新视野商务英语(上)课程教案
外研社新视野商务英语视听说_第三版_上__电子教案unit2
教案课程名称新视野商务英语视听说(第三版)(上) 课时班级专业教师系部教研室教材《新视野商务英语视听说(第三版)(上)》1Unit 2 Jobs and ResponsibilitiesLearning Objectives（教学目标）2Business Profile（内容概览）Want to Know About Jobs and Responsibilities in aCompany?OverviewThis unit mainly looks at various job titles and responsibilities in a company as people may be expected to talk about these aspects of their work. Firstly, an employee may have to show a visitor around the offices of their company. More generally, an employee may be asked to describe how the business is organised or structured. Furthermore, people in business may often be called upon to describe to outsiders or friends what their company actually does.A company is usually divided into departments covering areas such as administration, sales, billing, production, shipping, etc. Below is a chart showing some common departments and positions in the business world.Common Departments and Positions in a Company3Main Responsibilities of Some Common PositionsThese can vary a lot in different companies so the following is only a rough indication of the typical responsibilities.Senior Sales Manager●Work with a team of sales people and support staff to secure both new and old business and to deepen existing business relationships;●Monitor, encourage, advise and direct sales activity by individual sales staff in order to achieve revenue targets;●Define and plan the different steps of a project, allocate action and responsibilities within the overall project framework to achieve timely and cost-effective project completion.Financial Controller●Responsible for all accounting, financial and taxation matters;●Help local offices with budgeting and annual spending projections;●Arrange for internal and external audits, ensure checks and balances on spending;●Control and safeguard company assets, develop the matrix of levels of authority for expense review and approval.Human Resources Manager●Support the Business Head in setting strategy, direction and objectives with regard to personnel;●Responsible for hiring appropriate personnel and ensuring career progression;●Identify, interpret and apply key performance indicators and monitor business managers’use of such indicators;4●Review and evaluate proposals for job regrading, training, promotion, transfer, and salary progression with respect to business needs and internal relativity.Logistics Manager●Manage supplies, components, raw materials and inventories with the objective of ensuring production being constantly supported and stocked;●Manage imports, including customs clearance;●Negotiate and maintain contracts with transportation and freight companies. Account Manager●Support named customers, provide quotations, product recommendations and after sales advice;●Support the local sales staff with technical recommendations and communication with producers;●Develop new customers and other sales opportunities;●Act as an interface between factories and customers.Purchaser/Buyer●Responsible for supplier identification and pre-screening of materials;●Benchmark and negotiate pricing, terms, and other related issues with potential suppliers to ensure fair market pricing.Language Expansion（语言扩充）JobsWhat kind of job do you have?What line of business are you in?5I’m a freelance corporate law consultant.I’m a civil servant, with permanent tenure.ResponsibilitiesWhat does your job involve?I take care of/look after overseas customers.I usually answer telephones and write reports.Positions and the departmentsWhat position do you hold?Who are you responsible/accountable to?I’m accountable to the Regional Manager.My section comes under the Logistics Department.Working hours and routinesWe are on flextime.I am a bus driver; I work all sorts of hours.On Monday, I work on the early/late/split shift.Interpersonal relationshipMy boss is quite nice. He gets on very well with us.My boss is a very difficult person to work with.Most of my colleagues are friendly and cooperative.CompensationI get about $800 a month in commissions.The meals in the work cafeteria are subsidised.PromotionI’ve just been promoted Head of Human Resources.6I’m after the administrator’s job.I’m in line for the position of Export Sales Manager.He is being groomed for promotion.Job satisfactionI like/don’t like my present job.I hate my job because I can’t stand/bear my boss.I don’t like what I’m doing right now because it’s boring.Our normal official working hours are 40 hours a week.7Teaching Tips（教学步骤）Pre-viewing●Divide the Ss into groups and have Ss work out the organisation of a real estate company first.●Instruct Ss to further discuss the positions included in each department.●Remind Ss of job titles introduced in previous activities.●Ask one or two group representatives to report the departments they’ve figured out.Post-viewing●Ask Ss to work together in groups to summarise the responsibilities of the managers and write them down in the textbook.●Ask seven groups to answer the questions in turn.●Ask other groups to add information or make corrections if necessary.Pre-viewing●Ask Ss to brainstorm different types of business organisation.●Divide the class into pairs and get Ss to exchange their understanding of the companieslisted in the left column of the chart in the Student’s Book.●Ask Ss to work together to match types of company with their corresponding8descriptions.●If needed, the following types of company can be introduced for further study.Types of companycompany (BrE)/corporation (AmE) 公司firm 公司，商行/号enterprise 企业township enterprise 乡镇企业state-owned enterprise 国有企业privately-owned enterprise 个体/私营企业solely/wholly owned enterprise 独资企业foreign capital enterprise 外资企业Sino-foreign joint venture 中外合资企业multinational/international/transnational corporation/company 跨国公司group corporation 集团公司limited company 有限公司parent company 母公司subsidiary/affiliate company 子公司partnership 合伙公司holding company 控股公司listed/quoted company 上市公司cooperative 合作公司industrial corporation 实业公司9consulting company 咨询公司Post-viewing●Divide the class into pairs and ask Ss to allocate the roles.●Encourage Ss to refer to the expressions in the video when role-playing the dialogue.●Walk around the classroom to monitor Ss’performance.●Ask two pairs of Ss to present their dialogue in class.●Give comments and suggestions for improvement.Text Bank（扩展阅读）Get to Know YourselfThere is a big difference between getting a job and reaching a career destination where you love what you do! This section on self-discovery gives you some tools to learn more about yourself and suggests ways to translate that self-knowledge into successful career planning and job search goals. The first step in your self-discovery quest is one that you will repeat many times in your life: an inventory of your interests, values, personal style and skills. Even if you have a good idea of what you want to do, self-assessment is vital to writing a resume and doing well in an interview. These exercises will provide a frame of reference when you begin to explore your career options.10Where are you in the career planning cycle? Use the bullets below as a guide to see what you have and still have left to do.Self-Assessment—Obtaining Information About Yourself●I am aware of the interests that I possess and can name five activities that I enjoy.●I am aware of the skills that I possess and can identify my five most developed skills.●I am aware of the personality characteristics that I possess and can name five characteristics to describe myself.●I know what I value in a career and can list five work-related values that meet my career expectations.Career-Exploration—Increasing Knowledge of Career Options●I can identify ten careers that integrate my interests, skills, personality characteristics and work-related values.●I can identify five career resource publications that provide information about my career options.●I can list the names and titles of five people to ask for information about my career options.Career Decision-Making—Selecting a Primary Career Goal●I have researched information on five career choices.●I am familiar with one decision-making method and can describe that process.●I have made a career decision and can describe that choice in detail (i.e. title, duties, qualifications, salary, career path).Preparation—Creating a Career Goal Action Plan11●I can identify five work-related qualifications that are necessary in my career choice.●I can identify academic programmes and courses relevant to my career choice (i.e. major, minor, graduate schools).●I can list the titles/locations of five volunteer, internship, or work experience opportunities relevant to my career choice.●I can name five student/professional organisations that are related to my career choice.Job Search—Job Seeking and Career Employment●I have developed an effective resume and cover letter.●I have developed effective interviewing skills.●I am familiar with five different strategies for job seeking.●I can name ten companies or industries that are potential employersCareer Management—Advancing in Your Career●I can describe and rank by preference the positions I have been offered.●I have accepted an offer of career employment.●I can describe methods of advancing in my organisation. I can describe my next career goal.●I know how to initiate a career change when it is necessary.Discussion:Where are you in the career planning cycle? What have you done? And what have you left to do?12补充教学资源Video 1Introducing titles and responsibilitiesPresident: Good afternoon, everyone! This is Robin Copperfield, the new Vice President of our company. He will be in charge of the accounting work. Let’s give him a warm welcome!Robin: Thank you!President: Mr. Copperfield is an expert in the field of accounting. So, it is a pleasure for us to have him here. Now, Mr. Copperfield, I’d like to introduce the Vice Presidents and Managers to you.Robin: OK, thank you!President: This is May Bates, Vice President in charge of the Administration Department and the Neighbourhood Service Department.Robin: Nice to meet you, Ms. Bates.Ms. Bates: Nice to meet you, Mr. Copperfield.President: And this is Dennis Hayes, Vice President in charge of the MarketingDepartment and the Sales Department.Dennis Hayes: How do you do, Mr. Copperfield? Glad to meet you.Robin: Glad to meet you, Mr. Hayes.President: And this is... oh, where is Andrew Jefferson?Robin: Mr. Jefferson? I’ve met him before. I heard he is one of the secrets of this company’s success. Everyone was raving about what a great job he’s done in...President: Uh... speak of the devil... Mr. Jefferson has just arrived.Mr. Jefferson: Hi, Mr. Copperfield, good to see you again.Robin: Good to see you, Mr. Jefferson.13Mr. Jefferson: Sorry, I’m late. I was talking to a client.Robin: Oh, that’s OK. How many departments are you in charge of, Mr. Jefferson?Mr. Jefferson: Four: Research & Development, Engineering, Contract Budgets, and Project Preparation.Robin: No wonder you’re so busy.President: Mr. Copperfield, there are three managers who report directly to you, and they are all ladies. So, ladies, can you introduce yourselves?Ada Black: I’m Ada Black, responsible for management accounts.Caroline Clinton: I’m Caroline Clinton, responsible for financial accounts.Lucy White: I’m Lucy White, responsible for data processing.Robin: Oh, good. Nice to meet you all, ladies.Video 2Do you like your job?Robin: What’s your job now, Jerome? Do you still work for that wholly funded American company?Jerome: No, I left it three years ago. I have my own business now.Frank: Gee, that’s great! How do you feel as a self-employed entrepreneur?Jerome: I feel good. I can make a lot more money than before and I have a lot of independence in doing things. But sometimes I get tired. As you know, it’s not very easy to run a business on your own. What about you, Frank? What are you doing now?Frank: I’ve worked for several companies. After graduation, I went to a private company. Then a year later, I changed to a Sino-Japanese joint-ventureenterprise and worked as a sales assistant. Two years later, I moved on to a computer company and w orked in export sales. And now, I’m an advertising executive.Colin: Oh, you are a real job-hopper. Why have you changed jobs so often?14Frank: I’m always interested in new challenges. I know changing jobs frequently can be a waste of a company’s human resources, but I’m gaining a lot of experience! How is your job, Colin?Colin: I’ve been working for the PMC Textile Plant since I graduated. Two years ago, I was promoted to Line Supervisor.Frank: Do you like your job?Colin: The salary and benefits are OK, but I don’t like the work environment. You know, the workshops are very noisy sometimes. Also, I don’t often get an opportunity to go anywhere. I hate staying in the same place all the time. You often travel on business, right Robin?Robin: Yes. As a buyer, I must travel to purchase stock. I’ve been to a lot of places. Colin: Maybe I should think about becoming a buyer...Robin: Mm..., everything has two sides. I get fed up with travelling. Nowadays, I want to spend more time with my family.Janet: Hi, guys, may I join you?Everybody: Sure. Have a seat.Janet: You enjoy getting together, don’t you? What are you talking about?Robin: Jobs. What kind of job do you have, Janet?Janet: I’m the Public Relations Manager in a holding company.Colin: Do you enjoy it?Janet: Yes. What I like about it is that I can meet a lot of new and interesting people. Robin: How about your working hours?Janet: That’s the trouble. I usually have to work overtime, because I often have dinner parties in the evening. I don’t get enough time with my family and baby.15。
新视野商务英语视听说(上)：第四版教学课件U2
Language Focus A Business Culture
Video 1
Work in pairs. Look at the following pictures and label them with job titles.
