新职业英语视听说教程2Unit 1课件
(最新整理)新职业英语基础篇第二版第二册Unit 1.ppt
You go through the reception room to the hallway. The first room on your left is the multifunction meeting room. Mike is having a meeting there. Keep going straight along the hallway till you get to the end of it. Jack is working in the last staff office on your left.
ReadTeixtng A
A-3
3 But the truth is that there are many more cons of relying on workplace fashion trends than there are pros. For instance, workplace fashion trends do not always distinguish between jobs and careers. If you work at a trendy coffee shop or retail store, chances are that the dress code would be casual clothing. However, if you work at a law office or an insurance company, you may be required to dress more professionally. Unfortunately, many workplace fashion trends are designed for the working population in general, not specific careers. This is where you can run into trouble if you are not careful.
外研社2023新职业英语视听说教程1_课件Unit 2
Listening 1-Task 2
Ⅰ Warming-up
Discuss with your partner and work out the names and functions of the following objects.
cabinets
used for storing folders
→
alphabetical
→
numerical
→
geographical
→
political
Watching 1-Task 1
Ⅰ Warming-up
Match different parts of a fax machine with their names by putting the correct letter on each blank.
ceremony n. 典礼，仪式；礼节
All the local clergy attended the ceremony. 当地所有的牧师出 席了仪式。 enter into 开始，参与 I enter into partnership with him to do export business. 我与 他合伙做出口生意。 or so 大约 They raised two hundred pounds or so for charity. 他们筹得 了大约200磅的善款。
Listening 1-Task 2
Ⅲ Intensive Listening
Script
Listen to the conversation again and answer the following questions.
1. What did Bill ask Alice to do? To look for some files for him.
新职业英语第二册Unit1ppt课件
5
Writing
6
Mini-project
7
Language Lab
78
ELnantegrutaignemLeanbt
职业综合
英语 2 Unit 1 Workplace
War m-1
Task 1 Work in pairs. Look at the following office layout. Discuss with your partner and identify the marked rooms.
职业综合
英语 2 Unit 1 Workplace
ReadTeixtng A
A-3
3 But the truth is that there are many more cons of relying on workplace fashion trends than there are pros. For instance, workplace fashion trends do not always distinguish between jobs and careers. If you work at a trendy coffee shop or retail store, chances are that the dress code would be casual clothing. However, if you work at a law office or an insurance company, you may be required to dress more professionally. Unfortunately, many workplace fashion trends are designed for the working population in general, not specific careers. This is where you can run into trouble if you are not careful.
新职业英语2视听说教程unit1-4课文内容
Unit 1Unit objectives: students are introduced to the vocational skills covered in this unit and get a general idea of the typical working situations in the workplace.Procedures:Step 1: Elicit typical workplace situations from students.Step 2: ask students to read unit objectives to get a clearer idea.Step 3: remind students to bear the objectives in mind while studying.Step 4: explain new words or expressions if necessary.ListeningTask 1Objective: students learn how to ask for leave and how to grant leave.Procedures:Step 1: students get prepared for the conversation of asking for leave by finishing warming-up. Step 2: students listen to the conversation extensively to get a global understanding. Check students’ comprehension by finishing extensive listening.Step 3: students listen to the conversation intensively to get a detailed understanding. Check students’ comprehension by finishing intensive listening.Step 4: students review expressions concerning asking for leave in language summary.Script:(Frank, a sales representative in the Sales & Marketing Department, comes to his manager, Bill Smith’s office, to ask for sick leave)Bill: Good morning, Frank. You look pale. What’s the matter?Frank: Mr. Smith, I think it’s not a good time to ask for some time off as we’re up to our eyeballs, but I really have to. I’ve got a terrible headache.Bill: have you caught a cold?Frank: No. But recently I’ve been feeling really stressed and I’ve not been sleeping well.Bill: perhaps you need to slow down a bit.Frank: That’s the reason why I’ve come to ask for leave. And on top of it all, my mother had a heart attack yesterday. She’s in hospital.Bill: I’m really sorry to hear that.Frank: I really need some personal time to spend with my mother. Could I have a week off?Bill: That’s going to be difficult as we’re so understaffed at the moment…But Frank, family comes first, so take some time off. All I ask is: could you please submit a detailed progress report before you go?Frank: Yes, of course. I can get that done this afternoon. By this way, Lisa has offered to do some work on my project while I’m away. And I’ll get back as soon as possible.Bill: Good, thanks for that. Give my best wishes to your mother. I hope she gets better soon. Frank: thank you.Key:1.warming upfatigue concentration trouble muscle trouble headaches stomach problems restless sleep3.intensive listeningC B BTask 2 Team CooperationObjective: students can talk about team building and cooperation in the workplace. Procedures:Step 1: students get prepared for the conversation of asking for leave by finishing warming-up. Step 2: students listen to the