Teaching Procedures
Periods
1-2 Reading A
1. Introduction to Unit field work and lead-in to
Reading
A
10 min.
a. Describe a situation where management functions are
involved and introduce the field work project by saying, for example:
Hello,
class. If you were the manager of a business company, what would you do to keep
your company running in the best possible state? Well, here is a chance for you
to find it out. You have about two weeks while we are learning this Unit, to
accomplish a field work project, which means a research task you do outside the
class. You are going to do it in groups. After two weeks, you are supposed to
present your work in class.
b. Ask students to:
-
search the library or the Internet for information
about cash management;
-
make a list of questions and use them to interview
entrepreneurs about cash management;
-
write a report about what you have found and
prepare for an in-class presentation.
c. Lead in to Reading A by saying, for example:
As the
first step of your field work project, you may get some basic ideas about
management functions by going through Reading A.
2.
Pre-reading activities
10 min.
Activity 1 Brainstorming
a. Students work with partners and list some words
relevant to “Management Functions”
b. Invite some students to give their list and provide
the suggested list below if necessary:
orders,
sipping tea/coffee, chatting, newspapers, making plans…
3.
In-reading
activities
50 min.
Activity 1 Individual work: finding out the
difficulties
a. Students read the text
with attention to possible language difficulties and special terms.
b. Students raise questions concerning the difficulties found
while reading.
c. Encourage students to join in the explanation of difficult
points.
d. Then ask some more questions relevant to the paragraphs.
Paragraph one:
- How many functions does a manager perform
according to Henri Fayol?
- What functions do managers usually perform?
- What are the functions mentioned in the two
professors' textbook?
- What is the author going to discuss in the
following paragraphs?
Paragraph two:
- What does the planning function involve?
- What’s the role of management in an
organization?
Paragraph three:
- What is function organizing?
- What does function organizing include?
Paragraph four:
-
What is the function of leading?
-
What is management’s job?
Paragraph five:
- What is the final function of management?
- Why is controlling function necessary?
d. Comment on students’ performance.
Activity 2 Pair work: reviewing the
expressions
a. Students work in pairs
with one reading out language points or special terms and the other making a
sentence, paraphrasing or translating.
b. Monitor the work and provide help if necessary.
Activity 3 Group work: getting the ideas
a. Students work in groups to discuss
- the different areas of management (hints: marketing,
operation, human resources, finance, information);
- the details of management functions.
b. Group representatives report about their work.
c. Invite peer comment and give feedback.
Possible difficulties in Reading A
- They plan, organize, command, coordinate,
and control.
coordinate: v. to harmonize in a common action or effort
e.g.
coordinating the moving parts of a machine; coordinate the colors of a design.
- Let’s briefly define what each of these functions
encompasses.
encompass: vt. to constitute or include
e.g. a survey that encompassed a wide range of participants.
- ..., and developing a
comprehensive hierarchy of plans to integrate and coordinate activities.
integrate: vt. to make into a whole by bringing all parts together;
unify.
e.g. integrated the new procedures into the work routine.
- ..., they are engaging in leading.
engage in: take part in or be occupied in sth.
e.g. I have no time to engage in gossip.
4. Post-reading
activities
30 min.
Activity 1 Individual work:
reviewing the ideas
a. Students read the passage again and point out the
main idea of each paragraph.
b. Invite some students to present their work.
c. Give comments and refer them
to exercise I for the topic sentences of some paragraphs.
Activity 2 Group work: learning
more expressions
a. Students work in groups and discuss the expressions
listed in exercise III.
b. Students try to make sentences using the expressions.
c. Student present the group work.
d. Comment on group performance.
5. Assignment
a. Students finish exercises III-VII based on what they
have learned in Reading A.
b. Students preview Reading B.
c. Students spare some time for the field work project
