第一册-职通商务英语-综合教程-全书教案
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。
职通商务英语(第三版)综合教程1 Unit 8-1
◎ Comprehensive Tasks
Intensive Reading
Read the text opposite and finish the following comprehensive tasks. (1) What is the customer service? (2) How do we define excellent customer services? (3) What is the relationship between the service representatives and the company? (4) Explain how to perform excellent customer services according to the text. (5) In what sense are customer services regarded as crucial to the businesses?
Lead-in Task 1: Talk about customer services.
3 (3) Complaint handling: Customer complaints provide an opportunity to identify and rectify specific problems in your business. They can also help you to develop your relationship with your customer by allowing you to demonstrate that you value their trade by taking their concerns seriously.
职通商务英语 1 unit 1
商务英语中常用的短语和表 达
商务英语中常用的缩略词
商务英语中常用的礼貌用语 商务英语中常用的专业术语
B2B：Business to Business，指企业与企业之间的电子商务。
CEO：Chief Executive Officer，首席执行官，是一个职位名称，指一个公司 在行政上的最高负责人。
,a click to unlimited possibilities
汇报人：
CONTENTS
商务英语简介
商务英语的基 本技能
商务英语的基 本礼仪
商务英语的常 用词汇和表达
商务英语的学 习方法
PART ONE
商务英语是一种专门用途英语，主要用于商业场合 商务英语涵盖了商业沟通、谈判、市场营销、贸易等方面的语言技能 商务英语的语言特点是准确、正式、专业和简洁 商务英语还包括商业文化、礼仪和惯例等方面的知识
商务邮件：商务英 语在撰写商务邮件 时使用，要求语言 准确、简洁、礼貌。
ห้องสมุดไป่ตู้
商务宣传：商务英语 用于企业宣传和产品 推广，提高企业形象 和市场竞争力。
PART TWO
听懂英语商务会议、 谈判和报告
理解商务英语中的 常用表达和术语
掌握商务英语中的 礼仪和沟通技巧
流利地与外国客户 进行商务交流和谈 判
理解商务英语文本中的词汇和 短语
翻译实践：商务合同、产品说 明、商业信函等文本的翻译
翻译工具的使用：在线翻译、 机器翻译等工具的使用方法和 优缺点
PART THREE
男性需着西装，领带及皮鞋，袜子与西裤颜色应协调 女性需着套装，裙子长度应适宜，不穿过高过细的鞋跟 避免穿着过于随便或休闲的服装，以示尊重 注意个人卫生，保持整洁干净的形象
职通商务英语第1册Unit 1 Business Kalaidoscope
> interaction
• Keys A. Goods-producing business
bakery, shoe factory, oil plant, vegetable farm, coal mine, B. Service-providing business travel agency, grocery shop, bank, hotel, movie theater, hospital, public transport
group of similar things that belong together in some way :
• a set of tools • a set of chairs • a set of false teeth.
