《实用商务英语综合教程(高级)》—教学教案

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商务英语教学教案

商务英语教学教案Background:商务英语的教学对于培养学生的商务沟通能力和全球化意识起着重要的作用。

本教案针对商务英语学习者的特点，结合实际案例和互动活动，旨在提高学生的听说读写能力和商务技能。

Objective:1. 通过互动活动和讨论，提高学生的商务英语口语表达能力。

2. 强化学生的商务英语听力和阅读能力，使其能够快速理解商务场景和交际对话。

3. 培养学生的商务写作能力，让他们能够准确、清晰地表达商务观点和想法。

Materials:1. 商务英语教材《Business English Essentials》2. 商务场景对话录音3. 商务英语写作范例Procedure:1. 导入- 创设商务英语学习氛围，播放商务场景对话录音，让学生感受商务英语的实际应用。

- 介绍教学目标和本节课的重点。

2. 听说训练- 听力练习：播放商务场景对话录音，要求学生模仿对话中的语速和语调，提高听力理解能力。

- 口语练习：分组进行商务角色扮演，让学生在各种商务场景中实践口语表达能力。

3. 阅读训练- 阅读理解：选取商务英语教材中的短文，要求学生阅读并回答相关问题，培养学生的阅读理解能力。

- 商务词汇学习：在阅读过程中，引导学生积累商务英语常用词汇，并进行词汇拓展训练。

4. 写作训练- 商务邮件写作：引导学生学习商务英语邮件的常见结构和表达方式，并提供商务英语写作范例。

- 学生练习：让学生根据具体场景，编写商务英语邮件，并相互交换邮件进行修改和反馈。

5. 拓展训练- 商务文化交流：介绍不同国家和地区的商务文化差异，进行相关讨论和交流，培养学生的跨文化沟通能力。

- 商务演讲技巧：教授商务演讲的技巧和要点，并进行学生演讲实践和互动评价。

Assessment:1. 情境评估：观察学生在商务角色扮演中的口语表达能力和应对能力。

2. 阅读理解测试：进行商务英语教材中的阅读理解测试，评估学生的阅读能力。

3. 写作评估：对学生编写的商务英语邮件进行评估，重点关注邮件的结构、语法和专业性。

商务英语综合教案设计模板

一、课程名称商务英语综合二、教学目标1. 知识目标：- 掌握商务英语的基本词汇和语法结构。

- 了解商务英语常用的表达方式和沟通技巧。

- 熟悉商务场景中的常用用语和礼仪。

2. 能力目标：- 提高学生的商务英语听说读写能力。

- 培养学生的商务英语沟通能力和跨文化交际能力。

- 增强学生的商务英语应用能力和实际操作能力。

3. 情感目标：- 激发学生对商务英语学习的兴趣。

- 培养学生的团队合作精神和责任感。

- 增强学生的自信心和竞争意识。

三、教学内容1. 商务英语词汇：包括基础词汇、行业词汇和常用短语。

2. 商务英语语法：包括时态、语态、虚拟语气等。

3. 商务英语听力：包括商务场景对话、新闻报告、访谈等。

4. 商务英语口语：包括商务场景对话、角色扮演、演讲等。

5. 商务英语阅读：包括商务文章、报告、案例分析等。

6. 商务英语写作：包括商务信函、报告、简历等。

四、教学方法1. 讲授法：讲解商务英语基础知识，引导学生掌握核心词汇和语法结构。

2. 案例分析法：通过分析真实商务案例，提高学生的实际操作能力。

3. 角色扮演法：模拟商务场景，让学生在实际对话中提高听说能力。

4. 小组讨论法：鼓励学生积极参与课堂讨论，培养团队合作精神。

5. 多媒体教学法：利用多媒体资源，丰富教学内容，提高学生的学习兴趣。

五、教学过程1. 导入新课：通过介绍商务英语的重要性，激发学生的学习兴趣。

2. 新课讲解：讲解商务英语基础知识，引导学生掌握核心词汇和语法结构。

3. 案例分析：分析真实商务案例，让学生了解商务英语在实际应用中的运用。

4. 角色扮演：模拟商务场景，让学生在实际对话中提高听说能力。

5. 小组讨论：分组讨论，让学生在讨论中巩固所学知识，提高团队协作能力。

6. 练习巩固：布置课后练习，巩固所学知识。

7. 总结回顾：对本节课所学内容进行总结，帮助学生梳理知识体系。

六、教学评价1. 课堂表现：观察学生在课堂上的参与度、积极性等。

2. 课后作业：检查学生的课后练习，了解学生对知识的掌握程度。

高级综合商务英语1

高级综合商务英语11. 概述高级综合商务英语1是一门以商务英语为基础的高级课程。

本文档将介绍该课程的目标、内容、教学方法以及评估方式。

2. 目标该课程的主要目标是提升学生在商务英语方面的综合能力，包括听、说、读、写和翻译等方面。

通过学习本课程，学生将能够熟练运用商务英语进行日常沟通和商务交流，并能够在商务环境中处理各种复杂情景。

3. 内容本课程的教学内容主要包括以下几个方面：•高级商务词汇：学习常用商务词汇的高级表达方式，扩大商务词汇量。

•商务写作：学习商务邮件、商务报告和商务演示文稿的写作技巧，提高写作的准确性和流畅度。

•商务听力：通过听取商务会议、商务谈判等场景的录音，提高学生的听力理解能力和商务常识。

•商务口语：学习商务英语中的常用口语表达，强化口语交流的流利性和准确性。

•商务翻译：学习商务文件和商务会议的翻译技巧，提高翻译的准确性和语言流畅度。

4. 教学方法本课程采用多种教学方法，以提高学生的学习效果和兴趣：•教师讲解：教师将介绍商务英语的相关知识和技巧，并提供实例进行讲解。

•学生练习：学生将通过口语练习、写作练习和听力练习等方式进行实践。

•商务案例学习：学生将分析并讨论真实商务案例，提升解决问题的能力。

5. 评估方式为了准确评估学生的商务英语能力，本课程采用以下评估方式：•平时表现：包括学生的听力、口语、写作和翻译等表现。

•作业和小组项目：学生将完成一系列作业和小组项目，以展示其商务英语的综合能力。

•期末考试：通过一次综合考试来评估学生的掌握程度。

6. 总结高级综合商务英语1是一门重要的商务英语课程，旨在提升学生在商务领域的综合能力。

通过学习该课程，学生将能够流利地运用商务英语进行各种商务活动，并在商务环境中取得成功。

教学方法的多样性和评估方式的全面性将确保学生的学习效果。

高级商务英语教学导案-unit7-unit12

高级商务英语教案-unit7-unit12————————————————————————————————作者：————————————————————————————————日期：教案课程名称：高级综合商务英语授课班级：14级商务英语本科1,3班授课教师：钟擎所在部门：外语系教研室：商务英语学期：2017至2018学年第一学期广东理工学院教务处制广东理工学院教案撰写说明一、授课时间：用阿拉伯数字书写。

