2 YOUR AD HERE

Engaging
“Many a small thing has been made large by the
right kind of advertising.”
Mark Twain (1835-1910), American writer.
Look at the image and read the quote.
Then answer the questions.  Open answers.
1 What was the last memorable ad you saw?
What did you like about it?
2 What makes an ad persuasive?
3 Is there a difference between a persuasive ad
and a manipulative ad?

Derechos Reservados Educactiva S. A. S. 25

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 READING
READING
Before Reading
1 1 Read the title of the text and look at the image. Which words do you expect to find in it? Choose
from the box. Then read the text and check your guesses.
Open answers.

ad  ecology  lie  marketer  message  politics  truth

Ethics in Advertising
“Let’s talk about ethics in advertising.
Ethics is essential when making choices in
advertising. And ads are all about choice: what to
show or not, what to say, or what to omit. Take the
Let’s say you are the owner of a technology
45 company and you want to sell more products in
Asia. Here’s your latest ad.

TECHNOLOGY
5 difference between the pure truth and the useful
truth, for instance. Have you noticed how some
airlines boast about being number one in on-time

FOR
performance? And have you ever realized that their
schedules show longer flight times? They lie about
10 the time you are in the air, but they inform you exactly

LEADERS
how long it will take you to land at your destination.
If you have ever been to Disney World, you must have
noticed that at the entrance of all rides there’s a sign
showing the waiting time. The line, however, is always
15 15% faster than the waiting time; as a result, we get to
the attraction before we expected to… and everyone is
happy. So, the Disney brand might as well be trustworthy
just because it tells the useful truth, rather than the pure
truth. But isn’t it the same as telling a lie? Go figure. This ad doesn’t seem to represent the Asian
population in any way, so wouldn’t you change the
20 It is evident that marketers are beginning to understand casting for Asia? What about for Latin America?
that a brand’s behavior is much more important than 50 Wouldn’t you show a little more racial diversity to
what it says. With the overwhelming power of the represent Latin Americans? You should. But even
internet, people research their counterparts’ opinions if you do, you might still offend someone who
before buying products, so advertisers try not to lie. If is not represented. So, advertisers’ choices are
25 they do, they might be caught (and they know it). always judgment calls. Advertisers don’t have any
Choices are not always about lying or telling the truth, 55 special gifts — although they might think they do
though. How ads communicate a message is also a sometimes —, they are professionals seeking for
very tricky ethical aspect of advertising. Does that mean ways to excel at communicating. Communication
advertisers should have an ethical responsibility to the is the core of this line of work.
30 general public? ‘Somewhat, they should’, most people
would say. That’s because
people respond to ads when LEARNING FROM CONTEXT
‘they get it’. But an ad is hardly
ever targeted at a general 2 Find words/expressions 1-5 in the text and match them to their
35 audience, so not everyone definitions. Then guess the meaning of the word/expression that
‘gets it’ and some people is left and check your answer in a dictionary.
might even find its message
insulting. Studies show that 1 boast   4 talent or ability
about 15% of people will find 2 brand   5 decision based on personal judgment or opinion
40 something unacceptable in any 3 casting     trademark
2
ad, no matter what it shows.
That’s also why advertisers 4 gift   3 the process of choosing people
take casting so seriously. 5 judgment call   1         
Suggested answers: show off; brag      

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 2
Developing Reading Skills
Reading for Gist
The gist of a text is its main idea. When we read for gist, we read a text quickly to identify its
genre (e.g.: a story, an article), understand how it’s organized, and get an idea of the main
message the writer wants to convey. It is a very useful strategy to decide whether a text (or a part
of it) deserves our attention. To do so:

1 Analyze visual elements — the layout of the text and the images that accompany it. Check
also how it is organized — in columns, sections, bullet points, etc. — in order to identify its
genre and topic.
2 Don’t pay much attention to details and structures when actually reading the text. Focus
on words that provide meaning — nouns, main verbs, and adjectives. For example, if you
read only the following words in the sentence below, can you understand what the general
message is?
____ saw ____ interesting documentary ____ advertising ____ ____ filmed ____ Russia.
You probably would get an idea very similar to “I saw an interesting documentary about
So, before I go, I’ll advertising that was filmed in Russia.”
60 tell you a little secret.
Here it comes: in our
highly technological
world, communication
While Reading
65
is personal, and
so is ethics.
3 1-2 Read the Developing Reading Skills box and analyze the layout of the
text in exercise 1. Then read its first sentence and its author’s biodata
Communication is
now about you and again. Now answer the following questions.
me and each and 1 What is the genre of the main text?
every one of us. It is
a A textbook summary. b A lecture transcription. c A user guide.
70 NOT about following
the herd, but about 2 What word in the first sentence helped you figure that out? What other
being your unique aspects helped you?
self and making your The verb “talk” in “Let’s talk about ethics in advertising.” (line 1), the biodata, and the quotation marks at the
own choices. And
75 advertisers need to beginning and in the end of the text indicate it is a transcription.

start communicating
in a more personal 4 2 Read the text for gist and mark the topic that is not mentioned in it.
level too.
Thank you very much.” a the truth in advertising b communication c technology d education
Based on <www.aef.com/
on_campus/classroom/
speaker_pres/data/6000>.
5 2 Having the main idea of the text in mind, which statement would its
Accessed on January 14, 2016. author disagree with? Mark the correct option.
a Ethics is a universal concept.
b Technology discourages advertisers from lying.
Chris Moore is a
marketing consultant c It’s impossible to create ads that everyone can relate to.
and business writer d Advertisers should try to personalize their messages.
in Greenwich,
Connecticut. Prior to
starting Brains For 6 To answer the question “Does that mean advertisers should have an
Rent, he spent 16 ethical responsibility to the general public?” (lines 28-30), the speaker
years as Senior Partner,
a says “Somewhat, they should,” because some ads do not attract the general audience,
Group Creative Director
but only a few people or the ones that don’t get it.
at Ogilvy & Mather, New
York […]. From 2002 b states that advertisers make judgment calls every time they create a message for an
to 2006, he served as ad, which always causes misunderstanding, so their ethical responsibility doesn’t
Senior Brand Strategist include the general public.
at Ogilvy […]. Chris is a
c claims that most people agree that advertisers have an ethical responsibility when
graduate of Princeton
creating an ad; however, there will always be a certain percentage of people who
University.
objects to the message of any ad.
Available at <http://brainsforrent.
d explains that although advertisers agree on the importance of casting, people are
com/brains/>. Accessed on
September 30, 2015. usually not represented in an ad, which can also be somewhat offensive.

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 LANGUAGE PRACTICE I
Advertising
1 Read the definitions, the comic strip, and statements 1-4. Then mark the option that corresponds
to the correct statements.
accurately: correct in all details disguise: camouflage tell the whole truth: tell only the truth

According to the comic strip, Ernie’s ad

1 describes the house accurately.
2 includes full information about some
problems in the house.
3 uses euphemisms to disguise the
problems in the house.
4 doesn’t lie, but doesn’t tell the whole
truth either.

a 1 and 2. b 2 and 4. c 1, 2, and 3. d 3 and 4. e All of them.

2 Complete the sentences below with the words and expressions from the box. Use a dictionary
if necessary.

billboard   branding   copywriter   jingle   market research DEVELOPING ACCURACY

selling point    slogan    spot ad    target audience

1 The new product is elegant and innovative, but its best selling point

is definitely the price — it’s the cheapest on the market!