conversation extensively to get a global understanding. Check students’ comprehension by finishing extensive watching.Step 3: students listen to the conversation intensively to get a detailed understanding. Check students’ comprehension by finishing intensive watching.Script:(Bill goes to the project team to encourage them and to see if he can offer some help)Bill: I’ve heard that some team members have been complaining.Jenny: It’s because we’ve been under great pressure recently.John: Our marketing plan was turned down again yesterday. I feel very frustrated.Bill: Well, frustration is not terrible. What’s terrible is to expect failure.John: What makes me despair is that Frank is not here. If he were here, we’d probably have managed to work out effective marketing strategies that would have been accepted.Bill: Well, Lisa can help you. She’s taken over Frank’s work and will work with you on the strategy.Lisa: I will do my best to help. In my opinion, if the work is difficult, it’s better to use all the strengths of the team. We can bring all our abilities and wisdom into full play.John: Yeah, well, that sounds right. Maybe I have to learn to manage myself better. I have to realize the importance of cooperation.Bill: Cooperation is most important for us all. Well, is there anything else I can do for your team, Jenny?Jenny: No. Thanks. We’ll probably encounter some more difficulties, but together we can get through them and achieve our goals.Bill: Wonderful. I’m happy to see that you have self-confidence and the spirit of cooperation. Jenny: Thanks very much.Key:2. extensive watchingJohn has taken Frank’s place to help the team work on the marketing strategiesLisa feels disappointed because of experiencing difficulties in the work again3.intensive watchinga. False …some team members have been complainingb. True If he were here, we’d probably have managed to work out effectively marketingstrategies…c. False Maybe I have to manage myself better.Task 3 SpeakingObjective: This part aims at guiding students to practice the skills they’ve learned in listening and watching. Students achieve communication skills in asking for leave, building mutualtrust and team cooperation.Procedures:Step 1: explain the task and lead students through the sentence given.Step 2: put students into pairs and ask them to think of as many expressions or sentences as possible about asking for and granting leave of absence.Step 3: ask students to take turns to read aloud the sentences. Circulate to provide help if necessary.Step 4: call on volunteers or selected pairs to make a presentation to the class.Sample:…have a week off work…my father had a stroke due to high blood pressure.…take a half-day off…I need to go for a health checkup.Unit 2Unit objectives: students are introduced to the vocational skills covered in this unit and get a general idea of the typical situations encountered when preparing for and havingmeetings.Procedures:Step 1: elicit typical working situations for preparing for and having meetings from students. Step 2: ask students to read unit objectives to get a clearer idea.Step 3: remind students to bear the objectives in mind while studying.Step 4: explain new words or expressions if necessary.Task 1 Reason for a MeetingObjective: students can give reasons for or against having a meeting.Procedures:Step 1: students get prepared for the conversation concerning reasons for a meeting by finishing warming up.Step 2: students listen to the conversation extensively to get a global understanding. Check students’ comprehension by finishing extensive listening.Step 3: students listen to the conversation intensively to get a detailed understanding. Check students’ comprehension by finishing intensive listening.Step 4: students review expressions for future plans and intentions in language summary. Script:(In the CEO’s office, Bruce is talking to Bill about the sales for the first half of this year.) Bruce: Bill, I’ve been reading the sales report you gave me the other day. I see our sales have been decreasing since the last quarter. What’s happened?Bill: That’s what I want to talk to you about. There are lots of reasons, but primarily, wee think it’s because we don’t have enough new products to meet market demands.Bruce: That can’t be right. We’ve a lot of new products.Bill: Still not enough. According to our research, the market is changing much faster than we expected. So are our competitors.Bruce: Then I think we need to have a meeting to discuss the problem and work out whatmeasures to take.Bill: That would be great.Bruce: I’ll ask the Production and the R & D Departments to join the meetings as well. And I need you to contact all the sales representatives and ask them to attend the meeting.Bill: No problem. When do you want to have it?Bruce: How about next week? You contact all the sales representatives and set a time. Next week I’m available every day except Monday and Wednesday.Bill: OK, I’ll let you know when we set the time and I’ll copy you in on the agenda.Key:1.Warming up.Like You can exchange ideas and opinions during meetings.Dislike Meetings can be time-consuming.Sometimes people might discuss things that they don’t care about.2.extensive listeninga. False I see our sales have been decreasing since the