[C] commercial establishment; firm; shop • have/own one‘s own business • She runs a thriving grocery business. • Many small businesses have gone bankrupt
tertiary-industry
tertiary burns 三度烧伤（极严重的）
• industry, commercial undertaking that provides services :
the hotel, tourist, entertainment, etc industry
Comprehensive Questions:
Unit 4职通商务英语课件第一册课件
1.2 spa
spa / spɑː; spɑ/ n (place where there is a) spring of mineral water with medicinal properties 矿泉; 有矿泉的 地方: spa water 矿泉水. Introduction SPA一词源于原于拉丁文“Solus Por Aqua”（Health by water）的字首， Solus=健康，Por＝经由，Aqua＝水， 意指用水来达到健康。方法是充分运用 水的物理特性、温度及冲击，来达到保 养、健身的效果。
立陶宛海岸边的库罗尼安海峡——波罗的海的一颗珍珠， 点缀着美丽的海岸。在海水与风力的共同作用下，形成了 北欧最高的沙丘，已被世界教科文组织列为世界遗产之一 。海峡全长98公里，其中只有50公里位于立陶宛境内， 其余部分属于俄罗斯。海峡最宽处在布鲁威克斯海角( Cape of Bulvikis)旁边, 覆盖面积占70%的是森林，主要 是松树，为海峡增添了独特性。划分库波罗的海和罗尼安 泻湖的标志正是这个呈半岛状的海峡。
sufficient and necessary condition
Para. 5 External activities
Selling to existing customers
Way: persuade them to spend time with
you, Goals: raise their loyalty, find more about their needs and problems
Para. 5 Internal Activities
A staff celebration
Description: a standard Christmas
商务英语1教案.doc
Unit la Job Descriptions一、Objectives1• To enable students to talk about jobs2・ To practise listening for specific information3.To review the present simple二、Teaching ProceduresStep 1 Warmer (books closed)•T asks Ss how important business cards are to them (their own/other people's)•T introduces the Chamber of Commerce and gives more information if requested(it is an organization wihich operates on a local basis; it helps business by promotin the area;it offers business opportunities for its members through a varieties for its members through a variety of services and events)•T focuses Ss' attention on the business cards and clarifies job vocabulary where necessary.Ss listen to six new Chamber of Commerce members speaking and number the business cards in the order in which the people speakKey: 2 Helen Marsden3Thomas Kingsley4Beth Lambert5Richard Saunders6Robin SeatonStep 2 Text and Grammar points•T focuses Ss' attention on two of the cards・ Helen Marden^s and Robin Seaton5s. T elicits from the group what they think their duties are.•Ss look at Helen Marsdon and Robin Seaton5s business cards before listening to the cassette again・ T explains any difficult vocabulary where necessaty・ T uses the feedback to check whether Ss have problems with the third person -s when taliing about peopled jobs Key to the exercises:Helen Marsdon:1.Works for a company that produces vaccines and sells them to doctors・2・ Discusses new products with doctors・3.Deals with designers and printers.4.Deals with health authorities in central Europe5.Travels a lotanises conferences for the medical pressRobin Seaton:1.Recruites people2・ Writes job advertisements3.Choose the applicants to interview4.Interviews the applicants with the department manager5.Contacts successful and unsuccessful candidates6.Deals with employee^ problemsrms employees if the management isn't satisfied with their work• Before Ss look at the Don't forget section, T elicits the form of the present form from Ss. Then Tdraws students9attention to the don't forget section, which focuses on the main problem areas encountered when using the present simple: third person -s and negative and question forms using the auxiliary do. T points out that -es is added to words ending in 一s,・ch, ・sh, or -o (eg. discusses, watc hes, wishes, does)• T may wish to point out that there are three possible pronounciations or third person -s endings: /s/ /z/ and /iz/. However, only /iz/ is likely to be problematic.•Ss decide individually (or in pairs) which person each question is fa匚The exercise recycles some of the vocabulary from the tapescript but also includes some as yet unseen vocabulary, which I may need to ex pain ・Key: 1・ Thomas Kingsley2.Helen Marsden3.Katy Williams4.Beth Lambert5.Thomas Kingsley6・ Robin Seaton7.Richard Saunders8.Katy Williams9・ Robin Seaton10. Richard Saunders(Although Robin Seaton works for a packaging company, he works in personnel)•Ss mingle in order to find out the information・ This activity allows Ss to use the present simple and some of the vocabulary that has already been presented・ It also allows T tomonitor the use of the present simple and give further