体验商务英语第二册Unit 10 conflict教学内容
商务英语翻译第二版电子教案第10单元
商务英语翻译第二版电子教案第10单元第二版电子教案第10单元的商务英语翻译教学目标：1.学习与电子商务相关的词汇和短语。
2.就电子商务的规模和发展进行讨论。
3.学习电子商务的优点和缺点。
4.就电子商务对传统实体店的影响进行讨论。
5.学习电子商务的各种业务模式，并与实例进行配对。
6.分析电子商务在不同行业中的应用。
7.学习关于网络安全和消费者保护的词汇和短语。
8.就电子商务的未来趋势进行探讨。
教学准备：1. 教材：商务英语教程（第二版）Unit 10。
2.展示材料：PPT，课件，实例图片等。
3.板书：重点词汇和短语。
教学流程：Step 1：导入1.向学生介绍电子商务的定义，即利用电子通信和数字技术进行商务操作。
2.引入问题：你认为电子商务在现代社会里扮演着怎样的角色？请谈谈你的观点。
Step 2：词汇和短语讲解2.解释这些词汇和短语的意义和用法，并与学生一起进行口头练习。
Step 3：电子商务的规模和发展1.展示有关电子商务的统计数据和数字（例如全球电子商务销售额等）。
2. 讨论电子商务的不同形式和业务模式，例如B2B（Business-to-Business），B2C（Business-to-Consumer）等。
Step 4：电子商务的优点和缺点1.分组讨论：请学生分成小组，讨论电子商务的优点和缺点，并对其进行总结。
2.各组派一名代表汇报他们的讨论结果。
Step 5：电子商务对传统实体店的影响1.讨论电子商务对传统实体店的影响，例如线上销售对线下零售商的冲击。
2.请学生提供实际例子，并分析其影响。
Step 6：电子商务的业务模式和应用1. 展示电子商务的各种业务模式，如C2C（Consumer-to-Consumer），dropshipping，affiliate marketing等。
2.将这些业务模式与实例进行配对，让学生理解它们的应用场景。
Step 7：电子商务在不同行业中的应用1.引导学生探讨电子商务在不同行业中的应用，如零售业，旅游业，金融业等。
英语基础模块第二册Unit10教案
英语基础模块二Unit10教案Salesperson WantedWe’re looking for an experienced salesperson. If you’re interested, please call us at 010-********, or visit our website: www.sports& for more information. You should:1. have at least one year of work experience in this field;2. be able to speak putonghua and basic English;3. have good communication skills;4. be able to work under pressure;5. be honest and responsible;6. be able to work well with others.Step4 Reading Practice (2)Dear Sir/Madam,I’m writing to apply for the position of secretary in your company. I major in secretarial skills, and I will graduate from a vocational school in July this year.I have studied Chinese, English, computer science and other subjects. I can use office software skillfully. Last year, I worked as a part-time office assistant for a company.I’m an open and responsible person. Though I’m young and still lack work experience, I believe I can learn new things quickly.Please contact me at 63201567 or email me at liuxin@.Thank you.Read again and fill.Step 5 Reading Practice (3)A successful interview includes the following things. First, shake hands with the interviewers to create a good impression. You have to appear to be confident. Make eye contact with the interviewers and thank them for inviting you.Second, make a brief and clear self-introduction, which is very important. Remember not to say too much about yourself as most of your information is already in your resume. Just highlight the important things or things you。
高教版基础英语第二册教案——Unit 10 Public Transport
Unit 10 Public TransportThe First PeriodTeaching aims:1.To talk about how to ask the way.2.To be able to describe the relationship between people and public transport.3.Master the important phrases.Key points:To learn what are associated with public transport.Difficult points:Excuse me, could you tell me how to get to …?You can take either…or…Which one should I take?Teaching Methods:1.Listening and saying2.Pair work and group workTeaching aids:Tape recorderProcedures:Step 1 Greetings and Lead-inGreet the whole class.Ask Ss to do Warm-up.1.Encourage Ss to think about as much transport as possible and help them to matchthe pictures with the related terms.2.Introduce more fashionable public transport to Ss.3.Check the Warm-up with the whole class.Step 2 Listening 11.Learn the new words of this part.Notes:subway n.<美> 地铁e.g: Taking the subway is often faster than taking the bus.Could you tell me where the subway station is?2. Ask Ss to look at the pictures, and then prepare doing listening.3. Play the tape. Ask Ss to do the match.4.Play the tape again, and then check the answers with the whole class.Script of listening:1.Mary goes to Xi’an by train.2.Mike goes to the city library by bus.3.Mr and Mrs Smith will go to Beijing by plane.4.Mrs Smith and Mrs Brown will go shopping by subway.5.Maria will go to Dalian by ship.Step 3 Dialogue 11.Explain some important words and useful sentences. Encourage Ss to make somesentences.2.Explain the important phrases and divide the students into 3 groups to discuss andcomplete the dialogue with the words given below.3.Play the tape and ask Ss to read after it, and then ask Ss to play the dialogue.4.Let Ss to guess where the dialogue takes place and the relation between them.Ask Ss to talk about their own experience about going out.5.Remember the following important phrases:Excuse me,could you tell me how to get to …?You can take either…or…Which one should I take?Step 4 Role Play 11.Practise the important phrases and words.2.Ask Ss to practise the dialogue as Dialogue 1. Ask some Ss to play the dialogue infront of the class.3.Ask Ss to practise more about this pattern.Step 5 Homework1.Make a dialogue in pairs with the knowledge learnt today.2.Copy the new words three times.3.Recite the dialogue 1.The Second PeriodTeaching aims:1.To learn the influence between different transport.2.To complete the dialogue with the words given in the box.3.To master some words and phrases.Key points:How to talk about taking the train.Which platform should I go to?The train will arrive in…By the wayTeaching Methods:1. Listening and saying2.Pair work and group workTeaching aids:Tape recorderProcedures:Step 1 Greetings and Lead-inGreet the whole class.Review the important phrases learned last period.Step 2 Listening 21.Learn the new words of this part.Notes:exit n. 出口attendant n 服务员platform n. (车站)月台; 讲台escalator n. <美> 电动扶梯,自动扶梯by the way 顺便提一下2.Play the tape, and ask Ss to do the match.3.Play the tape again, and then check the answers with the whole class.Script of listening:The shortest way from my home to my office is by subway. Take the 2nd line to Great Street and then change to Central lice. From there it’s three stops to Bank and my office is opposite the exit to Bank station.Step 3 Dialogue 21.Encourage Ss to name the transport they’ve learnt.2.Explain some important words and useful sentences. Encourage Ss to make somesentences.3.Play the tape and Ss read after it. Then ask some Ss to play the dialogue.4.Remember the following important phrases:Which platform should I go to?The train will arrive in…By the wayStep 4 Role Play 21.Practise the important phrases and words.2.Ask Ss to practise the dialogue as Dialogue 2.3.Master how to talk about the preference on transport.Step 5 Homework1.Make a dialogue in pairs with the knowledge learnt today.2.Copy the new words three times.3.Recite the dialogue.The Third Period Teaching aims:1.To learn about the demands of taking the plane.2.To learn to describe how to take the plane.3.To master some words and phrases.Key points:Talk about the demands of taking the plane.Difficult points:Where can I check in for Flight…?Would you like to check in now?Any carry-on luggage?Teaching Methods:1.Listening and saying2.Pair work and group workTeaching aids:Tape recorderProcedures:Step 1 Greetings and Lead-inGreet the whole class.Review the important phrases learned last period.Step 2 Listening 31.Learn the new words of this part.Notes:announcement n. 宣告; 发表upside n. 上面; 上部upright adj. & n. 垂直(的)fasten v. 扎牢,系belt n. 带子;地带lock v. 锁;锁上luggage n. 行李passport n. 护照check in 登记,报到check luggage 托运行李carry-on luggage 随身的行李2.Ask Ss to look at the pictures, and ask them to guess what they are going to listen.3.Play the tape, and ask Ss to match the answers.4.Play the tape again, and then check the answers with the whole class.Script of Listening 3Ladies and gentlemen,we are now approaching Los Angeles International Airport. The local time is 7:00 am .Please fasten your seat belts, put your seat in the upright position, and return your table to its locked position.Thanks.Step 3 Dialogue 31.Explain some important words and useful sentences. Encourage Ss to make somesentences.2.Have the students work in groups and fill in the blanks with the words given.3.Play the tape and Ss read after it. Then ask some Ss to play the dialogue.4.Teach Ss how to describe taking the plane.5.Remember the following important phrases:Where can I check in for Flight…?Would you like to check in now?Any carry-on luggage?Step 4 Role Play 31.Explain the important words and phrases, and then practise them.2.Ask Ss to practise the dialogue as Dialogue3.3.Ask Ss to make a dialogue to talk about what the transport they choose and thedemands of taking the ones.Step 5 Homework1.Make a dialogue in pairs with the knowledge learnt today.2.Copy the new words three times.3.Recite the dialogue .The Fourth PeriodTeaching aims:英语教学的目的是培养学生运用语言进行交际的能力，为用而学，在用中学，学了就用。
