Unit 2 THE ORGANIZATION OF WORK

1. Unit 2 THE ORGANIZATION OF WORK

2. Skills focus • Reading • using research questions to focus on relevant information in a text • using topic sentences to get an overview of the text • Writing • writing topic sentences • summarizing a text • Vocabulary focus • English–English dictionaries: • headwords • definitions • parts of speech • phonemes • stress markers • countable/uncountable • transitive/intransitive

4. Vocabulary bank Using your English–English dictionary This kind of dictionary helps you actually learn English. Using headwords and parts of speech 1 Find the correct headword. These bold words in a dictionary are in alphabetical order. Look at the words on the top left and top right of the double page. Find words which come just before and after your word. 2 Find the correct meaning. If there are different meanings of the word, they appear in a numbered list. Look at all the meanings before you choose the correct one in context.

5. Vocabulary bank Using your English–English dictionary Using headwords and parts of speech 3 Find the correct part of speech. Sometimes the same headword appears more than once, followed by a small number. This means the word has more than one part of speech, e.g., n and v. Work out the part of speech before you look up a word. Clues: • Nouns come after articles (a/an/the) or adjectives. • Verbs come after nouns or pronouns.

6. A How can an English–English dictionary help you understand and produce spoken and written English? 2.1 Vocabulary • The following information is useful forspoken English: • stress • pronunciation of individual phonemes – particularly when a phoneme has multiple pronunciations • The following information is useful for written English: • information about the type of word – C/U; T/I • the spelling • examples of the word in use to memorize • some synonyms for lexical cohesion

7. B Study the dictionary extract in your textbook. 2.1 Vocabulary 1 Why are the two words (top left and top right) important? They tell you the first and last words on the pages to help you locate the word you want. 2 How many meanings does management have? Three. 3 Why does the word market appear twice in bold? Because the same word can be a noun or a verb.

8. B Study the dictionary extract in your textbook. 2.1 Vocabulary 4 What do we call someone who works in marketing? A marketer. 5 Where is the main stress on managerial? What about managing director? Managerial – on the third syllable; managing director – on the second syllable of director. 6 What is the pronunciation of g in each bold word in this extract? /dʒ/ (e.g., manage); /ŋ/ (e.g., marketing). 7 What is the pronunciation of a in each bold word in this extract? Four pronunciations: /æ/ or /a:/ in stressed syllables; /i/, or /ə/ in unstressed syllables.

9. B Study the dictionary extract in your textbook. 2.1 Vocabulary 8 What part of speech is marketable? Adjective – able marks an adjective. 9 Are both of these correct? The management is/are responsible for the failure of the company. Both are correct, but once you have chosen to use one form, you should not use the other in the same text. 10 Can we write: A new computer model is marketing. Why (not)? Usually no – because to market is transitive, so it must have an object.

10. C Look at the bold words in the dictionary extract in your textbook. 2.1 Vocabulary 1 What order are they in? Alphabetical order. 2 Write the words in the box in the same order. administrator boardroom complex hierarchy initiative informal labour layer procedure resources rigid routine structure task team

11. D Look at the top of this double page from an English–English dictionary. 2.1 Vocabulary 1 Which word from Exercise C will appear on these pages? Routine will appear on the double page spread. 2 Think of words before and after some of the words in Exercise C.

12. E Look up the bold words in the box in a dictionary. 2.1 Vocabulary 1 How many meanings can you find for each word? 2 Which words are both a noun and a verb? What kind of verbs are they? 3 What kind of noun is each one? 4 How are the words used in business management? a set of rules for how a business activity should be carried out or managed a set of actions necessary to do something n C a piece of work that must be done n C a piece of work that must be done used with human it means the department which deals with the people in an organization; used with financial it means money qualities or possessions that are to be used; often used in relation to a country (e.g., natural resources such as coal, oil) n C

13. E Look up the bold words in the box in a dictionary. 2.1 Vocabulary 1 How many meanings can you find for each word? 2 Which words are both a noun and a verb? What kind of verbs are they? 3 What kind of noun is each one? 4 How are the words used in business management? the room where the directors of a company have their meetings a set of actions necessary to do something n C n C a thickness of a material (e.g., layers of different types of rock) a level of management cut hair or arrange clothes in layers v T

14. E Look up the bold words in the box in a dictionary. 2.1 Vocabulary 1 How many meanings can you find for each word? 2 Which words are both a noun and a verb? What kind of verbs are they? 3 What kind of noun is each one? 4 How are the words used in business management? when used with organizational, a type of organization something that has been made or constructed n C n U how the parts of something make a whole (e.g., brain structure) when used with organizational, the concept of structure in organizations v T arrange parts into a whole