practice where necessary・Step 3 Talking about their job•Ss match sente nee halves about Beth. This enables Ss to review some general work-related vocabulary which they'll need in order to speak about their jobs・ Before Ss begin, T elicits what an accountant job might involve. T then ensures that Ss are aware that prepositions are followed by a noun or -ing, eg. I deal with questions, Fm responsible for checking・ T also draws Ss' attention to the fact that involve is followed by a noun or -ing, eg. My job alsoinvolves giving financial advice・ T points out that Reading /reding/ is a town in the South of England and that its pronounciation is different from the general readingKey to the exercises:2.Fm responsible for checking companeies" accounts /giving financial advice3・ My job also involves giving financial advice/checking companies' accounts4・ I deal with questions people have about their accounts5. As part of my job I have to produce financial reports7・ Fm based in Reading, not far from London.•Ss work I pairs to find out about their partner's job in the self-study section. T reminds Ss that they can use the phrases used by Beth Lambert in Ex 17Step 3 Homework1.Recite new words and expressions2・ Finish the exercises of Ss9 Book of Unit la Job descriptions3.Preview Unit lb working conditionsUnit 1 b Working Conditions（教学详案）、objectives:1、To enable Ss to talk about working conditions・2^ To practice reading for gist and for specific information.3、To review adverbs of frequency.二、Teaching ProceduresStepl Comments about work•Warmer T asks whether they have a suggestions/comments box at work・If so, what kinds of things do people write about.If not, T ask what other system they have for dealing with problems/complaints at work.T asks what typical problems they have at work.•ReadingSs look at comments made by employees and answer comprehension questions・Key： 1 x They are rarely for him/her.2、T hey frequently run out of stationery.3、T hey doif t receive overtime pay when they work last.4^ Equipment breaks down during presentations・5^ The only people who makes a suggestion as well as a comment is the person who writes about the bonus system .•Languages focus:•Ss place adverbs of frequency on a cline according to meaning and review word order of adverbs of frequency・•T asks Ss to underline any adverbs of frequency in the comments and checks their meaning.Ss then look at the adverbs of frequency in the exercise and write them in the appropriateplace on the cline・ They then compare their order with a partne匚Key： never rarely occasionally sometimes frequently/often usually always.•Ss look at the comments again in order to work out the position of adverbs of frequency・ They then complete the DoiVt forget section.Key： 1. usually, after, sometimes, never2、after3、weekly, annually, monthlyKey： SpeakingSs use the adverbs of frequency to talk about what they do outside/at work. Ss then decide how they would deal with the problems/comments in the comments box・1 > Ss work in pairs to discuss routines: both work-related and personal.2、T might wish to get Ss to change partners. Ss look at the comments again and makesuggestions as to how to deal with them.Step2 Terms and conditions of employment• VocabularySs match vocabulary in preparation for the reading.•Reading1、Ss gist-read a Terms and Conditions of Employment document.They then read the text again and answer multiple-choice comprehension questions・2、Ss read the Terms and Conditions of Employment text for gist and decide what type ofwork the documents refer to.Key： 2^ Factory work (shifts, safety regulations, overalls)1、B B C A• SpeakingSs discuss their own conditions of employment.Ss work in pairs to discuss their conditions of employment. Some ideas have been givenbut Ss don't have to discuss all of them. They may also have ideas of their own. The pairsthen give feedback to the whole class on what was the same for both partners・Step3 self-study1 > Vocabulary Recycling of vocabulary form the unit, word search Gap-fillexercise(prepositions)2^ Writing Ss write about their own conditions of employment.3、Exam practice Form-filling exercise(Reading Test Part7)Step4 Assignme nl1、R eview new words and expressions of unitl a Job Descriptions.2、R ecite new words and expressions of Unit 1 b