last quarter. What’s happened?b. False Then I think we need to have a meeting to discuss the problem and work out whatmeasures to take.3. Intensive listeningB A BTask 2 watchingObjective: students learn how to take meeting minutes.Procedures:Step 1: students get prepared for the video clip about minutes taking by finishing warming up. Step 2: students watch the video clip extensively to get a global understanding. Check students’comprehension by finishing extensive watching.Step 3: students listen to the conversation intensively to get a detailed understanding. Check students’ comprehension by finishing intensive watching.Step 4: students review the usage of model verbs in language summary.Script:(Lisa is talking with Eric. She wants to seek some advice from Eric on taking Minutes.)Lisa: Hi, Eric, how’s it going?Eric: Just a bit busy. We have a meeting next Monday, so I’ve got a lot of preparation to do. Lisa: Oh, the regular meeting? I need to take minutes for an important meeting next Thursday. But to be honest, I’m not really good at it. Would you please give me some tips?Eric: I’d be happy to. Look, here are some meeting minutes.Lisa: Wow, they look good. They’re very well organized and laid out and the contents seem very logical.Eric: Thank you. To take good minutes, you really need to concentrate. Of course, you must be accurate as well. Make sure you have the name of the company and the meeting, thedate, time, and venue correct and the names of all the people present. Make a note ofthe exact time that the meeting is opened and closed and who is in the chair.Lisa: is that all?Eric: No. That’s the easy part.Lisa: Then what else should I do?Eric: During the meeting you have to take notes of all the topics discussed, the main points made by each speaker and any decisions made. Then after the meeting, you must type upyour notes and circulate them to everyone who attended the meeting.Lisa: But the problem is I can’t take down everything everyone says during the meeting.Eric: You don’t have write down every word. You just make a not of the main points about each topic, such as the business transacted, the resolutions passed and the decisions reachedat a meeting.Lisa: Oh, I see. Thank you very much!Eric: Don’t mention it. Good luck!Key:1.warming upa.Minutes: the record of a meetingb.Agenda: the items to be discussed at a formal meetingc.Schedule: timetable for a project or a program2.extensive watchinga.False …I’m not really good at it. Would you please give me some tips?b.False Then after the meeting, you must type up your notes and circulate them to everyonewho attended the meeting.3.intensive watchinga. concentrateb. accuratec. the name of the companyd. opened and closede. take notes off. decisionsg. type upTask 3 SpeakingObjective: This part aims at guiding students to practice the skills they’ve learned in Listening & Watching. The task is designed to help students achieve communication skills in typical situations related to business meetings.Procedures:Step 1: explain the task and give students time to look through the uncompleted conversation. Step 2: put students into pairs to complete the conversation. Circulate to provide help if necessary. Step 3. call on volunteers or selected pairs to role-play the conversation to the class.Key: 1. B 2. C 3.A 4. DUnit 3Unit objectives: students are introduced to the vocational skills covered in this unit and get a general idea of the typical working situations concerned with business travel. Procedures:Step 1: elicit typical working situations for preparing for and having meetings from students. Step 2: ask students to read unit objectives to get a clearer idea.Step 3: remind students to bear the objectives in mind while studying.Step 4: explain new words or expressions if necessary.Task 1 Listening Booking a TicketObjective: students learn how to book a ticket for a business trip.Procedures:Step 1: students get prepared for the conversation concerning booking a ticket by finishingwarming up.Step 2: students listen to the conversation extensively to get a global understanding. Check students’ comprehension by finishing extensive listening.Step 3: students listen to the conversation intensively to get a detailed understanding. Check students’ comprehension by finishing intensive listening.Step 4: students review expressions concerning booking tickets in language summary.Script:(Jessica is calling an agent to book a ticket for Bruce Anderson)Agent: Green Travels. May I help you?Jessica: I’d like to book an air-ticket to Taipei, please.Agent: when do you plan to leave?Jessica: On next Monday, August 29th.Agent: We have several flights available that day: 13: 10 with EV A Airways, 16: 00 with Hainan Airlines, and 16: 55 on China Airlines.Jessica: I think 13:10 suits the schedule best.Agent: how do you want to fly, business or economy?Jessica: Economy, please.Agent: May I have the passenger’s name?Jessica: Bruce Anderson.Agent: Let me confirm your reservation: Mr. Bruce Anderson on EVA Airways, Flight Number BR708, leaving at 13:10, August 29th.Jessica: Yes, that’s correct. How do I get the ticket?Agent: Either you come to our office or we deliver it to your address.Jessica: Please send it to me. I’m at TAF; that’s 46 Revolutionary Road. Tell the