2 My brother is a copywriter
for a famous ad agency. He writes the
advertisements and the art director creates their overall design.
3 Recent market research shows that demand for bigger smartphones
will continue to grow.
4 The successful branding of the new clothing collection has Remember: This is a billboard, not an outdoor!
already increased profits.
5 That ad has a very catchy jingle  . I can’t stop singing it in my head!
6 We need a new slogan for this product. I don’t think the one we have now is sufficiently memorable or impacting.
7 A product’s target audience must be defined before outlining the marketing strategies to promote it.
8 The billboard will be placed downtown.
9 Our new spot ad will be broadcast during prime time next week.

DEVELOPING VOCABULARY
PHRASES COMMONLY USED IN SPOKEN LANGUAGE
3 Read the following extracts from the text on pages 26-27. Analyze the highlighted phrases and
answer the questions.
“That’s because people respond to ads when ‘they get it’.” (lines 31-33)
“Studies show that about 15% of people will find something unacceptable in any ad, no matter what it shows.” (lines 38-41)
“Let’s say you are the owner of a technology company and you want to sell more products in Asia.” (lines 44-46)
“Here it comes: in our highly technological world, communication is personal, and so is ethics.” (lines 61-65)
Which phrase
1 could be replaced by “whatever”? “no matter what”
2 introduces a speculation or hypothetical situation? “Let’s say”

3 indicates that the speaker is about to say something? “Here it comes”

4 is an informal way to say “people understand it”? “they get it”

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 2
ADVERBS OF MANNER
Adverbs are words used to modify verbs, adjectives, or But there are some exceptions:
other adverbs, which are categorized according to what they fast > fast; good > well; hard > hard
express as adverbs of manner, of time, of frequency, etc. Adverbs of manner are usually placed after the main verb:
Adverbs of manner describe how something happens: They tried hard to write a good ad.
“That’s also why advertisers take casting so seriously.” However, if the verb has an object, the adverb of manner is usually
They are usually formed by adding -ly to an adjective: placed after the object:
careful > carefully; quiet > quietly; rude > rudely; I listened to the jingle carefully.
sudden > suddenly I listened carefully to the jingle.

REFLEXIVE PRONOUNS
Reflexive pronouns Subject Reflexive Walter sent himself a copy of the market research so he could work from
are words used to Pronouns Pronouns home. (singular subject = Walter)
refer back to the I myself The copywriter and the art director couldn’t deal with the agency’s bills
subject of a sentence. you yourself themselves, so they hired an accountant. (plural subject = the copywriter
They are used when he himself
and the art director)
the subject of the Reflexive pronouns can also be used for emphasis. In this case, they are not
she herself
sentence is also the necessary, but when added, they intensify the role of the subject in an action:
receiver of the action. it itself
I wrote the ad myself!
They end in -self we ourselves
When we use verbs that describe things people usually do for themselves (such as
(singular) or -selves you yourselves dress, shave, and wash), reflexive pronouns are not necessary:
(plural). they themselves Mark had to shave every day when he worked as a model.

4 The text below discusses the concept of “referencing.” Read it and do the activities.

1 Underline the adverbs of manner

We Reference What We Desire you find in the text.
2 Which adverb of manner from
Have you ever noticed that TV shows frequently depict average the text could be replaced by
people living a better lifestyle than they can afford without any a badly? poorly
financial concerns? And then we see advertisements that motivate b intentionally? deliberately
us to have the lifestyle we’ve previously seen in our favorite shows. c progressively? gradually
5 This marketing strategy is called referencing. d cruelly? brutally
We reference (sometimes deliberately, but not always) to lifestyles we
e massively? heavily
feel attracted to. We idealize a certain lifestyle and behave accordingly,
f correspondingly? accordingly
so as to realize this ideal. The problem is that this idealized lifestyle
is usually far from what most people can afford. As a consequence, 3 Find one example of a reflexive
10 in order to realize our aspirations, we end up borrowing heavily and pronoun in the text and circle it.
feeling poorly about ourselves, because we may try hard to live up to 4 What subject does the reflexive
the standards of our ideals and do not succeed. Also, we are likely to pronoun you circled refer to?
lose sight of the things in life that bring us the most joy, as we focus It refers to the subject “we” in “[…] we end
on a way of living that gradually and brutally separates us from them.
up borrowing heavily and feeling poorly about

ourselves […]” (lines 10-11).

Based on <http://lifehacker.com/5824328/how-advertising-manipulates-your-choices-and-spending-
habits-and-what-to-do-about-it>. Accessed on October 3, 2015.

5 Identify the mistake in these sentences. Then rewrite them correctly.

1 You guys did a great job! You should be proud of yourself.

You guys did a great job! You should be proud of yourselves.

2 She should dress herself more carefully. She dresses too casually for a marketing director.

She should dress more carefully. She dresses too casually for a marketing director.

3 The designers taught theirselves to use the new software.

The designers taught themselves to use the new software.

4 I can play the piano very good. I want to be a professional musician one day.

I can play the piano very well. I want to be a professional musician one day.

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 LANGUAGE PRACTICE II
Modal Verbs
A modal verb is a type of auxiliary verb that gives extra
information about the main verb. It can express different
meanings, such as:
Advice: should (not); ought (not) to
You should/ought to be on the lookout for manipulative ads.
She shouldn’t/ought not to believe in everything she
sees in advertising.
Should I go to that marketing conference?
Strong advice: had better (not)
You had better stop lying when creating ads.
You had better not lie when creating ads.
Ought to and had better are rarely used in the interrogative form.
Obligation: must; have to
We must talk to our kids about manipulative advertising.
Do I have to buy the whole package to get a discount?
Must refers to an obligation that one can impose on oneself or on other
people; have to expresses external obligations, as rules that don’t come
from the speaker.
Lack of obligation: don’t/doesn’t have to
We don’t have to create a jingle for the new campaign.
She doesn’t have to buy the whole package to get a discount.
Prohibition: mustn’t (must not); can’t
You mustn’t hand in your marketing plan after the deadline.
You can’t forget to send the brief of the new campaign to the art director.

1 Analyze the following ad. According to it,

1 you must buy one pizza in order to get another one for free.
2 you don’t have to order two pizzas on Wednesdays.
3 to use the discount, you don’t have to collect the pizzas you buy.
Buy one pizza 4 to use the discount, you must order pizzas on the weekend.
and get
Mark the option which contains the correct statements.
a 1 and 2. d 1, 2, and 3.
Every Wednesday b 3 and 4. e All of them.
Takeout or delivery
c 2, 3, and 4.

2 Underline the correct option to complete the sentences. Then match each sentence to what
it expresses.
1 Believe me, if you’re claiming something in your ad, you had better / don’t have
to have some research data to back it up.
2 I hate the fact that some advertisements try to persuade teenagers to do
things they ought to / mustn’t do, like drink or drive. advice: 6
3 At this point, our product needs a temporary name. It should / doesn’t have to
be perfect, because we can change it later. strong advice: 1, 7

4 Ads for medical drugs can’t / ought not to be misleading in any way. obligation: 5

5 The law stipulates that all price claims made in an ad had better / have to lack of obligation: 3
correspond to the final price customers pay at the store.
prohibition: 2, 4
6 A good slogan should recall the trademark name, which preferably
doesn’t have to / ought to be included in it.
7 New products should / had better not be expensive to avoid getting stuck
on store shelves.

3 Identify the mistakes in these sentences. Then rewrite them

correctly. DEVELOPING ACCURACY
As a rule, modal verbs are always
1 There’s too much advertising around us, so you should to ignore ads followed by the base form of the main
that are not targeted at you. verb. Since the particle “to” in ought to is
There’s
too much advertising around us, so you should ignore ads that are not targeted at you. not an indication of the infinitive form of
the main verb, it should be maintained.
2 There are some rules that we mustn’t to break when preparing an
advertising campaign.

