商务英语BEC教案

Unit 1 a TeamworkTeaching aims and requirements:To enable students to talk about teams and teamworkTo practise reading for gist and specific informationTo enable students to make and change arrangementsImportant and difficult points:Important words, the useful phrase to make an arrangementTeaching content:Assessing teamsSpeaking rank requirements for successful teamwork and then decide if they work in good team.Reading 1 read through an article and decide how Cussons improved teamwork at its Polish subsidiary. Students then read the text again and match endings with sentence stems.V ocabulary match verbs, preositions and nouns from the text, then summarise what happened at Cussons.Speaking discuss how teamwork can help their class prepare for the Cambridge BEC exam.Unit 1 b CommunicationTeaching aims and requirements:To enable students to take and leave telephone massagesTo raise awareness of clarity in spoken languageTo practise reading for gist and specific informationTo practise listening for gist and specific informationImportant and difficult points:Listening skillsTeaching content:Keeping in touchSpeaking find out about each other’s use of various forms of communication Reading read for gist through an article on English for international business and give each paragraph a heading. Students then answer comprehensiong questions.Speaking discuss the difficulties of understanding spoken English.Leaving voice mailsListening 1 listen to five voice mails and match each with its purpose. The students then identify which of the calls they find difficult to understand and why.Language focus focus on clarity in messages and phrases for leaving answer machine messages.Speaking reformulate one of the voice mails to improve its clarity.Unit 2 a Entertaining a ClientTeaching aims and requirements:To raise awareness of and practise techniques for encouraging conversationTo practise speaking about general topics in preparation for the Speaking TestTo practise reading for specific informationImportant and difficult points:How to encourage conversationTeaching content:Choosing a restaurantReading 1 look at a customer satisfaction form and choose the three most important criteria for judging a good restaurant.Speaking students ask each other about the last restaurant they visited using the criteria from the formReading 2 read an advertisement for Porters restaurant to find which criteria are mentioned.Speaking discuss the suitability of the restaurant for particular occasions. Describe the most memorable restaurant they have been to.Unit 2 b Corporate HospitalityTeaching aims and requirements:To enable students to talk about corporate hospitalityTo raise awareness of formal versus informal language in lettersTo review language for making and dealing with invitationsTo practise writing a letter of acceptanceImportant and difficult points:How to mix business with pleasureTeaching content:Mixing business with pleasureSpeaking read mini-profiles and choose suitable ways of entertaining corporate guestsReading 1 scan an article about a course on business socialising to find ways of entertaining corporate guests. Match paragraph heasing with paragraphs and then match endings with sentence stems.Speaking discuss the advantages and disadvantages of mixing business with pleasure.Arranging a company visitReading 2 read a letter of invitation and decide what the invitation is for. And then read the letter again to answer true/false questions.Language focus focus on the language of invitations: inviting/ offering/ thanking/ accepting/ declining.Writing write a letter of a acceptanceUnit 3 a Ordering GoodsTeaching aims and requirements:To enable students to talk about making and changing ordersTo raise awareness of clarity in writing and useful phrases for letter writingTo parctise reading for specific informationTo practise writing short faxesTo practise proof-readingImportant and difficult points:How to write short faxesTeaching content:Planing an orderSpeaking discuss the qualities of a good supplierReading 1 read a fax from the head office of a mail order company to a supplier and answer true/false questionsReading 2 read a badly organised fax about the order mentioned in the fax answer comprehension questionsWriting discuss ways of improving the calrity of the fax, then rewrite it.Discussing changesListening listen to a conversation confirming details of an order. Listen again and note down funcitonal phrases. Then write formal written equivalents of these phrases.Language focus match additional spoken and written functional phrasesUnit 3 b Cash FlowTeaching aims and requirements:To enable students to talk about day-to-day company financesTo parctise reading for specific informationTo practise listening for specific informationTo practise note writingImportant and difficult points:The importance of cash flowTeaching content:Managing cash flowSpeaking brainstorm typical cash inflows and out flows at their companyReading read a case study about a company with cash