market_leader_3e_-_intermediate_-_teachers_book (852197), страница 12
Текст из файла (страница 12)
Perhaps the organisation only has a core staff and outsources orcontracts out work to external people or companies as and when required. Some managementexperts say that this is the future, with self-employment as the norm and portfolio workers whohave a number of different clients.Organisation and your studentsIn-work students by definition work in organisations.
You obviously have to be tactful when youask your students what type of organisation it is in terms of creativity, following procedures, etc.You can ask pre-work students to look at their institution in similar terms: how much studentautonomy is there? Is creativity encouraged? How much time are students expected to spend onthe premises? Ask them also what sort of organisation they would like to work for - one wherecreativity is encouraged or one where there are well-established procedures.Read onD . S . Pugh a n d D. ).
Hickson: Great Writers o n Organizations, Ashgate, 2nd omnibus edition, 2000Charles Handy: Understanding Organisations, Penguin, 4th edition, 200536UNIT 4Warmer....ORGANISATIONVocabulary: Company structure•Tell students they will be looking at the subject oforganisation (and organisations).Students learn key vocabulary used in talking aboutcompanies and the ways they are organised.•Remind them that organisations come in all shapesand sizes.
Ask them to brainstorm as many differentexamples of types (not just size) of organisation thatthey can think of. You could start by writing u p someexamples of very different organisations:• With the whole class, explain any difficulties.•a corner shop run by an old couple•the Chinese army•the BBC•a barber working with two assistants(Subsidiary and outlet might need explaining.
Asubsidiary is a company that is owned in whole or inpart by another company, the parent company.)•Put students into pairs. Get students to discuss anddo the matching exercise.•Go through the answers as a q uick-fire whole-classactivity.1e• With the whole class, get students to call outdifferent organisations to add to the list. Theidea is to make students aware of the variety oforganisations that exist.Go through the overview section at the beginning ofthe unit, pointing out the sections that students willbe looking at.Quotation•Get the students to look at and comment on thequotation, asking if they agree with it. Explainconstructive if necessary and ask students if they canthink of any examples of constructive conflict theyhave known.Starting up2h3a4dSf6b7g�m(J')8cD �))) CD1.21Get students to listen to the recording two or threetimes, depending on level.
Stop during and after eachcomment at appropriate points to allow studentstime to write down what they hear. Go round theclass and assist where necessary.•Overview•rm(J')(J')0zz• Then ask for answers. Play the recording once more ifnecessary.1warehouse5factory/plant2subsidiary6headquarters3call centre7outlet4distribution centre.. . ...... .... ..............811 -lllDo this as a quick-fire whole-class activity. Studentsmay suggest these things and others.•Students discuss some issues o f status i n organisations.Exercise C - sample answers2 Answer calls from customers• With the whole class, explain any difficulties.Practise stress and pronunciation of seniORity and3 Recruit staffconfidentiALity.4 Sell products or services• Then have a class discussion. If students comefrom more than one organisation, compare andcontrast them.•Put students into pairs.
Get students to discussand allocate scores. Go round the room and helpwhere necessary.•Then have a class discussion about the issue.Again, be tactful about the status symbols intheir organisations.5 Make products6 Find the money to invest in new activities7 Do paperwork (teach this word)8 Deal with contracts, regulations and any disputesinvolving the company9 Manage incoming supplies, warehouse stocks andthe way products are moved around10 Deal with journalists' enquiries and the public•Move on fairly quickly to Exercise D. Get studentsto suggest answers, again as a quick-fire whole-classactivity.37UNIT 4... ...ORGANISATIONTell students that they are going to read about anunusual company.Get students to read the first paragraph.
Go roundthe room and help where necessary. (Explain, ifnecessary, that 15 pounds is about 7 kilos.)Get students to answer the question.eerme(I)(I)0zz0�Point out that some of the functions might be dealtwith by more than one department, e.g. draw upcontracts could also be a function of HR.Ask students about an organisation they know (forexample, their company or institution).
How is itorganised? What departments does it have?eeII �>» CD1.220m(I)0Play the recording once. Explain any difficulties, butdon't give the answers away.Play the recording again. Stop after each speaker andget students to say which department the speakerworks in.1 Administration 2 Public Relations3 Human ResourcesDescribe the task and explain any difficulties in theparagraph headings, e.g. that celebratory is relatedto celebration.Put students into pairs. Get students to read the restof the article in pairs. Go round the room and helpwhere necessary.With the whole class, go over expressions that havecaused particular difficulty.Then get students to suggest answers.ee:··························· ··············· ···························· ·················································································: .
. . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . :11- BI �>» CD1.23e�Play the recording (or read out the words yourself)and get students to say which syllable is stressed ineach case.Get individual students to repeat the words.I 4 caring- a! 5 democratic- aa rbconservative -a or bhierarchical- bprogressive-a! 6 market-driven - aGet students to say which are 'good' (a) and whichare 'bad' (b) qualities.The ostensible answers as to good and badqualities are given above, but your students maypoint out that the answer is sometimes It depends.For example, most of us prefer our banks to bereasonably conservative, for example by not lendingto people who can't repay, discouraging new-fangledpractices in counting cash, etc.Invite students to add any other words whichdescribe organisations they know.0 i-Giossary·····..101112........................................
............................. .... ....... ...... . ................ . . .... ........ .........................eoG>Reading: A successful organisationStudents read about the benefits of working for Googleand think about whether other organisations could bemodelled on it.38I Sample answersl 4 Making offices interesting places to beI 5 Intellectually challenging workI 6 A culture of autonomy and empowermentG....: · · · · · · · · .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . .r��:�����: : ;:�����E:� �� : IG>e::f7II. . . . . . .
. . . . . . . . .. . . .Learning and development programme..................-�.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .:Again in pairs, get students to work out the answers.Go round the room and help where necessary.With the whole class, get students to call out theanswers.� 1 TrueI 2 True1 3 False.
One hundred per cent of Go ogle Italyworkers thought it was a friendly place to work.1 4 True! 5 False. There is no mention of the qualificationsneeded to work there.1 6 Truel 7 True0a....... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . .:....... . . . . . . . . . . . . .. . . . . . . .... .. . ................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . ....... . . . . . . . . . . . . . . ...... . . . . . . . . . . . . . . . . . . . ..mG:.......... ...........With the whole class, get students to look at theitems 1-5 in the context of the article. Work onpronunciation and stress, e.g. acCOMplishments.Get students to call out the answers.r � � ;� �� �� � �0..·--··········· ..······.······· . ..·········.--.--- .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . .......... .. . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . .
![](https://s.studizba.com/z.php?f=/templates/si/i/noavatar.png&w=100&h=100&t=1"){kind=avatar}
