion, and distribution of ideas, goods, and services to create exchanges that satisfy individual and organizational goals.〞
The concept of “finding the needs of the consumers and satisfying them〞 is the essence of marketing, a word literally meaning “finding a market and serving it〞. Marketing managers try to sell products, and they have to understand that the customers’ needs are their goals. Without this concept in mind, they could produce only “white elephants〞 which they could sell to nobody.
参考译文：美国市场营销协会将市场营销的定义为方案和执行关于创意、商品和效劳的构思、定价、促销和分销，以创造符合个人和组织目标的交换的一种过程。
“找到客户的需求并加以满足〞就是市场营销的主旨，换句直白的话说，就是要“找到一个市场并为其效劳。〞营销经理们如果想要售出产品，他们必须要明白客户的需要就是他们的目标。如果不记住这一原那么，他们生产出来的产品将一无是处，也无人问津。
NEW WORDS AND EXPRESSIONS execute v. 执行 conception n. pricing n. 构思 定价 促销 promotion n. REFERENCE INFORMATION
TEACHING SUGGESTIONS
Task 2
Chart 1
The spending level for Valentine’s Day gifts this year will be slightly
lower than last year - $140 to be spent by men (versus $166 in 2021), and $75 (versus $90) to be spent by women, according to the Brandkeys Valentine’s Day Index.
This year the average price consumers placed on love is $108.00,
down 15% from last year.
Dinners and drinks, both alcoholic and other, have picked up 16%
over last year. The traditional tokens of love and caring - flowers, candy, jewelry, and lingerie - are down 10 to 15%.
The purchase of gift cards had nearly doubled over the past five years
because consumers felt they had become a more-than-acceptable gift for a broader range of recipients. But this is the first year that gift card purchases have flattened. Chart 2
This is a graph from a survey conducted by a soft drink company who
wanted to launch a new flavored drink.
Task 2 Chart 1
This activity focuses on the holiday consumption. 1. Ask the students to analyze the charts carefully.
2. Play the recording the first time. Say, now please listen to the recording, taking notes if possible.
3. Check the notes. Do not make any comments.
4. Play the recording a second time. Check the answers and ask the students to explain why. Chart 2
This activity provides oral and listening practice for talking about charts. 1. Ask the students to tell their understanding of this chart. The teacher can read the reference information to help the students to better understand the chart.
2. Play the recording the first time. Say, now please listen to the recording, taking notes if possible.
3. Check the notes. Do not make any comments.
4. Play the recording a second time. Check the answers and ask the students to explain why.
Describing Tables with rows and columns
A table allows authors to arrange data -- text, preformatted text, images, links, forms, form fields, other tables, etc. -- into rows and columns of cells.
Each table may have an associated caption that provides a short description of the table’s purpose.
Table rows may be grouped into a head, foot, and body sections. Row groups convey additional structural information and may be rendered by user agents in ways that they emphasize this structure.
TAPE SCRIPTS
Authors may also group columns to provide additional structural information that may be exploited by user agents. Furthermore, authors may declare column properties at the start of a table definition in a way that enables user agents to render the table incrementally rather than having to wait for all the table data to arrive before rendering.
Table cells may either contain “header〞 information or “data〞. Cells may span multiple rows and columns.
Here’s a simple example of a table:
A test table with merged cells Average height weight Red Eyes Males 40% Females 43%
Task 2
Directions: Look at the tables and charts below. For each table or chart, there are four statements describing it. Listen and decide whether the statements are true or false. Write “T〞 for true or “F〞 for false. Take notes while listening. Chart 1 Top Valentine’s Day Gifts
A. Cards, flowers, and candy are most favorable on Valentine’s Day. B. Men are more likely to choose dinner as Valentine’s Day gifts than women.
C. Gift-giving has skewed away from the purchase of expensive presents
like jewelry and perfume, to cheaper gifts like flowers and candy.
D. Women spend more than men on Valentine’s Day.
ANSWERS
TEACHING SUGGESTIONS
Chart 2 New Product Flavor Survey
A. Nearly three-quarters of responses to the new product flavor were very
positive.
B. 8% responses are neither positive nor negative about the product C. About 7% responses said they dislike the new product flavor. D. 18% responses showed their medium preference to the new product.
NEW WORDS AND EXPRESSIONS cologne n. 科隆香水 lingerie n. 内衣 stuffed animal 毛绒玩具 flavor 口味
Task 2
Chart 1 A (F) B (T) C (T) D (F) Chart 2 A (T) B (F) C (F) D (T)
Task 3
Part A
TAPE SCRIPTS
This part provides listening practice for understanding short passages. Passage 1 & Passage 2 1. Read the instructions.
