新编商务英语精读1教案

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英语一精读课程设计

英语一精读课程设计一、教学目标本课程的教学目标是使学生掌握英语精读的基本技巧，提高学生的英语阅读理解能力，增强学生的英语语感，提升学生的英语写作和口语表达能力。

具体分为以下三个部分：1.知识目标：通过本课程的学习，学生需要掌握精读的基本技巧，如理解文章的主旨和作者的观点，分析文章的篇章结构，理解并运用文章中的关键词汇和语法点。

2.技能目标：学生需要通过精读练习，提高阅读速度和理解能力，能够准确理解文章中的信息，并能够对文章进行深入分析。

3.情感态度价值观目标：通过阅读不同类型的英语文章，学生能够开阔视野，增强对不同文化的理解和尊重，培养积极的学习态度和良好的学习习惯。

二、教学内容本课程的教学内容选取自英语精读教材，主要包括以下几个部分：1.英语精读的基本技巧和方法，如理解文章的主旨和作者的观点，分析文章的篇章结构，理解并运用文章中的关键词汇和语法点。

2.各类型英语文章的阅读和分析，包括叙述文、说明文、议论文等。

3.针对文章内容进行深入分析和讨论，提高学生的英语阅读理解能力。

三、教学方法为了达到本课程的教学目标，我们将采用以下几种教学方法：1.讲授法：教师将向学生介绍英语精读的基本技巧和方法，并通过讲解实例让学生理解和掌握。

2.讨论法：教师将引导学生对文章内容进行深入分析和讨论，提高学生的英语阅读理解能力。

3.案例分析法：教师将提供一些实际案例，让学生运用所学的精读技巧和方法进行分析，提高学生的实际操作能力。

四、教学资源为了支持本课程的教学内容和教学方法的实施，我们将准备以下教学资源：1.教材：我们将使用英语精读教材，作为学生学习的基础资源。

2.参考书：我们将提供一些英语阅读理解的参考书籍，供学生自主学习和参考。

3.多媒体资料：我们将使用多媒体资料，如视频、音频等，丰富学生的学习体验，提高学生的学习兴趣。

4.实验设备：我们将提供一定的实验设备，让学生能够进行实际操作，提高学生的实际操作能力。

五、教学评估本课程的评估方式包括平时表现、作业和考试三个部分，每个部分所占比例分别为30%、30%和40%。

新编商务英语精读1教案

新编商务英语精读1教案一、教学目标1.学习商务英语基本单词、短语和句型，加强商务英语听说能力；2.掌握商务英语的基本知识和技巧，提高商务英语阅读和写作能力；3.培养学生良好的商务英语应用能力，使其能够在商务活动中自如运用英语进行沟通。

二、教材分析《新编商务英语精读1》是一本以商务英语为主题的教材，共分为10个单元，每个单元均包含了商务英语的常用词汇、短语和句型，并通过各种案例对商务英语的应用进行了分析和讲解。

该教材属于高等教育出版社推出的商务英语教材系列，适用于高职院校和中职学校等相关专业。

三、教学重点和难点教学重点1.掌握商务英语基本词汇、短语和句型；2.培养学生商务英语听说能力；3.通过案例分析，加强学生的商务英语应用能力。

教学难点1.帮助学生掌握商务英语的特点和应用技巧；2.针对学生商务英语表达中的困难点，进行详细的分析和解读。

四、教学方法1.通过课堂教学和多媒体技术相结合，提高学生的学习兴趣和参与度；2.将商务英语的应用技巧贯穿整个教学过程，注重培养学生的实际应用能力；3.通过案例分析，加强学生对商务英语应用的理解和掌握。

五、教学内容与进度第一节课程介绍1.课程目标和教学方法介绍；2.学生自我介绍。

第二节商务英语基本词汇1.商务英语基本词汇介绍；2.商务英语单词拼写规则和口语练习。

第三节商务英语常用短语1.商务英语常用短语介绍；2.商务英语短语的实际应用。

第四节商务英语基本句型1.商务英语基本句型介绍；2.商务英语句型的实际应用。

第五节常见商务场景对话1.常见商务场景对话介绍；2.商务场景对话的模拟演练。

第六节商务英语写作技巧1.商务英语写作技巧介绍；2.商务英语写作案例分析。

第七节商务英语听力技巧1.商务英语听力技巧介绍；2.商务英语听力练习。

第八节商务英语口语技巧1.商务英语口语技巧介绍；2.商务英语口语练习。

第九节商务英语阅读技巧1.商务英语阅读技巧介绍；2.商务英语阅读练习。

第十节期末考试1.期末考试准备和复习；2.学生考试答题。

新编商务英语精读1教案

任课班级：商务英语131 班教案编号： 1 周 1 号2013 ～2014 学年度第一学期教学时间：2013 年月日ContentText: The Nature of BusinessDifficult Points1.Talk about some words, phrases or expressions about business;2.There are many new words in the text;3.Translate some difficult sentences of the text.Page 2: Warming-upWork with your group and think out as many words, phrases or expressions as possible about business.1) Are you interested in business? Why or not?2) What activities do you think can be labeled as business activities?3) Have you ever been involved in any business activities before?4) What do you think is important for success in today’s business world?(Teacher’s Book: Page 24)Good management, adequate planning, sufficient financial resources, healthy cash flow,controlled spending and the ability to collect money owing, effective marketing, a good product and service.Part Two: 15 minutesPage 5: New words No.1-17 to the first 6 paragraphs of the Text1. Divide the words in two groups: No.1-10; No.11-17;2. Lead the students to spell the words one by one;3. Repeat the words and play translating game;4. Mark the words in the three paragraphs and recognize them.Part Three: 30 minutesPage 2: Translate and understand the first 6 paragraphs of the Text1. Read the first 6 paragraphs silently and pay attention to the difficult points;2. Translate each sentence into Chinese and mark some language points:3. Review by reading each paragraph twice;4. Review by asking some questions: some from No. I, Page 81) What does “business” mean in the text?The key comes from Paragraph 1:It means the human activity related to material things. It’s necessary for civilization. And it is found in all societies, even the simplest ones. It’s the activity of producing and distributing goods and services.2) What are the four basic factors of production?The key comes from Paragraph 2:They are land, labor, capital, and entrepreneurship.3) What does the term “land” in this text refer?The key comes from Paragraph 3:Here, the term land is used most general way. It refers not only to a piece of real estate where we might build a factory, but it also means all the raw materials used for production.Some materials are on the earth’s surface, and some are under the surface. And some raw materials may be extracted from the air. All of the raw materials for production come from the land, the air, and the oceans.4) What does the term “labor” refer to in this passage?The key comes from Paragraph 4:It refers to the use of mental or physical work to produce goods. Most labor changes raw materials into finished products and then distributes these to buyers.5) What is the general meaning of “capital” in everyday language?The key comes from Paragraph 6:It means several things. The most general meaning is wealth or money.6)What does the term “capital” refer to according to this passage?The key comes from Paragraph 6:But it also refers to the equipment that money purchases. It’s all the things that workers use in production and distribution. It refers anything that helps to produce and distribute goods.5. Read the first 6 paragraphs together to review.Part Four: 10 minutesPage 6: New words No.18-32 to the rest 3 paragraphs of the Text1. Divide the words in two groups: No.18-28; No.29-32 with the 9 phrases;2. Lead the students to spell the words one by one;3. Repeat the words and play translating game;4. Mark the words in the paragraphs and recognize them.Part Five: 15 minutesPage 3: Translate and understand the rest three paragraphs of the Text1.Read the paragraphs silently one by one and know what are your difficult points;2.Translate each sentence into Chinese and mark some language points:3. Review by reading each paragraph twice:4. Review by asking some questions from No. 1, Page 8Questions:7)What is called entrepreneurship?The key comes from Paragraph 7:Putting together land, labor, and capital to make something of value, is called entrepreneurship8)What responsibilities should an entrepreneur take?The key comes from Paragraph 7:The entrepreneur is the person responsible for controlling and directing the other three factors. He is the leader, and the employees follow his direction.9)What kind of problems will a company cause to people when it goes bankrupt?The key comes from Paragraph 9:It means the company becomes unable to pay its debt, it causes problems for many people. It’s hard for the employees who have to seek work elsewhere; the customers must look for another place to buy the products; creditors usually lose some money tothe company. But the entrepreneur takes the biggest risk if the business succeeds or fails. He must pay them up to the limit of his ability to pay.10) When will the entrepreneur make a profit and when will he suffer a loss?The key comes from Paragraph 9:If he is skillful and lucky, the money he receives from his business venture will pay for the land, labor, and capital and there will still be extra money remaining for him. This extra money is the profit. If the money he receives from the business venture is not enough to pay all of the costs, the difference is the loss.5. Read the rest 3 paragraphs together to review.任课班级：商务英语131 班教案编号： 1 周 2 号2013 ～2014 学年度第一学期教学时间：2013 年月日Essentials of Business (2)I. Review the content of the passageII. Recite the passageIII. Explaining the language pointsrelate:relate something to something else 与……有关e.g. The report seeks to relate the rise in crime to an increase in unemployment.V+ ing as subject: The -ing form of the verb can be used as the subject of a sentence e.g. Seeing is believing.Taking good photos requires patience as well as keen eyes.Watching television at spare time is a good entertainment.辨析capital & money: Capital is the money or property that you use to start a business or to make more money. Money is what you earn by working and you use in order to buy things.e.g. The recycling industry is making huge capital investments in equipment.Do you have enough money to pay for the sandwiches?Therefore, collocations related with "capital" are: capital intensive industries(资本密集产业); venture/risk capital(风险资本); intellectual capital(智识资本). etc.Collocations related with "money", on the other hand. are: money bags(有钱人); Money makes a mare go.(有钱能使鬼推磨); money worshiper(金钱至上主义者). entrepreneurship:Entrepreneurship is a frequently used concept in English-speaking countries, but it is difficult to define and translate. It generally refers to a management concept characterized by development and renovation and the ability to implement this concept in marketing.(它指的是一种发展的、革新的经营观念，以及将这种观念贯彻在市场中的能力。

