CHAPTER SEVEN

THE HARD SELL

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 THE HARD SELL
• hard sell “a policy or technique of aggressive
salesmanship or advertising.” “They invited 1,000
participants and gave them the hard sell"
Discuss what these people mean when they say this
about selling:
“Everyone lives by selling something.” Robert Louis
Stevenson
“Selling a (US) president is like selling soap.”
“Always give people more than they expect to get.”
Nelson Boswell

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 CONDITIONALS
• Zero conditional: If + present simple + present simple in
the main clause. Example: “If you heat water it boils.”
Use: to describe a general truth.
(Alternatives to “if” = unless, provided / as long as,
when(ever))
• First conditional: If + present simple + future in the
main clause. Example: “You won’t get a grant unless
you apply for it.” Use: To describe what is possible or
likely in the future.
• Second conditional: If + past + would + past participle in
the main clause. Example: “If I were you, I would ask for
a loan.” (= contrary to the facts)
“I would only take a loan if I knew I could pay it back.” (=
unlikely)
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 CONDITIONALS
Third conditional: If + past perfect + would + have +
past participle. Use: to describe something in the
past that could have happened but didn’t.
Example: “She could have had a sleep on the plane if
she had gone first class.”
Mixed conditionals: If I had finished my degree I
would be a lawyer now.
If you have had a drink on the flight, you’re probably
not thirsty now.
If the customer was serious, she would have been in
touch before now.
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 CONDITIONALS
Complete these sentences so they are true for you. Use mixed
conditionals where possible. Then compare your answers
with a friend.
1. If I have some free time this week….
2. If he had run his business better…
3. If you have been gardening….
4. If playing rugby weren’t so hard….
Answers: 1… it’s because the boss is away.
2. … he would still be trading today...
3. … your hands are probably dirty.
4. … I would have gone on playing.

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CONDITIONALS: ALTERNATIVE FEATURES (1) Goes with
Maximiser p52 Grammar Exercise
Some words are used instead of “if”:
• As long as = Provided (that) (=if and only if) “Provided I can
get time off work, I’ll come to the meeting.” Some people say
“providing”.
• Unless (“Unless you eat vegetables, you will not be healthy”)
For formal style we can sometimes omit “if”:
• “Had I realised you were ill I wouldn’t have asked you.” (= if I
had known)
• “Were he to misbehave, I would be stricter with him.” (= if he
misbehaved)
• “If you should need any more information, let me know.”
(unlikely / hypothetical = if you were to need / in the event
that you (should) need) (= en el caso de que ….)
= “Should you need any more information…”
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 CONDITIONALS: ALTERNATIVE FEATURES (2) Goes with
Maximiser p52 Grammar Exercise
Supposing / Suppose = What if… (=¿y si….?)
“Suppose / What if someone hears us!”
“Suppose / Supposing you got a job abroad, what would
you do?”
Happen to (= unlikely)
“If you happen to pass a post office, could you buy me
some stamps?”
Otherwise (=If not) Usually in a separate sentence:
“I hope Will calls today. Otherwise I’ll have to call him.”
Even if / even though (= aún en el caso de que…)
In case As a precaution against what might occur (= por
si..) “I’m going to take my phone in case my mother
calls me while I’m out.”
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 CONDITIONALS: ALTERNATIVE FEATURES (3)
Use the alternative conditional forms to change the following
sentences:
1. If you won the lottery, would you give up working? (very
hypothetical (Use inversion)
2. If you require assistance, contact a member of staff. (very
polite and formal (Use inversion with should)
3. If we had interviewed more people, we would have got
better candidates. (formal. Use inversion)
4. If you see Joe, can you remind him to give me a call? (very
hypothetical (Use happen to)
5. If your brother phones me in the next couple of days I will
try to arrange an interview. (If and only if)
6. If I hadn’t met you, I would have married Charlie. (Use
otherwise)
7. I would go out with Vanessa if I didn’t love Maria. (Use
unless)
8. It might rain so I’m going to take my umbrella. (Use in case)
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 Write a paragraph of at least 4 sentences, using
conditionals and linking these images in a single story.
 ANTI-ADVERTISING CAMPAIGN: COLLABORATIVE TASK IN PAIRS
(2-3 minutes):
1. Look at the images. What are they trying to do?
2. Are you manipulated by advertising like the girl in the images?
3. Do you think this anti-advertising campaign could be effective?