二、授课方式：在相应选项前打√。

三、授课时数：用阿拉伯数字,如２节。

四、授课题目：填写教学章节或主题。

五、教学目的：分掌握、熟悉、了解三个层次填写，可根据实际需要取舍（建议全部写明）。

六、教学重点及难点：根据实际情况填写。

七、教学方法及手段：如举例讲解、多媒体讲解、模型讲解、实物讲解、挂图讲解、音像讲解等。

八、教学过程及内容：按复习、引导、讲授新课、巩固、小结等步骤进行。

九、作业布置：写明课本或练习册的章、节、页、题；教师自拟题时，需写出题目的内容。

十、教学后记：填写教师通过本次课教学，有何心得体会及今后改进提高的一些设想。

学期授课计划编制说明本学期大纲要求学时数教学大纲（名称、版本、文号）本学期教学周数本学期周学时数本学期使用教材（名称、主编、版本）高级综合商务英语本课程学期总时数其中讲授异动及必要说明事项实验实习（实训）课复习课考核机动节假日占用其它学期授课计划表周次章节名称及主要内容授课节数作业备注1 32 33 34 35 36 37 38 39 310 311 312 3周次章节名称及主要内容授课节数作业备注13 314 315 Presentation of course design 316 Final test 3教研室主任（组长）：系（部）负责人：授课时间第7 周第 1 次课授课时数 3授课方式理论课（√）讨论课（）实验课（）习题课（√）其他（）（请打√）授课题目（教学章、节或主题）：Unit 7 Mass Customization--Text A BMW Drives Germany教学目的、要求（分掌握、熟悉、了解三个层次）：1 To master key words and expression2 To improve competence of translating and interpreting教学重点及难点：1 To learn how to paraphrase in English2 To learn how to grasp key points in comprehensive reading3 To simulate the live conference to form a similar surroundings to students to do interpretation教学方法及手段：Situational teaching, Role-play, FCM教学过程与教学内容：Step 1 Lead-in1. Dictation.2. Study the two Quotations on page 137.3.Background Information Introduction-- Mass Customization.Step II Case study1 A warm-up discussion on the four faces of Mass Customization and answer the following questions.My Muesli, the manufacturer of cereal food, enables the users to customize a food productthrough online interaction.Q1. What is “customization”? Do you like My Muesli’s customizing its cereal food? Why or why not?However, the company neglected robust processes of mass customization. Whenever a report on cu stomers’ favor was published, the manufacturing capacity was insufficient. For lack of human labor mixing mueslifrom about 65 different categories of options by hand, the company had to turn down prospective customers by setting a daily order limit.Q2: Is there any solution to this problem?Q3: What lessons of potential risks of customization can be learnt from this case?教学过程与教学内容：Q4: In your opinion, what products are more suitable for mass customization?Step III Text analysis - BMW Drives Germany1 Present a brief introduction and structure of the textPara.Main TopicsPara. 1-4BMW’s mass customization used as a marketing device and an effective means of injecting flexibility into BMW.Para. 5-8BMW symbolic of German economy.Para. 9-11 Para. 12-18 BMW’s highly automated Leipzig plant conducive to mass customization. BMW’s attempt to handle the key issues of mass customization: workforce flexibility, production capacity expansion, product-line expansion.2. 20 minutes given to students to preview the text and finish the exercise I –Reading Comprehension on P144, then check the answers with detailed analysis.(Note: Students should identify the relative information in the text to explain their choice.) Answers: CDBACAAC3 Paragraphs analysis1)Analysis of Part 1 (Para. 1-4)Questions of Part 1:❖Q1. What’s the main idea of Part I (Para. 1-4)?❖BMW used mass customization to promote its sales as a handy marketing device and to inject flexibility into almost every aspect of the company, particularly, manifested by its ability to cater for fickle customer desires and its rhythm of work.❖Q2. What does “heavily unionized workforce” mean? What changes have been brought about by the deals BMW struck with its workforce?❖1) A union is a group of workers who have come together to make collective decisions about their work and their working conditions. Heavily unionized workforce means that a relatively high proportion of employees belong to a union.❖2) A number of challenges can arise for a company to manage a heavily unionized workforce, especially because of lack of flexibility. Union workers often work set hours, and they must take a certain number of breaks during the day, no matter how heavy or how light the workload. Deals BMW struck with its workforce enabled it to bring in new ways of working and manage its workforce more or less in accordance with production demands.Words and Expressions Of Part 1❖fickle (Para. 3)❖adj. characterized by erratic changeableness or instability, especially with regard to affections or attachments❖synonym: capricious❖example:The company must face the challenge of meeting fickle market demands in a new, uncertain economy.❖juggle (Para. 4)❖v. to keep (several simultaneous activities) in motion or progress at one time❖example:He is an expertly project manager who can juggle multiple projects and still make progress on each.Sentence Interpretation Of Part 1❖ 1. Your BMW dealer will be happy to oblige with as many changes as you care to make, untila cutoff point: six days before your particular car goes into production. (Line 7, Para. 1)❖Your BMW dealer will be happy to do a favor by making as many changes as you care to, untila point of termination...❖ 2. BMW does not break out details of the additional revenue, but given the profit margins on many add-ons, “it’s like a big dollop of cream on the cake”,says Peter Schmidt, a British-based auto-industry consultant. (Line 6, Para. 2)❖BMW does not categorize specific information of the additional revenues generated by its many add-ons, but on the condition of their profit margins, it’s just like adding a big dollop of cream onto the cake.2)Analysis of Part 2Questions of Para.5-8:❖What’s the main idea of Part II (Para. 5-8)?❖BMW is in some ways symbolic of German economy, which is resurgent from economic straitjacket but still hindered by both internal and external counter-forces.❖Q2: What are internal and external counter-forces which hinder German economy?❖Internal: Little sign of substantive change in the system of labor relations, hindering productivity level❖External: Low-cost competition from Asia and East Europe.Words and expressions:❖formidable (Para. 6)❖adj. difficult to undertake, surmount, or defeat❖synonym: awesome❖example:As the workshop of world, China has become a formidable trading power to be reckoned with, causing other countries to view its massive potential market with hope and its cheap products with fear ❖upswing (Para. 7)❖n. an increase, as in movement or business activity❖synonym: surge❖example:There is an upswing of prices on the stock market.Sentences analysis and paraphrase:1. Faced with low-cost competition from Asia and Eastern Europe, he says, “many Germanfirms did their homework, and now they are benefiting from it.” (Line 1, Para. 8)“Do one’s homework” is an idiomatic expression which means “to study a subject or situation carefully so that one knows a lot about it and can deal with it successfully.4. 5 minutes given to students to sum up the main idea of Part 1 & Part 2 according to their own understanding.Step IV AssignmentAsk Ss to translate the 10 sentences in Ex.2 Blank-filling.作业布置preview the part 3 and part 4 and finish the exercises.教学后记授课时间第8 周第 1 次课授课时数 3授课方式理论课（√）讨论课（）实验课（√）习题课（）其他（）（请打√）授课题目（教学章、节或主题）：Unit 7 Mass Customization--Text A BMW Drives Germany教学目的、要求（分掌握、熟悉、了解三个层次）：1 To master key words and expression2 To improve competence of translating and interpreting教学重点及难点：1 To learn how to paraphrase in English2 To learn how to grasp key points in comprehensive reading3 To simulate the live field to form a similar surroundings to students to do business affairs教学方法及手段：Situational teaching, Role-play, FCM教学过程与教学内容：Step 1 Lead-in1 Review the main points that Ss learned last week.2 Ss’ Presentation.Step II Text analysis –mainly about Analysis of Part 3 and Part 4.1 Review words and expressions in Part 1&22 Analysis of Part3 (Para. 9-Para. 11)Questions :❖Q1. What’s the main idea of Part III (Para. 9-11)?❖BMW’s highly automated assembly line, sophisticated logistics and effective communication with key suppliers in Leipzig plant enable BMW to manufacture customized cars withimpressively high efficiency and reliability.❖Q2. What is the striking feature of BMW’s highly sophisticated logistics in Leipzig?❖On a highly automated assembly line, workers stationed at regular intervals reach back for components in wire baskets rigorously sorted into the right sequence.Words and Expressionsdisrupt (Para.11)v. to interrupt or impede the progress, movement, or procedure of ❖synonyms: hinder, obstruct❖example:Sentences analysis and paraphrase:❖The complexity is visible to the naked eye. ( Line 8, Para. 10)❖“The naked eye” means “the eye unassisted by an optical instrument, such as a telescope, microscope, or spectacles”.❖In the sentence, “visible to the naked eye” means “very easy to see”.Analysis of Part 4 (Para. 12-Para. 18)Questions about Part 4:❖Q1. What’s the main idea about Part IV (Para. 12-18)?❖To achieve a balance between revenues and costs, BMW is striving to inject flexibility into its workforce, expand its production capacity and diversify its product-line.❖Q2. What had BMW intended to achieve through the acquisition of Rover?❖BMW had intended to achieve a goal of turning the company into a two-brand company, one for the mass market and one for a premium brand.Words and Expressions:❖canvass (Para. 13)v. to examine carefully or discuss thoroughly❖synonym: scrutinize❖example: The poll canvassed the views of almost eighty economists.❖fuel (Para. 18)v. to support or stimulate the activity or existence of❖synonyms: stir, provoke❖example:The price upswing of crude oil fuels the soaring material cost of textile industry.Sentence Interpretation and paraphrasing❖ 1. Putting BMW on a more efficient footing at home has enabled it to expand its product line in all directions. (Line 1, Para. 16 )❖Managing BMW at home (in Britain) on a more efficient basis...❖ 2. But other analysts such as Cardiff’s Rhys reckon that BMW can continue to forge ahead because of the skillful management of its brandname and underlying business. (Line 11, Para. 17)❖...think that BMW can continue to make strong progress steadily because of the skillful management of its brand name and core business.Step III ExercisesStep IV Practical teaching section---DebateAdvantages and disadvantages of Mass Production and Mass CustomizationHold a Debate CompetitionStep V Conclusion作业布置Review the text and finish the translation on 11教学后记授课时间第9 周第 1 次课授课时数 3授课方式理论课（√）讨论课（）实验课（）习题课（）其他（√）（请打√）授课题目（教学章、节或主题）：Unit 12 Entrepreneurship --Text A Can Red Wine Help You Live Forever?