剑桥商务英语教程 Unit17 Problems, problems
剑桥17阅读讲解
英语学习中的听说读写如何提高
听力是英语学习中非常重要的一个方面。
要提高听力水平，我们需要多做听力练习。
可以通过听英语广播、看英语电影或电视剧等方式来提高听力。
在听的过程中，我们需要注重语音、语调和语气等细节，并尝试模仿和学习其中的语音和语调。
此外，我们还可以借助听力材料来提高听力，例如将听力材料作为阅读材料来阅读，这样可以更好地提高听力水平。
口语也是英语学习中非常重要的一个方面。
要提高口语水平，我们需要多说多练。
可以通过参加英语角、找一位英语母语人士进行交流或参加英语口语培训课程等方式来提高口语水平。
在练习口语时，我们需要注重语音、语调和表达能力等细节，并尝试将自己的语言组织得更加流畅和自然。
阅读也是英语学习中非常重要的一个方面。
要提高阅读水平，我们需要多读多练。
可以通过阅读英语杂志、报纸和小说等方式来提高阅读水平。
在阅读过程中，我们需要注重阅读速度和理解能力，并尝试学习其中的生词和短语。
此外，我们还可以借助阅读材料来提高阅读水平，例如将阅读材料作为听力材料来听，这样可以更好地提高阅读水平。
写作是英语学习中更高的一个方面。
要提高写作水平，我们需要多写多练。
可以通过写作日记、作文和邮件等方式来提高写作水平。
在写作过程中，我们需要注重语法、结构和表达能力等细节，并尝试使用不同的写作技巧和表达方式来丰富自己的写作内容。
新编剑桥商务英语初级第三版答案
新编剑桥商务英语初级第三版答案【篇一：新编剑桥商务英语(初级)学生用书_答案_module_1.1-5.3】ing and workshopsp6what does your job involve? p7the present simplep8module 1.2personal and professional details meetingpeoplep10job and work p12module 1.3bec preliminary exam p14p15 reading test【篇二：新编剑桥商务英语(初级)(第三版) 词汇整理浓缩版】txt>（第三版）1.1 world of work 工作领域business n. 工商企业；商行；商业 technique n. 技巧，技能cross-cultural adj. 跨文化的 presentation n. 口头报告，陈述，叙述public speaking 演说，演讲 consultant n. 顾问 consultancy n. 咨询公司 run vt. 开办（课程/ 讲习班） one-to -one 一对一的accredited adj. 公认的motivational adj. 激发积极性的， client n. 客户entertaining adj. 有趣的，使人愉快的，professional adj. 专业的，职业的 involve vt. 包含、需要、使成为必要部分responsibility n. 责任，所负责的事情 be responsible for sb./ sth. 对某人/某事负责title n. 头衔，职称 sample n. 样品试用产品 account n. 账目，账户correspondence n.（来往的）信件 badge n.徽章identify vt. 发现，确定 workshop n. 研讨会，讲习班 catering service 餐饮服务md managing director 的缩写，总经理，执行董事gadget n. 小巧的器械，小玩意儿 interior adj. 车内产品，内部装饰memo n. 备忘录，便条，便笺 electrical appliances 电器，（家用）电器ship vt. 运送power point 电子版幻灯片 bonus n. 奖金 catalogue n. 产品目录positive adj. 积极乐观的 presence n. 仪态，风度，风采 diary n.记事簿athens n. 雅典（希腊首都） do you like your job? do you oftentravel abroad ? how are you? …not too bad, thanks. i work fora company that… i work as…what does your job involve ? my job involves doing… what do you do ? i deal withwho is your md? i am based i n …．1.2 personal and professional details个人和职业详细情况 division n. 分理处，部门 profile n. 传略；人物简介；概况 questionnaire n. 问卷，调查表 interview n. 采访；面试 musical instrument 乐器 destination n. 目的地follow-up questions 后续问题，补充问题 swap vt. 交换electronics n. 电子学；电子器件 varied adj. 多变化的，各不相同的 confectionary adj. 糖果的，有关甜食制造的allocate vt. 分配，分派 candidate n. 候选人criterion n. 标准，准则 pl.（复数）criteriainc. adj. incorporated 的缩写，股份有限的supervise vt. 主管，监管，管理 coordinate vt. 使协调 scuba diving 水肺潜水 marathon n. 马拉松赛跑 finance assistant 财务助理 audit vt. 审计master’s degree 硕士学位 judo n.柔道chronic fatigue syndrome 慢性疲劳综合症ambitious adj. 雄心勃勃的 journalism n. 新闻学，新闻业1 / 4breed vt. 饲养 terrier n. 小猎狗 chewing gum 口香糖 gallery n.画廊，美术馆 format n. 形式，格式sars--severe acute respiratory syndrome 严重急性呼吸道综合征,俗称非典型肺炎,简称非典 efficiency n. 效率 profit n. 利润 mentor n. 良师益友make contribution to 为……做贡献 personal problem 个人（私人）问题 set an example to 树立榜样 be based in 在……总部raise money 募捐master’s degree in business administration: mba工商硕士chronic fatigue syndrome 慢性疲劳综合症be in charge of 负责 best-selling 畅销think of a new idea 想出新点子2.1 work in progress 工程进展be in progress 在进行中，在运行中project n. 项目，工程 garden vi. vt.种植或修整花园，从事园艺工作update vt.更新 construction n. 建筑，建筑物 apart from 除了……之外 minor adj.较小的，次要的 proceed vi. 进行，继续下去 panorama n. 全景，全景画 management team 管理团队 take shape 成形ahead of schedule 提前于预订计划 financial report 财务报告temp n. 临时雇员help out 帮助（某人）解决困难 give a presentation of 对……做陈述 launch vt. 开始，开办，推出；发射 photocopy vt. n. 影印，复印 branch n. 分部，分店，分公司 projector manager 项目经理subcontractor n. 转包商 period of transition 过渡期 permanentjob 永久性工作 temporary employment agency 临时就业中介机构 try out 测试，试用 take maternity leave 休产假 option n. 选择，可选择的办法 career field 职业领域 existing skills 现有的技能supervisor n. 主管，监督人 temorary job 临时工作 ask for a payrise 要求涨工资meet one’s target 完成指标，完成定额sack vt. 解雇administration work 行政管理工作 brazil 巴西lisbon 里斯本（葡萄牙首都）belem 贝伦（巴西东北部港口城市）fortaleza 福塔雷萨（巴西东北部港口城市）valencia 巴伦西亚（西班牙港口城市）montpellier 蒙彼利埃（法国南部城市）2.2 making arrangements 日程安排make arrangements 做安排，做准备 plant n. 工厂，车间 vt. 种植take time off 抽出时间，休假，休息 finance director 财务经理confirm vt. 确认，确定 reception n. 接待，接待处 trade fair 交易会，展销会 present vt. 介绍，引见；出席 potential client 潜在客户 quality inspector 质检人员 job applicant 求职者 festival n. 节日self-employed adj. 个体的，自己经营的accept an invitation 接受邀请 special reception 特别招待会anniversary n. 周年纪念日 venue n. 会场，会议地点 attendancen. 出席，出席人数prague 布拉格（捷克斯洛伐克首都） morpeth 莫派斯（位于英国诺森伯兰郡）helsinki 赫尔辛基（芬兰首都） buenos aires 布宜诺斯艾利斯（阿根廷首都）toronto 多伦多（加拿大主要城市） sydney 悉尼（澳大利亚东南部港口城市，新南威尔士州首府）3.1 company biography 公司简介biography n. 形成、成长和衰亡的记载；传记fast food restaurant 快餐店 transform vt. 转换、改变、改造global business 跨国企业original adj. 最初的，原始的，起源的franchise n. vt. 特许经销权，给……以特许feature n. vt. 是……的特色，以……为特色 french fries 炸薯条softdrink n. 软饮料；汽水 milkshake n. 奶昔 purchase vt. 买，购买multimixer n. 多用混合器（机） exclusive distributor 独家批发商（代理商）open vi. vt. 开设，开办，开张 expand vi. vt. 扩大，扩张corporation n. 公司 cosmetic n. 化妆品inspire vt. 激发，启示，使生灵感 philosophy n. 哲学revolutionary adj. 革命的 raw material 原材料 supplier n. 供应者，厂商 ethical adj. 伦理的；道德的 travel agency 旅行社contract n. vt. 订合同，合同、契约 take delivery of 收货，提取货物 merge vi. vt. 合并 fleet 舰队budget airline 低价航空公司 go public 上市，公开发售股票business partner 生意伙伴，商业伙伴2 / 4entrepreneurial adj. 企业家的 freelancer n. 自由职业者；自由撰稿人kuwait city 科威特城（科威特首都） san bernardino 圣贝纳迪诺（美国加利福尼亚州东南部的一个县） illinois 伊利诺斯州（美国中北部州）3.2 company performance 公司业绩performance n. 业绩，成绩；性能 distribute vt. 配送，分发，分送 record profit 历史最高利润 vegetarian n. 素食者，素食的organic adj. 使用有机肥料的 ingredient n. 配料，成分 nutritious adj. 有营养的improve one’s image 改善形象 banquet n. 宴会manufacturer n. 制造业者，厂商 guarantee vt. n. 保证，担保，担保人symbol n. 象征，符号，记号 innovative adj. 创新的，革新的sport utility vehicle 运动型多用途车 component n. 成分 optical instrument 光学仪器 validation n. （可靠性）检测 certify vt. 证明，保证 application n. 应用，运用assurance n. 保证，担保，确信，断言founder n. 创始人，奠基人 turnover n. 营业额 dramatically adv. 戏剧地 advertise vt. 做广告，登广告 annual report 年终报告，年终终结 share price 股票价格proactive adj. 积极的，主动的 dedicated adj. 专注的，献身的unique adj. 唯一的，独特的 access n. 接近（进入）的机会，接近（进入）的权利；入口 consolidate vt. 巩固 brochure n. 小册子in this respect 在这个方面，在这个细节maximum n. 最大量，最大限度，极大4.1 international business 国际商务import n. vi. vt. 进口 export n. vi. vt. 出口 competitor n. 竞争对手 wholesaler n. 批发商 warehouse n. 仓库 audio product 音响产品 ban n. vt. 禁令fashion industry crisis 服装行业危机 commissioner n. 委员spokeswoman n. 女发言人 huge losses 巨大损失 resign n. vi. vt. 辞职 garment n. 服装（成衣） clothing blockade 服装封锁 in favour of 支持、赞成disastrous adj. 损失惨重的，灾难的import control 进口控制import quotas 进口配额compromise n. 妥协，折中，让步 stock exchange 证券交易所appeal to sb. 对……有吸引力 available adj. 有空的，能得到的dossier n. 档案，卷宗 flat adj. 没电的，平面的 embarrassing adj. 令人尴尬的 in-house magazine 内部杂志 participant n. 参加者stressful adj. 有压力的，紧迫的 moderator n. 会议主持人 press the mute button 按下静音键 reflect on 有损声誉，招来非议teleconference n. 远程电话会议 producer n. 生产商 wholesaler n. 批发商customer n. 顾客 retailer n. 零售商warehouse n. 仓库 consumer n. 消费者competitor n. 竞争对手 customs n. 海关port n. 港口clothing n. 服装4.2 business communications 商务沟通printer cartridges 打印墨盒 description n. 种类；性质；描述pass the message on to 把留言给…… complaint n. 投诉 cancel vt. 取消plasma screen tv 等离子电视 freight forwarder 货运商distributor n. 发行人，销售商 container n. 集装箱production manager 生产经理，厂长 madrid 马德里（西班牙首都）5.1 career choices 职业选择stock broker 股票经纪人london stock exchange 伦敦证券交易所bank account 银行帐户 bankrupt adj. 