2. Play the recording the first time. Say, now please just listen for the general idea of the passage.
3. Play the recording a second time. Say, please listen again and try to answer the questions.
4. Play the recording the third time. Have the students circle the words or phrases that they don’t understand. Then read the tape scripts to the class and ask the students to raise their hands when they come across the words or phrases that they don’t understand. Write these words and phrases on the board.
5. Discuss the words and phrases with the class. Ask the students to explain each one in their own words, if possible. Meanwhile, check the answers. Part B
This part provides oral practice for using the key words and expressions.
Task 3 Part A
Directions: In this part, you will hear two passages. After each passage, there are some recorded questions. Both the passages and questions will be read two times. Listen carefully and then complete the answers to the questions given below. Passage 1
Promotion is the specific mix of advertising, personal selling, sales
promotion, and public relations a company uses to pursue its advertising and marketing objectives.
ANSWERS
The objective of promoting a product is to move the target market
through the following six phases:
Unawareness → Awareness → Understanding → Attitude → Purchase Intention → Purchase
It is believed that consumers cannot skip a phase. They need to move
through all the phases. Promotion is the method by which the target market is moved from one phase to another to finally purchase.
Passage 2
Understanding Your Customer
Knowing your customer intimately is the first step to effective sales.
Until you know who your customers are, what they want, and what motivates them to buy, you can’t prepare an effective marketing plan.
Don’t confuse “wants〞 with “needs〞. People don’t necessarily buy
what they need, but they’ll almost always buy what they want. For instance, have you ever known someone who went to the store to buy a pair of trousers that they needed and came back with a new shirt, sweater, and shoes? Or how about the everyday shopper who goes into the supermarket to buy some milk and eggs and comes out with a frozen pizza, cheese cake, and other goodies?
Task 3
Passage 1
1. advertising/ personal selling/ sales promotion 2. move the target market/six
3. Awareness/ Understanding/ Attitude 4. No, they can’t.
5. move through all the phases
Passage 2
1. Knowing your customer 2. No, you shouldn’t. 3. what motivates them to buy 4. what they need/ what they want 5. A new shirt/ sweater/ shoes
Section III Marketing Scenes
Task1
TEACHING SUGGESTIONS
This task provides practice for understanding short conversations. 1. Play the recording the first time. Say, now please choose the right answer to each question.
2. Play the recording the second time. Check the answers.
3. Ask different pairs of students to repeat the short conversations.
TAPE SCRIPTS
Task 1
Directions: In this task, you’ll hear five short conversations. After each conversation, there is a recorded question. Both the conversations and questions will be spoken only once. Listen carefully and choose the right answer to the questions you hear.
1. W: May I help you?
M: Yes, I would like to buy a cartoon watch for my daughter. Would you please give some advice? Q: Where is the man now?
2. M: Can you give me a special discount for this skirt? W: Sorry, we can’t because it’s a new-arrival. Q: Why can’t the woman make a discount?
3. M: Look at this one. It’s good value for money, only $99.
W: But, it seems that the color doesn’t match me well. It’s too dark. Q: What does “value for money〞 mean?
4. W: Honey, let’s buy this brand’s beer. Its advertisement on TV says
“nice taste, and cool〞.
M: Never trust advertisements. They are often over-exaggerated. Q: What’s the attitude of the man toward advertisements? 5. W: Sir, we promise to deliver you goods to your home in 2 days. Is
that okay?
M: Okay, thank you. I’m expecting.
Q: What’s the probable relationship between the two speakers?
ANSWERS
TEACHING SUGGESTIONS
Task 1 1. A 2. D
5. A
Task 2
Part A
This part gives listening practice for understanding longer conversations. Conversation 1
1. Before playing the recording, introduce some famous coffee brands for the students, such as Starbucks (星巴克), Maxwell (麦斯威尔), Nescafe (雀巢).
2. Play the recording the first time. The students just listen.
3. Play the recording a second time. Say, now please choose the answers to each question. 4. Check the answers. Conversation 2
1. Play the recording the first time. The students just listen.
1. Play the recording a second time. Say, now please choose the answers to each question. 2. Check the answers.
Part B
This part provides oral practice for understanding longer conversations.