教学目的、要求（分掌握、熟悉、了解三个层次）：1 To master key words and expression2 To improve competence of translating and interpreting教学重点及难点：1 To learn how to paraphrase in English2 To learn how to grasp key points in comprehensive reading3 To simulate the live field to form a similar surroundings to students to do business affairs教学方法及手段：Situational teaching, Role-play, FCM教学过程与教学内容：Step I Lead-in1.Background information introduction2. Listening Practice on Page 276Step II Text analysis -Text A Can Red Wine Help You Live Forever?1 Ask students to preview the whole text and outline the structure2 Present a brief introduction and structure of the textStructural AnalysisPara. Main TopicsPara. 1-3 Introduction to the effect of resveratrol and the company Sirtris.Para. 4-16 The process of Sirtris’ establishment and Westphal’s working conditions.Para. 17-26 The future development of Sirtris and its owners’ major concerns.3.Analysis of Part 1 (Para. 1-3)Questions :Q1. What’s the main idea of Part I (Para. 1-3)?This part introduces the three main factors of the text: the product—resveratrol, the company—Sirtris and the entrepreneur Westphal, which consists of the quintessential part of the whole story.Q2. Wha t is Sirtris’ goal?In fact, Sirtris is a lab which focuses on the research of medicines that can boost people’s health and slow their aging process. Resveratrol is one of its product.Q3. Is it easy for Sirtris to develop such kind of medicines?N o. For all that to happen, Sirtris must spend many years doing the research about the medicine’s functions. Besides, it has to take many risks to venture into this biochemical field. To achieve its goal, it must have a dreamer, a science whiz and a riverboat gambler.Words and expressions:unprepossessing (Para.2)不吸引人的；不讨人喜欢的adj.not very attractive or noticeableexample:Despite his unprepossessing appearance, he was very popular with women.in the wake of (Para. 2) 在….后面，紧随其后If something, especially something bad, happens in the wake of an event, it happens afterwards and usually as a result of it.example:Famine followed in the wake of the drought.in somebody’s/something’s wakebehind or after someone or somethingexample: The car left clouds of dust in its wake.retard (Para. 4) 妨碍，阻滞，抑制vt. to delay the development of something, or to make something happen more slowly than expected [= slow down]example:Cold weather retards the growth of many plants.synonyms: delay, hold up, slow down, obstructSentence Interpretation and paraphrasing:Few medical discoveries have generated so much instant buzz--- even Jay Leno riffed about it in his opening monologue. (Line 7, Para 1)Few medical discoveries have aroused so big and quick response from the market---even Jay Leno, the famous comedian talked humorously about it in his opening speech.Three years ago one such paradox strolled into the Harvard lab that put resveratrol on the map and set in motion events that may in time rad ically transform the way we age… (Line 7, Para 3) Three years ago, one person with such kind of contradictory characteristics walked into the Harvard lab. It was him who started advertising resveratrol and made it well-known and launching some activitie s which were very likely to make ready and complete changes to our way of aging …4.Analysis of Part 1 (Para. 4-16)Questions :Q1. What’s the main idea of Part II (Para. 4 -Para. 16)?Westphal, as an entrepreneur, was hardworking, extroversive, humble and led a simple lifestyle and a unique working style. He used to be a well-experienced venture capitalist with risk-taking spirit, but it was not very smooth for him to establish Sirtris, the lab focusing on researches on the new medicine.Q2. In para. 8, the author says “Westphal’s frenetic personal resembles attention deficit disorder”? What does he mean?The author does not mean Westphal has attention disorder. He implies that Westphal is a very capable person who can spread his attention over several matters at the same time.Q3. Does the medicine produced by Sirtris cure human aging?No. As Westphal has explained many times that his company is working to cure diseases of aging, not to cure aging itself. Therefore its medicine can only slow down the aging process.Words and expressions:Conjure1. vt. to perform clever tricks in which you seem to make things appear, disappear, or change by magic:example: The magician conjured a rabbit out of his hat.2.vt. to make something appear or happen in a way which is not expected:example: He has conjured victories from worse situations than this.synonyms: bewitch, invoke, rouse, contrive, createspearheadto lead an attack or organized action.example:the troops who spearheaded the rescue missionSentence Interpretation and paraphrasing:Westphal isn’t your standard-issue CEO. His lead haberdasher is probably Levis. (Line 1, Para. 7) Westphal does not look like other CEOs who dress very formally. He mainly dresses in jeans.But in his case it’s probably better described as bandwidth-coming-out-of-the-ears syndrome. (Line 2, Para 8)It is not precise to describe Westphal as having attention deficit disorder. His hearing span is very wide and can listen to and deal with different things all at the same timeHe’s also a disarming extrovert who genially crushes competitors into the dust. (Line 3, Para.9)Westphal is an outgoing person who easily makes friends and defeats the competitors completely.5 5 minutes given to students to sum up the main idea of Part 1 & Part 2 according to their own understanding.Step III Consolidating exercisesStep IV Conclusion作业布置Recite key words for the dictation and translation教学后记授课时间第10 周第 1 次课授课时数 3授课方式理论课（√）讨论课（）实训课（√）习题课（）其他（√）（请打√）授课题目（教学章、节或主题）：Unit 12 Entrepreneurship --Text A Can Red Wine Help You Live Forever?教学目的、要求（分掌握、熟悉、了解三个层次）：1 To master key words and expression2 To improve competence of translating and interpreting教学重点及难点：1 To learn how to paraphrase in English2 To learn how to grasp key points in comprehensive reading3 To simulate the live field to form a similar surroundings to students to do business affairs教学方法及手段：Situational teaching, Role-play, FCM教学过程与教学内容：Step I Lead-in --Discussion1. What qualities or personalities should a person have to be a successful entrepreneur?2. Which entrepreneur do you respect most?3. Have you ever tried to run your own business? What was the outcome?4. How should we measure the success of an entrepreneur?5. What kind of social responsibilities should an entrepreneur have?6. What do you think of the entrepreneurship by university students? Advantages anddisadvantagesStep II Text analysis --Text A Can Red Wine Help You Live Forever?1 Review words and expressions in Part 1&22 Analysis of Part3 (Para. 17-- Para. 26)Questions :教学过程与教学内容：Q1: What’s the main idea of Part III (Para. 17- Para. 26)?Westphal is considering the future development of Sirtris. He can either cooperate with clinics or license drug rights to pharma concerns to realize his dreamQ2: Why didn’t Westphal and Sinclair hit off at first?Because they were of different characteristics: Westphal was too much arrogant while Sinclair was too strict with his discovery and did not want to disclose the details of his findings. Their cooperation did not go very well at first.Words and expressions:avid (Para. 18)adj. doing something as much as possibleexample:an avid collector of old jazz recordssynonyms: ardent, dedicated, devoted, eager, earnest, enthusiasticreplicate (Para. 23)vt. if you replicate someone’s work, a scientific study etc, you do it again, or try to get the same result againexample: There is a need for further research to replicate these findings.synonyms: clone, copy, duplicate, imitation, modelentangle (Para. 24)vt.1. to make something become twisted and caught in a rope, net etcentangle in/withexample: Small animals can get entangled in the net.2. to involve someone in an argument, a relationship, or a situation that is difficult to escape from entangle somebody in somethingexample: fears that the US could get entangled in another warsynonyms: entrap, tangle, trap, involvesober (Para. 26)adj. 1.serious, and thinking or making you think carefully about things: example:a sober, hard-working young mana sober reminder of the difficulties we face2. plain and not at all brightly colored:a sober grey suitsynonyms: clear-minded, rational, realistic, restrained, sedate, severe教学过程与教学内容：Sentences analysis and paraphrase:1. But those who reach into pharma’s deep pockets tend to get entangled in its bureaucratic strings. (Line 6, Para. 24)But those who are engaged in pharma will soon find it not easy to do this business as they are always obsessed with the bureaucratic rules and practices within the industry.2. Thus, the dream is likely to be realized within, at most, a few decades. The question is when, not if. (Line 8, Para.26)Therefor e, Westphal’s dream of slowing down human being’s aging process will probably be realized in scores of years. It’s only a matter of time, as he has made up his mind.Step III Exercises1 Ex.1 Reading comprehension.2 Ex2 Blank-filling3 Ex.3 ParaphrasingRewriting and Sentence Transformation4 Ex.4 TranslationStep IV Practical teaching section--- Debate1) Starting your own business is the best way to actualize your value.•Affirmative: to actualize yourself, you need to start your own business.•Negative: not everybody is born for an entrepreneur. It all depends.Brainstorm convincing thoughts in favor of your team.2) An entrepreneur should be a perfectionist.Brainstorm persuasive thoughts for affirmative and negative sides.Affirmative and sides:•Perfectionism enables entrepreneurs to think in details.•Perfectionism enables entrepreneurs to make wholesome and considerate plans.•Perfectionists aims at pursuing the preciseness and accuracy.•Perfectionist can always detect problems and attempt to solve them.Negative sides:.•Perfectionism is nothing more than fear of failure.•Being a perfectionist is the best way in the entire world to get absolutely nothing done.•Perfectionism is a theoretical construct that doesn’t exist in reality•Perfectionism stops us from taking chancesStep V Conclusion作业布置Ask Ss to record a video about the debate that they will get prepared for教学后记。