There are some rules that we mustn’t break when preparing an advertising campaign.

3 Don’t get discouraged. You ought not focus on the negative side of things.

Don’t get discouraged. You ought not to focus on the negative side of things.

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 2
4 Mark the correct modal verbs to complete the text about the influence of advertising on people’s
spending habits. In some cases, there might be more than one possible answer.

(and
(and What
What to
to
How Manipulative Advertising Works Do
Do About
About It)
It)
Advertising aims at telling you about a product. It can be as simple as “Brand X laundry detergent cleans your clothes” or
“Supermarket Y sells food.” In a competitive market, the ads we see (1) be more detailed so that they can differentiate
their products from others. For instance, a restaurant may serve a good-tasting, unhealthy burger in less than a minute, but
why (2) you choose theirs amongst all the others? Because they told you to.
5 If you’re not ready to think — which is often the case when you’re watching TV or reading a magazine —, you’ll probably
accept any suggestion they are offering you. You may not even realize it’s happening because you’re being too passive.
What (3) you do? Use your brain. When you used to hear from your parents “because I said so,” you were not likely
to accept that answer. You (4) do it subconsciously when watching an ad either; instead, you (5) think
about what the ad is saying and consider the unfavorable aspects of the products that aren’t being shown to you. It
10 doesn’t take that long to realize that the chalupa being advertised may or may not contain real meat. You (6) use
your brain when you’re watching or looking at ads!

Adapted from <http://lifehacker.com/5824328/how-advertising-manipulates-your-choices-and-spending-habits-and-what-to-do-about-it>.

Accessed on October 3, 2015.

1 a must b mustn’t c ought to

2 a should b shouldn’t c had better
3 a should b shouldn’t c must
4 a must b shouldn’t c ought to
5 a ought to b ought not to c mustn’t
6 a had better not b had better c ought not to

5 According to the cartoon, the supermarket
wants customers to believe that they
a shouldn’t buy more than five items.
b ought not to buy bananas if they like carrots
and bread.
c mustn’t buy other fruits in case they are
buying bananas.
d should buy other products in case they are
buying bananas.
e must buy other products if they are buying
bananas.
6 Read the following statements and mark
the most logical reply.
1 “This yogurt I bought tastes pretty sour and
smells funny.”
a “You mustn’t eat yogurt.”
b “You should take it back to the store for
a refund.”
c “You don’t have to eat yogurt.”
2 “The supermarket down the street is having
a special offer: if you buy one bottle of hot
sauce, you’ll get another for free! I don’t like
hot sauce that much, but I can’t miss that
opportunity!”
a “You mustn’t consume hot sauce.”
b “You’d better buy two bottles of hot
sauce then.”
c “You shouldn’t buy things if you don’t
need them.”
3 “Do I have to buy all these products to close my
pores after I shave?”
a “You mustn’t buy aftershave products at all.”
b “You must buy products to smell nice too.”
c “You don’t have to use products to close your
pores. Cold water will do the same thing.”

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 LISTENING AND SPEAKING
Before Listening
1 Do an online search about influencers and
share what role they play in advertising.
Would you follow an influencer and buy a
product just because he/she promotes it?
Open answers.
2 You will listen to a radio interview of an
athlete and influencer. Do you think he
uses the products he promotes? Is this
important? Listen to the audio and
confirm your answers. Open answers.
Developing Listening Skills
Analyzing Key Information in Advertising
1 Listen for information about the kind of product that
is being offered, the name, the price, and where you
can buy it. Think also about the target audience of the
product and the ad. If it is an offer, listen closely to the
terms and conditions.
2 Analyze the product that is being offered. Is it too
good to be true? An ad will always mention the
benefits of a product; therefore, it is up to you to
research more about it. You must ask yourself whether
all the benefits are real, what disadvantages it may
have, and if you, as a customer, really need it.
While Listening
3 1 Read the Developing Listening Skills box
and listen to the audio again. Complete the
following chart with the information about
the training shoes. Copy the chart in your
notebook and fill it in for the gym’s ad.
Product name Veston
Place to buy it brand website
Target audience runners
Offer 30% discount
4 2 Listen to the audio once more and write
the advantages of the training shoes in
your notebook. Talk to a partner and
answer: Who should buy them? Would
you buy them? Why? Open answers.
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5 Read the following statements and circle
the ones mentioned in the audio.
1 Jamie is going to run the Chicago Marathon.
2 He eats five meals a day.
3 He has to run at least 50 miles per week.
4 The training shoes cost 150 dollars.
5 He recommends products he has used himself.
Speaking
Developing Speaking Skills
Talking About Logos and Slogans
A logo is the characteristic image of a brand, and the slogan is
the catchy phrase that goes with it. Keep in mind that logos
and slogans grab the consumer’s attention and generate interest
for the brands, so they have to be very appealing to their target
audience. To talk about them:
1 Analyze the colors and shapes used. Some colors
are related to specific industries, for example, the farming
industry is usually represented by the color green. Research
the emotions evoked by colors. Shapes also convey a
message, for instance, squares refer to an idea of order.
2 Think about font choices. The most important issue
with fonts is their readability, but you should also keep in
mind what they represent, e.g., elegance or creativity.
6 1-2 Look at the slogan and logo proposals for
Veston and Gymnio. After reading the
Developing Speaking Skills box, choose the
best slogan and logo for each brand. Explain
your answers in your notebook. Open answers.
1 Veston
a b
2 Gymnio
a b
RISE TO THE CHALLENGE
7 Discuss with a partner the chosen slogans.
Say what you would change, how, and why.
Talk about the ideal logo and slogan for the
brands. Use adverbs of manner, reflexive
pronouns, and modal verbs. Open answers.
The color of the other Maybe yellow conveys
logo should change. more energy.
 WRITING
1 Read the following ads and match them to their briefs. Then complete the briefs that are missing.
Explain your answers. Suggested answers.
1 2
4
Bored at home? We gotcha!

*Valid thru May and June.

*Valid throughout the summer. Bring your ID.

Tuesday afternoons are

family time. Buy 1 ticket and get
1 for free!*

Watch the best movies of the season! Buy Online

Celebrate your

*Discount ONLY for one pair

of jeans. Valid thru September.
bday with Blitzsalads! 3
2 Target: Couples.
Forget about cookin’! Objective: Promote all-day inclusive *Discount doesn’t cover plane tickets.

Bring three friends along on your birthday, vacation plans. Weekday-plans only.

and we’ll give YOU a salad for free! Medium: Bus stop ad.

Have lotta jeans you don’t use anymore?

1 Target: Families. 3 Target: Eco-conscious people. 4 Target: Young people .
Bring ‘em and get a 40% discount on
Objective: Get people to go to the Objective: Get people to donate your next pair of jeans with TreJean!* Objective: Sell more salads
movies on Tuesdays. jeans . .
We reward your kindness! We’ll fix those jeans
Medium: Internet banner. Medium: Flyer. and give them to someone in need.
Medium: Magazine ad.

2 Find short forms 1-3 in the ads. Write the 4 1-2 Read this guest review of a hotel. The
complete phrases in the blanks. manager wants to post it as an ad. Underline
the phrases or sentences that you would
1 lotta a lot of
delete to make it simpler.
2 wanna want to

3 gotcha got you

@SpringNuts

Developing Writing Skills I think Kally’s Hotel is a beautiful five-star resort. It has a lot of
pools all over the place! There are more than five restaurants as
Using Short and Simple Sentences well, or maybe less? Oh, and it has a private beach, but we only
went once. People say you always want to come back.
Short sentences create emphasis and save space in texts like ads.

