新通用大学英语综合教程第四册听力及答案Unit 7.docx

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1、新通用大学英语综合教程第四册听力及答案Unit 7Unit 7 Advertising and ConsumersUnit GoalsGive shopping advice Discuss your/people s reactions to adsPersuade someone to buy a product Describe consumer shopping habitsWrite about an online serviceLesson 1Lead-inOn-the-Street Interview: I think theres too much of it Comprehe

2、nsion questionsMatch each statement with the person who said it.1. c 2. b 3. d 4. aCheck each statement True orFalse.Ad number 2F: Picture this. You re at the beach. This sun is shinning, and theres a cool breeze blowing through your hair. The palm trees are swaying, and they re playing your favorit

3、e song.M: Hello.F: Aren t you.？M: Sean Conney. Or maybe you know me better as Bond. James BONDF: You re my favorite actor!M: Is that a Leon s Lemonade you re drinking?F: Uh, yes.M: I always drink Leon s Lemonade. May I have one too?F: Of course.M: Ah! Nice. Very nice.F: As I was saying. Talk about p

4、aradise-*-Ad number 3M: You ve been working very hard.F: Yes, it s true.M: And you re ready for something new.F: How true.M: And you re tired of driving what everyone else driving.F: Very true.M: And you wan tot live good life now.F: It s true.M: And you re ready to make you move.F: Yes, yes! It s t

5、rue.M: Then isn t it time you drove a Bernard?F: A Bernard?M: Refined elegance. Classic looks. , Beauty and grace. Not everyone drives a Bernard. But why shouldn t you?Are you ready?F: Yes, I am.Teaching suggestionsStep 1Before students listen, have them say what products and brands the advertisemen

6、ts are for. (First ad: product - mouthwash, brand - Nice-Mouth; Second ad: product lemonade, brand-Leon s; Third ad: product - cars, brand-Bernard)Step 2Point out that more than one technique may be used in each ad.Step 3Model the first item with class. Have students listen to the first ad and write

7、 the advertising technique(s) used. Have students discuss their choices pairs.Step 4To review as a class, have a volunteer, share and support his/her answer. (Possible response: The ad plays on people s hidden fears by making them worry about losing their jobs or having a bad day because of badbreat

8、h. It also provides facts to prove that the product is good.)Follow the same procedure for the other two ads.A. Pair workDescribe some ads you know and explain which techniques you think they use.Teaching SuggestionsHave pairs choose three ads they both know and write the products or services and br

9、ands 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 discuss the ads.Step 1. Group Work.Have a volunteer read the directions o

10、ut 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 persuading people to buy the product and ideas for an ad using this techiniq

11、ues.Step 2.On the board, draw the following chart ( with the examples):GroupProductNameType of adTechnique(s)Comments1shampooLavish locksRadio ad6 and 8Short and funnyGraphic organizersTell students that they are going to use the chart to keep a record of the ads as they are presented to the class.B

12、efore 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 the list below or write it on the board. (Note: To savetime, you may want to t

13、ally 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.)The funniest ad:The most annoying ad:The most persuasive ad:The most interesting a

14、d: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 other awardsSpeakingGive Shopping AdviceConversation SnapshotTeaching SuggestionsS

15、tep 1Point to the photo. Ask what kind of place is this? (an indoor marketplace)Have you ever shopped in a market place like this? If so, when? Why?Step 2After students read and listen, ask What does the woman want? (a few souvenirs)Where does the man suggest she go?(the central market) Why ( becaus

16、e 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 language is listed in order of intensity.Culture notesStudents may need help with the followi

17、ng 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 in that it is used to describe a reduction in the price of one or more items for a short

18、 time. For example, there is a special offeron 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 the expressions can follow That s: That s a good deal, That s highway robbery, etc. Some ex

19、pressions 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 priter is a real bargain /no bargain / a bit bargain / a bit step / a good deal. Use high

20、way 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 customs regarding bargaining because, though it is expected in some places, it is conside

21、red 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 collocation is haggle with someone.Teaching SuggestionsHave students repeat chorally. Make

22、sure they:令 use rising intonation for Any suggestion? And can you haggle over the price?令 Use emphatic stress for Just in just something to help me*Use the following stress pattern:A. Vocabulary Shopping expressions Listen and practice.CN Corpus Notes: The verb bargain andphrase verbshop around appe