体验商务英语综合教程1第三版教案版

体验商务英语综合教程1第三版教案版Studying the textbook "Business English Course 1 Third Edition" can greatly benefit students who are looking to improve their English skills in a business context. 通过学习《商务英语综合教程1第三版》这本教材，学生们可以极大地提高在商务环境中运用英语的能力。

One of the main advantages of using this textbook is the comprehensive coverage of various business topics that are relevant in today's global economy. 这本教材的主要优势之一是涵盖了当今全球经济中相关的各种商务话题。

From communication skills to negotiation tactics, students will find valuable information and practical exercises to enhance their understanding and application of business English. 从沟通技巧到谈判策略，学生们将会找到有价值的信息和实用的练习，以增强他们对商务英语的理解和运用。

With the guidance of the teaching materials and lesson plans provided in the textbook, educators can effectively structure their classes and facilitate meaningful discussions on business-relatedtopics. 在这本教材提供的教学材料和课程计划指导下，教育工作者可以有效地构建课程，并促进有意义的商务相关话题讨论。

商务英语综合教案模板范文

一、课程名称：商务英语综合二、课时安排：2课时三、教学目标：1. 让学生掌握商务英语的基本词汇和常用句型。

2. 提高学生的商务英语听说读写能力。

3. 培养学生运用英语进行商务沟通的能力。

4. 增强学生的商务礼仪和跨文化交际意识。

四、教学内容：1. 商务英语基础词汇和句型2. 商务英语听说读写技能训练3. 商务邮件写作4. 商务谈判技巧5. 跨文化交际与商务礼仪五、教学过程：第一课时：1. 导入新课（1）教师简要介绍商务英语的重要性及课程安排。

（2）播放一段商务英语视频，让学生了解商务英语的实际应用场景。

2. 商务英语基础词汇和句型（1）教师讲解商务英语基础词汇，如：market、product、customer、sales、order等。

（2）教师引导学生练习常用句型，如：How are you doing? What can I do for you? Can I help you?3. 商务英语听说读写技能训练（1）教师播放一段商务英语听力材料，让学生进行听力练习。

（2）教师讲解商务英语阅读技巧，如：快速浏览、关键词定位等。

（3）教师带领学生进行商务英语写作练习，如：撰写商务邮件。

4. 总结本节课所学内容，布置课后作业。

第二课时：1. 复习上节课所学内容（1）教师提问，检查学生对商务英语基础词汇和句型的掌握情况。

（2）教师检查学生课后作业完成情况。

2. 商务邮件写作（1）教师讲解商务邮件的格式和注意事项。

（2）教师带领学生进行商务邮件写作练习，如：回复客户咨询、发送订单确认等。

3. 商务谈判技巧（1）教师讲解商务谈判的基本原则和技巧。

（2）教师组织学生进行角色扮演，模拟商务谈判场景。

4. 跨文化交际与商务礼仪（1）教师讲解不同文化背景下的商务礼仪差异。

（2）教师组织学生进行跨文化交际练习，如：问候、介绍、道别等。

5. 总结本节课所学内容，布置课后作业。

六、教学评价：1. 课堂表现：学生的出勤率、课堂参与度、作业完成情况。

商务英语高级词汇课教案

商务英语高级词汇课教案教案标题：商务英语高级词汇课教案教案目标：1. 帮助学生扩展商务英语词汇量，提高词汇运用能力；2. 培养学生商务英语交流能力，包括听、说、读、写；3. 引导学生在商务场景中灵活运用高级词汇，提升商务沟通效果。

教学重点：1. 商务英语高级词汇的学习和掌握；2. 商务英语词汇的运用和拓展。

教学难点：1. 学生对高级商务英语词汇的理解和运用；2. 学生在商务场景中灵活运用高级词汇的能力。

教学准备：1. 商务英语高级词汇教材和资料；2. 多媒体设备和投影仪；3. 商务场景模拟练习材料。

教学过程：一、导入（5分钟）1. 使用多媒体展示商务场景图片，引发学生对商务英语的兴趣；2. 提出问题，让学生思考商务英语在实际工作中的重要性。

二、词汇学习（20分钟）1. 分发商务英语高级词汇表，让学生自主预习；2. 使用多媒体展示词汇表中的词汇和例句，帮助学生理解词汇的意义和用法；3. 分组讨论，学生互相交流并运用词汇进行口语练习；4. 教师进行词汇讲解和澄清学生疑惑。

三、词汇运用（25分钟）1. 分发商务场景模拟练习材料，让学生在小组内进行角色扮演；2. 每个小组轮流表演一段商务对话，要求运用高级词汇；3. 教师观察和记录学生表现，并给予反馈和指导；4. 学生进行自我评价和小组评价。

四、总结和拓展（10分钟）1. 教师总结学生在词汇学习和运用中的表现，提出建议和改进方向；2. 引导学生思考如何在实际工作中继续拓展商务英语词汇；3. 分享相关商务英语学习资源和推荐书籍。

五、作业布置（5分钟）1. 布置课后作业，要求学生运用高级词汇撰写一篇商务英语邮件；2. 提醒学生复习和巩固本节课所学的商务英语高级词汇。

教学反思：1. 教师应注意学生对商务英语高级词汇的理解和掌握情况，及时给予帮助和指导；2. 在商务场景模拟练习中，教师应积极引导学生运用高级词汇，提高实际应用能力；3. 教师应根据学生的反馈和表现，调整教学策略和方法，提高教学效果。

实用商务英语综合教程(高级)-PPT课件

II. Teaching focus: To learn and practice how to advertise a product. III. Teaching difficulty To listen for gist and specific information VI. Teaching aids: a disc player and the disc V. Teaching length: 90 minutes IV. Teaching procedure:
Step8. Present the 5 questions in Task6. Ask the class to read them through and make prediction about the points that the conversation may cover based on the key words in the questions. (3 minutes)
Step9. Play the disc for the class to listen for the answers to the 5 questions in Task6. After listening, the Ss can have 5 minutes to talk about their answers in pairs. (10 class and announce the tasks for the periods. Step2. Lead-in Questions (3minutes) 1. As a consumer, what kind of business advertising will attract your attention? 2. Could you please share with your classmates the most impressive advertisement to you?

商务英语综合教程第一册教学设计

商务英语综合教程第一册教学设计一、教学目标本教学设计旨在帮助学生建立商务英语的基本能力，包括听、说、读、写和翻译，让学生学会运用商务英语进行简单的口头和书面沟通，增强学生的自信心，提高其口语流利度和交流能力，以达到扩展自己的交际范围，提高就业竞争力的目的。

二、教学内容1. 教材本课程主要使用《商务英语综合教程第一册》。

2. 教学大纲•Unit 1：Introduction•Unit 2：Company Organization•Unit 3：Marketing Mix•Unit 4：Product Life Cycle•Unit 5：Service三、教学方法1. 基本教学法本教学设计采用任务型教学法，提供真实的商务场景模拟，使学生能够在实际的情境中排练所学的商务英语知识和技能，从而更好地掌握和运用商务英语技能。