1 Think about what you want to say. Make sure

that every word in a short sentence clearly expresses the 5 A company wants to promote a music
message. You can use questions to convey meaning too. festival in Brazil. In pairs, read the following
You don’t have to think about it anymore! You should brief and create two ethical ads for
sign up today in our gym, which is the best. (long) different mediums. Use short and simple
Stop thinking about it! Come and sign up today in the sentences, and add appealing pictures.
best gym. (short) Open answers.

2 Divide long sentences into short ones. In a long PINK

sentence, replace conjunctions or commas with periods.
Our products are the best, and you can buy them online
if you want! (long)
Our products are the best. Buy them online! (short)
3 1-2
Read the following sentences and rewrite
them to make them short and simple.
Suggested answers.
1 Let me tell you that many people say that our
sofas and chairs have the best quality, so you
must call us and purchase them today!
You want quality furniture? Call us and buy it today!
2 You can donate anything you want online, and
the organization will give food and clothes to
many people that need them.
Donate online! We give food and clothes to people in need.
3 We require some volunteers to work at our
school in the summertime. They ought to be
young and approachable people.
Are you young and approachable? Volunteers needed for summer.
Creative Brief
Company Background: Pink is a company that specializes in the
music festival business worldwide.
Objective: Invite people with different tastes in music to a
festival in Rio de Janeiro. Let the audience know that they can
buy food and drinks at the location and enjoy overnight camping.
You can say that the food is organic to attract a health-conscious
audience, although junk food will be offered too. Also, it is
important to tell them there is the chance to attend Q&A sessions
($200 per person). The event will be on the 1st, 2nd, and 3rd of
December. We want the ad to say that this is the best festival in
the world at the biggest concert venue in the country, although,
it has a capacity of only 20,000 people.
Target: Young men and women, 15 to 35 years old, very
passionate about music, carefree people.
Medium: Internet banners, bus stop ads, flyers, magazine
and TV ads.
Advertising Tone: Modern, innovative, colorful.

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33
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 STUDY SKILLS

V i d eo Ta l ks
using
TO improve
YOUR english
talk is a speech given to an audience for an established period of time. If you search online, you will find all kinds of

a  video talks: inspiring, informative, educational, and even some jaw-dropping ones, which might forever change the
way you think about a certain topic.
If you intend to improve your English, there are thousands of online videos to choose from, so start by selecting a talk with
a topic of your interest, or a talk by a person you know and admire. Once you’ve chosen it, you should also determine which
skills you want to practice: listening, writing, speaking, vocabulary, or grammar. Here are a few ideas on how to use the talks
to practice these skills:

LISTENING
There’s a difference between “listening to a talk” and
“listening actively to a talk.” To listen actively, start by
predicting what you’re going to hear by analyzing the title
of the talk. Take notes of some arguments you think the
speaker will use during his/her talk. While you’re listening,
pause it a couple of times and try to recall what was said
by summarizing the content you have just heard. Also, try
to predict what comes next. When the talk is over, try to
retell it in your own words.
VOCABULARY
For this exercise, choose talks that provide a transcript. As
you are listening, take notes of some unfamiliar words you
hear. It’s OK if you don’t know how to spell them at this point.
When the talk is over, go back to the transcript and check the
correct spelling of the words you wrote down. Can you guess
their meaning from the context? If not, look them up in the
dictionary. To help you memorize the words, copy them in
your notebook and create different sentences with them.
GRAMMAR
Use talks for extra practice on the grammar topics you’ve
been studying. For instance, if you’ve been studying “future
with will vs. future with be going to,” look for talks on topics
related to the future. While you’re listening, take notes of
examples that come up during the talk and then analyze how
the speaker uses the structures. Are there other structures
used to express the future that you haven’t studied before?
WRITING OR SPEAKING
Talks can be very thought-provoking and they always
present an opportunity to discuss your views: whether
you agree, disagree, or are uncertain about what the
speaker said. After you listen to a talk, give your own
opinion of the issue, discuss points presented by the
speaker, and name others you think that should have
been presented. Add your voice to the conversation.
You can do this by writing (some talks have a “comment
section”) or by inviting other people to listen to the talk
and then debating with them.

that offer
Here are some suggestions of websites
many talks for you to cho ose from :

s/>
Think About It   Open answers. þ Talks at Google: <www.google.com/talk
os>
1 With a partner, watch one of the talks on the suggested websites based on þ Big Think: <http://bigthink.com/vide
com /wat ch-talks/>
a subject you like. Make a list of the new words you learned. þ IdeaCity: <www.ideacityonline.
2 Draw a two-column chart in your notebook. In the first column, write the )
(All websites were accessed on March 23, 2016.
main ideas of the video.
3 Find three reliable sources to research the information that you wrote down.
Write your own opinion about the main ideas of the talk in the second
column. Then discuss both points of view with your partner.
Workbook  9-12

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 REVIEW 1
1 Read the title of the blog post below and analyze the image. In your opinion, what does the “quality of
keeping people together” involve? Read the text and find out if any of your ideas were mentioned in it.
Open answers.

Do You Have the “Quality of Keeping People Together”?

Assay: Recently, when I was rereading Gertrude Stein’s The Autobiography of Alice B. Toklas, I was very
struck by this observation about the French poet Guillaume Apollinaire:
“The death of Guillaume Apollinaire at this time made a very serious difference to all his friends apart
from their sorrow at his death. It was the moment just after the war when many things had changed
5 and people naturally fell apart. Guillaume would have been a bond of union, he always had a quality of
keeping people together, and now that he was gone everybody ceased to be friends.”
The “quality of keeping people together” seems an important and rare attribute, and although it doesn’t
come naturally to me, I’m trying to do a better job of it myself, and also to appreciate more the work of
the Apollinaire-ish types whose efforts benefit me.
10 This quality has been on my mind since the sad occasion of a memorial service of a friend. I knew her in a work context, but at
the service, I realized from the tributes of her college friends that, along with many other wonderful traits, she had the “quality of
keeping people together” from that time.
My sister is this way, too, and from watching her in action, I know how much energy and time it takes to act like glue, to
make the efforts that allow people to stay close.
15 Who coaxes people into showing up to the reunion? Who remembers everyone’s birthdays, and insists that everyone get
together to mark the occasion? Who plans the promotion celebration? Who organizes the group wedding gift? Who keeps
track of everyone’s addresses? Who sends out the group emails? It doesn’t sound very hard — until you’re the one doing it.
And although it’s a lot of work, it’s all too easy for people to take these efforts for granted, or not to realize how important
one person is to the strength of a particular web of relationships. In fact, that person might well be teased for these efforts,
20 and instead of people being appreciative and cooperative, they might act jaded and superior to such gung-ho antics.
Ancient philosophers and contemporary scientists agree: one of the keys — perhaps the key — to happiness is strong relationships,
and the often unsung work of such folks to keep up a “bond of union” makes a tremendous difference to everyone in their circles.
How about you? Do you have the “quality of keeping people together”? Do you feel that your efforts are appreciated? If you
don’t naturally play this role, have you found strategies to work at it?
Available at <http://gretchenrubin.com/happiness_project/2012/02/do-you-have-the-quality-of-keeping-people-together/>. Accessed on October 1, 2015.

2 Scan the blog post and answer the questions below.

1 Which book inspired the author of the text to write this post? The
 Autobiography of Alice B. Toklas, by Gertrude Stein.
2 Who does the author mention as examples of people who have the “quality of keeping people together”?
The French poet Guillaume Apollinaire, her sister, and a deceased co-worker.