flow problems and answer some simple questions. then identigy the company’s cash inflows and outflows and complete a graph based on the company’s cash flow.Speaking discuss reasons why small companies failImproving cash flowWriting read and respond to an e-mail to a consultantListening listen to a conversation with the consultant about early settlement discountsLanguage focus focus on the use of conditionals 1 and 2 and look for examples in the tapescriptSpeaking discuss ways of improving the company’s cash flow and their consequences.Unit 4 a Brand PowerTeaching aims and requirements:To enable students to talk about brands and marketingTo parctise reading for specific informationTo practise listening for gist and specific informationImportant and difficult points:The power of brandTeaching content:Selling pointsSpeaking say what brand they would buy for certain products and whyListening 1 listen to five short pieces and match reasons for buy products with the speakersBrandstretchingReading 1 read an article and list ways in which supermarkets are stretching their brands.Speaking discuss whether they would buy the products mentioned in the articleSainsbury’s bankReading 2 read extracts from Sainsbury’s advertising leaflets and match them with financial productsSpeaking discuss the advantages and disadvantages of buying several services from one providerUnit 4 b Public RelationsTeaching aims and requirements:To enable students to talk about PRTo parctise reading for specific informationTo practise listening for specific informationTo practise writing a formal letter of invitationTo enable students to describe their duties and responsibilitiesImportant and difficult points:How to organise a PR eventTeaching content:What is public relations?Listening 1 sort duties into the responsibilities of the PR and Marketing Department. Students then listen to the PR Manager at Skoda describe her responsibilitiesV ocabulary match verbs with phrases to list the PR Department’s duties and responsibilitiesLanguage focus focus on language for describing duties and responsibilities Speaking exchange informaiton about their own duties and responsibilites The benefits of good PRListening 2 discuss how Skoda could have changed its image so dramatically. Students then listen to the Skoda Manager again and compare their answers.Speaking discuss how they and the public see their own companiesOrganiding a PR eventReading complete s schedule for organising a press launchSpeaking organise a press launch for a product of ther choiceWriting write a formal letter of invitation to the product launchUnit 5 a RelocationTeaching aims and requirements:To enable students to talk about relocationTo parctise reading for gistTo practise listening for specific informationTo raise awareness of the features of report writing and practice writing reports To review comparative and language of similarity and differenceImportant and difficult points:The reason for relocationTeaching content:Why do companies relocate?Speaking discuss the reasons why companies relocateReading 1 read a page from a brochure about relocating to Ireland and match paragraph headings with numbered paragraphsLanguage focus focus on comparative and superlative formsSpeaking discuss the reasons given for relocating to Ireland and put them in order of importance for their companyArranging to relocateSpeaking discuss the reasons why people relocate and the arrangements they have to makeReading 2 read a report on a relocation company, Fenway Software, and tick the services which meet its needsLanguage focus focus on the structure, layout and typical phrases used in reportsListening listen to a conversation and tick the services a different relocation company offersUnit 5 b New PremisesTeaching aims and requirements:To enable students to talk about office space and facilitiesTo practise listening for directionsTo practise letter writingTo review the language of suggestingImportant and difficult points:How to lease office spaceTeaching content:Finding the right locationListening listen to someone giving directions and mark an office site on a mapSpeaking give each other directionsWriting write a letter requesting further information about office premises Reading read an article about office location and match endings with sentence stemsLeasing office spaceSpeaking allocate office space to management, staff and facilities in a company. Then discuss important considerations when choosing office sites.Unit 6 a Reporting ResultsTeaching aims and requirements:To enable students to talk about company performanceTo practise reading and listening for specific informationTo practise report writingTo review the language of change including cause and effectImportant and difficult points:How to describe the reporting resultsTeaching content:Measuring performanceSpeaking discuss how companies measure performance and report results Listening listen to a TV news report and pick out the performance indicators mentioned. Then listen again and answer