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 in which current
assessment is involved and assign the field work project by saying, for
example:
Hello, class. Have you ever tried some
part-time jobs selling some products to the customers? If yes, you may have
already got some ideas about marketing. For this unit, our field work is to get
some information about marketing management, or new marketing channels, to be
specific. As usual, you have about two weeks to do this project. And there is
the in-class presentation, of course.
b.
Ask
students to:
-
search
the library or the Internet for information about marketing
management;
-
make a
list of questions and use them to interview people about marketing
management;
-
write a
report about your group work 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 marketing management by going through
2.
Pre-reading activities
10 min.
Activity 1
Brainstorming
a. Students work with partners and list some
words relevant to “Marketing Management”
b.
Invite
some students to give their list and provide the suggested list below if
necessary:
consumer, retail sales, toll-free, customer,
delivery, chain store, direct marketer, promote, ...
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:
- What must entrepreneurs do to be
successful?
- Marketing works primarily on two important
principles. What are they?
Paragraph two:
- What are main functions of market research?
-
What does the word “adjustment”
mean?
Paragraph three:
- How can one tell whether a marketing strategy is good or not?
Paragraph
four:
-
What are four key components every marketing
program contains?
Paragraph
five:
- What should be
done to achieve maximum total revenue?
-
Why is good salesmanship essential for small
businesses?
-
What is usually the relationship between price
and sales volume?
Paragraph
six:
-
What is the easiest way for manufacturers to distribute their
products?
-
Why should retailers consider cost and traffic flow in site
selection?
-
What does the word “traffic” mean?
Paragraph
seven:
-
What must entrepreneurs do after a marketing
program is implemented?
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 advantages of electronic
commerce
- Have you ever got benefits
from direct marketing and electronic shopping?
b. Group representatives report about their
work.
c. Invite peer comment and give
feedback.
Possible difficulties in
- To succeed, entrepreneurs must attract and retain a growing base of satisfied customers.
retain: v. (rather formal) to keep possession of
e.g. She tried to retain her self-control.
His business has been
taken over by a big corporation, but he still retains some control over
it.
- Meanwhile, it is
also very important to keep up with
competitors’ market strategies and when necessary, make adjustments to one’s
own.
keep up with: to remain
level
e.g. I had to run to keep up with
the boys.
I can’t keep up with these changes in
fashion.
- The right price is
crucial for maximizing total revenue.
revenue: n. income, esp. that which the
government receives as tax
e.g. The government was short of money
because of falling oil revenues.
- Generally, higher
prices mean lower volume and vice
versa.
vice versa: ad. in the opposite way from that just
stated
e.g. When she wants to go out, he
wants to stay in, and vice versa.
- After implementing a marketing program,
entrepreneurs must …
implement:
vt. to carry out or put into
practice
e.g. The committee’s suggestions
will be implemented immediately.
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
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
b.
Students preview Reading B.
c. Students spare some time for the field work
project.