23、ars 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 clothes.1. F 2. T 3. T 4. F 5. TVideo SciptInterviewer: Tell me your thoughts on advertising i

24、n today s world.Elli: OK. Well, I have often become enamored with ads that I thought were just brilliant creatively. But I never remember what the product is. So I doubt that they re very effective in my case, as a consumer, even though I might love them and think they re brilliant. So theres a huge

25、 impact, but I don t think it impacts my sense of humor.Blanche: You want my opinion, I think there s too much of it. And I don t pay too much attention to it, and I never look for the things that they advertise. And I usually turn myself off when that s on the TV.Herb: Yeah, well, I just find itit

26、s not as informative as it used to be. It s more hypnotic. And it s constant repetition. And it sort of explains why you know, why how people act during elections also. They get used to that kind of message instead of, you know, what s real. So I really don t like them, and there are too many of the

27、m. 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 can t be that they regiving you information. They ve already given it to you, you know. It s just repeat and repeat til you get the message.Stephan: I think there s different types of a

28、dvertising that affect me in different ways. There s the very direct sort of offensive type that I see in pop- ups, that I see on television 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

29、 that, for example, doesn t even place a production in the ad, whether it s a magazine ad or a TV ad. And it s more about a way of living, 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

30、 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 beautiful 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, arti

31、stic 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 personally react to it is, if I see something on TV and it s funny, I 11 chuckle. Not necessarily buy the product, but I 11 say it s funny and remember it. But

32、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 something in your history.Rita: I pay no attention to the commercials. I ve already made up my mind. And it could be a commercial about a product that I use. But I don

33、t want to waste time listening to it.ListeningPart 1A. Sound BitesRead and listen to a couple talking about ads in a catalog.Teaching SuggestionsStep 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 product

34、s? What kinds f products do catalogs usually offer? Do you sometimes order products from them? Why/ Why not?Step 2Have students listen to the 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 it s

35、 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 reasons 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?

36、B. Pair workListen to the conversation again. Read about eight advertising techniques. With a partner, write the letter of the example that you think each technique uses. Explain your answers.1. d 2. f 3. h 4. g 5. e 6. c 7. a 8. bTeaching suggestionsStep 1Have volunteers read the advertising techni

37、ques 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 people who think they are better than others.)Step 2Have students complete the exercises individually and think about why they close each answer.Step 3Revie

38、w as a class. Call on eight students to say what example they close for each technique. To help students explain their answers, ask:2. How does the ad prove that the product is good?(by stating how fast the car can reach 100 kilometers per hour)3. According to the ad, what are most people using?(the

39、 company s credit card)4. What does the ad make you worry about? ( an embarrassing situation you might go through if people notice your clothe are not as white as they should be)5. Why should people buy these clothes if they care about their country ( because they are made by and for the people in t

40、he country)6. According to the ad, what do rich people do?( drink a particular brand of coffee)7. In what way will you be happy if you use the product? (You, 11 have a nice time with friends)8. What famous person does the ad use? (a soccer player)What feeling does the ad bring to your mind? (love)Pr

41、oject: Collect ( or have students collect) ads from magazines and newspapers and bring them to class. Have students decide which techniques are being used in each ad and explain how.Part 2Persuade Someone to Buy a ProductA. Listening ComprehensionListen to each ad. Then listen again. Decide which te

42、chnique or techniques the advertiser is using to persuade the consumer to buy the product. Explain your answers.Picture原书有图 Picture 1Picture 3Technique (s) used Play on people s hidden fears Associate positive qualities with a productTechnique (s) usedAssociate positive qualities with a product Prov

43、ide testimonialsTechnique (s) usedProvide snobappealAssociate positive qualities with a productScriptAd number 1F: Honey, you re going to be late for the meeting!Ml: Bye-bye, sweetie.F: ByebyeHey, wait a minute a minute. Oh, phew! Your breath! I hate to ask you this, but did you remember to brush yo

44、ur teeth this morning?Ml: Sure I did. What s wrong?F: You can t go to the meeting like that. You 11 lose your job!Ml: Maybe it was something I ate.M2: Morning mouth. And he didn t even know. Don t let bad breath get in your way - don t let your breath spoil your day. Nice-mouth Mouthwash, five times

45、 a day, will make your breath smell fresh.F: Honey, you re going to be late for the morning!Ml: Take care, sweetie.F: Mmm. Much better.Ml: 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 brands. So, what are you waiting for?