market_leader_3e_-_intermediate_-_teachers_book (852197), страница 10
Текст из файла (страница 10)
activities.• Write the n u mbers 1 to 3 on the left-hand side of thefollowing table and continue with the next part of theinformation gathering, getting students to expressthe information in their own words.Reasons for Decker's acquisitionThe acquisition will benefit the group and boostearnings, although not immediately. Additional costswill be incurred at the beginning, but nothing's beendecided about staff cuts. In the long term, they aimto expand the TV channels and import Australianfilms.
He doesn't foresee ongoing problems with the' cultural differences.Problems•Get students to read through the e-mail in pairs.Go round the room and help where necessary.• With the whole class, quickly summarise theinformation in students' own words using the headingson the left below.
(You could get individual students tocome up to the board and complete different sectionsof the table, in note form where appropriate. O n lyuse common abbreviations like mgt.)E-mail to: Robert Crawford, a VP of Decker' Cindy Chow, H R D at AEDecker wants to expand in a fast-growing newmarket, China.High staff turnover and low moraleat AE.It will use Asia Entertainment so that it canenter and grow in other Asian markets such asSingapore, Malaysia and Vietnam.People at AE have to apply again' for the jobs they already have - badfeeling between people, don't wantto compete against each other.Decker is attracted by Asia Entertainment'ssuccessful online DVD viewing service.;,..........;...
........:All depts affected, but particularly' H R and Sales. People there lookingfor new jobs. Not good for moraleand performance.• Work on the meaning of presence in this context.Relate the word to present - Decker is present inparticular markets.Comment•CompensationLow levels of compensation forpeople forced out of their jobs andno help to find new ones.EnglishAll staff to i mprove their English.
Nofinancial assistance.Get students to 'develop' the comment section, intheir own words... ... ... . ....30.... ... ................. ..... .....UNIT 3 .,..,. CHANGEChange too fast - new IT system,Aus films we know nothing about.Informal atmosphere, but we're notused to that.Food in restaurant too Western.Most of the mgt jobs have gone toAustralians, not many Chinese insenior posts- unfair.Bad communications - no clearjob descriptions or lines ofresponsibility.Loss of Chinese identity- newmanagers only interested in results.Work on any remaining difficulties.Mgt styleeTasko&oaee0Divide the class into fours or sixes- group A: twoor three Australian managers, one of whom is ScottHenderson (tell them which one) and group B: two orthree AE executives.Each group prepares separately for the meeting,going over the problems and thinking of solutions.Each group should make notes about what they aregoing to say at the meeting.
Go round and assistwhere necessary.When the groups have prepared, get the two sidestogether. The student playing Scott Hendersonshould chair the meeting. Another student shouldtake notes about the discussion. Tell students theyshould use as much meetings language as possible.Tell the groups to start their meetings. Go round theclass and note down strong points and points thatneed correction or improvement. Make sure that thechair is including everyone in the discussion.Bring the class to order. Ask the note-taker in eachgroup to report on what happened in their group andwhat they decided about each point.Praise some of the good language points that youheard, and work on half a dozen others that needimprovement, getting individual students to say thecorrect thing.If there is time and interest, have a general classdiscussion about the issues.
You could talk aboutthe cultural and practical issues involved when acompany is taken over by an overseas company.Point out that this sort of merger often fails,sometimes for the reasons your students havediscussed in the case study.Work on the background to bring out the key points inthe tables.Get the student to prepare one of the roles in Group Aor Group B. You take the other.Run the task.
Monitor the language that you both use.After the activity, underline some of the key meetingslanguage that you chose to use and that your studentused correctly, and work on five or six points fromwhat they said that needs improving.If there is time and interest, do the role play again,swapping roles. Ask your student to pay particularattention to the corrections you made.You can also refer to the Case study commentarysection of the DVD-ROM, where students can watchan interview with a consultant discussing the keyissues raised by the case study.One-to-oneWritingGet your students to write the action minutes fromthe meeting (about l SD-200 words). Students coulddo this for homework or in pairs in class.
