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Page 1: Unit 2 Brands Teaching & Learning Objectives To enable Ss to talk about brands To familiarize Ss with vocabulary related to brands To develop Ss listening

Unit 2

Brands

品牌

Page 2: Unit 2 Brands Teaching & Learning Objectives To enable Ss to talk about brands To familiarize Ss with vocabulary related to brands To develop Ss listening

Teaching & Learning ObjectivesTeaching & Learning Objectives

• To enable Ss to talk about “brands”

• To familiarize Ss with vocabulary related to “brands”

• To develop Ss’ listening and reading skills

• To improve Ss’ meeting techniques

• To cultivate Ss’ problem-solving ability

• To enhance Ss business writing techniques by writing a memo

Page 3: Unit 2 Brands Teaching & Learning Objectives To enable Ss to talk about brands To familiarize Ss with vocabulary related to brands To develop Ss listening

OVERVIEWOVERVIEWOVERVIEWOVERVIEW

Starting up: Favorite Brands

Vocabulary: Brand Management

Listening: What is branding?

Reading: Fashion Piracy

Discussion: Three Promotions

Skills: Taking part in Meetings

Case Study: Caferoma

Page 4: Unit 2 Brands Teaching & Learning Objectives To enable Ss to talk about brands To familiarize Ss with vocabulary related to brands To develop Ss listening

What is brand?

A brand is a product, service, or concept that is publicly distinguished from other products, services, or concepts so that it can be easily communicated and usually marketed. A brand name is the name of the distinctive product, service, or concept. Branding is the process of creating and disseminating the brand name. Branding can be applied to the entire corporate identity as well as to individual product and service names.

Page 5: Unit 2 Brands Teaching & Learning Objectives To enable Ss to talk about brands To familiarize Ss with vocabulary related to brands To develop Ss listening

Brands are usually protected from use by others by securing a trademark or service mark from an authorized agency, usually a government agency. Before applying for a trademark or service mark, you need to establish that someone else hasn’t already obtained one for your name. Although you can do the searching yourself, it is common to hire a law firm that specializes in doing trademark searches and managing the application process, which, in the United States, takes about a year. Once you’ve learned that no one else is using it, you can begin to use your brand name as a trademark simply by stating it is a trademark. After you receive the trademark, you can use the registered symbol after your trademark.

What is brand?

Page 6: Unit 2 Brands Teaching & Learning Objectives To enable Ss to talk about brands To familiarize Ss with vocabulary related to brands To develop Ss listening

Brands are often expressed in the form of logos, graphic representations of the brand. In computers, a recent example of widespread brand application was the “Intel Inside” label provided to manufacturers that use Intel’s microchips.

A company’s brands and the public’s awareness of them is often used as a factor in evaluating a company. Corporations sometimes hire market research firms to study public recognition of brand names as well as attitudes toward the brands.

What is brand?

Page 7: Unit 2 Brands Teaching & Learning Objectives To enable Ss to talk about brands To familiarize Ss with vocabulary related to brands To develop Ss listening

Here is the famous advertising copywriter and ad agency founder David Ogilvy’s definition of a brand:

The intangible sum of a product’s attributes: its name, packaging, and price, its history, its reputation, and the way

it’s advertised.

What is brand?

Page 8: Unit 2 Brands Teaching & Learning Objectives To enable Ss to talk about brands To familiarize Ss with vocabulary related to brands To develop Ss listening

David MacKenzie Ogilvy (June 23, 1911– July 21, 1999), was a notable ad

vertising executive. He has often been called “The Father of Advertising.” In 1962, Time called him “the most sought-after wizard in today’s advertising industry.” He was known for a career of expanding the bounds of both creativity and morality.

David Ogilvy

Page 9: Unit 2 Brands Teaching & Learning Objectives To enable Ss to talk about brands To familiarize Ss with vocabulary related to brands To develop Ss listening

Quotation

‘The most distinctive skill of professional marketers is their ability to create, maintain, protect and enhance brands.’

