1、Unit 5 Inside advertisingPart 2 Teaching Resources第二部分 教学资源 Section 1 Backgrounds for Unit 5 Inside advertising1. Techniques of advertising Repetition: Some advertisers concentrate on making sure their product is widely recognized. To that end, they simply attempt to make the name remembered through
2、 repetition. Bandwagon: By implying that the product is widely used, advertisers hope to convince potential buyers to “get on the bandwagon.“ Testimonials: Advertisers often attempt to promote the superior quality of their product through the testimony of ordinary users, experts, or both. “Three out
3、 of four dentists recommend.“ This approach often involves an appeal to authority. Pressure: By attempting to make people choose quickly and without long consideration, some advertisers hope to make rapid sales: “Buy now, before theyre all gone!“ Appeal to emotion: Various techniques relating to man
4、ipulating emotion are used to get people to buy a product. Association: Advertisers often attempt to associate their product with desirable imagery to make it seem equally desirable. Advertising slogans: These can employ a variety of techniques; even a short phrase can have extremely heavy-handed te
5、chnique. 2Advertising tipsWhen considering your advertising options put yourself in the shoes of your audience. For example if you want to reach the attention of males 18 plus during June you could look at running ads on 5AA during the KG & Cornes segment and further support this by placing ads in t
6、he Sports section of Saturdays Advertiser. Consider your return on investment - to effectively get your advertising message to your audience you may need to place a series of ads across a variety of media. Placing a solitary ad in the newspaper may not elicit a strong response. Keep your message simple and ensure your call to action is clear. What is the most important part youd like your audience to read or hear and how would you like them to respond? This should form the basis of your ad/s in terms of content, look and feel.
