Lesson in the 10th form

Lesson in the 10^th form

Subject: Business English

Topic: Leadership styles. A perfect leader.

Objectives:

• activate the vocabulary(leadership styles, personal qualities)

• check the students’ speaking skills

• activate the students’ listening skills

• check the students’ projects

1. Warming-up.

1) Match the pictures and leadership styles.

2) What do you feel when you meet such a person?

3) Is it comfortable for employees to work with such a boss?

1. Revision

1. Translate the words (revision of useful vocabulary)

Useful vocabulary:

• influences the behaviour – влияет на поведение

• without threat or violence – без устрашения и принуждения

• to subvert the leader’s position – подрывать позицию руководителя

• react cautiously – реагировать с осторожностью

• straightforward manner – прямолинейная манера

• high concern for the task – большая заинтересованность к выполнению работы

• high concern for the people – внимание к людям

• shares decisions with the group – принимает коллективные решения

• “leave it alone” approach – позиция “оставьте меня в покое!”, “отстаньте”

• close supervision – придирчивое руководство

• job satisfaction – удовлетворение от работы

2. What does the “Leadership style” mean?

Student 1: Leadership is a social process in which one man influences the behaviour

of others without the use of threat or violence.

3. Is it enough to be a boss to exert leadership over subordinates? Prove why not.

Student 2: Some subordinates may have sources of power of their own which

they can use to subvert the leader’s position. Many employees are

suspicious of managers and react cautiously to what managers say and do.

4. What are three leadership styles?

Student 3: An autocratic style, a democrat, a liberal.

5. Give the definitions of these three types.

Student 4: An autocratic style is the leadership style in which the leader uses authority

in a straitforward manner by simply giving orders. There is a high concern

for the task and a low concern for people. There is no trust and confidence

in subordinates, little communication and team work.

Student 5: Democratic style is a leadership style in which the leader encourages a free communication and shares decisions with the group. There is a high

concern for both people and task.

Student 6: Liberal style is the leadership style known by a “leave it alone”

or ”hands off” approach. The manager leads mainly as a consultant

and turns most decisions over the group. There is a low concern

for people and task.

6. What qualities have effective managers got?

Student 7: In highly productive sectors managers enjoy their job authority

and responsibility, give general as opposed to close supervision

of their subordinates, are employee – oriented.

7. Why don’t many managers want to share power with there subordinates?

Student 8: Many managers don’t want to share power, influence and

decision – making with people towards whom they fell superior.

Those managers think that they may lose the influence on

their subordinates.

8. How do friendly relations influence the work of the team?

Student 9: When supervisors establish warm, friendly and supportive

relations, subordinates feel the job satisfaction and their health

both mental and physical isn’t damage.

9. What are the main characteristics of a perfect manager?

Student 10: Leadership functions are best carried out by managers

who have the interest, knowledge, skills and motivation

to work effectively.

1. Reading and matching

Teacher: It’s very important to predict the group behaviour caused by the leader’s actions and decisions.

You were asked to match the leadership styles and their effects (Task4 p.174-175).

Styles

1. Leaders make decisions on the basis of group decisions delegate responsibility, give requests rather than orders, expect cooperation (democratic).

2. Leaders leave group alone to get on with work; do not intervene or attempt to influence them (liberal).

3. Leaders make arbitrary decisions. Do not consult the group, give orders, supervise closely (authocratic).

Effects

1. Group is disorganized, did very little work, can be easily demoralized by small problems (liberal).

2. Group works hard when leader is present, stops working when he is absent (authocratic).

3. Group works steadily, whether supervised or not; employees are helpful with one another, solve problems jointly (democratic).

1. Listening

What type of a leader can make the following statements?

1. I decide what should be done and how it should be done.

2. I try to get the opinions of all members of the group so that we will have

a consensus on the best result.

3. This interest-in-people approach is all right, but it’s luxury.

I have to keep pressure on production, and when I get the

production up, then I can afford to take time to show an interest

in my employees and their problems.