P. Kotler, American marketing guru

Page 10: Unit 2 Brands Teaching & Learning Objectives To enable Ss to talk about brands To familiarize Ss with vocabulary related to brands To develop Ss listening

Philip Kotler

Philip Kotler (born 27 May 1931 in Chicago) is the S.G. Johnso

n & Son Distinguished Professor of International Marketing at

the Kellogg School of Management at Northwestern Universit

y. He received his master’s degree at the University of Chicag

o and his Ph D at Massachusetts Institute of Technology, both

in economics. He did postdoctoral work in mathematics at Har

vard University and in behavioral science at the University of

Chicago.

Page 11: Unit 2 Brands Teaching & Learning Objectives To enable Ss to talk about brands To familiarize Ss with vocabulary related to brands To develop Ss listening

He was selected in 2001 as the #4 major management guru by the Financial Times (behind Jack Welch, Bill Gates, and Peter Drucker,) and has been hailed by the Management Centre Europe as “the world’s foremost expert on the strategic practice of marketing.” In 2008, the Wall Street Journal listed him as the 6th most influential person on business thinking.

Philip Kotler

Page 12: Unit 2 Brands Teaching & Learning Objectives To enable Ss to talk about brands To familiarize Ss with vocabulary related to brands To develop Ss listening

Philip Kotler

Kotler has consulted many major U.S. and foreign companies, including IBM, Michelin, Bank of America, Merck, General Electric, Honeywell, and Motorola - in the areas of marketing strategy, planning and organization, and international marketing.

He presents seminars in major international cities around the world on the latest marketing developments to companies and other organizations.

Page 13: Unit 2 Brands Teaching & Learning Objectives To enable Ss to talk about brands To familiarize Ss with vocabulary related to brands To develop Ss listening

Starting up

A. List some of your favorite brands and answer the following questions:

• Are they international or national brands?

• What image and qualities does each one have?

• Do the products have anything in common?

• How loyal are you to the brands you have chosen?

• If you don’t buy branded goods, explain why.

Page 14: Unit 2 Brands Teaching & Learning Objectives To enable Ss to talk about brands To familiarize Ss with vocabulary related to brands To develop Ss listening
Page 15: Unit 2 Brands Teaching & Learning Objectives To enable Ss to talk about brands To familiarize Ss with vocabulary related to brands To develop Ss listening

Starting up

B. What are the advantages of branded g

oods for:

a) the manufacturer

b) the consumer

Page 16: Unit 2 Brands Teaching & Learning Objectives To enable Ss to talk about brands To familiarize Ss with vocabulary related to brands To develop Ss listening

Advantages for the manufacturer

• Having a product which is instantly recognisable and

thus more likely to be bought

• Being able to associate specific qualities with the bra

nd, e.g. value for money, safety, prestige

• The possibility of launching related products under

the same (established) brand

• Greater customer loyalty

Page 17: Unit 2 Brands Teaching & Learning Objectives To enable Ss to talk about brands To familiarize Ss with vocabulary related to brands To develop Ss listening

Advantages for the consumer

• A reliable product—you know what you’re

getting for your money

• High prestige brands give you an opportunity

to enhance your standing

Page 18: Unit 2 Brands Teaching & Learning Objectives To enable Ss to talk about brands To familiarize Ss with vocabulary related to brands To develop Ss listening
Page 19: Unit 2 Brands Teaching & Learning Objectives To enable Ss to talk about brands To familiarize Ss with vocabulary related to brands To develop Ss listening

Starting up

C. The world’s top ten brands: Which do you think is number one? Rank the others in order.

Marlboro AT & T FordGeneral Electric Intel IBM Microsoft Coca-Cola McDonald’s Disney

Page 20: Unit 2 Brands Teaching & Learning Objectives To enable Ss to talk about brands To familiarize Ss with vocabulary related to brands To develop Ss listening

Top 10 Global BrandsSource: Interbrand/Citibank 1999

1. Coca-Cola 2. Microsoft 3. IBM 4. General Electric 5. Ford 6. Disney 7. Intel 8. McDonald’s 9. AT & T 10. Marlboro

Companies ranked according to: Weight (market share) 35% Breadth (cross section of society reached) 30% Depth (brand loyalty) 20% Length (brand-stretching ability) 15%

Page 21: Unit 2 Brands Teaching & Learning Objectives To enable Ss to talk about brands To familiarize Ss with vocabulary related to brands To develop Ss listening

The influence or dominance that a brand has over its category or market (more than just market share)

Assessing BRAND POWER

POWER BRANDS

Interbrand

BRAND WEIGHT

Page 22: Unit 2 Brands Teaching & Learning Objectives To enable Ss to talk about brands To familiarize Ss with vocabulary related to brands To develop Ss listening

The stretch or extension that the brand has achieved in the past or is likely to achieve in the future (especially outside its original category).