Working conditions.3、F inish exercises of Unit 1 b in student^ book4、c heck the answer of unitl a Job Descriptions.5、F inish exercises of Unit 1 in student^ workbook・Unit2 a Company history(教学详案)一、objectives:1、T o enable Ss to describe companies and their histories.2、T o practice reading for specific information.3、T o review the past simple and prepositions of time・二、Teaching ProceduresStepl The histoty of VolkswagenT elicits any knowledge/experience of VW/Beetles・T asks Ss if they know what the most successful car ever is: the Volkswagen Beetle.T then asks Ss what they know about Volkswagen (VW) and VW Beetles. T can ask 讦any students own/have owned a Beetle and what they thought about the car.2ReadingStudents do a quiz about Volkswagen in pairs then scan a text to find answers to the quiz. Ss then answer multiple-choice questions・Key: Ex-2 BBACB Ex-3 CBABC3Vocabulary: scan the text again to pick put target vocabulary for detailed comprehension, searching for specific vocabulary to match a list of definitions. T ensuresthat Ss know that the words are in the same order in the text. When Ss report back, T asks for the whole sentence and not just individual words, thus encouraging Ss to use the new vocabulary in context. Only when the feedback has been completed does T invite questions concerning any remaining vocabulary problems from the text.Key: I. talk over2・ subsidiary3.public limited company4.globalization5・ setting up production facilities6.turnovernguage focus: past simpleSs will undoubtedly be familiar with the past simple; therefore, the Don't forger! Section simply reminds them about the use of auxiliaries in question-forming and negatives・Teacher should ensure that Ss are confide nt about the pronunciation of past tense ending・ It is probably sufficient for T to point out that most past tense endings do not require the addition of another syllable: /id/ is required only if the verb ends in t or d. T may wish to look at the language note at the end of T's notes for this unit for further informationT could ask Ss to scan quickly through the text about Volkswagen again and put all of the regular past simple verbs into the three categories:/t/ stopped, helped/d/ received, travelled, returned, arrived, described, rolled, continued/id/ started, founded, described, expanded5.Speaking: Ss exchange information about their own company's history.If the class is an in-company group, Ss could pool their knowledge of their company^ history to present to the class. Alternatively, groups could compete to provide the most information within a time limit, with other groups challenging the accuracy of the information. On the other hand, open groups would suit a genuine information exchange・T should encourage Ss to ask for information and not just transcribe their partner^ monologue・If necessary，T quickly brainstonns useful questions that will help Ss compete the task.Step2 Company profile1.VocabularySs match company descriptions with definitionsSs can do the task individually or in pairs・ Subsidiary and public limited company both appeared in Ex4 in the previous section. The exercise is therefore a combination of vocabulary consolidation and input, preparing Ss for Ex2・Key: 2. a public limited company is owned by shareholders3.A parent company has a controlling stake in another company4.A wholly・owned subsidiary is completely owned by another company5.A holding company only administers other companies in a group2.SpeakingSs order cards to make a company organigram then describe the company structureSs exchange information a about the present situation of their own companies Details: T explains the task to Ss before handing out the cards. Ss lay out the cards on the table and form a organigram. They then present a organigram on the board. The class challenges anything they are not happy with and reaches necesstiry correction・ The answer appeared at the end of the T's note for this unit.T encourages Ss to ask their partner a lot of questions・T also encourages Ss to make notes and present a quick profile of their partner's company to the quick profile could be set as homework writing task.Step 3 elf-studyLanguage focus Gap-fill exercises( past simple)Vocabulary Sorting exercise(prepositons of time: in, at, on)Odd-one-out