大学英语精读1的教案

一、教学目标1. 培养学生阅读英语文章的能力，提高学生的英语阅读水平。

2. 增强学生对英语词汇、语法、句型等方面的掌握。

3. 培养学生的英语思维能力和跨文化交际能力。

二、教学内容1. 课文：《大学英语精读1》中任意一篇课文。

2. 词汇：课文中的重点词汇和短语。

3. 语法：课文中的重点语法结构。

4. 句型：课文中的典型句型。

三、教学重点1. 学生能够正确理解课文内容，掌握课文中的重点词汇、短语、语法和句型。

2. 学生能够运用所学知识进行简单的英语口语和书面表达。

四、教学难点1. 学生对课文中的重点词汇、短语、语法和句型的理解和运用。

2. 学生在阅读过程中遇到的生词和长难句的处理。

五、教学方法1. 讲授法：教师对课文内容进行讲解，帮助学生理解课文。

2. 讨论法：引导学生进行小组讨论，提高学生的口语表达能力。

3. 练习法：通过词汇、语法、句型等练习，巩固所学知识。

六、教学步骤1. 导入新课教师简要介绍课文背景，激发学生的学习兴趣。

2. 预习课文学生自读课文，找出生词、短语和难句，做好笔记。

3. 词汇讲解教师对课文中的重点词汇和短语进行讲解，帮助学生理解和记忆。

4. 语法讲解教师对课文中的重点语法结构进行讲解，帮助学生掌握语法知识。

5. 句型讲解教师对课文中的典型句型进行讲解，帮助学生运用句型进行表达。

6. 阅读理解教师引导学生阅读课文，回答相关问题，检查学生对课文内容的理解。

7. 小组讨论学生分组讨论课文内容，分享自己的观点和感受。

8. 练习巩固教师布置相关练习，让学生巩固所学知识。

9. 总结归纳教师对本节课的内容进行总结，强调重点和难点。

10. 作业布置布置课后作业，要求学生完成相关练习。

七、教学评价1. 学生对课文内容的理解程度。

2. 学生对重点词汇、短语、语法和句型的掌握情况。

3. 学生在小组讨论和练习中的表现。

八、教学反思本节课的教学效果如何，学生是否掌握了所学知识，教学过程中存在的问题及改进措施。

新编商务英语精读 unit1sportswear and business

2. Famous brands of sportswear:
Nike
Reebok
FILA Jansport
Li Ning Torch
Adidas Umbro Wolf
Puma Mizuno
Baleno Polo
U2
Athlete’s Feet
Pre-reading II
Unit 1 Sports and Business
2. Language Focus（内容重点） — Key Words:Ⅰ. giant, revenue, athlete, retain, track, contribute, fit, logo, innovative, boom, reinforce, presence, principle, implement, strategy, endorse, gear, champion; Ⅱ. loom, horizon, endorse, trendy, gym, rugged, sink, fancy, inextricable, pitch, transfer, hiking
❖ With no money in his pocket, he left with disappointment. 由于兜里没钱，他失望地离开了。
❖ 4 with + 名词/代词 +不定式
❖ Eg: With so much work to do, I have no time for a holiday. 因为有很多工作要做，我没时间度假。
3. Which brand of sportswear do you like most?
4. Have you ever tried any footwear or clothes made by Nike? If yes, why did you happen to pick up Nike?