courier to ask for Jessica at reception. I will pay cash on delivery. Thank you!Agent: You’re welcome. It’ll be delivered this afternoon.Jessica: Thank you. Goodbye.Key:1.warming upa.seven thirty; half past sevenb.nine fifteen; a quarter past ninec.eleven forty five; a quarter to twelved.one fifty eight2.extensive listeninga. False book an air ticketb. False Please send it to me.Task 2 Watching Airport Check-inObjective: students learn how to check in at airport.Procedures:Step 1: students get prepared for the video clip about airport check-in by finishing warming up. Step 2: students watch the video clip extensively to get a global understanding. Check students’comprehension by finishing extensive watching.Step 3: students listen to the conversation intensively to get a detailed understanding. Check students’ comprehension by finishing intensive watching.Step 4: students review expressions concerning airport check-in in language summary.Script:(Bruce Anderson is checking in at the airport.)Staff A: May I have your ticket and passport, Sir?Bruce: Certainly. Here you are.Staff A: Thanks. Would you care for a window seat or an aisle seat?Bruce: It doesn’t matter, Either will do.Staff A: OK. Mr. Anderson, your seat is in Row 9, Seat A.Bruce: Thank you.Staff A: Do you have any luggage to check in?Bruce: Yes, I have one bag to check in and I have a small carry-on case. What’s the luggage allowance?Staff A: 20 kilos per passenger. Your bag is only 9 kilos, well under the allowed weight.Bruce: Thanks.Staff A: Here’s your boarding card, Sir. Your flight is boarding at Gate 6. Departure is over there and Security is just beyond.Bruce: Alright. Thank you.…Staff B: Sir, please walk through the scanner.Bruce: OK.(The alarm light turns red and when Bruce walks through the scanner.)Staff B: Excuse me, can you stand here and put your arms out? (Frisking…) What’s in your pocket?Bruce: A cigarette lighter.Staff B: I’m sorry, Sir. But lighters are not allowed on the plane.Bruce: Oh bother. I’ll leave it behind.Staff B: Thank you, Sir. Could you please open your bag? What’s this liquid?(Taking a bottle of liquid out of the suitcase)Bruce: It’s syrup for my sore throat. Not allowed either?Staff B: It’s OK. It’s less than 100ml so you can take it on board. Thank you for your cooperation. Key:1.warming- upa.knife, daggerb.rifle, handgunc.hammer, screwdriverd.gasoline, ethanol2.extensive watchinga. False well under the allowed weightb. False But lighters are not allowed on the plane.3. intensive watchinga. Cb. Bc. Cd. B4. language summarya. 行李托运b. 随身携带的小提箱c. 免费携带行李限额d. 登机牌e. 带上飞机Task 3 SpeakingObjective: This part aims at guiding students to practice the skills they’ve learned in Listening & Watching. The task is designed to help students achieve free communication skills in organizing a schedule, booking a ticket, checking in at the airport and meeting a client.Procedures:Step 1: explain the task and lead students to go through the given schedule.Step 2: have students work in pairs to describe the schedule. Encourage them to make sentences that vary in structure. Circulate to provide help if necessary.Step 3: call on volunteers or selected pairs to read aloud to the class and ask other students to comment or improve.Sample:1.I will have a full schedule on September 14th.2.I will have a meeting with the production team at 9: 30 in the morning.3.At 11:45 a.m., I will have a lunch appointment with Mr. Smith, a designer fromUTO Advertising.4.In the afternoon, I will visit a supplier’s workshop at 3:00.5.At half past four, I will pick up Mary (Tim’s daughter) after her piano lesson. Unit 4Unit objectives: students are introduced to the vocational skills covered in this unit and get a general idea of the typical working situations concerning money in the workplace. Procedures:Step 1: Elicit typical workplace situations from students.Step 2: ask students to read unit objectives to get a clearer idea.Step 3: remind students to bear the objectives in mind while studying.Step 4: explain new words or expressions if necessary.Task 1 listening Travel Expense PolicyObjective: students can understand a typical corporate travel expense policy.Procedures:Step 1: students get prepared for the conversation of the travel expense by finishing warming up. Step 2: students listen to the conversation extensively to get a global understanding. Check students’ comprehension by finishing extensive listening.Step 3: students listen to the conversation intensively to get a detailed understanding. Check students’ comprehension by finishing intensive listening.Step 4: students review expressions concerning a company’s reimbursement in language summary. Script:(Jenny will go to Chicago on business. Now she’s going to the Finance Department to ask her colleague, Ada, about the company’s travel expense policy.)Jenny: Excuse me. I’m Jenny from the Sales & Marketing Department.Ada: Good morning. What can I do for you?Jenny: I’m going away on business next month, and I want to know about our policy on travel expenses.Ada: OK. Well, cash cannot be drawn in advance for business travel, so you have to pay out of your own pocket.Jenny: So when I get back, how will the company reimburse my expenses?Ada: You have to save all the receipts from your trip and