collocation exercise (verbs and nouns)Exam practice:・Vocabulary matching exercise(Reading Test Part 2)・Note-writing exercise(Writing Test Part I)Step 4 Assignment1.Review new words and expressions of Unit lb2.Note-writing exercise3.Finish exercises of Unit 2a in student^ book4.Check the answers of Unit lb5.Finish exercises of Unit 2a in student's workbook.Unit 2b Company Activities一、Objectives:・To enable students to describe company activities•To practice reading for specific information•To raise awareness of cohesion and connectors of addition and contrast•To review the present continuous二、Teaching Procedures:1.Warmer: T introduces the topic and elicits Ss‘ experience and kn owledge(books closed): T asks Ss for examples of companies investing overseas and reasons why. For Ts working in central and eastern Europe, T asks Ss for examples of inward investment and the changes it brings・ T brainstorms car companies and locations they might choose for foreign investment.2.ReadingSs look at the visual on P17. T checks vocabulary such as plant, model, van, assembly and abbreviations such as m and by. Ss then look at the questions and scan the visual for the answers・ T asks Ss to support their answers with relevant information Key: 1. Fiat ($ 1.8 bn)2.Volkswagen (in Mosel)3・ Volkswagen (in the former East Germany, Hungary, Czech Republic, Slovakia, Poland)4.Poland ( $ 3.52 bn)5.Slovakia ( $120 m)nguage focus: Ss review the present/ continuous contrast and stative verbsThis exercise is a reminder of different uses of the present tenses・ Ss sort the uses into two groups・ T asks Ss to give an example of each use.Key: Present SimpleGeneral factsRoutinesStatesPresent Continuous Something happening now Temporary situations Changing situationsT reminds Ss about stative verbs and refers them to the Don't forget! Section. The exception of I think/Fm thinking hints at further complexity regarding the use of these tenses.However, T neediVt focus on more complex issues beyond the scope of Cambridge BECpreliminary・4.SpeakingSs discuss reasons for inward investmentDetails: The pair work activity allows Ss to discuss the Unit topic and also acts as aprediction exercise for the text and a chance to introduce some relevant vocabulary. Sswork in pairs/groups and list possible reasons for investment, which can be written on theboard. Before Ss do Exl in the text section, they can quickly check their predictions byscanning through the text.Reasons given in the text:・Cheap workforce・Generous govemment inward investment grants•Slow economic growth at home・Strong growth in central/easternEuropean car markets・Possible to talk over existing facilities/companies cheaply・Good locations for exporting to the former Soviet UnionOther possible reasons not mentioned in the text:•By manufacturing in Europe, Asian and US companies avoid restrictions on imports into Europe •Investing in the area boots local economies and adds to market growth•Higher returners on investments due to low costs •Share holder pressure to increase performance Step 2 Driving Eastwards1.Reading: Ss do a jigsaw reading exercise, before scanning the text to answer Right, Wrong,Doesn^ say9 questionsDetails: (1) The jigsaw reading task is not an exam style exercise but introduces the subject of cohesion. Texts can be made cohesive through the use of various devices・ In this case, the text is made cohesive through, lexical cohesion・(e.g. The mention of VW and Fiat in paragraph 3 refers back to the world's largest car-markets in Paragraphp2). The writer also uses (italicized) connectors of addition and contrast. Ss quickly read through the five extracts (skimming) to establish context and content. Then Ss read the text again and order the extracts. Ss may find the exercise easier if T photocopies the page and cuts up the paragraph for them to re-assemble. When reporting back, Ss explain their descriptions and quote relevant passages T corrects as necessary and invites questions concerning difficult vocabulary in the text.Key: suggested answers:2.In addition to cheap labor, •…3.Volkswagen, for example,・・・Contrastbut however although inspite of4. Companies such as VW and Fiat...5. However, in spite of all these advantages ・・・(2) T advises Ss to read through all the questions before