Objective: To ask questions and talk about companies/organizations to get some general information
Course activities covered: Activities 1-8
Duration: 10 minutes
Type: Pair work
Aids: The textbook:
--- Use the text in Activity 2 on page 3 as an example to talk about the general information about your company
--- Practice the vocabulary in Activity 1 on page 2:
online, the internet, intranet, web browser, email, website
--- Practice using the language used in this session
Communicative Activity 1: Instructions Pair Work: Turn to pages 40 and 42 and do Activity 1. One of you will be Student A (Look at page 40) and the other will be Student B (Look at page 42). Complete the table and ask each other questions about your companies/organizations and then make a brief introduction about your company/organization to your partner. When founded Partner’s company Your company Website When was it set up? What products or services Number of employees Exact location/ how long in location
Communicative Activity 1: Feedback I am a sales manager at -----_. I have been using our website www. ----_a lot. It was first set up in ----- . Since then it has been visited by a large number of people from all over the world. Our company was founded in ----- . It is a change-adept company with a lot of vitality. We don’t have too many managers in our small company. The company is more of a flat structure with one managing director and three departmental managers. ----- people are employed and the communication between departments runs very smoothly. We involve everyone in the process of improvement. Employees are happy working with this company. I am happy too. Language sample for a brief introduction about a company
Vocabulary concerning high technology (As1-2 on pp. 5-6):
managing director, finance director, marketing director, production director, staff payments manager, credit control manager, wages clerk, clock in, the shop floor, strategy, supervise, manufacture, etc.
Language used to describe the structure of an organization
… is divided into … … is composed of …
… is made up of … … consists of …
… comprises …
Language used to describe responsibilities (A6 on p.7)
… runs … … deals with … … sees to …
… is head of … … looks after
… is responsible for … … takes care of …
… is in charge of … … reports to
… is accountable to … … has two persons under …
Session 2: Communicative Activity 2 Objective: To talk about your organizational structure and responsibilities Course activities covered: A ll the activities in the this session Duration: 10 minutes Type: Team work (in 4s) Aids: The textbook and a pen
Team work: Turn to page 42 and have a look at Activity 2. Please do the following tasks.
Please draw a chart of your organizational structure and show who is in charge of what (2 minutes).
Introduce the organizational structure of your company, your directors, managers and their responsibilities to your team members (8 minutes, 2 minutes for each)
Communicative Activity 2: Feedback By doing this activity, you have been acquainted with the necessary vocabulary and language you need to describe the structure of an organization and the responsibilities of the people working with companies.
Clothing/apparel, electronic products, food and drink, cosmetics, food processing, automobiles, parcel delivery, personal care and cleaning, household appliances, long distance telephone service, gasoline-service station, personal computers, airlines, fast-food restaurant, etc.
Brands: Levi’s, Sony, Coca Cola, Avon, H. J. Heinz, Cadillac, Federal Express, Procter & Gamble (P&G), Haier, Unicom/At & T, China Petrol, Leveno ( 联想 )/Dell, Air China, MacDonald’s/KFC.
Phrasal verbs to talk about products of companies (A4~A5 on pp.11-12);
… set out (aim, arrange, leave) …
… join up (unite) …
… take on (employ) …
… take off (increase, depart) …
Session 3: Communicative Activity 3: Objective: To practice talking about products or service-products of companies/ organizations/enterprisers. Course activities covered: A 1 and As 4-5 Duration: 10 minutes Type: Pair work Aids: The textbook, some paper
Coca-Cola Company’s Promise: The Coca-Cola Company exists to benefit and refresh everyone it touches. The basic proposition of our business is simple, solid and timeless. When we bring refreshment, value, joy and fun to our stakeholders, then we successfully nurture and protect our brands, particularly Coca-Cola. That is the key to fulfilling our ultimate obligation to provide consistently attractive returns to the owners of our business.