2. 具体教学方法1.聆听真实商务对话 - 给学生播放商务对话录音，让学生听懂在特定的情境下用商务英语如何进行对话。

然后，教师加入讨论，明确目标语言和语法规则，并要求学生注意其中的课文重点和词汇。

2.个性化教学 - 最大限度地考虑学生个人差异，让每个学生在专门的课堂中得到个性化的辅导，包括阅读、写作、语言学习和发音等方面。

3.全方位练习 - 让学生在各种不同的情境中多次练习，从而更好地巩固和掌握所学内容，在课后进行有效的反馈和辅导。

四、教学评估1. 教学评估工具测试题和口语表现评估。

2. 测试内容测试内容根据本教学设计的教育目标，包括听力、语言和书写等知识领域的考核。

学生需要完成听力填空、选择题和短文阅读等题目，并通过讲商务英语解决问题、写商务英语电子邮件和面试等语言沟通考核。

同时，鼓励学生进行商务场景模拟表演，进行语言点演示和轻松的语言交互。

3. 评估结果根据测试结果，对学生们的掌握程度提供详细的反馈和指导，让学生们更好地发现和改进自己的语言缺陷，以提高口头和书面语言交流能力。

五、参考资料•《商务英语综合教程第一册》，作者：杨多万，出版社：中国对外经济贸易出版社，2019年。

商务英语高级口语与听力 - 教案

教案商务英语高级口语与听力教案1.引言1.1教学背景1.1.1商务英语在现代职场中的重要性1.1.2高级口语与听力技能在商务交流中的作用1.1.3课程目的：提升学生的商务英语应用能力1.1.4教学目标：使学生能够流利地进行商务英语口语交流，并有效提升听力理解能力2.知识点讲解2.1商务英语词汇与表达2.1.1常用商务英语词汇的讲解与应用2.1.2商务英语中的专业术语解释2.1.3商务交流中的常用表达方式2.1.4商务英语中的文化与礼仪知识3.教学内容3.1口语交流技巧3.1.1商务英语口语的基本原则与技巧3.1.2如何在商务场合中进行有效沟通3.1.3口语练习：模拟商务对话与场景3.1.4口语表达中的语音、语调与节奏控制3.2听力理解训练3.2.1商务英语听力材料的选择与分析3.2.2提升听力理解的策略与技巧3.2.3听力练习：商务英语对话与演讲3.2.4听力理解中的关键词汇与语境推断3.3综合技能实践3.3.1结合口语与听力技能的商务场景模拟3.3.2商务英语会议、谈判与演讲的实践3.3.3角色扮演与小组讨论3.3.4综合技能评估与反馈4.教学目标4.1提升商务英语应用能力4.1.1学生能够流利地使用商务英语进行日常交流4.1.2学生能够理解并运用商务英语中的专业术语和表达4.1.3学生能够在不同的商务场合中恰当运用英语4.1.4学生能够通过听力材料理解商务英语的语境和细节4.2增强跨文化交际能力4.2.1学生能够了解并尊重不同文化背景下的商务交流习惯4.2.2学生能够适应国际商务环境中的文化差异4.2.3学生能够在跨文化商务交流中避免误解和冲突4.2.4学生能够运用恰当的商务礼仪增强交流效果4.3培养批判性思维与问题解决能力4.3.1学生能够分析商务交流中的信息并进行批判性思考4.3.2学生能够通过听力材料识别关键信息和论点4.3.3学生能够运用英语进行有效的商务谈判和解决问题4.3.4学生能够通过小组讨论和角色扮演提升团队协作能力5.教学难点与重点5.1商务英语词汇与表达的准确运用5.1.1难点：商务英语中的专业术语和复杂表达5.1.2重点：词汇的实际应用场景和语境理解5.1.3难点：正确使用商务英语进行口语交流5.1.4重点：听力材料中的商务语境和文化背景理解5.2商务英语口语交流技巧5.2.1难点：语音、语调的正确运用5.2.2重点：有效沟通和表达技巧的培养5.2.3难点：在商务场合中的自信表达5.2.4重点：口语交流中的非语言沟通技巧5.3商务英语听力理解能力5.3.1难点：快速捕捉关键信息和细节5.3.2重点：听力材料中的语境和文化背景理解5.3.3难点：听力材料中的专业术语和表达5.3.4重点：提升听力理解的速度和准确性6.教具与学具准备6.1教学资源6.1.1商务英语教材和听力材料6.1.2商务英语口语练习场景和案例6.1.3多媒体设备（如投影仪、音响等）6.1.4网络资源（如在线商务英语课程、听力练习等）6.2学生活动材料6.2.1口语练习场景和角色扮演指南6.2.2听力练习题和答案6.2.3商务英语词汇表和表达手册6.2.4小组讨论和角色扮演的评估表6.3教学辅助工具6.3.1教学白板和彩色笔6.3.2口语和听力练习的音频和视频材料6.3.3商务英语交流的模拟软件和应用程序6.3.4教学反馈和评估工具（如调查问卷、测试题等）7.教学过程7.1导入与热身7.1.1引入商务英语口语与听力的主题7.1.2进行简短的口语练习和听力热身活动7.1.3分享相关的商务英语案例和背景知识7.1.4引导学生思考和讨论商务交流中的挑战和技巧7.2知识点讲解与练习7.2.1讲解商务英语词汇和表达7.2.2进行口语和听力练习，强化知识点7.2.3分组讨论和角色扮演，提升实际应用能力7.2.4提供反馈和指导，帮助学生改进口语和听力技巧7.3综合技能实践与评估7.3.1进行商务英语口语和听力的综合练习7.3.2小组合作完成商务场景模拟和角色扮演7.3.3进行学生自评和互评，提升自我反思能力8.板书设计8.1教学内容概览8.1.1课程主题：商务英语高级口语与听力8.1.2教学目标：提升商务英语应用能力、跨文化交际能力和批判性思维8.1.3教学重点：商务英语词汇与表达、口语交流技巧和听力理解能力8.1.4教学难点：专业术语的运用、口语表达的自然流畅和听力材料中的细节捕捉8.2知识点详解8.2.1商务英语词汇与表达：专业术语、常用表达和语境应用8.2.2口语交流技巧：语音、语调、非语言沟通和有效表达8.2.3听力理解能力：关键信息捕捉、语境理解和文化背景知识8.3练习与活动安排8.3.1口语练习：模拟商务对话、角色扮演和小组讨论8.3.2听力练习：听力材料理解、关键信息和细节捕捉8.3.3综合练习：商务场景模拟、跨文化交际和问题解决9.作业设计9.1口语练习作业9.1.1录制一段商务英语口语对话或演讲9.1.2分析并改进自己的语音、语调和表达技巧9.1.3分享录音和反思，接受同学和老师的反馈9.2听力练习作业9.2.1完成指定的商务英语听力材料9.2.3分享听力理解和学习心得，进行讨论和交流9.3综合技能作业9.3.1准备一个商务英语话题进行小组讨论或角色扮演9.3.2分析跨文化交际中的挑战和解决方案9.3.3提交小组讨论记录或角色扮演视频，接受评估和反馈10.课后反思及拓展延伸10.1教学效果评估10.1.1学生参与度和互动情况10.1.2学生口语和听力能力的提升程度10.1.3学生对教学内容的理解和应用能力10.1.4学生跨文化交际和问题解决能力的展示10.2教学改进与拓展10.2.1针对学生的反馈和表现，调整教学方法和内容10.2.2引入更多实际商务场景和案例分析，提升学生的应用能力10.2.3提供更多的口语和听力练习资源，鼓励学生自主学习和实践10.2.4组织商务英语讲座或交流活动，拓宽学生的视野和经验重点关注环节的补充和说明：教学难点与重点：商务英语词汇与表达的准确运用、口语交流技巧和听力理解能力是教学的重点和难点。

商务英语综合教程2电子版教案

商务英语综合教程2电子版教案教案标题：商务英语综合教程2电子版教案教案概述：本教案旨在为商务英语综合教程2电子版的教学提供专业的建议和指导。

通过本教案的实施，学生将能够提高商务英语听、说、读、写的能力，并且掌握相关商务英语词汇和表达方式，为今后的商务沟通和职业发展打下坚实的基础。

教学目标：1. 提高学生的商务英语听力和口语交流能力；2. 培养学生的商务英语阅读和写作能力；3. 掌握商务英语中常用的词汇和表达方式；4. 培养学生的商务沟通能力和职业素养。

教学重点：1. 商务英语听力和口语交流；2. 商务英语阅读和写作；3. 商务英语词汇和表达方式。

教学内容和安排：本教案建议按照以下内容和安排进行教学：第一课：商务英语概述1. 导入：介绍商务英语的定义和重要性；2. 教学内容：商务英语的特点、应用场景和学习方法；3. 活动：分组讨论商务英语的应用场景，并进行角色扮演练习；4. 总结：总结商务英语的学习重点和方法。

第二课：商务英语听力训练1. 导入：复习商务英语的基本词汇和表达方式；2. 教学内容：商务英语听力技巧和常见场景的听力练习；3. 活动：分组进行商务英语听力练习，并进行听后讨论；4. 总结：总结商务英语听力技巧和常见场景。

第三课：商务英语口语交流1. 导入：复习商务英语的口语表达方式；2. 教学内容：商务英语口语交流技巧和常见场景的口语练习；3. 活动：分组进行商务英语口语练习，并进行角色扮演练习；4. 总结：总结商务英语口语交流技巧和常见场景。

第四课：商务英语阅读和写作1. 导入：复习商务英语的阅读和写作技巧；2. 教学内容：商务英语阅读和写作的常见场景和技巧；3. 活动：分组进行商务英语阅读和写作练习，并进行互评；4. 总结：总结商务英语阅读和写作的技巧和常见场景。

第五课：商务英语词汇和表达方式1. 导入：复习商务英语常用词汇和表达方式；2. 教学内容：商务英语常用词汇和表达方式的扩充和应用；3. 活动：进行商务英语词汇和表达方式的练习和应用；4. 总结：总结商务英语常用词汇和表达方式的扩充和应用。

《商务英语》课程标准

《商务英语》课程标准一、课程基本情况二、课程性质、地位、设计思路（一）课程性质、地位该课程是限选课程，目的是培养学生的实践能力和创新意识，树立学生的商务思维，熟悉并掌握一定的商务知识，具备处理商务及外事的能力，能在特定商务场景下完成交流和沟通，为毕业后成为社会需要的应用型涉外商务人才打下坚实的基础。

（二）课程的设计思路在课程的目标定位上，希望学生能够掌握一定的商务英语基础知识，培养一定的商务英语运用的能力，具有相应的商务英语听、说、读、写、译的能力，能在涉外交际的日常活动及商务活动中进行简单的口头和书面交流。

因此设计思路为模拟毕业生经过面试进入公司后，从熟悉公司内部结构入手到熟练开展各项内外部业务为主线展开教学，为学生毕业后从事实际工作中的各种英语商务活动打下基础。

三、课程目标1．知识目标熟悉公司各部门的名称及主要工作职责。

掌握公司介绍、产品演示、招聘等商务场景中的相关词汇和固定表达。

掌握各种商务信函的书写格式、文体及常用句式。

2．能力目标能够在工作场合及某些商务场景与同事、客户进行基本的英语沟通和交流，如公司介绍、产品演示、图表描述、等。

能在特定的商务情景下撰写电话留言条、便条、电子邮件、备忘录及商务报告等商务信函，通过书面交流完成或解决现实任务和问题。

能在熟悉东西方文化差异基础上妥善处理商务活动中的文化冲突。

3. 素质目标通过本课程的学习，使学生深刻体会到交际能力、团队合作精神以及跨文化意识等在商务领域及涉外工作中的重要性，培养学生爱岗敬业的优秀职业素质，提前进入职业角色，实现学校到工作岗位的有效对接。

4.情感目标：帮助学生体验课程学习活动中的成功与快乐，培养学生沟通能力和合作能力，提升学生独立思考的能力。

四、课程教学内容和要求五、实施建议1.教材选用建议《实用商务英语综合教程（高级）》人民邮电出版社，李玉萍、王永美主编2.教学方法建议在教学方法上，要根据课程特点，考虑学生实际情况，选择能充分调动学生兴趣，注重培养学生实际能力的教学方法。

