第1组高中英语初中英语职高国际贸易

国际经贸高级英语精读1--3课课文翻译

Starting as low-income economies in the 1960s, a few economies in East Asia managed,in a few decades, to bridge all or nearly all of the income gap that separated them from the high-income economies of the Organisation for Economic Co-operation and Development (OECD).Meanwhile many other developing economies stagnated .What made the difference?One way to grow is by developing hitherto unexploited land.Another is to accumulate physical capital:roads, factories, telephone networks.A third is to expand the labor force and increase its education and training.But Hong Kong (China) and Singapore had almost no land.They did invest heavily in physical capital and in educating their populations,but so did many other economies.During the 1960s through the 1980s the Soviet Union accumulated more capital as a share of its gross domestic product (GDP) than did Hong Kong (China), the Republic of Korea, Singapore, or Taiwan (China).And it increased the education of its population in no trivial measure. Yet the Soviets generated far smaller increases in living standards during that period than did these four East Asian economies.Perhaps the difference was that the East Asian economies did not build, work, and grow harder so much as they built, worked, and gr ew smarter.Could knowledge, then, have been behind East Asia’s surge ?If so, the implications are enormous,for that would mean that knowledge is the key to development—that knowledge is development.How important was knowledge for East Asia’s growt h spurt ?This turned out not to be an easy question to answer.The many varieties of knowledge combine with its limited marketability to present a formidable challenge to anyone seeking to evaluate the effect of knowledge on economic growth.How, after all, does one put a price tag on and add up the various types of knowledge?What common denominator lets us sum the knowledge that firms use in their production processes; the knowledge that policymaking institutions use to formulate, monitor, and evaluate policies; the knowledge that people use in their economic transactions and social interactions?What is the contribution of books and journals, of R&D spending, of the stock of information and communications equipment, of the learning and know-how of scientists, engineers, and students? Compound ing the difficulty is the fact that many types of knowledge are accumulated and exchanged almost exclusively within networks, traditional groups, and professional associations.That makes it virtually impossible to put a value on such knowledge.Reflecting these difficulties in quantify ing knowledge,efforts to evaluate the aggregate impact of knowledge on growth have often proceeded indirectly, by postulat ing that knowledge explains the part of growth that cannot be explained by the accumulation of tangible and identifiable factors, such as labor or capital.The growth not accounted for by these factors of production—the residual in the calculation—is attributed to growth in their productivity, that is, using the other factors smarter, through knowledge.This residual is sometimes called the Solow residual, after the economist Robert M. Solow,who spearheaded the approach in the 1950s,and what it purports to measure is conventionally called total factor productivity (TFP) growth.Some also call the Solow residual a measure of our ignorance ,because it represents what we cannot account for. Indeed, we must be careful not to attribute all of TFP growth to knowledge,or there may be other factors lurking in the Solow residual.Many other things do contribute to growth—institutions are an example—but are not reflected in the contributions of the more measurable factors.Their effect is (so far) inextricably woven into TFP growth.In early TFP analyses,physical capital was modeled as the only country-specific factor that could be accumulated to better people’s lives.Technical progress and other intangible factors were said to be universal, equally available to all people in all countries,and thus could not explain growth differencesbetween countries.Their contributions to growth were lumped with the TFP growth numbers.Although this assumption was convenient, it quickly became obvious that physical capital was not the only factor whose accumulation drove economic growth. A study that analyzed variations in growth rates across a large number of countries showed that the accumulation of physical capital explained less than 30 percent of those variations.The rest—70 percent or more—was attributed directly or indirectly to the intangible factors that make up TFP growth (Table 1.1).Later attempts introduced human capital to better explain the causes of economic growth.A higher level of education in the population means that more people can learn to use better technology. Education was surely a key ingredient in the success of four of the fastest-growing East Asian economies: Hong Kong (China), the Republic of Korea, Singapore, and Taiwan (China). Before their transformation from developing into industrializing economies, their school enrollment rates had been much higher than those of other developing countries (Table 1.2).They had also emphasized advanced scientific and technical studies—as measured by their higher ratios of students in technical fields than in even some industrial countries—thus enhancing their capacity to import sophisticated technologies.Moreover, the importance of education for economic growth had long been recognized and established empirically .One study had found that growth in years of schooling explained about 25 percent of the increase in GDP per capita in the United States between 1929 and 1982.Adding education reduced the part of growth that could not be explained,thus shrinking the haystack in which TFP growth (and knowledge) remained hidden.Some analysts even concluded, perhaps too quickly,that physical and human capital, properly accounted for, explained all or virtually all of the East Asian economies’ rapid growth,leaving knowledge as a separate factor out of the picture.One re ason these analysts came up with low values for TFP growth is that they incorporated improvements in labor and equipment into their measurement of factor accumulation.So even their evidence of low TFP growth in East Asia does not refute the importance of closing knowledge gaps.Indeed, it shows that the fast-growing East Asian economies had a successful strategy to close knowledge gaps:by investing in the knowledge embodi ed in physical capital, and by investing in people and institutions to enhance the capability to absorb and use knowledge.Looking beyond East Asia,other growth accounting studies have examined larger samples of countries.Even when human capital is accounted for,the unexplained part of growth remains high.One such study, of 98 countries with an unweighted average growth rate of output per worker of 2.24 percent,found that 34 percent (0.76 percentage point) of that growth came from physical capital accumulation,20 percent (0.45 percentage point) from human capital accumulation,and as much as 46 percent (just over 1 percentage point) from TFP growth.Even more remains to be explained in variations in growth rates across countries. The same study found the combined role of human and physical capital to be as low as 9 percent, leaving the TFP residual at a staggering 91 percent.To take another example:Korea and Ghana had similarly low incomes per capita in the 1950s,but by 1991 Korea’s income per capita was more than seven times Ghana’s.Much of that gap remains unexplained even when human capital is taken into account .All these results are subject to measurement problems.For example, the measured stock of human capital may overstate the actual quantity used in producing goods and services.High rates of school enrollment or attainment (years completed) may not translate into higher rates of economic growthif the quality of education is poor, or if educated people are not employed at their potential because of distortion s in the labor market.Moreover, it is now evident that education without openness to innovation and knowledge will notlead to economic development.The people of the former Soviet Union, like the people of the OECD countries and East Asia, were highly educated, with nearly 100 percent literacy .And for an educated population it is possible,through foreign direct investment and other means,to acquire and use information about the latest production and management innovations in other countries.But the Soviet Union placed severe restrictions on foreign investment, foreign collaboration, and innovation.Its work force did not adapt and change as new information became available elsewhere in the world, and consequently its economy suffered a decline.(excerpted from World Development Report 1998/1999)一些东亚国家在20世纪60年代还是低收入国家，但是在短短的几十年之间，他们成功地弥补了其与经济合作与发展组织（OECD）中高收入国家之间的差距；与此同时，也有许多发展中国家的经济停滞不前。

