汽车微型天线:求职业生涯管理方面英文文献

楼上的,你是不是傻啊,人家说要得是英文文献,你懂不懂啊,整两个破听力题来骗钱,哼

1. Introduction to Unit field work and lead-in to Reading A 10 min.

a. Describe a situation where management functions are involved and introduce the field work project by saying, for example:

Hello, class. If you were the manager of a business company, what would you do to keep your company running in the best possible state? Well, here is a chance for you to find it out. You have about two weeks while we are learning this Unit, to accomplish a field work project, which means a research task you do outside the class. You are going to do it in groups. After two weeks, you are supposed to present your work in class.

b. Ask students to:

- search the library or the Internet for information about cash management;

- make a list of questions and use them to interview entrepreneurs about cash management;

- write a report about what you have found and prepare for an in-class presentation.

c. Lead in to Reading A by saying, for example:

As the first step of your field work project, you may get some basic ideas about management functions by going through Reading A.

2. Pre-reading activities 20 min.

Activity 1 Brainstorming

a. Students work with partners and list some words relevant to “Management Functions”

b. Invite some students to give their list and provide the suggested list below if necessary:

orders, sipping tea/coffee, chatting, newspapers, making plans…

3. In-reading activities 40 min.

Activity 1 Individual work: finding out the difficulties

a. Students read the text with attention to possible language difficulties and special terms.

b. Students raise questions concerning the difficulties found while reading.

c. Encourage students to join in the explanation of difficult points.

d. Then ask some more questions relevant to the paragraphs.

Paragraph one:

- How many functions does a manager perform according to Henri Fayol?

- What functions do managers usually perform?

- What are the functions mentioned in the two professors' textbook?

- What is the author going to discuss in the following paragraphs?

Paragraph two:

- What does the planning function involve?

- What’s the role of management in an organization?

Paragraph three:

- What is function organizing?

- What does function organizing include?

Paragraph four:

- What is the function of leading?

- What is management’s job?

Paragraph five:

- What is the final function of management?

- Why is controlling function necessary?

d. Comment on students’ performance.

Activity 2 Pair work: reviewing the expressions

a. Students work in pairs with one reading out language points or special terms and the other making a sentence, paraphrasing or translating.

b. Monitor the work and provide help if necessary.

Activity 3 Group work: getting the ideas

a. Students work in groups to discuss

- the different areas of management (hints: marketing, operation, human resources, finance, information);

- the details of management functions.

b. Group representatives report about their work.

c. Invite peer comment and give feedback.

Possible difficulties in Reading A

- They plan, organize, command, coordinate, and control.

coordinate: v. to harmonize in a common action or effort

e.g. coordinating the moving parts of a machine; coordinate the colors of a design.

- Let’s briefly define what each of these functions encompasses.

encompass: vt. to constitute or include

e.g. a survey that encompassed a wide range of participants.

- ..., and developing a comprehensive hierarchy of plans to integrate and coordinate activities.

integrate: vt. to make into a whole by bringing all parts together; unify.

e.g. integrated the new procedures into the work routine.

- ..., they are engaging in leading.

engage in: take part in or be occupied in sth.

e.g. I have no time to engage in gossip.

4. Post-reading activities 30 min.

Activity 1 Individual work: reviewing the ideas

a. Students read the passage again and point out the main idea of each paragraph.

b. Invite some students to present their work.

c. Give comments and refer them to exercise I for the topic sentences of some paragraphs.

Activity 2 Group work: learning more expressions

a. Students work in groups and discuss the expressions listed in exercise III.

b. Students try to make sentences using the expressions.

c. Student present the group work.

d. Comment on group performance.

5. Assignment

a. Students finish exercises III-VII based on what they have learned in Reading A.

b. Students preview Reading B.

c. Students spare some time for the field work project.

Periods 3-4 Reading A (continued) and Reading B

1. Reading A consolidating exercises 50 min.

Activity 1 Individual work: dictation

a. Books closed.

b. Read out some words, phrases or sentences learned in Reading A and students write them down.

