market_leader_3e_-_intermediate_-_teachers_book (852197), страница 8
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Praise good points, and workon any that are causing problems.Stage 2•Again in pairs, get students to change the date of themeeting.• Go round the room and monitor the way they areusing the language for changing arrangements byphone that they saw in the Skills section.Bring the class to order. Get one or two of the groupsto summarise what they said in their group aboutsome of the problems.Praise five or six relevant language points andwork on five or six others that need correction orimprovement, especially ones relating to travel,accommodation, etc.Go through the information in the introduction withyour student.
Explain any difficulties.In the task, get your student to read the first problem,making notes so as to be able to s u mmarise it in theirown words.Take the role of Account Manager and get yourstudent to take the role of Travel Consultant. Discusspossible solutions.At the same time, monitor the language that yourstudent is using. After the activity, underline someof the language that you chose to use and some thatyour student used correctly and work on five or sixpoints from what they said that need i mproving.Then get your student to read and sum marisethe second problem, swapping roles. Discuss theproblem, getting your student to pay particularattention to the corrections you made.
Go through theremaining problems in the same way.0 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.Wri ting• Set the task for homework o r get students to do it inpairs in class. Give an approximate number of wordsfor the e-mail, perhaps 200-2 50 words, dependingon the level of the class.� Writing file, page 1 2 7� Resource bank: Writing (page 205)23C h angeAT A G LANCE�r.�/�·l ',1•.)>G"'lr-)>znmLesson 1Each lesson (excluding casestudies) is about 45 to 60minutes. This does not includetime spent going throughhomework.This section gets students to focus on change intheir personal lives.Lesson 2................Lesson 3�� 4........
... ............. . . . ... . . . . .. ............... ..... .......... . . .....Practice FileVocabulary (page 12)Reading: Mercedes, shining starStudents read about problems at Mercedes andhow its Chief Executive turned the companyround.Text bank(pages 122-125)Listening: Helping companies to changeStudents listen to a consultant talking aboutways of bringing about change in organisations.Resource bank: Listening(page 192)Language review: Past simple and present perfectStudents compare and contrast these two tensesand develop their awareness in a sequence ofexercises ..
. .... ... . ......:-... . . . . . .!'LessEach case study is about 1% to2 hours.Vocabulary: Describing changeStudents look at the prefixes used in many verbsrelating to change and at how these verbs areused......... . . ..... . ..............i- G i ossary (DVD-ROM)Course Book Listening(DVD-ROM)Practice FileLanguage review(pages 13-14)...... . ...............
. . ........ ............................................ .... ....... ..Skills: ManagingmeetingsThis section looks at the language of managing(chairing) meetings....C ��..�·tudv: AcquiringAsia EntertainmentaAn international media group has to find ways tointegrate the new Hong Kong-based company ithas recently merged with.Resource bank: Writing(page 206)Practice FileWriting (pages 14-15)Case study commentary(DVD-ROM)For a fast route through the unit focusing mainly on speaking skills, just use the underlined sections.For one-to-one situations, most parts of the unit lend themselves, with minimal adaptation, to use with individualstudents.
Where this is not the case, alternative procedures are given.24UNIT 3B U S I N ESS BRIEF....CHANGE'",�·:��If a successful organisation is to continue to succeed, it will need to change, A large part ofleadership is to do with bringing about change, But the arrival of consultants to look at anorganisation and suggest ways of restructuring it can make employees extremely nervous if thereis not proper consultation with them: explanation and discussion of what the company is tryingto achieve by this change, Much of the work of executives is taken up with change management.OJc:(J)zm(J)(J)OJ;;tJm'"T'ICompanies may downsize and de-layer, eliminating levels of middle management in orderto become leaner, flatter, supposedly more efficient organisations.
Often the reasoning wasthat computer networks allow top managers instant access to information that was previouslygathered and transmitted upwards by middle managers, whose other main function was tocommunicate executives' key messages downwards to the workforce. In doing the latter,they were sometimes accused of diluting or confusing the messages, or worse. With fewerorganisational layers, top managers say they can communicate more directly with front-lineemployees, the people who actually produce the goods or services and deal with customers.With less direct supervision, employees have often been encouraged to make more decisionsfor themselves in a process of empowerment.Change and restructuring will also occur when a company is bought by another as an acquisitionor takeover, or when two companies join as equals in a merger.