中职教育-《国际贸易英语》课件：Unit 6 Insurance.ppt

共同海损
在海上运输遭遇自然灾害、意外事故或其他特殊情况时，为了避免或减少船舶和货物的共同危险而采取有意的、合理的避险措施所造成的物质牺牲和额外费用。
（2） Particular Average, P.A. • The damage or partial loss happening to the ship, or cargo, or freight, in
(2) fortuitous accidents意外事故 grounded， stranded， sunk or in collision with floating ice
or other objects as fire or explosion .
2. EXTRANEOUS RISKS
(1) General extraneous risks: Sweating, wetting, crushing, taint of odour, pilferage,
推定全损
“实际全损”的对称。保险标的受损后并未完全丧失，是可以修复或可以收回的，但所花的费用将超过获救后保险标的的价值，因此得不偿失。在此情况下，保险公司放弃
努力，给予被保险人以保险金额的全部赔偿即为推定全损。
5. PARTIAL LOSS
（1） general average
The law of general average is a legal principle of maritime law according to which all parties in a sea venture proportionally share any losses resulting from a voluntary sacrifice of part of the ship or cargo to save the whole in an emergency. In the exigencies of hazards faced at sea, crewmembers often have precious little time in which to determine precisely whose cargo they are jettisoning(throw away). Thus, to avoid quarrelling that could waste valuable time, there arose the equitable practice whereby all the merchants whose cargo was on board would be called on to contribute a portion, based upon a share or percentage, to the merchant or merchants whose goods had been tossed overboard to avert imminent peril.

