商务英语教案3
教案-商务英语阅读-Unit 3-叶兴国
Unit 3Teaching Objectives:1. To have general ideas of the current employment market;2. To remember and use new words and expressions;3. To learn how to fire an employee and how to find a new job;4. To know about the character of Business English vocabulary.Focuses:1. To remember and use new words and expressions;2. To learn how to fire an employee and how to find a new job.Difficulties:How to improve reading ability by knowing about the character of Business English vocabulary. Teaching Time:2 periods.Teaching Procedures:Part I Pre-reading QuestionsIt can be used as lead-in questions. For students, they can discuss with each other and will have free answers. Part II Extensive ReadingIn 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.1. Text A If You Fire People, Don’t Be a Jerk About Ita. Let the students read Text A as quickly as they can for the first time to find the general idea of the passage;b. Then read through the text for the second time to find the answers to Exercise I;c. Tell the students the general idea of the text while checking the answers to Exercise I;d. Analyze the language points in the text:1. We literally spent the day looking out the window as people were leaving ... 我们简直是整天望着窗外，看着人们离去……literally用在这里表示强调，如：The old man was literally blazing with anger. 老人简直是怒火中烧。
体验商务英语3教案 Unit 10 3rd
授课班级：
授课日期：
年月日
年月日
年月日
本次课标题：Unit 10 Ethics
(Case study & Writing)
教学目标
能力（技能）目标
知识目标
1. Master the term CEO
2. Read for background information of the problems
15m
深化（加深对基本能力的体会）
Task:
You are members of Livewire’s board of directors. Hold a meeting to discuss these questions.
1.What is the best way to deal with the bad relations between Valerie Harper and Carl Thomson?
4)Suggest Ss use the three questions as an agenda framework and encourage them to draw on everything they have learned in the unit.
5)Run the meetings. Circulate and monitor. Note down any interesting or important errors to work on later.
2.What action should you take concerning Carl’s behaviour?
任务驱动教学
Ss decide how they should have a role play to this.
商务英语阅读教案lesson
商务英语阅读教案Lesson 1-5一、Lesson 1: Introduction to Business English ReadingObjective:To introduce students to the importance of business English reading and develop their basic skills for understanding and analyzing business texts. Materials:Textbook: Business English ReadingHandouts: Sample business textsProcedure:1. Expln the importance of business English reading in the global business environment.2. Skills development: Practice reading and prehension skills using sample business texts.3. Group discussion: Students work in groups to analyze and discuss the mn ideas and detls of the texts.4. Summary: Review the key points of the lesson and answer any questions from the students.二、Lesson 2: Understanding Business DocumentsObjective:To help students develop the skills necessary for understanding and analyzing different types of business documents.Materials:Textbook: Business English ReadingHandouts: Sample business documents (e.g., memos, letters, reports) Procedure:1. Expln the purpose of business documents and their importance in business munication.2. Skills development: Practice reading and prehension skills using sample business documents.3. Group activity: Students work in groups to identify and analyze the mn ponents of the business documents.4. Summary: Review the key points of the lesson and answer any questions from the students.三、Lesson 3: Analyzing Business NewsObjective:To help students develop the skills necessary for understanding and analyzing business news articles.Materials:Textbook: Business English ReadingHandouts: Sample business news articlesProcedure:1. Expln the importance of business news in the global business environment.2. Skills development: Practice reading and prehension skills usingsample business news articles.3. Group discussion: Students work in groups to analyze and discuss the mn ideas and detls of the articles.4. Summary: Review the key points of the lesson and answer any questions from the students.四、Lesson 4: Reading Business ReportsObjective:To help students develop the skills necessary for understanding and analyzing business reports.Materials:Textbook: Business English ReadingHandouts: Sample business reportsProcedure:1. Expln the purpose of business reports and their importance in decision-making processes.2. Skills development: Practice reading and prehension skills using sample business reports.3. Group activity: Students work in groups to identify and analyze the mn sections and findings of the reports.4. Summary: Review the key points of the lesson and answer any questions from the students.