破产的 a modest life 简朴的生活 accommodation n. 住处，膳宿 get started 开始source of income 收入来源 olive n. 橄榄 farm products 农产品 business contact 生意场的熟人/关系 deal in 经营 make enquiries 询问 record shop 音像店 human resource 人力资源 hr manager 人力资源经理 photography exhibition 摄影展accountancy job 会计工作 passion n. 热情，激情 competitive adj 竞争的 give up sth. all together 完全放弃……professional photographer 职业摄影师portrait n. 肖像，人像studio n. 照相馆，画室，摄影室，演播室3 / 4birmingham 伯明翰（英格兰中部城市）luxembourg 卢森堡（西欧国家） resign from the job 辞职farmhouse n. 农舍bed and breakfast accommodation 只提供床铺与早餐的住宿reorganise vt. 重新组织，重新安排 source of income 收入来源as though 仿佛，好像 the best of luck 好运5.2 achievements and plans 业绩和计划design office 设计室 book cover 书的封面printer n. 印刷商，印刷工；打印机 quotation n. 报价 in full colour 用彩色 in black and white 用黑白 a full progress report详细的进展报告refer to 参考，查阅，查看 book fair 书展，书市 a series of 一系列italian 意大利人，意大利语；意大利的coincidence n. 巧合，巧事 move n. 行动，步骤；措施；方法; vi. 移动consolidate one’s strong position 巩固某人的强势地位 removal company 搬运公司 stationery n. 文具，信纸 keep sb. up-to-date使某人信息灵通 utility n. 公用事业，公用事业设备 bank loan 银行贷款 paperwork 日常文书工作 loan application 贷款申请 additive n. 添加剂4 / 4take on 雇佣meet demand 满足需求 health club 健身俱乐部6.2 travel arrangements 旅行安排ticket, crew, security/ safety inspectionbe in business 做生意 poland 波兰（中欧国家） hungary 匈牙利（中欧国家） spain 西班牙（欧洲南部国家） portugal 葡萄牙（欧洲西南部国家） slovakia 斯洛伐克（中欧国家） bratislava 布拉迪斯拉发（捷克斯洛伐克中南部城市）5.3 reading test: parts one to threeposter n. 海报，招贴 office equipment 办公设备prefabricated hut 预制营房，活动房 pharmaceutical company制药公司 previous adj. 以前的，在先的 disastrous fall 损失惨重的一跌 reach the highest level 达到最高水平 rise/ increase/improve /ascend/ go up/ move up/ mount up 上升 soar 飙升fall/ drop/ decrease/ decline/ descend/ go down下降stay stable/ steady/ the same 保持平稳level off 持平 recover 反弹peak up 达到顶峰，最高点 dramatically 喜剧地，引人注目地considerably 相当大地 obviously 明显地 gradually 渐渐地sharply 急剧地，明显地 slightly 轻微地 a little bit 一点儿6.1 business travel 商务旅行 aircraft, check-in, delay, journey,land, luggage, passenger, passport, pilot, take off, travel, trip,air traffic controller, baggage handler,check-in baggage, carry-on bag, boarding pass, board, business/ economy/ first class,flight attendant/ stewardship/air-hostess/ stewardess, identitycard, return/ singlemanchester 曼彻斯特（英格兰西北部港口城市）glasgow 格拉斯哥（英国城市） bristol 布里斯托尔（英国西部的港口）london heathrow airport 伦敦希思罗机场paris charles de gaulle airport 巴黎戴高乐机场lyon 里昂（法国城市）【篇三：新编剑桥商务英语(中级)学生用书答案】ading (5)1,open your mind 2 plan for disaster 3 get organized 4 setyour limits 5 put pen to paper 6 don’t feel guilty 7 two become onep9 grammar (5)1 need2 communicate3 have escaped4 have been working 5have been 6 am working 7 answer p9 (speaking)writing 第六题work in pairs.中有可能选择其中一个话题进行作文。
商务英语写作unit 17
Tห้องสมุดไป่ตู้sk Two:
After finishing Task one, you are to do a group work—find out how many parts the complaint and claim should include and what they are. Then check your findings with your teacher.
2. We have received ...(quantity/name/packing of commodities) on (date), but we found that the (quantity/quality/specification/packing) didn’t correspond to the stipulation in the contract. 我们已于…号收 到（数量/商品名称/包装商品），但是发现其（数量/质量/规格/ 包装）与合同规定不符。 3. We enclosed a list of items in Case #13. Please check it with our contract and send us the correct replacement ASAP. 我们随函附上 第13号箱子的货物清单。请将之与我们的合同核对，并请尽快 将正确的替代货品寄给我们。 4. We enclose the survey report and look forward to early settlement of the claim. 随函附上调查报告，期待贵方及早理赔。 5. We regret to notify/inform you that 10 pieces of the lighting fixture have been broken/ damaged severely. 很遗憾通知贵方有十盏灯已 严重损坏。 6. The goods are much inferior to the quality of our samples. 商品的质 量远次于我们样品的质量。
国际商务英语课文电子版lesson (17)
Lesson 17 The International Monetary System and ExchangeRateThe earliest internationalchange their paper currencies into gold when requested to do so. The gold standard created a fixed exchange rate system as each country pegged (fix挂钩) the value of its currency to gold to establish its par value (平价/票面价值) (face value). For most of the 19th century till the end of the First World War,major trading countries followed this system and the British Pound was the most important currency in international business as a result of the economic, political and military power of the United Kingdom, hence the term sterling-based gold standard. (pound sterling)The pressure caused by the First World War on economy coupled with(together with连同) the impact of the Great Depression (大萧条)put an end to(结束)the fixed exchange rate system. The Bank of England was no longer able to redeem (赎回，兑换)itspaper currency for gold at par value(以面值) (无力将其纸币以平价兑换成黄金) and allowed its value to be determined by supply and demand (market). With Britain abandoning (放弃)the gold standard, there appeared different areas in the world. Some countries pegged their currencies to the sterling(英镑), some countries to the US dollar and some to the French Franc, forming the “sterling area”, “dollar area” and “franc area”. This period witnessed the degeneration(衰落)of the international monetary system as some major countries vied(vie -compete)to(竞相)devaluate their currencies to make their export goods more competitive.(竞争性贬值) (这一时期，世界货币体系不断恶化，各主要贸易国家竞相将其货币贬值以提高他们出口物品的竞争力) The be nefits brought about by their devaluation were, needless to say (不用说), offset(抵消)by what their competitors did. International trade con t racted (shrink收缩) and economic conflict finally led to the Second World War.Towards the end of the Second World War (1944) representativesof 44 countries gathered at Bretton Woods (布雷顿森林)to renew(更新)the gold standard on a greatly modified basis(在修改较大的基础上). One important fruit of the conference is the creation (establishment创立) of the International Bank for Reconstruction and Development (IBRD)and the International Monetary Fund. (1944)The Bretton Woods Conference established a US dollar based gold standard. Because of the dominating (主导性的) economic and political influenceof the United States, the dollar replaced the sterling(英镑)as the major vehicle(工具)for international settlement(国际结算). 由于美国在国际经济、政治中的统治性影响，美元替代英镑成了国际结算中的主要工具。
全方位商务英语口语(第三版)Unit (17)
Ask yourself some questions and get to know more about your money management skills. And then interview some students or teachers on campus, or people in some public places. Try to find out different people’s opinions on the following statements. Mark the statement if it is agreed upon or disagreed upon. Ask at least three different groups of people and later report your findings to the class.
Develop an introduction for the following situations.
You are introducing an exhibition center or a university gym or a university conference hall to
Work in pairs. One of you acts as an agent at an international travel agency and the other a client. The client is buying two plane tickets and the agent is talking to the client about the advantages and disadvantages of paying by check or by credit card. Finally the client will pay the agent in the way he/she prefers. Summerize the advantages and disadvantages of different ways of payment. Can you give some advice to the client on the different ways of payment?