国贸英语翻译

1、通过国际贸易，可以使消费者和贸易国获取本国没有的商品和服务。

通过国际贸易，富裕国家可以更高效的使用其劳动力、技术或资本等资源。

Trading globally gives consumers and countries the opportunity to be exposed to goods and services not available in their own countries. International trade allows wealthy countries to use their resources-whether labor ，technology ,or capital-more efficiently.2、自从实行改革开放政策以后，特别是加入世界贸易组织以后，中国的对外贸易取得了引人注目的增长。

Since the implementation of reforms and opening up policy ,especially after its accession to the WTO ,China has achieved remarkable growth in foreign trade.3、所有国家都享有公认的保护国家利益的权利，但是这个原则以及他们对世界贸易组织规则的理解都可能存在很大的差异。

All countries enjoy a recognized right to safeguard national interests ,but this principle ,as well as the interpretation of WTO rules themselves,is subject to considerable latitude in interpretation.4、在签订许可证协议之前，许可方全面了解被许可方国家有关知识产权的法律、法规。

高职国际进阶英语综合教程1 unit3课文原文和译文

高职国际进阶英语综合教程1 unit3课文原文和译文When you enter a supermarket。

be us of the tricks they use to make you buy more。

For example。

taking a trolley can lead you to purchase more items than you intended because you won't feel the weight of your items。

nally。

the trolley is often large and deep。

encouraging you to fill it up.As you walk through the store。

you'll pass by displays of beautiful ___ to give you a feeling of healthy living before you even reach the other ordinary items。

The fruit and vegetables。

in particular。

may be on special offer。

___.___ intended。

It'___ to your list and try not to deviate from it.get discounts or free items.___ customers。

some supermarkets offer free samples of new products。

This is a great way to try something new and ___ it.10The layout of the store is designed to make shoppers ___ and___ items are placed in different parts of the store so shoppers have to walk around and see other products.11Supermarkets ___and make shoppers feel relaxed and happy。

2024年山东职教高考国际商务类专业考试标准(考纲)