* Dictation materials for reference:

- coordinate, formulate, framework, integrate, manage, motivate

subordinate, be responsible for, management control, strategy

management by objectives, management competence

management inventory form, management of trades, management principle

- When managers motivate subordinates, direct the activities of others, select the most effective communication channel, or resolve conflicts among members, they are engaging in leading.

- This process of monitoring, comparing, and correcting is what we mean by the controlling function.

c. Use overhead projector to check the work of some students or do peer-editing, i.e. ask students to check the work of fellow students.

Activity 2 Individual work: translating expressions

a. Books closed.

b. Use overhead projector to put the table in exercise VI on the screen and invite students to finish it off hand.

c. Check answers and explain if necessary.

d. Lead in to Reading B.

Activity 3 Group work: making sentences

a. Students work in groups and make sentences using expressions from exercise V and VII.

b. Students present their work.

c. Comment on student performance.

2. Reading B 50 min.

Activity 1 Individual work: finding out the difficulties

a. Students read the text with due attention to possible language difficulties and special terms.

b. Students raise questions concerning the difficulties found while reading.

c. Encourage students to join in the explanation of difficult points.

d. Comment on students’ performance.

Activity 2 Pair work: reviewing the expressions

a. Students work in pairs with one reading out language points or special terms and the other making a sentence, paraphrasing or translating.

b. Monitor the work and provide help if necessary.

Activity 3 Group work: getting the ideas

a. Students work in groups to discuss the letter of appointment and try to find out the main idea.

b. Group representatives report about their work.

c. Invite peer comment and give feedback.

3. Assignment

a. Students finish exercises VIII and X.

b. Students preview simulated writing.

Periods 5-6 Simulated Writing

1. Sample reading and simulated writing 100 min.

Activity 1 Pair work: identifying the elements of a business letter

a. Students read the sample business letter with attention to possible language difficulties and special terms.

b. Students work in pairs to identify the major elements of a business letter.

c. Monitor the work and provide help if necessary.

d. Ask some students to present their work.

Activity 2 Individual work: translating the business letter into Chinese

a. Ask students to translate the business letter (Sample 2) into Chinese.

b. Guide students if necessary.

c. Provide the key to the exercises.

Activity 3 Group work: writing a business letter

a. Students read the sample business letter again.

b. Write a business letter using the common sentence structures learned form the samples.

c. Group representatives report about their work using overhead projector if necessary.

d. Invite peer comment and give feedback.

2. Assignment

a. Students finish exercises III-V.

b. Students practice the typical sentences and expressions in writing business letters.

Periods 7-8 Listening and Speaking

1. Listening 50 min.

Activity 1 Individual work: understanding the dialogues

a. Books closed.

b. Students listen to the dialogues on the tape and take notes.

c. Books open.

d. Students listen to the dialogues again and pinpoint important topic-related expressions and special terms.

e. Students ask questions concerning difficult points in the dialogues.

f. Explain the difficult points.

h. Students listen to the dialogues for the third time.

Activity 2 Pair work: translating important expressions or sentences

a. Students work in pairs with one picking out some expressions or sentences from the dialogues and the other translating them to Chinese.

b. Monitor students’ work and give help if necessary.

c. Invite some pairs to present their work.

d. Comment on students’ work.

2. Speaking 50 min.

Activity 1 Pair work: role-playing the dialogues

a. Students work in pairs and role-play the dialogues.

b. Invite some pairs to present their work.

c. Comment on students’ performance.

Activity 2 Pair work: role-playing the dialogue in exercise IV

a. Students work in pairs and study the given situation and suggested expressions.

b. Students prepare for the role play.

c. Invite some pairs to present the dialogue.

d. Comment on students’ performance.

3. Assignment

a. Students finish exercises II and III.

b. Students practice the expressions and patterns concerning establishing business relationship.

Periods 9-10 Field Work Presentation 100 min.

a. Each group gives a presentation in front of the class.

b. Ss who are listening take notes or complete a student assessment form.

c. Elicit peer comments on group performance.

d. Give feedback.