《商务英语阅读》第17单元译文
第17单元全球性企业的人力资源管理塔默·卡瓦斯基尔，加里·奈特，约翰·雷森伯格人力资源在国际商务中的战略作用没有员工及其掌握的知识和经验，企业的竞争力怎能持续下去？想象一下吧，尤其是那些知识密集型部门，如管理咨询业、银行业、广告业、工程和建筑设计领域。
可想而知，如果没有创造性的员工、设计师、问题解决者及其他知识工作者，麦肯锡（McKinsey）、萨奇广告（Saatchi & Saatchi）、皮克斯（Pixar）、古驰（Gucci）等许许多多公司将很难生存下去。
如今，企业常常将员工称作“人才”、“人力资本”或“无形资产”，这些称谓昭示着：员工代表着一项投资，而非一项成本。
对于全球性运营的企业来说，招募、管理和留住人力资源尤其富于挑战性。
在员工管理上，世界各地存在着各具特色的文化、法律框架。
因此，管理层需要攻克在雇佣、管理员工的过程中遇到的一个又一个挑战。
国际人力资源管理（international human resource management，IHRM）可以定义为：国际运营机构供职人员的规划、挑选、培训、雇佣和评价。
国际人力资源经理通过雇佣、培训与评价员工，通过提供国际人力资源管理的指导方针，承担生产线经理的咨询人或辅助者的角色。
员工的三个类别在多国设有运营机构的企业，国际人力资源经理在三个不同层次中运作。
1．宗主国员工（host-country nationals，HCNs）。
这些员工是跨国公司子公司或联营公司所在国的公民。
通常，宗主国国民构成企业在海外招募员工的最大比例。
在企业从事制造、装配、基础服务、文案工作以及其他非管理职能的劳动力，主要由宗主国国民组成。
2．母国员工（parent-country nationals，PCNs）。
母国员工也被称作本国员工，他们是跨国公司总部所在国的公民。
3．第三国员工（third-country nationals，TCNs）。
unit 17 Disabilities 说课稿
Unit 17 Disabilities(Reading)Disabled? Not me!Main parts:Analysis of the teaching material(教材分析)Analysis of the students（学情分析）Teaching aims(教学目标.)Important & Difficult points in teaching（教学重点和难点）Teaching & learning methods（教学和学习方法）Teaching Aids（教学辅助）Main procedure in teaching（教学步骤）Blackboard design (板书设计)Part 1: Analysis of the teaching material(教材分析)The content is from Senior English for China Students’ Book 2B, Unit 17 Disabilities, published by the people’s education press. The selected mate rial “Disabled? Not me” is a reading comprehension text.This lesson is in the important position of the teaching material. According to the new standard curriculum and the syllabus, reading belongs to the input during the process of the language learning. The input has great effect on output, such as speaking and writing, so if the Ss can learn it well, it will be helpful to make the Ss learn the rest of this unit.Part 2:Analysis of the students（学情分析）As senior students, they have a certain ability to read, and their cognitive schema and abstract thinking have developed a lot. But they are lack of vocabulary, lack of the ability of guessing new words. As for learning methods, they are poor in cooperative learning skills. And some students are not active in the class because they are afraid of making mistakes.Therefore, I’ll let students study in a relaxed and agreeable atmosphere, encourage them to speak and communicate, I will design some interesting activities to active them in learning English, or do more interactive teaching (role-play and group works), then students will get to be interested in the class.Part3:Teaching aims(教学目标.)1.Knowledge objects(知识目标)A. The students can understand the content of the text;B. The students can use the patterns to express their thoughts in the proper situation.2.Ability objects（能力目标）A. to develop the students’ abilities of listening, speaking and reading;B. to improve the student’s fast reading skills and word guessing skills;.C. train the students’ abilities of cooperative study3.Emotion or moral objects(德育目标)A. enable the students to learn understand, care about and respect the disabled;B. advance the students’ cooperative spirits further and build their confidence in English learning; Part 4: Important& difficult points in teaching（教学重难点）A. Teaching Important Points:1. Improve the students’ reading ability;2. Enable the students to master the key points in the textB. Teaching Difficult Points:1.How to make the students understand the reading text better.2. How to make every student active in class.Part 5: Teaching & learning methods（教学和学习方法）1. Teaching methods(教学方法)A. Brain-storm or Discussion: to help the students know something about the disabled.B. Fast and intensive reading to understand the text better.C. Task-based instruction: Questioning-and-answering activity to help the students go through the whole passage.D. Communicative approach: Pair work or individual work to make every student work in class.2. Learning approaches(学习方法)A. Individual work: improve their self-study abilityB. Pair-work and group-work discussion: help the students improve the cooperative study.C. communicative approach: encourage everyone to speak English in class and and develop their communicative skills.Part 6: Teaching Aids（教学辅助）a tape recorder; a multimedia(PPT and video); blackboardPart 7: Main procedure in teaching（教学步骤）Step 1 warming-up & leading-in (7mins)(1)warming-up : Show the video of a Chinese dance "Thousand-Hand Guanyin" and Showthem some pictures of the famous diabled people. (The video and pictures will not only elicit the topic naturally, but also arouse the students’ attention easily.)(2)Leading-in: ask students to discuss the questions of pre-reading part, and encouragestudents to express their own opinions.(The three questions in pre-reading pave the way for reading.)Purpose of this step: This step is to present background information of the text and solve somepossible vocabulary problems, which aims to stimulate students’existing knowledge, activate their cognitive schema and arouse their interests. It enables ss to make preparation for the text reading.Step 2. Fast-reading (Skimming&Scanning) (5mins)Task1: Read the passage quickly and find out two disabled persons mentioned in the passage;Task2: Do the T or F exercise on PPT. Such as:1. Zhong Xiaowen doesn’t wish to be treated as a little child. (T)2. Xiaowen’s story serves as an example to show that physical disabilities can limit a person’s life. (F)Purpose:to develop students’fast-reading skills-skimming & scanning and get the general idea about the article.Step 3. Intensive reading (18mins)Listen to the tape one paragraph by one paragraph and do some tasks: Task1. Individual work: according to the context, guess the meaning of some new words and translate some useful expressions what I listed on the PPT(Purpose: improve the stud ent’s word guessing skills and enrich their language knowledge) Task2. Group work: find out the topic sentence of each, and summarize the main idea of each paragraph by using their own words.(Purpose: train the students’ ability of understanding text and using language)Task3.Discussion: think about the questions in the Post-reading Part(Purpose: most students can take part in this activity, especially for the students who have trouble in English study. Since these Qs are interesting for students to discuss, they will be active and more confident in expressing their opinions. Besides, this step also leads to the emotion objective of this lesson, which is to enable the students to learn understand, care about and respect the disabled persons.)Step 4. Consolidation (6mins)Complete the passage with the proper words from the text to retell the text. Purpose: check whether the students can understand the whole text really and help them to retell the text easily.The form is shown in the following:Step 5. Summary and Homework (4mins)1.Summary: Make a summery about learned in this lesson and check students as a whole with the help of the blackboard and PPT. (Purpose: check the degree they grasped in the class)2.Homework:Ask students to master the knowledge they have learned and find more information about unexplained things through internet or magazines and share them in the next class. (Purpose: Homework is arranged to consolidate what they have learned and develop their learning abilities after class. )Part 8: Blackboard design (板书设计)The last section is my blackboard design. A good blackboard design is just like a tiny teaching plan. My purpose in using blackboard is to clearly transfer the essence of the lesson to ss in order to help them grasp the main points they have learned in this lesson. So I designed it as follows:。
新编外贸英语口语教程第三版 lesson17
Notes to the Conversation
① to feel (be) under the weather (口语)身体不舒服 ②to have a good sweat 发一身汗 to sweat out cold 发汗医治伤风 ③ I’m entirely in your hands .我一切听你安排 be in one’s hands 听⋯⋯的安排 ④ to take one’s temperature 量体温 ⑤ to feel one’s pulse 切脉 ⑥ to examine one’s chest 检查胸部 ⑦ to give sb . a blood test 验血 ⑧ to give sb . an injection 给⋯⋯打针(注射) ⑨ to bring down the temperature 降低体温 ⑩ to relieve one’s headache 缓解头痛
41 . hospitalize [‘hɔspitəlaiz] v . 把⋯⋯送进医院 42 . terramycin [terə’maisin] n . 土霉素 43 . scale [skeil] n . 刻度, 标度,尺度 44 . treatment [ ‘tri:mənt] n . 治疗 45 . tonsil [‘tɔnsl] n . 扁桃腺 46 . remove [ ri’mu:v] v . 移动,搬开, 切除 47 . lie up (因病等)卧床休养 48 . operation [ɔpə’ reiʃən] n . 手术 49 . pooped [pu:p] a . 疲乏的,筋疲力尽的 50 . speedy recovery 迅速康复 51 . guilty [‘gilti] a . 犯罪的,内疚的 52 . Strep [strep] n&a . 链球菌(的） 53 . Strep throat 脓毒性咽喉炎 54 . allay [‘æ lei] v . 减轻(痛苦, 炎症)等 55 . inflammation [inflə’meiʃən] n . 发炎,燃烧, 激动
IS17
Copyright © Metro ’s International English Page 1of 2 Intermediate Salon #17 AdviceVocabularyDialougueDon ’t criticize, condemn or complain.Give honest, sincerer appreciation.Arouse in the other person an eager want.Become genuinely interested in other people.Smile.Remember that a person ’s name is to that person the sweetest and most important sound in any language.Be a good listener. Encourage others to talk about themselves.T alk in term of the other person ’s interests.Make the other person feel important —and do it sincerely.Reading materialSome Rules Kids Won’t Learn in SchoolLife is not fair. Get used to it. The average teenager uses the phrase ”it’s not fair” 8.6 times a day.The re al world won’t care as much about your self -esteem as your school does. It’ll expect you to accomplish something before you feel good about yourself.Sorry , you won’t make $40,000 a year right out of high school . And you won’t be a vice president or have a car phone either.Your school may have done away with winners and losers . life hasn’t . In some schools they’ll give you as many times as you want to get the right answer. Failing grades have been abolished and class valedictorians scrapped, lest a nyone ‘s feelings be hurt. Effort is as important as results. This of course, bears not the slightest resemblance to anything in real life.If you think your teacher is tough, wait until you get a boss. He doesn’t have tenure, so he tends to be a bit edg ier. When you screw up, he ‘s not going to ask you how you feel about it.Life is not divided into semesters , and you don’t get summers off. Not even Easter break. They expect you to show up every day. For eight hours. Very few jobs are interested in fostering your self expression or helping you find yourself. Fewer still lead to self realization.Copyright © Metro ’s International EnglishPage 2of 2 Television is not real life. Your life is not s sitcom. Your problem will not all be solved in 30 minutes. In real life, people actually have to leave the coffee shop to go to jobs, Your friends will not be as perky or pliable as Jennifer Aniston。
Lektion 17 习题答案