1. waiter 2. farmer 3. carpenter 4. photographer 5. electriciag Practice Language Focus A Video 1 Language Focus B Video 2 Business Culture Follow-up Practice 1. Listen to a short conversation, and complete the following business cards.
Script
Warm-up Listening Practice Language Focus B Video 2
Language Focus A Business Culture
Video 1
Task 2 New Words and Expressions
Warm-up Listening Practice Language Focus B Video 2
Language Focus A Business Culture
Video 1
1. You will hear a conversation between Jennifer and Paul. Listen to the first part of the conversation and fill in the blanks with the missing sentences.
Beijing Sanmei Factory Alice Wang Manager of Human Resources
新视野商务英语视听说(上)第四版授课计划
新视野商务英语视听说(上)第四版授课计划Title: Teaching Plan for New Horizon Business English (Upper Intermediate) 4th Edition - Listening and Speaking Introduction:The teaching plan for New Horizon Business English (Upper Intermediate) 4th Edition focuses on enhancing students' listening and speaking skills in a business context. This plan aims to provide a comprehensive framework forinstructors to effectively deliver the course content and achieve desired learning outcomes. Each module within the book is carefully structured to engage students in authentic business situations, fostering their ability to communicate confidently and fluently in English.Module 1: Building RelationshipsObjective:- Develop listening skills for understanding conversations in networking events.- Enhance speaking skills to initiate and maintain professional relationships.Activities:1. Listening Practice: Students listen to dialogues and presentations related to networking events, focusing on key phrases and expressions used in socializing and making introductions.2. Speaking Exercise: Pair or group discussions on effective networking strategies and techniques. Role-play scenarios simulating networking situations to practice conversational skills.Module 2: Company Structure and CultureObjective:- Improve listening comprehension of discussions on organizational structures and corporate culture.- Foster speaking abilities to describe companystructures and cultures accurately.Activities:1. Listening Tasks: Students listen to audio recordings of interviews with company executives discussing their organization's structure and culture. They identify key information and main ideas.2. Speaking Practice: Group discussions on various company structures and cultures. Students present findings on a chosen company's structure and culture, focusing on language accuracy and coherence.Module 3: Business Trends and InnovationsObjective:- Enhance listening skills to comprehend discussions on emerging business trends and innovations.- Develop speaking proficiency to express opinions and ideas on business developments.Activities:1. Listening Exercises: Students listen to podcasts or interviews discussing current business trends and innovations. They summarize main points and identify key trends.2. Speaking Tasks: Pair or group discussions on theimpact of technology and innovation on different industries. Debates on the advantages and disadvantages of specific business trends, encouraging critical thinking and persuasive speaking.Module 4: Marketing StrategiesObjective:- Strengthen listening comprehension of marketing presentations and discussions.- Cultivate speaking abilities to articulate marketing strategies and concepts effectively.Activities:1. Listening Activities: Students listen to marketing presentations and case studies, focusing on language related to product promotion, market segmentation, and branding.2. Speaking Exercises: Group presentations on marketing strategies for a given product or service. Role-plays simulating client meetings to negotiate marketing plans and strategies.Module 5: Negotiation SkillsObjective:- Improve listening skills for understanding negotiation tactics and strategies.- Enhance speaking proficiency to negotiate effectively in various business scenarios.Activities:1. Listening Practice: Students listen to negotiation simulations and role-plays, analyzing negotiation techniques such as bargaining, compromising, and problem-solving.2. Speaking Tasks: Pair or group negotiation exercises on different business scenarios, such as contract negotiations, price discussions, and partnership agreements. Feedback and reflection on negotiation performance to identify strengths and areas for improvement.Conclusion:The teaching plan outlined above provides a structured approach to develop students' listening and speaking skills in a business context using the New Horizon Business English (Upper Intermediate) 4th Edition textbook. By engaging in avariety of activities, students will not only improve their language proficiency but also gain valuable insights into the world of business, preparing them for success in their professional endeavors.。
新视野商务英语综合教程第一册 Unit 3
新视野商务英语综合教程第一册 Unit 31. Introduction to Unit 3Unit 3 of the New Horizon Business English Comprehensive Course Book is focused on discussing various aspects of business meetings. In this unit, you will learn about different types of meetings, their purposes, and how to effectively participate in and manage them. Understanding the dynamics of business meetings is crucial for success in the global business world, as meetings are an integral part of business communication.2. Key VocabularyBefore delvi ng into the content of this unit, it’s important to familiarize yourself with the key vocabulary related to business meetings. Some of the essential terms include:•Agenda: A list of topics to be discussed in a meeting.•Chairperson: The person responsible for leading and facilitating the meeting.•Minutes: A written record of the discussions and decisions made during a meeting.•Action Points: Tasks or activities that need to be completed as a result of the meeting.•Presentations: Formal talks given by individuals or groups during a meeting.•Q&A: Question and answer session, where participants can ask questions related to the presentation or meeting agenda.3. Types of MeetingsUnit 3 explores various types of meetings commonly found in the business world. These include:1.Board Meetings: Meetings attended by thedirectors of an organization to discuss strategic decisions and governance matters.2.Team Meetings: Meetings held within a departmentor among team members to discuss ongoing projects,progress, and challenges.3.Sales Meetings: Meetings involving salesprofessionals to discuss sales strategies, targets, and review sales performance.4.Client Meetings: Meetings with existing or potentialclients to discuss business proposals, negotiate contracts, or address any issues.5.Staff Meetings: Meetings attended by all employeeswithin an organization to discuss general updates, policies, and procedures.Understanding the purpose and protocols of different meetings will help you prepare and participate effectively.4. Meeting SkillsParticipating in meetings requires specific communication and interpersonal skills. Unit 3 provides guidance on:•Active Listening: Paying attention to the speaker, asking clarifying questions, and providing appropriatefeedback.•Contributing Ideas: Sharing opinions, contributing to discussions, and offering constructive suggestions.•Negotiation Skills: Engaging in productive discussions, finding common ground, and reachingmutually beneficial agreements.•Conflict Resolution: Handling disagreements, managing conflicts, and finding resolutions to maintain a harmonious working environment.Mastering these skills will enable you to actively engage in meetings and make valuable contributions.5. Conducting Effective MeetingsBesides participating in meetings, Unit 3 also covers the skills required to conduct successful meetings. This includes:•Setting Objectives: Clearly defining the purpose of the meeting and setting specific objectives.•Preparing an Agenda: Creating a detailed agenda with time allocation for each topic to ensure a focused and organized discussion.•Time Management: Keeping track of time, managing discussions, and ensuring all topics are covered within the allocated timeframe.•Facilitation Skills: Leading the meeting, keeping participants engaged, and encouraging active participation.•Documenting Decisions: Taking accurate minutes, recording action points, and distributing them to allrelevant participants.By understanding and implementing these strategies, you will be able to conduct meetings efficiently and achieve desired outcomes.6. Practical ExercisesTo reinforce your understanding of the concepts learned in this unit, various practical exercises are provided. These exercises include:•Role-plays: Simulating meeting scenarios to practice communication and negotiation skills.•Case Studies: Analyzing real-life meeting situations and proposing appropriate actions.•Group Discussions: Engaging in discussions with peers to share insights and perspectives on meeting-related topics.These exercises are designed to enhance your learning experience and strengthen your ability to effectively participate in business meetings.7. ConclusionUnit 3 of the New Horizon Business English Comprehensive Course Book equips you with the knowledge and skills necessary to participate actively in a wide range of business meetings. By understanding the different types of meetings, improving your meeting skills, and learning how to conduct effective meetings, you will become confident and competent in the field of business communication.。
外研社新视野商务英语视听说_第三版_上__电子教案unit9
教案课程名称新视野商务英语视听说(第三版)(上) 课时班级专业教师系部教研室教材《新视野商务英语视听说(第三版)(上)》1Unit 9 Business Dinner Learning Objectives（教学目标）2Business Profile（内容概览）Basic Table MannersIn the business world, you may be required to dine out with your business associates. How to behave appropriately on such occasions? Here are some of the useful tips:●It is inappropriate to ask for a doggy bag when you are a guest. Save the doggy bag for informal dining situations.●It is best to order food that can be eaten with a knife and fork. Finger food can be messy and is best left for informal dining.●Be careful about ordering alcoholic beverages. Becoming tipsy or drunk is inappropriate behaviour at business dinners.●Do not smoke during a meal or when others are eating.●Sit up straight at the table. It makes a good impression.●When you are not eating, keep your hands on your lap or resting on the table (with wrists on the edge of the table). Elbows on the table are acceptable only between courses, not while you are eating.●Do not season your food before you have tasted it.•Never chew with your mouth open or make loud noises when you eat. Although it is possible to talk with a small piece of food in your mouth, do not talk with your mouth full.●Do not slurp soup from a spoon. Spoon the soup away from you when you take it out of the bowl and sip it from the side of the spoon. If your soup is too hot, wait until it3cools; do not blow on it.●If food gets caught between your teeth and you can’t remove it with your tongue, leave the table and go to a mirror where you can remove the food from your teeth in private.●Eat rolls or bread by tearing off small bite size pieces and buttering only the piece you are preparing to eat. When ready for another piece, repeat the same process.●Engage in table conversation that is pleasant; avoid arguments and disagreements.