商务英语综合教程第二册Unit 10 Electronic Commerce_OK
➢Electronic Funds Transfer EFT 电子资金转帐
➢supply chain management 供应连锁管理
➢Electronic Data Interchange (EDI) 电子数据交换(EDI) EDI，是两个 组织之间结构化商业数据(如订单、发票和货运通知单等)的电子交 换，通常在供应商和客户之间发生。例如，EDI可以基于记录级使 用户能用自己的计算机向供应商的计算机发出货物订单。
• Business-to-Business (B2B)
• Business-to-Consumer (B2C)
• Business-to-Employee (B2E)
• Business-to-Government (B2G) (also known as
Business to Administration or B2A)
Unit 10 Electronic Commerce
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Warm-up Activities
Background Information
Text Analysis
Extended Activities
Writing
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Warm-up Activities
• I. Pair works • What do you know about Online shopping? Have you ever tried it? Talk about it with your partne
time and unnecessary formal
ities. That's why e-commerc
e is preferable to traditional
新概念英语第二册第十课教案[共五篇]
![新概念英语第二册第十课教案[共五篇]](https://img.taocdn.com/s3/m/9e81d407ae45b307e87101f69e3143323868f541.png)
新概念英语第二册第十课教案[共五篇]第一篇：新概念英语第二册第十课教案Lesson 10 Not for jazz1.jazz: 爵士乐Jazz has never really turned me on.我从未对爵士乐真正产生过兴趣。
Does jazz hold any appeal for you? 你对爵士乐有兴趣吗？I'm really getting into jazz these days.近来我喜爱上爵士乐了。
She's potty about jazz.她迷上了爵士音乐。
I don't dig modern jazz.我不喜欢现代爵士乐。
I was surprised to see him at the jazz club;I always thought of him as a rather staid old gentleman.我在爵士舞俱乐部见到他时很感意外, 我还一直以为他是个挺古板的绅士呢。
2.musical:(1)音乐的The mother found that her son had a musical talent.母亲发现儿子有音乐天赋。
They are preparing for the presentation of a new musical.他们正准备上演新的歌舞喜剧。
Since he can play many musical instruments, he may well be called a man of accomplishments.他能演奏许多乐器，当然称得上是个多才多艺的人。
The bagpipe is a sweet musical instrument.风笛是一种听起来很悦耳的乐器。
(2)音乐似的, 和谐的;悦耳的a musical speaking voice 悦耳的说话声A musical bell softly sounded somewhere in the passageway.走廊的某处响起轻柔悦耳的铃声。
体验商务英语(第二版)课件第2册案例unit 10 Dialogue practice
A: Mr. Johnson. Can I have a word with you?B: Oh, Bill. Sure. Come in, please. What is it?A: The workers said that the company had stopped subsidizing the drinks and meals in the company restaurant and had thus resulted in a 50% price increase. The workers are not very happy about it. We want the company to resume the subsidies immediately.B: Look, Bill. You’ve got to understand that the company is having a hard time right now. We have to reduce the costs, or the staff’s salaries will be affected.A: But, according to the contract we signed when we started working here, the subsidized restaurant is part of the terms and conditions of work. I don’t think the workers can accept that. B: I know that, Bill. But things are changing. It is just for the benefits of the company. We have made careful investigations before we make the decision. As far as I know, our staff restaurant is still offering good value for money. In spite of the cuts in subsidies, prices in our restaurant are still similar to those in other companies in the area.A: But I think that the management should have fully consulted the workers before getting the price increase into effect.B: Perhaps this is what we have neglected. Look, Bill. I’ll report what we have just discussed to the Board of Directors and get back to you as soon as possible. Is that all right?A: All right. Thank you, Mr. Johnson. See you.B: See you. Bill.。
体验商务英语综合教程2 教案
外语系教案第次课学时：授课时间：第周Context: Unit 1Title: IntroductionsThe tone of a business relationship can be set by an initial introduction. It is important to make a good impression right from the first handshake. When meeting businesspeople for the first time, is it better to be formal or informal? If in doubt, advise students to adopt a more formal approach. Here are some points to remember when making business introductions in English-speaking Western countries:a.Introduce businesspeople in order of professional rank –the person of highestauthority is introduced to others in the group in descending order, depending on their professional position.b.When possible, stand up when introductions are being made.c.If clients are present, they should be introduced first.d.The same and title of the person being introduced is followed by the name and titleof the other person.PROCEDURESLesson 1Starting upSs listen to four businesspeople and match the speakers to their business cards. Vocabulary 1: Job titlesSs list word as job titles or departments. Then Ss talk about their jobs or studies. Vocabulary 2: NationalitiesSs match countries and nationalities.Reading: Describing peopleThis reading section can be completed in two parts. Ss can start preparatory work on the article about Phil Knight, the founder and CEO of Nike, and complete Exercise A. Lesson 2Reading: Describing peopleSs complete more detailed comprehension questions about Phil Knight (Exercise B and C). Language focus 1: to beSs are introduced to positive and negative forms of the verb to be.Language focus 2: a/an with jobs; wh- questionsSs look at the use of a/an before vowels and consonants and are introduced to what, who and where question words.Lesson 3Listening: Talking about yourselfSs listen to three people talking about their jobs.Skills: Introducing yourself and othersSs listen to three conversations where people introduce themselves and others. They then practice introductions.Lesson 4Case study: Aloha in HawaiiSs find out information about people at a conference.WritingSs write an e-mail about two people from the conference.第次课学时：授课时间：第周Context: Unit 2Title:Work and leisureIt has never been easy to balance work and leisure. During the late twentieth century the concept of a job for life was largely replaced by the short-term contracts favored by the enterprise culture. Some found themselves with too much free time n their hands when company restructures led to redundancies. Others saw leisure time shrink and working hours increase in exchange for greater financial rewards. The British TUC estimates that, despite European Union legislation, 4 million people in the UK work more than 48 hours per week and 1 in 25 work over 60 hours. It is thought that managers and professional staff work the longest hours.PROCEDURESLesson 1Starting upSs listen to four people talking about what they want from work and make word partnerships.Vocabulary 1: Days, months, datesSs practice days, months and dates and use the prepositions in, at and on with time phrases.Lesson 2Reading: Describing your routineSs read an article about the working day of Michael Dell, Chairman of Dell computers. Language focus 1: Present simpleSs look at the present simple to talk about habits and work routines.Vocabulary 2: Leisure activitiesSs use leisure activities, verbs and time phrases to talk about leisure time.Lesson 3Language focus 2: Adverbs and expressions of frequencySs complete exercises using adverbs and expressions of frequency and listen to three people talking about their typical day.Skills: Talking about work and leisureSs match questions and answers about work and leisure and then listen to a conversation about what Tim does at the weekend. Afterwards they talk about their own work and leisure activities.Lesson 4Case study: Independent Film CompanySs role play an interview between Human Resources and unhappy employees of a film company.WritingSs use the information from the case study to list the working conditions they want to change.