Lektion 17S.100 Die Schwabenmetropole: Stuttgart1 2.Bauer 3.Technik 4.Azubi 5.Wald 6.Pasta2 2.B 3.C 4.B 5.B 6.C3 2.gründen 3.suchen 4.besuchen 5.machen 6.besitzenS.101/102 Robert Bosch – ein Erfinder1 2.Apparat 3.gründen 4.entwickeln 5.wichtig 6.beruflicherErfolg2 2.Praktikum 3.Fabrik 4.Motor 5.öffnen 6.machbar3 a)–bar: furchtbar, verwendbar, wunderbar-los: kostenlos, grenzenlos, arbeitslos, problemlosb) 2.verwenden 3.arbeiten 4.machen 5.regnen 6.kennen7.kosten 8.brauchen4 2.Besuch 3.Entwicklung 4.Ausbildung 5.Eröffnung6.Spende7.Stiftung8.Hilfe5 a) 2.entdeckt 3.erfunden 4.erfunden 5.erfunden6.entdecktb) 2.erfinden 3.entdeckenS.102-1051 2.D 3.A 4.B 5.C 6.E2 2.Dativ 3.Akkusativ 4.Dativ 5.Nominativ 6.Akkusativ3 2.die sich den ganzen Tag mit den Nachbarn unterhält.3.das einen furchtbaren Lärm macht.4.die immer Besuch haben.5.die in der Wohngemeinschaft im zweiten Stock wohnen.6.der sich um nichts kümmert.4 2.den du vorher auf den Tisch gelegt hast.3.die du noch nie benutzt hast,4.die du gestern im Brillengeschäft abgeholt hast.5.die wir gestern bekommen haben.6.die du im Urlaub auf Mallorca gekauft hast.5 2.der ich mein großes Haus geschenkt habe.3.dem ich mein teures Auto gegeben haben.4.denen ich meine Bibliothek versprochen habe.5.der ich finanziell geholfen habe.6.dem ich meine Kreditkarten geschickt habe.7.dem ich gestern die Rolex-Armbanduhr gebracht habe?8.dem ich meinen Garten geschenkt habe.6 2.Letzte Woche hat er sich ein teures Auto gekauft. Es kommt ausStuttgart.3.Das Auto gefällt auch seiner Frau. Sie fährt ebenfalls gern Auto.4.Manche Männer glauben, dass Frauen schlechter Auto fahren alsMänner. Sie sind etwas altmodisch.5.Immer mehr Leute fahren gar nicht mehr mit dem Auto, sondern mitBus und Bahn. Sie denken umweltfreundlich.7 2.der 3.die 4.die 5.die 6.denen8 2.den ... gründet 3.die ... gibt 4.die ... sind 5.die ... hat6.die ... beschäftigtS.105-108 …Lehrjahre sind keine Herrenjahre“1 2.D 3.A 4.F 5.C 6.B2 sehr gut gut befriedigend ausreichend mangelhaft3 a) 2.Grundschule 3.Hauptschule 4.Ausbildungsplatz5.Berufsschule6.Ausbildungsabschlussb) Grundschule Hauptschule Realschule Gymnasium4 a)praktisch: das Handwerk, die Werkstattschulisch: der Fachunterreicht, das Studium, die Berufsschuleb) beim Handwerk: der Lehrling, die Lehrstelle lernenin der Industrie: der Azubi, der Ausbildungsplatz der Ausbilder5 2.dem 3.das 4.die 5.dem 6.denen 7.den 8.denen6 2.für die sich die Jugendlichen entscheiden können.3.in der es Fachunterreicht, aber auch Unterreicht in Deutsch,Religion oder Wirtschaftskunde gibt.4.ohne den es fast unmöglich ist, eine Lehrstelle zu finden.5.mit denen die Betriebe zusammenarbeiten, sind staatlich finanziert.7 2.für die 3.zu der 4.von der 5.in der 6.mit dem7.über die 8.auf der8 2.an die Baden-Württemberg grenzt?3.die Stadt, aus der der Philosoph Georg Wilhelm Friedrich Hegelstammt?4.die berühmte Schule, auf die der Schriftsteller Hermann Hessegegangen ist?5.die europäischen Staaten, zu denen der Bodensee gehört?6.das Stuttgarter Museum, das zu den wichtigsten Kunstmuseen inDeutschland gehört?7.das deutsche Bundesland, in dem die meisten Menschen leben?8.die europäische Großstadt, in der das meiste Mineralwasser ausQuellen fließt?S.108-111 Der Familienrat tagt1 2.B 3.A 4.C 5.A 6.C2 2.muss 3.soll 4.soll 5.muss 6.muss3 2.soll 3.sollst 4.muss 5.muss 6.muss 7.soll 8.muss4 2.Ihr Vater soll mehr Zeit mit der Familie verbringen.3.Melanie muss noch zur Schule gehen.4.Sie muss auch Fremdsprachen lernen.5.Sie muss das Abitur machen, weil sie Biologie studieren will.6.Sie soll eine Ausbildung bei einer Bank machen.5 2.Magst 3.mag 4.mögen 5.Mögt 6.mögen6 2.mochte mochte mochtest 3.mochte mochten4.mochtet7 1.möchte 2.Magst möchte 3.möchte 4.mögen5.magst, magst, magst6.möchte8 b) CS.112-114 Schwäbische Landeskunde1 2.B 3.I 4.J 5.G2 maskuline Personen und Berufe auf –e: Kollege, Junge, KundeNationalitäten auf –e: Chinese, Franzose, TürkeWörter auf –ist: Komponist, Tourist, SpezialistWörter auf –ant: Chemielaborant, Gaslieferant, PraktikantWörter auf –ent: Patient, Assistent, ProduzentWorter auf –oge: Psychologe, Biologe, Informationstechnologe Andere Fremdwörter: Automat, Fotograf, ArchitektNicht n-Deklination: Mann, Niederländer, Chemiker3 Singular: Herr, Herrn, Herrn, HerrnPlural: Herren, Herren, Herren4 2. Bauer, Bauern 3. Kunden 4. Student 5. Fotograf6.Fotografen5 a) 2. Juristen 3.Komponisten 4. Journalisten 5.Polizisten6. Christen7.Praktikant8.Patienten9.Präsidenten10. Fotografenb) 2. Architektin 3. Patientin 4.Fotografin 5.Komponistin6. Christin7. Praktikantin8.Präsidentin9.Journalistin10. Polizistin6 2. Demonstrant, Polizisten 3. Verkäufer, Kunden, Kollege4. Verkäufer, Kollegen, Kunde7 2. Die Schweizer 3. Den Briten 4. Den Russen5. Die Schwaben6. der BelgierS.112-114 Traumberuf: Dichter1 2.b) 3.b) 4.a) 5.a) 6.a) 7.b) 8.b)2 1.versuchen2.aufgehen, ausgehen, mitgehen, weitergehen, zurückengehen3.aufstellen, ausstellen, bestellen, herstellen, vorstellen4.abgeben, aufgeben, eingeben, wiedergeben, zurückgeben5.aufmachen, mitmachen, weitermachen6.einnehmen, teilnehmen, übernehmen, unternehmen。
高二英语教案：NSEFC2B Unit 17 全单元教案 新教材1st period
Unit 17 DisabilitiesⅠ.Brief Statements Based on the UnitThis unit mainly tells us the difficulties that the disabled people may face.The text“Disabled? Not me!”shows us a middle school student—Zhong Xiaowen,who could only move around in her wheelchair,could overcome lots of difficulties,and finally succeeded.From her success,we learn something important.There is nothing difficult in the world if you stick to it.When you meet with difficulty in your life and study,please don’t lose heart.The teacher should train the students’mental and moral character of taking pleasure in helping the disabled and help the students to know how to help the disabled to build up the spirit of “being stronger,independent and equal to normal people in activities”.Of course it is necessary for students to master the important phrases and sentence patterns in this unit.Meanwhile we should review the usage of the Direct and Indirect Object.Ⅱ.Teaching Goals1.Talk about disability.2.Practise talking about ability and inability.3.Review Direct and Indirect Objects.4.Write an argumentative essay.Ⅲ.Background Information1.Will Inspired LifeThe little country schoolhouse was heated by an old-fashioned,pot-bellied coal stove.A little boy had the job of coming to school early each day to start the fire and warm the room before his teacher and his classmates arrived.One morning they arrived to find the schoolhouse engulfed in flames.They dragged the unconscious little boy out of the flaming building more dead than alive.He had major burns over the lower half of his body and was taken to a nearby county hospital.From his bed the dreadfully burned,semiconscious little boy faintly heard the doctor talking to his mother.The doctor told his mother that her son would surely die—which was for the best,really—for the terrible fire had devastated the lower half of his body.But the brave boy didn’t want to die.He made up his mind that he would survive.Somehow,to the amazement of the physician,he did survive.When the mortal danger was past,he again heard the doctor and his mother speaking quietly.The mother was told that since the fire had destroyed so much flesh in the lower part of his body,it would almost be better if he had died,since he was doomed to be a lifetime cripple with no use at all of his lower limbs.Once more the brave boy made up his mind.He would not be a cripple.He would walk.But unfortunately,from the waist down,he had no motor ability.His thin legs just dangled there,all but lifeless.Ultimately he was released from the hospital.Every day his mother would massage his little legs,but there was no feeling,no control,nothing.Yet his determination that he would walk was as strong as ever.When he wasn’t in bed,he was confined to a wheelchair.One sunny day his mother wheeled him out into the yard to get some fresh air.This day,instead of sitting there,he threw himself from the chair.He pulled himself across the grass,dragging his legs behind him.He worked his way to the white picket fence bordering their lot.With great effort,he raised himself up on the fence.Then,stake by stake,he began dragging himself along the fence,resolved that hewould walk.He started to do this every day until he wore a smooth path all around the yard beside the fence.There was nothing he wanted more than to develop life in those legs.Ultimately through his daily massages,his iron persistence and his resolute determination,he did develop the ability to stand up,then to walk haltingly,then to walk by himself—and then—to run.He began to walk to school,then to run to school,to run for the sheer joy of ter in college he made the track team.Still later in Madison Square Garden this young man who was not expected to survive,who would surely never walk,who could never hope to run—this determined young man,Dr. Glenn Cunningham,ran the world’s fastest mile!2.Helen KellerHelen Keller(1880~1968) was a famous author and educator.She was stricken at the age of 19 months with an illness that left her deaf and blind.She became mute shortly thereafter.Her parents in 1887 got her a teacher Anne Mansfield Sullivan from the Perkings School for the Blind in Boston.A remarkable,close relationship developed between teacher and pupil.Within two years,Miss Keller was able to read and write in Braille.She graduated(1904)from Radcliffe College,where Miss Sullivan had spelled the lectures into her hand.Helen Keller devoted her life to publicly aiding the deaf and blind.With the aid of a translator,she toured the world to promote the education of persons similarly afflicted.She wrote numerous books,including“The Story of My Life”(1902).Ⅳ.Teaching Time:Four periodsThe First PeriodTeaching Aims:1.Learn and master the following:Phrases:deal with,overcome the difficultiesSentence Patterns:If you were in a wheelchair,you wouldn’t be able to…If I were blind,I would need a/an…2.Train the students’ listening ability.3.Improve the students’ speaking ability by describing,talking and discussion.Teaching Important Points:1.Train the students’ listening ability.2.Make the students master the sentence patterns and describe the pictures freely.Teaching Difficult Point:How to improve the students’ speaking ability.Teaching Methods:1.Listening-and-answering activity to help the students go through with the listening materials.2.Individual,pair of group work to make every student work in class.Teaching Aids:1.a tape recorder2.the multimedia3.the blackboardTeaching Procedures:Step ⅠGreetings and Lead-inT:Good morning/afternoon,everyone.Ss:Good morning/afternoon,Mr/Ms.T:Sit down,please.First I want to ask you some questions.Have you been to some places of interest?Have you climbed the mountains?Ss:Yes.(Students may have different answers.)T:How can you get there?Ss:We can get to…by bus/by train/on foot…T:Now please look at the screen.(The teacher shows a picture of a wheelchair on the screen.)How do you say it in English?Ss:Wheelchair.T:What kind of people uses it?Ss:People with disabilities/who couldn’t stand up.T:Good.Now,tell me if you were in a wheelchair,would you be able to get to some places like tall buildings,high mountains?Ss:I can go to…by myself,because there’s no step.It’s easy for me to get there.T:Who has different answers?S1:I can go to…with the help of my friends.They can carry me up there.S2:I can’t go to…,because it’s high on the top of the hill.What a pity!I can only look at it from far away.Step ⅡWarming upT:Today we’re going to learn Unit 17“Disabilities”.(Bb:Unit 17 Disabilities The First Period) First let’s look at some words.(Show the following on the screen)disability/,ｄIｓ☜′ｂIｌIｔI/n.ability/☜′ｂIｌIｔI/n.sidewalk/′ｓａIｄｗ ｋ/n.escalator/′ｅｓｋ☜ｌｅIｔ☜ (r)/n.elevator/′ｅｌIｖｅIｔ☜ (r)/n.(=lift)(Teacher teaches the words and explains them,then let the students look at the first four pictures on Page 49.)T:OK.Now I want you to discuss the first four pictures using the following sentences.1.Sentence Patterns:(1)If I were in a wheelchair,I would…(2)If I were blind,I wouldn’t…(Write them on the blackboard)Yeah,please discuss them in groups of four.After a while,everyone is asked to talk about the pictures.Is that clear?Ss:Yes.T:OK.Please work in groups and try to imagine what difficulties and dangers you might face.(After a while,teacher asks some students to talk about the pictures.If time permits,teacher may ask more students to answer.)T:Now time is up.Who wants to say first?S1:Picture 1.If I were in a wheelchair,I would not go to the public buildings because there were so many steps.S2:Picture 2.If I were blind,I might fall down when walking on the sidewalk as it’s not flat.(Or:There are some blocks.)S3:Picture 3.If I were disabled,I wouldn’t go to the toilet,for the equipments are not fit for the disabled.S4:Picture 4.If I were in a wheelchair.I couldn’t ring in public places,because the public telephone is too high for me to reach.T:How hard they are!We pay little attention to them in our daily life.We must take effective measures to improve their conditions.Let’s see what changes have taken place.Please discuss in groups.In the meanwhile,we should notice the two phrases:deal with,overcome the difficulties.