五、Lesson 5: Enhancing Reading Comprehension StrategiesObjective:To help students develop effective reading prehension strategies for better understanding business texts.Materials:Textbook: Business English ReadingHandouts: Sample business texts with acpanying prehension questions Procedure:1. Discuss the importance of using prehension strategies while reading business texts.2. Skills development: Practice using various prehension strategies (e.g., predicting, skimming, scanning) while reading sample business texts.3. Group activity: Students work in groups to answer prehension questions based on the texts they have read.4. Summary: Review the key points of the lesson and answer any questions from the students.六、Lesson 6: Interpreting Business StatisticsObjective:To help students develop the skills necessary for interpreting business statistics and data presented in various formats.Materials:Textbook: Business English ReadingHandouts: Sample business texts with statistics and data tablesProcedure:1. Expln the importance of interpreting business statistics in decision-making processes.2. Skills development: Practice interpreting business statistics and data using sample texts and tables.3. Group activity: Students work in groups to analyze and interpret the statistics and data presented in the texts and tables.4. Summary: Review the key points of the lesson and answer any questions from the students.七、Lesson 7: Understanding Financial StatementsObjective:To help students develop the skills necessary for understanding and analyzing financial statements.Materials:Textbook: Business English ReadingHandouts: Sample financial statements (e.g., balance sheets, ine statements, cash flow statements)Procedure:1. Expln the purpose and importance of financial statements in business.2. Skills development: Practice understanding and analyzing financial statements using sample texts and statements.3. Group activity: Students work in groups to analyze and interpret the financial statements provided.4. Summary: Review the key points of the lesson and answer any questions from the students.八、Lesson 8: Reading Case StudiesObjective:To help students develop the skills necessary for understanding and analyzing business case studies.Materials:Textbook: Business English ReadingHandouts: Sample business case studiesProcedure:1. Expln the purpose of business case studies and their importance in learning about real-world business situations.2. Skills development: Practice reading and prehension skills using sample business case studies.3. Group discussion: Students work in groups to analyze and discuss the mn issues and solutions presented in the case studies.4. Summary: Review the key points of the lesson and answer any questions from the students.九、Lesson 9: Writing Summaries for Business TextsObjective:To help students develop the skills necessary for writing effective summaries of business texts.Materials:Textbook: Business English ReadingHandouts: Sample business texts and summary guidelines Procedure:1. Expln the importance of writing summaries for business texts and their usefulness in munication and decision-making.2. Skills development: Practice writing summaries of sample business texts using provided guidelines.3. Group activity: Students work in groups to write summaries of the texts they have read, and then exchange and discuss their summaries.4. Summary: Review the key points of the lesson, provide feedback on the students' summaries, and answer any questions from the students.十、Lesson 10: Evaluating Business Information SourcesObjective:To help students develop the skills necessary for evaluating the credibility and reliability of business information sources.Materials:Textbook: Business English ReadingHandouts: Sample business information sources (e.g., articles, websites, reports)Procedure:1. Expln the importance of evaluating business information sources and the potential risks of using unreliable information.2. Skills development: Practice evaluating the credibility and reliability of sample business information sources.3. Group activity: Students work in groups to evaluate the provided business information sources and identify their strengths and weaknesses.4. Summary: Review the key points of the lesson, discuss the students' evaluations, and answer any questions from the students.重点和难点解析一、Lesson 1: Introduction to Business English Reading补充说明：强调商务英语阅读在全球商务环境中的作用，以及如何通过练习阅读和理解商务文本来提高基本技能。
Unit3IsTradeGoodforAmerica