商务英语1教案.doc

Unit la Job Descriptions一、Objectives1• To enable students to talk about jobs2・ To practise listening for specific information3.To review the present simple二、Teaching ProceduresStep 1 Warmer (books closed)•T asks Ss how important business cards are to them (their own/other people's)•T introduces the Chamber of Commerce and gives more information if requested(it is an organization wihich operates on a local basis; it helps business by promotin the area;it offers business opportunities for its members through a varieties for its members through a variety of services and events)•T focuses Ss' attention on the business cards and clarifies job vocabulary where necessary.Ss listen to six new Chamber of Commerce members speaking and number the business cards in the order in which the people speakKey: 2 Helen Marsden3Thomas Kingsley4Beth Lambert5Richard Saunders6Robin SeatonStep 2 Text and Grammar points•T focuses Ss' attention on two of the cards・ Helen Marden^s and Robin Seaton5s. T elicits from the group what they think their duties are.•Ss look at Helen Marsdon and Robin Seaton5s business cards before listening to the cassette again・ T explains any difficult vocabulary where necessaty・ T uses the feedback to check whether Ss have problems with the third person -s when taliing about peopled jobs Key to the exercises:Helen Marsdon:1.Works for a company that produces vaccines and sells them to doctors・2・ Discusses new products with doctors・3.Deals with designers and printers.4.Deals with health authorities in central Europe5.Travels a lotanises conferences for the medical pressRobin Seaton:1.Recruites people2・ Writes job advertisements3.Choose the applicants to interview4.Interviews the applicants with the department manager5.Contacts successful and unsuccessful candidates6.Deals with employee^ problemsrms employees if the management isn't satisfied with their work• Before Ss look at the Don't forget section, T elicits the form of the present form from Ss. Then Tdraws students9attention to the don't forget section, which focuses on the main problem areas encountered when using the present simple: third person -s and negative and question forms using the auxiliary do. T points out that -es is added to words ending in 一s,・ch, ・sh, or -o (eg. discusses, watc hes, wishes, does)• T may wish to point out that there are three possible pronounciations or third person -s endings: /s/ /z/ and /iz/. However, only /iz/ is likely to be problematic.•Ss decide individually (or in pairs) which person each question is fa匚The exercise recycles some of the vocabulary from the tapescript but also includes some as yet unseen vocabulary, which I may need to ex pain ・Key: 1・ Thomas Kingsley2.Helen Marsden3.Katy Williams4.Beth Lambert5.Thomas Kingsley6・ Robin Seaton7.Richard Saunders8.Katy Williams9・ Robin Seaton10. Richard Saunders(Although Robin Seaton works for a packaging company, he works in personnel)•Ss mingle in order to find out the information・ This activity allows Ss to use the present simple and some of the vocabulary that has already been presented・ It also allows T tomonitor the use of the present simple and give further practice where necessary・Step 3 Talking about their job•Ss match sente nee halves about Beth. This enables Ss to review some general work-related vocabulary which they'll need in order to speak about their jobs・ Before Ss begin, T elicits what an accountant job might involve. T then ensures that Ss are aware that prepositions are followed by a noun or -ing, eg. I deal with questions, Fm responsible for checking・ T also draws Ss' attention to the fact that involve is followed by a noun or -ing, eg. My job alsoinvolves giving financial advice・ T points out that Reading /reding/ is a town in the South of England and that its pronounciation is different from the general readingKey to the exercises:2.Fm responsible for checking companeies" accounts /giving financial advice3・ My job also involves giving financial advice/checking companies' accounts4・ I deal with questions people have about their accounts5. As part of my job I have to produce financial reports7・ Fm based in Reading, not far from London.•Ss work I pairs to find out about their partner's job in the self-study section. T reminds Ss that they can use the phrases used by Beth Lambert in Ex 17Step 3 Homework1.Recite new words and expressions2・ Finish the exercises of Ss9 Book of Unit la Job descriptions3.Preview Unit lb working conditionsUnit 1 b Working Conditions（教学详案）、objectives:1、To enable Ss to talk about working conditions・2^ To practice reading for gist and for specific information.3、To review adverbs of frequency.二、Teaching ProceduresStepl Comments about work•Warmer T asks whether they have a suggestions/comments box at work・If so, what kinds of things do people write about.If not, T ask what other system they have for dealing with problems/complaints at work.T asks what typical problems they have at work.•ReadingSs look at comments made by employees and answer comprehension questions・Key： 1 x They are rarely for him/her.2、T hey frequently run out of stationery.3、T hey doif t receive overtime pay when they work last.4^ Equipment breaks down during presentations・5^ The only people who makes a suggestion as well as a comment is the person who writes about the bonus system .•Languages focus:•Ss place adverbs of frequency on a cline according to meaning and review word order of adverbs of frequency・•T asks Ss to underline any adverbs of frequency in the comments and checks their meaning.Ss then look at the adverbs of frequency in the exercise and write them in the appropriateplace on the cline・ They then compare their order with a partne匚Key： never rarely occasionally sometimes frequently/often usually always.•Ss look at the comments again in order to work out the position of adverbs of frequency・ They then complete the DoiVt forget section.Key： 1. usually, after, sometimes, never2、after3、weekly, annually, monthlyKey： SpeakingSs use the adverbs of frequency to talk about what they do outside/at work. Ss then decide how they would deal with the problems/comments in the comments box・1 > Ss work in pairs to discuss routines: both work-related and personal.2、T might wish to get Ss to change partners. Ss look at the comments again and makesuggestions as to how to deal with them.Step2 Terms and conditions of employment• VocabularySs match vocabulary in preparation for the reading.•Reading1、Ss gist-read a Terms and Conditions of Employment document.They then read the text again and answer multiple-choice comprehension questions・2、Ss read the Terms and Conditions of Employment text for gist and decide what type ofwork the documents refer to.Key： 2^ Factory work (shifts, safety regulations, overalls)1、B B C A• SpeakingSs discuss their own conditions of employment.Ss work in pairs to discuss their conditions of employment. Some ideas have been givenbut Ss don't have to discuss all of them. They may also have ideas of their own. The pairsthen give feedback to the whole class on what was the same for both partners・Step3 self-study1 > Vocabulary Recycling of vocabulary form the unit, word search Gap-fillexercise(prepositions)2^ Writing Ss write about their own conditions of employment.3、Exam practice Form-filling exercise(Reading Test Part7)Step4 Assignme nl1、R eview new words and expressions of unitl a Job Descriptions.2、R ecite new words and expressions of Unit 1 b Working conditions.3、F inish exercises of Unit 1 b in student^ book4、c heck the answer of unitl a Job Descriptions.5、F inish exercises of Unit 1 in student^ workbook・Unit2 a Company history(教学详案)一、objectives:1、T o enable Ss to describe companies and their histories.2、T o practice reading for specific information.3、T o review the past simple and prepositions of time・二、Teaching ProceduresStepl The histoty of VolkswagenT elicits any knowledge/experience of VW/Beetles・T asks Ss if they know what the most successful car ever is: the Volkswagen Beetle.T then asks Ss what they know about Volkswagen (VW) and VW Beetles. T can ask 讦any students own/have owned a Beetle and what they thought about the car.2ReadingStudents do a quiz about Volkswagen in pairs then scan a text to find answers to the quiz. Ss then answer multiple-choice questions・Key: Ex-2 BBACB Ex-3 CBABC3Vocabulary: scan the text again to pick put target vocabulary for detailed comprehension, searching for specific vocabulary to match a list of definitions. T ensuresthat Ss know that the words are in the same order in the text. When Ss report back, T asks for the whole sentence and not just individual words, thus encouraging Ss to use the new vocabulary in context. Only when the feedback has been completed does T invite questions concerning any remaining vocabulary problems from the text.Key: I. talk over2・ subsidiary3.public limited company4.globalization5・ setting up production facilities6.turnovernguage focus: past simpleSs will undoubtedly be familiar with the past simple; therefore, the Don't forger! Section simply reminds them about the use of auxiliaries in question-forming and negatives・Teacher should ensure that Ss are confide nt about the pronunciation of past tense ending・ It is probably sufficient for T to point out that most past tense endings do not require the addition of another syllable: /id/ is required only if the verb ends in t or d. T may wish to look at the language note at the end of T's notes for this unit for further informationT could ask Ss to scan quickly through the text about Volkswagen again and put all of the regular past simple verbs into the three categories:/t/ stopped, helped/d/ received, travelled, returned, arrived, described, rolled, continued/id/ started, founded, described, expanded5.Speaking: Ss exchange information about their own company's history.If the class is an in-company group, Ss could pool their knowledge of their company^ history to present to the class. Alternatively, groups could compete to provide the most information within a time limit, with other groups challenging the accuracy of the information. On the other hand, open groups would suit a genuine information exchange・T should encourage Ss to ask for information and not just transcribe their partner^ monologue・If necessary，T quickly brainstonns useful questions that will help Ss compete the task.Step2 Company profile1.VocabularySs match company descriptions with definitionsSs can do the task individually or in pairs・ Subsidiary and public limited company both appeared in Ex4 in the previous section. The exercise is therefore a combination of vocabulary consolidation and input, preparing Ss for Ex2・Key: 2. a public limited company is owned by shareholders3.A parent company has a controlling stake in another company4.A wholly・owned subsidiary is completely owned by another company5.A holding company only administers other companies in a group2.SpeakingSs order cards to make a company organigram then describe the company structureSs exchange information a about the present situation of their own companies Details: T explains the task to Ss before handing out the cards. Ss lay out the cards on the table and form a organigram. They then present a organigram on the board. The class challenges anything they are not happy with and reaches necesstiry correction・ The answer appeared at the end of the T's note for this unit.T encourages Ss to ask their partner a lot of questions・T also encourages Ss to make notes and present a quick profile of their partner's company to the quick profile could be set as homework writing task.Step 3 elf-studyLanguage focus Gap-fill exercises( past simple)Vocabulary Sorting exercise(prepositons of time: in, at, on)Odd-one-out collocation exercise (verbs and nouns)Exam practice:・Vocabulary matching exercise(Reading Test Part 2)・Note-writing exercise(Writing Test Part I)Step 4 Assignment1.Review new words and expressions of Unit lb2.Note-writing exercise3.Finish exercises of Unit 2a in student^ book4.Check the answers of Unit lb5.Finish exercises of Unit 2a in student's workbook.Unit 2b Company Activities一、Objectives:・To enable students to describe company activities•To practice reading for specific information•To raise awareness of cohesion and connectors of addition and contrast•To review the present continuous二、Teaching Procedures:1.Warmer: T introduces the topic and elicits Ss‘ experience and kn owledge(books closed): T asks Ss for examples of companies investing overseas and reasons why. For Ts working in central and eastern Europe, T asks Ss for examples of inward investment and the changes it brings・ T brainstorms car companies and locations they might choose for foreign investment.2.ReadingSs look at the visual on P17. T checks vocabulary such as plant, model, van, assembly and abbreviations such as m and by. Ss then look at the questions and scan the visual for the answers・ T asks Ss to support their answers with relevant information Key: 1. Fiat ($ 1.8 bn)2.Volkswagen (in Mosel)3・ Volkswagen (in the former East Germany, Hungary, Czech Republic, Slovakia, Poland)4.Poland ( $ 3.52 bn)5.Slovakia ( $120 m)nguage focus: Ss review the present/ continuous contrast and stative verbsThis exercise is a reminder of different uses of the present tenses・ Ss sort the uses into two groups・ T asks Ss to give an example of each use.Key: Present SimpleGeneral factsRoutinesStatesPresent Continuous Something happening now Temporary situations Changing situationsT reminds Ss about stative verbs and refers them to the Don't forget! Section. The exception of I think/Fm thinking hints at further complexity regarding the use of these tenses.However, T neediVt focus on more complex issues beyond the scope of Cambridge BECpreliminary・4.SpeakingSs discuss reasons for inward investmentDetails: The pair work activity allows Ss to discuss the Unit topic and also acts as aprediction exercise for the text and a chance to introduce some relevant vocabulary. Sswork in pairs/groups and list possible reasons for investment, which can be written on theboard. Before Ss do Exl in the text section, they can quickly check their predictions byscanning through the text.Reasons given in the text:・Cheap workforce・Generous govemment inward investment grants•Slow economic growth at home・Strong growth in central/easternEuropean car markets・Possible to talk over existing facilities/companies cheaply・Good locations for exporting to the former Soviet UnionOther possible reasons not mentioned in the text:•By manufacturing in Europe, Asian and US companies avoid restrictions on imports into Europe •Investing in the area boots local economies and adds to market growth•Higher returners on investments due to low costs •Share holder pressure to increase performance Step 2 Driving Eastwards1.Reading: Ss do a jigsaw reading exercise, before scanning the text to answer Right, Wrong,Doesn^ say9 questionsDetails: (1) The jigsaw reading task is not an exam style exercise but introduces the subject of cohesion. Texts can be made cohesive through the use of various devices・ In this case, the text is made cohesive through, lexical cohesion・(e.g. The mention of VW and Fiat in paragraph 3 refers back to the world's largest car-markets in Paragraphp2). The writer also uses (italicized) connectors of addition and contrast. Ss quickly read through the five extracts (skimming) to establish context and content. Then Ss read the text again and order the extracts. Ss may find the exercise easier if T photocopies the page and cuts up the paragraph for them to re-assemble. When reporting back, Ss explain their descriptions and quote relevant passages T corrects as necessary and invites questions concerning difficult vocabulary in the text.Key: suggested answers:2.In addition to cheap labor, •…3.Volkswagen, for example,・・・Contrastbut however although inspite of4. Companies such as VW and Fiat...5. However, in spite of all these advantages ・・・(2) T advises Ss to read through all the questions before scanning through the text. Ssshould check carefully whether there is enough evidence in the text to declare thestatements either "Right 9 or 4Wrong 5. If there is not, Ss should choose 'Doesnl say\Key: BAACBB2. VocabularySs scan the text for connections of addition/contrast then use the connectors to linkinformation from the textAddition AndIn addition Furthermore Moreover AlsoNot only...but also3. Speaking: Ss draw and explain maps of their companies' activitiesDetails: T asks Ss to draw a map showing their company's markets and activities. T reminds Ssthat the maps are only diagrams and need not be works of art. Ss then mark on importantlocations and exchange maps with a partner. Ss take it in turns to ask each other what thelocations are and what activities take place there ・ Ss should be encouraged to askfollow-up questions ・Step 3 Self-studyL VocabularyGap-fill exercise (present continuous)2. Language focusGap-fill exercise (present simple Vs continuous)3・ VocabularyMatching exercise (companies, nationalities and activities)4. Exam practiceMultiple-choice gap-fill text (Reading Test Part 6)Step 4 Assignment(1) Review new words and expressions of Unit 2a(2) Recite new words and expressions of Unit 2b(3) Finish exercises of Unit 2b(4) Finish exercises of Unit 2 in workbookUnit 3 Exam focus : Vocabulary一.Objectives:1 > To provide Ss with usefulStrategies for coping withUnknown vocabulary2、To present useful ways of organizing and storing new vocabulary 二.Teaching procedures:Step / Vocabulary in the examinationWarmer : T writes up the wordsVocabulary and grammar to introduce the topic Tensures Ss understand why vocabulary is an Exam focus unit・Step2 un derstanding wordsSs identify types of words then label the types of words gapped in sentenced and completethe gaps・Ss guess the meaning of potentially unfamiliar words through the use of context.Step3 storing new vocabulary1、Ss discus the advantages and disadvantages of five ways of physically recordingvocabulary ・2> Ss then look at examples of five ways of organizing vocabulary and discuss which theyuse and how they are useful .Ss then assign groups of storage .Step4 Vocabulary cards%1Ss look at an example of a vocabulary storage card and complete cards in a similar way・ Ss work in pairs and discuss which types of information they would choose to storeon cards.%1T highlights the use of cards for vocabulary building (collocations, opposites. etc) Step5 Building your vocabularySs focus on word famous and note ways of changing form through suffixes, prefixes etc.They then build up words and write example sentences・For homework/seif-study Ss are asked to identify and store vocabulary from the previous units.Step6 Assignment%1Review new words and expressions of Unit 2b・%1Recite new words and expressions of Unit 3.(3)Finish exercises of Unit 3 in studcnt/ s book ・④ Check the answers of Unit 2.Unit 4a Telephoning•.Objectives:1 • To practice telephoning language(including leaving and taking messages)2.To practice listening for gist and specific information二Teaching procedures :Step 1 Getting through1.Listening 1Ss listen to six telephone calls and match the calls with the correction descriptions . Details:(D Warmer ( book closed )T asks Ss about their curvent use of English for telephoning.This is a chance to check basic vocabulary ( call, caller, make a call , leave/take amessage ). T may wish to lead a brief discussion of the problems Ss expericnce in thisarea・② Ss listen to six phone calls and identify their conventKey : Cal 12: The receptionist connects the caller .Call3: The other person is not available so the caller will phone again later Cal14: Thecaller leaves a message・Call5: The caller waits for a short time then the receptionCormects her.Cal16: The caller was cut off and phones again.Ss compare answer in pair before・feedback ・ T clears lip any vocabulary points ( connect, cut off )Step2 SpeakingSs produce appropriate responses to telephone phrases. Ss then listen again to identifythe actual responses used in the calls .Details: T ei ther does this as a T-ed exercise or Ss work in pain to produce suitable responses. Ss are not expected to replicate the responses on the cassette at this stage - but to suggest any possible answers. Ss then listen to the cassette again and compare with what the speakersactually said •Key :1・ a person? s name ( e・ g・ Lewis・ Taylor )2.No, it is all right thank you. T' m cal l back in about ten minutes.3.Who? s calling, please ?4.I" m afraid he is in a meeting.Can 1 take a message ?5・ He should be available after lunch.6・ Right. I? 11 tell her you called back.7. I’ m afraid the line is busy.8.Oh,sorry about that. I， 11 try to reconnect you.nguage focusSs review will for immediate decisions, offers and promised・ Ss then do a matching exercise with phrases with will.Key:2.Could I have extension 236,please?3.The phone， s tinging.4.1， m afraid he isn' t in the office at the moment.5・It‘ s Dave Rogers again for Joe West. We were cut off.6.Could you tell Mrs. Rycroft that I called ?Answer to 2:3. Thank you I' 11 put you through ・ r 11 get it.4 .5 . It" s OK. I" 11 phone back later.Sorry. I’ 11 try to recorinect you.Yes. of course・I’ 11 give her your message.4.ReadingSs find a telephone conversation in a maze.5.SpeakingSs select two items from the maze to make their own telephone・ Conversation・ Step 2 Reasons for calling1.ListeningSs listen to a telephoneReceptionist take a message and note down the infotmation before listening again forspecific phrases.Details: Ss listen to telephoneConversation and complete the phone message form%1Name of caller : David Whelan%1Company : Health and safety council.(3) Massage : Has confirmedFirst Aid course week beginning 13 May box can only take 25 participonts not 29.In feedback T can as k Ss to compare the teleph one message with their own practice ・ Does Ss for instance note down other information such as the caller" s telephone number and timeof call? T may need to explain the meaning of First Aid .Before Ss listen again for the relevant telephone phrases, T asks Ss to predict the language・Key : 1・ Could you sell …?2・ I，ni calling about---?3.Sorry, did you say •••? So, thas…2.Speaking :Ss do an infonnation-gap activity, giving and taking telephone messages. ( Activitysheets on Pages 125 and 129 )Details: Ss work in pairs and use the activity sheets on Pages 125 and 129 to give and take telephone messages. They should check each other" s messages at the encl of activity・ T may wish to have Ss role-play their conversations to the rest of the group・Step3 Self-study1.ReadingOrdering exercise ( telephone convetsation )Gap-fill exercise ( telephone conversation)2・ Exam practiceMultiple - choice readingComprehension exercise(Reading Test Pout 1 )Step 4Assignment1.Review new words and expressions of unit 4a.2.Finish exercises of unit 4。