国际商务类专业知识考试标准一、考试范围和要求知识模块1.国际贸易基础1.国际贸易的概念及分类（1）理解国际贸易的概念。

（2）理解国际贸易的分类。

（3）掌握国际贸易的有关基本概念。

2.国际贸易政策（1）理解对外贸易政策的目的和类型。

（2）了解重商主义、自由竞争时期保护贸易政策和二战期间超保护贸易政策。

（3）理解新贸易保护主义及发展中国家的保护贸易。

（4）掌握英国的自由贸易政策。

（5）理解二战结束后的贸易自由化。

（6）了解20世纪80年代中期以来的管理贸易。

3.关税措施（1）理解关税的概念、性质和特点。

（2）掌握关税的种类。

（3）了解关税对国际贸易的影响。

4.非关税壁垒（1）理解非关税壁垒的定义、分类和特点。

（2）掌握非关税壁垒的主要种类。

（3）了解非关税壁垒对国际贸易的影响。

5.鼓励出口的措施（1）掌握出口信贷、出口信贷国家担保制和出口补贴。

（2）掌握商品倾销和外汇倾销。

（3）了解促进出口的行政组织措施和其他措施。

6.世界贸易组织（1）了解WTO的主要内容。

（2）理解WTO的特点、基本原则。

（3）理解WTO对世界经济贸易的影响。

知识模块2.国际贸易实务1.商品的品名、品质、数量与包装（1）了解商品的品名。

（2）掌握表示商品品质的方法及合同中的品质条款。

（3）掌握计量单位、计算重量的方法及合同中的商品数量条款。

（4）了解商品的包装。

（5）理解运输包装的标志。

2.贸易术语与价格（1）理解商品单价的构成要素。

（2）了解贸易术语的含义与国际贸易惯例。

（3）掌握FOB、CFR、CIF术语。

（4）掌握FCA、CPT、CIP术语。

（5）理解EXW、FAS、DPU、DAP、DDP术语。

（6）掌握佣金和折扣的含义及计算方法。

3.货物运输（1）了解海洋运输的特点。

（2）掌握班轮运输的定义、特点、收费标准和运费计算。

（3）了解租船运输的定义、特点和方式。

（4）了解其他运输方式。

（5）了解合同中的装运条款。

（6）理解部分发运、分批装运和转运。

高职国际进阶英语综合教程1 unit3课文原文和译文

Text A How they make you buyBe careful when you go into a supermarket! A lot of clever people are good at making you buy more – and more.It’s 3 o’clock on a Saturday afternoon. You go to a supermarket to buy a few things you need: just coffee, milk and eggs. You take a trolley and that’s your first mistake. Now you won’t feel the weight of the things you buy, so you might buy more. And the trolley is so big and deep!You go into the store and first you pass beautiful flowers and plants. Then you see the fruit and vegetables. Those red, green and yellow peppers look so delicious and fresh. And they’re on special offer. Perhaps you’ll take just one packet. And then you come to the bread counter. Oh, that fresh bread smells so good! Much better than yesterday’s bread at home. Perhaps you’ll just buy ... And so it goes on.Notes from the marketing managers1Displays of fruit, vegetables and flowers just inside a store are common.They give customers a feeling of healthy living before they reach the other ordinary items.2Special offers near the entrance help shoppers start shopping. And when the first item is in the trolley, there will soon be more.3The store is often painted green. This gives shoppers that natural feeling.Bakery, fish and delicatessen counters also offer fresh, healthy goods.4Many large supermarkets now sell other goods, for example clothes and electrical products.5Milk, eggs or butter are always at the back of the shop. So shoppers must pass many things that are nice but that they don’t really need.6Big brand names and items like precooked meals are very profitable, so they are often clearly displayed to get the customer’s attention.7Magazines and sweets are at the checkouts where shoppers have to wait.And that is where they see the information about the other services the supermarket offers such as cheap travels or mobile phones.8Paying with the supermarket’s own credit card is so easy. Buy now, pay later. A lot of supermarkets give you loyalty cards. You can collect points and with the points you can get some money back or free gifts. So please come back very soon.译文：被动消费步入大型超市时，千万不能大意！很多精明狡诈的人非常善于让你买买买。

新职业英语1Unit5Trade课件

新职业英语1Unit5Trade课件一、教学内容二、教学目标1. 了解全球贸易的发展趋势，理解贸易在国际商务中的重要性。

2. 掌握进出口贸易的基本概念、流程和相关术语，能运用所学知识进行简单的贸易业务交流。

3. 学会阅读和分析贸易合同，明确合同中的关键条款和注意事项。

三、教学难点与重点1. 教学难点：贸易合同条款的理解和应用。

2. 教学重点：进出口贸易的基本概念、流程和相关术语。

四、教具与学具准备1. 教具：PPT课件、黑板、粉笔。

2. 学具：教材、笔记本、文具。

五、教学过程1. 导入：通过展示全球贸易的发展数据，引出本节课的主题，激发学生对贸易的兴趣。

2. 知识讲解：a. 讲解Chapter 1，让学生了解全球贸易的发展趋势及其重要性。

b. 讲解Chapter 2，详细解释进出口贸易的基本概念、流程和相关术语。

c. 讲解Chapter 3，通过实际案例，分析贸易合同的主要条款和注意事项。

3. 例题讲解：结合教材中的例题，讲解如何运用所学知识解决实际问题。

4. 随堂练习：让学生完成教材中的练习题，巩固所学知识。

5. 小组讨论：分组讨论贸易合同的相关问题，培养学生的团队合作能力。

六、板书设计1. 新职业英语1 Unit5 Trade2. 内容：a. 全球贸易发展趋势b. 进出口贸易基本概念、流程、相关术语c. 贸易合同主要条款及注意事项七、作业设计1. 作业题目：a. 根据教材内容，简述全球贸易的发展趋势及其重要性。