Unit 3 Is Trade Good for America?Teaching Objectives and Requirements: （教学目标与基本要求）1. Let the students master some basic terms of international trade;2. Let the students know some information about the novel: “The Choice: A Fable of Free Trade and Protectionism” from which the text is taken;3. Let the students remember and use new words and expressions4. Explain language points in Text A and Supplementary reading “Excessive Collaboration” taken from The Economists.Focus: （教学重点）Let the students know the basic knowledge of free trade and trade protectionism Difficulties: （教学难点）1.Term Study: free trade; trade protectionism; comparative advantage; opportuni ty cost;2. Information about “The Choice: A Fable of Free Trade and Protectionism”;3. Comprehension of the key sentences of text A “Is Free Trade Good for America”? Teaching Procedures and teaching Time: （教学进程与学时分配）Teaching time:200 minutes (4 periods)Part I Pre-reading Questions: (Multi-media, 10 minutes.)It can be used as lead-in questions. For students, they can discuss with each other and will have free answers.(1) Should you feel guilty about purchasing foreign products?(2) Do you believe “Buy Chinese” is the path to national prosperity?(3) Is free trade good for us and our country, or bad? Give your reasons.Part II Extensive ReadingIn this part, there are Text A and a supplementary reading taken from The Economists. By reading the texts in limited time, teacher helps students understand the contents and the reading methods to build reading abilities gradually.Text A: Is Trade Good for America? (140 minutes)a.Let the students read Text A as quickly as they can for the first time to get the general idea (10 minutes)b.Ask students to tell others the general idea of the text (10 minutes)c. Use some basic reading skills to read through the text again to find the answers to the following questions(20 minutes)1. Under what circumstances will the statement “If the Japan had stayed poor, America would have become even richer” be true?2. Why couldn’t the Olympic metaphor be applied to world trade？3. How did Japanese get wealthier than Americans between 1960 and the beginning ofthe 1990s? Was it because they lost World War II and could start from scratch with all the newest technologies?4. In Dave’ s opinion, what was the secret of Japanese success between 1960 and the beginning of the 1990s?5.What does the example of “Honda and Sony” tell us?6. What does “resource” refer to ? How can we use resources in a wise way?7. What does the author try to tell us by giving the example of “corn”?8. According to Dave, under what circumstances will farmers plant corns by themselves?9. What would be the results of America’s import of Japanese television?10. What’s Dave’s purpose of comparing Americans losing jobs after the import of Japanese televisions with doctors losing jobs after the disappearance of all diseases?d. Check the answers to the questions (30 minutes)1.Under what circumstances will the statement “If the Japan had stayed poor, America would have become even richer” be true?A: (L8) Only if there was a fixed amount of wealth in the world and the nations of the world tussled over it.2. Why couldn’t the Olympic metaphor be applied to world trade？A: Because world trade can be win-win while the Olympic Games are win-lose. Evidence: (L9)The Olympic metaphor is misleading. If Japan wins the gold medal in television production, America has somehow lost. In fact, Japan’s expertise and success frees up resources for America to specialize in other areas. Both countries are then better off.3. How did Japanese get wealthier than Americans between 1960 and the beginning of the 1990s? Was it because they lost World War II and could start from scratch with all the newest technologies?A: (L15) Hardly. How could it ever be a good idea to let somebody destroy your factory? If new technologies are superior to old, you can always junk your old factory and adopt the new technology.4. In Dave’ s opinion, what was the secret of Japanese success between 1960 and the beginning of the 1990s?A: There was no secret. The road to wealth for a nation is quite simple. Use your resources wisely.Evidence: (L20-23) Some said it was the unique partnership between Japanese industry and its government. Japan had a government agency called MITI - the Ministry of International Trade and Industry - that many people credited with creating the Japanese miracle.5.What does the example of “Honda and Sony” tell us?A: (L25-28) MITI did back some winners with government funding and assistance. They also picked some losers. They tried to discourage Honda from going into automobile and hampered Sony’s activities in electronics. Honda and Sony were eventually great successes.(L28-30) I believe that MITI’s role was not critical to Japan’s success. Japan also had great economic success in times when MITI did not exist or was insignificant.6. What does “resource” refer to ? How can we use resources in a wise way?A: (L36) Not fertile land, but the know-how, education, ingenuity, and drive of the people.