商务英语综合教案模板范文

一、课程名称：商务英语综合二、课时：2课时三、教学目标：1. 让学生掌握商务英语的基本沟通技巧和常用表达；2. 培养学生阅读商务英语文章的能力，提高阅读速度和理解能力；3. 提高学生的听力和口语表达能力，能够进行简单的商务英语对话；4. 增强学生的商务英语写作能力，学会撰写商务信函和报告。

四、教学内容：1. 商务英语基本沟通技巧和常用表达；2. 商务英语阅读理解；3. 商务英语听力；4. 商务英语口语；5. 商务英语写作。

五、教学重点与难点：1. 教学重点：商务英语基本沟通技巧和常用表达、商务英语阅读理解、商务英语写作；2. 教学难点：商务英语口语表达和商务英语听力理解。

六、教学过程：第一课时：一、导入1. 教师简要介绍商务英语的重要性；2. 引导学生了解商务英语的基本概念和特点。

二、课堂活动1. 商务英语基本沟通技巧和常用表达a. 教师展示商务英语常用词汇和短语，让学生跟读并模仿；b. 学生分组进行角色扮演，练习商务英语对话；c. 教师点评并纠正学生的发音和语法错误。

2. 商务英语阅读理解a. 教师展示商务英语文章，让学生阅读并回答相关问题；b. 教师讲解文章中的重点词汇和短语，帮助学生理解文章内容；c. 学生进行小组讨论，分享阅读心得。

三、课堂小结1. 教师总结本节课所学内容；2. 学生回顾所学知识，提出疑问。

第二课时：一、复习导入1. 教师回顾上一节课所学内容；2. 学生分享上一节课的收获。

二、课堂活动1. 商务英语听力a. 教师播放商务英语听力材料，让学生认真聆听；b. 学生回答听力材料中的问题，教师点评；c. 学生进行小组讨论，分享听力心得。

2. 商务英语口语a. 教师设置商务场景，让学生进行口语练习；b. 学生分组进行角色扮演，教师点评并纠正错误；c. 学生进行小组讨论，分享口语练习心得。

3. 商务英语写作a. 教师展示商务信函和报告的范例，让学生学习；b. 学生根据所学知识，撰写商务信函和报告；c. 教师点评并纠正学生的写作错误。

商务英语综合教程教案

商务英语综合教程教案教案标题：商务英语综合教程教案教案概述：本教案旨在为商务英语综合教程的教学提供指导和建议。

商务英语是一门重要的语言技能，对于学生在商业环境中的沟通和交流至关重要。

本教案将涵盖商务英语的核心主题和技能，并提供一系列教学活动和资源，以帮助学生在商务环境中提高他们的英语能力。

教学目标：1. 熟悉商务英语的基本概念和背景知识。

2. 提高学生商务英语听、说、读、写的能力。

3. 培养学生在商业环境中的沟通和交流技巧。

4. 培养学生解决商务问题的能力。

教学内容和活动：1. 主题介绍：引入商务英语的重要性和应用领域。

通过讨论和案例研究，激发学生对商务英语的兴趣。

2. 商务英语基础知识：介绍商务英语的基本术语和常用表达。

通过课堂演练和角色扮演，加强学生对这些术语的理解和运用能力。

3. 商务英语听力训练：提供商务英语听力材料，如商务会议录音、电话交流等。

通过听力练习和理解问题，培养学生在商业环境中听取信息的能力。

4. 商务英语口语训练：通过角色扮演、小组讨论等活动，提高学生在商务场景中的口语表达能力。

引导学生运用商务英语进行演讲和辩论。

5. 商务英语阅读训练：提供商务英语文章和案例研究，让学生阅读和理解商业文本。

通过讨论和问题解答，培养学生对商务英语文本的理解和分析能力。

6. 商务英语写作训练：引导学生撰写商务英语邮件、报告和商业计划等文本。

通过写作练习和反馈，提高学生在商务环境中的书面表达能力。

7. 商务问题解决：引导学生分析和解决商务问题。

通过案例分析和团队合作，培养学生在商业环境中的问题解决能力和决策能力。

教学资源：1. 商务英语教材：根据教材的内容和主题进行教学设计和活动安排。

2. 商务英语听力材料：商务会议录音、商业新闻报道等。

3. 商务英语阅读材料：商业文章、案例研究等。

4. 角色扮演和讨论题：商务场景的角色扮演卡片和讨论题目。

5. 商务英语写作指导：商务英语写作范例和写作指导手册。

商务综合英语》课程教学大纲

九州职业技术学院《商务综合英语》课程教学大纲256学时，16学分一、先修课程：英语语音二、课程的性质，目的及任务《商务综合英语》是高职高专商务英语专业的一门综合英语技能基础课。

课程的目的在于培养和提高学生实际使用英语去从事涉外商务活动的能力，即能够处理商务业务的“实用英语”，其任务是通过语言基础训练培养学生听、说、读、写、译等基本商务英语交际技能，为今后进一步学习和提高打下坚实的基础。

三、课程的基本要求《商务综合英语》针对商务英语专业的专科学生。

经过两年英语专业基础阶段的学习后，他们应达到以下要求：（一）语音语调基本正确（二）正确使用常用词汇和基本句型（三）听懂电台电视等大众传媒播放的英语慢速新闻和一般性节目的主要内容（四）熟悉英语日常口语和商务用语表达方式，能进行一般性口头涉外活动，能基本听懂对方表述并正确的表达自己（五）独立完成课程中的翻译和写作练习，要求理解基本正确，语言基本通畅（六）学会使用英汉，汉英，英汉双解词典等辅助学习工具，逐步培养学生独立学习的能力四、课程的教学内容《世纪商务英语》分为通用涉外交际、通用商务交际、外贸实务交际三个层次，其中通用涉外交又包含日常涉外交际。

《世纪商务英语》涵盖涉外商务活动的各个层次，既涉及基础英语，又涉及商务业务英语。

每册书各12个单元，每个单元围绕一个商务主题展开，由五大板块构成：导入、听说、阅译、写作、和开心一刻。

五、建议的学时分配六、建议使用教材《世纪商务英语》（第二版），主编：潘月洲，粟景妆，大连理工大学出版社，2007年5月七、参考教材（一）、《世纪商务英语》（教师用书），主编：潘月洲，粟景妆，大连理工大学出版社，2007年5月（二）、《综合英语教程》第二版（教师用书），总主编：虞苏美，黄源深，高等教育出版社，2005年5月（三）、《大学英语》,主编:杨立民,徐克容,外语教学与研究出版社，1996年9月（四）、《牛津高阶英汉双解词典》(第六版),总顾问:陆谷孙,牛津大学出版社,商务印书馆，2004年6月八、说明（一）、大纲中所列内容大部分为课堂讲授,其余为习题课,测试课或复习课. （二）、本大纲适用于高等学院英语专业专科阶段.九、考核《商务综合英语》为考试课程，分为两部分进行考核：（一）、平时成绩（由考勤，作业，课堂表现三部分构成，占总成绩的30%）；（二）、期末成绩（期末试卷卷面成绩，占总成绩的70%）大纲制定者:赵娜大纲审定者: 张素珍2007年7月。