THIS THING
YOU NEED EVERYONE ELSE WILL REALLY! BUY
THIS THING HAS IT CHANGE IT NOW!
YOUR LIFE

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 Collaborative task: CB Track 24
http://www.english.com/goldadvanced/goldadvanced.html?page=class_audio

Which of these expressions did you hear?

1. I couldn’t agree more.
2. Absolutely!
3. That’s not quite the way I see it.
4. I can’t argue with that, but…
5. Indeed it is.
6. I’m afraid I just don’t see it like that at all.
7. Surely not!
8. We’ll just have to agree to differ.
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SHOPPING: Which is which? And which do you prefer?
Department store
Mall / Shopping centre
High street shops
Market
Shopping arcade
Corner shop

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THE ADS IN THE VIDEO WERE BANNED. WHAT WERE
THEY ADVERTISING? WHY WERE THEY BANNED…?
(“Inappropriate commercials” on pendrive)
…AND WHAT ABOUT THE ONES ON THE NEXT SLIDE?

1. DISCUSS WHY THESE ADS WERE

CONTROVERSIAL (3 / 4 MINUTES)
2. WHICH TWO DO YOU THINK ARE THE
WORST? (1 MINUTE)
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 GAPPED TEXT: STRATEGIES
• What you have to do: Read a text from which paragraphs
have been removed and placed in a jumbled order. You must
decide where these paragraphs (A-G) have come from. (There
is ONE paragraph you do not use)
1. Read the title to get a general idea.
2. Skim the text to understand the coherence of it.
3. Read before and after each gap and predict what
information is missing.
4. Read the seven paragraphs and look for any clues/references
to connect them to the gap before or after them.
5. If you are not sure of one, go on to the next and then go
back at the end.
6. Read through the completed text and make sure it makes
sense.
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 SPEAKING: COLLABORATIVE TASK. 3-4 minutes
• This tests your ability to negotiate with the other candidate to
reach a decision. You will have to give an opinion and listen
and respond to your partner’s opinions.
• STRATEGIES:
1. Listen carefully to the instructions. Ask for clarification if
necessary.
2. Discuss each of the points. Do not spend too much time on
just one.
3. Do not dominate or interrupt, but don’t hesitate too much.
4. If you can’t think of an expression, use another easier one.
5. Connect with what your partner said before so there is some
cohesion.
6. Be prepared to compromise in order to reach a conclusion.
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 THE HARD SELL
• Work in pairs. Look at the exam task on the next slide
and listen to the examiner (CB Track 25)
http://www.english.com/goldadvanced/goldadvanced.
html?page=class_audio Discuss the advantages and
disadvantages of each of the ways of promoting fashion
products and how effective you think each one would
be. (3 minutes)
• Afterwards, you have about one minute to decide
which method would work best.

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 SPEAKING ACTIVITY
Discuss the advantages and disadvantages of each of the ways of promoting fashion products
and how effective you think each one would be. (3 minutes)
Afterwards, you have about one minute to decide which method would work best.

Using social
networking
sites
Sponsoring Making a
music cool
festivals promotional
video