Assessing BRAND POWER

POWER BRANDS

Interbrand

BRAND LENGTH

Page 23: Unit 2 Brands Teaching & Learning Objectives To enable Ss to talk about brands To familiarize Ss with vocabulary related to brands To develop Ss listening

The breadth of franchise that the brand has achieved both in terms of age spread, consumer types and international appeal.

Assessing BRAND POWER

POWER BRANDS

Interbrand

BRAND BREADTH

Page 24: Unit 2 Brands Teaching & Learning Objectives To enable Ss to talk about brands To familiarize Ss with vocabulary related to brands To develop Ss listening

Assessing BRAND POWER

POWER BRANDS

Interbrand

BRAND DEPTH

The degree of commitment that the brand has achieved among its customer base and beyond. The proximity, the intimacy and the loyalty felt for the brand.

Page 25: Unit 2 Brands Teaching & Learning Objectives To enable Ss to talk about brands To familiarize Ss with vocabulary related to brands To develop Ss listening

Assessing BRAND POWER

POWER BRANDS

Interbrand

BRAND DEPTH

BRAND WEIGHT

BRAND LENGTH BRAND BREADTHPOWER

Page 26: Unit 2 Brands Teaching & Learning Objectives To enable Ss to talk about brands To familiarize Ss with vocabulary related to brands To develop Ss listening

Best Global Brands 2008

Page 27: Unit 2 Brands Teaching & Learning Objectives To enable Ss to talk about brands To familiarize Ss with vocabulary related to brands To develop Ss listening

Vocabulary: Brand Management

• luxury brand

• 高级品牌,奢华品牌

• classic brand

• 历史悠久的品 牌

• brand awareness 品牌意识• brand image 品牌形象• brand stretching 品牌延伸• brand loyalty 品牌忠诚• brand leader 最畅销品牌 • brand manager 品牌经理

Page 28: Unit 2 Brands Teaching & Learning Objectives To enable Ss to talk about brands To familiarize Ss with vocabulary related to brands To develop Ss listening

Vocabulary: Brand ManagementVocabulary: Brand Management

A. Match the definitions to the word partnerships with the word brand.

1. A brand associated with expensive, high quality products

2. The person responsible for planning and managing a branded product

3. The brand with the largest market share

4. A famous brand with a long history

luxury brand

brand managerbrand leader

classic brand

Page 29: Unit 2 Brands Teaching & Learning Objectives To enable Ss to talk about brands To familiarize Ss with vocabulary related to brands To develop Ss listening

Vocabulary: Brand Management

5. The ideas and beliefs which consumers have about a brand

6. The tendency of a customer to continue buying a particular product

7. Using a successful brand name to launch a product in a new category

8. The knowledge which consumers have of a brand

brand image

brand

loyalty

brand

stretching

brand awareness

Page 30: Unit 2 Brands Teaching & Learning Objectives To enable Ss to talk about brands To familiarize Ss with vocabulary related to brands To develop Ss listening

Listening: What is branding?

What is Branding?

Branding is the activity of giving brand names to products, developing people’s awareness of them etc.

品牌宣传,品牌活动 Listen to an authentic interview with Lynne

Fielding, a marketing specialist, and do the exercises.

What is Branding?

Branding is the activity of giving brand names to products, developing people’s awareness of them etc.

品牌宣传,品牌活动 Listen to an authentic interview with Lynne

Fielding, a marketing specialist, and do the exercises.

Page 31: Unit 2 Brands Teaching & Learning Objectives To enable Ss to talk about brands To familiarize Ss with vocabulary related to brands To develop Ss listening

A. Listen to the first part of the interview and complete the extract with the words below.

A. Listen to the first part of the interview and complete the extract with the words below.

money name differentiate synergy quality competitors’ ‘What is branding and why do we need brands?’