(L38）Using your resources wisely means giving the people the incentive to work hard, to innovate, and to take risks. How can we use resources in a wise way?7.What does the author try to tell us by giving the example of “corn”?A: The roundabout way to wealth, opportunity Cost of a choice and comparative advantageEvidence: (L51) It looks like growing your own corn is incredibly cheap. ou just have the cost of a little seed. But growing your own corn is in fact incredibly expensive because of the time it takes to weed, water, and fertilize. That time appears to be free, but it is costly. Y ou have lost the opportunity to work at some other activity, earning money , and using that money to buy corn. Or having the time for leisure. If you think of your household as a nation, you import corn. Y ou produce it in the roundabout way just like America produces televisions.8.According to Dave, under what circumstances will farmers plant corns by themselves?A: (L 61) It depends on whether it takes fewer minutes to grow an ear directly, or to earn enough money to buy corn by working at some other job using the roundabout way.9. What would be the results of America’s import of Japanese television?A: TS: (L 68) The television jobs are gone.Supporting evidence:a.Americans would be freed to gain more valuable opportunities.(L 66) Y ou have lost the job of growing corn and gained a more valuable opportunity.b.More American youngsters would focus their attention on jobs in more profitable industries.(L 82) But the biggest change caused by that technology was invisible. The dreams of farmers’ children changed.(L85) Even though their parents and grandparents had been farmers, ... farming was going to be less profitable than it had been. They made plans to become salesmen, engineers, chemists and pilots.c. The overall number of jobs increased tremendously.(L66) But they have been replaced by others.(L88)But jobs didn’t disappear...People took different types of jobs.(L90) Some even went into a new industry called television.d. Americans would get less expensive televisions.(L104) American gets less expensive food…That is the important change.10. What’s Dave’s purpose of comparing Americans losing jobs after the import of Japanese televisions with doctors losing jobs after the disappearance of all diseases? A:To illustrate that losing the jobs of producing televisions can also make America better off; To justify that imports are good for America, even if they destroy the domestic television industry.Evidence:(L115) Oh come on, Dave. If we could get rid of disease, doctors shouldn’t stand in the way.(L121) But the principle is the same. Would a doctor have a right to force a person to stay sick so the doctor could continue earning the living the doctor was accustomed to? Does a television manufacturer have the right to force a consumer of televisions to pay a higher price to sustain high wages for his workers? ...Certain types of jobs are lost. ...People who would have been doctors would now apply their skills to other activities and enrich our lives. Paradoxically, America would lose the high-paying jobs in health care but still become wealthier.e. Study words and expressions in the text (30 minutes)1. tussle v. to try to beat each other in order to get something; to struggle or fight (with sb.); to wrestle (with sb.)2. expertise n.expert knowledge or skill, especially in a particular field; know-how3. know-how n. the technical knowledge and skill required to do sth.; expertise4. ingenuity n. the power of creative imagination; the ability to invent things or solve problems in clever new ways ; inventiveness5. drive n. energy and determination 心6. incentive n. something that encourages somebody do something; stimulus; motive；incitement, impulse, encouragement7. roundabout n. If you do or say something in a roundabout way, you do not do or say it in a simple, clear, and direct way; indirect8. Opportunity Cost of a choice: the value of the best alternative forgone, in a situation in which a choice needs to be made between several mutually exclusive alternatives. Assuming the best choice is made, it is the "cost" incurred by not enjoying the benefit that would have been had by taking the second best available choice.机会成本或择一成本, 在面临多方案择一决策时，被舍弃的选项中的最高价值者是本次决策的机会成本。
体验商务英语3教案 unit 7 1st
Teacher’s Resource Book（高等教育出版社）
二、教学设计
步骤
教学内容
教学方法
Activities (学生活动)
Time
(时间)
告知(教学内容、目的）
1. Background information about innovation.
2. Vocabularies about describing innovations.
深化（加深对基本能力的体会）
Vocabulary: Describing innovations
1. Different word forms of the vocabulary
2. The positive meaning and negative meaning of the words used to describe inventions or new ideas.
总结
1. Different forms of vocabularies and positive or negative meaning of some words which can be used to describe inventions or new ideas.