第次课学时：授课时间：第周Context: Unit 3Title:ProblemsProblems are a fact of life. So problem-solving is an essential life skill both at home and in the office. Many pressurized managers in the modern business world may benefit from training in conflict resolution to resolve disagreements. It is wise to deal with sensitive matters face-to-face. Irate e-mails and memos often contain sentiments we would modify if speaking to the person directly. Social psychologist Albert Merabian says that words account for seven percent of communication, tone 38 percent and body language 55 percent. These elements are particularly useful in understanding and resolving potential conflict situation but can be lost in cyber communication. PROCEDURESLesson 1Starting upSs match sentences and problems and listen to five phone calls to identify the product and the problem.Vocabulary: AdjectivesSs look at the adjectives and their opposites and use too and enough.Lesson 2Reading: Dealing with problems at workFour people answer the question: ‘What are the biggest problems facing your company?’Language focus 1: Present simple: negatives and questionsSs match questions and answers, make negative sentences and practice the question forms in a role play.Lesson 3Language focus 2: have gotSs look at the use of have got, haven’t got and Have you got? To talk about possession. Skills: Telephoning: solving problemsSs listen to four phone calls where people talk about problems. Then they role play a phone conversation talking about problems with a product.Lesson 4Case study: Blue HorizonGuests of a holiday company compare their holiday apartments with the holiday brochure and complain to a representative of the company.WritingSs listen to a voice mail and write a telephone message for the manager of Blue Horizon. 第次课学时：授课时间：第周Context: Unit 4Title:TravelAround 1400 BC Polynesians paddled across the open ocean in canoes, serching for new trading partners, and the age of business travel began. The modern businessperson is more likely to choose flying as the quickest way of getting from A to B. Although safer than canoe, this can still pose hazards. Frequent fliers are likely to encounter a number of hurdles that can lead to increased stress levels. First, you have to acturally get on the plane. Most airlines overbook to minimise seat wastage and no-shows. This means that if all the passengers who actually booked seats turn up, there could be a shortage of place. If there are not enough volunteers to give up their seats, then you may find yourself bumped – denied boarding and put on a later flight.PROCEDURESLesson 1Starting upSs talk about things they like and don't like when travelling on business. Vocabulary: Travel detailsSs practise the alphabet and numbers 1-100 and match verbs and travel phrases. Listening: Listening for informationSs listen and answer questions about travel information.Lesson 2Language focus 1: can/ can’tSs put a dialogue into the correct order and then listen to check. Then Ss role play a conversation using can/ can’t.Reading: Business hotelsSs read about facilities in The Tower Hotel.Lesson 3Language focus 2: there is/ there areSs complete sentences using ther is/ there are and carry out a role play about a new job abroad.Skills: Making bookings and checking arrangmentsSs listen and answer questions about booking a hotel room before role playing a similar situation.Lesson 4Case study: Pacific HotelA hotel manager and assistant manager allocate rooms to twelve guests at a small hotel. WritingSs write a fax to one of the guests confirming arrangements.第次课学时：授课时间：第周Context: Unit 5Title:Food and entertainmentFood can communicate complex messages about status, nationally and identity. The fashion for eating out in restaurant was adopted by the upper classes during the French revolution. Most English words relating to eating out are adopted from the French (hotel, café, menu, chef, etc.) including restaurant, which was originally from the French verb meaning ‘to store’. Later, the migrations of the twentieth century proved fertile ground for mingling cuisines and a knowledge of the vast variety on offer is viewed as a mark of modern cosmopolitan taste.PROCEDURESLesson 1Starting upSs talk about the kind of food they like and match dishes and countries. Vocabulary: Eating outSs look at food groups and different parts of a menu.Reading: TippingThis reading section can be completed in two parts. Ss match jobs with places where people work. Then Ss talk about what services they tip before completing a table about which countries tip most often (Exercises A-C).Lesson 2Reading: TippingSs read an article about factors that encourage people to tip and answer comprehension questions (Exercises D-E).Language focus 1: some/anySs correct mistakes using some and any and underline the correct words in a dialogue. Listening: Ordering a mealSs listen to what a man and a woman order in a restaurant.Lesson 3Language focus 2: Countable and uncountable nounsSs identify countable nouns and complete exercises using a lot of, many or much. Skills: EntertainingSs look at language for entertaining visitors in a restaurant and listen and respond to a waiter’s questions.Lesson 4Case study: Which restaurant?Three colleagues decide which restaurants to choose to entertain three important customers.WritingSs write an e-mail inviting a customer to dinner and giving details about the restaurant. 第次课学时：授课时间：第周Context: Unit 6Title:SalesThings have come a long way since the days when peddlers went from door to door selling wares from a pack. Now advertisements pop up as text messages. Goods can be ordered by mall order. We can compare prices, get quotes, check if an item is in stock and place an order without moving away from our computer screen. In some ways the methods o buying and selling have undergone a revolution and in others little has changed since the early 1900s when keywords in sales were service and relationships. A modern sales force uses a mixture of tried and tested techniques and new technology to increase sales. The foundation of modern sales techniques was developed in the 1950s and includes gaining the client’s interest, building desire by showing product features or giving samples, increasing conviction by comparing the product with competitors or using statistics to highlight benefits and, finally, closing the deal.PROCEDURESLesson 1Starting upSs listen to three people talk about where and when they buy products. Vocabulary 1: Buying and sellingSs complete a sales leaflet for a computer company and listen to a conversation between a buyer and seller.Lesson 2Reading: Thirsty for success?Ss read a job advertisement for a sales representative in a soft drinks company. Language focus 1: Past simpleSs complete a sales report using the past simple.Vocabulary 2: Buying and sellingSs complete a leaflet for a car hire company.Lesson 3Listening: SellingKevin Warren, the Vice President, Sales and Marketing, of Coca-Cola Enterprises, gives some advice to salespeople.Language focus 2: Past time referencesSs are introduced to expressions that refer to the past, such as ago, last (week), for, on, from… to, in and during.Skills: Presenting a productSs listen to a salesperson presenting a product at a trade fair. Then they role play being the buyer and seller at a trade fair.Lesson 4Case study: Link-up LtdA company sells mobile phones and service packages. Ss role play being salespeople and customers.WritingSs write an e-mail to a colleague about what phone and service package a customer wants, using information from the case study.