b. 列举进出口贸易的基本流程，并解释相关术语。

答案：1. a. 全球贸易发展趋势：全球化、区域一体化、电子商务等。

b. 进出口贸易基本流程：询盘、报价、还盘、成交、签订合同、履行合同等。

中职国际贸易基础知识教学ppt课件完整版

四、贸易差额
(一)贸易差额(Balance of Trade)
贸易差额是指一定时期内一国出口总额与进口总额之间的差额。
(1)出口额大于进口额就叫贸易顺差(黑字)； (2)出口额小于进口额就叫贸易逆差(赤字)； (3)出口额等于进口额就叫贸易平衡。
五、净出口与净进口
净出口是净进口的对称。一个国家在同种商品上往往既有出口又有进口，在一定时期内，如该商品出口数量大于进口数量，其差额部分称为净出口；反之，如该商品出口数量小于进口数量，其差额部分称为净进口。
三、国际分工的形成与发展
(一)国际分工的萌芽时期(16世纪至18世纪中叶)
需要指出的是，所谓“大发现”是以当时欧洲人的眼光，而非人类历史上真正的第一次发现。
三、国际分工的形成与发展
(一)国际分工的萌芽时期(16世纪至18世纪中叶)
地理大发现的影响：葡萄牙和西班牙对新大陆的发现，都宣布自己的探险队最先到达的地方为本国领土，两国因此争执不断。之后，荷兰、英国、法国接踵而至，几乎将欧洲以外的土地瓜分殆尽。对于新大陆的瓜分，导致了印第安人被大肆屠杀，非洲黑人大批贩卖，黄金、白银、香料等不断运回欧洲。
社会生产力发展到一定阶段的产物，是国民经济内部分工超过国家界限发展的结果，是各国的生产者通过世界市场在生产上的联系，是国际贸易和经济联系的基础。国际贸易是国际分工和世界市场的主要表现，全称国际劳动分工。
第一次分工
畜牧业与农业的分工
原始社会末期人类历史的三次社会
大分工
第二次分工第三次分工
对外贸易商品结构是指一定时期内一国进出口贸易中各种商品的构成，即某大类或某种商品进出口贸易与整个进出贸易之比，以份额表示。
(二)国际贸易商品结构 (International Trade by Commodities)

中职教育-《国际贸易英语》课件：Unit 5 Signing a Contract.ppt

5. HOW TO SIGN A LEGAL CONTRACT (5)
Request a copy of any legal contract or document after you sign it. Since a ment can not legally be changed after it is signed unless all parties are notified and initial the changes, you should receive the final copy. No changes are then allowed without notification and initialing.
COMPONENTS OF A CONTRACT (2)
terms of payment; insurance; inspection; cargo claims; force majeure.
4. LEGAL CHARACTERISTICS OF TRADE CONTRACT (1)
5. HOW TO SIGN A LEGAL CONTRACT (3)
Use your full, legal name when signing a contract. Your legal name must match what is listed on your proof of identification.
LEGAL CHARACTERISTICS OF TRADE CONTRACT (4)
rmal Contracts International trade contracts are considered informal contracts because they do not require any form of documentation to be completed.

国际贸易专业英语怎么说

国际贸易专业英语怎么说你知道国际贸易专业的英语怎么说吗?下面压力看看吧。

国际贸易专业的英文释义：international trade major国际贸易专业的英文例句：天津商贸大学国际贸易专业的黄河(音译)，18岁，选修了一门翡翠珠宝鉴赏课。

Huang He, an 18-year-old international trade major at Tianjin University ofCommerce, takes a class on jade jewelry.就读于韩国东亚大学国际贸易专业三年级，21岁的金尚英表示，相对而言，韩国学生在选择专业方面更加自由。

In contrast, Korean students enjoy more freedom in choosing a major, accordingto Kim Son-yong, 21, a junior in international trade at Dong-A University in ROK.毕业于西安交通大学国际贸易专业，并取得学士学位的齐春梅，是经济危机后进入新能源领域工作的诸多年轻人中的一员。

