
- •Передмова
- •Marketing Communication
- •1. Read and learn the following words and word combinations:
- •2. Read and translate the text: Marketing Communication
- •3. Answer the following questions:
- •9. Put questions to the words in italics:
- •10. Find words or expressions in the text which mean the following:
- •11. Translate into English:
- •Grammar: Appendix #7
- •Modal verbs (can, must, may, to be, to have)
- •12. Choose the correct variant of the modal verb:
- •13. Put in must or can’t into the following sentences:
- •14. Put the verb in brackets in the proper tense form. Read and translate the following sentences:
- •Promotion
- •Promotion
- •Integrate, margin, sales increases, potential customers, promotional tools, above-the-line promotion, personal selling, brand equity
- •Grammar: Appendix #1
- •Modal verbs (need, should, ought to)
- •12. Insert modal verbs “should”, “ought to”, “need”:
- •13. Make up sentences and translate them:
- •14. Complete the sentences using should or ought to and the correct form of the verbs in the box. Translate sentences into Ukrainian:
- •15. Translate the following sentences into Ukrainian. State in what meaning the modal verbs are used:
- •16. Replace the infinitives in brackets by “should”, “need”, “ought to”, “have to” depending on whether you give an advice, permission not to do smth, criticize a past action:
- •17. Comment on the meaning of modal verbs. Translate into English:
- •18. Translate into English:
- •Module Control 1 Units 1 -2
- •5. Promotion mix
- •6. Marketing intelligence
- •7. Public relations
- •Marketing and Advertising
- •1. Read and learn the following words and word combinations:
- •2. Read and translate the text: Marketing and Advertising
- •3. Answer the following questions:
- •4. Give Ukrainian equivalents of the following:
- •5. Give English equivalents of the following:
- •6. Match and learn the synonyms:
- •7. Match and learn the opposites:
- •8. Complete the sentences using the proper words from the list below:
- •9. Put questions to the words in the italics:
- •10. Find words or expressions in the text which mean the following:
- •11. Translate into English
- •Grammar: Appendix #2
- •Conditional Mood
- •13. Fill in the blanks with if or when:
- •14. Complete the sentences with the Principal Clause:
- •15. Rewrite the following sentences using unless/ except if instead of if … not:
- •16. Put the verbs in brackets into the correct form:
- •17. Answer the following questions:
- •18. Translate into English:
- •Public Relations
- •1. Read and learn the following words and word combinations:
- •2. Read and translate the text: Public Relations
- •3. Answer the following questions:
- •4. Give Ukrainian equivalents of the following:
- •5. Give English equivalents of the following:
- •6. Match and learn the synonyms:
- •7. Match and learn the opposites:
- •8. Complete the sentences using the proper words from the list below:
- •9. Put questions to the words in the italics:
- •10. Match terms with their definitions:
- •11. Translate into English:
- •Grammar: Appendix #3
- •Infinitive Complexes
- •Module Control 2 Units 3 – 4
- •1. Corporate advertising
- •2. Public relations (pr)
- •3. Marketing
- •4. Publicity
- •Consumer Protection
- •2. Read and translate the text: Consumer Protection
- •3. Answer the following questions:
- •4. Give Ukrainian equivalents of the following:
- •5. Give English equivalents of the following:
- •6. Match and learn the synonyms:
- •7. Match and learn the opposites:
- •8. Complete the sentences using the proper words from the list below:
- •9. Put questions to the words in italics:
- •11. Translate into English:
- •Grammar: Appendix #5
- •Participle
- •Market structure and Competition: Market Leaders, Challengers and Followers
- •1. Read and learn the following words and word combinations:
- •2. Read and translate the text: Market Structure and Competition: Market Leaders, Challengers and Followers
- •3. Answer the following questions:
- •9. Put questions to the words in the italics:
- •10. Define the following terms on the basis of the text:
- •11. Translate the following sentences into English:
- •Grammar: Appendix #6
- •Module Control 3 Units 5 – 6
- •Is a poor kind of business”.
- •International Marketing
- •1. Read and learn the following words and word combinations:
- •2. Read and translate the text:
- •International Marketing
- •3. Answer the following questions:
- •9. Complete the sentences with proper words given below:
- •10. Put questions to the words in the italics:
- •11. Translate into English:
- •Grammar: Appendix #7
- •Adverbial Clauses of Time, Place, Manner
- •International Management
- •1. Read and learn the following words and word combinations:
- •2. Read and translate the text:
- •International Management
- •9. Define the following terms from the text:
- •10. Put questions to the words in the italics:
- •11. Translate into English:
- •Grammar: Appendix #7 Adverbial Clauses of Cause, Purpose, Condition
- •Module Control 4 Units 7 – 8
- •Grammar reference
- •Conditional Mood (Умовний спосіб)
- •The Infinitive (Інфінітив)
- •The Infinitive Complexes (Інфінітивні комплекси) The Objective Infinitive Complex (Об’єктний інфінітивний комплекс)
- •The Subjective Infinitive Complex (Суб’єктний інфінітивний комплекс)
- •The Prepositional Infinitive Complex (Прийменниковий інфінітивний комплекс)
- •The Participle (Дієприкметник)
- •Complexes with Participle (Комплекси з дієприкметником) The Objective Participle Complex (Об’єктний дієприкметниковий комплекс)
- •The Subjective Participle Complex (Суб’єктний дієприкметниковий комплекс)
- •The Gerund (Герундій)
- •Adverbial Clauses (Підрядні обставинні речення)
- •Glossary
- •Supplementary reading
- •Corporate Communications
- •Media Strategy
- •The Four Major Promotional Tools
- •Buzz Marketing
- •Advertising and the Marketing Concept
- •How Companies Advertise
- •Advertising on tv and Radio
- •Outdoor Advertising
- •Street Marketing and Sampling
- •Public Relations and Lobbying
- •The Press
- •Customer Need and Behaviour
- •Protectionism and Free Trade
- •International Marketing Strategies
- •The Role of Marketing in the Strategic Planning Process
- •Cross-Cultural Management
- •Logistics Management
Customer Need and Behaviour
Abraham Maslow was a twentieth-century social psychologist. His pyramid of basic needs is one of the most cited models in marketing.