then attach them to your expenses claim form in order for them to be reimbursed. If there’s no receipt, the company can’t make a reimbursement.Jenny: I see. What about the maximum daily allowance?Ada: That depends on where you go. According to company policy, it’s $40 per day for business trips abroad, and 140RMB for any domestic travel.Jenny: OK. Er…I’m going to Chicago. Do I need to have a credit card with me?Ada: It would be better to have one. It’ll be more convenient but it needs to be an international credit card, of course.Jenny: Do I also have to take cash, US dollars then?Ada: Sure. Usually people use cash for cheaper items and sometimes cards are not accepted, so you have to pay them in cash.Jenny: Thank you very much.Ada: You’re welcome.Key:1.warming-upa.Methods of payment (Can you use a credit card? If not, will you pay out of your ownpocket, or can you request a cash in advance?)b.Reimbursable expenses (Typically these are transportation, mileage, meals, andaccommodation. You’ll probably have a certain amount you can spend on meals each day, for example.)c.Non-reimbursable expenses (For example, most companies will pay for meals, but notalcoholic beverages.)d.Documentation (Know what documentation you’ll need to accompany your expensesreport paperwork.)e.Claim deadlines (How soon must you submit your paperwork to get reimbursed?)2.extensive listeninga.False …I want to know about our policy on travel expenses.b.True It would be better to have one. Sure, …so you may have to pay in cash.3.intensive listeninga. Cb. Ac. BTask 2 Watching Applying for a Credit CardObjective: students learn how to apply for a credit card.Procedures:Step 1: students get prepared for the video clip about applying for a credit card by finishing warming up.Step 2: students watch the video clip extensively to get a global understanding. Check students’comprehension by finishing extensive watching.Step 3: students listen to the conversation intensively to get a detailed understanding. Check students’ comprehension by finishing intensive watching.Step 4: students review expressions concerning the usage of credit cards in language summary. Script:(In the bank)Jenny: Hello! I want to apply for a credit card.Clerk: we have several kinds of cards: Peony EMV Standard Credit Card, Peony RMB Credit Card and Peony Dual Currency Credit Card. Which one would you like?Jenny: Er…, well, I’m traveling abroad next month, so I guess I need an international card. Clerk: OK, what about applying for a Peony Dual Currency Credit Card? It can be used at home and abroad. And it can be settled in both RMB or US dollars.Jenny: That suits me. How can I buy goods and services with the Peony Dual Currency Credit Card?Clerk: You can use it at any store with a VISA or MasterCard logo and withdraw local currency from ATMs displaying the Cirrus logo.Jenny: I see. How do I apply for it?Clerk: Please fill out this Application Form. Could you show me your ID card please?Jenny: Yes. Here you are… (While filling in the form) Should I choose a gold card or a classic card? What’s the difference between them?Clerk: Well, with a gold card you can get a credit limit up to 50,000 yuan, but it’s only 20,000 yuan for a classic card.Jenny: I see. (Finishing filling the form) Here you are. When will I get my card?Clerk: We’ll mail you the card within 10 working days.Jenny: Thanks a lot.Clerk: My pleasure.Key:1.warming-upYou may refer to Business Notes for information about VISA and MasterCard.Unionpay: As the bankcard association in China, UnionPay operates an inter-banktransaction settlement system through which the connection and switch between bankingsystems and the inter-bank, cross-region and cross-border usages of bankcards issued byassociate banks could be realized.2.extensive watchinga. False …I need an international cardb. False Yes. Here you are… We’ll mail you the card within…3. intensive watchinga. RMB; US dollarsb. VISA; MasterCardc. credit limitd. 10Task 3 SpeakingObjective: This part aims at guiding students to practice the skills they’ve learned in Listening & Watching. The task is designed to help students achieve communicative competence in handling their business travel expenses..Procedures:Step 1: explain the task and lead students to look through the uncompleted conversation.Step 2: have students work in pairs to complete the conversation. Circulate to provide help ifnecessary.Step 3: call on volunteers or selected pairs to read aloud to role-play the conversation to the class. Sample:A: Good morning, John. I’m traveling on business next week. I’ve heard our company has a new policy on travel expenses?B: Yes, we have introduced/started/drawn up a new policy on travel expenses?A: What is it?B: First thing first, cash cannot be drawn in advance for business travel.A; So, I have to pay out of my own pocket?B: Yes. When you get back, the company will reimburse your expenses.A: What about the daily allowance for the trip, then?B: $50 per day for business trips abroad and 150 RMB for domestic travel.A: Thank you very much.B: You’re welcome.。
新职业英语2-unit课件
Communication barriers
Cross-cultural communication can be hindered by language barriers, cultural differences in communication styles, and lack of knowledge about cultural taboos or norms.