Using
celebrities Giving free
in print samples
advertising
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 HOW TO WRITE AN ESSAY WITH AN ARGUMENT (1)
• IT IS NOT THE PERSON WHO KNOWS MOST ENGLISH
WHO GETS THE BEST MARK, BUT THE ONE WHO USES
HER / HIS KNOWLEDGE MOST EFFECTIVELY.
• READ THE INSTRUCTIONS CAREFULLY AND DO WHAT
THEY ASK.
• BRAINSTORM IDEAS AND CALCULATE THE TIME.
• WRITE A STRUCTURED PLAN. (5 paragraphs?)
• TRY TO IMPRESS WITH YOUR VOCABULARY AND
SYNTAX (BUT NOT SACRIFICING ACCURACY).
• STYLE: AVOID CONTRACTIONS AND COLLOQUIAL
INFORMAL LANGUAGE (“GET” or TOO MANY PHRASAL
VERBS).
 HOW TO WRITE AN ESSAY WITH AN ARGUMENT (2)
• DO NOT WRITE A ROUGH DRAFT.
• IF YOU HAVE TIME AT THE END, SPEND IT READING
OVER WHAT YOU HAVE DONE, PERHAPS ALOUD.
(WHISPERING!)
• WRITE NO LESS THAN THE NUMBER OF WORDS
REQUIRED, BUT ONLY 10 OR 20 MORE, AT MOST.
• YOUR HANDWRITING SHOULD NOT BE TOO SMALL.
• LEAVE A MARGIN AND SUFFICIENT SPACE BETWEEN
THE LINES TO MAKE CORRECTIONS.
 HOW TO WRITE AN ESSAY WITH AN ARGUMENT (3)
• The five-paragraph essay
• A common method for writing an argumentative
essay is the five-paragraph approach. The method
consists of (a) an introductory paragraph (b) three
body paragraphs that may include discussion of
opposing views and (c) a conclusion.
 CLASS COMPOSITION 2 (A)
Choose ONE of the following and write about 180
words. Use appropriate vocabulary and
grammatical structures you have seen:
1. Does a person’s individual history affect their life in
the future? Give examples.
2. Is happiness the only thing that matters in life?
What things in your life have made you happiest so
far?
3. A huge new shopping centre is being planned in
your town. Are you for or against? Talk about
issues such as transport, traffic, environmental
issues, etc.
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 CLASS COMPOSITION 2 (B)
Choose ONE of the following and write about 180
words. Use appropriate vocabulary and
grammatical structures you have seen in class:
1. Why do people hoard things? How would you
attempt to cure your parent’s / partner’s obsession
with hoarding?
2. What film / series / product has recently been
given too much hype? Give reasons why you don’t
think it deserved it.
3. What are the good and bad things about
advertising? 23
 CLASS COMPOSITION 2 (C)
Choose ONE of the following and write about 180
words. Use appropriate vocabulary and
grammatical structures you have seen in class:
1. How much do you think advertising contributes to:
envy of other people; materialism among children;
financial debt?
2. Does a person’s individual history affect their life in
the future? Give examples.
3. Why do people hoard things? How would you
attempt to cure your parent’s / partner’s obsession
with hoarding? 24
 CLASS COMPOSITION 2 (D)
Choose ONE of the following and write about 180
words. Use appropriate vocabulary and
grammatical structures you have seen in class:
1. What are the advantages and disadvantages of
being your own boss?
2. What are the good and bad things about
advertising?
3. A huge new shopping centre is being planned in
your town. Are you for or against? Talk about
issues such as transport, traffic, the environment,
etc. 25
 SECOND CLASS COMPOSITION: ERRORS (1) WORDS CONFUSED
Pretend / intend: She pretended she was ill to avoid going to see
her grandmother. I intend to visit China next year.
Surely / certainly: He is certainly the best player I have ever
seen. You surely don’t intend to eat all that meat! (I can’t
believe it!)
Injure / harm / hurt / damage: I’m sorry if I hurt / harmed your
feelings. / He was hurt / injured in the accident and had to be
taken to hospital. / Their profits have been harmed by the
drop in the price of oil. / He damaged his car mirror in the
accident.
Advertising / advertisement / advertise: That ad(vertisement)
was banned this weekend. I think there is a good side to
advertising. These days people don’t usually advertise in the
newspapers.
Profits / benefits: The IT companies have been making
enormous profits. One of the benefits of renewable energies
is that they do not harm the environment. 26
 SECOND CLASS COMPOSITION: ERRORS (2) STRUCTURAL ERRORS
*Every choice we make it is for a higher purpose.
Every choice we make is for a higher purpose. 
*The place he saw it was just what he wanted.
The place he saw was just what he wanted. 
*The man I knew before he is not the same now.
The man I knew before is not the same now. 
*Whatever people do in their childhood it will affect what
happens later in life.
Whatever people do in their childhood will affect what happens
later in life. 
*We should use it because is useful.
We should use it because it is useful. 
*He was who led his people out of Egypt.
He was the one / person who led his people out of Egypt.  27
 SECOND CLASS COMPOSITION: ERRORS (3)
PREPOSITIONS:
Think of / in / about...
Think of / about… 
In the end (finally, as a consequence) / at the end.
(finally)
On / at / in the weekend / Christmas.
Depend of / on / in…
Depend on 
OTHER CONFUSIONS:
Number (countable: “a large number of people”) /
amount (non-count: “we eat a large / huge amount
of / a great deal of sugar and salt in our food).
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 TRANSLATION BASED ON ERRORS
1. Prefiero no pensar en las elecciones.
2. No lo llamarás, ¿verdad? (shocked)
3. Se han exagerado los beneficios del sol.
4. No tengo la intención de estudiar toda la noche.
5. La decisión que he tomado es por tu propio bien.
6. Éste es el hombre quien creó Internet.
7. Simuló estar cansada porque estaba aburrida.
8. Al final de la historia, el héroe alcanza la felicidad.
9. Fue el anuncio más caro de la historia.
10. La publicidad es un gasto innecesario.
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