‘A brand can be a _______, a term or a symbol. It is used to ____________ a product from ____________ products. The brands guarantee a certain __________ level. Brands should add value to products. It’s a _________ effect whereby one plus one equals three. But customers must believe they get extra value for _________.’

namedifferentiate competitors’

qualitysynergy

money

Listening: What is branding?

Page 32: Unit 2 Brands Teaching & Learning Objectives To enable Ss to talk about brands To familiarize Ss with vocabulary related to brands To develop Ss listening

• differentiate v. to recognize or express the difference between things or people

辨别,区别 differentiate between…(and)…

differentiate sth/sb from

• synergy n. the extra energy, power, success, etc that is achieved by two or more people or companies working together, instead of on their own 协同作用,协同增效作用

Page 33: Unit 2 Brands Teaching & Learning Objectives To enable Ss to talk about brands To familiarize Ss with vocabulary related to brands To develop Ss listening

B. Listen to the second part of the interview and complete the chart.

Listening: What is branding?

Page 34: Unit 2 Brands Teaching & Learning Objectives To enable Ss to talk about brands To familiarize Ss with vocabulary related to brands To develop Ss listening

BRANDS

Stand-along or

___________ brands

Corporate or

________ brands

Ariel

----------------

----------------

----------------

Heinz

---------------- ---------------- ----------------

individual family

Haagen DazDirect Line Insurance

Malboro

VirginMarks and Spencer

Levis

Page 35: Unit 2 Brands Teaching & Learning Objectives To enable Ss to talk about brands To familiarize Ss with vocabulary related to brands To develop Ss listening

C. Listen to the last part and complete the summary.

1. Customers want:

a) _____________ b) ____________

c) ____________________

2. Customers like to:

a) rely on the _____________ guaranteed by the company

b) __________ products.

c) __________ with brands.

new brands choicedifferent products

quality

levelstrustidentify

Listening: What is branding?

Page 36: Unit 2 Brands Teaching & Learning Objectives To enable Ss to talk about brands To familiarize Ss with vocabulary related to brands To develop Ss listening

Reading: Fashion Piracy

A. Pre-reading:

Before you read, discuss these questions.

1. Do you own a product which is an illegal copy of a well known brand? If so, what is it? Where did you buy it? How much does it cost?

2. How can manufacturers protect their brands from piracy (illegal copying)?

Page 37: Unit 2 Brands Teaching & Learning Objectives To enable Ss to talk about brands To familiarize Ss with vocabulary related to brands To develop Ss listening

B. Match the words and phrases with the definitions.B. Match the words and phrases with the definitions.

1. global offensive

2. counterfeiter

3. copyright abuse

4. a network

5. merchandise

6. corporate strategy

7. logo

8. licensing rights

9. rip off

10. restructure

a) plans of a company to achieve its objectives

b) agreements which allow a company to make and sell a registered product locally

c) taking strong action all over the world

d) a person who copies goods in order to trick people

e) copy someone else’s work, e.g. their designs, without permission

f) a large amount of people or organisations working together as a system

g) goods for sale

f) change the way something is organised

g) the symbol of a company or other organisation

h) sell illegal copies of a brand as if they are the real thing

Page 38: Unit 2 Brands Teaching & Learning Objectives To enable Ss to talk about brands To familiarize Ss with vocabulary related to brands To develop Ss listening

Reading: Fashion Piracy

1. global offensive c 全球性攻势2. counterfeiter d 伪造者3. copyright abuse e 盗用版权4. a network f 网络5. merchandise g 商品6. corporate strategy a 公司策略7. logo i 商标;专用标识8. licensing rights b 准许权9. rip off j 盗用10. restructure h 重组;重构

1. global offensive c 全球性攻势2. counterfeiter d 伪造者3. copyright abuse e 盗用版权4. a network f 网络5. merchandise g 商品6. corporate strategy a 公司策略7. logo i 商标;专用标识8. licensing rights b 准许权9. rip off j 盗用10. restructure h 重组;重构

Page 39: Unit 2 Brands Teaching & Learning Objectives To enable Ss to talk about brands To familiarize Ss with vocabulary related to brands To develop Ss listening

Reading: Fashion Piracy

C. Read the article quickly to find out:

1. which Calvin Klein products are commonly

copied.

