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Brands

The Brands Game

Choose two letters from the alphabet. Write one letter in each of the boxes below.

You have five minutes to think of as many famous brands beginning with those

letters.

Letter:

Letter:

Brands vocabulary

Sort the cards to match the branding terms with their definitions. Your teacher will

provide the cards.

Brands questions

Choose a brand from the list. Answer the following questions:

What is the brand name?

Is it a power brand?

What do you think is the brand essence?

What is your image of the brand?

Can you describe the brand parity and its positioning?

Can you say how the brand creates and maintains loyalty?

¨ Macmillan Publishers Ltd 2004

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Branding

Branding Vocabulary

brand essence

The most fundamental aspect of a brand.

It is often possible to express this in a

single word or phrase.

brand image

How a brand is perceived in the minds of

customers and what they associate with

it.

brand parity

How a product is similar to that of a

competitor.

brand positioning

How a brand is presented to differentiate

it from a competing brand.

brand equity

The value that a brand name and symbol

adds to a product of service.

brand loyalty

The result of a customerÓs decision to

always buy a particular brand.

brand name

The part of the brand that can be

expressed verbally as words, letters or

numbers.

co-branding

The use of the brand names from two

different companies on the same

product.

trademark

A word, phrase or symbol that represents

a company or identifies a product and is

registered to protect against its use by

another party.

power brand

The marketing strategy in which every

product in a companyÓs range has its

own brand name.

¨ Macmillan Publishers Ltd 2004

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Branding

TeacherÓs notes

Aim:

To present a set of collocations to extend vocabulary used to talk about brands.

Level:

Intermediate to advanced.

Timing:

30 Î 45 minutes depending on the size of the group and how long the pair work lasts.

Procedure:

The Brands game

Agree a definition of brand with the learners.

e.g.

a product or group of products that has its own name and is made by a

particular company.

¨ MED 2002.

Ask two learners to choose a letter each. The learners write these letters in the

boxes on the worksheet. Divide the group into pairs. Explain that they have five

minutes to think of and write down as many brands they can beginning with

those letters.

Once the five minutes are up, write the lists of brands up on the board or a flip-

chart. If any are specific to a particular country ask the learner who suggested

them to explain what type of products or services carry the brand. Allow any

queries about whether the name is the company name or a brand, e.g. Unilever

and Diageo are companies whose brands include Ariel and Guinness.

Brands vocabulary

Distribute the cards, one set per pair. Ask the learners to match the terms to the

definitions.

Compare the answers of each pair. Allow time for any disagreements or offers of

alternatives definitions. Like in many areas of business vocabulary, the same

terms are used slightly differently by different organisations. An opportunity to

discuss this may reveal that the explanations are not very dissimilar.

Brands questions

Ask each pair to choose one brand from the list compiled earlier and to try and

answer the questions on the worksheet. Encourage them to choose brands that

are familiar to everyone in the group. Allow as much time as is necessary to

ensure each question can be answered in full.

Ask each pair to report their answers back to the group. Some of the questions

have factual answers:

What is the brand name?

¨ Macmillan Publishers Ltd 2004

Downloaded from the ESP section in www.onestopenglish.com

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Is it a power brand?

Can you describe the brand parity and its positioning?

While others are more a matter of opinion:

What do you think is the brand essence?

e.g. Volvo = safety, BMW = quality.

What is your image of the brand?

Can you say how the brand creates and maintains loyalty?

Allow discussion on the answers and provide language feedback and correction

as necessary.

Extensions

If there is time remaining or you wish to extend the brands questions stage of the

activity, the following are some extra, supplementary questions you could ask the

learners to consider:

Can you draw the brand logo?

Can you list the colours used?

Can you remember the advertising slogan?

Can you think of any sponsorship deals?

Can you describe any recent advertisements?

Another possible extension beyond a single lesson is to give the learners time to

research the brand they have chosen and prepare a presentation. The research

would be to confirm or correct the answers they gave in the class and to collect

and shape any other information about the brand.

Tips

Prepare several sets of the vocabulary cards. You should have one per pair of

learners.

If there is disagreement about facts which can not be resolved in the classroom

invite the learners involved to research the topic as a homework activity and be

prepared to present their findings at the next lesson. If you do this, do not forget

to include time for this in the plan for that next lesson. Ultimately, however, the

accuracy of the information offered by the learners is not your concern, you are

responsible for helping them with the accuracy of their language.

Keep a tight control on timing in this type of lesson. There are several places in

which discussion can occur and should be encouraged. However, there is also

the potential for disagreement and digression which can throw a lesson plan off

completely. In the early stages of the activity do not be afraid to cut discussion

short and promise to return to the topic if there is time at the end or in a

subsequent lesson.

More exercises and activities about brands and branding can be found in Unit 11

of In company Î Upper Intermediate by Mark Powell (Macmillan, 2004).

¨ Macmillan Publishers Ltd 2004

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