第次课学时：授课时间：第周Context: Unit 7Title:PeopleWhat charactreristics can help people to succeed in business and in life? A positive attitude, intelligence, perserverance and self discipline all help. Are the personality traits that contribute to success or failiure genetic? Or do we learn these characeristics are we grow up? Experts still disagree as to whether nature or nurture is more important.Can personality and intelligence be measured? IQ and psychometric tests remain popular, and the latter are still used by many companies as part of the selection process. However, in recent years the idea that only one type of intelligence exists has been criticised. Howard Gardner developed the theory of multiple intelligence. This said that people have a number of different types of intelligence that they possess to varying degrees. These are linguistic, musical, logical-mathematical, spatical, body-kinesthetic, intrapersonal(e.g. insight) and interpersonal (e.g. social skills and the ability to understand and motivate other people).PROCEDURESLesson 1Starting upSs answer a questionnaire about what sort of person they are.Vocabulary: Describing peopleSs look at the adjectives to describe people’s personalities.Listening: A difficult colleagueA property developer talks about a colleague who left the company.Lesson 2Language focus 1: Past simple: negatives and questionsSs focus on past simple negatives and questions and write questions using Why, How long, What, When and Where.Reading: Stella McCartneySs read an article about the fashion designer Stella McCartney. Ss then match verbs and nouns to make word partnerships.Lesson 3Language focus 2: Questions formsSs look at yes/no questions and open questions. They complete a questionnaire and then listen to check answers.Skills: Negotiating: dealing with problemsSs listen to a conversation about problems of understafing in a company. Then they role paly a conversation negotiating a new company car.Lesson 4Case study: A people problemA US food coompany has problems with a business manager.WritingSs write a memo aobut their meeting.第次课学时：授课时间：第周Context: Unit 8Title:MarketsIf a company wants to sell a product or service successfully, it ust identify the target market. There are many different types of market to choose from. The mass market aims to sell to as many people as possible, crossing age and income groups. In contrast, a niche market focuses on a narrowly defined group fo customers. It often caters to a need that has been overlooked by those suppliers who cater to markets which deal in more mainstream products or sevices. Focussing on niche markets can be cost effective as marketing campaigns can sim budgets directly at potential customers, for example through advertising on local radil or in magazines targeting special interst gorups. PROCEDURESLesson 1Starting upSs ask and answer questions about a populatioin pie chart.Vocabulary: Types of marketSs listen and repeat large numbers and look at adjectives to describe markets.Lesson 2Reading: The car market in ChinaSs answer quesitons and search for large numbers in an article aobut the Chiese car market.Language focus 1: Comparatives and superlativesSs practice comparative and superlative forms of adjectives..Lesson 3Listening: Doing business in RussiaSs listen to three parts of a presentation about doing business in Russia.Language focus 2: much/ a lot, a little/ a bitSs use the language to compare cars and pool talbes and use a bar chart to talk about sales in Russia and Poland.Skills: Telephoning: solving problemsSs listen to three marketing executives talking about a new snack bar and then role play taking part in a marketing meeting.Lesson 4Case study: Cara CosmeticsA body care company is launching a new shampoo. Ss siscuss the name , size and price of the product, main outlet and income group of the target market.WritingSs write a short description of the new shampoo for Cara Cosmetics catalogue.第次课学时：授课时间：第周Context: Unit 9Title:CompaniesA company is an organisation that produces goods or services to make a profit. There ar e many different types.A small business might become a medium or large business. If a company sells directly to the public, it is a retil business. A wholesale business sells goods in bulk to other companies. Some companies have Ltd in their name. This stands for limited company. Here, shareholders only lose what they invested if the company goes bankrupt. A company with PLC after its name is a Public limited company – its shares can be freely bought and sold. In contrast a Private limited company only passes shares to another person if other shareholders agree. A conglomerate consists of several companies that have joined together. A multinational or transnational company has global operations in many different countries.PROCEDURESLesson 1Starting upSs do a companies quiz and then talk about famous companies from their country. Listening: The Mini rangeSs listen to the Corporate Communications Managers for the Mini range of cars at BMW. Language focus 1: Present continuousSs look at the present continuous for temporary ations and things that are happening now.Lesson 2Vocabulary: Describing companiesSs complete exercises to describe two companies and then complete a company profile. Reading: LVMHSs read about LVMH, the luxury goods manufacturer.Lesson 3Language focus 2: Present simple or present continuousThe tenses are compared and contrasted. Ss then do exercises to find the correct tense before carrying out a role play showing someone around a company.Skills: Starting a presentationSs listen to the start of a presentation and use notes to introduce their own presentation.Lesson 4Case study: You and your companySs role play introducing themselves and their company at a training course on giving presentations.WritingSs write a short profile about their company from the information in the case study.