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. Suppose you were the chairman of the board in one company. You have just fired your personnel manager for the great mess he made. Now, you are badly in need of a really good manager to take care of the personnel management. Well, this is the background for your field work project of this unit. Please work with your group members and design a role play about a job interview between a personnel manager candidate and the board members of the company. 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 interview and personnel management;
- make a list of questions and use them to interview a personnel manager candidate.
- 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 personnel management 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 “Personnel Management”
b. Invite some students to give their list and provide the suggested list below if necessary:
personnel manager, interview, job hunter, job seeker, interviewee, interviewer, applicant, candidate, recruitment, job hopper, job vacancy, advertisement...
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 does “This” refer to here?
- Why generating a human resource inventory report is not a difficult task for most organizations?
- What does a human resource inventory report include?
Paragraph two:
- What’s the difference between the human resource inventory and the job analysis?
- What does a job analysis define?
- What is the purpose of a job analysis?
Paragraph three:
- What is a job description?
- What’s the difference between a job description and a job specification?
Paragraph four:
- What does “potential candidates” mean here?
- Why the job description and job specification are important documents?
Paragraph five:
- How many methods can be used to analyze a job?
- What are they?
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
- Why we should have current assessment.
- How we can make current assessment and job analysis.
b. Group representatives report about their work.
c. Invite peer comment and give feedback.
Possible difficulties in Reading A
- This is typically done by generating a human resource inventory.
generate: vt.
a) To bring into being; give rise to
e.g. generate a discussion.
b) To produce as a result of a chemical or physical process
e.g. generate heat.
- This inventory allows management to assess what talents and skills are currently available.
assess: vt.
a) To determine the value, significance, or extent of; appraise.
e.g. assess sb.'s efforts
b) To estimate the value of (property) for taxation.
e.g. assess a tax on sb.'s property
assessment n.
assessable adj.
- It states the minimum acceptable qualifications that a jobholder must possess to perform a given job successfully.
qualifications: n. A quality, an ability, or an accomplishment that makes a person suitable for a particular position or task
e.g. fulfilled the qualifications for registering to vote in the presidential election.
What qualifications have you got to have for this job?
qualify: v. to make competent or eligible for an office, a position, or a task.
e.g. Will our team qualify for the second round of the competition?
- In contrast, a job specification focuses on the person.
in contrast: 对照，相反
e.g. Red berries stand in vivid contrast against the snow
focus on: To converge on or toward a central point of focus; be focused.
e.g. They focused all their attention on finding a solution to the problem
- The job specification keeps the manager’s attention on the list of qualifications necessary for a person to be able to perform this job and assists in determining whether or not candidates are qualified.
assist in: To give aid or support.
e.g. We all assisted in mending the roof.
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 Draw a diagram to illustrate parts of current assessment
Current Assessment
Human
Resource Inventory Job Analysis
Job Description Job Specification
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.