scanning through the text. Ssshould check carefully whether there is enough evidence in the text to declare thestatements either "Right 9 or 4Wrong 5. If there is not, Ss should choose 'Doesnl say\Key: BAACBB2. VocabularySs scan the text for connections of addition/contrast then use the connectors to linkinformation from the textAddition AndIn addition Furthermore Moreover AlsoNot only...but also3. Speaking: Ss draw and explain maps of their companies' activitiesDetails: T asks Ss to draw a map showing their company's markets and activities. T reminds Ssthat the maps are only diagrams and need not be works of art. Ss then mark on importantlocations and exchange maps with a partner. Ss take it in turns to ask each other what thelocations are and what activities take place there ・ Ss should be encouraged to askfollow-up questions ・Step 3 Self-studyL VocabularyGap-fill exercise (present continuous)2. Language focusGap-fill exercise (present simple Vs continuous)3・ VocabularyMatching exercise (companies, nationalities and activities)4. Exam practiceMultiple-choice gap-fill text (Reading Test Part 6)Step 4 Assignment(1) Review new words and expressions of Unit 2a(2) Recite new words and expressions of Unit 2b(3) Finish exercises of Unit 2b(4) Finish exercises of Unit 2 in workbookUnit 3 Exam focus : Vocabulary一.Objectives:1 > To provide Ss with usefulStrategies for coping withUnknown vocabulary2、To present useful ways of organizing and storing new vocabulary 二.Teaching procedures:Step / Vocabulary in the examinationWarmer : T writes up the wordsVocabulary and grammar to introduce the topic Tensures Ss understand why vocabulary is an Exam focus unit・Step2 un derstanding wordsSs identify types of words then label the types of words gapped in sentenced and completethe gaps・Ss guess the meaning of potentially unfamiliar words through the use of context.Step3 storing new vocabulary1、Ss discus the advantages and disadvantages of five ways of physically recordingvocabulary ・2> Ss then look at examples of five ways of organizing vocabulary and discuss which theyuse and how they are useful .Ss then assign groups of storage .Step4 Vocabulary cards%1Ss look at an example of a vocabulary storage card and complete cards in a similar way・ Ss work in pairs and discuss which types of information they would choose to storeon cards.%1T highlights the use of cards for vocabulary building (collocations, opposites. etc) Step5 Building your vocabularySs focus on word famous and note ways of changing form through suffixes, prefixes etc.They then build up words and write example sentences・For homework/seif-study Ss are asked to identify and store vocabulary from the previous units.Step6 Assignment%1Review new words and expressions of Unit 2b・%1Recite new words and expressions of Unit 3.(3)Finish exercises of Unit 3 in studcnt/ s book ・④ Check the answers of Unit 2.Unit 4a Telephoning•.Objectives:1 • To practice telephoning language(including leaving and taking messages)2.To practice listening for gist and specific information二Teaching procedures :Step 1 Getting through1.Listening 1Ss listen to six telephone calls and match the calls with the correction descriptions . Details:(D Warmer ( book closed )T asks Ss about their curvent use of English for telephoning.This is a chance to check basic vocabulary ( call, caller, make a call , leave/take amessage ). T may wish to lead a brief discussion of the problems Ss expericnce in thisarea・② Ss listen to six phone calls and identify their conventKey : Cal 12: The receptionist connects the caller .Call3: The other person is not available so the caller will phone again later Cal14: Thecaller leaves a message・Call5: The caller waits for a short time then the receptionCormects her.Cal16: The caller was cut off and phones again.Ss compare answer in pair before・feedback ・ T clears lip any vocabulary points ( connect, cut off )Step2 SpeakingSs produce appropriate responses to telephone phrases. Ss then listen again to identifythe actual responses used in the calls .Details: T ei ther does this as a T-ed exercise or Ss work in pain to produce suitable responses. Ss are not expected to replicate the responses on the cassette at this stage - but to suggest any possible answers. Ss then listen to the