●You should not leave the table during the meal except in an emergency. If you must go to the bathroom or if you suddenly become sick, simply excuse yourself. Later you can apologise to the host by saying that you didn’t feel well.●If you need something that you cannot reach easily, politely ask the person closest to the item you need to pass it to you. For example, “After you have used them yourself, would you please pass me the salt and pepper?”●If a piece of your cutlery falls onto the floor, pick it up if you can reach it and let the server know you need a clean one. If you cannot reach it, tell the server you droppeda piece of your cutlery and ask for a clean one.●If you or someone you are dining with is left-handed, it is best for the left-handed person to sit at the left end of the table or at the head of the table. This arrangement helps ensure that everyone has adequate elbow room to eat comfortably.●If food spills off your plate, you may pick it up with a piece of your cutlery and place it on the edge of your plate.4●Never spit a piece of bad food or tough gristle into your napkin. Remove the food from your mouth using the same utensil it went in with. Place the piece of food on the edge of your plate. If possible, cover it with some other food from your plate.●Do not use your napkin to wipe your nose. If you wipe your nose, don’t put the used tissues on the table.5Language Expansion（语言扩充）Making an invitationDo you feel like going to a Chinese restaurant with us?May we have the pleasure of inviting you to dinner tomorrow?Yes, that would be nice.Yes, with pleasure.Yes, that’s a terrific idea.I’m awfully sorry, but I’m busy then.I hope you won’t mind, but I’ve really got a huge amount to do. Can’t we make it another time?I’m terribly sorry. I’d really love to, but I cannot this time. Shall we make it another day?Proposing a toastHere’s a toast to your good health.Here’s to a prosperous business relationship.Let’s drink to our long-standing cooperation.Settling the billWaiter, please get my bill ready. Thanks.May I have the bill, waitress?May I have a look at the bill, please?Sure. Here you are.Let’s split the bill.6You’re my guest.Let me do the honours.Reserving or finding a table for dinnerHave you got a reservation?Yes, in/under the name of Paul Ford.I’d like to reserve a table for seven for tomorrow evening.What time would you like to have your table?Waiter, do you have a table for three right now?Yes, we do. Please come this way.Please follow me.Could you come this way, please?Do you have a table for two?I’m sorry, sir. Our restaurant is jam-packed now. There’ll be a wait of about 30 minutes. Would you like to wait?Is this table fine with you, madam?It’s all right. Thank you.Waitress, is this table taken?Sorry, it’s been taken.Good evening, could we have a table for two?I’m sorry, sir. The restaurant is rather full right now. Would you mind waiting for around 20 minutes?Would you mind sharing the table with others?7I’d prefer sitting alone.I’d like to sit in a quiet corner.Then would you please go upstairs?How many people are there in your party?Would you like to sit by the window?Explaining the menuWould you like me to explain the menu to you?Do you need any help with the menu?Waiter, could you explain what’s Three-Delicious-Ingredient Soup? It’s a soup, made with three kinds of sea food.Waitress, what’s this Squirrel Mandarin Fish?It’s mandarin fish specially cooked in the shape of a squirrel. Recommending food and drinkToday’s special is...We’ve got a set menu.Our... is very popular with customers.We have some very nice desserts.Taking ordersWhat will you have, sir?Are you ready to order now?Have you chosen what you’d like?What would you like to have?What would you like to drink?8We’d like some vegetables, please.May we have some rice, please?Would you like something to drink?Yes, could you bring us the wine list fi rst? Would you bring us two glasses of Whisky? Commenting on dishesWhat do you think of the food?It looks good/smells great/tastes delicious. Sichuan food is too spicy.Cantonese food is insipid to me.Dinner talksWould you like more to drink?No, thanks. I’m already a little tipsy. Excuse me, sir. May I take your plate away? Sure, go ahead.9Teaching Tips（教学步骤）Post-viewing●Divide the class into groups of three or four and have them choose the roles.●Ask Ss to role-play the situation according to the information given.●Ask Ss to use the expressions in Video 1 in their conversations.●Select a few groups to act out their conversations in class.●Give comments and suggestions for improvement.Post-viewing●Divide the class into groups of three and have them choose the roles.●Ask Ss to role-play the situation according to the provided information.●Remind Ss to employ the expressions in the video in their conversations.●Have some voluntary groups to role-play in class.●Give comments and suggestions for refinement.10Text Bank（扩展阅读）Dining EtiquetteTable manners play an important part in making a favourable impression. They are visible signals of the state of our manners and therefore are essential to professional success. Regardless of whether we are having lunch with a prospective employer or dinner with a business associate, our manners can speak volumes about us as professional people.Napkin UseThe meal begins when the host unfolds his or her napkin. This is your signal to do the same. Place your napkin on your lap, completely unfolded if it is a small luncheon napkin or in half, lengthwise, if it is a large dinner napkin. Typically, you want to put your napkin on your lap soon after sitting down at the table (but follow your host’s lead). The napkin remains on your lap throughout the entire meal and should be used to gently blot your mouth when needed. If you need to leave the table during the meal, place your napkin on your chair as a signal to your server that you will be returning. The host will signal the end of the meal by placing his or her napkin on the table. Once the meal is over, you too should place your napkin neatly on the table to the right of your dinner plate. (Do not refold your napkin, but don’t wad it up, either.)OrderingIf, after looking over the menu, there are items you are uncertain about, ask your server any questions you may have. Answering your questions is part of the server’s job. It is better to find out before you order whether a dish is prepared with somethingyou do not like or are allergic to than to spend the entire meal picking tentatively at11your food. The host will generally suggest that your order be taken first; his or her order will be taken last. Sometimes, however, the server will decide how the ordering will proceed. Often, women’s orders are taken before men’s. As a guest, you should not order one of the most expensive items on the menu or more than two courses unless your host indicates that it is all right. If the host says, “I‘’m going to try this delicious sounding cheesecake; why don’t you have a dessert too,”or “The prime rib is the specialty here; I think you’d enjoy it,”then it is all right to order that item if you would like it.Use of CutleryChoosing the correct cutlery from the variety in front of you is not as difficult as it may at first appear. Start with the knife, fork, or spoon that is farthest from your plate and work your way in, using one utensil for each course. The salad fork is on your outermost left, followed by your dinner fork. Your soup spoon is on your outermost right, followed by your salad knife and then dinner knife. Your dessert spoon and fork are above your plate or brought out with dessert. If you remember the rule to work from the outside in, you’ll be fine.There are two ways to use a knife and fork to cut and eat your food. They are the American style and the European or Continental style. Either style is considered appropriate. In the American style, one cuts the food by holding the knife in the right hand and the fork in the left hand with the fork tines piercing the food to secure it on the plate.Cut a few bite-size pieces of food, then lay your knife across the top edge of your12plate with the sharp edge of the blade facing in. Change your fork from your left to your right hand to eat, fork tines facing up. (If you are left-handed, keep your fork in your left hand, tines facing up.) The European or Continental style is the same as the American style in that you cut your meat by holding your knife in your right hand while securing your food with your fork in your left hand. The difference is your fork remains in your left hand, tines facing down, and the knife in your right hand. Simply eat the cut pieces of food by picking them up with your fork still in your left hand.When You Have FinishedDo not push your plate away from you when you have finished eating. Leave your plate where it is in the place setting. The common way to show that you have finished your meal is to lay your fork and knife diagonally across your plate. Place your knife and fork side by side, with the sharp side of the knife blade facing inward and the fork, tines up, to the left of the knife. The knife and fork should be placed as if they are pointing to the numbers 10 and 4 on a clock face. Make sure they are placed in such a way that they do not slide off the plate as it is being removed. Once you have used a piece of cutlery, never place it back on the table. Do not leave a used spoon in a cup, either; place it on the saucer. You can leave a soup spoon in a soup plate. Any unused cutlery is simply left on the table.Discussion:1. What should you do with the napkin during a meal?2. How do you order a meal?3. Do you know how to handle the cutlery during a meal?13补充教学资源Video 1Let’s go to dinner(Situation One: Mr. Hawk comes to the hotel to invite his business associates,Mr. White and his colleagues, to a dinner party.)Mr. Hawk: Good morning, Mr. White. How is your room?Mr. White: Very comfortable and quiet. We’re all very happy with the facilities and services here.Mr. Hawk: I’m glad to hear that. Now, I’m here just to tell you that we’ll be having a dinner party tomorrow evening. We’d like to invite you all to come.Mr. White: Oh, how nice of you! We’d be delighted to come.Mr. Hawk: Here’s the invitation.Mr. White: Thank you.Mr. Hawk: Then I’ll send somebody to pick you up from the hotel lobby at six tomorrow evening. Is that all right?Mr. White: Yes. That’s fine. Thank you.Mr. Hawk: See you then.Mr. White: See you.(Situation Two: Next evening, at the restaurant. Mr. White and his two colleagues enter the restaurant. Mr. Hawk sees them and greets them.)Mr. Hawk: Welcome, everybody! Mr. White, I’m glad you’ve come.Mr. White: It’s very kind of you to have invited us.Mr. Hawk: Please sit down. I hope the food we’ve ordered will be to your liking.Mr. White: Thank you very much for such a splendid dinner.(They sit down and begin to have dinner.)14Mr. Hawk: Please help yourself, everybody.Mr. White & his colleagues: Thank you. It certainly looks delicious.Mr. Hawk: Mr. White, you’ll be leaving soon. Has your trip to th is fair been fruitful?Mr. White: Yes, there’s a really wide range of goods on display and most prices are acceptable.Mr. Hawk: Have you found anything that particularly interests you?Mr. White: Yes, we’re interested in your items A6D and A6F. The design s are original. I’m sure they’ll be quite popular with young customers in our country.Mr. Hawk: Yes, you’re right. Items A6D and A6F are our latest designs. They’re also very popular with young consumers here. I’m sure they’ll sell well in your market, too.Mr. White: We hope so!Mr. Hawk: All right, gentlemen, may I propose a toast to our continued friendly cooperation?Mr. White: I couldn’t agree more. Cheers!