VS
了解所学专业的基本知识和行业发展 趋势，提高英语应用能力和跨文化交 际能力。
感谢您的观看
THANKS
Giving gifts is a common practice in Western culture, often accompanied by a card expressing the giver's sentiment.
Body language
Different types of body language are used in the West to communicate messages, such as shaking hands upon greeting or kissing on the cheek as a sign of affection.
The education system in China emphasizes rote learning and strict discipline, while the Western education system places more emphasis on critical thinking, creativity, and self-expression.
Unit 2
新标准高职商务英语：视听说教程 第2册 Unit 1 PPT课件
Leading in: 2C | 2D | 2E
Listening Strategy
Getting Started
Actual Communication
Punctuality is vital when doing business in China. Late arrivals are seen as an insult.
Leading in
Listening Strategy
Getting Started
Actual Communication
2A 2B 2C 2D 2E 2F
Culture Focus
Listening Strategy
Getting Started
Actual Communication
Video Episodes
Business Etiquette Guideline in Making Appointments
New Words
1. What is the main information provided by the first speaker?
The speaker is giving the details of the company’s annual picnic.
2. What is the second speaker mainly talking about?
Video Episodes
Dialogue 5 M: Could I schedule a time to meet with Mr. East? W: His schedule is open all day Monday. M: Okay. Monday morning at 9:00.
新职业英语2-unit课件
文化背景：介绍与本单元主题相关的文化背景知识，如 职场礼仪、沟通技巧等。
Unit 2：跨文化交际
介绍跨文化交际的概念和重要性
探讨跨文化交际中的有效沟通技巧 和方法
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分析跨文化交际中的常见问题和挑 战
总结跨文化交际在当今社会中的广 泛应用和价值
教学重点与难点
未来教学计划：展望未来教学方向与目标
制定明确的教学目标和计划 注重培养学生的实际应用能力 引入新的教学方法和手段 加强与学生的沟通和互动 定期评估和调整教学计划
汇报人：PPT
教学目标
掌握新职业英语2的基本词汇和语法知识 提高英语听、说、读、写能力 培养跨文化交流意识和能力 培养自主学习和合作学习能力
教学内容
课程目标：培养学 生容：包括 听、说、读、写 四个方面
教学方法：采用线 上线下相结合的方 式，注重实践和应 用
教学评价：通过考 试、作业、课堂表 现等多方面进行综 合评价
• 继续深入了解新职业英语的教学内容和教学方法，不断提高自己的教学水平。 • 注重学生的反馈和需求，不断改进和完善自己的教学方法和手段。 • 加强与同事的交流和合作，共同提高新职业英语的教学质量。
改进措施：针对不足之处提出改进方案
针对学生英语水平参差不齐的情况，可以采取分层教学的方法，根据学生的实际水平调整教 学内容和难度。
Unit 1：职业英语应用
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单元概述：介绍本单元的主题和目标，即掌握职业英语 的应用。
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语言知识：介绍本单元涉及的重要词汇、短语和句型， 以及相关的语法知识。
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实践活动：设计一些与本单元内容相关的实践活动，如 角色扮演、小组讨论等，以提高学生的语言应用能力。
新职业英语视听说教程2Unit 1课件 PPT
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UNIT 2 Business Meeting
Listening
12
Watching Speaking
12
1
2
Supplementary Material
Further Watching Further Listening Fun Time
Lead-in
Watch the video“A Serious Business Meeting” and talk about what you know about from the video.