cassette again and compare with what the speakersactually said •Key :1・ a person? s name ( e・ g・ Lewis・ Taylor )2.No, it is all right thank you. T' m cal l back in about ten minutes.3.Who? s calling, please ?4.I" m afraid he is in a meeting.Can 1 take a message ?5・ He should be available after lunch.6・ Right. I? 11 tell her you called back.7. I’ m afraid the line is busy.8.Oh,sorry about that. I， 11 try to reconnect you.nguage focusSs review will for immediate decisions, offers and promised・ Ss then do a matching exercise with phrases with will.Key:2.Could I have extension 236,please?3.The phone， s tinging.4.1， m afraid he isn' t in the office at the moment.5・It‘ s Dave Rogers again for Joe West. We were cut off.6.Could you tell Mrs. Rycroft that I called ?Answer to 2:3. Thank you I' 11 put you through ・ r 11 get it.4 .5 . It" s OK. I" 11 phone back later.Sorry. I’ 11 try to recorinect you.Yes. of course・I’ 11 give her your message.4.ReadingSs find a telephone conversation in a maze.5.SpeakingSs select two items from the maze to make their own telephone・ Conversation・ Step 2 Reasons for calling1.ListeningSs listen to a telephoneReceptionist take a message and note down the infotmation before listening again forspecific phrases.Details: Ss listen to telephoneConversation and complete the phone message form%1Name of caller : David Whelan%1Company : Health and safety council.(3) Massage : Has confirmedFirst Aid course week beginning 13 May box can only take 25 participonts not 29.In feedback T can as k Ss to compare the teleph one message with their own practice ・ Does Ss for instance note down other information such as the caller" s telephone number and timeof call? T may need to explain the meaning of First Aid .Before Ss listen again for the relevant telephone phrases, T asks Ss to predict the language・Key : 1・ Could you sell …?2・ I，ni calling about---?3.Sorry, did you say •••? So, thas…2.Speaking :Ss do an infonnation-gap activity, giving and taking telephone messages. ( Activitysheets on Pages 125 and 129 )Details: Ss work in pairs and use the activity sheets on Pages 125 and 129 to give and take telephone messages. They should check each other" s messages at the encl of activity・ T may wish to have Ss role-play their conversations to the rest of the group・Step3 Self-study1.ReadingOrdering exercise ( telephone convetsation )Gap-fill exercise ( telephone conversation)2・ Exam practiceMultiple - choice readingComprehension exercise(Reading Test Pout 1 )Step 4Assignment1.Review new words and expressions of unit 4a.2.Finish exercises of unit 4。
商务英语综合教程第一册课程设计
商务英语综合教程第一册课程设计一、简介本课程设计针对商务英语初学者，主要以综合实践及交际为主线。
课程涉及商务英语的基本语法、词汇、听说读写以及商务礼仪等方面的内容。
经过本课程的学习，学员将能够熟练掌握商务英语的基本交流技巧，具备一定的商务英语能力。
二、课程设置2.1 第一讲商务英语基础1.商务英语词汇基础及语法规则，注重听、说、读、写的综合训练；2.商务英语邮件的基本格式及写作技巧；3.商务电话、商务谈判等实用话题的训练。
2.2 第二讲商务英语听力训练1.商务英语听力练习，掌握商务场景中常用词汇及表达方式；2.不同商务场景下的对话的听力理解；3.以回答问题、听取信息为主要训练内容。
2.3 第三讲商务英语会话技能1.商务英语口语的表达技巧，重点训练语音语调及口音；2.商务英语常用口语及其应用，主要包括面试、职场交流、商务宴请等方面；3.商务英语的案例分析及模拟练习。
2.4 第四讲商务英语阅读与写作1.商务英语阅读理解的技巧及方法，主要针对商务英语中的广告、合同、商业资料等方面的内容；2.商务英语写作规范及技巧，注重实践训练；3.商务英语写作实例分析及模拟练习。
2.5 第五讲商务英语应用1.商务英语沟通技巧及商务礼仪；2.商务英语中的跨文化沟通应用；3.商务英语中的职业规划及职场管理技巧。
三、教学方法本课程注重学员的实践操作和交流，采用课堂教学、分组讨论、案例分析、角色扮演等多种教学方法。
此外，通过课后作业和讨论，检查学员的学习效果，并总结课程的特点。
四、参考教材1.《商务英语词汇与用法》；2.《商务英语读写教程》；3.《商务英语跨文化交际教程》。
五、教学考核1.课堂表现（考试分值30%）：针对学员的出勤、听讲、提问、回答等方面进行考核；2.作业（考试分值30%）：学员课后完成教师布置的作业，涉及到语法、词汇、阅读和写作等方面；3.期中考试（考试分值20%）：以选择题、填空题、简答题等形式出题，主要考察学员对语法、词汇、阅读、听力和口语等方面的掌握程度；4.期末考试（考试分值20%）：以选择题、填空题、简答题等形式出题，主要考察学生对课程内容的掌握程度；六、总结商务英语综合教程第一册课程设计，注重以听说读写为主线，通过多种教学方法，使学员全面掌握商务英语的基本交流技巧。
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。
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• to persuade • to inform • to request • to express thanks • to remind • to recommend • to apologize • to congratulate • to reject a proposal or offer • to introduce a person or policy • to invite or welcome • to follow up • to formalize decisions
• letter • memo • fax • email
Who writes Business Letters? Most people who have an occupation have to write business letters. Some write many letters each
6th -7th period * Listening and Speaking: Business Telephoning 1. Ask students to listen to the dialog and finish Exercise 3. 2. Have students to study the sample dialog and do Exercise 3 about expressing opinions.