3 Does this quality come naturally to the author of the text? No,
 it doesn’t; therefore, she’s working on it.

3 According to the text, people who have the “quality of keeping people together”
1 apparently have an important and exceptional virtue.
2 put a lot of energy and time into making people stay close.
3 are frequently expected to make an effort to reunite people without being thanked for doing so.
4 act jaded and superior.
Mark the option that corresponds to the correct statements.
a 1 and 2. b 1, 2, and 3. c 2, 3, and 4. d All of them.

4 In the sentence “It doesn’t sound very hard — until you’re the one doing it.” (line 17), what does “it”
refer to?
a The person who has the “quality of keeping people together.” c Sending out group e-mails.
b Keeping track of people’s addresses and phone numbers. d Acting like glue.

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 REVIEW 1
1 Can you infer the genre and theme of the following text, considering its layout and image?
Open answers.

2 Read the text for gist and complete: In the camp, the girls learn about the of advertising.
a positive aspects b negative aspects c positive and negative aspects

Camp Teaches Girls the Ropes on Manipulative Advertising

June 19 | Heidi Stevens
A very cool thing is happening this week at a summer camp in Charlotte, N.C., where 5th
and 6th grade girls gather to learn “social leadership” skills.
“We talk about how to be a leader in your social space,” says educator and author Michelle
Icard, who founded Athena’s Path camp a decade ago. “Since middle school throws so
5 many curveballs at kids, we identify leadership moments and how to handle them.”
Icard kicked off camp Monday by tackling advertising: a two-headed beast that tries to
strip girls of their confidence and then lunges for their cash.
It’s tough to be a leader when you’re broke and panicked about your thighs.
“We talk about the fact that ads cost a ton of money to make, and if you’re only going
10 to look at one for three seconds, advertisers need to have some tricks up their sleeve,”
Icard told me. “Then I pull out my stack of ads.”
Print ads, mostly, which Icard has collected from various magazines and the Gender Ads
Project, a website that collects and dissects the messages behind advertising images.
“We discuss normalization, when an advertiser tells a girl something is not normal about
15 her — bad skin, fat thighs —, but suggests their product will fix it,” Icard says. “We talk
about how advertisers target the fear that your body isn’t normal, especially girls their
age because their bodies are changing so rapidly.”
She reminds the girls that advertisers want their time and attention because they’ve got
baby-sitting money, birthday money, allowance, and other income that’s not earmarked for
20 grown-up stuff like mortgages and groceries and utility bills.
She sends them on a scavenger hunt of sorts, tasking them with finding examples of
girls and women being portrayed as objects or made to appear weak and imperiled.
“Each of the tricks is really supporting the main message advertisers send to girls, which is
that being helpless is attractive,” she says. “We talk through fairy tales, and how girls are
25 raised to believe that helpless girls are attractive to boys. We talk about how in middle school girls start acting dumb to get boys’ attention.
Then we look at ads and ask for each one: Does she look happy? Does she look healthy? Does she look like she’s in a position of power?”
I’ve got to believe this lesson changes the way the girls approach not just ads, but relationships as well — with siblings, with friends, with boys.
“What I want them to do is [to] think critically about what they’re being told,” Icard says. “And to know that they’ve got the power and now
they’ve got the knowledge. And they can use both of those things when they’re making decisions.”
30 And becoming leaders.
Available at <http://articles.chicagotribune.com/2014-06-19/features/ct-girls-advertising-balancing-20140619_1_middle-school-girls-advertisers-summer-camp>.
Accessed on October 3, 2015.

3 According to the text, Icard defines “advertising” as

a something you only need three seconds to look at, which means that advertisers need to have some tricks up their sleeve.
b a monster that intends to destroy girls’ self-confidence and make them spend money.
c obstacles that are posed to middle school kids.
d a topic that 5th and 6th grade girls should learn about, just like “social leadership” skills.
e something that makes girls waste money and look better.

4 In the sentence “We talk about the fact that ads cost a ton of money to make, and if you’re only going
to look at one for three seconds, advertisers need to have some tricks up their sleeve” (lines 9-10), what
“tricks” is Icard referring to?
1 Convincing girls that something about them isn’t normal just to sell a product that will solve their problem.
2 Using fairy tales to convince girls that boys find them more attractive as princesses.
3 Targeting girls, who don’t usually use their money to pay expensive bills.
4 Making girls appear fragile and at risk.
Mark the option that corresponds to the correct statements.
a 1 and 2. b 2, 3, and 4. c 1 and 3. d 1, 3, and 4. e All of them.

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 Unit 2 
Your Ad Here
Theme Advertising and its manipulative power.
Reading Reading Section: Ethics in Advertising (a lecture transcription by marketing consultant Chris Moore about the
implications of ethics in advertising).
Review: Camp Teaches Girls the Ropes on Manipulative Advertising (online article about a summer camp that intends
to teach girls how to recognize manipulative techniques in advertising, as well as how to be leaders in their social
space).
Workbook: Content Marketing Is All About Manipulation (opinion article about how content marketing uses
manipulation to be persuasive). pages 9-12
CEFR B1 Can make basic inferences or predictions about text content from headings, titles, or headlines.
CEFR B1 Can extrapolate the meaning of a section of a text by taking into account the text as a whole.
Language Advertising; adverbs of manner; reflexive pronouns.
Practice I CEFR B1 Can extrapolate the meaning of occasional unknown words from the context and deduce sentence meaning
provided the topic discussed is familiar.
CEFR B1 Shows good control of elementary vocabulary but major errors still occur when expressing more complex
thoughts or handling unfamiliar topics and situations.
Language Modal verbs (expressing advice, strong advice, obligation, lack of obligation, and prohibition).
Practice II CEFR B1 Can offer advice on simple matters within his/her field of experience.
CEFR B1 Has a good range of vocabulary related to familiar topics and everyday situations.
Listening/ Radio interview of an athlete and influencer and a radio ad.
Speaking CEFR B1 Can understand the information content of the majority of recorded or broadcast audio material on topics
of personal interest delivered in clear standard speech.
CEFR B1 Can give straightforward descriptions on a variety of familiar subjects within his field of interest.
CEFR B1 Can give simple reasons to justify a viewpoint on a familiar topic.
Writing Advertisements.
CEFR B1 Can understand the important information in simple, clearly drafted adverts in newspapers or magazines,
provided that there are not too many abbreviations.
CEFR B1 Can write a text on a topical subject of personal interest, using simple language to list advantages and
disadvantages, give and justify his/her opinion.
Skills Reading Skills: reading for gist. Listening Skills: analyzing key information in advertising. Speaking Skills: talking
about logos and slogans. Writing Skills: using short and simple sentences. Study Skills: using video talks to improve
your English.

Introduction  Notes 
This unit focuses on discussing ethics in advertising, and how
advertising can manipulate people and shape their consumption Opening  page 25

patterns. It also invite students to analyze different elements from Quote

advertising: logos, slogans, traditional ads vs. influencers.
Reading
Hidden Persuasion: 33 Psychological Influence Techniques in
Advertising, by Marc Andrews, Matthijs van Leeuwen, and Rick
van Baaren. BIS Publishers, 2014.
My First Time, by Phil Growick. MX Publishing, 2012.
Suggested Viewing
Crazy People (1990) – The Joneses (2009) – The Greatest
Movie Ever Sold (2011)
“Many a small thing has been made large by the right kind
of advertising.”
Mark Twain (1835-1910), American writer.
(From the novel A Connecticut Yankee in King Arthur’s Court, 1889.)
• Ask students to paraphrase the quote and say whether they
agree with it. Ask them how this take on advertising applies
to our society.
• Check with students background information on Mark Twain,
whose real name was Samuel L. Clemens.
Engaging
• Ask students to name other places where they might see the
title of the unit. (“Your Ad Here” is the message usually written
on public locations that are available for billboards, posters, or
other kinds of advertising.)