新职业英语2Unit1ppt课件
职业综合
英语 2 Unit 1 Workplace
ReadTeixtng A
A-3
3 But the truth is that there are many more cons of relying on workplace fashion trends than there are pros. For instance, workplace fashion trends do not always distinguish between jobs and careers. If you work at a trendy coffee shop or retail store, chances are that the dress code would be casual clothing. However, if you work at a law office or an insurance company, you may be required to dress more professionally. Unfortunately, many workplace fashion trends are designed for the working population in general, not specific careers. This is where you can run into trouble if you are not careful.
A-
ReaT6dranis-ng A
6 到底要不要将职场最时髦的潮流带入衣 柜，这个决定得自己做，但在做出决定前请 考虑考虑上面提到的问题。
职业综合
英语 2 Unit 1 Workplace
新职业英语视听说教程2Unit 1(课堂PPT)
13
Listening 1
UNIT 1
Workplace
TASK 1- Asking for Leave
4. Language Summary
Read aloud the following sentences about asking for leave, paying special attention to the italicized parts.
2. Which of the following is true about Frank’s mother? ☐ A. She works in a hospital. ☐ B. She is in hospital because of a heart attack. ☐ C. She has spent a week with Frank since she was ill.
the workplace. • Learn some workplace vocabulary.
Skills • how to ask for leave and how to grant leave. • how to deal with work-related stress and its effects. • how to build a team. • deal with inappropriate talks or rumors in the workplace. • give a job self-evaluation.
Workplace
Listen to the conversation again and tick (√) the correct answer to each question. Script
新职业英语视听说教程2Unit 1课件
• I really need some personal time to spend with my mother. Could I have a week off ?
精品PPT
Listening 1
1. His headache 2. His stress
3. His bad sleep 4. His heart disease
5. His sick mother
精品PPT
Listening 1
TASK 1- Asking for Leave
3. Intensive Listening
UNIT 1
5. be up to one’s eyeballs (in sth.) 忙于；埋头于 He is up to his eyeballs in preparing his final exam. 他正忙于准备期末考试。
6. slow down（尤指在紧张工作后）（使）放松；（使）生活轻松 You will need to slow down for a while. 你需要放松一段时间。
4. 2. tip n. 建议；末端 5. Could you give me some tips? 6. 你能给我点建议么？
7. 3. chill v.（使）冷却 8. Chill the fruit salad until serving time. 9. 把水果色拉冰镇一下，吃的时候再拿出来。
• give a job self-evaluation.
精品PPT
Outline
• Part 1- Listening 1 2
高等教育__新职业英语_职业综合英语2_Unit_1 PPT
Unit 1
ENGLISH FOR CAREERS
Unit 1
Workplace
1
Warming-up
2
Reading A
3
Reading B
4 istening & Speaking
5
Writing
6
Mini-project
7
Language Lab
78
ELnantegrutaignemLeanbt
Sample:
You go through the reception room to the hallway. The first room on your left is the multifunction meeting room. Mike is having a meeting there. Keep going straight along the hallway till you get to the end of it. Jack is working in the last staff office on your left.
manager’s office
2
• meeting room
• staff office
7
• multifunction
meeting room
• hallway
• reception room
War m-2
Task 2 Look at the above office layout again. Mary is at the company gate. Please tell her how to find Mike and Jack in the office.
新职业英语基础篇第二版第二册Unit-1ppt课件
1 4
5 3
1. washroom
6
2. department
ng room
4. staff office 7
5. multifunction
meeting room
6. hallway
7. reception room
War m-2
Task 2 Look at the above office layout again. Mary is at the company gate. Please tell her how to find Mike and Jack in the office.
ReadRngeiaAdni g A
Text Task 1 Task 2 Task 3 Business Know-how
ReadTAe-1xitng A
Workplace Fashion Trends
1 Each day, many people are looking for trends in workplace clothing, so that they can “fit in” with the fashionable or welldressed crowd. They believe that dressing in the latest fashion trends may give them the reputation of being fashionable and trendy. While it is more than possible to do this, you need to display caution.
新职业英语
Unit 1
1
Warming-up
《 新职业英语视听说教程(第二版)1》教学课件Unit 2
folder n. 文件夹；纸夹 The folder was sandwiched between the two bulging files in the drawer. 这个文件夹被挤在抽屉里的两个鼓鼓的文件夹里了。
Back (to office)
Listening 1-Task 1
Ⅳ Language Summary
Review the following sentences, paying special attention to the italicized parts concerning uncertainty.
☐ A. In an office. ☐ B. In a department store. ☐ C. In a conference room. 2. What are they talking about? ☐ A. Some files on Jack Black. ☐ B. Company names. ☐ C. The filing system.