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教学内容及过程： Teaching Procedures：
综合英语（1） 课程教案 教学内容及过程
1st-4th period
* Lead-in: p. 1 Business activity involves producing and selling goods and services. According to what they produce, businesses can be classified into goods-producing, service-providing or a combination of both. Now works in pairs. Discuss what type of business you think the following companies are engaged in. * Before-reading: p. 3 Before you read, work in pairs and discuss the following questions. 1. What is your understanding of business? 2. What role do you think business plays in our lives?
1. To understand the meaning of important grammatical conceptions (morpheme, part of speech, fixed collocation, clause)
2. To master vital grammatical rules 3. To master the fundamental syntactic patterns of the English language 4. To grasp the method of identifying sentence elements 教学重点：
7. In economic terms, “business” applies to the process of creating and exchanging economic values… 在经济学中，“商务”这个属于可用于经济价值的创造和交换过程…
8. … a retail business might buy products from a wholesaler which in turn acquires them form a manufacturer… 零售商可以从批发商那里购买产品，而批发商又从生产商那里采购产品。
8th period * Free talking Discussion topics: What do you want to obtain in your campus life? 作业布置： .1. Do Grammar on p. 8 and Translation on p. 9 parts as HW. 2. Try to retell the main idea of the text. 3. Review the expressions about how to show one’s opinions. 4. Remember the essentials of writing a business letter.
旁批
* While-reading: Difficult sentence: 1. In fact, in modern society we are heavily dependent upon organized business activity.
在现代社会，我们十分依赖有组织的商业活动。
2. We are engaged in business activities every time we exchange our labor for wages and every time we use our wages to buy goods and services. 每当我们用劳动换取工资，并用工资来购买商品和服务时，我们就是在从事商业 活动。
补充资料：
Business Letters in English
Business letters are formal paper communications between, to or from businesses and usually sent through the Post Office or sometimes by courier. Business letters are sometimes called "snail-mail" (in contrast to email which is faster). This lesson concentrates on business letters but also looks at other business correspondence. It includes:
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day and others only write a few letters over the course of a career. Business people also read letters on a daily basis. Letters are written from a person/group, known as the sender to a person/group, known in business as the recipient. Here are some examples of senders and recipients:
培养学习者在商务场景中使用英语语言知识和商务知识的技能使学习者能够完成具体商务任务成为适应社会需要的应用型涉外商务工作者
综合英语（1） 课程教案
授课题目：Unit 1 Business Kaleidoscope
教学时数：
8
授课类型：
理论课
教学目的、要求： 课程总目标：培养学习者在商务场景中使用英语语言知识和商务知识的技能，使学习者能够 完成具体商务任务，成为适应社会需要的应用型涉外商务工作者。 单元教学目标：
* After-reading: Remember the key terms and sentences in reading and prepare them for dictation in next class.
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Do Ex’s about Language Focus.
5th period * Business Writing: Telephone Message 1. Ask students to read the sample letter and discuss the contents of a business letter. 2. Provide information on how to write a business letter. The Tips for An English Letter a. Make the letter clear and simple. b. Keep it short and to the point. c. Focus on the recipient’s needs. d. Use simple and appropriate language. e. Re-read and revise it. f. Check spelling and grammar. 3. Have students write a letter with the useful information given by the teacher to strengthen their skills.
1. Grammatical rules
2. Fundamental syntactic patterns 3. Identifying sentence elements 教学难点：
教学方法和手段：采用课堂快速阅读和课后自主精读相结合的方式。在协调发展学生的英语 听说读写能的基础上，突出学生阅读能力。 教学方法设计：采用“自主精读”、“课堂快读”、“协作学习”等多种学习方式交互的学习方法。 教学分组：在自愿的基础上，将学生分组进行课堂讨论。 教学条件：Computer assisted learning；Place of the class：Language laboratory