(All are raising their glasses.)15Video 2Ordering dishes in a Chinese restaurant(Mr. Lin has just got two promising customers at a trade fair. After the fair, Mr. Lin takes these two customers to dinner in a Chinese restaurant. While Mr. Rashid is a Muslim, Mr. Hart is a vegetarian. Now they walk into a restaurant. The waitress greets them.)Waitress: Good evening, sirs. Welcome to our restaurant.Mr. Lin: Good evening.Waitress: Do you have a reservation?Mr. Lin: Yes, the name is Lin Qiang.Waitress: Let me see... Oh, yes, we’ve been expecting you, Mr. Lin. Please come this way.(She shows them to a table.)Waitress: Is this table all right?Mr. Lin: Oh, terrific! It’s by the window, and quiet too. It’s exactly what I want because we’ve got a lot to discuss. Thank you, miss.Waitress: Not at all. Please make yourselves comfortable. I’ll be back with the menus and the tea.(She returns with menus and the tea. She pours tea for them.)Mr. Rashid: Thanks.Waitress: Please excuse me for a while. I’ll be right back to take your order.(Lin and Rashid are reading the menus. After a while, the waitress returns.)Waitress: Are you ready to order now, sirs?Mr. Rashid: Sorry, we’re still looking at the menu.Mr. Lin: Waitress, you see, my guest Mr. Rashid is a Muslim, so he doesn’t eat pork, and Mr. Hart is a vegetarian. Could you recommend something for us?16Waitress: Certainly. How about fish for Mr. Rashid? Our Sweet and Sour Fish is very popular with our customers. You can see it here on the menu... (showing a picture on the menu to Mr. Rashid)Mr. Rashid: Er, ... It looks good.Waitress: It tastes good, too. Believe me!Mr. Rashid: Fine, I’ll take it, then.Waitress: OK, Sweet and Sour Fish.(The Waitress writes down on a small notebook.)Waitress: Anything else?Mr. Rashid: Some vegetables please, but I’d like to leave the choice to the other t wo gentlemen.Waitress: All right. Mr. Hart, do you care for bean curd?Mr. Hart: Oh, yes. It’s very nutritious.Waitress: Yes, and it’s delicious, too. Bean Curd en Casserole is one of our specialties. Would you like to try it?Mr. Hart: Good.Waitress: Bean Curd en Casserole.(The Waitress notes down the order again.)Waitress: As for vegetables, we’ve got a choice of mushrooms, Chinese cabbage, chestnuts, bamboo shoots, carrots, potatoes...Mr. Hart: I’d like to have mushrooms and bamboo shoots, please. By the way, please don’t go easy on garlic.Waitress: No problem. Mushrooms and bamboo shoots.(The Waitress notes down the order.)Waitress: And yourself, Mr. Lin?Mr. Lin: Sichuan Chicken Cube-lets (宫爆鸡丁), please.17Waitress: And what to follow?Mr. Lin: That’s it for now.Waitress: OK. Would you like something to drink?Mr. Lin: Mr. Rashid, Mr. Hart, what would you like to drink?Mr. Rashid: Orange juice please.Mr. Hart: The same here.Mr. Lin: OK, orange juice for three, please.Waitress: Very well, sir. You’ve ordered one Sweet and Sour Fish, one Bean Curd en Casserole, one Mushroom, one Bamboo Shoots, one Sichuan Chicken Cube-lets and three orange juices. Please wait a moment. I’ll bring them straight away.Mr. Lin: Thanks.18。
新视野商务综合教程1_U7教师用书
Unit 7Travel for BusinessLead-inTask 1∙Suggested Answers1.LikesI love to communicate with people with different backgrounds.I want to experience different cultures and customs.It is a good chance to relax and gives me a break to see the world.DislikesI don’t have enough money to spend on traveling.It could be exhausting if the schedule is tight.Security might be a problem when traveling in an alien place. 2.LikesIt broadens my horizon while traveling for business.I can get more allowance if I travel for business very often.It is a chance to know my colleagues more and also an opportunity for teambuilding.DislikesTraveling for business can be lonely, especially in holidays.I hate to be far away from my family for a long time.Physically, traveling for business very often is a very energy-consuming task.Task 2Key1—d 2—a 3—e 4—c 5—bReading AStarting PointTask 1Suggested Answers●Book the hotel, and ticket for the plane/train in advance; confirm the reservations beforeleaving.●Carry all necessary items (laptop, documents, suit, travel guidance, contact information,etc).●Search for the best route to take from the airport/train station to the destination.●Make a clear and detailed schedule.●Learn something about the local habits or customs beforehand.Translation商务旅行中如何做到举止得体无论你是第一次出差还是第一百次出差，了解商务旅行中的恰当举止都十分必要。
[教学设计]商务英语视听说精品教案
![[教学设计]商务英语视听说精品教案](https://img.taocdn.com/s3/m/ae3cc1581711cc7931b7164e.png)
It’s lovely/warm/sunny/dismal/cloudy/cold/damp/wet/stormy/windy
2.小组讨论（3分钟）
视频播放完毕，学生进行小组讨论，形成接机及办理酒店入住的工作任务流程。
3.接机及办理酒店入住的流程介绍（5分钟）
5.Role-play
Divide the class into groups and allocate the roles.
Remind Ss of safe topics for small talks whilemonitoringthe class.
Have some groups to present their conversations in class.
这部分主要是在各组讨论完毕之后，五家公司分别派代表介绍接机及办理酒店入住流程。由教师点评并向学生介绍正确的接机及办理酒店入住流程。
4.重点用语介绍（12分钟）
教师将适合本节课主题的接待用语进行归纳、总结，向学生介绍讲解在机场接待及办理酒店入住时与外商进行良好沟通的用语和句子。此部分为学生展开情景模拟做铺垫。
Ⅴ.Give comments and suggestions 18分钟
Ⅵ.Homework 1分30秒
教学资源选用
教材：《新视野商务英语视听说（上册）》外语教学与研究出版社出版。
教参：《新视野商务英语视听说（上册）教师用书》外语教学与研究出版社出版。
课件：随教材附带电子光盘。
教学方法选择
案例教学法、小组讨论法、角色扮演法，交际教学法等。
新课导入（13分钟）
1.提出三个有关商务接待重要性的问题，使学生在讨论中初步认识到接待来访的重要性。分组讨论问题；请几位同学代表回答相关问题；最后教师给出评价。
新视野商务英语课程教学大纲
新视野商务英语课程教学大纲（216学时）《新视野商务英语》教学大纲一、课程名称：新视野商务英语二、课程类别：专业必修课三、教学时数：每周4课时，共216课时四、学分：4五、开课时间：第2.3.4学期六、开课专业：商务英语专业七、课程性质和任务商务英语是高等职业学校商务英语专业的主干专业课程。
它的任务是培养学生学习商务英语的兴趣和国际商务沟通能力，了解经贸英语知识，并提高听、说、读、写、译方面的基本能力，基本掌握国际贸易主要术语和必要的商务知识，熟悉经贸业务流程，还能掌握商务基本礼仪、经济、贸易等方面的基础理论；能够胜任用英语进行对外经贸活动方面的工作，使之成为21世纪复合型、国际型商务人才八、教学内容教学内容与商务活动紧密相连，侧重介绍与商务活动及日常业务相关的语言及语言技巧的运用。
培养学生在各种商务活动及日常业务中英语语言的实际应用能力。
这门课程还具有延伸性，与其他的商务英语专业课程（如国际商法、商务写作、外贸函电、外贸进出口实务等）的教学互相渗透，互相促进，互相支撑。
九.课程教学目标在基础英语教学的基础上，巩固、扩大学生的语法、词汇等语言知识，侧重介绍与商务活动及日常业务相关的语言及语言技巧的运用。
学习一般商务知识，通过听、说、读、写等基本技能的综合训练，培养学生的国际商务沟通能力，信息获取、整合及应用能力。
通过商务基本技能的训练，使学生掌握一定的实务操作能力,真正能够运用商务英语知识。
新视野商务英语各单元的主要部分学生用书的每一单元包括如下几个部分关键词汇每单元开头有一篇短文，向学生介绍本单元主题，并提供谈论这一主题将用到的关键词汇。
用黑体标出的关键词汇或者其后紧跟单词定义，或者学生可通过上下文推断出它的定义。
引导这一部分的目的在于激发学生对每个单元主题的兴趣，以及对主题的意识，帮助学生在开始学习一个单元之前就先把相关的词汇、主题信息和个人经历从记忆中调动出来，同时教师也可以此判定学生对主题的把握程度。
新视野教案book1unit2
新视野教案book1unit2A Teaching Plan for Unit 2(In New Horizon College English Book1)Ⅰ.Time : the second 10 class hours in Oct. 2006Ⅱ. Contents:●Listening and Speaking●Section A: A Busy Weekday Morning●Section B: Parent TalkⅢ. Suggested Timetable:1.The first two-class-hour for listening and speaking(Unit 2 in CollegeEnglish and Speaking Course Book 1).2.Next four-class-hour session for Section A3.The fourth two-class-hour session for exercises of Section A4.The fifth two-class-hour session for Section B and CⅣ: Aims and Requirements:. Listening and Speaking:1. Train the students’ ability to get the general idea and grasp important details of the text by listening to it.2. Train the students’ ability to make a summary about the material which they have heard and read.. Section A:1. Students are able to understand the passages thoroughly by readingthem.2. Students will be able to write one short paragraph with a series of actions organized according to the order of the sequence, using time markers.3. Students will be able to grasp some words and expressions and some sentence structures in the unit.4. In terms of grammar, students will learn about the information about “as”.Section B:1.Students will be able to distinguish between facts and opinions.2.Enable the students to grasp the main idea and some importantexpressions.Ⅴ. Focal points and Difficu lt Points of this unit:. Listening and Speaking:1.Enable students to open and close a conversation.2.Students will be able to distinguish between similar sounds.3.Students will learn about how to improve their conversation skills..Section A: A Busy Weekday Morning1. Learn to make a summary.2. Analyze the series of actions according to the time when they happened.3. Writing a short paragraph with a series of actions according tothe order of the sequence, using time markers.4. Grasp some CET-4 words .Section B: Parent T alk1.Distinguishing between facts and opinions.2.Grasp some CET-4 words.Ⅵ. Suggested Teaching Procedures and methods:(Underlying approaches: /doc/dc1820284.html,mucative approach2.Theme-based approach3. Student-centered and content-centered teaching. ) (Teaching Aids: 1. Using tape recorder 2. If available, using computer) Listening and Speaking:1.In everyday life, we often have to open and close a conversation. Doyou know how to do that in English? (Let the students discuss at first. ) Then listen to some short passages. Then go back to the previous question. Let the students supplement the answers.2.Before listen to the material ,discuss some questions:Do you often speak English with your classmates and friens?Are you afraid of making mistakes?How can you improve your English conversation skills?3.Then listen to the material, let the students try to make summary of thelistening passage. Then listen again and do the concerning exercises. 4.Let the students form an oral passage about how to improve theirconversation skills.Section A:1. Lead in (and the background): Tell a story about the generation gap between youngsters and their parents. (Different teachers have different stories owing to different experiences.) Do you think there is generation gap between you and your parents? Can you present some stories between you and your parents? Background:What is “generation gap”, do you know?(A generation gap is a popular term used to describe wide differences in cultural norms between members of a younger generation and their elders. This can be defined as occurring "when older and younger people do not understand each otherbecause of their different experiences, opinions, habits and behavior" )2. Today we will learn a story about the generation gap between a girl and her parents—“A Busy Weekday Morning”.3. Pre-reading activities: The purpose of the pre-reading activities is to help the students focus on the content of the reading passages.