(Teacher writes the following on the blackboard.)T:Now.Any volunteer?S1:We should provide an entrance suitable for wheelchairs on the ground floor.S2:We should build a special sidewalk for the blind,and fix some feeling equipment.S3:We must provide suitable toilets for people with disabilities,fixing two handrails.S4:We should set the public telephone in a proper place so that people in a wheelchair can reach it.T:They hope to lead a normal life as we do,so we should help them overcome the difficulties.Step ⅢListeningT:Now please turn to Page 50.Let’s do some listening.You are going to hear John talking about his life.There are three questions for you to answer.You need to listen carefully.Is that clear?S:Yes.T:OK.Let’s begin.(Teacher plays the tape for the first time.Then play for the second time.During this time,teacher may pause for students to write down the information.Play some parts of the tape more times if necessary.Finally teacher checks the answers with the whole class.) Step ⅣSpeakingT:Please look at Speaking on Page 50.Now imagine you are disabled.Choose two of the situations below and discuss how you would deal with them.You may use the following sentence structures.T:OK.Please begin to discuss them.(Teacher goes among the students and listens to their discussions,then chooses several students to express their ideas in different ways.)Who can describe Situation 1?S1:I’ll try.If I were blind,it would be difficult for me to get there.But I would try my best.First I would walk down the familiar sidewalk with the aid of a walking stick.When crossing the street,I would ask others for help.Or I probably could get there by taxi.S2:Situation 2.If I were deaf,I would not be able to hear other players’words.It would be difficult for us to work together.I would have to read their facial expressions and gestures.I think I’m more lucky than Helen Keller,for I can see.I should learn her spirit of studying,and try to imitate by looking at their mouths.I’m sure I would learn English well.S3:Situation 3.If I were in a wheelchair,I’m sure I would be able to go shopping,eat at a fast food restaurant and then go to a cinema with the help of my friends.First I would do my best to get to the steps of the building by myself,and then they could carry me up to the entrance of the lift.I’m sure I would be able to get there and have a good time.Step ⅤSummary and HomeworkT:In this class,we’ve done some listening and speaking.We’ve also talked about the situations of the disabled.Of course,we’ve learned some useful sentence patterns.After class,practise more talking about disability in English.Master the useful sentence patterns,(Teacher points to the blackboard.)and preview the reading material“Disabled?Not me!”.So much for today.Goodbye,everyone!Step ⅥThe Design of the Writing on the BlackboardStep ⅦRecord after Teaching。
剑桥商务英语教程 Unit17 Problems, problems
W: It’s 778 9021.
M: 778 9021. Right, Ms Johnson. I’ll see what I can do.
photocopier’s broken down again! W: Don’t worry. I’ve phoned the engineer.
He’s coming this afternoon.
C. Language focus
Will (decisions made at the time of speaking) I’ll (will) send them back. I’ll wait for you. I won’t (will not) go yet.
R: Good morning. High Tec. W: Good morning. This is Helen Johnson from
Fleeracker. I’d like to speak to Mr Noor in the Sales department. R: Sorry, what was your name? W: Johnson. Helen Johnson. R: Right, Ms Johnson. I’ll put you through to Mr Noor. M: Sales department. Noor. W: My name’s Helen Johnson. I’m from Fleeracker. I’m phoning about our order for the
剑桥商务英语》授课教案Unit 17
Unit 17 (a) Recruiting staffI. Teaching Objectives:i. To enable Ss to talk about recruitmentii. To practise reading and listening for gist and for specific informationiii. To focus on Conditional 2 for hypothetical situationsII. Materials needed: Cassette-Pass Cambridge BEC PreliminaryIII. Teaching Process:i.Unit overview·Recruitment methodsReading: Ss read an article about recruitment and complete a diagram, then look for the advantages and disadvantages of each method. Speaking: Ss discuss extracts from the article.Language focus: Ss review would and could/might for expected andpossible results of occupations.·Advertising a vacancyReading: Ss read two advertisements for the same job and answerquestions.Listening: Ss then listen to a conversation related to the job vacancy, decide which advert will be placed first and listen again for thedisadvantages of each of the two types of advertisement. Language focus: Ss identify the uses of the past simple verbs in the typescript then focus on Conditional 2.Speaking: Ss exchange ideas on how they would recruit people fortheir own jobs.·Self-studyV ocabulary: Sentence completion exercise (personal vocabulary). Language focus: Sentence completion (Conditional 2)Exam practice: Matching statements with graphs.ii.Detailed study of this unitStep 1 Recruitment methodsWarmer: T writs the title of the unit Recruitment staff on the blackboard and asks Ss what they think it means. T uses this to introduce the topic and elicit important vocabulary for the unit: to apply for, application, applicant,candidate, vacancy, to recruit, recruitment.Ex. 1 SpeakingT elicits from Ss how they were recruited to their present job. Ss then work in pairs to recruit staff (external or internal advertising, agency etc.).Useful expressions:1.External/ internal recruitment2.to use an agency3.apply for a job4.by advertising the vacancy in newspapers and magazines5.to recruit staff through the Internet6.interview / select the candidatesEx. 2 ReadingSs read the article and complete the diagram. Ss check their answers with a partner before general feedback.RecruitmentInternal externalMemo e-mail newsletter advertising directly agencyNewspapers commercialprofessional journals governmentInternetLocal nationalEx. 3 ReadingSs read the article to identify the advantages and disadvantages of each recruitment methods.Ex. 4 ReadingThe objective of this exercise is to stimulate discussion. T draws Ss’ attention to the use of could / might in the article in Ex. 4 to refer to the possible results of a hypothetical situation: which could cause personnel problems for the whole department / a rejected internal candidate might become unhappy andleave the company. T then refers Ss to the Don’t forget! section.Ex. 5 SpeakingSs discuss ways of advertising specific jobs. T encourages Ss to think of the advantages and disadvantages of any methods chosen.Step 2. Advertising a vacancyEx. 1 Reading.Ss read the two advertisements and answer the questions. They compare their answers with a partner before feedback.Note:1.package holidays: 团队（包价）旅游2．Travel industry / tourist industryEx. 2 ListeningSs predict which of the two advertisements they would place first before listening to compare their answers with what the managers decide.Ex. 3 ListeningSs may well be able to answer this question from their first listening. T Plays the tape again to check the answer.Ex. 4 GrammarSs work in pairs and find the verbs in the past simple form in the tapescript. Ss complete the Don’t forget! section.Ex. 5 SpeakingSs work in pairs to exchange ideas on how they would recruit people.Step 3 Self – studyHelp Ss finish Self-study exercises.Unit 17 (b) Applying for a jobI. Teaching Objectives:i. To enable Ss to talk about job applications and interviewsii. To practise reading and listening for specific informationiii. To practise writing a letter of applicationiv. To review indirect questionsII. Materials needed: Cassette-Pass Cambridge BEC PreliminaryIII. Teaching Process:i. Unit overview·Application lettersReading: Ss read an advertisement for a secretarial job and answer questions. Ss then order an applicant’s notes about theadvertisement.Language focus: Ss Match typical application letter language with thenotes.Writing: Ss work in pairs and write the applicant’s letter ofapplication.·Attending an interviewListening: Ss transform the interviewer’s notes into polite questions. They then listen to the interview and compare the questions used. Ss listen again and write down the applicant’s answers to the questions.Language focus: Ss review the form and use of indirect questions. Speaking: Ss ask and polite questions in pairs in order to fill in their partner’s application form. Ss then discuss how to answer four awkward interview questions and compare their ideas with those in Exercise 4 of Self-study.·Self-studyLanguage focus: Transformation exercise (indirect questions).V ocabulary: Word-field (qualities and skills).Language focus: Jumbled sentences (letter-writing).Exam practice: “Right, Wrong, Doesn’t say questions”.ii. Detailed study of this unitStep 1 Application lettersWarmer: T elicits what Ss normally expect to find in a good job advertisement. Ss then open their books and scan the Global TV advertisement to see if this information is included.Ex. 1 ReadingSs read the advertisement and answer the questions.Note: 1. O/T: overtime2. Wpm: words per minute3. MS Office experience :有办公文稿处理经验，MS = manuscript Ex. 2 ReadingSs then look at the applicant’s notes and discuss the correct order. In feedback there is a discussion. T asks Ss what they normally include in letters pf application.Ex. 3 ReadingAfter Ss have matched the phrases, T checks Ss are sure of their meaning as a full group activity.Ex. 4 WritingSs use the information provided to plan and write a letter of application. T points out the different pronunciation of a graduate / to graduate.Useful expressions:1.with reference to…2.I am writing with reference to your advertisement in…3.I am writing to apply for…4.I am a graduate of…, specializing in…5.Please find enclosed…6.I enclose my CV.7.be interested in the position because…8.I wish to apply for the pos ition because…9.I have had years of experience of dealing with…10.I have the skills you require.11.Looking forward to hearing from you.Suggested answer:PRODUCTION SECRETARYI am writing with reference to your advertisement for a Production Secretary in the Guardian of 23 July 2001.I graduated from Madrid University in 1994 with a degree in Modern European languages. My first full-time job was as a support secretary for the Training Director of a company which ran courses for software designers and IT managers. Since 1996 I have been working as a bilingual secretary for a large international publishing company.I am very interested in the position because I would like to use my languages.I am enthusiastic about working for a TV company and feel that I have the flexibility, motivation and communication skills you require.Please find enclosed my curriculum vitae and a photo.I look forward to hearing from you.In feedback T points out the different pronunciations of a graduate / to graduate.Step 2 Attending an interviewEx. 1 ListeningSs work in pairs to make polite questions from the handwritten notes. They listen to the cassette and compare their own questions with those in the interview. T focuses on the functions of polite questions. Note:Polite questions enable the speaker to be polite and relatively distant, as in a formal interview with strangers. Also indirect question questions can be used for potentially embarrassing or difficult information-gathering.Polite indirect questions are particularly useful when a new topic is being introduced but they are unlikely to be useful for follow-up questions. As long as the intonation is all right, direct questions can also be polite.Ex. 2 ListeningSs listen again and note down Almudena’s answers to the ques tion. They compare answers in pairs before general feedback.Ex. 3 GrammarSs answer the questions about the form of indirect questions.Ex. 4 SpeakingT does the first question with the whole class as a model before Ss work in pairs to complete their par tner’s form. To round off this activity, T wishes to go through the exercise, eliciting Ss’ questions at random. T should ensure that Ss do not only use indirect questions.Ex. 5 SpeakingT reminds Ss that indirect questions help people to ask for potentially difficult or sensitive information. Ss look at the four questions and make them indirect. T asks Ss to consider how they would answer such questions.Ss read the text from Ex. 4 of Self-study and compare their own answers with the advice in the text.Step 3 Self-studyHelp Ss finish Self-study exercises.Note:A letter of application is designed to ensure you to obtain an interview. It sells you to the employer, so it needs to be:1. Attractively presented to arouse the reader’s interest.2. Concise and easily read to save the time and trouble.3. Informative showing that your qualifications satisfy the requirements for the job vacancy.4. Properly modest.5. Tactful enough not to draw attention to your lack of experience in any respect.6. Persuasively inducing an action to get an invitation to an interview.7. In “you –attitude”8. In proper language and style.Supplementary Material for Future Use1.Samples of strong, positive openings●You are advertising for a… My experience in the fieldof…business …industry justifies me in asking you to consider me for the post of…●You wish to appoint someone to the post of…you will see from my datasheet that since I left the… all my employment has related to the field in which you operate.