Qi, who graduated from Xi’an Jiaotong University with a bachelor’s degree ininternational trade, is one of many young people who have entered the newenergy sector following the economic crisis.卢新文，19岁，就读于南京大学国际贸易专业，他认为或许他们这一代可以创造出中国的超人。

Lu Xinwen, a 19-year-old business major at Nanjing University, thinks hisgeneration might be the one to make a Chinese Superman.19岁的周敏敏是武汉大学国际贸易专业的学生。

中职教育-《国际贸易英语》课件：Unit 3 Exporting Process.ppt

By letter By telegram By telex By fax By phone By e-mail By face-to-face talk
3. RESPONDING TO INQUIRIES
Reply promptly, completely, and clearly. Enclose information on the firm's goods or services. If the company needs to meet a deadline, send the
BUSINESS PRACTICES IN INTERNATIONAL SELLING (2)
Be polite, courteous, and friendly.
However, it is important to avoid undue familiarity or slang. Some overseas firms feel that the usual brief U.S. business letter is lacking in courtesy.
BUSINESS PRACTICES IN INTERNATIONAL SELLING (3)
Personally sign all letters. Form letters are not satisfactory.
9. PICTURES ABOUT INQUIRY AND
OFFER
QUESTIONS
A general inquiry If the importer wants to have a general information of
the products or commodities, which the exporter is in a position to supply, he may ask the exporter to send him a catalogue, a brochure, a price list and samples.

稿件新职业英语职业综合英语Unit5Trade

16
职业综合
英语 1 Unit 5 Tade
Reading A
better off
in a better situation, especially in financial terms
e.g. Since my husband was made the manager, we are better off.
14
职业综合
英语 1 Unit 5 Tade
Reading A A-Trans-5
通过国际贸易，不同国家得以用自己最高效生产的产品去换取别国最高效生产的产品。市场上的消费者越多，每个国家专营自己优势产品的能力就越强。需要着重强调的是，律师和法律助理都会从专业化分工和贸易中获益。同样，国际贸易对所有参与国来说都是一个双赢的局面。
15
职业综合
英语 1 Unit 5 Tade
Reading A
regardless of
paying no attention to e.g. The law requires equal treatment for all, regardless
of race, religion or sex.
poster, newspaper, TV commercial, outdoor signs, etc.
4
职业综合
英语 1 Unit 5 Tade
ReadReiadni g A ng A
Text Task 1 Task 2 Business Know-how
5
职业综合
英语 1 Unit 5 Tade
( 3 ) G. Enjoy myself on my zone. ( 6 ) H. Fresh-up with Seven-up！

稿件新职业英语职业综合英语Unit5Trade

2
5
Writing
6
Mini-project
7
Language Lab
职业综合
英语 1 Unit 5 Tade
WarmWairnm-g1 -up
Task 1 Work in pairs. Discuss with your partner and match slogans A-H with pictures 1-8.
ReadTexitng A A-1
声音
ቤተ መጻሕፍቲ ባይዱ
翻译
International Trade
Every time we walk into a store, restaurant,
theater or any other place of business to buy
something, we trade. Basically, international trade
16
职业综合
英语 1 Unit 5 Tade
Reading A
better off
in a better situation, especially in financial terms
e.g. Since my husband was made the manager, we are better off.
believe they will be better off by trading. When we
consider the alternative—each of us producing
everything for ourselves—trade simply makes more
sense.
10

高职国际英语第1册第2单元

Book 1 Unit 2 - Places Warming up
apartment building, bakery, bank, barbershop, bookstore, bowling alley, bus terminal, café, temple, church, cinema, convenience store, department store, fire department,
Looking at the text Working with words Listening
Listening 2 Listening 3
Book 1 Unit 2 - Places
Brief summary of the unit
Topics
➢ Getting and giving directions in the street
Skills
➢ Understanding spoken directions ➢ Giving directions ➢ Understanding and giving
definitions ➢ Following written instructions ➢ Writing: Writing instructions
third
tells drivers/you there is a pedestrian crossing ahead.
Book 1 Unit 2 - Places
Focus
first • second • third • fourth • fifth sixth •seventh • eighth• ninth • tenth • eleventh
Book 1 Unit 2 - Places

