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6 LEADERSHIP 61
6 Listen again and write the slogans in full. Then reformulate
them as if they were spoken, using the model shown in
question 3above* Make sure to account for missed sounds and
blurred sounds. When you have finished, practise saying them
typical expressions used to keep discussionsspeed.
at
orming sessions. Notice how fluent speakers
Is together. Mark the links between the words.
RH^ 4pne as an example. What kind of brainstorming and research work do you think j
anything to add here? advertising agencies did to create the slogans above? How
good do you think these slogans are?
|o you think about that?
K'ft'^'
(a? - '@
'@ 1- ' .
IP@@ 1 1 ' ' .'
Ifeat- ;- @@1 . @ ' , ^ kiiu'@!m
You are going to take part in a brainstorming session to create a
^^.F^ul'sldeato... "'.1 , new slogan for a company or product brand you know welt.
Riste'^'''''.1 ..'1@@:'@'@."' @ @@ @'@
he expressions with dear linking. WhichStage
type 1
^Ittlced together when spoken? As a class, choose a brand that everyone in the class is familiar
Ittitss sounds out altogether -for instance, - a major supermarket brand, a soft drink brand, etc.
with
d like 'lento7; or they may blur sounds -Stage
'want2: The 'anything goes' brainstorming phase
wanna'. The following typical phrases usedGet in
into two groups. Each group should choose a facilitator to
lions are written as if spoken. Say them lead
aloudthis brainstorming session. The facilitator for each group
standard spelling for each one. should read the instructions at the back of the book and then
tookinat... conduct the brainstorming session for their group.
jihiansideato... Group A facilitator look at page 137.
^... @.. ' .^ '! ' . . @ ' \. Group B facilitator look at page 142.
vidavzideaov... Whilst the facilitators are preparing, the other team members
should review the language and content from this lesson, to be
@ases spoken aloud and then practise saying
ready to use it during the brainstorming session.
Stage 3: The selective phase
Compare your results (and the process you used to get them)
of the pronunciation features presented here
with another group and work together to create a single brand
your listening ability. Listen to the following
advertising slogan. If there is time, discuss what you couldL
os said at speed/and match them with the
include in a 30-second TV commercial based around this Slogan
- the sounds, images and text. /
IS^^CT^E
^
"gtttjltff@* Stage 2
CEO (chairing the meeting, during a business trip to Moroccos-
read the instructions on page 141.
the expressions in Language focus 1 help maintain External Marketing Consultant (at home in the UK): (^rtl^ &
^communication. However, you may need to interrupt instructions on page 145. ^ ! ';
|ody or deal with interruptions. This is especially Sales Director (on a business trip. in
lantwhen the participants can't see each other. Listeninstructions below. @
following short extracts and fill In the interrupting Sales Director (Germany)
>sions. You think that a much larger number of customers will fall in love
"act T with your products if you focus as much on fashion and styfe as
ss. Wet I, we'veal I on the environmental and social message. You have noticed that
-? So, what I need to see customers are far less willing to buy'green products7 simply because
@act2 they are'greener'than they were in the past. They want more. Think
atrick was leaving in January and ... of a name for your brand and ways to market it. What arguments will
_____________ - he paid you the you use to persuade people to your way of thinking? '
act3 Stage3
/ell, I think the best thing is Hold the meeting. The CEO should start by going over any
ground
., Henry, because we've accepted ... rules.
Echofthe examples seems the most aggressive when you
O4 Watch Sequence I on the DVD to find out more
?What makes it so aggressive? Does it seem aggressive
about 21st century enterprise.
fou read the text?
@irs, choose a conversation topic on which you have
Enion (such as whether education should be free until
's@ty, or whether your country is a good place to do
iss). Practise interrupting each other, using the following
work.
t think that...
ry...,but...
way, as I was saying ...
ie roles.