2. Reading comprehension, making notes and forming word partnerships
一、教案头编号：
授课班级：
授课日期：
年月日
年月日
年月日
本次课标题：Unit7 Innovation
(Starting up / Vocabulary /Discussion/Reading)
教学目标
能力（技能）目标
商务英语课程教案
商务英语课程教案第一章：商务英语基础1.1 教学目标了解商务英语的基本概念和重要性掌握商务英语的基本语法和词汇熟悉商务英语的常用表达方式和礼仪1.2 教学内容商务英语的概念和重要性商务英语的基本语法和词汇商务英语的常用表达方式和礼仪1.3 教学方法讲授法：讲解商务英语的基本概念和语法规则互动法：引导学生进行商务英语的对话练习案例分析法：分析商务英语在实际场景中的应用1.4 教学评估课堂参与度：学生参与对话练习和讨论的情况口语表达：学生进行商务英语对话的流利程度和准确性作业完成情况：学生完成相关商务英语练习的情况第二章：商务写作技巧2.1 教学目标掌握商务英语写作的基本原则和格式提高商务英语写作的准确性和专业性商务英语写作的基本原则和格式2.3 教学方法讲授法：讲解商务英语写作的基本原则和格式案例分析法：分析商务邮件和商务报告的实例实践法：学生进行商务英语写作的练习和修改2.4 教学评估语法正确性：学生写作中语法错误的数量和准确性修改能力：学生对写作练习进行修改和改进的能力第三章：商务口语交流3.1 教学目标掌握商务英语口语交流的基本技巧和表达方式学会在商务场合中进行有效的自我介绍和交流提高商务英语口语的流利程度和准确性3.2 教学内容商务英语口语交流的基本技巧和表达方式商务场合中的自我介绍和交流策略商务英语口语的常用话题和对话练习3.3 教学方法互动法：引导学生进行商务英语口语交流的练习角色扮演法：学生进行商务场合中的对话练习视听教学法：利用视频和音频材料进行商务英语口语的学习口语流利程度：学生进行商务英语口语交流的流利程度口语准确性：学生口语表达的准确性和语法正确性对话能力：学生进行商务英语对话的能力和合作情况第四章：商务谈判技巧4.1 教学目标掌握商务英语谈判的基本原则和技巧学会运用商务英语进行有效的谈判和沟通提高商务英语谈判的策略和表达能力4.2 教学内容商务英语谈判的基本原则和技巧商务谈判中的沟通策略和语言表达商务英语谈判的实战演练和案例分析4.3 教学方法讲授法：讲解商务英语谈判的基本原则和技巧角色扮演法：学生进行商务谈判的实战演练案例分析法：分析商务谈判实例和策略4.4 教学评估谈判策略：学生运用商务英语进行谈判的策略和有效性沟通能力：学生在商务谈判中的语言表达和沟通能力实战演练：学生参与商务谈判实战演练的表现和效果第五章：商务英语听力理解提高商务英语听力理解的能力和准确性学会听懂商务英语对话和演讲的基本技巧增强对商务英语听力材料的分析和理解能力5.2 教学内容商务英语听力理解的基本技巧和策略商务英语对话和演讲的特点和听力技巧商务英语听力材料的分析和理解方法5.3 教学方法视听教学法：利用视频和音频材料进行商务英语听力训练听写法：学生进行商务英语听力材料的听写和理解讨论法：学生对商务英语听力材料进行讨论和分析5.4 教学评估听力准确性：学生对商务英语听力材料的正确理解和回答情况听力技巧：学生运用听力技巧进行商务英语听力的情况和效果材料分析：学生对商务英语听力材料进行分析和理解的能力第六章：商务英语阅读理解6.1 教学目标提高商务英语阅读理解的能力和准确性学会阅读和理解商务英语文章和报告的基本技巧增强对商务英语阅读材料的分析和批判性思考能力6.2 教学内容商务英语阅读理解的基本技巧和策略商务英语文章和报告的特点和阅读技巧商务英语阅读材料的分析和批判性思考方法6.3 教学方法阅读教学法：学生阅读商务英语文章和报告并进行理解解析法：教师对商务英语阅读材料进行解析和解读批判性思考法：学生对商务英语阅读材料进行批判性思考和分析6.4 教学评估阅读准确性：学生对商务英语阅读材料的正确理解和回答情况阅读技巧：学生运用阅读技巧进行商务英语阅读的情况和效果材料分析：学生对商务英语阅读材料进行分析和批判性思考的能力第七章：商务英语翻译技巧7.1 教学目标掌握商务英语翻译的基本原则和技巧学会商务英语翻译的方法和策略提高商务英语翻译的准确性和专业性7.2 教学内容商务英语翻译的基本原则和技巧商务英语翻译的方法和策略商务英语翻译的实践练习和案例分析7.3 教学方法讲授法：讲解商务英语翻译的基本原则和技巧实践法：学生进行商务英语翻译的练习和修改案例分析法：分析商务英语翻译实例和策略7.4 教学评估翻译准确性：学生进行商务英语翻译的准确性和专业性语法正确性：学生翻译中语法错误的数量和准确性修改能力：学生对翻译练习进行修改和改进的能力第八章：商务英语口译技巧8.1 教学目标掌握商务英语口译的基本原则和技巧学会商务英语口译的方法和策略提高商务英语口译的流利程度和准确性8.2 教学内容商务英语口译的基本原则和技巧商务英语口译的方法和策略商务英语口译的实践练习和案例分析8.3 教学方法讲授法：讲解商务英语口译的基本原则和技巧实践法：学生进行商务英语口译的练习和修改案例分析法：分析商务英语口译实例和策略8.4 教学评估口译流利程度：学生进行商务英语口译的流利程度口译准确性：学生口译表达的准确性和语法正确性实战演练：学生参与商务英语口译实战演练的表现和效果第九章：商务英语与文化9.1 教学目标了解商务英语在不同文化背景下的运用和差异学会跨文化交流的技巧和策略提高在多元文化商务环境中的英语沟通能力9.2 教学内容商务英语在不同文化背景下的运用和差异跨文化交流的基本原则和技巧商务英语文化敏感性和跨文化沟通策略9.3 教学方法讲授法：讲解商务英语文化差异和跨文化交流的原则案例分析法：分析商务英语文化差异和跨文化沟通的实例互动法：学生进行跨文化交流的练习和讨论9.4 教学评估文化理解：学生对商务英语文化差异的理解和认识跨文化交流能力：学生在跨文化交流中的表现和沟通能力文化敏感性：学生对商务英语文化敏感性和跨文化沟通策略的运用10.1 教学目标提升商务英语综合运用能力和实战经验培养学生的商务英语自主学习和持续发展能力10.2 教学内容商务英语综合运用和实践能力提升商务英语自主学习和持续发展策略10.3 教学方法实践法：学生进行商务英语综合运用和实践练习讨论法：学生进行商务英语自主学习和持续发展策略的讨论10.4 教学评估综合运用能力：学生商务英语综合运用和实践能力提升的情况学习策略：学生商务英语自主学习和持续发展策略的运用情况课程反馈：学生对商务英语课程的重点和难点解析1. 教学目标的设定：确保教学目标具有可衡量性、具体性和可实现性，以指导整个教学过程。