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• Then ask them to analyze the image and mention if they have
ever seen ads like that and what they were advertising.
• Once students have answered the questions, ask them to name
a memorable ad and explain what has made it remarkable for
them. Next, discuss whether a memorable ad is always persuasive
or manipulative and whether all persuasive advertising is
necessarily unethical as well.
Reading
Before Reading  page 26
Exercise 1
• As you correct the exercise, ask students to justify their answers.
Take this opportunity to talk to them about ethics, making sure
they can define it using their own words. Guide the discussion
so that they can give their opinion on how ethics is present in
their lives (in a broader sense) and how it might be important
when it comes to advertising.
Developing Reading Skills  page 27
• To illustrate the first step, show students a recipe written in a
language they are unlikely to know. Choose a recipe that has a
typical layout: title, ingredient list, preparation instructions, and
a picture of the dish. Ask them to look at the image and the
layout and then name the text genre. Draw their attention to
the fact that, although they cannot understand what is written,
they can easily recognize its genre just by looking at its layout.
While Reading
Exercise 3
• Clarify what a biodata is. (A biodata is a short text with
information about a person’s education and work history. It is
common to see biodatas printed in conference catalogues, lecture
presentations, and job selection material. The potential readers
of a biodata are those trying to decide, based on the person’s
biography, whether to read what he/she wrote or listen to what
he/she has to say.)
Exercise 4
• Evidence of the correct answer can be found in the following
excerpts: (a) the entire text discusses truth in advertising,
but the first mention to it can be found in lines 4-11: “Take
the difference between the pure truth and the useful truth,
for instance. Have you noticed how some airlines boast about
being number one in on-time performance? And have you
ever realized that their schedules show longer flight times?
They lie about the time you are in the air, but they inform you
exactly how long it will take you to land at your destination.”;
(b) “How ads communicate a message is also a very tricky
ethical aspect of advertising.” (lines 27-28); (c) “With the
overwhelming power of the Internet, people research their
counterparts’ opinions before buying products, so advertisers try
not to lie.” (lines 22-24).
Exercise 5
• Make sure students realize the lecturer is saying that ads
will never be considered ethical by 100% of their audience,
considering a variety of factors (culture included) influence
the way they relate to ads; so, he could not agree that ethics
is a universal concept.
Exercise 6
(c) Evidence of the correct answer can be found in lines 30-41: writer is to “play with words” and you don’t understand the
“‘Somewhat, they should,’ most people would say. […]
Studies show that about 15% of people will find something
unacceptable in any ad, no matter what it shows.”
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EXTRA EXERCISE
After Reading
• This activity can be done after students finish the Reading
section. You may write it on the board and ask them to copy
it if they want.
–– From the sentence “It is NOT about following the herd,
but about being your unique self and making your own
choices.” (lines 69-74), we can infer that “following the
herd” is a metaphor for
a making choices.
b doing what most people do, without reflecting
about what you are doing.
c identifying the interactions companies make with
consumers.
d going against what most people do or like.
e being the “different one,” the one that is not part
of the “group.”
• Discuss the answer with the students and ask if they agree
with the author’s view. Encourage them to talk about the
importance of staying true to their own convictions.
FURTHER PRACTICE
Workbook 9-10
Language Practice I
Advertising   page 28
Exercise 1
BACKGROUND INFORMATION
Euphemism is a figure of speech characterized by the use of a
neutral (or positive) word or expression in place of another that
might be found offensive or unpleasant. The origin of the word
reveals its functionality: from the Greek eu, meaning “pleasant,”
“good,” and pheme, meaning “word,” “speech.”
Based on <www.etymonline.com/index.php?term=euphemism
&allowed_in_frame=0>. Accessed on October 4, 2015.
• Before starting exercise 1, it might be useful to remind students
what a euphemism is. It is also important to draw their attention
to the fact that a word can have many different meanings,
which might cause misunderstandings when communicating.
• Elicit some words in the students’ own language that have more
than one meaning and ask them to give examples of situations
when not knowing a meaning could cause a misunderstanding.
• Display the following box to the students and tell them to copy
it if they wish.
DEVELOPING VOCABULARY SKILLS
Words with Multiple Meanings
Many English words have multiple meanings. Frequently, we
are able to avoid confusion simply by analyzing the context.
For instance: there’s no confusion between the meanings of
the word “book” in “I want to book a room in this hotel” and
“Harry Potter is a great book,” because there’s a clear context.
What if the context is not clear? What if the intention of the
joke? There’s one solution: look up the word in a dictionary.
• Check with students background information on the American
cartoonist and the creator of the Frank & Ernest comic strip
Bob Thaves.
T19
 EXTRA EXERCISE
• Practice the recognition of the euphemisms in exercise 1 with
the activity that follows.
–– Match the euphemisms in the comic strip in exercise 1
with their true meanings. Use a dictionary to clarify the
multiple meanings of the words you don’t know.
a full bath bar downstairs sprinkler system wings
a beam: bar
b clogged tub drain: a full bath
c basement: downstairs
d leaky roof: sprinkler system
e bird nest: wings
• Also, after students do exercise 1, take the opportunity to
discuss with them how the concepts of ethics and truth relate.
Ask them to give real-life examples of each concept.
BACKGROUND INFORMATION
Ethics versus Truth
Ethics is a field of philosophy that studies morality and defines
how people should behave — what is right and what is wrong.
Although it can be confused with the law and some laws are
based on ethical principles, ethics is not a set of rules. It is similar
to a code, a series of guidelines for people to live in society.
• One definition of truth is everything that is sincere or true,
the absence of lies. The truth may also indicate what is
correct in a certain situation. It is relative because some facts
might have been true in the past, but are not anymore. Also,
what is true to some people might not be true to everyone.
Based on <www.iep.utm.edu/ethics/>; <www.iep.utm.edu/truth/>.
Accessed on October 4, 2015.
CURIOSITY
The term ad, the shortened form of “advertisement,” started
being used in 1841. However, it was avoided by people in the
trade for a long time as it was considered “beneath the dignity
of men of the advertising profession,” since it was commonly
used by modest people of lower classes.
Based on <www.etymonline.com/index.php?term=ad&allowed_in_
frame=0>. Accessed on October 4, 2015.
Adverbs of Manner and Reflexive Pronouns  page 29
Exercise 4
• Some words of the text ending in -ly might confuse students:
frequently, previously, usually, and likely. Ask them to analyze
the grammatical context of these words in the text and figure
out whether they are adverbs or adjectives. (Frequently,
previously, and usually are adverbs; likely is an adjective.)
• Display the following box to the students and tell them to copy
it if they wish.
DEVELOPING VOCABULARY SKILLS
• Not all words that end in -ly are adverbs and not all adverbs
that end in -ly are adverbs of manner. Some words ending
in -ly can be adjectives (e.g., friendly) and some adverbs of
frequency (e.g., regularly), time (e.g., formerly), or degree
(e.g., entirely) can easily be confused with adverbs of
manner.
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• To find out if an adverb is an adverb of manner, analyze the
verb of the sentence and ask yourself the question “In what
way is the action done?” If the answer is the adverb in the
sentence, that’s an adverb of manner.
EXTRA EXERCISE
• Have students do the activity below for further practice
on adverbs.
–– Transform the adjectives from the box into adverbs of
manner and use them to complete the sentences that follow.
easy fast fluent good hard late
1 I bought a new car and it is very fast.
2 He’s a master chess player; he could easily beat me.
3 They speak Japanese fluently because their parents
taught them.
4 I think I’m a good singer. I sing quite well.