《新编剑桥商务英语》教案

《新编剑桥商务英语》教案一、教材概述二、教学目标1.帮助学生掌握商务英语的基本词汇和语法知识。

2.培养学生运用商务英语进行真实交流和沟通的能力。

3.培养学生进行商务英语听力和口语的能力。

4.帮助学生理解商务英语中的文化和礼仪。

三、教学内容本教案将以第一单元为例，列举该单元的教学内容和所需教学资源。

1.教学内容：语言目标：1)学习基本的商务英语问候和自我介绍。

3)学习商务英语中的数字和时间表达方式。

4)学习商务英语中有关日程安排和预定的表达方式。

2.特殊要求：本单元主要针对商务英语初学者，建议使用简单明了的教学方法和实际例子进行教学。

同时，教师应注重培养学生的听、说、读、写以及交际能力，通过多种教学方法和活动加强学生对商务英语的理解和应用能力。

3.教学步骤：Step 1: Pre-reading引导学生讨论以下问题：1)你觉得商务英语为何重要？2)你在工作中需要用到哪些商务英语技能？3)你对商务英语有什么期望和困惑？Step 2: Reading教师给学生分发教材第3页的课文《Introductions》。

要求学生阅读课文，并回答以下问题：1)为什么要进行自我介绍？2)商务英语中的自我介绍需要包含哪些内容？3)商务英语中的自我介绍需要注意什么？Step 3: Vocabulary教师给学生分发教材第4页的词汇表。

要求学生根据课文和词汇表，记忆并使用以下词汇：- Colleague 同事- Greet 致意- Shake hands 握手- Exhibit 展览- Venue 会场- Reception 欢迎会Step 4: Speaking Practice教师分别给学生分发教材第5页和第6页的对话练习。

要求学生小组内进行对话练习，模拟商务场景中的自我介绍和问候。

教师巡视并指导学生的练习，给予必要的纠正和鼓励。

Step 5: Listening PracticeStep 6: Writing Practice要求学生撰写一封商务自我介绍的电子邮件。

大学英精读1unit1教案

教学目标：1. 让学生了解英语精读的重要性，培养良好的阅读习惯。

2. 提高学生的英语阅读理解能力，培养思辨思维。

3. 增强学生的词汇量，提高英语表达能力。

教学内容：1. 英语精读的基本概念和技巧2. 阅读理解策略3. 词汇积累和运用教学重点：1. 阅读理解策略2. 词汇积累和运用教学难点：1. 阅读理解中的思辨思维2. 词汇的灵活运用教学过程：一、导入1. 教师简要介绍英语精读的概念和重要性，引导学生认识到精读在英语学习中的地位。