Imagine that Mr. Singh comes to discuss his pension plan. Of course, we talk about his hopes and desires for his retirement. We usually start with how to meet his physiological needs; by this we mean how he will pay for his food and housing – this is a major customer concern. We will also talk about safety needs, how our client will protect himself and his family when he is retired. We think about social needs: will he still be able to afford membership of the golf club? Then there is the Porsche that he drives to the golf club. This is an example of an esteem need – to maintain his lifestyle and social status. We talk a lot about golf in fact! There are also self-fulfillment needs: here we consider all Mr. Singh’s personal projects and dreams. We have to work out how much money he will need to invest today in order, for example, to be able to travel the world when he retires.
Marketers are interested in customer needs as these can explain customer wants or desires for a specific product or service.
Just as products have a life cycle, so do consumers – the Consumer Life Cycle, or CLC.
Purchasing behavior or purchasing patterns refer to what a consumer buys, and when and how they make their final purchasing decision. The first step is usually awareness of the brand. The consumer forms purchase intentions – plans to buy things – which they may or may not act on. Routine purchases of the same products on a repetitive basis (for example, coffee from the coffee machine at the office) have low levels of personal involvement. Major investments (such as buying a car) or impulse purchasing (such as buying some new shoes or a CD on the way home) have higher levels of personal involvement. Some consumers have very high levels of loyalty to a brand or product and they will always buy the same brand.
Comprehension questions:
Who is Abraham Maslow?
What do you know about the pyramid of A. Maslow?
What are marketers interested in?
What are the consumer purchase intentions?
Referring to Unit 6
Protectionism and Free Trade
The majority of economists believe in the comparative cost principle, which proposes that all nations will raise their living standards and real income if they specialize in the production of those goods and services in which they have the highest relative productivity. Nations may have an absolute or a comparative advantage in producing goods and services because of factors of production (notably raw materials), climate, division of labour, economies of scale, and so forth.
This theory explains why there is international trade between North and South. But it does not explain the fact that over 75% of the exports of the advanced industrial countries go to other similar advanced nations, with similar resources, wage rates, and levels of technology, education, and capital.
However, the economists who recommended free trade do not face elections every four or five years. Democratic governments do, which often encourages them to impose tariffs and quotas in order to protect what they see as strategic industries – notably agriculture – without which the country would be in danger if there was a war, as well as other jobs. Abandoning all sectors in which a country does not have a comparative advantage is likely to lead to structural unemployment in the short (and sometimes medium and long) term.
Other reasons for imposing tariffs include the following:
to make imports more expensive than home-produced substitutes, and thereby reduce a balance of payments deficit;
as a protection against dumping (the selling of goods abroad at below cost price in order to destroy or weaken competitors or to earn foreign currency to pay for necessary imports);
to retaliate against restrictions imposed by other countries;
to protect “infant industries” until they are large enough to achieve economies of scale and strong enough to compete internationally.
With tariffs, it is impossible to know the quantity that will be imported, because prices might be elastic. With quotas, governments can set a limit on imports. Yet unlike tariffs, quotas provide no revenue for the government. Other non-tariff barriers that some countries use include so-called safety norms, and the deliberate creation of customs difficulties and delays.
The General Agreement on Tariffs and Trade (GATT), an international organization set up in 1947, had the objectives of encouraging international trade, of making tariffs the only form of protectionism, and of reducing these as much as possible. The most favoured nation clause of the GATT agreement specified that countries could not have favoured trading partners, but had to grant equally favourable conditions to all trading partners. The final GATT agreement – including services, copyright, and investment, as well as trade in goods – was signed in Marrakech in 1994, and the organization was superseded by the World Trade Organization.
It took nearly 50 years to arrive at the final GATT agreement because until the 1980s, most developing countries opposed free trade. They wanted to industrialize in order to counteract what they rightly saw as an inevitable fall in commodity prices. They practiced import substitution (producing and protecting goods that cost more than those made abroad), and imposed high tariff barriers to protect their infant industries.
Nowadays, however, many developing countries have huge debts with Western commercial banks on which they are unable to pay the interest, let alone repay the principal. Thus they need to rollover (or renew) the loans, to reschedule (or postpone) repayments, or to borrow further money from the International Monetary Fund, often just to pay the interest on existing loans. Under these circumstances, the IMF imposes severe conditions, usually including the obligation to export as much as possible.
Quite apart from IMF pressure, Third World governments are aware of the export successes of the East Asian “Tiger” economies (Hong Long, Singapore, South Korea and Taiwan), and of the collapse of the Soviet economic model. They were afraid of being excluded from the world trading system by the development of trading blocks such as the European Union, finalized by the Maastricht Treaty, and the North American Free Trade Agreement (NAFTA), both signed in the early 1990s. So they tended to liberalize their economies, lowering trade barriers and opening up to international trade.
Comprehension questions:
Why do most economists oppose protectionism?
Why do most governments impose tariffs and\or quotas?
Why were many developing countries for a long time opposed to GATT?
Why have many developing countries recently reduced protectionism and increased their international trade?
Referring to Unit 7