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am
Market research 1

‘If we knew what

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we were doing,
it wouldn’t be
called research.’
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Albert Einstein
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Unit overview
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1.1 Market research methods Video: Types of market research

Vocabulary: Terms in market research
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Lesson outcome: Learners can use a range of vocabulary related to

market research. Project: How market research affects brands
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1.2 Working with a focus group Listening: A focus group about a new app
Lesson outcome: Learners can use a range of question tags to Grammar: Question tags
ask for information, confirm things they think they know, make
Speaking: Catching up with an old friend
requests and express polite commands.
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1.3 Communication skills: Carrying out a needs analysis Video: The needs of a new client
Lesson outcome: Learners are aware of different ways to complete Functional language: Using leading and open questions to effect
a needs analysis and can use a range of question types to do
Task: Agreeing details of a corporate event
this effectively.

1.4 Business skills: Dealing with questions Listening: A presentation with questions and answers
Lesson outcome: Learners can use strategies for responding Functional language: Responding to questions during a presentation
effectively to a range of questions during and after a presentation. Task: Propose a change and respond to questions

1.5 Writing: Reports – Summary findings Model text: Summary findings from a report
Functional language: Summarising findings of a report or survey
Lesson outcome: Learners can summarise the findings of a survey
or focus group as part of a report. Grammar: Reporting verb patterns
Task: Write a summary of survey findings

Business workshop 1: p.88 Review 1: p.104 Pronunciation: 1.2 Intonation in question tags Grammar reference: p.118
1.3 Indian English pronunciation p.114

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 1.1 Market research methods
Lesson outcome Learners can use a range of vocabulary related to market research.

Lead-in 1 Discuss these questions.

1 Why do you think market research is necessary for companies?
2 Have you ever completed a market research survey? If so, what was it about?
3 What kind of information do you think companies try to get about their products
and the people who use them?

VIDEO 2 You are going to watch a video about market research. How many different
ways can you think of for a company to collect information before they launch
a new product?
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3 1.1.1 Watch the video. Were any of your ideas in Exercise 2 mentioned?
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Did you hear about any other ways for companies to collect information?

4 Watch the video again and decide if these sentences are true (T) or false (F).
Correct the incorrect sentences.
1 Companies use market research for both new and existing products and services.
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2 Research is usually done by the company that needs it.

3 Surveys, focus groups and in-depth interviews are used to collect new data from people.
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4 Focus groups are used when companies want to gather information from larger groups
of people than they can reach with a survey.
5 Some small businesses may enlarge a sample size in order to make the research cheaper.
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6 Both primary and secondary research are used to help companies make plans and to
form future business strategies.
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Teacher’s resources:
5 Work in pairs or small groups. Why do you think companies put money into
T extra activities
market research when it is so expensive? What do you think is better: primary
research you design yourself or secondary research that you buy? Why?
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Vocabulary Terms in market research

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6A Complete the sentences with the words in the box to make collocations used
in the video.
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customer desk focus in-depth launch online sample target

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1 Today it is very common to use surveys.

2 Although groups are small, it is possible to use them to predict reactions
from target customers.
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3 Market research can help a company to find out about the level of satisfaction.
4 One method in primary research is to hold interviews with potential customers.
5 Secondary research is also known as research because it makes use of data
that can be found on the internet or in printed form.
6 Finding out what competitors are doing is helpful when a company plans to
a product.
7 The main goal of both primary and secondary research is to determine the
audience and decide how best to communicate with them.
8 If a company needs to find a way to make research more affordable, they can consider
making the size smaller.

B Are the collocations in bold in Exercise 6A adjective + noun, noun + noun or

verb + noun?

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 1.1 Market research methods

7 Match the words and phrases with the definitions.

1 quantitative a measure how people feel about something or the effect that something
2 product tester is likely to have on them
3 impact b used to describe something that is realistic and therefore may succeed
4 respondent c someone who tries out something new to determine how well it performs
5 gauge d a person whose job is to study a particular subject to find out new things
about it
6 researcher
e relating to the quality or standard of something rather than the quantity
7 qualitative
f the effect or influence that an event, situation, etc. has on someone
8 gather
or something
9 viable
g relating to research where the results can be shown in the form
10 data analysis of numbers, percentages, etc.
h someone who answers a set of questions, especially in a survey
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i careful examination of something in order to understand it better

j collect or accumulate over a period of time
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8 Choose the best option to complete the explanations of the underlined words
and phrases.
1 Qualitative research gathers a great deal of information about a product / information
to find out how good a product is.
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2 Primary research consists of new data / data that has been put together already.
3 A company can judge the level of customer satisfaction by using market research tools /
testing the product.
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4 A viable product does not have / has a good chance of selling well.
5 A sample size is the number of questions / people used by researchers to get the
–

information they need.