TAPE SCRIPTS
Task 2
Part A
Directions: In this part you’ll hear two longer conversations. After each conversation, there are some recorded questions. Both the conversations and questions will be spoken two times. Listen carefully and choose the right answers to the questions you hear.
Conversation 1
M: Here is the store. Let’s have a look and buy some coffee. W: That’s a good idea.
M: So many brands. What do you want to drink honey? Do you like
the Nescafe Coffee?
W: No, it’s terrible. I bought it once and I don’t like its smell. M: How about the Starbucks?
W: Even worse. It’s the worst coffee I ever drank.
M: Really? Let me see. How about this? It’s Maxwell’s new product. W: Let’s read its description. Pure taste and Rich smell. That sounds good.
Okay, we’ll have a try.
M: Let’s get it, then. Questions:
1. What are the two speakers doing?
2. What does the woman think of Nescafe Coffee?
3. What brand do they choose finally?
4. What’s the probable relationship between the two speakers?
Conversation 2
A: Look at these ads. They’re having a big sale at Master’s. B: Really? What’s on sale?
A: Coats, sweaters, wool slacks and skirts; all kinds of winter clothes. B: Who wants to buy winter clothes now? It’s almost spring.
A: That’s why it’s all on sale. They want to get rid of the winter clothes. B: But if you buy winter clothes now, you can’t wear them until next fall. A: That’s true, but you can save a lot of money when you buy clothes at
the end of the season.
B: But how do you know what the styles will be next fall?
A: You don’t. But some clothes are always in style. If you buy the right
clothes, you can wear them for a few years.
B: That sounds good. Let’s go to Master’s and pick out some clothes for
next fall and winter.
Questions:
1. What are they talking about?
2. What does “on sale〞 in the conversation mean? 3. What are they going to buy?
ANSWERS
TEACHING SUGGESTIONS
TAPE SCRIPTS
4. What kind of promotion strategy is adopted in the conversation? 5. What is not the advantage of Season-end Promotion? 6. What is their final decision? Task2
Conversation 1 1. A
3. C
Conversation 2 1. A
2. C 6. C
Task 3
This task provides listening practices. Dialogue 1 & Dialogue 2 1. Read the instructions.
2. Play the recording. Before playing the recording, remind the students that they will only listen for one time. Tell them that taking notes may help them understand what they are hearing. 3. Check the answers.
Task 3
Direction: In this task, you will hear two dialogues, listen carefully and number the sentences in the order that you hear them.
Dialogue 1 W: May I help you?
M: Yes. I’m looking for some shirts. W: What size do you wear? M: I’m not sure.
W: I can measure you if you like. M: Thank you.
W: Okay. For shirts we need your neck and sleeve measurements. Let’s
see. Your sleeve length is 31, and your neck measures 14.
M: What size is that?
W: You can take a small size, or you can take a 15-31. The smalls are on the top shelf against the wall, and the 15-31s are on this table. M: Thanks a lot. Can I try them on?
W: Sure. The men’s dressing room is right over there.
Dialogue 2
M: As we all know, the rapid development of online searching technology makes it imperative for businesses to seriously consider the Internet to avoid losing competitive advantages. A Web site provides direct contact between the producer and the consumer.
W: It’s definitely true. Now we are in the age of Internet Marketing. M: You’re right. Internet marketing will ultimately dominate the marketing world, with all other forms of marketing becoming subordinate to it.
ANSWERS
W: I agree with you. Numerous advantages make Internet Marketing attractive, including cost saving, better response rates and immediate communication efficiency.
M: And it is also simple and convenient because it is the very targeted consumer searching the very specific service and product.
W: Yes! They are looking for you rather than you are looking for them!
Task3 Dialogue 1
___5___ Locating the small size shirts ___1___ Looking for some shirts.
___4___ Getting the small size. ___2___ Not knowing the size. ___6___ Trying them on.
___3___ Measuring the neck and sleeve.
Dialogue 2
__3__The age of Internet Marketing
__2__ Direct contact between the producer and the consumer
__4__ Numerous advantages of Internet Marketing __1__ Rapid development of online searching technology
__5__ Producers are looking for consumers rather than the other way round
Section IV Language Points
TEACHING SUGGESTIONS
Task 1
This task provides useful sentences of shopping.
1. Play the recording for the first time. The students just listen. 2. Play the recording a second time. Say, mow, please read after the tape.
3. Play the recording the third time. Ask the students to recite the sentences.
TAPE SCRIPTS
Task 1
Directions: Here are some useful sentences for shopping. Listen carefully and repeat them.