高职国际英语book1Unit3

Lesson 1Unit 3. Shopping1.This unit is about…Topics:➢Kinds of retail outlets➢How supermarkets make shoppers buy➢The first supermarket➢Chinese clothing size converter➢Traditional shopping vs. online shopping➢eBaySkills:Talking about shopping and shopping habits➢Speaking: Role-play: Shopping scenesGiving a personal opinion about Internet use➢Writing: paring mail-order shopping and Internet shopping A guided summaryProject: A shopping guide for your neighborhoodGrammar:➢Adjectives: parison of adjectivesShopping Habits➢How often do your family shop?➢Where do you usually go shopping?Useful Expressions➢weekly; daily➢occasionally during the week➢department stores; online retailersWork with a partner.2.1 Label the photos with an expression from the box.1. supermarket2. market3. corner shop4.street vendor5. specialist store6. online retailer(chemist’s)7. department store 8. chain store 9. shopping mall➢chain store corner shop department store➢marketonline retailer shopping mall➢specialist store (chemist’s) street vendor supermarket 2.2 Where do you do your shopping?Talk about your shopping habits.Useful Expressions➢I often/sometimes/never do my shopping/shop at a/an department store/ …➢My partner/He/She/(sb.’ name) does his/her shopping/ … at a/an …3. Text Study (Passage A)3.1Background Informationonline shopping✧online retailing, the act of purchasing products or services overthe InternetKey words:physical storesonline storesconvenientbargainholiday seasonwait in long linesconsumerism✧ a belief that encourages the purchase of goods and services inever-greater amounts✧Key words:✧consumerist✧movement✧ a set of policies✧regulate✧standard✧manufacturers✧in the interests ofimpulse purchase✧impulse buying, an unplanned decision to buy a product orservice, made just before a purchase✧Key words:✧impulse purchaser✧impulse buyer✧financial difficulty✧family disapproval✧feeling of guilt✧disappointment✧3.2 Words and Expressionsexpert n. 专家trolley n. 手推车purchase n.购置物shopping list购物单pepper n.辣椒sorted adj.properly arranged or planned 分选的pre-packed adj. already packed 预先包装的special offer bargain 特价商品packet n.小包，小袋bakery n.面包烘房roll n.小圆面包display n.展列canned adj.罐装的bottled adj.瓶装的frozen adj.冷冻的goods n.货品delicatessen n.熟食店freshness n.新鲜食品electrical adj.电气的product n.商品essential n.必需品butter n.黄油impulse item一时冲动购置的商品profit n.利润brand name品牌processed food加工食品pre-cooked meal半成品食品profitable adj. money-making 盈利的at eye level齐眼的高度checkout n.收银台leaflet n.传单loan n.贷款insurance n.保险mobile phone 移动credit card 信用卡译文被动消费步入大型超市时，千万不能大意！那帮精明狡诈的人已经看到了你的到来。

高职国际英语1-Unit 7 Health and Food

However, he emphasizes that you must not become a fitness fanatic and give up everything you enjoy in life. Frank concludes his article by telling readers the danger of minimal activity when young: experts say that young people who are unfit may have serious health problems like a bad heart in later life.
a danger to in control of stop for
find out in turn
find the time to due to
social isolation be exposed to
to the point of
listening 2: At the doctor's

Anna: Well, I have the results of your tests here, Mr. Stevens. Now, you have no serious illness, but you do have a health problem. And that's why I want you to change your lifestyle. Jack: Change my lifestyle? What do you mean? Anna: Well, you are not exactly fat, but you are certainly overweight. I want you to take more exercise and I want you to eat less and healthier food, okay? Jack: Yes, but I think I am about normal there, Dr. Carr. Okay, I like a good steak, but ... Anna: Look, diet is the secret of a good health, Mr. Stevens. So no fried food, all right? No aninal fats, no nuts, no sweets and no white bread, okay?