6 When a company wants to gauge how people may respond to a product, they watch
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their reactions to / ask them if they have bought it.

9 Work in pairs. Do you think it is important to do market research before

Teacher’s resources: launching a new product? What kind of information would a company need to
T extra activities get? Use some of the vocabulary from Exercises 6A and 7.
t
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PROJECT: How market research affects brands

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10A Work in small groups and think of an everyday product that

you use. Choose two different well-known brands for that
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product. Then use these questions to create brand profiles of

each of them.
• How does the brand attract customers? What does it offer them?
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• What does the brand promise to do?

• What makes the brand visible or memorable?
• Who is the ideal customer for the brand?

B Work together to come up with a new product which is related to the original one. Write questions
for a survey to find out what customers feel about it and what they would like.

C Work with another group. Take turns playing the respondents and the researchers. Ask each other
your questions.

D In your original group, use the answers you got to come up with a brand profile for the new product
you have thought about. Present your ideas to the group of respondents you worked with. Get their
feedback on how well you have integrated their wishes, desires, needs, etc. into your presentation.

• How successfully have you achieved the lesson outcome? Give yourself a score
from 0 (I need more practice) to 5 (I know this well).
Self-assessment
• Go to My Self-assessment in MyEnglishLab to reflect on what you have learnt.
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 1.2 Working with a focus group
Learners can use a range of question tags to ask for information, confirm
Lesson outcome things they think they know, make requests and express polite commands.

Lead-in 1 Work in pairs. Read the definition of a focus group. Would you find it interesting
to be in one to discuss a new product? Why / Why not?
focus group: a small diverse
group of participants chosen 2 Look at the definition in Exercise 1 again and find words and phrases which
using criteria to represent match these meanings.
target customers for a new
1 very different from each other
product or service. A company
brings them together with a 2 people who take part in an activity or event
moderator who asks questions 3 standards to judge something
to find out what they think to
gather qualitative data. 4 a specific group which a product or service is aimed at
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5 someone whose job is to control a discussion between people

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Listening 3A Look at the statements. Which do you think are false?

1 Focus groups may be used to gather information before a product is put on the market.
2 The moderator helps to keep the conversation focused.
3 Participants should try to agree with each other.
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4 Participants in focus groups should all be very similar.

5 It can be helpful for the moderator to record focus group discussions.
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B 1.01 Listen to a moderator welcoming participants to a focus group and

check your answers to Exercise 3A.

4
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1.02 Listen to the first part of the focus group discussion and tick the topics
which are mentioned.
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business lunches company canteens convenience

eating healthy food eating lunch at home favourite restaurants
people’s jobs where people work or study
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5 Listen again and answer the questions.

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1 What do the people who were chosen for the focus group have in common?
2 Do all the people go out for lunch every day? If not, what do they eat?
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3 Do they all have the same amount of time for lunch?

4 What do customers see on the app in addition to photos of the meals and the prices?
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5 What are the options for getting lunch once the order is placed?

6 1.03 Listen to the second part of the focus group discussion. What new type
of question does the moderator ask?
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7 Complete the gaps to form typical focus group questions and answers. Then
listen again and check your answers.
1 Now that you’ve had a look … what’s your general i ?
2 I like the way it looks and the idea is very a .
3 What specific f are the most interesting for you?
4 Is there anything about it that doesn’t meet your e ?
5 I’d really need to use it for a while before I can answer that question h .
6 I’m not completely c yet.

Teacher’s resources: 8 Work in pairs and discuss the app. Would you be interested in a service like this?
T extra activities Why / Why not? Is there anything you would change about it? If so, what?

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 1.2 Working with a focus group

Grammar Question tags

9A 1.04 Look at the extracts from the focus group discussion. Can you complete
the question tags? Then listen and check.
1 There isn’t anything like this at the moment, ?
2 … you would go there sometimes, ?
3 It really combines convenience with healthy eating, ?
4 But there are hardly any really healthy choices around here, ?
5 That seems to be what we all want, ?
6 But someone with less time would have more of a problem, ?

B What are the rules for forming question tags?

page 118 See Grammar reference: Question tags
page 114 See Pronunciation bank: Intonation in question tags
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10 Match the sentence beginnings with the question tags.

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1 He isn’t in the office today, a shall we?

2 Someone told him about the meeting, b will you?
3 Please call later, c are they?
4 Those documents are for the meeting, d is he?
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5 We always go to lunch at midday, e isn’t it?

