Cambridge English For Marketing - Teacher's Notes

Professional English Cambridge English for Marketing TEACHER’S NOTES Jeremy Day with Nick Robinson Professional English Cambridge English for Marketing UNIT 1 TEACHER’S NOTES The role of marketing l Describing your skills, qualifications and experience Talking about what an organisation does l Describing the role of marketing within an organisation l Identifying and discussing stakeholders l Go to page 12 for essential background information on the topic and useful web links Don’t forget to use the Additional activity worksheet at the end of this unit; notes and answers on page 8 Marketing terms can be found in the Glossary on Student’s Book pages 114–119 Refers to the Audioscript at the back of the Student’s Book Before you begin … If your students don’t know each other, they should give a three-minute presentation on themselves: their name, job, experience, ambitions and areas of expertise and interest within marketing. You could also brainstorm with the class a definition of the word marketing and write their ideas on the board. Afterwards, compare their ideas with a definition from a dictionary (e.g. a job that involves encouraging people to buy a product or service – http://dictionary.cambridge.org/define.asp?key=48898&dict=CALD; the total of activities involved in the transfer of goods from the producer or seller to the consumer or buyer, including advertising, shipping, storing, and selling – http://dictionary.reference.com/browse/marketing?r=66). Doing the job Before you begin … Print some English-language adverts for jobs in marketing, for example from http://jobs.marketingweek.co.uk/ or a website in your country. The jobs should be suitable for your students, so you may want to filter the adverts (for example, Marketing Week has a function where you can search by salary bands; jobs for less experienced marketers will be in lower pay bands). Give each pair one or two different adverts. Students read the job adverts to discuss in pairs whether (a) the job sounds interesting and (b) they would have the necessary qualifications, skills and experience to apply. They then pass their adverts to the next group and discuss the next adverts. At the end, elicit from the class which jobs look most attractive and suitable for members of the group. They could also underline useful marketing vocabulary from the adverts, which you could put up on the board. 1 Students discuss the questions in pairs and then feed back to the class. 2 a Make sure students read the note about Paula and Matt, as these characters will appear throughout the unit. Students read the advert to answer the questions. When they have checked with a partner, go through the answers with the class. 2 Cambridge English for Marketing Cambridge University Press 2010   www.cambridge.org/elt/englishformarketing Photocopiable UNIT 1 The role of marketing Teacher’s Notes Answers 1 b 2 a (The advert does not expl