(Text: You are about to read an early morning exchange between a daughter and her parents. You will also hear about how they miss connecting with or understanding each other. It is as if they are blind to what is important in each other’s worlds. This puts them in separate worlds and creates the gap between the older and the youngergeneration.)4. Now I will let you listen to the passage without reading the book. Let’s find how much you can understand just by listening. (After listening, asking somebody to present the information he/she has caught.)5. Then let’s read the story to find what the story is about. (The students read passage A. If they have previewed the passage, go directly to the next step. )6. Answer the following questions according to Passage A you just have read.a. What woke up Sandy?b. Why did Mr. Finch shout at his daughter?c. Did Sandy agree with her father? Why?d. Sandy seemed to enjoy the bathroom, but she didn’t stay long init. Why?e. What class was Sandy going to have that day?f. From the dialogue between the mother and daughter we knowthat the mother was very much concerned about the daughter.Was the daughter thankful to the mother? And why?g. At the end of the dialogue Mrs. Finch said to her daughter,“Sandy Finch, you’re too young to wear that much makeup.”Why did she greet her daughter by full name?h. Throughout the story the parents and the daughter seem to havedifferent views on things. What do the differences suggest tous readers?7. Now you know more about the text, let’s list en to the text again to see if you can catch more.8 Now that you have known the general idea about the text, can you retellthe text with your own words.9. Then dealing with the language points in the text.1>. Weekday : any day except Saturday and Sunday.e.g. My mother is free on weekdays but busy on weekends.2>. Click : v. make a short, sharp sounde.g. The key clicked in the lock.n. a short ,sharp sound.e.g. The door opened with a click.3>. Blast: v.a, make a sudden, loud sound 发生猛烈响声e.g. As she entered the room, the sound of western musicblasted forth.b, break up by explosion 爆炸e.g. They blasted a hole in the wall so that they could getthrough.c, attack with explosives 以炸药攻击e.g. The soldiers blasted the stronghold.4>. Like a shot, the music woke Sandy.Meaning: Sandy heard the music and woke up as if startled by a gunshot. “shot ”is used to suggest the suddenness .5>. along with: in company with, together withe.g. I’ll go along with you.There was a bill along with the letters.6>. burst into:a, enter hurriedly or explosivelye.g. The children burst into the room looking for food.b, start suddenlye.g. She burst into laughter at seeing his lovely daughter.7>. over and over: again and again, repeatedlye.g. Read the sentence over and over until you do it right.I have told them over and over again, so they know what to do.Notice that you can say “over and over”or “again and again”or “over and over again”, but never say “again and over”.8>. ... though it does have rhythmrhythm: regular repeated pattern of sounds or movements.e.g. That music has a strong rhythm.Here “does” is used for emphasis and should be followed by the bare infinitive form of the verb.e.g. He does have a brother in England.9>. It is definitely horrible stuff.definitely: adv. Certainly, with no doubte.g. Without enough teachers, the education in this area is definitelya problem, no one can argue that it is not serious.Horrible: adj. Awful, unpleasante.g. What a horrible mistake you’ve made.10>. Green Waves: a fictional name for a musical group made up bythe writer for use in this story.11>. Sandy reached for the radio to turn it up louder.reach for: stretch one’s hand so as to touch or hold something.e.g. There was no time for me to reach for my gun.turn up: increase(a flame, a sound,etc.) usually by moving a switch.e.g. We turned up the heat to make the room warmer.12>. I can’t stand it.stand: vt. endure, bear. Here “stand ”is used as a transitive verb,but it’s not as formal as “bear”.e.g. He can stand more pain than anyone else I know.13>. … and the musicians didn’t use such offensive language.offensive: adj. Bad, very unpleasante.g. The room has an offensive smell. Why not open the windowand air it?14>. Now, would you please hurry up and turn it off?hurry up: move or do something faster.e.g. She hurried up and posted the letter.turn off: In this passage we learn four verbal phrases beginningwith the verb “turn”. That is “turn on”, “turn off”, “turn up”,“turn down”. Do you know the diff erences among them?15>. Her mom or dad usually banged on the door.bang: v. (cause to) knock, beat or move violently and with a loudnoise.e.g. I could hear the door banging in the wind.She banged the chair against the wall.16>. …so she grabbed a towel and dried off.dry off: (cause to) become drye.g. She ran in after the rainstorm and dried herself off with athick towel.17>. As usual, she didn’t know what to have for breakfast…as usual: as in common, as has happened before.e.g. As usual, Sandy’s music made her father’s stomach feeluneasy.18>. I’ll brush my teeth when I’m done.Meaning: I’ll brush my teeth when I have finished my breakfast.done: a. finishede.g. When you are done, come back.19>. It’s disgusting.disgusting: a. very unpleasant.e.g. What a disgusting smell.I think it’s disgusting the way the government raised taxes.20>. Stop bugging me.bug: (informal/ slang) bother; annoy; trouble.e.g. Don’t bug me any more. I’m occupied.I did it only to bug my colleagues.21>. Sandy pretended not to notice that her mother was a littleannoyed.annoy: vt. make a little angry.e.g. The police told me to call them immediately if the manannoyed me again.22>. French Lilac Blue: It is a fictional name for eye-liner made up bythe writer for use in this story.23>. Sandy Finch, you’re too young to wear that much makeup.Notice that the mother greeted the daughter by full name, which means the mother was very firm in her opinion and/or wanted to be sure to get her daughter’s full attention.that: adv. (informal) so, to such a degree.e.g. I didn’t know you cared that muchI like him but not that much(Here “this” is also referred to)24>. … and bolted out of the house.bolt out: leave in a hurry.When I opened the door, a cat bolted out.25>. … but she hadn’t heard from him for a while.hear from: receive a letter or telephone call from (someone).We were so worried when we didn’t hear from you for three week.The girl’s parents didn’t hear from her for five days.10. Read the text again, get the whole information the text. Then come toExerciseⅨon page 34.11. A Busy Weekday Morning presents what Sandy did on a weekdaymorning through a sequenced order, describing a series of actionsaccording to the time when they happened. Then having paragraph 5 as an example, analyze how the author describes Sandy’s series of actions according to the order of the sequence.12. Then come to ExercisesⅩand structured writing.13. Check the answers to the other exercises as the review of Section A. Section B:1. (Starting to deal with Section B.) Tell the differences between facts and opinions.(seeing the information on page 37.) Let the students deal with the quizzes on page 37 to see if they understand that.2. Read Passage B quickly then deal with the exercises concerning with iton pages 42 and 43.3. After that let the students do the story summary. (It’s very important ,Ithink.)4. Dealing with some language points of Passage B.1>. in peace and quiet: calmly, in a peaceful and silent state.e.g. Please let me get on with my work in peace and quiet.at peace: “free from war or quarrel” or “ in a state of quietness”e.g. He is at peace in the dead of the night.The two countries have been friendly and remained at peaceforhundreds of years.2>. My stomach feels upset like it’s full of knots.The expression comes from the idiom “knots in one’s stomach”which means “feeling nervous, tense or physically ill”.upset: adj. Worried ,anxious, physically unwell.e.g. Mrs. Smith was upset when she found out about her husb and’stelling a lie.v. make (someone) worried or physically unwell.e.g. Sandy’s music upset her father.3>. …hearing those tuneless, offensive lyrics repeatedly makes myblood boil.tuneless: without tune; not musical; not tunefule.g. The song is tuneful, but her voice is tuneless.make one’s blood boil: make one angry.e.g. Seeing the driver beating his horse made the kind old man’sblood boil.4>. Different music appeals to different generations.appeal: vi. Please, attract, interest. In this sense, “appeal” is usually followed by “to”.e.g. This music is too old-fashioned to appeal to young people anylonger.5>. I’m distracted .distracted: adj. Unable to focus on something because of being troubled.e.g. He is distracted by the loud music played next door.6>. I suppose they’re expressing their identity.identity: n. who or what a person or thing is.e.g. It’s very bad of one loses his identity.I.D. card: (identification card)7>. I remember defying my parents…defy: vt. rebel against, challengee.g. The child defied his parents and went to the cinema.8>. Anyway, you’re right.anyway: anyhow, regardless of everything.e.g. “Anyway” is more formal than “anyhow”.9>. She and Sandy could still talk things over.talk over: consider (something) in detail (with somebody).e.g. My parents and I have always got along well because they’rewilling to talk over problems.5. Let students skim and skip Passage C and do the exercises after it6. Review the whole unit together with the students before entering thenext unit.。
新视野英语教程第一册电子教案(高职高专)
新视野英语教程第一册电子教案（高职高专）Going to CollegeⅠ Objective ? Topic: Going to College. ? Text: How to Be Cool at College Ⅱ Time Arrangement passage itself.About two periods of class will be used for the analysis and discussion of theⅢ Related InformationIntroduction to the TopicEntering college for the first time is an exciting moment in your life. Thank about why you decided to go to college. You may have several reasons. But, whatever the reasons, use your time wisely to work hard, enjoy meeting new people and prepare you for a bright future.Preview Questions(1) What’s your purpose of going to college? (2) What does going to college mean to you?Ⅳ Emphasized PointsNew Words and Phrases(1) education(2) business (3) extent (4) goal(5) education (6) subject (7) course (8) reason (9) cheat(10) to a large extent (11) change one’s mind(12) make the most of something (13) at land(14) let someone down (15) make up one’s mindⅤ Text ComprehensionAnalysis the text, explain some important sentences: 1. How to Be Cool at College!Meaning: How to make yourself very good and impressive to others at college. cool: adj. very good; impressive; fashionable; trendy < 口> 绝妙的，顶呱呱的You look really cool in that new dress.你穿那件衣服显得很帅。
新视野英语教案
新视野英语教案教案标题：培养学生的跨文化交际能力——《新视野英语》教案教学目标：1. 帮助学生掌握《新视野英语》教材中的语言知识和技能。
2. 培养学生的跨文化交际能力，使其能够在不同语言和文化背景下进行有效的沟通和交流。
3. 提高学生的听、说、读、写能力，培养他们的英语综合运用能力。
教学重点：1. 学习和掌握《新视野英语》教材中的重点词汇、语法和句型。
2. 培养学生的听力和口语表达能力，提高他们的语言交际能力。
3. 引导学生通过阅读和写作来提高他们的阅读和写作能力。
教学难点：1. 帮助学生理解和运用英语中的语言习惯和文化差异。
2. 培养学生的跨文化交际能力，使其能够适应不同的语言和文化环境。
教学方法：1. 情境教学法：通过创设真实的语言环境，帮助学生学习和运用英语。
2. 合作学习法：通过小组合作学习，培养学生的合作精神和团队意识。
3. 任务型教学法：通过设置具体的任务，引导学生运用所学知识解决问题。
教学内容和步骤：1. 导入：通过图片、视频或实物引入新课内容，激发学生的学习兴趣。
2. 语言输入：通过听力、阅读等方式，向学生介绍新课的语言知识和文化背景。
3. 语言输出：通过口语练习、写作等方式，让学生运用所学知识进行语言输出。
4. 合作学习：设计小组活动或角色扮演等任务，让学生在合作中提高语言交际能力。
5. 拓展延伸：引导学生进行自主学习和拓展，提供相关的阅读材料和学习资源。
6. 总结反思：通过讨论、总结和反思，帮助学生巩固所学知识和技能。
教学评估：1. 课堂表现评估：观察学生在课堂上的参与程度、口语表达能力和合作精神。
2. 作业评估：通过批改学生的作业，检查他们对所学知识的理解和掌握程度。
3. 测验评估：定期进行听力、口语、阅读和写作等方面的测验，评估学生的综合能力。
教学资源：1. 《新视野英语》教材及配套教辅材料。
2. 多媒体设备和教学软件，用于展示图片、视频和音频材料。
3. 课外阅读材料和学习资源，用于拓展学生的知识面和提高他们的阅读能力。
新视野商务英语视听说(第二版)(上)教案
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新视野商务英语综合教程1_U2电子教案