●My experience in the… industry / field of … will interest you inconnection with the vacant post of…●You are advertising for a… My resume will show you that I have …years’experience in the …field of...●You are advertising for a… If you will give me an interview , you will bec onfirm, I believe , that my experience in the… business…industry wouldbe an asset to your company.●Having a degree in electrical engineering and having just complete threeyears of employment in this field, I am writing to ask for an interview at which we could discuss the exact duties of the post advertised.2.Samples of closing paragraphs●I look forward to hearing from you and could be available for interviewat any time except 9th June, When I have examinations. I would very much like to work in a laboratory with such an excellent reputations for research.●I would be glad to supply any further information required, and hope tohear from you soon. I am available for an interview now.●My current salary is … boosted by free staff canteen for lunch andinterest-free season ticket loans. I would hope to match this, but could allow for a saving in fares by traveling less far. I look forward to hearing form you. I am keen to work for a leading manufacturer in the trade.●At present I am earning… plus 2.5 percent co mmission on paid-upsales invoices; there is an adjustable bonus for on-target earnings. A company car and medical insurance are also part of the package. I would expect to do as well for your company as I do in my current job and would be willing to show commission statements at interviews as proof of ability..。
剑桥英语教学能力认证考试教程-TKTCourse-Unit17
剑桥英语教学能力认证考试教程-TKTCourse-Unit17Unit17 Assessment types and tasksWhat are assessment types and tasks?Assessment means judging learners’ performance by collecting information about it. We assess learners for different reasons, using different kinds of tests to do so.Assessment tasks are the methods we use for assessing learners. We can assess learners informally or rmal assessment is when we observe learners to see how well they are doing something and then give them comments on their performance. Formal assessment is when we assess learners through tests or exams and give their work a mark or a grade.Key conceptsList all the reasons you can think of for assessing learners.There are several reasons why we might want to assess learners:1.At the beginning of a course we might give them a test to find out what theyknow and don’t know. This is called a diagnostic test. The information from the assessment helps us decide what to teach and which learners need help in which areas of language.2.When learners go to language school or evening classes, the school may wantto know what level the learners are, so they give them a test. This is called a placement test. We use the information from a placement test to decide what level of class the learners should go into.3.After we have finished teaching a part of a course we may want to find outhow well learners have learnt it. This is called formative assessment. If we use a test for this purpose it is called a progress test. We use the information from formative assessment to decide if we need to continue teaching this area or not, and to give learners feedback on their on their strengths and difficulties in learning in this area.4.At the end of a term or course, we may assess learners to see how well theyhave learnt the contents of the whole course. This kind of assessment is called achievement or summative testing. Learners usually receive a score or mark from this kind of testing and sometimes feedback on their performance.5.Sometimes learners take tests to see how good they are ata language. Thiskind of test is called a proficiency test. The contents of the test are not based on a course or syllabus that the learner has followed.Learners can also assess themselves (self-assessment)or on another (peer assessment). They usually do this informally with checklists to guide them. The reason for using both of these kinds of assessment is to help learners to understand their language use and performance better, and so become more autonomous.There are many different assessment tasks, e.g. gap-fill, multiple-choice question, true/false questions, ordering, correcting mistakes, taking part in interviews, conversations or role-plays, writing letters or compositions, dictation.There are some important differences between these tasks:●Some tasks are like takes we use outside the classroom to communicate, e.g.a conversation, an interview, a letter, reading a leaflet forprices. These taskstest communication skills.●Some tasks, e.g. gap-fill, test the accuracy of language use. We do not usethem to communicate, and they do not test communication skills.●Some tasks, such as gap-fill or choosing between pairs of sounds, just testo ne thing, e.g. learners’knowledge of the past tense, or their ability to distinguish between sounds.●Some tasks, such as a composition or a conversation, test many thingstogether. A composition, for example, tests spelling, handwriting, punctuation, grammar, vocabulary, organization of ideas and fluency o writing. A conversation can test pronunciation, organization of ideas and fluency of writing. A conversation can test pronunciation, appropriacy, accuracy, fluency and interaction.●The answers to some k inds of assessment tasks are easy to mark becausethey are either right or wrong, e.g. in multiple-choice, true/false, gap-fill and dictation tasks. These are called objective tests.●Marking some kinds of tasks, e.g. compositions, role-plays, stories,interviews, involves judging many things together, e.g. for writing: spelling,handwriting, punctuation, grammar, vocabulary, organization of ideas, fluency of writing. The learner may do some of these tasks depends on ourjudgment. These tasks are called subjective tests.●Another kind of assessment method is a portfolio. This is a collection oflearners’work, which the learner creates him/herself, or with the teacher, during a course. Often it also contains comments on the work written by thelearner or classmates. Portfolios can be used for formal or informalassessment.●Some informal assessment methods are: observing learners’spoken orwritten work and answers to comprehension tasks; keeping notes on thelearners’ performance; asking learners to complete s elf- or peer-assessment sheets. We often use informal assessment methods to assess areas such asattitude and effort, particularly with young learners and teenagers. Informal assessment is often followed up by feedback to the learners on the strengthsand weaknesses of their performance, and suggestions for how to improve.Key concepts and the language teaching classroom●Assessment can affect what we teach, how we teach and our learners’motivation for learning. It is very important for tests to havea good influence on teaching and learning.●Some assessment tasks are easy to write and to mark. But do they reflect whatwe are teaching and what learners need to use the language for? We should not use a particular testing method just becauseit is easy to use and easy to mark.●To really reflect the level of learners’learning, the content and methods ofprogress and achievement tests should reflect the content and methods of outteaching.●Feedback to learners on what they got right or wrong, their strengths andweaknesses, and what they can do improve, is very important. Through feedback, assessment helps learning.●Informal assessment is often much more suitable for assessing young learnersthan formal assessment. This is because their ways of thinking and learning are based on experiencing and communicating.See Unit 21 for including assessment in teaching and Unit 28,31and32 for correcting learners’work and giving feedback.FOLLOW-UP ACTIVITIES (See page 173 for answers)Here are ten assessment tasks. Can you name them and say what they aim to test?1.The learner looks at a simple picture story, then tells the story to the teacher.2.The learners listen to a recording describing the appearance of a girl. Thanthey complete a picture of the girl by drawing her.3.Learners take part in a speaking activity in which thy act out parts.4.The learners answer some simple questions about themselves orally.5.The learners complete blanks with the correct form of theverb to have.6.The learners choose the correct works for some pictures, and write themunder the pictures.7.The learners repeat words after the teacher.8.The learners research and write about a topic.9.The learners fill in sheets about their own progress.10.The teacher keeps notes on learners’ diffi culties with the area being taught,then discusses them with the learners.REFLECTION1.How was your English assessed at school? Did assessment help you leanEnglish?2.Which are better assessments of a learner’s English: tests that focus oncommunication or tests that focus on accuracy?3.Which is more helpful to teaching and learning: informal or formalassessment?DISCOVERY ACTIVITIES1.Look back to the reasons for assessment on pages 71. Which kinds ofassessment take place in your school?2.Look at a test from your coursebook. Decide on its purpose. Does it useobjective or subjective tasks? Does it focus on accuracy or communication?Does it match what and how you teach?3.Think of one you classes. What are you teaching them now?How could youcarry out some informal assessment of this area of learning? Write your answers in your TKT portfolio.e the TKT Glossary to find the meaning of these terms: cloze test,continuous assessment, matching task, open comprehension questions, oral test, sentence completion.TKT practice task (See page 176 for answers)For question 1-5, match the instructions with the terms listed A-H. There is one extra option which you do not need to use.Instructions1.Read the sentences and complete the blanks with one word only.2.What are the names of these things? Write the name beside each picture.3.Draw a line between the words on the left and their meaning on the right.4.Exchange ideas on the topic with your classmates.5.Look at these and write the story they tell.。
TPO17-TASK3
New Library WorkspacesSay good-bye to the big, multi-person study tables in Turner library. This summer, the tables will be exchanged for new personal study cubicles—small, one-person desks enclosed by walls. These new units will allow students to have privacy and work in isolation and will therefore eliminate noises in the library so students can concentrate. Additionally, the cubicles will enable the library to accommodate the recent increase in the number of students attending our university. Although the current tables seat six students each, they make poor/full use of available floor space. The cubicles, on the other hand, are design ed for maximum space efficiency, and the library can therefore add 50 new seats.Listening Part:Now listen to two students discussing the announcement.(man) They’re making a mistake.(woman) What do you mean?(man) Look, They’re trying to do away with distractions so that we can study better. But with this change, we won’t have anywhere in the library to get together to work on group projects.(woman) True. Group project work is common these days.(man) So, instead of buying these new units. They should use the money to build meeting rooms, and that would reduce any noise in the main libraryareas.(woman) Yeah, that’s what we could really use. There’s just not as much need to work in isolation.(man) Exactly. And the other thing is, what’s this about overcrowding? Well, sure we have more students enrolled in the university this year, but do we really have a problem with overcrowding?(woman) I don’t think so. I always get a whole table to myself.(man) Right. I see empty tables there all the time. It’ll just be a waste of money to replace what we have. Since what we have now is sufficient for the amount of students that use the library.。