It may be difficult to combine thecultures (ways of doing things) of the two companies.Companies may also have to shed staff in periods of economic difficulty: economic downturns.In all these scenarios, there will be redundancies. The people remaining might feel demoralised,wondering when the next wave of change is going to come and whether it would be their turn tolose their jobs.There has been a realisation that, beyond the sloganeering, a n organisation's most precious assetmay well be its people and, above all, what they know. A company's accumulated knowledge andexperience is part of company culture and is increasingly seen as a key to success. The collectiveknowledge of the core competents (the people with the key skills) is something to cu ltivateand develop.
It is beginning to be seen that it may be a good idea to have people around withtheir accumulated years of experience. Some companies have appointed a chief knowledgeofficer to create systems to make this intellectual capital available to all employees via thecompany intranet (an Internet-type system available only to company employees). Knowledgemanagement is a new business skill, essential if an organisation is to achieve knowledgecapitalisation - the most profitable application of the knowledge available to it.Change and your studentsIt will be interesting to see how your students react. Pre-work students will perhaps havedifficulty relating to the upheavals that can occur when organisations restructure and/or areacquired by others.There will be few in-work students who have not seen change in their organisations at first hand.Some people like change, almost to the point of restlessness; others prefer long-term stability.Be tactful when discussing this sensitive issue.Read onJohn Hayes: Theory and Practice of Change Management, Palgrave Macmillan; 2nd revisededition, 2006John P.
Kotter, Dan S. Cohen: The Heart of Change: Real life stories of how people change theirorganizations, Harvard Business School Press, 2002Jonas Ridderstrale, Mark Wilcox: Re-energizing the Corporation: How Leaders Make ChangeHappen, Wiley, 200825UNIT 3....CHANGELESSON N OTESWarmer•rI'TIt.nt.n0zz•�I'TIt.n·->·..�c�'3.*"Get students to look at a good dictionary, for exampleLongman Dictionary of Contemporary English.(It doesn't matter if students don't all look at thesame dictionary.
They can even look in bilingualdictionaries.)Ask them to look through the entry/ies for change.Then get them to tell you everything they have foundabout the word. For example:•it's a noun and a verb•as a noun, it can mean when something becomes•something else, the money you get back whenpay for something, etc•as a noun, it can be both countable anduncountable•as a verb, it can be used in expressions likechange clothes, change gear, etc.II•Explain that the idea here is to find the most worryingexperience.•Put students into pairs again.
Go round the room andhelp where necessary, explaining any difficulties.• With the whole class, discuss findings. (The answermay be It depends, e.g., on the nature of theacquiring company, as to whether the merger isunwelcome or not)Vocabulary: Describing changeStudents look at the prefixes used in m a ny verbsrelating to change and at how these verbs are used.a•Tell students that they are going to look at some keyvocabulary relating to change.•With the whole class, put one or two words undertheir correct headings in a table on the board andexplain their meanings.•Then get students to do the others in pairs.
Go roundthe room and help where necessary.•With the whole class, complete the table on theboard. Explain any difficulties and practise stress andpronunciation (e.g. deCENTralise).Overview•Tell students they will be looking at different aspectsof change, in people and in organisations.•Go through the overview section at the beginning ofthe unit, pointing out the sections that students willbe looking atQuotation•Ask students what they understand from thequotation. (They might mention that people,organisations, etc have to adapt if they areto survive.
This quote comes from the novel //Gattopardo (The Leopard), about the nineteenthcentury Italian aristocracy having to adapt to newpolitical circumstances. If appropriate, ask studentsif they have seen the film with Burt Lancaster andClaudia Cardinale.)decentraliseregulateStarting upThis section gets students t o focus o n change i n theirpersonal lives.a26•Explain that this activity is related to stress: whichof these things is most stressful? You could getstudents to rate these things on a scale of 1 to to.•Put students into pairs.
Go round the room and helpwhere necessary.•With the whole class, compare notes o n students'findings. If the class is not too big, you could write upeach pair's score on the board and then work out theaverage. The main thing is to stimulate discussion.•Do as a quick-fire whole-class activity.m- 11•Still in their pairs, get students to work on sentencesusing a good dictionary such as the LongmanDictionary of Contemporary English.• Go through the answers with the whole class, gettingstudents to call out the answers and explaining anydifficulties.UNIT 3 ...
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