第次课学时：授课时间：第周Context: Unit 10Title:The WebNow that the Internet has arrived, it is difficult to imagine how we lived without it; it is has revolutionised communications. Changes are taking place at an incredible speed. Hardware is becoming more compact, faster and more affordable, allowing more individuals and companies to utilise the Net. In the past, research took longer, important documents got lost in the post and information could be difficult to find. Unfortunately this revolution has brought with it a new set of problems. Research is certainly quicker but connections can be slow, making it difficult to access the websites that you need. Documents can still get lost, but now they float around cyberspace. Spam can be a problem when you e-mail account becomes overloaded with advertising that you don't want. But more sinister are the various computer viruses which can make your computer crash. And not all countries have equal access to the advantages of new technology. PROCEDURESLesson 1Starting upSs listen to people talking about what they use the Internet for and then talk about their own Internet use.Vocabulary: Internet termsSs read advice about using the Internet and match Internet terms with their definitions.Listening: Website designA website designer talks about his job.Lesson 2Language focus 1: Talking about future plansSs look at the use of the present continuous for future use and going to for future plans. Reading: E-commerceSs look at an article about making money form the internet.Vocabulary 2: Time ecpressionsSs complete future time expressions such as by net year, in two week s’ time, tomorrow evening, in the near future.Lesson 3Language focus 2: willSs use will to complete exercises about future events and predictions. Then they role play a meeting to talk about the launch of a new website.Skills: Making arrangemensSs listen to four people making and changing arrangements by phone and role play similar situations.Lesson 4Case study: Isis Books plcThe marketing director and two sales representatives of an Internet business book company plan a sales trip to Poland and Russia.WritingSs write an e-mail to customers to confirm the date and time of the appointment arranged in the case study..第次课学时：授课时间：第周Context: Unit 11Title:CulturesCompanies which deal in the global marketplace need to be able to adapt to different business cultures. It is easier to make a good impression in our own culture than in another, where our knowledge of the language and rules of behavior may be limited. Knowledge of the protocol and etiquette in the countries we do business with is essential. Protocol is adhering to the correct procedures and conduct in formal situations. This involves knowing the acceptable way to behave and includes formalities of rank, which denotes the level of a person’s position in an organisation. Etiquette focusses on communicating in a respectful and polite way in accordance with the good manners and accepted norms of the culture.PROCEDURESLesson 1Starting upSs look at tips for visiting another country or doing business there.Vocabulary: Company culturesSs complete sentences about different company cultures.Listening: Cultural mistakesSs listen to three people talk about cultural mistakes they have made.Lesson 2Language focus 1: should/ shouldn'tSs use should and shouldn't to give advice and make suggestions.Reading: Fast food in JapanAn American sandwich chain has problems with their Japanese franchise. Ss are introduced to phrasal verbs.Lesson 3Language focus 2: could/ wouldSs look at could and would to make requests and offers.Skills: Identifying problems and agreeing actionSs listen to a human resources manager talking to the general manager of a company about problems with an employee. The Ss role play a similar problem.Lesson 4Case study: A change of cultureA general manager of an overseas bank encounters problems from the staff when she wants to introduce new ideas.WritingSs write action minutes for the meeting they had in the case study.第次课学时：授课时间：第周Context: Unit 12Title:JobsThere are valuable skills that make job seekers attractive to employers:Technical skills – which include the specialist knowledge that will help them do the job. Personal skills –personality, attitude, personal work habits and style. (Can they work under pressure? Can they work as a part of a team as well as unsupervised?). Transferable skills – the basic skills learnt through everyday situations or previous work experience that can be usefully applied to a new position.PROCEDURESLesson 1Starting upSs discuss which jobs should get the highest salary and what aspects they would like or not like in a job.Vocabulary: Skills and abilitiesSs use verbs to complete a job advertisement.Language focus 1: Present perfectSs look at the use of the present perfect to talk about actions that continue from the past to the present.Lesson 2Reading : A curriculum vitaeSs put headings in the correct place and answer questions about a curriculum vitae.Lesson 3Language focus 2: Past simple and present perfectThe tense are compared and contrasted. Ss complete a text using the correct form of the verb and look at time expressions that go with each tense.Skills: Interview skillsSs look at interview tips, listen to an interview and role play an interview situation.Lesson 4Case study: High Profile Inc.The marketing director and the human resources director of a sports agency interview candidates for a job.WritingSs write a letter to the successful candidate from the case study interview.第次课学时：授课时间：第周Book IIContext: Unit 1Title:CareersReports of the death of the traditional career have been greatly exaggerated. Despite the growth of outsourcing (buying in services that were previously performed by a company’s employees from outside the organisation) and teleworking by freelancers working from home communicating via the Internet, most professional people still go to what is recognisably a job in a building that is recognisably an office. The average tenure, the length of time that people spend in a particular job, has remained unchanged (at about seven years) for two decades.PROCEDURESLesson 1Starting upSs talk about their level of ambition and say what makes for a successful career. Vocabulary: Career movesSs look at typical word combinations and verbs used with career.Listening : Human resources and recruitmentSs listen to a public relations professional who advises companies on human resources and recuitment.Lesson 2Reading: Female train driversSs read an article about the recruitment of female underground train drivers in London.Language review: Modals 1Ss look at modals used for ability, requests and offers (can, could and would) and do exercises based around a job interview.Lesson 3Skills: Telephoning: making contactSs listen to some calls and learn how to get through to who they want to speak to, leave messages, etc.Lesson 4Case study: Blue HorizonSs choose the right candidate for an internal promotion within an international training company.第次课学时：授课时间：第周Context: Unit 2Title:Selling onlineThe world of e-commerce moves fast. The dotcom frenzy of the late 1990s, with companies raising vast amounts of money from investors, for example just to sell dog food over the Internet, came and went, and some organisations removed the dotcom suffix from their names, so much did it become a synonym for failure. E-commerce courses in business schools are no longer oversubsribed and no longer preaching that ‘everything has changed’. Companies look more at how e-commerce can be used in conjunction with other methods of selling: in retailing this means clicks and mortar, combining traditional retail outlets with online operations, ratther than investing in a whole new expensive infrastructure.PROCEDURESLesson 1Starting upSs talk about traditional shopping versus buying online and goods typically bought online Vocabulary: Shopping onlineSs work on words related to buying and selling.Listening: Selling onlineSs listen to the founder of the British operation of Amazon talk about how to succeed in online selling.Lesson 2Reading: Virtual pocket moneyTeenagers buy a lot online. The article looks at payment methods they can use to do this. Language review: Modals 2Ss apply modals for obligation, necessity and prohibition (must, need to, have to and should) in the context of rules for an online book club and in an interview.Lesson 3Skills: Negotiation: reaching agreementSs discuss tips for successful negotiating, listen to a negotiation and then role play one themselves.Lesson 4Case study: Blue HorizonA traditional package holiday company wants to team up with an online business. Ss role play negotiations between the two companies.