2. why the problem is getting worse.

3. how the company is dealing with it.

Page 40: Unit 2 Brands Teaching & Learning Objectives To enable Ss to talk about brands To familiarize Ss with vocabulary related to brands To develop Ss listening

1. Which Calvin Klein products are com

monly copied?

T-shirts, jeans and baseball caps.

Reading: Fashion Piracy

Page 41: Unit 2 Brands Teaching & Learning Objectives To enable Ss to talk about brands To familiarize Ss with vocabulary related to brands To develop Ss listening

2. Why is the problem getting worse?

Because Calvin Klein has become a more well-known brand, and is therefore more profitable to copy.

Reading: Fashion Piracy

Page 42: Unit 2 Brands Teaching & Learning Objectives To enable Ss to talk about brands To familiarize Ss with vocabulary related to brands To develop Ss listening

Reading: Fashion Piracy

3. How is the company dealing with it?

By establishing a network of employ

ees and external specialists.

Page 43: Unit 2 Brands Teaching & Learning Objectives To enable Ss to talk about brands To familiarize Ss with vocabulary related to brands To develop Ss listening

Reading: Fashion Piracy

D. Read the article and answer the questions.

1. What was Calvin Klein’s attitude to counterfeiting in the past?

2. Why has the company changed its way of dealing with counterfeiters?

3. What has the company done to change the way its business operates and to increase its size?

Page 44: Unit 2 Brands Teaching & Learning Objectives To enable Ss to talk about brands To familiarize Ss with vocabulary related to brands To develop Ss listening

Reading: Fashion Piracy

1. What was Calvin Klein’s attitude to

counterfeiting in the past?

It took a passive approach.

Page 45: Unit 2 Brands Teaching & Learning Objectives To enable Ss to talk about brands To familiarize Ss with vocabulary related to brands To develop Ss listening

Reading: Fashion Piracy

2. Why has the company changed its

way of dealing with counterfeiters?

Because of the increase in

counterfeiting and because it

reduces the company’s sales and

damages its brand image.

Page 46: Unit 2 Brands Teaching & Learning Objectives To enable Ss to talk about brands To familiarize Ss with vocabulary related to brands To develop Ss listening

Reading: Fashion Piracy

3. What has the company done to change the way its business operates and to increase its size?

It has expanded its business outside North America, increased spending on advertising and signed licensing deals with partners for whole regions rather than individual countries, the previous practice.

Page 47: Unit 2 Brands Teaching & Learning Objectives To enable Ss to talk about brands To familiarize Ss with vocabulary related to brands To develop Ss listening

Language review: Past simple and present perfect

A. Memo completion.

1. launched 2. increased 3. have fallen 4. have copied 5. has become 6. organised 7. have found 8. have seized 9. contacted 10. informed 11. have had 12. have lost

Page 48: Unit 2 Brands Teaching & Learning Objectives To enable Ss to talk about brands To familiarize Ss with vocabulary related to brands To develop Ss listening

Discussion: Three Promotions

Case 1 Macdonald’s

• Why do you think this promotion was

unpopular with Macdonald’s customers?

• How do you think Macdonald’s dealt with the

situation?

Page 49: Unit 2 Brands Teaching & Learning Objectives To enable Ss to talk about brands To familiarize Ss with vocabulary related to brands To develop Ss listening

Case 1 Macdonald’s

• The promotion was unpopular because it gave a misleading impression of the price. When the price of the french fries and drink at the full price were taken into account, the discount on the whole meal amounted to only about 5%.

• McDonald’s withdrew the promotion and cancelled the campaign. It also announced a major reorganisation in its management structure, scrapping the 40-year-old tradition of centralised management in Illinois, USA, and appointing local managers instead.

Page 50: Unit 2 Brands Teaching & Learning Objectives To enable Ss to talk about brands To familiarize Ss with vocabulary related to brands To develop Ss listening

Discussion: Three Promotions

Case 2 Pepsi

• What prize do you think John Leonard is claim

ing from Pepsi Cola?