6 They never take a full hour for lunch, f didn’t they?
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7 Nothing is clear in this report, g is it?

8 Something is wrong here, h don’t we?
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9 Let’s see if we can fix it, i aren’t they?

10 Nobody is joining us, j do they?
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11 Complete the dialogue using question tags.

A: Good morning and welcome to this training session on moderating focus groups
effectively. Everyone lives in the area, 1 ?
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B: Yes, we’re all from nearby and really looking forward to the course. This is a really
important aspect of market research, 2 ?
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A: It certainly is. Now first we’re going to look at the types of questions necessary to run
good focus groups. No one has worked on this before, 3 ?
B: No, it’s really new. One thing … unfortunately, I’ll have to leave an hour early to catch
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a flight. But there’ll be information I can take along, 4 ?

A: Sure. And you can always email me your questions. So let’s get started, 5
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? First we need to find out what people think about a product, but we rarely
Teacher’s resources:
T extra activities
ask general questions in surveys, 6 ? Would you like to take a
few minutes together to think of some specific questions we could ask? Think about …

Speaking 12A
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Imagine you have just met someone you haven’t seen for a while and would like to
chat with him/her. Work with a partner to write down some sentences with question
tags you could use to make conversation. Use the ideas in the box or your own ideas.

clubs friends local restaurants or cafés home town

parties school sports university volunteer organisations

We met at university, didn’t we?

You’re friends with Filippo in the Rome office, aren’t you?
Let’s go for a drink tonight to catch up, shall we?

B Work with a new partner and roleplay the conversation. Use some of your
sentences with question tags from Exercise 12A and improvise where necessary.

• How successfully have you achieved the lesson outcome? Give yourself a score
from 0 (I need more practice) to 5 (I know this well).
Self-assessment
• Go to My Self-assessment in MyEnglishLab to reflect on what you have learnt.
11

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 COMMUNICATION SKILLS
1.3 Carrying out a needs analysis
Learners are aware of different ways to complete a needs analysis and can
Lesson outcome use a range of question types to do this effectively.

Lead-in 1A Read and label the questions as ‘Leading question’ or ‘Open question’.

1 What do you think 2 What problems have you

about the new printer? had with the new printer?

B Work in groups and read the text. Discuss which statement (a or b) you agree
with most. Why?
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Leading questions are deliberately designed to influence the listener into

choosing a particular response. These questions are ‘directional’ and either guide
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the person to the answer wanted by the person who is asking or may try to stop
them thinking of alternatives.

a Leading questions can be manipulative or even dishonest.

b Leading questions are a very useful technique in the negotiation process.
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VIDEO 2 1.3.1 Watch as Prisha Patel, Creative Director at Happenings, and her
partner David Levy, Accounts Director, discuss a future meeting with a new
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client, Overlander UK. Answer the questions.

1 Why is it important for Happenings to get this client?
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2 Why would Hebden Hall be a good option for Happenings?

3 How does Prisha want to approach the meeting?
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4 What does David think they need to be careful of?

3A In small groups, discuss the advantages and disadvantages of the approaches

Go to MyEnglishLab for presented below (Options A and B). Think about your own personal and
L extra video activities.
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professional experiences. As a class, decide which video to watch first.

Option A: Encourage the client to express their own ideas and provide suggestions
if necessary.
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Option B: Think about your own aims/goals and choose questions to lead your client
when making decisions.
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B Watch the videos in the sequence the class has decided and answer the
questions for each video.
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Option A 1.3.2 1 What are Meghan’s criteria for the venue?

2 How much control do Prisha and David have over the proceedings?
3 What do you think Prisha and David are thinking during this meeting?
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4 Did Meghan think her demands were realistic?

Option B 1.3.3 1 How does Meghan respond to the adventure theme idea?
2 What does Meghan think of the zip lining activity?
3 How does Prisha put forward the idea of their own caterers?
4 How much control do Prisha and David have over the proceedings?

4 In pairs, discuss which meeting was more successful and why.

5 1.3.4 Watch the Conclusions section of the video and compare what is said
with your answers in Exercise 4. Do you agree? Why / Why not?

Reflection 6 Think about the following questions. Then discuss your answers with a partner.
1 Which style of questioning do you prefer to use when trying to obtain information from
a client or colleague during a first meeting? Why?
2 What are one advantage and one possible disadvantage of your own personal style
of questioning?

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 1.3 Communication skills: Carrying out a needs analysis

Functional Using leading and open questions to effect

language 7A Complete the phrases in bold from the video with the words in the box.

about considered feel interested think thought thoughts

a the kind of event that you want?