comprehension question. Students listen once more and complete a graph.V ocabulary scan the tapescript to find verbs/nouns describing changeSpeaking do an information exchange activity in which they complete graphs/bar chartsAnnual reportsReading match sentences with extracts from the Chiarman’s Statement from annual reportsSpeaking rank the extracts in terms of how positive the results areV ocabulary skim the extracts for connectors of cause and effect and add alternativesSpeaking look at financial information about two companies and decide which company they would prefer to invest inWriting write a short report explaining their decisionUnit 6 b Environmental ReportTeaching aims and requirements:To enable students to talk about the impact of business on the environmentTo practise listening for specific informationTo practise report writingTo review and practiselanguage of giving presentationsImportant and difficult points:How to give presentationsTeaching content:Assessing environmental impactSpeaking complete a questionnaire assessing the enviromental impact of each other’s companies. Students then think of three ways to reduce this impact Environmental performanceListening listen to a presentation about ICI’s environmental record and answer multiple-choice questionsSpeaking summarise the four main ICI initiatives and rank them. Students then discuss how companies can balance the interests of customers and shareholders with a commitment to the environmentLanguage focus focus on presentations including typical phrases for presentingSpeaking work in groups to prepare a brief presentation using informationabout a chemical company’s environmental performanceWriting write a brief report on the company’s environmental performance.Unit 7 a Health and SafetyTeaching aims and requirements:To enable students to talk about health and safetyTo practise listening for specific informationTo practise reading for gist and specific informationTo review the language of obligationImportant and difficult points:How to describe the injuries at workTeaching content:Injuries at workSpeaking discuss what kind of injuries can happen in an officeReading 1 match percentages with the frequency of certain types of office accidentSpeaking discuss how they think sucn accidents happen and how they can be preventedListening listen to a conversation and complete an accident report formLanguage focus focus on language of obligation/absence of obligationSpeaking talk about employers’ and employee’s health and safety obligations in the workplaceHow safe is your workplace?Reading 2 match paragraph headings with paragraphs in a brochure about risk assessment. Students then insert missing sentences into the same text.Speaking assess features of their working environment and discuss how the three worst features could be improvedUnit 7 b Rights at WorkTeaching aims and requirements:To enable students to talk about work-related and their legal implicationsTo practise listening for gistTo practise reading for gist and specific informationTo review passivesImportant and difficult points:How to describe rights at workTeaching content:Know your rightsSpeaking discuss statements about smoking in the workplaceReading read a bulletin about an industrial tribunal on smoking and answer gist questions then true/false questionsSpeaking discuss the decision of the industrial tribunal.Language focus read the bulletin to find examples of passives and group them under functions they performWriting formulate a smoking policy for their office and write a memo informing staff of the policyProblems at workListening listen to five short pieces to identify which work problems are being talked aboutSpeaking decide if the dismissals mentioned on the cassette were fair. Then disscuss how they would deal with other work-related problems.Unit 8 a Business ExpensesTeaching aims and requirements:To enable students to talk about expensesTo practise listening for gist and specific informationTo practise reading for specific informationTo practise memo writingImportant and difficult points:How to claim business expensesTeaching content:Claiming expensesSpeaking discuss the expenses people typically incur on business tripsListening 1 listen to three telephone calls about expenses and complete formsSpeaking explain the system for claiming expenses in their company and discuss how it could be improvedA new expenses claims systemReading read a memo about a new expenses claims system and answer questions.Speaking discuss the advantages/disadvantages of the systemListening 2 listen to five telephone messages and match them with the purpose of the callsWriting write a short memo to staff concerning expensesSpeaking tell each other about feelings which might be experienced when claiming expensesUnit 8 b Business TravelTeaching aims and requirements:To enable students to talk about air thravelTo practise listening for gistTo practise reading for gist and specific informationImportant and difficult points:Airline servicesTeaching