商贸英语第一单元教案
商务英语第一单元教案 2
Try to write up the main festivals in each month.
Do the exercises
III. IntensiveReading
1.Text Analysis
2.ExtensiveReading
Exercises(Listening and Speaking)
2.Writing of E-mail
作业布置
1. Exercises;
2.Writing a letter to your parents;
参考资料
《体验商务英语教学参考书第一册》
《体验商务英语同步练习第一册》
《大学英语写作教程》
《英汉互译实用教程》
教学内容设计
听说:以Starting-up和skills为载体完成听说操练。
1.Do Listening exercises on the text book
2.Listen again and complete the introductions. Use the words from the box below.
中职英语unit1 travel 电商直播专业 教学设计
中职英语unit1 travel 电商直播专业教学设计全文共3篇示例，供读者参考篇1Unit 1 Travel E-commerce Livestream Major Teaching DesignI. Teaching Objectives1. Students will be able to understand and use key vocabulary related to travel and e-commerce.2. Students will be able to describe different travel destinations using appropriate language.3. Students will be able to explain the benefits and drawbacks of e-commerce in the travel industry.4. Students will be able to conduct a live streaming event showcasing travel products and services.II. Teaching Methods1. Vocabulary Introduction: Introduce key travel ande-commerce vocabulary through flashcards, word matching games, and word association exercises.2. Role-Playing Activities: Have students role-play as travel agents and customers to practice using travel-related vocabulary in realistic scenarios.3. Interactive Discussions: Engage students in discussions about the impact of e-commerce on the travel industry, encouraging them to express their opinions and ideas.4. Livestream Event: Guide students in planning and executing a live streaming event where they present and promote travel products and services to an online audience.III. Teaching Materials1. Vocabulary Flashcards: Key travel and e-commerce vocabulary words and phrases.2. Role-Playing Scenarios: Scripts and role-playing prompts for travel agent and customer interactions.3. Discussion Questions: Prompts for guided discussions about e-commerce and its effects on the travel industry.4. Livestream Event Guide: Step-by-step instructions for planning and conducting a successful live streaming event.IV. Assessment1. Vocabulary Quiz: Test students' knowledge of key travel and e-commerce vocabulary words.2. Role-Playing Evaluation: Assess students' ability to use travel-related language in realistic role-playing scenarios.3. Discussion Participation: Evaluate students' active participation in class discussions about e-commerce and travel.4. Livestream Performance: Evaluate students' planning, presentation, and promotion skills during the live streaming event.V. ConclusionBy incorporating a variety of interactive and engaging teaching methods, this unit aims to help students develop their English language skills while also gaining practical knowledge about the travel industry and e-commerce. The culminating live streaming event provides students with an opportunity to showcase their creativity and communication skills, preparing them for future careers in the e-commerce and travel sectors.篇2Unit 1 Travel E-commerce Livestream Major Teaching Design1. IntroductionIn this teaching design, we focus on the integration of the travel and e-commerce industries through the use of live streaming technology. This unit aims to equip students with the necessary skills and knowledge to succeed in the fast-growing field of e-commerce, specifically in the travel sector.2. Learning Outcomes- Understand the basics of e-commerce and its application in the travel industry- Develop skills in live streaming technology and its use for marketing and sales- Analyze trends in online consumer behavior and travele-commerce- Create and execute a live streaming marketing campaign for a travel product or service3. Teaching Strategies- Lectures: Introduction to e-commerce, live streaming technology, and the travel industry- Case studies: Analyzing successful e-commerce and live streaming marketing campaigns in the travel sector- Practical exercises: Creating and executing a live streaming marketing campaign for a travel product- Group projects: Collaborating with classmates to develop a comprehensive e-commerce strategy for a travel company4. Assessment- Quizzes: Assessing understanding of e-commerce concepts and live streaming technology- Assignments: Analyzing trends in online consumer behavior and proposing recommendations for a travele-commerce