4. I never make any decisions myself. If people know their jobs

I believe in letting them make decisions.

1. Group work

Teacher: You have already said a lot about the best leader’s qualities and how to become a perfect manager. Now I want you to work in groups and do the following task. On the board you can see the cards with some words describing a perfect manager. Rearrange the qualities in order of importance. Prove your choice.

Cards: intelligent, experienced, friendly, even-tempered, hard-working, looking smart, a good sense of humour.

1. Break for physical exercises.

Teacher: Sometimes the office work can be tiring. It’s necessary to have breaks from time to time and give your muscles, back and especially the spine some time to relax. Long hours of working on a computer or at the desk can cause spinal diseases. I hope these exercises will be useful for you.

1. Presentation of student’s projects.

1. Tips for managers

2. Meeting the new subordinates

3. Plan (working schedule) for the first working day

4. Problems at work:

- you are starting a new position and need somebody to consult you

but this subordinate asks for a day off;

- you are informed that some equipment is out of order;

- your new collegues have invited you to celebrate the first working day.

Will you accept or reject the invitation?

1. A job interview

1. Summarizing

Lesson in the 8^th form

Date: 12/02/2015

Topic: Types of books

Objectives:

• activate the vocabulary(likes/dislikes, adjectives)

• check the students’ speaking skills

• activate the students’ listening skills

1. Warming-up.

Teacher: Today we’re going to speak about different types of books, their plots and characters, your attitude to reading. I’m afraid, the modern teenagers aren’t keen on reading. Although I’m sure it isn’t your case.

1. Speaking.

Teacher: Look at the spidergram and the table in the exercise 1 on page 78. Which are your favourite/least favourite types of books? Tell the class, using the ideas below and any of your own ideas.

[ Books: romance, science fiction, classic novels, crime, horror story, thriller, biography, historical fiction, mystery story, adventure story, fantasy.

Likes / dislikes: make you think; fascinating; thrilling; exciting; relaxing; learn about the past; interesting to read about others’ lives & experiences; educational; a waste of time; unrealistic; boring/dull; predictable; silly; too frightening.]

Student 1: I enjoy biographies because I find it interesting to read about other people’s lives and experiences. I don’t like science-fiction books as I find them boring and unrealistic.

Student 2: ……………………………………………………………………………

Student 3: ……………………………………………………………………………

1. Reading and matching.

Teacher: Now you’ll get hands-out with a few abstracts from different novels. Read them and try to match the texts with books’ titles and the types of the books.

1. Listening.

Teacher: You’ll hear a young woman talking about a book she recently read. For statements in ex.2, p.78 check “true” or “false”(CD).

KEYS.

1. Ann mostly reads science-fiction novels. - False.

2. The novel is one of a series. - True.

3. The main character is accused of a crime. – False.

4. Ann thought the characters were poorly-developed. - False.

5. A previous job helps the author to write well. - True.

1. Speaking.

   1. Teacher: Look at the list of adjectives in the table of ex.3. Which are: positive, negative, neutral. If you don’t remember their meanings, look up in your vocabularies.

Plot	Mysterious, clever, exciting, gripping, well / poorly-developed, fast / slow-paced, predictable, weak, unimaginative, original, awful
Characters	Well-rounded, likeable, dull, evil, shallow, unusual
Beginning / ending	Confusing, flat, unexpected, disappointing, surprising, satisfying

Student4: ……………………………………………………………………………………………

Student5: ……………………………………………………………………………………………

Student6: ……………………………………………………………………………………………

Teacher: Use the language to talk about books you have read, as in the example.

Student7: I’ve recently read The Curious Incident of the Dog in the Nighttime. It’s about an autistic boy who decides to investigate the murder of the dog. The plot is really clever and original. I found the characters unusual and likeable.

Student8: ……………………………………………………………………………………………

• Summarizing

Teacher: Today we described types of books, their plots and characters. Tomorrow we’ll begin to learn how to write book reviews. Your marks are ….

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