剑桥商务英语中级模拟17
T est 4READING 1 hourREADINGPART ONEQuestions 1—7·Look at the sentences and the book reviews below.·Which book (A, B, C or D)does each sentence 1—7 refer to?·For each sentence 1—7, mark one letter (A, B, C or D) on your Answer Sheet.·Y ou will need to use some of the letters more than once.1. This is an account of one business leader's experiences.2. This book suggests probable trends in the business world.3. In this book you learn about the lives of business leaders from the past.4. The writer of this book gives his personal views of what makes a good business leader.5. This book looks at how large companies deal with various problem areas.6. This book is based on interviews with business leaders.7. This book describes both successes and failures.ASalinas outlines the key qualities of good management in this autobiography. He believes that decisions should be based on facts, not opinions; that people's strengths should be exploited; and that disagreement is some times necessary. But the main point he makes is that leadership means performing well at all times and setting a good example.BIn this collection of essays, top business leaders predict how businesses will change over the next few years. They analyse changes in business and society and their effects on job markets, as well as taking a look at possible strengths and weaknesses of leading economics and their currencies. This collection outlines a vision of tomorrow's business world and the type of leaders that will be required.CThis book is a well-researched study of the problem of leadership in global quoted companies. 160 international business leaders were asked how they added value to their companies and their answers form the main part of this book. Both managers and companies are analysed in order to show how they cope with difficult issues. A useful book for all senior managers.D100 well-known US business leaders through this century are described in this book, which analyses how their fortunes were made and sometimes lost. The background, business career character and personal life of each individual are outlined, creating an impressive collection of biographies and an excellent reference work.PART TWOQuestions 8—12·Read the article below about cultural differences between Japanese and American managers.·Choose the best sentence to fill in each of the gaps·For each blank 8—12, mark one letter (A—G) on your Answer Sheet.·Do not use any letter more than once.·There is an example at the beginning.Do It My WayCultural differences between Japanese and American managers have presented the biggest obstacle to Japanese companies investing in America.A seminar for Japanese executives working in America was attended by 25 men nearly all of them in identicaldark suits. Despite the room's stifling heating system, they resolutely refused to remove their jackets. Their coffee break lasted exactly the scheduled ten minutes. They did not ask any questions until after they had got to know one an other a bit better at lunch. They were usually deferential and always polite.A similar seminar for 25 Americans working for Japanese subsidiaries in America included eight women. (8) .A ten-minute coffee break stretched beyond 20 minutes. Participants asked questions and several aggressively contradicted what the speakers had to say.According to Mr Thomas Lifson of Harvard and Mr Y oshihiro Tsurumi of New Y ork's Baruch Colleague—the two main speakers at both seminars misunderstandings between Japanese and American managers are possible at nearly every encounter. They can begin at the first recruiting interview. A big American company typically hires people to fill particular slots, Its bosses know that Americans are mobile people, who have a limited commitment to any particular employer or part of the country. (9) . American firms hire and hire almost at will.The assumptions (and the expectations) of the Japanese managers of Japanese subsidiaries in America could hardly be more different. (10) .American managers rely heavily on number-packed memoranda and the like. The Japanese colleagues prefer in formal consultations which lead eventually to a consensus. According to Mr Tsurumi, they find comical the sight of American managers in adjacent offices exchanging memos.Confronted With a dispute between middle managers (11) . expecting the managers themselves to resolve the issue. The Americans conclude, wrongly, that their Japanese bosses are indecisive or incompetent. Japanese managers do not share the American belief that conflict is inevitable, and sometimes healthy. They want to believe that (12) .A Several of the men removed their jackets after entering the room.B nearly all of them in identical dark suits.C However, I believe I'm qualified for this position.D most Japanese superiors refuse to become involved.E They value the skills joining the company rather than their existing skills.F employees form one big happy family.G Jobs are clearly defined and so are skills needed to fill them.PART THREEQuestions 13—18·Look at the article about the poll and the questions below.·For the question 13- 18, mark one letter A,B,C or D on your Answer Sheet for the answer you choose.The Use of AdsAdvertising may legally contain opinions and exaggerations which are misleading. There "legal lies" are called puffs because they puff up a product's qualities and make it seem better than it really is. Learn how to spot advertising puff.Advertising is controlled by law. The Federal Trade Commission (FTC) regulates the content of advertisements—what the manufacturer can and can not say about its product. Y ou as a Consumer can protect yourself from misleading ads by learning how to recognize them.Misleading advertising often presents the seller's opinion as if it were fact. "Zeno's Cola is the finest soft drink. Acme Cars give you the most comfortable ride in town." When you see advertisements like this, ask yourself "Who says so?" This is the type of advertising puff that reflects an opinion. The words "finest" and "most" show that a judgement is being made—a personal opinion, not a statement of fact. Of course the Zeno Company thinks their cola is the finest. They want you to think so too, so you'll buy it.Some advertising puffs try to connect an unrelated quality to a product. For example, beauty and popularity are often linked with perfume, cars, mouthwash, or toothpaste. This kind of advertising is called "image making". Will you really meet nicer people if you drive a Panther automobile? Will people think you're sexier if you brushyour teeth with Sparkle toothpaste? Of course not. When you see these advertisements, remember that very few products will automatically make you a better or happier person. Some advertising puffs describe the product accurately but are still misleading. For instance, a leading hamburger is described as a quarter of a pound. This statement is true: the hamburger does weigh a quarter of a pound—before cooking. Since it's purchased after being cooked, this claim may be classified as puff.Check the frozen food aisle in your supermarket. A frozen pie is labeled as a "nine-inch pie." This statement is true if you measure the pie from the outside of the rim on one side to the other side. The actual body of the pie is only 7.5 inches. If you buy a standard nine-inch pie plate for making your own pres, you'll see that the nine inch measurement is for the inside of the pie.Y ou should always question the claims made by any advertisement. Ask yourself: will the product really do all of these things? Is it truly the best?13. Decide which of the following advertisements reflects/reflect only the seller's opinion?A. "Acme Cars give you the most comfortable ride in town."B. "Use Sparkle Toothpaste to whiten your teeth."C. "White Cat, washes whiter."D. All of the above.14. What does "puff up" in the first paragraph (Line 2) mean?A. tell lies aboutB. speak too highly ofC. praiseD. evaluate15. We can learn from the passage that the hamburger described as a quarter of a pound is ______ a quarter of pound after being cooked.A. heavier thanB. reallyC. lighter thanD. slightly heavier than16. "Image-making" advertisements try to ______.A. exaggerate a product's qualityB. overpraise a product's qualityC. link an unrelated quality to a productD. make a true but exact statement of product17. What does the passage mainly discuss?A. Rules and regulations of advertisingB. Learning how to spot advertising puffsC. AdvertisementsD. The agency regulating the content of advertisements18. In this passage puffs can include all of the following except ______.A. advertisements that contain the seller's opinion onlyB. advertisements that connect an unrelated quality to a productC. advertisements that compare the advertised product with other productsD. advertisements that seem to be facts but not exactly soPART FOURQuestions 19—33·Read the article below about Federal Deposit Insurance Corporation.·Choose the best word to fill each gap, from A, B, C or D.·For each question 19—33, make one letter (A, B, C or D) on your Answer Sheet,·There is an example at the beginning.Federal Deposit Insurance CorporationBefore 1993, and particularly during the period 1929-33, bank failures were not uncommon. (19) a bank overextended itself in creating credit or if several of its important loans could not be repaid, depositors in the bank would frequently become panicky (惊慌的) and (20) to make large withdrawals. (21) the bank had only a small number of its deposits backed by currency, the bank would soon be unable to meet withdrawals, and most depositors (22) their money. Most frequently a bank merely needed time to improve its cash position by calling in some of its loans and not making additional ones. In 1933, the number of bank failures (23) a peak, forcing the federal government to intervene and (24) the banks temporarily (暂时地). To help restore the public's confidence in banks and strengthen the banking community, Congress passed legislation setting (25) the Federal Deposit Insurance Corporation. (26) corporation, an agency of the federal government, now insures over 90 percent of all mutual (互相的) savings and commercial bank deposits for (27) $100,000 per deposit. The FDIC has (28) its insurance fund by charging member institutions one-twelfth of 1 percent of their total deposits.As a result of the protection (29) by the FDIC and through other kinds of supervision (监管), bank failures have been reduced to a few isolated instances. When deposits are federally insured, people (30) rush to withdraw their money if they (31) the financial condition of their bank. The delay gives the banks the necessary time to adjust their cash credit balance, and this action helps to reduce the (32) of bankruptcy (破产). For an example of the value of the FDIC, note that the failure in 1974 of the huge Franklin National Bank did not (33) a panic, and that depositors lost no money as Franklin was taken over by another bank.19. A. Although B. Even if C. If D. Because20. A. have begun B. begin C. can begin D. will begin21. A. Because B. Because of C. As a result D. Considering22. A. lost B. had lost C. will lost D. would lose23. A. fell from B. reached C. climbed up D. arrived24. A. closed B. closing C. close D. has closed25. A. in B. about C. up D. to26. A. For the B. This C. As a D. A27. A. up to B. as much C. as many as D. equal28. A. built up B. build up C. built D. build29. A. provided B. providing C. provided with D. provided by30. A. no B. any more C. no longer D. not31. A. become concerned about B. become concerned withC. become concerned inD. concern32. A. likely B. possibility C. possibly D. opportunity33. A. touch up B. touch down C. touch off D. touch onPART FIVEQuestions 34—45·Read this report about the limited company.