company- Presentations: Demonstrating the live streaming marketing campaign created for a travel product- Final exam: Testing overall knowledge and skills acquired throughout the unit5. Resources- Textbooks: E-commerce and travel industry guides- Online platforms: Live streaming tools and e-commerce platforms- Guest speakers: Industry professionals from the travel and e-commerce sectors- Field trips: Visits to travel companies and e-commerce businesses6. ConclusionBy the end of this unit, students will have a solid understanding of how e-commerce and live streaming technology can be effectively utilized in the travel industry. They will be equipped with the skills and knowledge needed to succeed in a career in travel e-commerce, a rapidly growing and evolving field.篇3Unit 1 Travel E-commerce Live-streaming Professional Teaching DesignI. Teaching Objectives:1. To understand the basic concept of e-commerce and how it applies to the travel industry.2. To learn about the role of live-streaming in promoting travel products and services.3. To develop the necessary language skills to communicate effectively in a travel e-commerce setting.4. To practice using industry-specific vocabulary and phrases in real-life scenarios.5. To enhance students' understanding of the travel industry and its current trends.II. Teaching Methods:1. Lectures: Introduction to e-commerce, live-streaming, and their application in the travel industry.2. Multimedia presentations: Showing examples of successful e-commerce platforms and live-streaming events related to travel.3. Group discussions: Encouraging students to share their opinions and experiences in the travel industry.4. Role-playing: Simulating real-life scenarios in a travele-commerce setting.5. Case studies: Analyzing successful and unsuccessfule-commerce strategies in the travel industry.III. Teaching Materials:1. Textbooks: Relevant chapters on e-commerce andlive-streaming in the travel industry.2. Online resources: Videos, articles, and case studies related to travel e-commerce.3. Industry reports: Statistics and trends in the travele-commerce sector.4. Vocabulary lists: Key terms and phrases used in the travel industry.IV. Assessment Methods:1. Quizzes: Assessing students' understanding of key concepts and vocabulary.2. Presentations: Students presenting their own e-commerce strategies for a travel product or service.3. Role-plays: Evaluating students' communication skills in a travel e-commerce setting.4. Written assignments: Analyzing and critiquinge-commerce platforms and live-streaming events in the travel industry.5. Final exam: Testing students' overall knowledge ofe-commerce and live-streaming in travel.V. Teaching Plan:Week 1: Introduction to E-commerce in the Travel Industry- What is e-commerce?- How does e-commerce apply to the travel industry?- Case study: Successful e-commerce platforms in travel.Week 2: Live-streaming in Travel E-commerce- The role of live-streaming in promoting travel products.- Examples of successful live-streaming events in travel.- Group discussion: Benefits and challenges oflive-streaming in the travel industry.Week 3: Language Skills for Travel E-commerce- Vocabulary and phrases used in travel e-commerce.- Role-playing: Communicating with customers in a travel e-commerce setting.- Simulation: Creating a live-streaming event for a travel product.Week 4: Trends and Future of Travel E-commerce- Industry reports: Current trends in the travel e-commerce sector.- Student presentations: Future predictions for travele-commerce.- Final exam review.In conclusion, this teaching design aims to provide students with a comprehensive understanding of e-commerce andlive-streaming in the travel industry. By developing their language skills and industry knowledge, students will bewell-equipped to succeed in a career in travel e-commerce.。
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。
剑桥商务英语初级Unit1教案.doc