2. 引导学生回顾已学过的英语阅读技巧，激发学生的学习兴趣。

二、阅读理解策略1. 教师讲解阅读理解的基本策略，如：快速浏览、寻找主题句、判断文章结构等。

2. 学生练习阅读短文，运用所学策略进行理解。

三、词汇积累和运用1. 教师讲解词汇积累的重要性，介绍词汇积累的方法。

2. 学生练习词汇积累，通过例句理解词汇含义和用法。

四、课堂练习1. 教师选取一篇适合学生水平的短文，要求学生在规定时间内完成阅读理解。

2. 学生分组讨论，分享阅读理解过程中的收获和困惑。

3. 教师对学生的阅读理解进行点评，纠正错误，巩固所学知识。

五、课堂小结1. 教师总结本节课所学内容，强调阅读理解策略和词汇积累的重要性。

2. 学生分享自己在课堂练习中的收获和体会。

六、课后作业1. 学生完成课后阅读任务，积累词汇，提高阅读理解能力。

2. 学生撰写一篇关于阅读理解的短文，阐述自己的观点。

教学反思：1. 本节课通过讲解阅读理解策略和词汇积累方法，提高了学生的英语阅读理解能力。

2. 在课堂练习环节，学生积极参与，分享自己的阅读体验，培养了团队协作能力。

3. 在课后作业中，学生能够将所学知识运用到实际阅读中，提高自己的英语水平。

教学评价：1. 学生对英语精读的认识和兴趣有所提高。

2. 学生的阅读理解能力和词汇积累能力有所提升。

3. 学生在课堂练习和课后作业中的表现良好，能够积极参与，完成任务。

新编商务-英语-精读1-教案

课时计划任课班级：商务英语131 班教案编号： 1 周 1 号教学时间：2013 年月日Unit One Essentials of Business (1)ContentText: The Nature of BusinessDifficult Points1.Talk about some words, phrases or expressions about business;2.There are many new words in the text;3.Translate some difficult sentences of the text.Page 2: Warming-upWork with your group and think out as many words, phrases or expressions as possible about business.1) Are you interested in business? Why or not?2) What activities do you think can be labeled as business activities?3) Have you ever been involved in any business activities before?4) What do you think is important for success in today’s business world?(Teacher’s Book: Page 24)Good management, adequate planning, sufficient financial resources, healthy cash flow, controlled spending and the ability to collect money owing, effective marketing, a good product and service. Part Two: 15 minutesPage 5: New words No.1-17 to the first 6 paragraphs of the Text1. Divide the words in two groups: No.1-10; No.11-17;2. Lead the students to spell the words one by one;3. Repeat the words and play translating game;4. Mark the words in the three paragraphs and recognize them.Part Three: 30 minutesPage 2: Translate and understand the first 6 paragraphs of the Text1. Read the first 6 paragraphs silently and pay attention to the difficult points;2. Translate each sentence into Chinese and mark some language points:3. Review by reading each paragraph twice;4. Review by asking some questions: some from No. I, Page 81) What does “business” mean in the text?The key comes from Paragraph 1:It means the human activity related to material things. It’s necessary for civilization. And it is found in all societies, even the simplest ones. It’s the activity of producing and distributing goods and services.2) What are the four basic factors of production?The key comes from Paragraph 2:They are land, labor, capital, and entrepreneurship.3) What does the term “land” in this text refer?The key comes from Paragraph 3:Here, the term land is used most general way. It refers not only to a piece of real estate where we might build a factory, but it also means all the raw materials used for production.Some materials are on the earth’s surface, and some are under the surface. And some raw materials may be extracted from the air. All of the raw materials for production come from the land, the air, and the oceans.4) What does the term “labor” refer to in this passage?The key comes from Paragraph 4:It refers to the use of mental or physical work to produce goods. Most labor changes raw materials into finished products and then distributes these to buyers.5) What is the general meaning of “capital” in everyday language?The key comes from Paragraph 6:It means several things. The most general meaning is wealth or money.6)What does the term “capital” refer to according to this passage?The key comes from Paragraph 6:But it also refers to the equipment that money purchases. It’s all the things that workers use in production and distribution. It refers anything that helps to produce and distribute goods.5. Read the first 6 paragraphs together to review.Part Four: 10 minutesPage 6: New words No.18-32 to the rest 3 paragraphs of the Text1. Divide the words in two groups: No.18-28; No.29-32 with the 9 phrases;2. Lead the students to spell the words one by one;3. Repeat the words and play translating game;4. Mark the words in the paragraphs and recognize them.Part Five: 15 minutesPage 3: Translate and understand the rest three paragraphs of the Text1.Read the paragraphs silently one by one and know what are your difficult points;2.Translate each sentence into Chinese and mark some language points:3. Review by reading each paragraph twice:4. Review by asking some questions from No. 1, Page 8Questions:7)What is called entrepreneurship?The key comes from Paragraph 7:Putting together land, labor, and capital to make something of value, is called entrepreneurship8)What responsibilities should an entrepreneur take?The key comes from Paragraph 7:The entrepreneur is the person responsible for controlling and directing the other three factors. He is the leader, and the employees follow his direction.9)What kind of problems will a company cause to people when it goes bankrupt?The key comes from Paragraph 9:It means the company becomes unable to pay its debt, it causes problems for many people. It’s hard for the employees who have to seek work elsewhere; the customers must look for another place to buy the products; creditors usually lose some money to the company. But the entrepreneur takes the biggest risk if the business succeeds or fails. He must pay them up to the limit of his ability to pay.10) When will the entrepreneur make a profit and when will he suffer a loss?The key comes from Paragraph 9:If he is skillful and lucky, the money he receives from his business venture will pay for the land, labor, and capital and there will still be extra money remaining for him. This extra money is the profit. If the money he receives from the business venture is not enough to pay all of the costs, the difference is the loss.5. Read the rest 3 paragraphs together to review.课时计划任课班级：商务英语131 班教案编号： 1 周 2 号教学时间：2013 年月日Essentials of Business (2)I. Review the content of the passageII. Recite the passageIII. Explaining the language pointsrelate:relate something to something else 与……有关e.g. The report seeks to relate the rise in crime to an increase in unemployment.V+ ing as subject: The -ing form of the verb can be used as the subject of a sentencee.g. Seeing is believing.Taking good photos requires patience as well as keen eyes.Watching television at spare time is a good entertainment.辨析capital & money: Capital is the money or property that you use to start a business or to make more money. Money is what you earn by working and you use in order to buy things.e.g. The recycling industry is making huge capital investments in equipment.Do you have enough money to pay for the sandwiches?Therefore, collocations related with "capital" are: capital intensive industries(资本密集产业); venture/risk capital(风险资本); intellectual capital(智识资本). etc.Collocations related with "money", on the other hand. are: money bags(有钱人); Money makes a mare go.(有钱能使鬼推磨); money worshiper(金钱至上主义者).entrepreneurship:Entrepreneurship is a frequently used concept in English-speaking countries, but it is difficult to define and translate. It generally refers to a management concept characterized by development and renovation and the ability to implement this concept in marketing.(它指的是一种发展的、革新的经营观念，以及将这种观念贯彻在市场中的能力。

新编商务英语精读1教案

14级商务英语精读一教学大纲

《商务英语精读一》课程教学大纲课程名称：商务英语精读一课程代码：课程类型: 专业必修课学分： 4 总学时：64 理论学时：64 实验（上机）学时：0先修课程：高中英语基础课程适用专业:商务英语一、课程性质、目的和任务本课程是商务英语类专业的一门专业必修课，也是培养学生的英语听、说、读、写等语言基本技能的一门专业主干课程。

主要传授交际技巧，讲授语言知识，进行双语重要性、自我介绍、工作及责任、时间管理、创业、办公设备、工作环境、工作满意度、商务接洽及职业发展十个模块实践练习，以识别及应用其交流技巧，熟悉各种常用语言，通过课堂模拟实践巩固所学知识形成交际技能为进入社会进行实务打下基础。

本教材每单元包括导入训练（Lead-in）、主课文（Text A）、辅助课文（Text B）、实用写作（Practical Writing）、轻松一刻（Time for Fun）五个部分组成，主要围绕一个商务主题来编排，用于培养学生使用英语进行涉外交际和商务交际的能力。

二、教学基本要求1、知识能力素质要求：学生学完本课程后应达到以下要求：1) 了解十种情景模块的语言特色；2) 掌握主课文的词汇、翻译及语法要点；3) 熟悉辅助课文的内容，扩大词汇量；4) 明确相关商务文书写作，学以致用；5) 形成各种认知型听力技能并能进行实际交际操练，提高进行涉外交际和商务交际的能力。

6) 复习巩固高中基本语法知识点。

2、教学模式基本要求：采用先进的教学理论指导教学；教学中教师根据以学生为主体、以教师为主导的方针，以启发式入手，针对每课语言点采用多举例多练的多种灵活教学方法相结合，使学生在短时间内掌握并会运用所学的知识。

要尽可能地活跃课堂的学习气氛以学生为主，采取多提问，多引导；运用交际法、讲授法、练习法、讨论法、演示法等多种方法促使学生主动思考，并与学生形成互动，激发学生学习英语的自觉性和积极性，营造良好的学习氛围。