Session 4: Activities Writing a short summary from notes Guided writing A7 Answering questions, practicing the use of “used to” Listening/Speaking A8 Matching the adjectives with the equivalent words and phrases Vocabulary A6 Multiple-choice Listening A5 Blank-filling Listening/Vocabulary A4 matching Reading/Vocabulary A3 Decision making Reading A2 Matching pictures with quotations Listening A1 Task Skill focus Activity number
New opportunities change has brought to people(A3):
working with new technology,
increased job security,
experiencing a different life style,
living in a foreign capital,
developing his/her career, etc.
Adjectives used to describe jobs (A6):
Stressful, rewarding, demanding, tedious, creative, secure, fun, well-paid, etc.
Sentence structures used to describe past situations and routes that no longer exist (A3):
… used to …
… didn’t use to …
Session 4: Communicative Activity 4 Objective: To talk about the changes that have happened to you at your work place in the recent year, in comparison with the past, and their positive and negative effects on you. Course activities covered: A ll the activities Duration: 10 minutes Type: Team Work (in 5s) Aids: The textbook
Communicative Activity 4: Instructions Team Work: Organize yourselves into groups of five and talk about the changes and their effects on you in your work places, using “used to” to describe the past situations and the adjectives to describe your present jobs (A6). (Each one of you can only talk about 2 minutes)
The often used verbs are: rise, fall, soar and plummet, stay steady, fluctuate, etc.
The often used adverbs are: slightly, steadily, dramatically, etc.
Present continuous tense used to describe company performance and graphs: (As1-2)
… to be + -ing …
… are falling …
… is rising …
… are improving …
Sentence structures used to show cause and result (A5 on p.19);
As a result of …
Due to …
Because of …
Owing to …
Session 5: Communicative Activity 5 Objective: To interpret graphs and describe trends/general patterns or tendencies in market places. Course activities covered: A 1 Duration: 10 minutes Type: Pair work Aids: The textbook
Communicative Activity 5: Feedback Having done this task, you have been able to interpret graphs and describe company performances in the market place. This graph interpretation skill is very useful for both business briefing and written reports at work in companies.
The present perfect tense used to describe the events which started in the past but still are significant in the present time:
sb has/have done sth (since + point of time/for + duration of time)(p.23)
Past tense used to talk about a finished action in the past:
sb. v. + ed sth (p.23)
Sentence structures used to give personal opinions: (As2~3):
I believe … I feel … … in my opinion … … in my view …
International Marketing Environmental Mix ( 国际市场营销环境组合） :
Economic, social-cultural, political-legal, competitive, and technological
(Boone and Kurts 1998)
Session 6: Communicative Activity 6 Objective: To talk about how your company operate in home and global markets by using the STEEP analysis Course activities covered: A s1-2, As4-5 Duration: 12 minutes Type: Team work Aids: The textbook, a pen and some paper
Communicative Activity 6: Instructions Team work: 1)Form yourselves into groups of 5s. 2)Refer to the STEEP analysis model on p.22 and two texts in A2 and A5 on p.22 and p.24. 3)Write down some external factors which are essential to your company (2minutes). 4)Discuss the factors in your groups and pay special attention to the use of present perfect tense and past tense (10 minutes, 2 for each) .
After doing this task, you are supposed to know the STEEP analysis well and are able to use this model to study your company’s marketing environment both at home and abroad.
You shall have understood the differences between the uses of present perfect tense and past tense and become more confident in using the two tenses in talking about events that happened or have happened to your companies.
relocate offices, reorganize the workforce, set up a website, launch a new
product line, change to flexible working hours, open a office in a foreign
Prepositional phrases used to online some of the key changes about a company (A3);
… a problem for employees … … get stopped by sth …
… has/have an effect on management …
… work on the shop floor in an organization …
… some of the most important changes …
Changes have been implemented at … (a company)
… reduction in the number of suppliers …
The introduction of Kaizen (a Japanese concept of continuous improvement) …
Session 7: Communicative Activity 7 Objective: To practice your note-taking and talking about some key disadvantages of telecommuting (A7 on p.27) Course activities covered: A 7 Duration: 10 minutes Type: Individual work and pair work (Note-taking and discussion) Aids: The textbook, a pen and some paper
Turn to page 27 and read the text in A7 carefully first (3 minutes)
Note down the disadvantages the writer mentions in the text (3 mimutes)
3) Discuss the advantages of telecommuting with your partner. If your agree/disagree with the writer, why/why not?