教案课程名称：___________________________________ 课时：___________________________________ 班级：___________________________________ 任课教师：___________________________________ 教材：_《新视野商务英语综合教程1（第二版）》_Unit 2 Company StructureUnit Overview (单元概览)By studying this unit, students are expected to:●Learn the common types of company structure;●D escribe a company’s structure;●Know how to write an e-mail to introduce a new colleague.Lead-in (主题导入)●Write the word “function” on the board and ask the students how they understandit.●Divide the students into six groups, each discussing the function of one particulardepartment.●Ask each group to give their report on their discussion. Encourage other groups tomake comments.Reading A (精读课文)Task 1●Ask the students to search for related information before class.●In class, ask the students to work in pairs and share their findings.●Invite some volunteers to report their findings in class. Write down the factors asthey report on the board. A class discussion could generate some interestingideas.Task 2●Pre-teach the words in the task which might be difficult for your students.●Ask the students to read through the text and do the task individually.●Check the answers and ask the students to locate the supporting information inthe text.Task 3●Ask the students to answer the questions with the books closed.●Ask the students to read the text again to check their answers.Activity 1●Ask the students to make a list of the advantages and disadvantages of each typeof structure.●Ask the students to share their opinions in pairs and summarize the features ofeach type of structure.●Encourage the students to summarize with their own words. Try to avoidrepeating or reciting sentences from the text.●Choose several pairs to present their ideas to the class.Activity 2●Divide the students into small groups. Each group is to focus on one particularcompany.●Ask the students to divide the online-searching work among group members, forexample:Student A: a brief introduction of the company;Student B and C: structure of the company and its features;Student D and E: factors that may affect the company’s choice of structure.●Ask each group to prepare the introduction by putting together the information.Each group member should have a role in the introduction.PPT or handouts are preferred for the introduction.Focusing on Grammar●动词后缀●被动语态叙述客观事实Reading B (泛读课文)Listening (听力练习)Task 1●Introduce this task by asking the students what they know about theresponsibilities of the departments in the right column. Some of them have been discussed in Lead-in. This pre-listening exercise helps the students predict the information they will hear.●Make sure that the students can pronounce the names properly.●Ask the students to listen to the recording and try to do the match work.●In the second listening, ask the students to write down the keywords describingthe duties of different departments, e.g. recruiting, training, money, payment, cost analysis, etc.●Check the answers with the class. Ask the students to describe the duties of thefive persons in one or two sentences by referring to their notes.●Ask the students to do oral exercises in pairs in a question-and-answer format. Task 2●Give the students some time to read the chart. They can predict some answersbased on the information they’ve got from previous sections.●Pre-teach some words, e.g. welfare, recruitment, compensation, if necessary.●Play the recording a few times so that the students can get enough information tofill in the blanks. They can discuss and work in pairs.●Draw the students’ attention to the phrases describing the duties and the reportingstructure in the recording, e.g. be in charge of, report to, be responsible for, deal with, etc.●Divide the students into several groups. Ask each group to make a list of themembers of the Class Committee and then describe their duties accordingly by using the phrases they’ve learned.●Encourage the students to summarize the information and make it into a shortpresentation.Task 3●Review the features of a divisional structure with the class before they listen.●Ask the students questions like “Can you list the brands in Household Care Unit?To whom will the new employee report?” This makes their listening more focus-based.●Play the recording twice and ask the students to do the task.Communication Project (商务沟通)●Ask each group to choose one member as the note taker.●Ask the students to exchange ideas within the group and ask the note taker towrite down the ideas of the group members.●Invite two or three note takers to report the results of Step 2.●Each group should draw a chart to illustrate the strength of P&G’s structure.●Ask several groups to show their chart and make an introduction to P&Gstructure.●Note that the students can choose some other companies for introduction insteadof P&G.Writing (商务写作)●Ask the students to read Task 1 and discuss how to arrange the contents in an e-mail.●Ask the students to read Task 2 and discuss in pairs how to put the information inTask 1 in the blanks.Moral Reflections (补充教学资源)Unit Overview不以规矩，不能成方圆。
新视野商务英语视听说上教案
新视野商务英语视听说（上）授课教师：李殿文Unit 1 Job interviewTeaching objectiveAfter completing this lesson, students should know how to deal with an interview, including-- how to prepare for an interview-- the interview procedure-- how to answer questions about personal details,education and work experiencehow to deal with inappropriate questions by the interviewer.Business profileGeneral conduct during an interviewOpening :establishing a friendly atmosphereIntroduce yourselfTalk about weather, traffic ,etc.Talk about yourself as a personDuring :exchanging informationGeneral questionsBe prepared to talk aboutYour personal detailsYour educationYour work experiencePosition related questionsYou will be able to discussReasons for leaving last jobDetails of the job and the companyQualifications and skills make you fit for the requirements of the job Short-term goals and long term goalsClosing : leaving a lasting impressionAsk 1 or 2 questions based on your pre-interview researchArrange a call back to get the resultThank the interviewerSay you enjoyed the interviewTypes of job interviewTelephone screening interviewIn-person screening interviewSelection interviewWork sample interviewPeer group interviewGroup interviewLuncheon interviewStress interviewVideoconference interviewTeaching planPart 1 warm-upOrganizational structure of the companyName of the interviewerDivision/departments that interest youProducts/servicesTraining programsSize of the company-number of employees and turnover How long they have been in businessTypes of clientsGrowth in the past and future potentialJob description and job titleAppearanceDress conservatively: smart, clean and formalDo have clean, neatly styled hairDo have clean hands and trimmed nailsDo carry a portfolio or briefcase with extra copies of your resume Do bring a clean notepad and pen that worksDo wear shoes you can walk easily inDon’t wear torn, soiled, wrinkled clothingDon’t dress casuallyAppearanceDon’t wear a lot of jewelry (men should avoid earrings)Don’t wear a lot of cologne or perfumeDon’t wear sports shoesDon’t eat spicy, offensive smelling foods before the interview Don’t wear sexy clothingDon’t wear cutesy ties (flashing Micke y mouse)Don’t chew gum or smokeDon’t wear a mini-skirtDon’t wear heavy make-upPart 2 Listening practiceTask I and task 2Listen--- finish – readPart 3 language focus AOpeningDuringPersonal questionsEducationWork experienceFollowing-up practiceListen and readPart 4 Video 1 Watch –finish –role play Part 5 language focus BPosition related questions Qualifications and skillsJob fitClosingFollowing-up practicePart 6 Video 2 watch and fillhomeworkDialogue :interviewpg. 12 MP3Unit 2 jobs and responsibilities Teaching objectivesAfter completing this lesson, students should be able to--- describe jobs and responsibilities--- describe their position and responsibilities in a company --- describe a company’s organization--- express likes and dislikes about jobsBusiness profileWant to know about jobs and responsibilities in a company?Senior sales managerFinancial controllerHuman resources managerLogistics managerAccount managerPurchaser/buyerLanguage expansionsJobsResponsibilitiesPositions and the departmentsWorking hours and routinesInterpersonal relationshipCompensationPromotionJob satisfactionTeaching planPart 1 warm upWaiter farmer carpenter photographer electricianChef/cook typist policeman doctor singerPart 2I’m a manager in the human resources departmentWhich company do you work for?I’m mainly in charge of recruitment, that is, the selection, training and development of employeesI haven’t seen for you yearsWhat do you do nowWhat are you working onF T F F F TPart 31.card 1 company: Beijing sanmei factory name: alice wang title:manager of human resources2.card 2 company bill hayes title general manager companybeautify cosmetic corporationpart 41.caroline Clinton--- financial accounts2.lucy white--- data processing3.ada black—management accountspart 5chef editor magazine manage feedbackdefinite flexible office regularC A F E B G DSelf-employed entrepreneurBuyer line supervisorAdvertising executivePublic relations managerHomeworkWriting : imagine your ideal job and describe the responsibilities of it . if needed, you can search information from internet.Unit 3 On the phoneTeaching objectivesAfter completing this lesson, students should be able toAnswer the phoneAsk to be connectedConnect a callerLeave messagesDeal with problems b telephoneBusiness profileThe big 31.be prepared2.don’t give up3.try not to put people on the spotbefore you pick up a phone1.review written material first2.make a list of questions for each encounter3.be clear about what information you need4.establish a system for yourself5.create a notebook or other organizer6.psych yourself to make the call7.make calls when you’re at your best making your calls1.be aware of the pitch of your voice2.be modest3.establish a relationship4.avoid yes or no question5.be empathetic6.make the personal feel like your mentor7.find out his /her schedule8.be polite9.always get the name of the person10.remember we still don’t have videophonestypes of callanswering the phoneintroducing yourselfasking for someoneputting someone on holdthe person wanted is not availabletaking a messageringing offproblemsreasons for callingrequestingteaching planpart 1 warm-upadvance documents schedule distraction pretend interrupting clearly argue polite lengthy misunderstood hearPart 2 listening practiceB E G F D A CSimon Weller is calling from Singapore He has just left for a workshopHalf an hour laterPart 3Part 4F T F TT FPart 51. 875-93682. 305-636-84303. 5312/A124. Bartholomew5. holt &frier6. dinerPart 6A C C CB CHOMEWORKMake a telephone call and telephone messageUnit 4 At a meetingTeaching objectivesAfter completing this lesson, students should be able toUnderstand and use vocabulary related to meetingsIdentify and understand basic aspects of planning a meeting Effectively use communication skills toChair a meetingAsk for and giving opinionsAgree the disagree with an ideaMake suggestionBusiness profileSample board of directors meeting agendaName of agency board meeting agendaMonth day yearLocationPlanned starting time to ending timeSample of minutes of a management meeting Name of organizationMeeting mintues: month day yearTime and locationPresent:ProceedingUseful expressionInterruptingGiving opinionCommenting on other opinionsAgreeing with other opinionsDisagreeing with other opinionsClarifyingRequesting informationAsking for repetitionAsking for clarificationAsking for verificationAsking for contributions of other participantsCorrecting informationKeeping the meeting on timeTeaching planPart 1 work in pairsPart 2List agenda minutes decision collect topic write arrange invite Before a meeting 2 6 8 9During a meeting 4 5 7After a meeting 1 3Purpose argue written agenda chairperson late waitingToo much dealt with decision take notes discussionT T F F TPart 3Conversation 1. eConversation 2 cConversation 3 aConversation 4 bConversation 5 fConversation 6 hPart 4Sharp august should not GregoryPart 5B BHomework1. a laundry2.print and photo service3.translation and interpretation service4. a bookstoreUnit 5 Business TravelTeaching objectivesAfter completing this lesson, student should be able to;---understand and use basic travel-related vocabulary---understand procedures related to checking-in, clearing customs and