2. Why did Bill need the document?
Because Mr. Anderson needs those files before his meeting with Jack Black.
3. How does the company organize its files?
administrative a. 行政的；管理的
Her duties are purely administrative. 她的职责纯粹是行政方面的。
外研社2023新职业英语视听说教程1_课件Unit 1
Period 4: Watching 2 → Speaking 2 (Task 3-4)
After Class Unit File + Supplementary Listening + Project
Learning Focus
Knowledge: To build up the vocabulary about company; To learn about a company description, a company structure, a job
Listen to the conversation again and tick (√) the correct answer to each question. Script
1. What are Nova’s products famous for?
☐ A. Price and design. ☐ B. Price and quality.
Listening 1-Task 1
1. Warming-up Fill in the blanks with relevant information.
Business _d_r_in_k_s_____________ Headquarters _A_t_la_n__ta_,_U_S__A_______
1. Benjamin Yang comes to the job fair to recruit new staff.
False Here is my résumé. I’d appreciate it if you could arrange me ______________________________________________________ _a_n_i_n_te_r_v_ie_w_.____________________________________________ 2. Anna Brooks is introducing Nova to Benjamin Yang.
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Question: What’s your ideal workplace?
Please try to think deeper.
Listening 1
UNIT 1
Workplace
TASK 1- Asking for Leave
1. Warming-up Do you often feel stressed before an exam? Work in pairs and brainstorm as many signs or symptoms of stress as you can.
Listening 1
UNIT 1
Workplace
TASK 1- Asking for Leave
2. Extensive Listening
Script
Frank goes to Bill to ask for sick leave. Listen to the conversation and tick (√) the reasons Frank puts forward in their talk.
the workplace. • Learn some workplace vocabulary.
Skills • how to ask for leave and how to grant leave. • how to deal with work-related stress and its effects. • how to build a team. • deal with inappropriate talks or rumors in the workplace. • give a job self-evaluation.
Outline
• Part 1- Listening 1 2
UNIT 1
Workplace
• Part 2- Watching 1 2
• Part 3- Speaking 1 2
Part 4- Supplementary Material
Further Watching
Lead-in
There are a lot of pressure in work. A comfortable workplace can help us relieve our stress.
6. slow down（尤指在紧张工作后）（使）放松；（使）生活轻松 You will need to slow down for a while. 你需要放松一段时间。
7. on top of 除⋯⋯之外；在⋯⋯上面 On top of the heavy rain, landslide is also very dangerous. 除了暴雨，泥石流也很危险。
2. stressed a. 焦虑的 Work out what situations or people make you feel stressed and avoid them. 弄清是什么状况或什么人让你焦虑不安，然后避开他们。
3. understaffed a. 人员不足的 Many institutions are understaffed and underequipped. 许多机构人手不够，设备也不足。
•_fa_t_ig_u_e_________ •_m_u_s_c_le__te_n_s_io_n___ •_re_s_t_le_s_s_s_le_e_p____ •_s_to_m_a_c_h_p_r_o_b_le_m_s_ •_h_e_ad_a_c_h_e_s______ •_c_o_n_ce_n_t_ra_t_io_n_t_ro_u_b_l_e___
Listening 1
UNIT 1
Workplace
TASK 1
New Words & Expressions
1. eyeball n. 眼球 In the network there are always some matters that let you gaze and attract your eyeball. 网络上总有些事让你注目，吸引你的眼球。
Let me show you some pictures of a remarkable workplace
well known by the world—Google.
Lead-in
Lead-in
In Google, people work together. Teamwork can be found anywhere and women can have the same opportunity as men.
↓
Period 4: Watching 2 → Speaking 2 (Task 3-4)
• After Class • Unit File + Supplementary Listening + Project
Learning Focus
Knowledge • Get a general idea of the typical working situations in
UNIT 1
Workplace
Teaching Plan
• In Class • Period 1: Listening 1 → Speaking 1 (Task 1-2)
↓
Period 2: Watching 1 → Speaking 1 (Task 3-4)
↓
Period 3: Listening 2 → Speaking 2 (Task 1-2)
Listening 1
Hale Waihona Puke UNIT 1Workplace
TASK 1
New Words & Expressions
4. submit v. 提交；呈递 They submitted their reports to the Chancellor yesterday. 他们昨天向财政大臣递交了报告。
5. be up to one’s eyeballs (in sth.) 忙于；埋头于 He is up to his eyeballs in preparing his final exam. 他正忙于准备期末考试。