《实用商务英语综合教程(高级)》—教学教案

《实用商务英语综合教程（高级）》教学教案Unit 1 Meeting and Entertaining ClientsListening and speakingI. Teaching objectivesSs are expected to learn to:1.listen for specific information about etiquette for entertaining clients;2.listen for specific information to fill in the gaps in the conversations;3.retell the main points heard;4.role-play and practice in the everyday life social etiquette for entertaining clients.II. Teaching focus:To learn and practice social etiquette for entertaining clientsIII. Teaching difficultyTo listen for gist and specific informationVI. Teaching aids: a disc player and the discV. Teaching length: 90 minutesIV. Teaching procedure:Step1. Greet the class and announce the tasks for the periods.Step2. Lead-in Questions (3minutes)Step3. Present the 5 questions in Task2. Ask the class to read them through and make prediction about the points that the conversation may cover based on the key words inthe questions. (3 minutes)Step4. Play the disc for the class to listen for the answers to the 5 questions in Task2. After listening, the Ss can have 5 minutes to talk about their answers in pairs. (10 minutes) Step5. Play the disc for the class to listen again and fill in the gaps in Task1. (5 minutes)Step6. Retelling. Ask the class to work in pairs and retell the key points to each other and invite 2 pairs to present to the class. (10 minutes)Step7. Speaking. Ask the class to work in pairs and role-play a conversation based on the information given in Task5. (15 minutes)Step8. Present the 5 questions in Task6. Ask the class to read them through and make prediction about the points that the conversation may cover based on the key words inthe questions. (3 minutes)Step9. Play the disc for the class to listen for the answers to the 5 questions in Task6. After listening, the Ss can have 5 minutes to talk about their answers in pairs. (10 minutes) Step10. Play the disc for the class to listen again and fill in the gaps in Task5. (5 minutes) Step11. Retelling. Ask the class to work in pairs and retell the key points to each other and invite 2 pairs to present to the class. (10 minutes)Step12. Speaking. Ask the class to work in pairs and role-play a conversation based on the information given in Task8. (15 minutes)Step14. Assignments:To learn the new words and expressions in the two conversations;To review the social etiquette for entertaining clients.Intensive ReadingI. Teaching objectives:The Ss are expected to learn:1.the corporate entertainment;2.the words and expressions;3.the reading skills to find out the general idea and specific information.II. Teaching focus:To learn the corporate entertainment.III. Teaching difficulty:The reading skills to find out the general idea and specific informationVI. Teaching length: 90 minutesIV. Teaching procedure:Step1. Greet the class and announce the tasks.Step2. Lead-in questions:How many proper ways can you think out to entertain your clients or your friends? (2 minutes) Step3. Reading skills: ask the class to skim the passage and outline its logical structure the talk about their answers in pairs. Ask 2 pairs to present to the class. (20 minutes)Corporate EntertainmentGeneral idea: The skills of corporate entertainment.1.the importance of corporate entertainment2.the steps to prepare your corporate entertainment3.Caring about the well-being of the clients’ whole familyStep4. Reading skills: ask the class to scan the passage and find out the answers to Tasks9—11 based on the key words in each question and the outline made in Step3. (20 minutes)Step5. Intensive reading: ask the class to read through the passage in details and mark out the language points that are difficult to understand. (10 minutes)Step6. Language points in the passage. (25-30 minutes)Step7. Translating: ask the class to finish Task12 according to the language points learned in the passage. (10 minutes)Fast reading and Case StudyI. Teaching objectives:The Ss are expected to learn:1.places you should avoid when meeting clients ;2.the reading skills to find out the general idea and specific information;II. Teaching focus:To learn places you should avoid when meeting clientsIII. Teaching difficulty:The reading skills to find out the general idea and specific informationVI. Teaching length: 90 minutesIV. Teaching procedure:Step1. Greet the class and announce the tasks.Step2. Lead-in questions:Which places do you think you should avoid when meeting clients? (2 minutes) Step3. Reading skills: ask the class to skim the passage and outline its logical structure the talk about their answers in pairs. Ask 2 pairs to present to the class. (20 minutes)Places You Should Avoid Meeting ClientsGeneral idea: Find places you should never meet with a clients to help you make a better impression on your clients1.Introduction: A lot of people have wrong opinions about finding places to meet clients2.the importance of a proper places to meet clients3.Five places you should never meet with a client.1)Starbucks or any other Wi-Fi equipped coffee house2)High-end bookstores3)Public Libraries4)Hotel Lobbies5)KFC, McDonald's or any fast-food restaurant4.conclusionStep4. Reading skills: ask the class to scan the passage and find out the answers to Tasks13and14 based on the key words in each question and the outline made in Step3. (20 minutes)Step5. Intensive reading: ask the class to read through the passage in details and find out the specific information for each part of the key points. (10 minutes)Step6. Case Study. Ask the class to read through the case and find out what the strong points and weak points are in his entertaining activities and how to perfect them. (15-20minutes)Step7. Discussion. Ask the class to talk about the questions in Task15 in pairs based on the case study. Then ask to pairs to present to the class. (10 minutes)Step8. SummaryGrammar and WritingI. Teaching objectives:The Ss are expected to learn:1. English basic sentence patterns;2. How to write a note.II. Teaching focus:1. English basic sentence patterns;2. The necessary part and set phrases of a note.III. Teaching difficulty:1. English basic sentence patterns;2. The necessary part and set phrases of a note.VI. Teaching length: 90 minutesV. Teaching procedure:Step1. Greet the class and announce the tasks.Step2. Present English basic sentence patterns: (14 minutes)1. Ｓ+Ｖ2. Ｓ+Ｖ+Ｐ3. Ｓ+Ｖ+Ｏ4. Ｓ+Ｖ+IO +Ｏ5. Ｓ+Ｖ+Ｏ+Ｃ6.“There + beStep3. Task16. Ask the class to finish Task16 and discuss in pairs. (10 minutes)Step4. Task17. Ask the class to finish Task17 and discuss in pairs. (15 minutes)Step5. Present the necessary parts of a note: (2 minutes)The date, salutation, body, signature and cc etcStep6. Present the format of a note (2 minutes)Step7. Practice. Ask the class to study the two samples with focus on their necessary parts, the format and the useful set phrases for each part of the body. Present the useful setphrases. (5 minutes)Step8. Task18. Ask the class to finish the task and invite two Ss to present their writings to the class. (15 minutes)Step9. Task19. Ask the class to finish the task and invite 2 Ss to present their writings to the class. (20 minutes)Step10. Summary.Unit 2 TelephoningListening and speakingI. Teaching objectivesSs are expected to learn to:5.listen for specific information about etiquette for telephoning;6.listen for specific information to fill in the gaps in the conversations;7.retell the main points heard;8.role-play and practice in the everyday life social etiquette for telephoning.II. Teaching focus:To learn and practice social etiquette for telephoningIII. Teaching difficultyTo listen for gist and specific informationVI. Teaching aids: a disc player and the discV. Teaching length: 90 minutesIV. Teaching procedure:Step1. Greet the class and announce the tasks for the periods.Step2. Lead-in Questions (3minutes)Step3. Present the 5 questions in Task2. Ask the class to read them through and make prediction about the points that the conversation may cover based on the key words inthe questions. (3 minutes)Step4. Play the disc for the class to listen for the answers to the 5 questions in Task2. After listening, the Ss can have 5 minutes to talk about their answers in pairs. (10 minutes) Step5. Play the disc for the class to listen again and fill in the gaps in Task1. (5 minutes)Step6. Retelling. Ask the class to work in pairs and retell the key points to each other and invite 2 pairs to present to the class. (10 minutes)Step7. Speaking. Ask the class to work in pairs and role-play a conversation based on the information given in Task5. (15 minutes)Step8. Present the 5 questions in Task6. Ask the class to read them through and make prediction about the points that the conversation may cover based on the key words inthe questions. (3 minutes)Step9. Play the disc for the class to listen for the answers to the 5 questions in Task6. After listening, the Ss can have 5 minutes to talk about their answers in pairs. (10 minutes) Step10. Play the disc for the class to listen again and fill in the gaps in Task5. (5 minutes)Step11. Retelling. Ask the class to work in pairs and retell the key points to each other and invite 2 pairs to present to the class. (10 minutes)Step12. Speaking. Ask the class to work in pairs and role-play a conversation based on the information given in Task8. (15 minutes)Step13. Summary.Step14. Assignments:To learn the new words and expressions in the two conversations;To review the social etiquette for telephoning.Intensive ReadingI. Teaching objectives:The Ss are expected to learn:4.the telephoning;5.the words and expressions;6.the reading skills to find out the general idea and specific information.II. Teaching focus:To learn telephoning.III. Teaching difficulty:The reading skills to find out the general idea and specific informationVI. Teaching length: 90 minutesIV. Teaching procedure:Step1. Greet the class and announce the tasks.Step2. Lead-in questions:What are the aims of making phone calls? And how to make a successful phone call (2 minutes)Step3. Reading skills: ask the class to skim the passage and outline its logical structure the talk about their answers in pairs. Ask 2 pairs to present to the class. (20 minutes)How to Make a Successful Phone CallGeneral idea: How to make a successful phone call4.Special rules and conventions to abide by when making a phone call5.the steps for making calls to people that you do not know6.telephone tipsStep4. Reading skills: ask the class to scan the passage and find out the answers to Tasks9—11 based on the key words in each question and the outline made in Step3. (20 minutes)Step5. Intensive reading: ask the class to read through the passage in details and mark out the language points that are difficult to understand. (10 minutes)Step6. Language points in the passage. (25-30 minutes)Step7. Translating: ask the class to finish Task12 according to the language points learned in the passage. (10 minutes)Step8. SummaryFast reading and Case StudyI. Teaching objectives:The Ss are expected to learn:3.basic knowledge of telephone and the invention of wireless phone ;4.the reading skills to find out the general idea and specific information;II. Teaching focus:To learn basic knowledge of telephoneIII. Teaching difficulty:The reading skills to find out the general idea and specific informationVI. Teaching length: 90 minutesIV. Teaching procedure:Step1. Greet the class and announce the tasks.Step2. Lead-in questions:How much do you know about telephone? (2 minutes)Step3. Reading skills: ask the class to skim the passage and outline its logical structure the talk about their answers in pairs. Ask 2 pairs to present to the class. (20 minutes)How Much Do You Know About Telephone?General idea: Basic knowledge of telephone and the invention of wireless phone5.Basic knowledge of telephone6.the invention of wireless phoneStep4. Reading skills: ask the class to scan the passage and find out the answers to Tasks13and14 based on the key words in each question and the outline made in Step3. (20 minutes)Step5. Intensive reading: ask the class to read through the passage in details and find out the specific information for each part of the key points. (10 minutes)Step6. Case Study. Ask the class to read through the case and comment the bank’s behavior and attitudes towards problems. (15-20 minutes)Step7. Discussion. Ask the class to talk about the questions in Task15 in pairs based on the case study. Then ask to pairs to present to the class. (10 minutes)Step8. SummaryGrammar and WritingI. Teaching objectives:The Ss are expected to learn:1. Simple Present Tense;2. How to write a telephone message.II. Teaching focus:1. Simple Present Tense;2. The necessary part and set phrases of a telephone message.III. Teaching difficulty:1. English basic sentence patterns;2. The necessary part and set phrases of a telephone message.VI. Teaching length: 90 minutesV. Teaching procedure:Step1. Greet the class and announce the tasks.Step2. Present the structure of Simple Present Tense: (14 minutes)1. Ｓ+Ｖ2. Ｓ+Ｖ-(e)s /has+3. Ｓ+am/is/are+Step3. Task16. Ask the class to finish Task16 and discuss in pairs. (10 minutes)Step4. Task17. Ask the class to finish Task17 and discuss in pairs. (15 minutes)Step5. Present the necessary parts of a telephone message: (2 minutes)The from, to, date, time, phone number, message, and cc etcStep7. Practice. Ask the class to study the two samples with focus on their necessary parts, the format and the useful set phrases for each part of the body. Present the useful setphrases. (5 minutes)Step8. Task18. Ask the class to finish the task and invite two Ss to present their writings to the class. (15 minutes)Step9. Task19. Ask the class to finish the task and invite 2 Ss to present their writings to the class. (20 minutes)Step10. Summary.Unit 3 MeetingsListening and speakingI. Teaching objectivesSs are expected to learn to:9.listen for specific information about how to organize a meeting;10.listen for specific information to fill in the gaps in the conversations;11.retell the main points heard;12.role-play and practice organizing a meeting.II. Teaching focus:To learn and practice how to organize a meetingIII. Teaching difficultyTo listen for gist and specific informationVI. Teaching aids: a disc player and the discV. Teaching length: 90 minutesIV. Teaching procedure:Step1. Greet the class and announce the tasks for the periods.Step2. Lead-in Questions (3minutes)1. Do you like attending meetings?2. Why do we still have meetings even though we can communicate information byemail, by phone and through other modern communication technologies?Step3. Present the 5 questions in Task2. Ask the class to read them through and make prediction about the points that the conversation may cover based on the key words inthe questions. (3 minutes)Step4. Play the disc for the class to listen for the answers to the 5 questions in Task2. After listening, the Ss can have 5 minutes to talk about their answers in pairs. (10 minutes) Step5. Play the disc for the class to listen again and fill in the gaps in Task1. (5 minutes)Step6. Retelling. Ask the class to work in pairs and retell the key points to each other and invite 2 pairs to present to the class. (10 minutes)Step7. Speaking. Ask the class to work in pairs and role-play a conversation based on the information given in Task5. (15 minutes)Step8. Present the 5 questions in Task6. Ask the class to read them through and make prediction about the points that the conversation may cover based on the key words inthe questions. (3 minutes)Step9. Play the disc for the class to listen for the answers to the 5 questions in Task6. Afterlistening, the Ss can have 5 minutes to talk about their answers in pairs. (10 minutes) Step10. Play the disc for the class to listen again and fill in the gaps in Task5. (5 minutes) Step11. Retelling. Ask the class to work in pairs and retell the key points to each other and invite 2 pairs to present to the class. (10 minutes)Step12. Speaking. Ask the class to work in pairs and role-play a conversation based on the information given in Task8. (15 minutes)Step13. Summary.Step14. Assignments:To learn the new words and expressions in the two conversations;To review the process and techniques of organizing a meeting.Intensive ReadingI. Teaching objectives:The Ss are expected to learn:7.the business meeting etiquette;8.the words and expressions;9.the reading skills to find out the general idea and specific information.II. Teaching focus:To learn the workplace social etiquette.III. Teaching difficulty:The reading skills to find out the general idea and specific informationVI. Teaching length: 90 minutesIV. Teaching procedure:Step1. Greet the class and announce the tasks.Step2. Lead-in questions:What do you think are considered as good manners in workplace? (2 minutes) Step3. Reading skills: ask the class to skim the passage and outline its logical structure the talk about their answers in pairs. Ask 2 pairs to present to the class. (20 minutes)Business Meeting EtiquetteGeneral idea: Business meeting etiquette can result in success or failure.1. forms and significance of business meeting2. etiquette at formal meetings3. dress and good manners at a meeting4. etiquette at informal meetingsStep4. Reading skills: ask the class to scan the passage and find out the answers to Tasks9—11 based on the key words in each question and the outline made in Step3. (20 minutes)Step5. Intensive reading: ask the class to read through the passage in details and mark out the language points that are difficult to understand. (10 minutes)Step6. Language points in the passage. (25-30 minutes)New Words and Expressions1. etiquette n. the formal rules for polite behavior in society or in a particular group礼节，礼仪2. crucial a. extremely important 至关紧要的3. preside v. to be in charge of a meeting 主持会议4. take the trouble to 不辞辛苦地5. attentively ad. listening to or watching someone carefully 注意地，专心地6. interrupt v . to stop one’s speech by suddenly speaking to them, making a noiseetc 打断某人的话7. address v. deliver a speech 向……致辞8. cue n. an action or event that is a signal for something else to happen 提示9. condense v. to make something that is spoken or written shorter缩短，精简10. succinct a. clearly expressed in a few words 简洁的11. deviate v. turn away （from the right or usual way, a rule, a custom，etc.）偏离，背离12. guise n. dress, outward appearance 装束，打扮，外貌，外观13. courteous a. polite and showing respect for other people 有礼貌的14. confidential a. secret 机密的，秘密的15. fall into this trap 落入圈套或陷阱16. undermine v. weaken gradually 逐渐损坏，衰弱Difficult sentences1. Etiquette in business can come in a variety of forms – be it a business lunch to your choice ofattire at an awards ceremony, but the most crucial area in which etiquette can mean the difference between a company gaining or losing thousands of pounds is in a meeting setting.商务礼仪形式多样——无论是在共进商务午餐时，还是在出席颁奖仪式时着装的选择上。