15. E Look up the bold words in the box in a dictionary. 2.1 Vocabulary 1 How many meanings can you find for each word? 2 Which words are both a noun and a verb? What kind of verbs are they? 3 What kind of noun is each one? 4 How are the words used in business management? a group of people who play together in a game (e.g., football team) agroup of people who work on a task together n C 1. workers considered as a group, e.g., organized n U 1. work; 2. giving birth; 3. (Labour) UK political party v I work

16. F Look up the words in the box. 2.1 Vocabulary hierarchy administrator rigid initiative complex routine informal 1 Where is the stress in each word? 2 What is the sound of the underlined letter(s) in each word? 3 Which meaning is most likely in business management? /ai/ n C/U a pyramid-shaped organizational structure. /ə/ n C a person whose job is to organize a rigid hierarchy is one where there are strict definitions of jobs and many layers of management /dʒ/ adj able to be transferred from one person to another or exchanged for cash /ʃ/ n C/U adj not easy or simple. A complex production process has many stages. /ɔ/ /u:/ n/adj C a regular way of working / something that always happens adj not following fixed rules /ə/

17. 2.1 Vocabulary G Test each other on the words from Exercises E and F. Give the dictionary definition of one of the words. Can your partner guess which word you are defining?

18. H Describe the organizational structures in the diagrams. 2.1 Vocabulary Structure 1 hierarchical (or pyramid) structure Structure 2 task (or matrix) structure

19. 2.2 Reading A What do you prefer – to work by yourself, with another person, or in a team? Why?

20. B Look at the pictures on this page. 2.2 Reading 1 What type of work is taking place in each picture? 2 Which pictures show team work? 3 Which pictures show skilled work? 4 Where are the workers likely to be in an organizational hierarchy?

21. B Look at the pictures on this page. 2.2 Reading 1 What type of work is taking place in each picture? 2 Which pictures show team work? 3 Which pictures show skilled work? 4 Where are the workers likely to be in an organizational hierarchy? these people are probably unskilled manual workers – usually at the bottom of the hierarchy 1. individual employees working on a production line no no these people are higher in a hierarchy than the worker in the picture above 2. a group of people working together-medical staff during an operation yes yes 3. a secretary is carrying out her boss’s instructions the secretary is skilled; bosses are usually skilled and educated this is a typical hierarchical situation: the boss tells the secretary what to do no yes – this worker is highly skilled and may take a long time to learn his trade he may be employed, and fairly low in the hierarchy; or he may work for himself 4. a potter making a pot no

22. C You are going to read a text. What should you do before you read a text in detail? 2.2 Reading See Skills bank.

23. Skills bank Doing reading research • Before you start reading … • Think of research questions. In other words, ask yourself: What must I find out from my research? • Look at headings, sub-headings, illustrations, etc. Look for patterns or variations in presentation, e.g., a series of dates; words in bold or italic script. Think: Whatinformation do they give me? • Decide how to record information from your reading. Choose one or more methods of note-taking. See Unit 1 Skills bank.

24. D This text is about organizational structures. 2.2 Reading 1 Think of some research questions before you read. 2 Compare your questions with those in the Hadford University assignment on this page.

25. E Study these topic sentences from the text and answer the questions. 2.2 Reading 1 What types of organizational structure are discussed in the text? Large, traditional hierarchies; flatter hierarchies; plus other types, of which two are mentioned here: task structure and person structure.

26. E Study these topic sentences from the text and answer the questions. 2.2 Reading 2 Where might you find the answer to each question in the university assignment? Write 1, 2 or 3 next to the topic sentence. 1 2 3 3 3

27. F Read the text on the opposite page and check your ideas. 2.2 Reading See Skills bank.

28. Skills bank Doing reading research • While you are reading … • Highlight the topic sentences. • Think: Which paragraph(s) will probably give me the answer to my research questions? • Read these paragraphs first. • Make notes. • After reading … • Think: Did the text answer all my research questions? • If the answer is no, look at other paragraphs to see if the information is there.

29. A Study the words in box a. They are all from the text in Lesson 2. 1 Look back at the text on page 17. Find the words which go together with the words in the box. 2 Do they make noun or verb phrases? 3 What is the meaning of each phrase? Look at the context and check with your dictionary if necessary. 2.3 Extending skills

30. A Study the words in box a. They are all from the text in Lesson 2. parts of a business concerned with a particular function noun phrase noun phrase dividing the work so that each person has one small job to do 2.3 Extending skills noun phrase the bits of work which go to make up the whole job work without being told how to or what to do verb phrase verb phrase contribute or use their own ideas in their work noun phrase the business world outside the company noun phrase a way of working, using teams noun phrase a document about what an employee should do in his/her job an organizational structure which makes it clear who is in charge of who/what noun phrase

31. B Study the words in box b. 2.3 Extending skills 1 What is the base word in each case? What is the part of speech of the base word? 2 Does the prefix/suffix change the part of speech? 3 How does the prefix/suffix change the meaning of the base word?