·In most of the lines 34～35 there is one extra word. It is either grammatically incorrect or does not fit in with the meaning of the text. Some lines, however, are correct.·If a line is correct, write CORRECT on your Answer Sheet.·If there is an extra word in the line, write the extra word in CAPITAL LETTERS on your Answer Sheet.What Is An Limited CompanyWhen a limited company has started for trading, you do not invest in shares bygiving more capital to the company. Y ou buy for them from one of the shareholders.34. If it is a public limited company, shares can be bought and sold freely, usually35. at a Stock Exchange. If the company is doing well and paying high dividends,36. then you might pay more than the face value of the shares. If what it is doing badly37. you might pay less than the face value of the shares. The price you pay at the Stock38. Exchange for your shares is their market value, if that the company fails, it will39. stop trading and go into liquidation. This means that all the company's property and40. equipment must be sold and the money from the sale will be used to pay for all41. its debts. The shareholders may lose the money they paid for the shares. If the42. company still does not have enough money to pay all its debts, the shareholders43. do not have to pay any more money. In other words, the shareholders' liability for44. debts is limited to the value of their shares. On the other hand, if when you are an45. owner of a business, which is not limited, when business fails, you will go bankruptWRITING45 minutesWRITINGPART ONE·Y ou work for a company which is going to buy a set of equipment from China, Y ou are asked to translate a lot of specifications and instructions within four months, which is impossible. Therefore you decide to advertise for two experienced translators as soon as possible.·Write a short note to Mr. Max Remington, the Public Relation's Manager.·Ask for an advertisement for two translators.·Explain the reason.·Mention your urgency.·Write 40—50 words on a separate sheet.PART TWOMr Y ang's Everbright Stone recently signed a contract with De Beers based in South Africa to be its designated distributor in East China. Everbright Stone is a successful jeweller in China. De Beers is the most successful diamond brand in the world. Mr Jackson Mandela, the Marketing Director, now writes to Mr Y ang, the owner of Ever bright.Write the letter.LISTENING40 minutes (including 10 minutes' transfer time)LISTENINGPART ONEQuestions 1—12·Y ou will hear three telephone conversations.·Write one or two words or a number in the numbered spaces or forms below.·After you have listened once, replay each recording.Conversation One (Questions 1—4)·Look at the note below.·Y ou will hear a man checking time difference before making an overseas call.Overseas Call Message1 He'd like to make a call to (1)2 When it's 10 a.m. , it's (2) in London3 The number: (3)the area code, (4)The name of the party: John Friedrich HerbartConversation Two. (Questions 5—8)·Look at the note below.·Y ou will hear a call to rent an apartment.Hiring RegistrationDate: 5th Jan.Time: 10:30Name of the customer: Kate (5)Contact No: (6)Service Details:1 An apartment near (7) street, with air-conditioner and heating system.2 Rent: net more than (8) a month, including water and gas.3 Renting Period: about 1.5 years from February.Conversation Three (Questions 9—12)·Look at the note below.·Y ou will hear a talk about a cleaner.Cleaner Message1 It's very good on aluminum and (9) , but not very good with (10)2 It works well on enamel, it's perfect for floor tiles. But it's not good for (11) floors however, (12) is fine.PART TWOQuestions 13—22Section One(Questions 13—17)·Y ou will hear five short recordings. Each speaker is talking in different places.·For each recording, decide the location. where the speaker is speaking.·Write one letter (A—H) next to the number of the recording.·Do not use any letter more than once.·After you have listened once replay each recording.A car parkB hotelC shopD bankE airportF factoryG hospitalH office13. ______14. ______15. ______16. ______17. ______Section T wo(Questions 18—22)·Y ou will hear another five short recordings. Each speaker is saying what he wants to do.·For each recording, decide what the speaker is going to do next.·Write one letter (A—H) next to the number of the recording.·Do not use any letter more than once.·After you have listened once, replay the recording.A to stop smokingB to fall into sleepC to leave a companyD to mail a parcelE to go shoppingF to go to the beachG to resign from the officeH to find a motel18. ______19. ______20. ______21. ______22. ______PART THREEQuestions 23—30·Y ou will hear a report presented by a journalist from Tokyo. He talks about the difficult situations met by Japanese chemical groups. He gives some important figures of four biggest chemical groups in Japan.·For each question 23-30 mark one letter (A, B or C) for the correct answer·After you have listened once, replay he recording.23. The crisis met by Japanese chemical groups is caused byA. over capacityB. high pricesC. high cost24. The productions manufactured by Asahi Chemical, Japan's largest polystyrene manufacturer take up of the market.A. 12%B. 25%C. 26.625. ______ is Japan's biggest plastics group.A. Mitsubishi KaseiB. Mitsubishi PetrochemicalC. Mitsui Petrochemical Industries26. On Oct. 1st, Mitsubishi Petrochemical is going to merge withA. Kawasaki PlantB. Mitsui PetrochemicalC. Mitsubishi Kasei27. The dividend of ______ remains the same as in last year.A. Mitsubishi PetrochemicalB. Mitsui Petrochemical Industries and Shin-EtsuC. Sumitomo Chemical28. ______ Chemical group is not explained in detail in this report.A. Shin-EtsuB. Mitsubishi KaseiC. Mitsui Petrochemical29. ______ Chemical group has the highest per share according to the report.A. Mitsubishi PetrochemicalB. Shin-EtsuC. Mitsubishi Petrochemical Industries30. Which is going to open a new plant?A. Shin-EtsuB. Mitsui PetrochemicalC. Mitsubishi PetrochemicalSPEAKING14 minutesSPEAKINGPART ONEThe interview—about 3 minutesIn this part the interlocutor asks questions to each of the candidates in turn. Y ou have to give information about yourself and express personal opinions.PART TWO'Mini presentation' —about 6 minutesIn this part of the test you are asked to give a short talk on a business topic. Y ou have to choose one of the topics from the three below and then talk for about one minute. Y ou have one minute to prepare your ideas.A. WHA T IS IMPORTANT WHEN...?PACKAGING PRODUCTS APPROPRIA TELY·CREA TING CONSUMER RECOGNITION OF THE COMPANY OR BRAND·FAMILIAR RED AND WHITE COLORSB. WHA T IS IMPORTANT WHEN...?MAINTAINING HIGH MOTIV A TION AMONG A WORKFORCE·COMPENSA TION·JOB SECURITYC. WHA T IS IMPORTANT WHEN...?DECIDING WHETHER TO OBTAIN A FURTHER QUALIFICA TION·TIME COMMITMENT REQUIRED·CAREER BENEFITSPART THREEDiscussion—about 5 minutesIn this part of the test you are given a discussion topic. Y ou have 30 seconds to look at the prompt card, an ex ample of which is below, and then about 3 minutes to discuss the topic with your partner. After that the examiner will ask you more questions related to the topic.For two candidatesSome overseas client are going to visit your company next week.Discuss the situation, and decide:·What to consider when you organise for the vistors·decide which one you think is most importantFor three candidatesSome overseas client are going to visit your company next week.Discuss the situation, and decide:·What to consider when you organise for the vistors·decide which one you think is most important·talk about how to avoid the previous mistakes when accepting clients.KEYReadingPART ONE1．A“这是对一个商业公司领导的经历的介绍。
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17.1 Dealing with problems
A. Discussion
Accounts 财会 Order processing 订货单处理 After-sales 售后 Dispatch 运输 Marketing 市场 Sales 销售
Answers
throw it away把它扔掉 I will file it. 我会把它归档 Regret n. 遗憾；抱歉；悲叹 vt. 后悔；惋惜； Reluctant [rɪ'lʌktənt] adj. 不情愿的；勉强的Put up 举起；提高；推举 Pass on传递；继续； Enquiry [ɛnˈkwaɪri] n. [贸易] 询盘 command respect使人敬仰；令人肃然起敬 Accelerated [ək‘seləreɪtɪd] adj. 加速的,加快的 coupon ['kupɑn] n. 息票；赠券；联票
Suggested answers
1. I’ll pass it on to Purchasing department. 2. I’ll pass it on to Accounts; I’ll send them a cheque. 3. I’ll phone her to arrange another appointment. 4. I’ll call Marcel Delisse; I’ll pass it on to Order Processing. 5. I’ll throw it away; I’ll tell the Sales department.
选择
Answers
1. d 2. b 3. c 4. e 5. a
B. Listening
R: Good morning. High Tec. W: Good morning. This is Helen Johnson from Fleeracker. I’d like to speak to Mr Noor in the Sales department. R: Sorry, what was your name? W: Johnson. Helen Johnson. R: Right, Ms Johnson. I’ll put you through to Mr Noor. M: Sales department. Noor. W: My name’s Helen Johnson. I’m from Fleeracker. I’m phoning about our order for the
17.3 Finding a solution
A. Reading
With reference to = in reference to 关于
Reference [‘ref(ə)r(ə)ns] n. 参考，参照；涉及，
提及 Case n. 箱 Intend to do 打算去做 In this matter 在这件事上
17.2 Complaining and apologizing
A. Reading New words: Handle 处理，操作 I’ll put you on hold for a minute. 请不要挂断 电话等候一分钟。 Workshop 讲习班 Seminar 研讨班 Forbidden phrases 禁用措辞 Alternative [ɔl'tɝnətɪv] n. 二中择一；供替代的
Answers
778 9021 EMI 1400 Two months End of the week Problems at the supplier’s factory.
C. Language focus
Saying what the problem is There seems to be a mistake/ mix-up. We ordered a printer and we received a monitor.
C. Language focus
Will (decisions made at the time of speaking) I’ll (will) send them back. I’ll wait for you. I won’t (will not) go yet.
Present progressive (arrangements you’ve already made) He’s coming this afternoon. You aren’t seeing her today. You’re seeing her tomorrow morning.
ቤተ መጻሕፍቲ ባይዱ
W: That’s all very well, but our customer is waiting, too. M: Look, look, I’ll see what I can do. W: OK. But I need to know when we can expect delivery. I’ll have to cancel if we don’t receive it by the end of the week. M: I’m very sorry again. Look, can I have your phone number and I’ll get back to you as soon as possible? W: It’s 778 9021. M: 778 9021. Right, Ms Johnson. I’ll see what I can do.
ABC-10P and the ABC 40-S. We placed the order two months ago. The ABC-10P arrived a couple of weeks ago, but we haven’t received the 40S yet. M: Yeah, just a moment. Could I have the order number? W: Yes. Let me see. It’s EMI 1400. M: EMI 1400. I’ll just check that. W: OK. M: Yeah, I’m very sorry- we’ve had problems with our suppliers. We’re still waiting for the delivery of some of the parts.
Unit 17 Problems, problems
AIMS
1. Deal with problems and clients 2. Complain and apologize 3. Future time will future for decisions made at the time of speaking will future and present progressive
现在进行时表将来
·is going to
·will
Answers
1. I’ll do 2. I’ll order 3. I’m meeting/ I’m going 4. I’ll show 5. are you doing/ I’ll check
D. Problem- solving
Asking for more details Could I have the order number?
Giving the reason for the problem I’m very sorry. We’ve had problems with our supplier./ There’s been a delay with the printers.
Asking when they can deliver When can I expect delivery? It’s urgent. I need it by tomorrow morning. Apologizing and saying what you will do I’m very sorry. I’ll look into it./ see what I can do.
B. Discussion
Internal 内部的 What will you do? You can choose to: -Refund the money? -Replace the machine -Ask the customer to return the machine so that the company can check it -Refuse to accept responsibility
1 2 3 4 5 6
d a f c e b
W: Hello, John. How are things? John: Am I glad to see you- what a day! W: What’s wrong? J: Everything! Look! For one thing, they’ve forgotten to send a price list with this catalogue. W: Oh, the note says it’s out of print at the moment. J: And this manual’s in Japanese! W: I’ll ask them to send us the English one. J: And look at this. We ordered 100 disks. There are only 50 here.