第次课学时：授课时间：第周Context: Unit 3Title:CompaniesMultinationals are the most visible of companies. Their local subsidiaries give them sometimes global reach, even if their corporate culture, the way they do things, depends largely on their country of origin. But the tissue of most national economies is made up of much smaller organisations. Many countries owe much of their prosperity to SMEs (small and medium-sized enterprise) with tens or hundreds of employees, rather than the tens of thousands employed by large corporations. Small businesses with just a few employees are also important. Many governments hope that the small businesses of today will become the multinationals of tomorrow, but many owners of small companies chose to work that way because they find it more congenial and do not want to expand. PROCEDURESLesson 1Starting upSs talk about the types of company they would most like to work for and the business sector they work in now.Vocabulary: Company vocabularySs look at vocabulary used to describe companies and that used in company reports to describe performance.Listening: Reasons for successSs listen to the sales manager of a UK motocycle manufacturer talk about the factors that make his company successful.Lesson 2。
Unit2Lesson10教案
Unit 2On the train第二课时Lesson 10 What Are They Looking at?◆课程目标导航Teaching content:1. Learn some new words.2. Understand the meaning of the text.3. Master the model “ There is/ are… can you see…? This is fun!”【教学目标】Teaching goals:1. At the end of this lesson, students will be able to:2. Understand the meaning of the text3. Remember the mastery words4. Find and use the list of mastery vocabulary in lesson 16【教学重点】Teaching key points:1. There is/are….2. Difference of some words: see, look, watch, find【教学难点】Difficult points:the usage of some wordsTeaching aids: tape recorder, slide projector, word cards◆教学情景导入1. Greetings.2. Act out the dialogue in Lesson 9.3. Lead in by discussing “ Guess what you can see on the train from Beijing to Shijiazhuang.” Ask the students to imagine what they can see.◆教学过程设计Step 1. Presentation:Discuss the questions in “THINK ABOUT IT”Do you argue with your friends? Why?Do you have a friend who gets very excited? Who? Why?Answer the questions and say “We are going to learn a dialogue today. Li Ming and his friends are looking for their seats on the train. Danny sits on a wrong seat. So there is an argument. Now let’s look at it.Step 2. Listen to the text with the following questions:Why is Jenny angry with Danny?Which is Danny’s seat?Step 3. Read and learnAfter listening to the tape, answer the questions and read through the whole text. Make sure they understand the meaning. Deal with the language points at the same time. (Using the slide projector) Step 4. Listen to the tape again and let the students read after it.Step 5. PracticeHave them read the dialogue aloud and correct their pronunciation if necessary. Then have them act it out in roles.Step 6. Come to “LET’S DO IT”:Draw a map of the inside of a train. Draw the seats and write their numbers. You should also draw the door, washroom, stairs and hot water room on the map. Describe your map to a partner. Where do you like to sit? Why?Step 7. SummaryToday we learn a dialogue about getting on the train. Hl Ming and his friends get on the train. They are very excited. Danny sits on the wrong seat. He takes another man’s seat. He has an argument with Jenny. In this text we learn some words such as look and see. We should be able to use them. You must practice after class.◆课堂板书设计◆作业Homework:1. Understand the meaning of the text.2. Learn to use the mastery words.3. Finish the exercise in the activity book.4. Read the next reading in课后巩固练习Ⅰ.根据句意和汉语提示写出正确的单词。
教案-商务英语阅读-Unit10-叶兴国范文
教案-商务英语阅读-Unit10-叶兴国范文第一篇：教案-商务英语阅读-Unit 10-叶兴国范文Unit 10 Teaching Objectives: 1.T o remember and use new words and expressions;2.To learn Why people say attitude is everything and how you can be happy;3.T o learn What the advantages are in learning to be funny in the workplace;4.To know about idioms, proverbs and allusion in business English passages;5.To deal with the language points in Text A and TextB.Focuses:1.To learn Why people say attitude is everything and how you can be happy;2.To learn What the advantages are in learning to be funny in the workplace.Difficulties:How to deal with the idioms, proverbs and allusion when reading business English passages.Teaching Time: 2 periods.Teaching Procedures:Part I Pre-reading Questions It can be used as lead-in questions.For students, they can discuss with each other and will have free answers.Part II Extensive Reading In this part, there are two texts and their relevant exercises.By reading the texts in limited time, Teacher helps students understand the contents and the reading methods to build reading abilities gradually.Text A Be Happy Cause I Choose Happiness a.Let the students read Text A to finish Exercise I by using the basic reading skills learned before;b.Ask students to Check the answers to Exercises I and to understand the text at the same time;d.Check the answers to Exercises I;e.Analyze the language points in the text: 1.Jerry is the kind of guy you love to hate.love to hate:又爱又恨，深爱。
商务英语阅读Unit 10ppt课件
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来自其它教材
C、STATIONARITY固定性
习语的结构都是固定的，不能被更改或替换，即使是 同义词也不行，比如不能把rain cats and dogs改成rain dogs and cats或rain a cat and a dog等等。也就是说， 习语的任何一个组成部分都是固定的，随意更改会出 现词不达意甚至啼笑皆非的结果。如：
TEXT A： BE HAPPY CAUSE I CHOOSE HAPPINESS
Notes on the Text:
2. We lose touch, but I often thought about him when I made a choice about life instead of reacting to it.
D. RHETORICITY修辞 性
Business English: A Reading Course
Unit 11
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习语常常利用音韵的和谐来达到朗朗上口、易懂易 记、栩栩如生的目的，许多英语习语利用头韵、尾 韵、重复等手法来增加语言的语音美感和修辞效果 。如：as busy as a bee(忙如蜜蜂), might and main(竭 尽全力), trials and tribulations(烦躁和苦恼)均为头韵 ；high and dry(孤立无援)，by hook and by crook(不 择手段)均为尾韵；step by step(逐步)，neck and neck(齐头并进)均为重复。
Unit 11
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人民大众在长期的劳动中创造出来的，与一个民族 的地理环境、历史背景、经济生活、风俗习惯、宗 教信仰以及价值观念等方面都有不可分割的联系。
一般都用较恰当的比喻，引起人们的联想，但这种 联想是由各民族的现实环境和生活经验决定的。如 形容事物迅速而大量地产生： like mushrooms (英语 ),雨后春笋(汉语)。
实用商务英语听说第二册Unit 10 Business Etiquette
Question 4. When you are conversing with an American, how far away from him should you stand according to the standard North American comfort zone for communication?
blanks:
• 1.knowing how to act in an interview,
• 2.how to introduce clients to your peers at work, understanding the pecking order in the company
• 3.and knowing how to defer to your manager or boss at work or in social events.
实用商务英语听说第二册Unit 10 Business Etiquette
Teaching Aims
13
To deal with the information about business etiquette;
2
To get the correct expressions of greetings and reception;
• Remember that the communication comfort zone differs in different cultures. Before trying to do business in a different country, you should find out what the communication comfort zone is there - and whatever other customs there are that could affect doing business.