1 What are your on
b a two-day conference in Berlin?

a us bringing in our own caterers?

2 How would the team about
b an outdoor event?

a holding the event in an art gallery?

3 Have you
b what your team would like to do?

a some kind of entertainment?

4 How
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b following the evening meal with a party?

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a spending the Saturday morning at

5 Would your staff be in a treetop adventure?
b a morning activity?

a going to an exclusive restaurant?

6 What do you about
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b the Friday evening?

a the kind of activities you would like?

7 Have you about
b having team-building outdoor activities?
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B Which options (a or b) in Exercise 7A are leading and which are open? Explain
your choices.
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8 Look at these answers to questions from an Events Manager. Use the bold
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phrases in Exercise 7A to write a question for each one.

1 A parachute jump would be excellent. My team would love it.
2 My staff would definitely be interested in a trip to Barcelona. They have never been
there before.
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3 I think it should be an Indian restaurant.

4 I haven’t considered it yet. What kind of facilities are available?
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5 Taking the clients to dinner after the meeting sounds like a great idea.
Teacher’s resources:
T extra activities page 114 See Pronunciation bank: Indian English pronunciation
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9A Work in groups of four. You are going to roleplay a meeting between an events
TASK
company and their clients to agree details of an upcoming event. In pairs, read
your role cards and prepare for the meeting.
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Pair A: Read your role card on page 126.

Pair B: Read your role card on page 128.

B Using question phrases from Exercise 7A, hold your meeting and try
to persuade your partners that your solution is the best option.

C After your meeting, discuss how you could improve

communication.

D Think of your own event, swap roles and hold another

meeting. Take time to prepare your roles first and remember to
incorporate the feedback you received in Exercise 9C.

• How successfully have you achieved the lesson outcome? Give yourself a score
from 0 (I need more practice) to 5 (I know this well).
Self-assessment
• Go to My Self-assessment in MyEnglishLab to reflect on what you have learnt.
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 BUSINESS SKILLS
1.4 Dealing with questions
Learners can use strategies for responding effectively to a range of questions
Lesson outcome during and after a presentation.

Lead-in 1 Work in pairs. It is typical for presentation and lecture audiences to ask questions.
Some presenters prefer questions during their presentation while others prefer
to have questions at the end. Which approach do you think is better?

2A Some questions can be easy to answer and others more difficult. Discuss how
difficult you think these situations are and how you could respond to them.
Someone asks a question:
1 to which you do not know the answer.
2 which is outside the focus of your presentation.
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3 which challenges the arguments you have made.

4 with several other questions all at the same time.
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5 about something you explained ten minutes ago.

6 on a topic you want to talk about later.

B Think of at least one more difficult question which someone might ask and
suitable ways to respond.
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Listening 3A 1.05 Jon Collins is Head of Marketing for Frisco, an importer of fresh food
products for supermarkets. He is presenting the results of a survey about attitudes
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to the use of plastics in the food supply chain. Listen to the first part of his
presentation and note down the three main findings.

B Listen again. What three questions was Jon asked and what answers did he give?
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How effective do you think his answers were?

C 1.06 Listen to the second part of the presentation. Put the question topics
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(a–e) into the table in the order you hear them. Then complete Jon’s answers.
a How to establish a joint project with growers d How to motivate growers
b How to change quickly e How to enforce change with
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c How to create a competition for supermarkets growers (to stop using plastics)
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Question topic Answer

1 b Can you what you mean by ‘change faster’?
2 Why do you think their involvement is so ?
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3 This is a very which we need to respond to sensitively.

4 To be perfectly frank, I can’t at the moment.
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5 As I indicated , we need to involve Marketing.

D How effective do you think these types of answers are?

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Functional Responding to questions during a presentation

language 4 Look at the categories of questions in the table on page 15. Complete the table
with these extracts from the presentation in Exercise 3.
1 As I indicated a little earlier, we need to involve Marketing.
2 I know many people feel strongly about this question so …
3 This is a very delicate topic which we need to respond to sensitively.
4 To be perfectly frank, I can’t answer that at the moment.
5 Can you clarify what you mean by ‘change faster’?
6 Sorry to interrupt, but I can answer that question straightaway.
7 It’s for Purchasing to create a joint project with the growers.
8 Sorry, we can’t hear you very well. The connection is bad. Can you dial in again?
9 Can we discuss this one-to-one after the sales meeting tomorrow?
10 That’s a very important question, but it’s not really on our agenda today.

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 1.4 Business skills: Dealing with questions

I’m sorry, I didn’t understand that. What’s the question exactly?

A question you don’t understand

I’m afraid that question is outside the scope of today’s presentation.