• What did he do to claim the prize?

• What do you think Pepsi Cola have described

his claim as frivolous?

Page 51: Unit 2 Brands Teaching & Learning Objectives To enable Ss to talk about brands To familiarize Ss with vocabulary related to brands To develop Ss listening

Case 2 Pepsi

• John Leonard claimed a Harrier Jump Jet by buying 7,000,000 Pepsi Stuff Points at l0¢ each: a cost of $700,000 or about £400,000 for a machine that normally costs several million dollars.

• Pepsi described his claim as ‘frivolous’ because the advertisement was meant as a joke. However, when they later screened the advertisement on national TV in the USA, the number of points needed to claim the Harrier Jet was increased from 7 million to 700 million.

Page 52: Unit 2 Brands Teaching & Learning Objectives To enable Ss to talk about brands To familiarize Ss with vocabulary related to brands To develop Ss listening

Discussion: Three Promotions

Case 3 Irish Tourist Board

• Why do you think the Irish people disliked the

logo so much?

• Was the minister right to get rid of the logo?

• Which logo do you prefer?

Page 53: Unit 2 Brands Teaching & Learning Objectives To enable Ss to talk about brands To familiarize Ss with vocabulary related to brands To develop Ss listening

Case 3 Irish Tourist Board

• Many people felt there was no need to get rid of the shamrock, which has been the symbol of Irish tourism for the past 30 years. They also found it difficult to work out what the new symbol was and interpreted it in hundreds of ways, for example: two sumo wrestlers preparing to fight; two crabs meeting; two monsters; a viking ship.

Page 54: Unit 2 Brands Teaching & Learning Objectives To enable Ss to talk about brands To familiarize Ss with vocabulary related to brands To develop Ss listening

Skills: Taking part in Meetings

Build up a profile of a company, hold a meet

ing to speculate about what may be causing i

t to lose sales and brainstorm possible soluti

ons (to improve its sales and its brand aware

ness amongst its target consumers).

Page 55: Unit 2 Brands Teaching & Learning Objectives To enable Ss to talk about brands To familiarize Ss with vocabulary related to brands To develop Ss listening

Case Study: Caferoma

BackgroundBrand Caferoma

Owned by Pan European Food and Drink (PEFD)

Image exclusive, Italian style, coffee for gourmets

Pricing high

Product characteristics

strong full-bodied flavour, slight bitter taste

Page 56: Unit 2 Brands Teaching & Learning Objectives To enable Ss to talk about brands To familiarize Ss with vocabulary related to brands To develop Ss listening

Case Study: Caferoma

Problems Caferoma’s share of the European quality ground coffee mar

ket has declined by almost 25%, reasons are: Brand loyalty: consumers becoming less loyal to brands and

prefer low-priced coffee products Price: supermarkets selling similar products under their own

label at much lower prices ‘Copycat’ products: at prices 30% to 40% lower than Cafero

ma’s price; having cut into Caferoma’s market share Brand image: no longer conveying feeling of excitement an

d enthusiasm, not giving the impression of up-to-date and contemporary

Page 57: Unit 2 Brands Teaching & Learning Objectives To enable Ss to talk about brands To familiarize Ss with vocabulary related to brands To develop Ss listening

Case Study: Caferoma

Possible Solutions• Repositioning the product• Pricing• Advertising• Multiple brands• Own label products• A new product• Stretching the brand

Page 58: Unit 2 Brands Teaching & Learning Objectives To enable Ss to talk about brands To familiarize Ss with vocabulary related to brands To develop Ss listening

Case Study: Caferoma

Task

You are members of PEFD’s European market

ing team. Hold an informal meeting to discuss

Caferoma’s problems and decide on some acti

ons to halt the decline in the market share and t

o increase profits.

Page 59: Unit 2 Brands Teaching & Learning Objectives To enable Ss to talk about brands To familiarize Ss with vocabulary related to brands To develop Ss listening

Assignment

Writing

Write a memo for the attention of Caferoma’s

Managing Director, summarising what action

you agreed to take at the meeting to solve Cafe

roma’s problems and explaining your reasons.