checks at the airport---effectively use communication skills to:Enquire about flightsReserve airplane ticketEnquire about facilities and services in a hotelBook a hotel roomRequest services in a hotelBusiness profileMaking enquiries about flights, luggage, and check-in times Booking airline ticketsChecking in at the airportGoing through customsMaking a reservation in a hotelChecking in at a hotelChecking outTeaching planPart 1a f g j ebc od hpart 2g a e b d f h I j l n r q p o k cin a taxi at a hotel on an airplane at customs in a booking office reserve a room check for rather fullticket and passport boarding passport tagsroom service plain blackdeclare subject to belongingscheck out comes to receiptpart 3seats c and d row 12two20 kilos gate 7 nowPart 4F t f f f f t tPart 5From January 15th to 18thNo there isn’tBy credit cardHe is booking a small conference roomHe is asking for a wake-up call for tomorrow morningApproximately 8 hoursThe price for a single room with garden view is us 150, and that for a similar room with rear view 125HomeworkUnit 6 company presentationsTeaching objectivesAfter completing this lesson, students should be able toUnderstand and use basic vocabulary for introductions and presentations Identify the structure of a company presentationEffectively use communication skills toTalk about a company profileAnswer general questions about a companyGive a brief self-introductionGive a short business presentationBusiness profileOrganization of the informationDelivery of the informationUse of languageAudienceParticipationTypes of companyCompany corporationFirmEnterpriseTownship enterpriseState-own enterprisePrivately-owned enterpriseWholly owned foreign enterpriseForeign capital enterpriseSino-foreign joint ventureMultinational corporationGroup corporationLimited corporationParent companySubsidiary affiliate companyPartnershipShare holding companyListed quoted companyCooperationIndustrial corporationConsulting corporationTeaching planPart one warm-upPart 2Products leading global first connecting London carAddress audience PR department information china 2 5 minutes Largest first china 1977 california42000 11 billion 1989Part 3Internal presentation A D F G I LExternal presentation B C E H J KPart 4A c d e f gPart 5COpenHomeworkUnit 7 product presentationsTeaching objectivesAfter completing this lesson, students should be able toUnderstand and use basic vocabulary to describe products and make presentationsIdentify the structure of a product presentationsEffectively use communication skills toDescribe a productCompare the features of productsAsk for information about productsMake a short presentationBusiness profileCreating a product objectiveDifferent depending upon the target audience and the presentation should be adjusted accordingly.An important part of selling a product to prospective customers.Points to considerObjectiveTarget audienceTarget presenterOutlineIntroductionPositioningProduct descriptionExamples successClosing argumentWhen you are the presenterPractice your presentationOther helpful hintsUse gesturesUse an expressive voiceAlways standsUse highlights or color or chartsUse controversyUse metaphors to help with visualizationLanguage expansionGiving general information about a product Describing the quality and performance Describing the styleDescribing the craftsmanship and workmanshipTeaching planPart 1 warm-upPart 2 listening practiceMegabyte ounce pound kilogram inchCentimeter hour year month footLower better more good longer shorterPart 3B414 small black design easy 12 48 5Part 5C b cHomeworkUnit 8 receiving visitorsTeaching objectivesAfter completing this lesson, students should be able toUnderstand the procedures when receiving business visitors Effectively use communication skills toReceive business visitors who have an appointmentReceive business visitors who do not have an appointmentMeet visitors at the airportParticipate in small talk about travel ,weather or accommodationBusiness profileReceptionistThe workMost organizations employ receptionists. For example hotels, factories, hospitals, school. Etc.Skills and interestsBe outgoing and confidentHave a smart appearanceHave good communication skillsBe able to stay calm under the pressureBe courteous, but firmBe efficient and well organizedBe able to work on your ownHave basic computer skillsBe able to use office equipmentBe interested in the work of the organizationLanguage expansionReceiving visitors at the officeAsking for names identification of the visitorsAsking the purpose of the visitAsking the visitor to waitAsking the visitor for informationGiving the visitor informationApologizing for having kept the visitor waitingExpressing regret then someone is not present Meeting guests at the airportTaking guests to their hotelSmall talk topicSeeing offTeaching planPart 1 openPart 2C f a I b h d e j gA BCE BD AC CD BDF F F T F TPart 3Make an appointment in the middle ofBy name in touch withMake suggestions out of the questionE G A C L D HK J B M I/N F N/IPart 4F T F T T TPart 5F F F F FF T F T FHomeworkUnit 9 business dinnerTeaching objectivesAfter completing this lesson, students should be able to Understand and use basic dinner-related vocabularyEffectively use some communication skills toInvite business associates to dinnerOrder western foodOrder Chinese foodComment on foodPropose a toast during a dinnerBusiness profileBasic table mannersManners in every country are different. What is polite in China may not be polite in the United States. These basic rules will help you enjoy western food with your American friends.Always put the napkin on your lap first. Before you leave the table, fold your napkin and put it beside your plate.As the meal is served, use the silverware farthest from the plate first. When eating something in a bowl, do not leave the spoon in the bowl. Put it on the plate beneath the bowl. Soup, as well as all American food is eaten quietly. Do not slurp the soup. The soup spoon is used by moving the spoon away from you. Do not over fill the spoon. The bowl may be tipped slightly away from you to allow the last bit of soup to be collected on the spoon. Do not pick the bowl up to hold it closer to your mouth. When you have finished your meal, place your knife and fork side by side on the plate. This signals that you have finished eating.Wait until everyone has been served to begin eating. Everyone begins to eat at the same time. The host or hostess may invite you to start eating before everyone is served. Some foods may be cold if you are required to wait until everyone is served. If invited to begin before others are served, wait until three or four people have been served before starting to eat.While eating, remember not to talk with your mouth full of food.During the meal, the host or hostess will offer you a second helping of food. Sometimes they will ask you to help yourself. When they offer you food, give a direct answer. If you refuse the first time, they might not ask you again.At the table, ask others to pass you dishes that are out of your reach. Good phrases to know are: “Please pass the ____” or “Could you hand me the ____, please?” If asked to pass the sal t to someone, you should pass both the salt and pepper which are placed on the table together. Hand the salt and pepper to the person seated next to you. Do not reach over the person next to you to pass anything to others.Sit up straight at the table. Bring the food up to your mouth. Do not lean down to your plate.Cut large pieces of meat, potatoes and vegetables into bite size pieces. Eat the pieces one at a time.When eating spaghetti, wind the noodles up on your fork. You may use your spoon to assist in winding the noodle on your fork. The spaghetti on your fork should be eaten in one bite. It is very impolite to eat half your noodles andallow the other half to fall back on your plate.Some foods may be eaten with your fingers. If you are not sure if it is proper to eat something by picking it up with your fingers watch what others do before doing so yourself. Examples of foods which can be eaten with your fingers include: bacon which has been cooked until it is very crisp; bread should be broken rather than cut with a knife; cookies; sandwiches; and small fruits and berries on the stem. Most fast foods are intended to be eaten with your fingers.Do not lean on your arm or elbow while eating. You may rest your hand and wrist on the edge of the table.In America, people do not use toothpicks at the table.Some of the rules mentioned here may be somewhat relaxed in informal settings.The best way to learn good manners is to watch others. Observe the way your western friends eat. This is the best way to avoid making mistakes when you are unsure of what to doLanguage expansionMaking an invitationProposing a toastSetting the billReserving or finding a table for dinnerExplaining the menuRecommending food and drinkTaking ordersCommenting on dishesDinner talksTeaching planPart 1White radish celery garlic potato cabbage capsicumTomato cauliflower broccoliPart 2B e f a d cPart 3B d h e a c g fPart 4T f f t fT f f f f homeworkUnit 10 company performanceTeaching objectivesAfter completing this lesson , students should be able toUnderstanding and use basic vocabulary to describe company results and graphsIdentify the speed and degree of changes in business graphsEffectively use communication skills toDescribe company performanceDescribe graphs and trendsBusiness profilewant to know about company performanceannual reportdescriptionformat of annual reportschairman statementbalance sheetswhat is a balance sheet used forAn Annual report is a comprehensive report on a company's activities throughout the preceding year. Annual reports are intended to give shareholders and other interested people information about the company's activities and financial performance. Most jurisdictions require companies to prepare and disclose annual reports, and many require the annual report to befiled at the company's registry. Companies listed on a stock exchange are also required to report at more frequent intervals (depending upon the rules of the stock exchange involved).Typically annual reports will include:Chairman's reportCEO's reportAuditor's report on corporate governanceMission statementCorporate governance statement of complianceStatement of directors' responsibilitiesInvitation to the company's AGMas well as financial statements including:Auditor's report on the financial statementsBalance sheetStatement of retained earningsIncome statementCash flow statementNotes to the financial statementsAccounting policiesOther information deemed relevant to stakeholders may be included, such as a report on operations for manufacturing firms or corporate social responsibility reports for companies with environmentally- or socially-sensitiveoperations. In the case of larger companies, it is usually a sleek, colorful, high gloss publication.Teaching planPart 1Bar chart line graph pie chart area chartPart 2C a e d bBPart 32004second more than 37% price2005more increased 48 millionpart 4c d a f b ehomework。
新视野商务英语视听说(上)：第四版教学课件U4
Collect Write Invite
list min(4) (5) (7) (1) (3)
agenda decision
topic Arrange
Script
Task 2 1. You will hear some business people talking about things that can go wrong at meetings. Complete the sentences and tick three items that you consider the top causes of meeting ineffectiveness and then state your reasons.