《新编实用英语》教案第二册Unit-10
《新编实⽤英语》教案第⼆册Unit-10Unit Ten Managers and CEOSI. Objectives:By the end of this unit, the students should be able to:1. Read and understand some schedule, especially meetingschedule2. Read some dialogues and learn how to arrange a program3. Learn how to write conference schedule4. Useful words, expressions and language pointsII. IntroductionLead-in（导⼊）: First, the students are asked to discuss the topic — management and schedule. Then their opinions are written down on the blackboard. Finally, the introductory remarks will be made by the teacher as follows:Everybody dreams of being a manager or CEO of a big company because it often represents great success. If your dream comes true one day, would you know how to arrange your business work well, how to writea work schedule, how to chair a business meeting, how to manage yourpeople and so on? These are the basic qualities of a good manager.In this unit you'll learn something about how to communicate like a successful manager.A schedule is used to plan a conference or an intended event. Witha well-prepared schedule, we can do things better and save sometimes.In this unit, we will learn some knowledge about management and schedule.III. Teaching Procedures:Section I. Talking Face to FaceStep 1 Read and translates some samples of schedule Sample 1Sample 2Step 2 Read some dialogues and try to learn how to arrange a program1. SamplesSample 1 Dialogue 1 Have You Finished the Schedule?Manager:Have you finished the schedule for the celebrations, Janet?Secretary:Yes. I’ve just finished it. Do you want to read it now?Manager: Right. (Janet shows the schedule to the manager.)Manager: Let me see. On Wednesday, September 17th, the SupremeHotel .An introduction by Susan Williams, Janet, I am afraid Toby can comeback for the opening address. He phoned me this morning. Secretary: Oh, I see. Who do you think can take the place? Manager: You may arrange for Sally, Sally Turner, to deliver the speech.Secretary: All right. Any other opinions?Manager:Well, about the buffet supper, we’d better make it sumptuous (豪华的).Secretary: Thanks.Sample 2 Dialogue 2Secretary: Good morning. What can I do for you?Reporter: I am a reporter from the TV station. I have an appointment with Mr. Anderson at 10:30.Secretary: OK. Please have a seat. He’ll be with you in a minute. Mr. Anderson: Hello, Mr. Ronald. Pleased to meet you. What would you like to know?Reporter: First of all, I would like to ask you some questions about how you manage your people.Anderson: OK, please.Reporter: Do you hold regular meetings with your employees? Anderson: Yes, I do. Once a week on Wednesdays from 8:00 to 10:00. That’s why I couldn’t me et you then.Reporter: What do you do at those meetings?Anderson: I listen while my people review and analyze what they accomplished last week, the problems they had, and what still needs to be accomplished.Reporter: What else after that?Anderson: Then we develop plans and strategies for the next week. Reporter: Are the decisions made at the meetings binding on both you and your people?Anderson: Of course, they are.Reporter: Then you are a participative manager, aren’t you? Anderson: No. I don’t believe in participating in any of my people decision-making.2. Tasks after class(1) Interview a manager of a company about his management of humanresources.(2) Talk about looking for a secretary for your manager’s office.(3) Offer your help in preparing for a conference.(4) Inform one of your colleagues of a meeting to be held at 8:30 a.mStep 3 Useful expressions and sentence patterns1. expressionsshow something to somebodytake the placedeliver the speechhad better do itmake it goodbear something in minddo a good jobhave an appointment with somebodypleased to meet somebodyask somebody about somethingneed to be accomplishedbelieve in participatingdecision making2. SentencesCould I ask you a question about your new project?What would you like to know?I would like to ask how you became a “rags-to-riches” CEO.I wonder how you manage the company?Could you tell me something about the management of your staff? Do you have regular meetings to discuss business? What do you do at the meetings?Have you finished the schedule for the celebration?Have you made a draft of the agenda for the conference?When shall we have the board meeting?Is everyone required to attend the meeting?Who do you think could fill the position of the chief engineer?Who do you think can take the place of the general manager?Have you got everything ready for the conference?What’s the n ext item to discuss?Why can’t Mr. Hopkins attend the meeting?How do you feel about the proposal?What are your views on this plan?Don’t you agree with what Mr. Fisher said just now?What else do you think we should discuss now?Step 4 Practices1. Imagine you are a company secretary. You are informing a member of the board, Mr. Brown, to attend an important conference. Fill in the blanks according to the Chinese version provided.Y: Mr. Brown, __________(1)______________ (你收到通知) that we are going to hold a board meeting on Wednesday, November 28th?B: No, not yet. Where are we going to have it?Y: _______________(2)_______________. (下午2:30在董事会办公室。
体验商务英语综合教程2第二版课程设计
体验商务英语综合教程2第二版课程设计一、课程目的本课程的目的是帮助学习者能够在商务环境下流利、准确地进行英语交流。
通过学习本课程，学习者将能够掌握商务英语常用词汇、句型，理解商务英语的交际习惯和文化差异，提高英语听说读写的综合能力。
二、课程内容本课程共分为十二个单元，每个单元都包含以下内容：1. 主题介绍通过实际的商务案例和场景，引入本单元的主题，帮助学习者了解本单元的主要内容和学习目标。
2. 词汇学习介绍本单元中所涉及到的常用商务英语词汇及短语，包括英文和中文的注释和例句，帮助学习者掌握词汇的用法和表达。
3. 句型训练针对本单元中所涉及到的句式及表达方式进行实例讲解和练习，帮助学习者掌握商务英语中常见的语法和表达方式，提高阅读和写作能力。
4. 听力训练通过本单元中的商务英语对话和讲解，训练学习者的听力能力和理解能力，并帮助他们掌握商务英语的发音和语调。
5. 语法重点总结本单元中的重点语法和句型，并提供练习题帮助学习者巩固语法知识。
6. 阅读理解提供本单元的商务英语文章，包括信函、合同、声明等类型文献，帮助学习者掌握商务英语中常见的表达方式和模板。
7. 写作训练提供本单元商务英语写作范例和训练，帮助学习者掌握商务英语常见的写作技巧和表达方式。
8. 口语训练提供本单元商务英语口语练习题，帮助学习者掌握商务英语中常见的口语表达方式和交际习惯。
9. 文化差异介绍介绍不同国家和地区在商务环境中的文化差异和交际规范，并提供实例解释和对比分析。
10. 综合测试通过本单元的综合测试帮助学习者巩固本单元中所学知识和技能。
三、课程评估方式本课程的评估方式包括以下几种形式：1. 平时表现包括听力、口语、阅读、写作等方面，每单元平时表现成绩占总成绩的30%。
2. 期中考试对前六单元的学习进行测试，占总成绩的25%。
3. 期末考试对全部单元的学习进行测试，占总成绩的45%。