《职通商务英语》第三册1-6单元教案(高教社)
综合英语（3）课程教案综合英语（3）课程教案way （指人）做事敷衍塞责的. > perfunctorily/ -trəlɪ; -tərəlɪ/ adv: check the luggage perfunctorily对行李作例行的检查. perfunctoriness n [U].regime n (a) method or system of government 统治方式或制度; 政体; 政权: a socialist, fascist, etc regime社会主义﹑法西斯等制度. (b) prevailing method or system of administration (eg in a business) 盛行的管理方式或制度（如商业中的）: changes made under the present regime 现行管理方法带来的变化* the old regime versus the new新管理制度对旧管理制度.underpin v (-nn-) [Tn]support (a wall, etc) from below with masonry, etc 用砖石结构等从下面支撑（墙等）; 加固（墙等）的基础.(fig 比喻) form the basis for (an argument, a claim, etc); strengthen 为（论据﹑主张等）打下基础; 加强; 巩固: The evidence underpinning his case was sound. 有利於他的证据是确凿的. * These developments are underpinned by solid progress in heavy industry. 重工业的稳固发展为这些进展打下了基础.Difficult sentences:1. Since China formally joined the World Trade Organization in November 2001. its economy has continued growing strongly and attracting much foreign investment, while the world’s major economies have struggled with sluggish growth or recession.自2001年11月正式加入世界贸易组织后，中国经济持续强势发展，吸引了大量的外资，而世界的主要经济实体却在缓慢增长或萎缩中挣扎。
商务英语基础上册Unit three教案【高校】
【Title of Lesson】Unit 3 Business Dinner【Text Book】Basic Business English【Teaching Objects and Demands】➢Knowledge and Ability Objects1. To let the students know some basic etiquette knowledge of Western business dinner.2. To let the students know some words and phrases about business dinner.3. To train the students’ abilities of listening and speaking.4. To train the students’ abilities of using English to make simple dialogues about business dinner.➢Procedure and Method Objects1. Through self-study, train students’ abilities of analyzing problems, solving problems and summarizing problems.2. Through group activities, train students’ team spirit ofmutual cooperation and to improve their communication ability.3. Through the competition, train stude nts’ sense of competiting and participating actively, stimulate students’ interests in learning, improve their abilities to adapt to change and enhance their thinking abilities .➢Moral and value Objects1. To enable the students to understand the importance of knowing how to organize or go to a business dinner.2. To lay the foundation for the future English communication.【Teaching Key Points】1. Some words and phrases about business dinner.2. Some sentences about business dinner.