The document describes a Business Studies lesson about global enterprises. The teacher presented examples of companies using flashcards, asking students to identify if they were examples or non-examples of a concept in the teacher's mind, which was revealed to be "global enterprises". Global enterprises have headquarters in one country but operations worldwide. Students then verified their understanding by identifying further examples and non-examples provided by the teacher.

1. Name of the teacher : sakkeena k Standered XI
Name of the school : st.stephens HSS Division A
Subject : Business studies Duration 45min
Unit : Private, Public and Global enterprises Date 12-8-2015
Topic : global enterprises’
Focus : To attain the concept Global enterprises
Name : Global enterprises’
Essential attributes
Global enterprises are one which has its headquarters in one country and spread it operations all
over the world.
Non essential attributes:
 Global enterprise operate on very large scale and have very wide marketing network
 They have large number of products
 They have advance technology
 These enterprises are processing huge financial resources and the ability raise funds from
different sources.
 To pay special attention to the quality of bits products.
Positive examples of Global Enterprises
 Tata Motors
 Owned and managed by the private parties
 Foreign collaboration
 Head quarters in one country and operations in all over the world
 Transfer of technology and capital from one country to another
Negative examples of Global Enterprises
 Medimix
 It is executed with the four walls of nation
 Limited number of branches
 Production and distribution within the country

2. Definition A global enterprises is one which has its headquarters in one country, but
spread it operations all over the world. They operate on very large scale
and have very wide marketing network.
Process skill : observing
Classifying
Identifying
Communicating
Instructional effect: attain the concept Global enterprises
Nurturing effect: develop the habit of independent thinking
Support system: flash card showing the exemplars and non exemplars of Global enterprises
Phases Teacher Activity Pupil activity
Phase 1
Presentation of the
data and
identification of
concept
I have a particular idea in my mind. Now I am going to
present an idea it is like the one that have in my mind. I will
say ‘yes’. It is not of that type I will say ‘no’ while I show
these ,you should carefully observe the nature of each and
find what idea I am having in mind OK. Look, at these
,there is an idea in my mind.
‘Yes’ this is an example for a particular type of idea which
is in my mind
Teacher shows another flash card and says
‘No’ this is not an example for the idea in my mind.
‘Yes’ this is an example for the idea.
‘Yes ‘this is another example for the idea
observes
Analyses
Compares
Owned and managed by Private parties
Production and distribution within the country
Tata Motors
Transfer of technology and capital from one country
to another

3. ‘No’ this is not an example for the idea
Phase 2
Testing the
attainment of
concept
Teacher ask, there can you infer anything from these
examples about the nature of the idea that I have in my
mind?
Good, I now Iwill say few examples. You have to say ‘yes’
or ‘no’
Very good! Tell me what you have infered
Yes you have absolutly right! Teacher further classifies that.
It is knowns as ‘Global enterprises’ which headquarters in
one counry and spread it operations in more than one
country.
Yes
Of course
Yes
No
No
Yes
Yes
No
Generalize, replies
that teacher has an
idea regarding “it is
a business
organization with
production and
distribution in more
than one country.
Verifies give
example
Limitednumberof branches
cococola
Chandrika
Sony
Foreign collaboration
Production within the country

4. Review questions
What do you mean by Global enterprises?
What are the features of global enterprises?
Follow up activity
Write a short note on global enterprises?
Social system
Teacher shows flash card having positive and negative examples in first phase. Then the system
is said to be highly structured. When the students classifies the positive or negative hypothesis.
The system become moderately structured .When the students suggest more examples the system
is low structured.
Phase 3
Analysis of the
thinking strategies
Can you say , how did you arrive to the concept global
enerprises?
Teacher is instructs the student to discuss on it. Through the
discuss, the teacher clarifies the doubts and conclude the
lesson
Student discussed
describes the why
of attaining concept