四、课程要求学生需要认真听课，课后巩固所学内容，完成相关作业和练习，积极参与口语练习和小组讨论，发扬自主学习精神，提高学习效果。
体验商务英语综合教程2教学大纲
体验商务英语综合教程2教学大纲课程简介本教程为体验商务英语综合教程系列第二册，旨在帮助学生进一步提高英语听说读写能力，并提升商务英语应用能力。
在教学中，我们将以真实商务场景为背景，结合课本和电子资源，通过互动式的教学方式培养学生的英语沟通能力和商务实践能力。
课程目标1.提高学生的听说读写能力；2.培养学生的商务英语应用能力，使其能够自信地应对商务场景；3.增强学生的跨文化交际能力，培养其国际化视野；4.培养学生的自主学习和信息获取能力。
课程安排第一部分：基础知识1.商务英语基础词汇和语法；2.商务英语句型和常用短语；3.商务英语听力技巧和阅读技巧。
第二部分：商务场景实践1.商务会议和商务谈判的英语表达；2.商务邮件和商务电话的英语交流；3.商务招待和商务旅行的英语应用。
第三部分：商务文化探讨1.跨文化交际和商务礼仪；2.国际商务模式和商务文化差异；3.跨国经营和跨文化团队合作。
教学方法本教程采用多元化的教学方法，包括但不限于以下几种：1.课堂授课：教师根据学生的实际需求，讲解商务英语的相关知识点；2.课堂演练：教师和学生共同模拟商务场景，训练学生的沟通和表达能力；3.课堂讨论：让学生自主组织讨论，提高学生的交流和思考能力；4.课外作业：通过阅读、写作、听力和口语训练，提高学生的自主学习和信息获取能力；5.任务实践：通过实践项目、情景模拟、商务考察等方式，让学生在实践中提高商务英语实践能力。
教学方式本教程采用在线授课和教学助手相结合的方式进行教学。
在线授课包括同步直播教学和录播课程，教学助手包括学习资料、练习题和实践项目等。
评估方式本课程评估方式包括平时成绩和期末考试成绩。
平时成绩主要包括课堂表现、作业和讨论等，期末考试成绩主要考核学生的英语听说读写能力和商务英语应用能力。
参考资料1.《商务英语综合教程2》（李红梅，商务印书馆，2018年版）；2.《商务英语实用语法》（郑跃文，中国海关出版社，2016年版）；3.《商务英语听说读写教程》（刘晓南，高等教育出版社，2017年版）；4.商务英语新闻、商务谈判和商务邮件等真实素材。
新概念英语第二册第10课课文笔记单词讲解
Lesson 10Not for Jazz 不适于演奏爵士乐What happened to the clavichord?We have an old musical instrument.It is called a clavichord.It was made in Germany in 1681.Our clavichord is kept in the living room.It has belonged to our family for a long time.The instrument was bought by my grandfather many years ago.Recently it was damaged by a visitor.She tried to play jazz on it!She struck the keys too hard and two of the strings were broken.My father was shocked.Now we are not allowed to touch it.It is being repaired by a friend of my father's.参考译文我家有件古乐器，被称作古钢琴，是1681年德国造的。
我们的这架古钢琴存放在起居室里。
我们家有这件乐器已经很久了，是我祖父在很多年以前买的。
可它最近被一个客人弄坏了，因为她用它来弹奏爵士乐。
她在击琴键时用力过猛，损坏了两根琴弦。
我父亲大为吃惊，不许我们再动它。
父亲的一个朋友正在修理这件乐器。
【New words and expressions 】（11）1jazz [dʒæz]n.爵士音乐2musical ['mju:zikəl]a.音乐的3instrument ['instrumənt]n.乐器4clavichord ['klævikɔ:d]n.古钢琴5recently ['ri:səntli]ad.最近6damage ['dæmidʒ]v.损坏7key [ki:]n.琴键8string [striŋ]n.(乐器的)弦9shock [ʃɔk,ʃɑk]v.使不悦或生气，震惊10allow [ə'lau]v.允许，让11touch [tʌtʃ]v.触摸jazz n.爵士音乐classical music 古典音乐folk music 民族音乐country music 乡村音乐pop (popular)music 流行音乐jazz 爵士音乐play jazz 演奏爵士乐eg.They tried to play jazz on the piano.他们试图在钢琴上演奏爵士音乐。
体验商务英语第二册Unit 10 conflict
Unit 10 Conflict
Michael Eisner, CEO of The Walt Disney Company from September 22, 1984 to September 30, 2005.
“Why is there no conflict at this meeting?” “Diversity is a great force towards creativity.”
Badly handled
2 managers in a team who were arguing with each other all the time Everybody avoided the problem & frustrations built up They tried to make others feel better but didn’t take any action.. A huge fight took place
Read Article D and answer the following questions: In Spain, what preparation is necessary before the negotiation? You need to prepare the documentation & business cards in Spanish & English. What is the major difference in the style of negotiation between Spain and Northern Europe? In Spain, during negotiations, people interrupt each other and several people talk at the same time, which is considered rather unusual in Northern Europe. How are negotiations like in Spanish business? Spanish businessmen rely on quick thinking & spontaneous ideas. Everyone is trying to put his or her idea across. So negotiations are likely to be intense & lengthy, but can also be lively & enjoyably creative.
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Starting up
How good are you at managing conflict?
Do the quiz and check out your answer on page 137. Pay attention to the use of the following words and phrases.
He didn’t like her way of working & so became assertive & aggressive.
She talked & listened to him. They sorted out the conflict together.
They got on better with each other afterwards.
Who were involved?
What was the problem?
What action did they take?
What was the result?
2 managers in a team who were arguing with each other all the time
intervene: do something to deal with a problem
People usually don’t want to intervene in disputes between husbands and wives.
take sides with …, take the side of … I don’t like him but this time I’m taking sides with him/taking his side.
as though/as if … He looks as though (as if) hees as if nothing has happened.
turn … down Would you turn down the TV a little bit? It’s too loud.
Reading Negotiating across cultures
A Article A
1. tactics 2. make
compromises 3. consistency
a) be flexible b) Not changing your opinion or
attitude c) The methods you use to get
a) When you find what the other side wants
b) Say what you think c) Consider very important
Read Article B & answer the following questions
What are negotiations like in German business? German managers are 100% businessmen. Their negotiations are formal and direct. They want the subject matter clear and like to get to the point quickly.
Inside, you should remain calm, patient & consistent. Outside, you can be what you are, showing affection & personal sympathy
Article B
1. Speak your mind 2. Place great weight on 3. Exploratory phrases
体验商务英语第二册Unit 10 conflict
Michael Eisner, CEO of The Walt Disney Company from September 22, 1984 to
September 30, 2005.
“Why is there no conflict at this meeting?” “Diversity is a great force towards creativity.”
Everybody avoided the problem & frustrations built up
They tried to make others feel better but didn’t take any action..
A huge fight took place
The speaker & his colleague at work
get back at … He was trying whatever he could to get back at his ex-wife.
listening Handling conflicts
Listen and the complete the following chart
Questions Badly handled Well handled
what you want
Read Article A & answer these questions
What should you do if your Russian negotiators are banging their fists on the table and leaving the room? These are designed tactics and you should deal with them with calmness and patience. Is it wise to make compromises with Russian negotiators? No, Russian negotiators are experienced and their tactics are carefully planned in advance. Making compromises may be seen as a sign of weakness. What should you be like inside & outside negotiations?