商务英语综合教案模板及范文

#### 教案名称：商务英语综合教程：商务邮件撰写技巧#### 教学目标：1. 学生能够掌握商务邮件的基本格式和写作技巧。

2. 学生能够运用所学知识撰写正式的商务邮件。

3. 学生能够通过邮件进行有效的商务沟通。

#### 教学对象：商务英语专业本科生#### 教学时间：2课时#### 教学资源：1. 教材：《商务英语综合教程》2. PPT演示文稿3. 商务邮件案例4. 写作练习材料#### 教学流程：第一课时一、导入（10分钟）- 通过讨论：“在商务活动中，邮件沟通的重要性是什么？”来引入主题。

二、讲解（20分钟）- 介绍商务邮件的基本格式：收件人、主题行、称呼、正文、结束语、签名。

- 讲解商务邮件的写作技巧：1. 使用正式的语气和礼貌的语言。

2. 清晰、简洁地表达邮件内容。

3. 避免使用非正式的语言和表情符号。

4. 使用合适的邮件标题，以便收件人快速了解邮件内容。

三、案例分析（15分钟）- 展示几个典型的商务邮件案例，分析其格式和写作特点。

四、写作练习（15分钟）- 学生根据所学知识，尝试撰写一封商务邮件。

第二课时一、复习（10分钟）- 回顾上节课所学内容，通过提问检查学生对商务邮件格式的掌握情况。

二、写作练习（30分钟）- 学生完成商务邮件的写作练习，教师巡视指导。

三、批改与反馈（20分钟）- 教师对学生撰写的邮件进行批改，并给予个别指导。

四、总结（10分钟）- 总结本节课的重点内容，强调商务邮件撰写的重要性。

#### 教案范文：商务英语综合教程：商务邮件撰写技巧教学目标：- 学生能够掌握商务邮件的基本格式和写作技巧。

- 学生能够运用所学知识撰写正式的商务邮件。

教学对象：商务英语专业本科生教学时间：2课时教学资源：1. 教材：《商务英语综合教程》2. PPT演示文稿3. 商务邮件案例4. 写作练习材料教学流程：第一课时一、导入- 讨论：在商务活动中，邮件沟通的重要性是什么？二、讲解- 商务邮件的基本格式：- 收件人：明确写明收件人的姓名和职位。

体验商务英语综合教程3教学设计

体验商务英语综合教程3教学设计
前言
商务英语是国际交流中的一种重要语言。

正因如此，大多数英语培训机构都在课程设置中加入了商务英语。

而商务英语综合教程系列是其中一种较为广泛使用的教材。

本文将介绍商务英语综合教程3的一种教学设计。

课程概述
商务英语综合教程3是一门针对学习者英语能力达到中级水平并希望提高商务英语实用能力的课程。

主要课程内容包括讨论和演示商务会议、洽谈、电话沟通、写作和口语表达等技巧。

教学目的
商务英语综合教程3的教学目的如下所示:
1.提高学员的听、说、读、写综合能力
2.以实用商务英语为主线，并针对工作场景情境进行教学
3.提升学员在商务交流中的应对能力和表达能力
教学内容
第一章商业概念
•商务相关词汇的学习和练习
•商业理念与企业文化的介绍与讨论
第二章商业谈判
•谈判之前的准备工作
•谈判过程中与对方的交锋技巧
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