Communicative Activity 7: Feedback 1. Ask learners in turn to tell the class the advantages they have noted down (one learner gives only one advantage, in this way, more learners will have a chance to talk in class). 2. Here are the notes of the disadvantages mentioned in the text. 1) Lack of team working spirit (the labor market to be made up of lonely, isolated, under stimulated social retards) 2) Lack of physical exercises (have gained weight) 3) Loss of self-esteem (people not taking her seriously) 4) Feeling completely bored at home (cutting her toenails) 5) Lack of motivation for work (getting cut off from the world, feeing like a sad old cow) 3. Advice given: to get balance, not to work in complete isolation, and to contact with the outside world.
Session 8: Activities Fill in the blanks with correct articles （冠词） Reading A7 Asking questions Listening/Speaking A8 Answering questions Reading A6 Underline model verbs indicating obligations or advice Reading A5 Matching words with definitions Vocabulary A4 Blank-filling Making responses A3 True/false Listening A2 Matching with symbols with sentences Vocabulary A1 Task Skill focus Activity number
fine, penalty notice, Inland revenue, deadline, tax return, self-employed, etc.
Model verbs used to express obligation and advice (A1, A3, A5):
Must, mustn’t, has/have to, doesn’t/don’t have to, should, should not, etc.
The use of indefinite article: a/an
One thing/person in general sense, e.g. a tax return, a heavy fine, a penalty notice, an hour, etc.
The use of indefinite article: the
To refer to something we have already mentioned, e.g. Sending in your tax return late results in a heavy fine. The fine is very high if you are late.
To talk about something unique, e.g. The government (Refer to the British government. And there is only one national government in the UK) has introduced new taxation laws.
To be used with superlatives, e.g. The biggest mistake you can make is not to return your tax form.
We use no article when we are talking about things or people in general. E.g. Self-employed people in the UK have to send in tax returns.
Session 8: Communicative Activity 8 Objective: To express obligations and advice by discussing the Chinese income tax laws Course activities covered: A 1, As3-5 Duration: 12 minutes Type: Team work Aids: The textbook, a pen and some paper
Session 9: Activities Completing a dialogue by blank-filling Listening A7 Answering questions Listening/Speaking A8 Multiple-choice Listening A6 Ticking correct sentences Listening A5 Completing sentences through matching parts in two columns Reading/Grammar A4 Completing sentences through multiple-choice Reading A3 Matching the numbered parts of the diagram with the descriptions Diagram Reading A2 Answering questions Reading A1 Task Skill focus Activity number
Vocabulary concerning cyberspace and shopping on the Internet (As1-2)
Cyberspace, information and communication technology (ICT), cell-phone/mobile phone, PC, World Wide Web (www), electronic network, use website browser, access online stores, pull down menus, add the selection to the electronic shopping trolley, complete the order form, give credit card details, receive credit card authorization, dispatch the order, etc.
Sentence structures used to describe possible future situations (As3-4 on p.34):
If + present tense, sb/sth + will + bare infinitive
E.g. If you go online, you will be able to do your shopping on the Internet.
The word “unless” has the same meaning as “if + not”
E.g. Unless you are 18 years old, you won’t able to shop in cyberspace.
Session 9: Communicative Activity 9 Objective: T o practice describing possible future situations by using “if sth happens, sb will do sth” or “unless sth happens, sb won’t do sth” Course activities covered: As 1-2, A4, A7 Duration: 10 minutes Type: Pair work Aids: The textbook
Communicative Activity 9: Instructions Pair work: Discuss the following questions in pairs: 1) Have you ever done online shopping? If yes, describe the process and your experience to your partner. If no, use what you have learned in this session, describe the possible future situations when you do shopping on the Internet. (2.5 minutes for each one of you) 2) Besides shopping in cyberspace, what are other uses or possible uses of cyberspace? Write down your thoughts for class discussions. (2.5 minutes for each one of you)