32. B Study the words in box b. 2.3 Extending skills tradition (n) al = noun ➔ adjective flat (adj) er = comparative form layer (n) de = negate ； ed = verb ➔ adjective integrate (v) dis = negate operate (v) co = together； (t)ion = verb ➔ noun profession (n) al = noun ➔ adjective

33. C Look back at the text on page 17. After each topic sentence, how does the writer continue the paragraph? Choose one or more from the following list: defining and describing alist of points 2.3 Extending skills restating the topic sentence giving more information giving an example giving an example defining and describing defining and describing defining and describing restating the topic sentence

34. D Write a summary of the information in the text on page 17. Practise using the words you have learnt so far. See Skills bank. 2.3 Extending skills

35. Skills bank Using topic sentences to summarise • The topic sentences of a text normally make a good basis for a summary. Follow this procedure: • Locate the topic sentences. • Paraphrase them – in other words, rewrite them in your own words so that the meaning is the same. Do not simply copy them. (This is a form of plagiarism.) • Add supporting information – once again, in your own words. • Check your summary. Check that the ideas flow logically. Check spelling and grammar. If your summary is short, it may be just one paragraph. Divide a longer summary into paragraphs.

36. Skills bank Using topic sentences to summarize Example: Large hierarchies have several disadvantages. They may have problems with communication, employee attitudes and ability to change.

37. ADiscuss these questions. 1 What structures for organizations were described in Lesson 2? 2 What sort of organization is each structure suitable for? 3 What type of leader does each structure have? 2.4 Extending skills big organizations one person at the top (e.g., the managing director or CEO) small organizations one person – like a spider in a web (the other people have the same beliefs and values) problem-solving organizations the leader can change depending on the task groups of professionals may have no clear leader

38. B The lecturer has asked you to do some research into types of leadership. 1 What is the function of a leader? A leader tells a group of other people what to do. 2 Think of good research questions before you read the text on the opposite page. Questions such as: How many types of leaders are there? What type of leader is best for what purpose or organization? What sort of people become leaders? 3 What is the best way to record information while you are reading? See Unit 1 Skills bank. 2.4 Extending skills

39. C Study the text on the opposite page. 1 Highlight the topic sentences. 2 Read each topic sentence. What will you find in the rest of the paragraph? Effective leadership is crucial for the success of a business. what is effective leadership, and why it is crucial for the success of a business 2.4 Extending skills According to Douglas McGregor, in his book The Human Side of Enterprise (published in 1960),… different beliefs of managers about leadership However, the style of leadership which is appropriate may depend on the situation. different types of situation/organization It is also important to consider the relationship between leadership and teams. the relationship between leadership and teams; how teams are managed In order for a leader to lead a team successfully, according to Hooper and Potter (in The Business of Leadership, 1997),… list of requirements for successful team leadership (e.g., vision, trust)

40. C Study the text on the opposite page. 3 Which paragraph(s) will probably answer each research question? Read those paragraphs and make notes. 4 Have you got all the information you need? If not, read other paragraphs. 2.4 Extending skills

41. D Use the Internet to find out more about McGregor’s Theory X and Y. Explain how Theory X or Y seems to fit an organization or a person that you know. 1 Make notes. 2 Write a series of topic sentences which summarize your findings. 3 Report back to the other students. Read out each topic sentence, then add extra details. 2.4 Extending skills

42. Tips for Reference 2.1 Vocabulary部分，教师讲解Vocabulary bank内容，并以小组课堂讨论形式，讨论练习A、B、E、F、H；课后学生完成练习C、D、G。 2.2 Reading部分，让学生课后查阅资料，完成练习A、B；教师课堂讲解Skills bank中的“Doing reading research”技能，深度阅读文章“BANKING from the Egyptians to the Victorians”，并按次序完成练习C、D、E、F。 2.3 Extending skills部分，让学生课前完成练习A、B；课堂教师讲解练习C，；教师讲解Skills bank中的“Using topic sentences to summarize”技能，并完成练习D。 2.4 Extending skills部分，深度阅读文章“The History of American Banks”，完成练习A、B、C、D。

43. 谢谢欣赏！