5 He is always late for our appointments.
6 You have to work hard to pass that exam. There’s
intense competition!
FURTHER PRACTICE
Workbook 11-12
Language Practice II
Modal Verbs  page 30
Exercise 2
• Before starting exercise 2, tell students that the use of modal verbs
is directly linked to the speaker’s/writer’s intention, rather than to
a precise description of the situation that is being expressed. Thus,
the difference between advice and obligation or prohibition, for
instance, might not always be as clear as one would expect. This
means that, when you are asked to complete a sentence with a
modal verb, you will frequently notice that there will be more than
one possibility. This does not mean, however, that all modal verbs
can fit in a certain situation. Analyzing the text for clues of the
writer’s intention is always the best strategy.
• Display the following box to the students and tell them to copy
it if they wish.
DEVELOPING GRAMMAR SKILLS
Analyzing the Writer’s Intention
When looking for the best modal verb to complete a sentence,
search for clues that might express the writer’s intention: the
tone of the text, the relationship of those involved in the
actions, formality or informality, context, etc. Clues will help
you figure out the best modal verb to use.
• To practice the skill described in the Developing Grammar Skills
box, ask students to underline the clues in the sentences that
helped them identify the best modal verbs to answer exercise 2.
1 Believe me, if you’re claiming something in your ad, you had
better have some research data to back it up. (“Believe me”
makes it sound like a piece of advice.)
2 I hate the fact that some advertisements try to persuade
teenagers to do things they mustn’t do, like drink or drive. (It’s
clearly a prohibition because teenagers can’t drink nor drive.)
3 At this point, our product needs a temporary name. It
doesn’t have to be perfect, because we can change it later.
(If you can change it later, there’s no obligation.)
 4 Ads for medicinal drugs can’t be misleading in any way. (“In
any way” is very emphatic, so it can’t be a piece of advice.)
5 The law stipulates that all price claims made in an ad have
to correspond to the final price customers pay at the store.
(If it’s the law, it’s an obligation, not a piece of advice.)
6 A good slogan should recall the trademark name, which
preferably ought to be included in it. (“Preferably” means
something is advisable, but it’s not an obligation.)
7 New products had better not be expensive to avoid getting
stuck on store shelves. (“Getting stuck on store shelves” is a
bad consequence that could be avoided if the piece of advice
were accepted.)
Exercise 5  page 31
• Check with students background information on Rina Piccolo,
a Canadian cartoonist.
Exercise 6
EXTRA EXERCISE
• Use the ideas below to review or consolidate the modal
verbs learned.
Suggestion 1
• Assign students the exercise below.
–– Use the phrases from the box to give appropriate advice to
solve the following problems.
eat healthy food   go to bed earlier   organize it
see a doctor   stay in a hostel   is paying them to do it, otherwise they would be like models in
study harder   talk to him about it
1 I’m exhausted.
You should/ought to/had better go to bed earlier.
2 I have to lose some weight.
You should/ought to/had better eat healthy food.
3 I’d love to travel, but I don’t have much money.
You should/ought to stay in a hostel.
4 My room is a mess.
You should/ought to organize it.
5 My school grades are bad this term.
You should/ought to study harder.
6 My brother is always fighting with me.
You should/ought to/had better talk to him about it.
7 I’ve got a terrible cough.
You should/ought to/had better see a doctor.
Suggestion 2
• Select some images of signs (traffic signs, door signs, etc.)
and have students describe the obligations and prohibitions
expressed by them.
Suggestion 3
• Have students make a list of household chores. Then ask
them to write sentences expressing whether each of those
chores is their obligation at home.
• For further explanations and exercises related to the Language
Practice I and Language Practice II lessons, invite students to use
the online resources available on the Greenwich platforms.
FURTHER PRACTICE
Workbook 11-12
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Listening and Speaking
Before Listening  page 32
Exercise 1
• After students finish exercise 1, ask them to think about the
influencers they follow on social media. Ask: “Do you have a
favorite influencer?” “Have you or someone you know bought
something he or she promoted?” “How was the experience?”
If they have Internet access in the classroom, you can even see
some videos of their favorite ones.
BACKGROUND INFORMATION
Influencers
Instagram gave birth to what we nowadays know as influencers,
people who have the power to affect the buying habits of
others through their self-promotion on social media sites. They
speak “directly” to their followers by posting pictures or videos of
themselves using different products and saying how these
are their “favorite” and, therefore, their fans should buy them
too. The difference with traditional advertising is that influencers
make it seem authentic and natural. For more information, visit
<https://www.wired.com/story/what-is-an-influencer>.
Exercise 2
• After listening to students’ answers, tell them that influencers
have to use the products they promote as they ought to make
sure that they are recommending good products to their
followers, not speaking about things just because some brand
a paid ad. Next, play the audio.
TRANSCRIPT
Radio host: Welcome to today’s show. Our guest is Jamie Preston. I’m sure you
know this dedicated runner and athlete with two million followers on Instagram. How
are you, Jamie?
Jamie: Hi, Joanna, thank you for having me.
Radio host: So, I understand you’re getting ready to run the next Chicago Marathon.
How are you preparing for it?
Jamie: Well, it’s been hard. I follow the guidance of a trainer, and I need to consume
approximately 3,000 calories per day to be able to run at least 50 miles per week.
Radio host: Fifty miles? I guess you need to eat a lot!
Jamie: Yes, but it has to be good food. It can’t be all burgers, right? And I also need
to have the proper equipment.
Radio host: Well, you shouldn’t train wearing clothes that are too tight, correct?
Jamie: That’s right. You need to be comfortable. You should never wear brand new
clothes or training shoes for a marathon.
Radio host: And how do you find the right training outfit?
Jamie: Finding the best shoes has always been an issue for me. There are amazing
brands out there offering high-quality training shoes, but I’ve never felt really
comfortable wearing any of them. I used to modify them, but that’s not an issue
anymore with the training shoes I’m wearing.
Radio host: I’ve seen some of your posts about that. Why don’t you tell us more?
Jamie: Well, I teamed up with Wolken, a company that specializes in running
equipment, to create the best running shoes. We worked for over a year to achieve
what I had in mind. They were very patient with me! And I’m thrilled with the result.
Radio host: And how are these shoes different from the ones in the market?
Jamie: To begin with, the training shoes, called Veston, can endure long, arduous
training sessions, and then you can use them to run your marathon just fine. I’ve had
mine for over a year now, and I’ll be using them for the Chicago Marathon. We also
improved the breathability to keep your feet cooler longer by wicking away sweat fast.
We worked to improve other things like stability, weight, and cushioning.
Radio host: It sounds great; some would say incredible even.
Jamie: I know. It may sound unbelievable for some, but I can assure you that my
experience with them has been great.
Radio host: And how can people buy them?
Jamie: Well, if you buy them in advance, you can get a 30% discount using the code
JAMIE30 only at the Wolken website. They come in different colors and sizes, for both
men and women.
Radio host: I’m sure people out there can’t wait to try them! We’re going on a break,
but we’ll be right back.
T21
 Announcer: Here it comes! Gymnio is in town! Our trainers are qualified to help
you reach your fitness goals, and our facilities offer you the best variety of equipment
and classes. What are you waiting for? Bring two friends and get a discount on
your membership. Go to www.gymnio.com or visit our location, and sign up today!
Remember, Gymnio.
Radio host: Thank you for staying with us. Jamie, many people have been asking while
we were on a break, how they can be sure you actually designed these shoes, and that
what you say about their quality is true. People tend to doubt what they hear these
days with so many influencers promoting stuff they, in fact, have never even tried.
Jamie: I get that. I think I’ve fallen for those scams myself. But I assure you I