A question which is not relevant

If you can email me that question, I’ll respond directly to you. Is that OK?
A question not for open discussion

A question better handled by Let me put you in touch with a colleague in Marketing to answer that.
someone else
I understand your frustration. As a solution, I suggest …
An angry question

We covered that at the beginning of the presentation when I talked about …

A redundant question

A person who takes too long to ask Sorry, can I just stop you there as we are pushed for time and …
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his/her question
That’s a good question but I’m afraid I don’t know the answer. However, I’ll …
A question you can’t answer
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It’s a bad line so let me just repeat your question to be sure I understood.
A question you couldn’t hear

We need to be mindful that many people feel very strongly about this, so …
A sensitive question
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5A Work in pairs. A design company has just finished a presentation to an

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important customer. The customer has commissioned the development of a new

website, due for delivery next month. Look at the questions and decide how the
design company should respond to them.
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1 You mentioned some technical issues which need to be resolved. What are these
technical problems?
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2 I’m a little bit frustrated by the two-week delay. Why is this?

3 All the photos on the website are white males. Don’t we need some diversity?
4 What’s going to be the final cost?
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5 Is the search engine optimisation in line with industry benchmarks?

6 I know this isn’t on the agenda, but could we do a quick run-through of each webpage
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to check quality?

Teacher’s resources: B Work with another pair. Ask and answer the questions and decide which are the
T extra activities best answers.
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6A Prepare a short presentation to explain a change you would like to

make/see in your workplace, personal life or in society in general.
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It could be based on something you read, e.g. a market research TASK

report, an article, your own experience. Prepare to explain what
the change is, its purpose and the potential benefits.

B Work in small groups to present your ideas. During and after

each presentation, the ‘audience’ asks questions. Use ideas and
phrases from Exercise 4 to respond to questions.

C After each short presentation, the ‘audience’ gives quick

feedback on how well the questions were handled.

• How successfully have you achieved the lesson outcome? Give yourself a score
from 0 (I need more practice) to 5 (I know this well).
Self-assessment
• Go to My Self-assessment in MyEnglishLab to reflect on what you have learnt.
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 WRITING
1.5 Reports – Summary findings
Learners can summarise the findings of a survey or focus group as part
Lesson outcome of a report.

Lead-in 1 Read the summary of findings from a market research report. Proofread it and
find nine more language mistakes. Think about spelling, grammar, wrong words
and extra words. Then compare in pairs.

SUMMARY According to the customer survey, the majority of respondents were in agreement that the
FINDINGS proposed logo and packaging changes would be a good move. However, 10 percent of the
concerns
2,000 respondents raised conserns that these changes did not match the luxury image of the
brand. In adition, just over one quarter beleived that the current logo and packaging were fine and
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should not be change. Several customers suggest that we should keep the current logo and just
change the colour while others were demanded that we use 100 percent recycleable materials.
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Some people even insisted that there should be no packaging at all, as this would be much more
eco-friendlier. However, this is somewhat surprising given that our products can easily be damaged
in transit. Nevertheless, the survey confirmed that our image and reputation are instant
recognisable. As for result, the findings indicate that any changes we make should be minimal.
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Functional 2A Complete the table using words and phrases from the summary. Use one to four
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language words in each gap.

Who/What Opinions/Actions Findings

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The 1
of were in 2
the proposed logo and packaging
respondents that changes would be a good move.
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10 percent 3 4
these changes did not
2,000 respondents concerns that 5
of the brand.
Just 6 one
believed that the current logo was fine.
quarter
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The survey 7
that our image is 8 .
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any changes we make

The findings 9
that 10
.
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B Now make three sentences using phrases from the box and the structure in the
table (Who/What ➞ Opinions/Actions ➞ Findings).
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Teacher’s resources:
T extra activities
a recent customer survey admitted that demonstrated that felt that
The summary contains none of the participants our image has been damaged over half of those surveyed
L examples of reporting the changes were positive they would never buy it
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verb patterns. Go to
MyEnglishLab for optional
grammar work. page 118 See Grammar reference: Reporting verb patterns

3A Work in pairs. Look at the table on page 126 with information from a recent customer
survey about increasing prices. Write a short summary of the results and comments.

TASK B Look at the detailed survey results on page 132 and write a summary of the findings in
around 225 words.

C Exchange summaries with your partner. Did you use the same language to summarise
the findings? Did your partner make any mistakes with the data?

• How successfully have you achieved the lesson outcome? Give yourself a score
from 0 (I need more practice) to 5 (I know this well).
Self-assessment
• Go to My Self-assessment in MyEnglishLab to reflect on what you have learnt.
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