Script
Conversation 3 A: Let’s see, we’ll begin with my boss opening the meeting. He can remind everyone about the report and letter. Then we should have the Accountant report on the cheques that have been written. Following that, we’ll ask the Purchasing Manager to review the purchasing procedure. I’m sure my boss and Tony will have some questions then, so next we’ll have questions. Then, we can go on to a discussion. Finally, hopefully, we’ll make a decision and close the meeting. There, that should do it! Conversation 4 A: Hello! Why don’t you sit here? Would you like a cup of coffee or tea? C: Thanks! Coffee, please. A: Good afternoon, Tony. Here’s a seat for you. B: Is everyone here yet? A: No, not quite. The Accountant has still to come. Boss, here’s your coffee. B: Thanks. I want to get started on time. A: Yes, I know. I’m sure we will.
新视野英语教程第一册电子教案(高职高专)
Going to CollegeT opic: Going to College.T ext: How to Be Cool at CollegeAbout two periods of class will be used for the analysis and discussion of the passage itself.Ⅲ Related InformationIntroduction to the TopicEntering college for the first time is an exciting moment in your life. Thank about why you decided to go to college. You may have several reasons. But, whatever the reasons, use your time wisely to work hard, enjoy meeting new people and prepare you for a bright future.Preview Questions(1) What’s your purpose of going to college?(2) What does going to college mean to you?Ⅳ Emphasized PointsN ew Words and Phrases(1) education(2) business(3) extent(4) goal(5) education(6) subject(7) course(8) reason(9) cheat(10) to a large extent(11) change one’s mind(12) make the most of something(13) at land(14) let someone down(15) make up one’s mindⅤ Text ComprehensionAnalysis the text, explain some important sentences:1. How to Be Cool at College!Meaning: How to make yourself very good and impressive to others at college.cool: adj. very good; impressive; fashionable; trendy< 口> 绝妙的，顶呱呱的You look really cool in that new dress.你穿那件衣服显得很帅。
新视野商务英语(上)unit1 Customers
2
FORM
Direct questions: present simple tense 直接疑问句：一般现在时 We form direct questions with the auxiliary do. 由助动词do构成直接疑问句。 e.g. Where do you shop?
！BUT we do not use the auxiliary do with the
When the learners finish learning this unit, they should be able to
providing information on customers and
service collecting information on customers and service.
商务英语 Unit 1 Customers
教材：新视野商务英语（上）
Unit 1 Customers
Objectives
Key vocabulary Lead-in
Language focus
Skills
Business communication
Homework
Objectives
Lead-in
Read the text produced by three different companies and answer the questions. 1. What does each company offer the customer? 2. What other examples of good customer care can you think of?
2. shopper(购物者)：when people go out to
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《新视野商务英语（上）》课程教案教研室：系部：教务处：Unit 1 CustomersObjectivesWhen the learners finish learning this unit, they should be able to ∙providing information on customers and service∙collecting information on customers and service.Language focusDirect and indirect formsPronunciation : weak and strong formSkillsWriting: capital lettersReading: kwit-Fit advertisementListening: customer serviceBusiness CommunicationMaking offersKey VocabularyCustomers goods services repeat business customer loyalty code of practice customer care serviceLead-in1.what does each company offer the customer?2.what other examples of good customers care can you think of?Words and expression:In person : by themselvesHampers: n. packing-case or basket with a lid ,esp one used for sending food. Balance: capitalOptional: which may be chosen or not as one wishes; not compulsoryAssembly: mass come togetherLanguage FocusSentences and clauses①Direct and indirect questions直接疑问句和间接疑问句UseWe usually use direct questions to get information.通常用直接疑问句来获得信息How much does it cost?Does the company have a code of practice?We use indirect questions to ask ‘difficult’or personal questions or when we want to be polite.间接疑问句通常提出“难”问题或私人问题，或者表示礼貌Could you tell me what qualifications you have?Can you tell me where I go to a refund?FORMDirect questions: present simple tense直接疑问句：一般现在时We form direct questions with the auxiliary do.由助动词do构成直接疑问句。
Where do you shop?BUT we do not use the auxiliary do with the verb to be.但助动词to be 不用助动词doWhere is the customer service desk?Wh-/How questions特殊疑问句Question words auxiliary verb subject verb疑问句助动词主语动词How much does it cost?With be 带动词be的特殊疑问句Question words verb subject疑问词助动词主语How much is it?Yes/No questions一般疑问句Aux subject verb助动词主语动词Do I/you/we/you/they work?Does he/she/it work?With be 带动词be的一般疑问句To be subject主语Am I/you/we/you/they OK?Is he/she/it OK?Indirect questions: present simple tense间接疑问句：一般现在时Wh-/how questions特殊疑问句Polite introduction question word(s) subject verb表示礼貌疑问词主语动词Could you tell me how much it costs?With to be带动词的特殊疑问句Polite introduction question word(s) subject verb表示礼貌疑问词主语动词Could you tell me how much it is?Yes/No questions一般疑问句Polite intro if subject verb表示礼貌 if主语动词Could you tell me if I/you/we/you/they work?Could you tell me if he/she/it works?In indirect Yes/No questions we use if.在间接疑问句的一般形式中使用if。
ReadingPuncture: small hole made by sth. Sharp sep. one made accidently in a pneumatic tyre 补胎Premises: statement on which reasoning is based.Valve: (sort 0f ) mechanical device for controlling the flow of air, liquid or gas into or through a tube, pipe etc, by opening or closing a passage. 气门Exhaust: ( outlet, in an engine or machine, for) steam, vapour etc that has done its work exhaust pipe 排气管Homework and checklist for Unit 11.What does customer loyalty mean?2.Give two examples of good customer care.3.what does British Airways offer its customer?《新视野商务英语（上）》课程教案教研室：系部：教务处：Unit 2 companiesObjectivesWhen the learners finish learning this unit, they should be able to providing information on companies and productscollecting information on companies and productsWarming up:You are quite often to be asked to introduce your company. What to say? How to say? That is what we are going to practice in Unit 2.However, let’s try to work out what would be important information?Discuss.Language FocusPresent simple and present continuousPronunciation: third person singular sentence stressSkillsWriting: avoiding repetitionReading: FT Graduate Training ProgramListening: four major companiesBusiness communicationPresenting informationKey VocabularyBuying, selling, marketing and production, information technology, telecommunications, film and carManufacture, multinationals, operate, parent or holding company, subsidiariesMultinational: companies which operate in a number of countriesSubsidiaries: branchesIn aspects: in all kinds ofMake sure that the companies are known by the students.Diamler-Benz (奔驰)，Siemens (西门子), Brother (兄弟)，Toyota (丰田)， Fiat (菲亚特),Gucci (古琦), Levi Strauss (李维斯)，Microsoft (微软).2. Discuss : What do they do?Diamler-Benz (奔驰)， a German car manufacturerSiemens (西门子),a German manufacturer of electronics and electronic appliances, Brother (兄弟)，a Japanese car manufacturer,Toyota (丰田)，a Japanese car manufacturer,Fiat (菲亚特), an Italian car manufacturer,Gucci (古琦), an Italian garment and fashion maker ,Levi Strauss (李维斯)，a famous Jeans maker in the USA,Microsoft (微软), a programming group in the USA.3. Match the company to the city where its headquarters are.Suggested answer: Diamler-Benz ——Stuttgart ,Siemens—— Munich, Brother——Nagoya （名古屋），Toyota——NagoyaFiat —— Turin,Gucci ——Milan,Levi Strauss——San Francisco,Software _ SeattleLanguage FocusDue to : because ofIntegral: wholePharmaceutical: of medicinal drugGrammar:Irregular present simple一般现在时的不规则形式Those verbs are irregular must be remembered动词不规则动词：Have: he/she/it hasDo: he/she/it doesPresent continuous现在进行时USE1 We use the present continuous to talk about;Things which are happening at the time of speaking.现在进行时用来表示说话时正在发生的事情I’m trying to call Geoff Peters.He isn’t working today.What are you doing?2 Things which are happening around the time of speaking. 说话前后正在发生的事情The company is developing a new drug against asthma.The company isn’t recruiting at the moment.What are they planning to do?Some verbs are not usually used in it the continuous form. 有些动词一般不用进行时hear see smell tastelike dislike hate love want wish hopebelieve feel(=think) forget know mean rememberthink(= have an opinion) understandcontain have(=own)owe own possessThese are stative verbs; they describe states or senses. 这些动词是状态动词，用于表示状态或感觉。