三、教学内容及要求Unit 1 Learning a Foreign LanguageLead inText A Being Bilingual is an AdvantageGrammar Focus: ArticleText B The importance of Learning EnglishPractical Writing: NoticeTime for Fun： Bad Translation了解：学习外语的重要性理解：关于语言学习的听力材料掌握：冠词用法、通知写法、以及TEXT A中的语言知识点和文章层次结构。

新编商务英语综合教程第1册课程设计

新编商务英语综合教程第1册课程设计一、简介本文档是新编商务英语综合教程第1册的课程设计，旨在通过特定的教学内容、教学方法和教学手段等，提高学生的英语综合能力和商务运用能力。

二、教学目标•帮助学生掌握商务英语基本语言知识和技能•培养学生的英语听、说、读、写能力•提高学生运用商务英语的实际应用能力和沟通能力•增强学生的跨文化沟通能力三、教学内容3.1 商务英语基础1.英语语音、语调、重读和连接2.商务英语中的常见词汇和短语3.商务英语中的常见语法和句型4.商务英语中的职业术语和约定语3.2 商务英语听力1.商务英语听力理解技巧2.商务英语电话沟通技巧3.商务英语会议技巧4.商务英语面试技巧3.3 商务英语口语1.商务英语中的礼节用语2.商务英语中的职场交流技巧3.商务英语中的商务谈判技巧4.商务英语中的演讲和表达技巧3.4 商务英语阅读1.商务英语中的商务邮件和商务信函2.商务英语中的商务报告和商务简报3.商务英语中的商务合同和商务协议4.商务英语中的商业杂志和商业新闻3.5 商务英语写作1.商务英语中的商务单据和商务表格2.商务英语中的商务邮件和商务信函3.商务英语中的商务报告和商务简报4.商务英语中的商务合同和商务协议四、教学方法•讲授法•演示法•互动法•视频教学法五、教学手段•PPT演示•在线教学平台•多媒体设备•语音识别软件•翻译软件六、教学评估通过听力测试、写作、口语表达和阅读理解等方式来进行教学评估。

七、教学计划时间段教学内容讲课时间（分钟）备注第1周至第2周商务英语基础（语音、词汇、语法和职业术语）120第3周至第4周商务英语听力（电话、会议和面试）120第5周至第6周商务英语口语（礼节用语、职场交流和商务谈判）120第7周至第8周商务英语阅读（邮件、报告和商务合同）120第9周至第10周商务英语写作（单据、邮件和报告）120时间段教学内容讲课时间（分钟）备注第11周期末考试及评估120八、教材及参考书目8.1 主要教材《新编商务英语综合教程第1册》8.2 参考书目1.《商务英语应用策略与案例分析》2.《商务英语教育学案》3.《跨文化商务交际》4.《英语商务礼仪》九、总结本文档为新编商务英语综合教程第1册的课程设计，通过特定的教学内容、教学方法和教学手段等，旨在提高学生的英语综合能力和商务运用能力、增强学生跨文化沟通能力，是一份有效的教学设计。

商务英语教案(第一册)