(Make surestudents understand these should be action minutes,not just minutes.)� Resource bank: Writing (page 206)= Writing file, page 129a31SocialisingIntroduction:EAs this is probably the first Working across cultures unitthat you are doing with students, explain what culturalawareness is - the idea that people should be aware ofdifferent attitudes, ways of behaving, taking decisions,using time, etc.
that other cultures may have. See theBusiness brief on page 64 of this Teacher's ResourceBook for some key cultural issues.0:::0"zG)�:::00V'lV'lnc::This cultural awareness unit focuses on the languageof social English and how to talk to people, especiallypeople from other cultures, that you haven't met before.!:ic:::::0mV'l......a•••Go through the questions quickly with the wholeclass and get students to discuss them in groupsof four.Go round the class and assist where necessary.Make sure that every group member is participatingactively.II �>)) CD1.19•Get students to look through the questions.•Play the recording once or twice, depending on thegeneral level of the class, and elicit the answers.II �)» CDL19• Get students to look at the questions and then listento the recording again.• With the whole class, elicit the answers.1AntonioBring the class to order.
Get a student from eachgroup to say what their 'findings' were. (Be tactful- students may well say that all of these things aredifficult.)Bring the class to order. Get a student from eachgroup to say what their rankings were and what elsecame o u t of the discussion. (For example, they maysay that there is a limit to the number of times onecan ask Are you saying . . . ? during a conversationwithout the other person getting irritated!)For example, what do they think of watching Englishlanguage DVDs with the English subtitles switchedon and then watching again with them switched off?•32Do this as a quick-fire whole-class activity.
Studentsmight suggest talking about which companies theycome from, how they travelled to the conference,the speakers at the conference, the hotels theyare staying in, etc. You could introduce the ideaof 'small talk' - things that are easy to talk about,often in order to get to know people better. (It mightbe interesting to ask students if they think that theweather is a worthy subject of conversation in thiscontext!)James•ll.Type ofcompanyofficeequipmentJob titleSales ManagerSystems Analyst :Companyperformancenot too good,redundancies andcost-cuttingsales u p lastq uarter, butworried aboutthe futureFlightexhausting,stopped over inLos Angeleslong, turbulent,but food andservice OKstaying withAccommodation in cheap hotel afew blocks away; daughternot many facilities, downtowncouldn't usebusiness centre• Ask individual students for their own preferences.II'2• Again, go through the questions quickly with thewhole class and get students to discuss them ingroups of four, ranking the points from 1 to 6.•Nice to meet you.If necessary, explain and practise the pronunciationof exhausting and turbulent....1r;WORKING ACROSS CULTURES 111 -4>» c o 1 .
2oGet students to look at the questions and then listento the recording once or twice.With the whole class, elicit the answers.1 a) Nancy Chenb) Ludmila Poiginac) Klaus Liebermann2 Whether they've visited Seattle at all and whichspeakers are worth seeing.o0II -4>» C D 1 .20Get students to look through the extract and suggestwhat might go in the gaps before they hear therecording again.Play the recording, stopping at convenient points sothat students can note the missing words.With the whole class, elicit the answers.1 systems analyst2 This is3 sales manager4 How do you do5 Pleased to meet you6 Managing Director7 Frankfurt subsidiary8 St PetersburgPoint out that How do you do? is not a question(the expression in response to this is How do youdo or Pleased to meet you) and in any case is nowconsidered rather old-fashioned, especially amongyounger people.oooeeGoe....SOCIALISINGGet students individually to prepare notes, as insection 3 of the task.Put students into groups of four.
Get them to imaginethat they are sitting round a table in a conferencehotel bar or restaurant. Get them to talk to one of theother members of the group one-to-one and then,after a few minutes, get them to change, so they talkto a different person one-to-one.Go round the class to assist if necessary. Monitor thelanguage being used but monitor also the cultural'appropriateness' of the subjects that students aretalking about.Bring the class to order.
![](https://s.studizba.com/z.php?f=/templates/si/i/noavatar.png&w=100&h=100&t=1"){kind=avatar}