【Teaching Difficulties】How to enable students to get to act properly in a business dinner.【Teaching Aids】Multi-media computer, cards and some exercise papers; Software: Microsoft PowerPoint【Teaching Methods】Interactive teaching (learning--reciting –utilizing), discussion, questions & answers methods with the help of some games and activities.【Teaching Periods】180 minutes ( 4 Lessons)【Teaching Procedures】Step 1: Lead-in1. Show a picture of “Lunch Menu”, ask the Ss to try to order some food.。
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4.Choose two or three groups to give presentations.
Sample……
25
10’
30’
课后作业
2.AskSstouse different expressions of agreement and disagreement.
3.EncourageSsto think of otherfactorsthat lead to failedpresentations.
B.Viewing
Watch the video andnote down what Joan Cooper does badly.
教 具
Books,sound-lab, etc.
教 学 过 程
时间分配
I．Greetings
II.Talkingabout a company profile
panyhistory
Our company was established/founded/set up in…
The company is an export-oriented company with a 15-year history.
Preview and review; Read about business culture.
课后
记录
Try to improve students’abilities inBusinessEnglish gradually.
任课教师：朱慧英教研组长：
2014年 月 日 年 月 日
We are in insurance line.
We carry out business operations in the following areas…
We deal exclusively in cosmetics.
……
C.Others
Our site covers/occupies/has an area of 66,000squuaremeters.
教案课程商务英语编号3授课时间2014年月日星期第节学时2班级国际商务131教学内容章节unit6companypresentationspartvlanguagefocusb
教案
课程商务英语编号3
授课时间
2014年 月 日 星期 第 节
学时
2
班级
国际商务131
教学内容
（章、节）
Unit6CompanyPresentations---PartVLanguage FocusB; PartVIVideo2
The company started out as a workshop with four workers.
Last year, it merged with amultinationalcompany.
B.Line of business
Our company engages in the production/trading of electronic products.
教学目标
---talk about a company profile;
---Develop communicative skills:
教学重点
难 点
Talking about company profile;
Business Culture.
课程类别
Professionalcourse
教学方法
Students centered
5’
5’
5’
1ห้องสมุดไป่ตู้’
教 学 过 程
时间分配
III.Video2---What is the point?
A.Pre-viewing ---Work in Groups.
1.Divide the class into groups of four.Ask them to:
Rank the severity / compare their ranking with other groupmembers/ give explanations / change ranking if convinced
This is a Japanese company with its headquarters in Tokyo.
Our company has an annual turnover of $8billion.
Our company has been certified by the ISO9002 system.
C.Post-viewing
1.Divide the class into groups ofthree.
2.AskSstoreorganizeJoan presentation in a logical and clean framework with the help of the flow chart.