participated in the design process of these shoes with a team working with me every
step of the way. And as I said, I’ve used them for more than a year now to make sure
they are what I’m offering. You can check my Instagram account, and you will see
pictures of me wearing them that go a long way back. I would never recommend
any product that I don’t use myself; it would be disrespectful. That’s just my personal
ethics when it comes to my followers. But I’m glad to hear people are wondering
about that. That’s something we all must do before buying any product an influencer
promotes. Don’t go and spend money just because someone you follow tells you to.
Radio host: A great piece of advice. In my opinion, it’s crucial to put a stop to
manipulative advertising.
Jamie: I agree. I expect my followers to analyze what I say. I want them to have only
the products that fit their needs, not to buy unnecessary stuff because I say so.
Radio host: Thank you, Jamie, for joining us today. Hopefully, many people will
buy your training shoes. Good luck on the marathon, too.
Jamie: Thank you, everyone. I’m sure you’re going to love Veston shoes as much
as I do.
Radio host: We’ll be right back.
Developing Listening Skills
• Explain to students that ads can be deceiving. Since advertisers
want people to buy their products, their strategy is to make
individuals think they need something that they probably do not
and advertise the products’ advantages, which may not be real.
• Show the class the following ad and analyze its key information
together <https://www.youtube.com/watch?v=kIfKp5EsjT8>.
While Listening like: “Which ad is only valid in summer?” “Do you think people
Exercise 3
• This is the information for the gym’s ad: Product name:
Gymnio; Place to buy it: www.gymnio.com or their location;
Target audience: People who want to get fit and exercise;
Offer: Discount on the membership for bringing two friends.
• Have students explain the differences between the influencer’s
promotion of the training shoes and the traditional radio ad.
Explain that the traditional ad is scripted, impersonal, and with
commonplace statements.
Exercise 4
• Evidence of the advantages is: “[…] the training shoes, called
Veston, can endure long, arduous training sessions, and then
you can use them to run your marathon just fine. […] We also
improved the breathability to keep your feet cooler longer by
wicking away sweat fast. We worked to improve other things
like stability, weight, and cushioning.” “[…] if you buy them
in advance, you can get a 30% discount […]. They come in
different colors and sizes, for both men and women.”
• In pairs, have students determine the possible disadvantages
of buying these shoes.
Exercise 5
• Evidence of the correct answers is: (1) “So, I understand you
are getting ready to run the next Chicago Marathon.” “[…]
I’ll be using them for the Chicago Marathon.” (3) “I follow the
guidance of a trainer, […] to be able to run at least 50 miles
per week.” (5) “I would never recommend any product that I
don’t use myself.”
EXTRA EXERCISE
After Listening
• Say, “After listening to the interview, people doubt that Jamie
has designed or has been using the Veston shoes himself,
T22 Derechos Reservados Educactiva S. A. S.
Prohibida su copia, reproducción y/o distribución.
there is no proof either way. How would you convince these
people that Jamie is telling the truth?” In pairs, have students
write a paragraph explaining their strategy. Tell them to
consider creating a video, a post on social media, etc. Ask
volunteers to present their strategies to the class.
Speaking
Developing Speaking Skills
• Tell students that logos and slogans can drive people to like and
buy a product of a certain brand. If the logo and/or the slogan is
catchy, people might be curious to know what they are selling.
• Show students these quizzes to see if they can guess the correct
brand <https://www.jetpunk.com/tags/logo> and <https://
play.howstuffworks.com/quiz/popular-commercial-slogans-quiz>.
Exercise 7
• Write on the board: color, shape, and font. Invite students to
keep these features in mind when talking about the chosen and
ideal logos and slogans. They can use free online logo makers to
design their own ideal logo, and talk about it.
Writing
Exercise 1  page 33
• Ask students first to read the ads and the briefs, and then to
look at the images. Point out that images can also help them
find the correct answers. Let the class know that, in advertising,
a brief is the piece of information that explains what a brand
wants in an ad.
• Invite students to talk about the fine print. You can ask questions
could expect to get a discount for two new pairs of jeans if they
brought in two?,” etc. Ask: “Do you usually read the fine print in
ads?” “Is this important?” “Why?”
Exercise 2
• Tell the class that short forms are a way to abbreviate two words
or a phrase by omitting letters. After students figure out the
correct answers, ask them if they think that short forms should
be used in all types of texts. (They are used in speech or informal
communications. In ads, they save space and provide a sense of
familiarity with the target audience by using everyday English.)
Developing Writing Skills
• Explain to students that, when creating an ad, the space for
text is usually very small and its message should attract people’s
attention with a short and powerful message. Show students
these ads <https://inspirationfeed.com/creative-advertising>.
Have them analyze if the advertisers convey their messages well.
Exercise 4
• Ask: “Where would you place the ad, and why?” “Would you
include a picture?” “Which one?”
Exercise 5
• Point out that while ads are meant to attract people’s attention
to a product or service, they should be truthful.
Study Skills  page 34
• The following websites also offer access to interesting talks:
–– Video Lectures: <http://videolectures.net/>;
–– TED Talks: <www.ted.com>.
(All websites were accessed on March 23, 2016.)
• You can also choose one talk per week and demonstrate the
proposed strategies to students, so they can get used to actively
listening to talks.
• Draw students’ attention to the Think About It box and ask
them to do the exercises. Monitor and help them if necessary.
 Review 1 
Unit 1  page 35
Exercise 3
(b) Evidence of the correct answer can be found in these excerpts:
(1) “The ‘quality of keeping people together’ seems an
important and rare attribute, […]” (line 7).
(2) “[…] I know how much energy and time it takes to act like
glue, to make the efforts that allow people to stay close.”
(lines 13-14).
(3) “[…] it’s all too easy for people to take these efforts for
granted, or not to realize how important one person is to
the strength of a particular web of relationships. In fact,
that person might well be teased for these efforts, and
instead of people being appreciative and cooperative, they
might act jaded and superior to such gung-ho antics.” (lines
18-20).
Exercise 4
(d) Evidence of the correct answer can be found in the paragraph
right before the one from which the sentence was extracted:
“My sister is this way, too, and from watching her in action,
I know how much energy and time it takes to act like glue,
to make the efforts that allow people to stay close. […] It
doesn’t sound very hard — until you’re the one doing it.”
(lines 13-17).
Derechos Reservados Educactiva S. A. S.
Prohibida su copia, reproducción y/o distribución.
Unit 2  page 36
Exercise 1
• To start, allow students to make guesses about the genre and
theme of the text. After reading it, make sure they identify it
is an online article about a summer camp that intends to teach
girls about manipulative advertising and how to become leaders.
Exercise 3
(b) Evidence of the correct answer can be found in lines 6-7: “Icard
kicked off camp Monday by tackling advertising: a two-headed
beast that tries to strip girls of their confidence and then lunges
for their cash.”
• Draw students’ attention to the fact that the colon is a
punctuation mark which may introduce a definition, as shown
in this excerpt.
• Explain that the other options, in turn, talk about aspects of
adolescence and advertising mentioned in the text, but do not
define “advertising.”
Exercise 4
(d) Evidence of the correct answer can be found in the following
excerpts: “‘We discuss normalization, (1) when an advertiser
tells a girl something is not normal about her — bad skin, fat
thighs —, but suggests their product will fix it’” (lines 14-15);
“She reminds the girls that advertisers want their time and
attention because (3) they’ve got baby-sitting money, birthday
money, allowance and other income that’s not earmarked
for grown-up stuff like mortgages and groceries and utility
bills.” (lines 18-20); “‘Each of the tricks is really supporting the
main message advertisers send to girls, which is that (4) being
helpless is attractive […]’” (lines 23-24).
T23