Case study McDonald's
Teaching Suggestions
p. 1
Case Study – McDonald’s
Aims
1.
To introduce the history of McDonald’s and its global development
2.
To find out why McDonald’s is so popular
3.
To study the educational functions of the fast food culture
4.
To examine the localization of McDonald’s (Hong Kong, Beijing, Taipei,
Seoul, Tokyo)
5.
To examine the relation between McDonald's and environmental
protection
Case study McDonald's
Teaching Suggestions
p. 2
Worksheet 1: Introduction to McDonald’s
Learning Objectives
1.
To come to definition of ‘fast food’
2.
To study the history and development of McDonald’s
3.
To analyze the reasons for the rapid global development of fast food
Teaching Suggestions
1.
Arouse students’ interest in the topic with a short quiz
2.
Briefly introduce McDonald’s history and development using data on the
establishment dates of McDonald’s in various countries
3.
Question: What is fast food? What are its characteristics?
4.
Homework: Examine the reasons for the rapid worldwide growth of the fast food
industry
Case study McDonald's
Teaching Suggestions
p. 3
Worksheet 2: Reasons for McDonald’s Popularity
Learning Objectives
1.
To find out why the McDonald’s is so popular
2.
To learn something about running a business successfully
Teaching Suggestions
1.
Play a video of McDonald’s ads to get students to discuss the effectiveness of
advertisements. The teacher then makes a summary.
2.
Students analyze reasons for McDonald’s popularity in terms of ‘standardized
procedures’, ‘familiarity’ and ‘improved menu’.
3.
Discuss other reasons for the success of McDonald’s.
4.
Homework: Design a menu with Hong Kong characteristics.
Case study McDonald's
Teaching Suggestions
p. 4
Worksheet 3: The Educational Functions of McDonald’s
Learning Objectives
1.
To understand the work culture of McDonald’s
2.
To understand the changes on consumer discipline and awareness for public
welfare brought by McDonald’s
3.
To be acquainted with some sales strategies
Teaching Suggestions
1.
Students discuss the rules of McDonald’s outlets. Teacher then gives a summary.
2.
Show the video. Discuss the meaning of ‘smiles’. Teacher then gives a summary.
3.
Students read or role-play a ‘People’s behavior at McDonald’s’ story, and discuss
how abuse of public facilities can be prevented. Teacher then gives a summary.
4.
Students bring in McDonald’s gifts they have redeemed. Ask one to two students
to describe the situations when the gifts were redeemed. Students analyze the
different redeeming situations.
5.
Discuss whether gift redemption is an effective sales strategy.
Case study McDonald's
Teaching Suggestions
p. 5
Worksheet 4: The Localization of McDonald’s
Learning Objectives
1.
To examine McDonald’s development in Southeast Asia
2.
To examine how people in Southeast Asia see McDonald’s
Teaching Suggestions
1.
Students decide where the people come from by what they say.
2.
Analyze the changes McDonald’s has made in response to local characteristics.
Case study McDonald's
Teaching Suggestions
p. 6
Worksheet 5: McDonald’s and Environmental Protection
Learning Objectives
1.
To explore the relationships between fast-food and environmental protection.
2.
To enhance students’ environmental protection awareness.
3.
To examine the relationships between fast-food culture and health
4.
To analyze the respective merits and demerits of HK-style cafe-restaurants and
McDonald’s
5.
To encourage students to make suggestions to Hong Kong’s food industry.
Teaching Suggestions
1.
Students discuss concern about McDonald’s and environmental protection, and
then the teacher gives a summary.
2.
Discuss the relationships between fast food culture and health.
3.
Students complete the score board for ‘McDonald’s vs HK-style café-restaurants’
after class.
4.
Write the scores of the two on the board and work out the total score. Get
students to discuss the results.
5.
Ask one or several students to explain why HK-style café-restaurants score
higher marks.
6.
Ask one or several students to explain why McDonald’s score higher marks.
7.
Use information from ‘Customer Survey’ and ‘Food Recommendations’ to assess
Hong Kong people’s demand on restaurants and food and drink.
8.
Teacher draws conclusions on the unit, encourages and commends students who
perform well.