content:Airline servicesSpeaking look at a list of airline services and agree on the top three services for business travellersListening listen to five short pieces to identify which airline services are being talked aboutSpeaking discuss which airlines they have flown with and their feelings about the services offeredNo frills flyingSpeaking discuss differences between mainstream and low-cost airlinesReading 1 read an article and note the mainstream and low-cost airlines mentioned. The students think of a heading for each paragraphs then answer true/false questions based on the articleSpeaking discuss how they see the future for mainstream and low-cost airlinesReading 2 read comments about flights with low-cost airlines and match seven statements with the appropriate commentsSpeaking discuss their positive and negative experiences of air travelUnit 9 a Flexible BenefitsTeaching aims and requirements:To enable students to talk about employment benefitsTo practise listening for specific informationTo practise reading for gist and specific informationImportant and difficult points:Know the flexible benefitsTeaching content:BenefitsSpeaking discuss the benefits offered by their own companiesReading 1 read mini-profiles and suggest suitable benefits for the people describedSpeaking discuss which of the listed benefits would attract themHwo flexible benefits workReading 2 read an explanation of the PricewaterhouseCoopers benefits system, Choices, and explain in what way it is flexible. Students then read the text again and answer true/false questionsSpeaking discuss the importance of benefits when considering a job offer.The advantages of flexible benefitsReadign 3 match five short extracts with benefits optionsListening listen to a PricewaterhouseCoopers manager talk about Choices and answer multiple-choice questionsSpeaking complete a table listing the benefits of Choices for both employees and company. And then discuss what employment benefits their own companies could introduce and what effect they would have.Unit 9 b Staff AppraisalTeaching aims and requirements:To enable students to talk about appraisalsTo practise listening for gistTo practise reading for specific informationImportant and difficult points:The problems of appraisal systemsTeaching content:The role of appraisalsSpeaking discuss the purpose of appraisals at their workplace then decide on the three most important reasons for appraisalsListening listen to five short pieces about appraisals and match them with the main topic of each extractSpeaking discuss how to ensure the success of an appraisal before, during and after the interview.Monitoring performanceReading read an article about staff appraisals and discuss the problems with some appraisal methodsWriting write an e-mail to managers about staff appraisalsUnit 10 a Marketing DisastersTeaching aims and requirements:To enable students to talk about marketingTo practise listening for gistTo practise reading for specific informationTo practise asking for informationTo review conditonal 3 and other ways of expressing hindsightImportant and difficult points:How to express hindsightTeaching content:The marketing mixSpeaking discuss the four Ps of the marketing mix and how they apply to a package holidayReading 1 match sentences with four paragraphs about marketing disasters Speaking discuss how these marketing mistakes could have been avoidedPromotions that failedReading 2 read stories about three promotions that failed and decide how each story endedSpeaking ask the teacher YES/NO questions to find out what went wrong in each caseListening listen to three people talking about the same stories and identify which each speakers is talking aboutLanguages focus read the tapescript to find examples of conditional sentences. Focus on different ways of expressing hindsightSpeaking rank the stories from most to least avoidable then students tell their own stories of marketing disastersUnit 10 b Going GlobalTeaching aims and requirements:To enable students to talk about entering foreign marketsTo practise listening for specific informationTo practise reading for specific informationImportant and difficult points:How to choose the product to go globalTeaching content:Choosing the right productSpeaking think of three globally successful products and why they are successful. Students put the products into a framework for analysing the suitability of products for globlisation. And then they put four Marriot hotel brands into the frameworkReading read a Marriot cast study and check their analysis of the brandsSpeaking discuss globalisation issues raised by the textEntering the marketListening listen to a consultant discuss different ways of entering a foreign market and answer multiple-choice comprehension questions. Students listen again and list the advantages/disadvantages of the various methods of market entry Speaking discuss their company’s exports and how they entered foreign markets. Students play a board game based on entering a foreign market.。