As a shop assistant
May/Can I help you? What can I do for you? What are you looking for? Which do you prefer? It suits you very well.
It’s very popular with young people. It’s on sale today.
I’m sorry. It’s out of stock/not available now.
As a customer
May I have a look at …? I’d like to buy/see/get …
Do you have any other color/size/brand/fashion/kind of material? Have you got any thing smaller/longer/bigger/cheaper/better? Do you give discounts? How much do you want to pay? What’s the price of …? May I pay by check/in cash?
TEACHING SUGGESTIONS
Task 2
Part A
TAPE SCRIPTS
This part provides useful dialogues concerning marketing. 1. Play the recording for the first time. The students just listen. 2. Play the recording a second time. Say, now, please fill in the blanks. 3. Play the recording the third time. Check the answers.
4. Play the recording the fifth time. Ask different pairs of students to act out the dialogues. Part B
This part provides oral practice of understanding useful dialogues concerning marketing.
Task 2
Directions: Here are some useful conversations concerning shopping. Listen carefully, fill in the blanks with the missing information and recite them.
What do we need from the supermarket?
M: What do we need from the supermarket?
W: Let me see, … some eggs, bread, fruit, cheese, meat, and juice. M: Anything else?
W: Yes, some tuna fish and mayonnaise.
What’s on sale?
W: What’s on sale?
M: I’ll check the ads. What do you want? W: Vegetables and fruits.
M: Potatoes and green beans are 20% off, and what’s more, apples and
oranges are only
W: Great, we’ll buy some. M: Anything else on your mind?
W: We’re out of soap and low on napkins. And short of laundry
detergent, too.
Which brand of shampoo do you want?
W: Which brand of shampoo do you want? M: Well, I like Head & Shoulders and Pantene.
W: Each brand of shampoo has a certain function. Head & Shoulders
can help remove dandruff and Pantene can smooth your hair. M: But I want to try a new brand.
W: Let me see. How about this brand, Lux? And it just introduced a new
shampoo. It’s very popular with the young. M: I’ll check the description first. “It’s a desire for all women.〞 It seems
persuasive. I’ll take it to have a try.
W: Thank you.
Section V Simulated Class Training
TEACHING Task 1 SUGGESTIONS
ANSWERS
This task provides exercises for using words concerning marketing. 1. Ask the students to complete the task. 2. Check the answers.
3. Ask the students to explain the words in English
Task 1
1- C 2- A 3- I 4- G 5- H 6- B 7- L 8- E 9- K 10- N 11- F 12- M 13- J 14- D
Task 2
TEACHING
SUGGESTIONS This task provides dictation practice for the students.
TAPE SCRIPTS
TEACHING SUGGESTIONS
1. Play the recording the first time. The students just listen.
2. Play the recording a second time. Say, now please write down what you hear.
3. Play the recording the third time. Check the answers. Task 2
Directions: In this task, you will hear a passage three times. Listen carefully to the first reading. When it is being read the second time, you should write down what you have just heard. Finally, when the passage is read for the third time, you should check what you have written down.
You have to keep coming up with new ideas if you’re going to stay
one step ahead in competition. It’s often easy for competitors to copy a good idea. A new product might only have a shelf-life of a year before someone copies it or comes up with something better.
Task 3
This task provides oral practice for the students. 1. Read the instructions for the activity.
2. Ask the student to read the reference information loudly.
TEACHING SUGGESTIONS TAPE SCRIPTS
3. Ask the students to work in groups and make up a dialogue according to the information given.
4. Choose several groups to give their performance before the class.
Section VI Funny Time
Task 1
It is suggested that this part be assigned as homework. The students are encouraged to collect more English humors.
Task 1
Mr. and Mrs. Black planned to go on beach holiday in Florida. The
husband flew to Florida earlier than his wife because of an important conference. After the conference, Mr. Black prepared everything well for their holidays, and sent an e-mail to his wife. But Mrs. Black did not receive the Email. Unexpectedly, this e-mail mistakenly was sent to another woman – Mrs. Green, whose husband Mr. Green just passed away due to a very severe car accident. Mrs. Green opened her e-mail box to check friends and relatives’ condolences after the funeral. But, to everybody’s big surprise, Mrs. Green just screamed, and then fainted. Her children hurried to give first aid to their mother while reading the e-mail.
The e-mail just said: “Honey, I’ve already moved in, and also have
prepared everything for you. Owing to the Internet, I can send e-mail right here. Come on, my dear, hurry to join me! I’ve begun to miss you. Kiss you!〞
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