Unit 1 Meeting and Entertaining ClientsListening and speakingI. Teaching objectivesSs are expected to learn to:1. listen for specific information about etiquette for entertaining clients;2. listen for specific information to fill in the gaps in the conversations;3. retell the main points heard;4. role-play and practice in the everyday life social etiquette for entertaining clients.II. Teaching focus:To learn and practice social etiquette for entertaining clientsIII. Teaching difficultyTo listen for gist and specific informationVI. Teaching aids: a disc player and the discV. Teaching length: 90 minutesIV. Teaching procedure:Step1. Greet the class and announce the tasks for the periods.Step2. Lead-in Questions (3minutes)Step3. Present the 5 questions in Task2. Ask the class to read them through and make prediction about the points that the conversation may cover based on the key words inthe questions. (3 minutes)Step4. Play the disc for the class to listen for the answers to the 5 questions in Task2. After listening, the Ss can have 5 minutes to talk about their answers in pairs. (10 minutes) Step5. Play the disc for the class to listen again and fill in the gaps in Task1. (5 minutes)Step6. Retelling. Ask the class to work in pairs and retell the key points to each other and invite 2 pairs to present to the class. (10 minutes)Step7. Speaking. Ask the class to work in pairs and role-play a conversation based on the information given in Task5. (15 minutes)Step8. Present the 5 questions in Task6. Ask the class to read them through and make prediction about the points that the conversation may cover based on the key words inthe questions. (3 minutes)Step9. Play the disc for the class to listen for the answers to the 5 questions in Task6. After listening, the Ss can have 5 minutes to talk about their answers in pairs. (10 minutes) Step10. Play the disc for the class to listen again and fill in the gaps in Task5. (5 minutes) Step11. Retelling. Ask the class to work in pairs and retell the key points to each other and invite 2 pairs to present to the class. (10 minutes)Step12. Speaking. Ask the class to work in pairs and role-play a conversation based on the information given in Task8. (15 minutes)Step14. Assignments:To learn the new words and expressions in the two conversations;To review the social etiquette for entertaining clients.Intensive ReadingI. Teaching objectives:The Ss are expected to learn:1. the corporate entertainment;2. the words and expressions;3. the reading skills to find out the general idea and specific information.II. Teaching focus:To learn the corporate entertainment.III. Teaching difficulty:The reading skills to find out the general idea and specific informationVI. Teaching length: 90 minutesIV. Teaching procedure:Step1. Greet the class and announce the tasks.Step2. Lead-in questions:How many proper ways can you think out to entertain your clients or your friends? (2 minutes) Step3. Reading skills: ask the class to skim the passage and outline its logical structure the talk about their answers in pairs. Ask 2 pairs to present to the class. (20 minutes)Corporate EntertainmentGeneral idea: The skills of corporate entertainment.1. the importance of corporate entertainment2. the steps to prepare your corporate entertainment3. Caring about the well-being of the clients’ whole familyStep4. Reading skills: ask the class to scan the passage and find out the answers to Tasks9—11 based on the key words in each question and the outline made in Step3. (20 minutes)Step5. Intensive reading: ask the class to read through the passage in details and mark out the language points that are difficult to understand. (10 minutes)Step6. Language points in the passage. (25-30 minutes)Step7. Translating: ask the class to finish Task12 according to the language points learned in the passage. (10 minutes)Fast reading and Case StudyI. Teaching objectives:The Ss are expected to learn:1. places you should avoid when meeting clients ;2. the reading skills to find out the general idea and specific information;II. Teaching focus:To learn places you should avoid when meeting clientsIII. Teaching difficulty:The reading skills to find out the general idea and specific informationVI. Teaching length: 90 minutesIV. Teaching procedure:Step1. Greet the class and announce the tasks.Step2. Lead-in questions:Which places do you think you should avoid when meeting clients? (2 minutes)Step3. Reading skills: ask the class to skim the passage and outline its logical structure the talkabout their answers in pairs. Ask 2 pairs to present to the class. (20 minutes)Places You Should Avoid Meeting ClientsGeneral idea: Find places you should never meet with a clients to help you make a betterimpression on your clients1. Introduction: A lot of people have wrong opinions about finding places to meet clients2. the importance of a proper places to meet clients3. Five places you should never meet with a client.1) Starbucks or any other Wi-Fi equipped coffee house2) High-end bookstores3) Public Libraries4) Hotel Lobbies5) KFC, McDonald's or any fast-food restaurant4. conclusionStep4. Reading skills: ask the class to scan the passage and find out the answers to Tasks13and14 based on the key words in each question and the outline made in Step3. (20 minutes)Step5. Intensive reading: ask the class to read through the passage in details and find out thespecific information for each part of the key points. (10 minutes)Step6. Case Study. Ask the class to read through the case and find out what the strong pointsand weak points are in his entertaining activities and how to perfect them. (15-20minutes)Step7. Discussion. Ask the class to talk about the questions in Task15 in pairs based on the case study. Then ask to pairs to present to the class. (10 minutes)Step8. SummaryGrammar and WritingI. Teaching objectives:The Ss are expected to learn:1. English basic sentence patterns;2. How to write a note.II. Teaching focus:1. English basic sentence patterns;2. The necessary part and set phrases of a note.III. Teaching difficulty:1. English basic sentence patterns;2. The necessary part and set phrases of a note.VI. Teaching length: 90 minutesV. Teaching procedure:Step1. Greet the class and announce the tasks.Step2. Present English basic sentence patterns: (14 minutes)1. Ｓ+Ｖ2. Ｓ+Ｖ+Ｐ3. Ｓ+Ｖ+Ｏ4. Ｓ+Ｖ+IO +Ｏ5. Ｓ+Ｖ+Ｏ+Ｃ6.“There + beStep3. Task16. Ask the class to finish Task16 and discuss in pairs. (10 minutes)Step4. Task17. Ask the class to finish Task17 and discuss in pairs. (15 minutes)Step5. Present the necessary parts of a note: (2 minutes)The date, salutation, body, signature and cc etcStep6. Present the format of a note (2 minutes)Step7. Practice. Ask the class to study the two samples with focus on their necessary parts, the format and the useful set phrases for each part of the body. Present the useful setphrases. (5 minutes)Step8. Task18. Ask the class to finish the task and invite two Ss to present their writings to the class. (15 minutes)Step9. Task19. Ask the class to finish the task and invite 2 Ss to present their writings to the class. (20 minutes)Step10. Summary.Unit 2 TelephoningListening and speakingI. Teaching objectivesSs are expected to learn to:5. listen for specific information about etiquette for telephoning;6. listen for specific information to fill in the gaps in the conversations;7. retell the main points heard;8. role-play and practice in the everyday life social etiquette for telephoning.II. Teaching focus:To learn and practice social etiquette for telephoningIII. Teaching difficultyTo listen for gist and specific informationVI. Teaching aids: a disc player and the discV. Teaching length: 90 minutesIV. Teaching procedure:Step1. Greet the class and announce the tasks for the periods.Step2. Lead-in Questions (3minutes)Step3. Present the 5 questions in Task2. Ask the class to read them through and make prediction about the points that the conversation may cover based on the key words inthe questions. (3 minutes)Step4. Play the disc for the class to listen for the answers to the 5 questions in Task2. After listening, the Ss can have 5 minutes to talk about their answers in pairs. (10 minutes) Step5. Play the disc for the class to listen again and fill in the gaps in Task1. (5 minutes)Step6. Retelling. Ask the class to work in pairs and retell the key points to each other and invite 2 pairs to present to the class. (10 minutes)Step7. Speaking. Ask the class to work in pairs and role-play a conversation based on the information given in Task5. (15 minutes)Step8. Present the 5 questions in Task6. Ask the class to read them through and make prediction about the points that the conversation may cover based on the key words inthe questions. (3 minutes)Step9. Play the disc for the class to listen for the answers to the 5 questions in Task6. After listening, the Ss can have 5 minutes to talk about their answers in pairs. (10 minutes) Step10. Play the disc for the class to listen again and fill in the gaps in Task5. (5 minutes)Step11. Retelling. Ask the class to work in pairs and retell the key points to each other and invite 2 pairs to present to the class. (10 minutes)Step12. Speaking. Ask the class to work in pairs and role-play a conversation based on the information given in Task8. (15 minutes)Step13. Summary.Step14. Assignments:To learn the new words and expressions in the two conversations;To review the social etiquette for telephoning.Intensive ReadingI. Teaching objectives:The Ss are expected to learn:4. the telephoning;5. the words and expressions;6. the reading skills to find out the general idea and specific information.II. Teaching focus:To learn telephoning.III. Teaching difficulty:The reading skills to find out the general idea and specific informationVI. Teaching length: 90 minutesIV. Teaching procedure:Step1. Greet the class and announce the tasks.Step2. Lead-in questions:What are the aims of making phone calls? And how to make a successful phone call (2 minutes)Step3. Reading skills: ask the class to skim the passage and outline its logical structure the talk about their answers in pairs. Ask 2 pairs to present to the class. (20 minutes)How to Make a Successful Phone CallGeneral idea: How to make a successful phone call4. Special rules and conventions to abide by when making a phone call5. the steps for making calls to people that you do not know6. telephone tipsStep4. Reading skills: ask the class to scan the passage and find out the answers to Tasks9—11 based on the key words in each question and the outline made in Step3. (20 minutes)Step5. Intensive reading: ask the class to read through the passage in details and mark out the language points that are difficult to understand. (10 minutes)Step6. Language points in the passage. (25-30 minutes)Step7. Translating: ask the class to finish Task12 according to the language points learned inthe passage. (10 minutes)Step8. SummaryFast reading and Case StudyI. Teaching objectives:The Ss are expected to learn:3. basic knowledge of telephone and the invention of wireless phone ;4. the reading skills to find out the general idea and specific information;II. Teaching focus:To learn basic knowledge of telephoneIII. Teaching difficulty:The reading skills to find out the general idea and specific informationVI. Teaching length: 90 minutesIV. Teaching procedure:Step1. Greet the class and announce the tasks.Step2. Lead-in questions:How much do you know about telephone? (2 minutes)Step3. Reading skills: ask the class to skim the passage and outline its logical structure the talkabout their answers in pairs. Ask 2 pairs to present to the class. (20 minutes)How Much Do You Know About Telephone?General idea: Basic knowledge of telephone and the invention of wireless phone5. Basic knowledge of telephone6. the invention of wireless phoneStep4. Reading skills: ask the class to scan the passage and find out the answers to Tasks13and14 based on the key words in each question and the outline made in Step3. (20 minutes)Step5. Intensive reading: ask the class to read through the passage in details and find out thespecific information for each part of the key points. (10 minutes)Step6. Case Study. Ask the class to read through the case and comment the bank’s behaviorand attitudes towards problems. (15-20 minutes)Step7. Discussion. Ask the class to talk about the questions in Task15 in pairs based on thecase study. Then ask to pairs to present to the class. (10 minutes)Step8. SummaryGrammar and WritingI. Teaching objectives:The Ss are expected to learn:1. Simple Present Tense;2. How to write a telephone message.II. Teaching focus:1. Simple Present Tense;2. The necessary part and set phrases of a telephone message.III. Teaching difficulty:1. English basic sentence patterns;2. The necessary part and set phrases of a telephone message.VI. Teaching length: 90 minutesV. Teaching procedure:Step1. Greet the class and announce the tasks.Step2. Present the structure of Simple Present Tense: (14 minutes)1. Ｓ+Ｖ2. Ｓ+Ｖ-(e)s /has+3. Ｓ+am/is/are+Step3. Task16. Ask the class to finish Task16 and discuss in pairs. (10 minutes)Step4. Task17. Ask the class to finish Task17 and discuss in pairs. (15 minutes)Step5. Present the necessary parts of a telephone message: (2 minutes)The from, to, date, time, phone number, message, and cc etcStep6. Present the format of a telephone message (2 minutes)Telephone MessageFrom:TO:Date: Time:Phone number:Message:Step7. Practice. Ask the class to study the two samples with focus on their necessary parts, the format and the useful set phrases for each part of the body. Present the useful setphrases. (5 minutes)Step8. Task18. Ask the class to finish the task and invite two Ss to present their writings to the class. (15 minutes)Step9. Task19. Ask the class to finish the task and invite 2 Ss to present their writings to the class. (20 minutes)Step10. Summary.Unit 3 MeetingsListening and speakingI. Teaching objectivesSs are expected to learn to:9. listen for specific information about how to organize a meeting;10. listen for specific information to fill in the gaps in the conversations;11. retell the main points heard;12. role-play and practice organizing a meeting.II. Teaching focus:To learn and practice how to organize a meetingIII. Teaching difficultyTo listen for gist and specific informationVI. Teaching aids: a disc player and the discV. Teaching length: 90 minutesIV. Teaching procedure:Step1. Greet the class and announce the tasks for the periods.Step2. Lead-in Questions (3minutes)1. Do you like attending meetings?2. Why do we still have meetings even though we can communicate information byemail, by phone and through other modern communication technologies?Step3. Present the 5 questions in Task2. Ask the class to read them through and make prediction about the points that the conversation may cover based on the key words inthe questions. (3 minutes)Step4. Play the disc for the class to listen for the answers to the 5 questions in Task2. After listening, the Ss can have 5 minutes to talk about their answers in pairs. (10 minutes) Step5. Play the disc for the class to listen again and fill in the gaps in Task1. (5 minutes)Step6. Retelling. Ask the class to work in pairs and retell the key points to each other and invite 2 pairs to present to the class. (10 minutes)Step7. Speaking. Ask the class to work in pairs and role-play a conversation based on the information given in Task5. (15 minutes)Step8. Present the 5 questions in Task6. Ask the class to read them through and make prediction about the points that the conversation may cover based on the key words inthe questions. (3 minutes)Step9. Play the disc for the class to listen for the answers to the 5 questions in Task6. Afterlistening, the Ss can have 5 minutes to talk about their answers in pairs. (10 minutes) Step10. Play the disc for the class to listen again and fill in the gaps in Task5. (5 minutes) Step11. Retelling. Ask the class to work in pairs and retell the key points to each other and invite 2 pairs to present to the class. (10 minutes)Step12. Speaking. Ask the class to work in pairs and role-play a conversation based on the information given in Task8. (15 minutes)Step13. Summary.Step14. Assignments:To learn the new words and expressions in the two conversations;To review the process and techniques of organizing a meeting.Intensive ReadingI. Teaching objectives:The Ss are expected to learn:7. the business meeting etiquette;8. the words and expressions;9. the reading skills to find out the general idea and specific information.II. Teaching focus:To learn the workplace social etiquette.III. Teaching difficulty:The reading skills to find out the general idea and specific informationVI. Teaching length: 90 minutesIV. Teaching procedure:Step1. Greet the class and announce the tasks.Step2. Lead-in questions:What do you think are considered as good manners in workplace? (2 minutes) Step3. Reading skills: ask the class to skim the passage and outline its logical structure the talk about their answers in pairs. Ask 2 pairs to present to the class. (20 minutes)Business Meeting EtiquetteGeneral idea: Business meeting etiquette can result in success or failure.1. forms and significance of business meeting2. etiquette at formal meetings3. dress and good manners at a meeting4. etiquette at informal meetingsStep4. Reading skills: ask the class to scan the passage and find out the answers to Tasks9—11 based on the key words in each question and the outline made in Step3. (20 minutes)Step5. Intensive reading: ask the class to read through the passage in details and mark out the language points that are difficult to understand. (10 minutes)Step6. Language points in the passage. (25-30 minutes)New Words and Expressions1. etiquette n. the formal rules for polite behavior in society or in a particular group礼节，礼仪2. crucial a. extremely important 至关紧要的3. preside v. to be in charge of a meeting 主持会议4. take the trouble to 不辞辛苦地5. attentively ad. listening to or watching someone carefully 注意地，专心地6. interrupt v . to stop one’s speech by suddenly speaking to them, making a noiseetc 打断某人的话7. address v. deliver a speech 向……致辞8. cue n. an action or event that is a signal for something else to happen 提示9. condense v. to make something that is spoken or written shorter缩短，精简10. succinct a. clearly expressed in a few words 简洁的11. deviate v. turn away （from the right or usual way, a rule, a custom，etc.）偏离，背离12. guise n. dress, outward appearance 装束，打扮，外貌，外观13. courteous a. polite and showing respect for other people 有礼貌的14. confidential a. secret 机密的，秘密的15. fall into this trap 落入圈套或陷阱16. undermine v. weaken gradually 逐渐损坏，衰弱Difficult sentences1. Etiquette in business can come in a variety of forms – be it a business lunch to your choice ofattire at an awards ceremony, but the most crucial area in which etiquette can mean the difference between a company gaining or losing thousands of pounds is in a meeting setting.商务礼仪形式多样——无论是在共进商务午餐时，还是在出席颁奖仪式时着装的选择上。

新编商务英语综合教程第1册教学设计

新编商务英语综合教程第1册教学设计1. 教学目标通过本课程的学习，学生应该能够：•掌握商务英语基本词汇、语法和句型。

•能够熟练使用商务英语进行日常工作沟通。

•培养管理思维和跨文化意识。

2. 教学内容本教程主要包括以下几个方面的内容：1. 商务英语基础•介绍商务英语基础概念。

•学习商务英语的常用词汇和用法。

•学习商务英语的语法和句型。

2. 商务英语口语•学习商务英语口语的常用表达和场景。

•学习商务英语会议的流程和技巧。

•学习商务英语电话交流和邮件交流的技巧。

3. 商务英语阅读和写作•学习商务英语阅读的基本技巧和策略。

•学习商务英语邮件写作的规范和技巧。

•学习商务英语报告和简报的写作方法和格式。

3. 教学方法本课程采用多元教学法，包括课堂讲解、案例分析、小组讨论、听力练习、口语练习、阅读练习和写作作业等。

4. 评估方式本课程的评估方式包括日常课堂表现、课堂小组讨论、听力测试、口语测试、阅读测试和写作作业评估。

5. 教学计划本课程的教学计划按照以下方式安排：时间教学内容第1周商务英语基础介绍和商务英语词汇学习第2周商务英语语法和句型学习第3周商务英语口语基础学习和会议技巧第4周商务英语电话交流和邮件写作技巧第5周商务英语阅读策略和基本技巧第6周商务英语报告和简报写作技巧第7周商务英语跨文化沟通和管理思维第8周期末综合评估和教学反思6. 教学工具本课程采用以下教学工具：•多媒体投影仪•小组讨论手册•商务英语课程教材•商务英语课程作业本•商务英语听力练习材料7. 总结本教程旨在帮助学习者掌握商务英语的基础知识、口语能力、阅读写作能力以及跨文化意识，为今后从事商务行业工作、跨国企业交流、国际投资等领域打下良好的基础。

新编商务英语精读1教案

6课时计划任课班级：商务英语131 班教案编号： 1 周 1 号ContentText: The Nature of BusinessDifficult Points1.Talk about some words, phrases or expressions about business;2.There are many new words in the text;3.Translate some difficult sentences of the text.Page 2: Warming-upWork with your group and think out as many words, phrases or expressions as possible about business.1) Are you interested in business? Why or not?2) What activities do you think can be labeled as business activities?3) Have you ever been involved in any business activities before?4) What do you think is important for success in today’s business world?(Teacher’s Book: Page 24)Good management, adequate planning, sufficient financial resources, healthy cash flow, controlled spending and the ability to collect money owing, effective marketing, a good product and service.Part Two: 15 minutesPage 5: New words No.1-17 to the first 6 paragraphs of the Text1. Divide the words in two groups: No.1-10; No.11-17;2. Lead the students to spell the words one by one;3. Repeat the words and play translating game;4. Mark the words in the three paragraphs and recognize them.Part Three: 30 minutesPage 2: Translate and understand the first 6 paragraphs of the Text1. Read the first 6 paragraphs silently and pay attention to the difficult points;2. Translate each sentence into Chinese and mark some language points:3. Review by reading each paragraph twice;4. Review by asking some questions: some from No. I, Page 81) What does “business” mean in the text?The key comes from Paragraph 1:It means the human activity related to material things. It’s necessary for civilization. And it is found in all societies, even the simplest ones. It’s the activity of producing and distributing goods and services.2) What are the four basic factors of production?The key comes from Paragraph 2:They are land, labor, capital, and entrepreneurship.3) What does the term “land” in this text refer?The key comes from Paragraph 3:Here, the term land is used most general way. It refers not only to a piece of real estate where we might build a factory, but it also means all the raw materials used for production.Some materials are on the earth’s surface, and some are under the surface. And some raw materials may be extracted from the air. All of the raw materials for production come from the land, the air, and the oceans.4) What does the term “labor” refer to in this passage?The key comes from Paragraph 4:It refers to the use of mental or physical work to produce goods. Most labor changes raw materials into finished products and then distributes these to buyers.5) What is the general meaning of “capital” in everyday language?The key comes from Paragraph 6:It means several things. The most general meaning is wealth or money.6)What does the term “capital” refer to according to this passage?The key comes from Paragraph 6:But it also refers to the equipment that money purchases. It’s all the things that workers use in production and distribution. It refers anything that helps to produce and distribute goods.5. Read the first 6 paragraphs together to review.Part Four: 10 minutesPage 6: New words No.18-32 to the rest 3 paragraphs of the Text1. Divide the words in two groups: No.18-28; No.29-32 with the 9 phrases;2. Lead the students to spell the words one by one;3. Repeat the words and play translating game;4. Mark the words in the paragraphs and recognize them.Part Five: 15 minutesPage 3: Translate and understand the rest three paragraphs of the Text1.Read the paragraphs silently one by one and know what are your difficult points;2.Translate each sentence into Chinese and mark some language points:3. Review by reading each paragraph twice:4. Review by asking some questions from No. 1, Page 8Questions:7)What is called entrepreneurship?The key comes from Paragraph 7:Putting together land, labor, and capital to make something of value, is called entrepreneurship8)What responsibilities should an entrepreneur take?The key comes from Paragraph 7:The entrepreneur is the person responsible for controlling and directing the other three factors. He is the leader, and the employees follow his direction.9)What kind of problems will a company cause to people when it goes bankrupt?The key comes from Paragraph 9:It means the company becomes unable to pay its debt, it causes problems for many people. It’s hard for the employees who have to seek work elsewhere; the customers mustlook for another place to buy the products; creditors usually lose some money to the company. But the entrepreneur takes the biggest risk if the business succeeds or fails. He must pay them up to the limit of his ability to pay.10) When will the entrepreneur make a profit and when will he suffer a loss?The key comes from Paragraph 9:If he is skillful and lucky, the money he receives from his business venture will pay for the land, labor, and capital and there will still be extra money remaining for him. This extra money is the profit. If the money he receives from the business venture is not enough to pay all of the costs, the difference is the loss.5. Read the rest 3 paragraphs together to review.课时计划任课班级：商务英语131 班教案编号： 1 周 2 号专业带头人签字：审批时间：2013 年月日教学时间：2013 年月日Essentials of Business (2) I. Review the content of the passageII. Recite the passageIII. Explaining the language pointsrelate:relate something to something else 与……有关e.g. The report seeks to relate the rise in crime to an increase in unemployment.V+ ing as subject: The -ing form of the verb can be used as the subject of a sentencee.g. Seeing is believing.Taking good photos requires patience as well as keen eyes.Watching television at spare time is a good entertainment.辨析capital & money: Capital is the money or property that you use to start a business or to make more money. Money is what you earn by working and you use in order to buy things.e.g. The recycling industry is making huge capital investments in equipment.Do you have enough money to pay for the sandwiches?Therefore, collocations related with "capital" are: capital intensive industries(资本密集产业); venture/risk capital(风险资本); intellectual capital(智识资本). etc.Collocations related with "money", on the other hand. are: money bags(有钱人); Money makes a mare go.(有钱能使鬼推磨); money worshiper(金钱至上主义者). entrepreneurship:Entrepreneurship is a frequently used concept in English-speaking countries, but it is difficult to define and translate. It generally refers to a management concept characterized by development and renovation and the ability to implement this concept in marketing.(它指的是一种发展的、革新的经营观念，以及将这种观念贯彻在市场中的能力。