Unit 1New words and Expressions□business n.工商企业；商彳亍；商业□technique n.技巧，技能□cross-cultural adj.跨文化的□Internet n.英特网，国际互联网□presentation n. 口头报告，陈述，叔述□public speaking 演说，演讲□consultant n.顾问□consultancy n.咨询公司□run vt.开办（课程/讲习班）□one-to-one 一对―的□accredited adj.公认的□motivational adj.激发积极性的，□client n.客户□entertaining adj.有趣的，使人愉快的，□professional adj.专业的，职业的□involve vt.包含、需耍、使成为必耍部分□responsibility n.责任，所负责的事情□be responsible for sb./ sth.对某人/某事负责□title n.头衔，职称□sample n.样品试用产品□account n.账目，账户□conespondence n.（来往的）信件□badge n.徽章□identify vt.发现，确定□workshop n.研讨会，讲习班□catering service 餐饮服务□MD managing director的缩写，总经理，执行董事□gadget n.小巧的器械，小玩意儿□interior adj.车内产品，内部装饰□memo n.备忘录，便条，便笺□electrical appliances 电器，家川电器□ship vt.运送□power point电了版幻灯片□bonus n.奖金□catalogue n.产品目录□positive adj.积极乐观的□presence n.仪态，风度，风采□diary n.记事簿□Athens n.雅典（希腊首都）Expressions on Job□Do you like your job?□Do you often travel abroad ?□How are you?□•…Not too bad, thanks・□I work for a company that. •・□I work as...□What does your job involve ?□My job involves doing...□What do you do ?□I deal with□Who is your MD?□I am based in •…Reading: Training and workshop培训与研讨会、讲习班Background knowledge多种多样的培训□依据培训地点不同通常有：□ 1.内部培训(Internal training或称in-house- training )是一-种在工作场所进行的在职培训，因此也称为on-the-job training,M-特点是经济实惠。
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。
商务英语基础上册Unit one教案
【Title of Lesson】Unit 1 Introductions and Greetings【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 meeting.2. To let the students know some words and phrases about introductions and greetings.3. To train the students’ abilities of listening and speaking.4. To train the students’ abilities of using English to make simple dialogues about introductions and greetings.➢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 of mutual cooperation and to improve their communication ability.3. Through the competition, train students’ 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 make introductions and greetings.2. To lay the foundation for the future English communication.【Teaching Key Points】1. Some words and phrases about introductions and greetings.2. Some sentences about introductions and greetings..【Teaching Difficulties】How to enable students to make introduction and greetings.【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. Through questions and answers to lead in new lesson. Such as:T(Teacher): How do you do?Ss(Students): How do you doT: How are you today?Ss: Fine, thank you, and you?T: I’m fine, too.T: This is the way to do some introductions and greeting. You know ,when you meet someone you don’t know, you will introduce yourself or be introduced by others, when you meet someone you know, you will greet with others. So Making introductions and greeting in daily life is very important ,today we will learn about introductions and greetings.2. Explaining in details the differences about introductions and greetings between the Chinese custom and the Western custom.Aim:By questions and answers to lead in the lesson directly and let Ss know the task of this lesson clearly. To encourage Ss to think and express their own ideas freely to arouse their interests.Step 2: Listening and speaking【Teacher’s words】I have explained something about introductions and greeting. Now let’s listen carefully how do they make introduction in the dialogue.1. Listening ActivityA. Listen to the dialogue for the first time and do Task One: repeat the sentences on the screen together.B. Divide the class into several groups and ask the students to do listening activity: Listen to the dialogue carefully ,discuss in groups and do Task Two together. Ask Ss to say their answers out, one student each group as the representative.C. The teacher checks the students’ answers and shows out the correct answers on PPT.D. Listen to the dialogue for the last time and do Task three: answer the questions showed on the screen.Aim: Through Listening Activity repeatedly to let Ss be active in thinking and train their abilities of listening and cooperation.2. Speaking Activity【Teacher’s words】Now we have learned some words and patterns about how to make introductions and greetings.Next we will do pairworks according to the following situations: A. PPT shows two situations and some useful knowledge:Situation 1: Mr. Brown, 29 year old, employee in Customer Service Department. Mr. Tones, 40 year old, employee in Personnel Department.Situation 2: Louise Scott, female, General Manager of your company.Mike Johnson, male, VIP of your company, sales manager of SWQ Ltd.Useful knowledge:Let me introduce …to you.This is…She / He is …B. Two Ss a group. One student acts as a secretary in a foreign trade company to make introduction to your partner. Then change the roles .Aim:Through the Speaking Activity to train Ss’s skills of listening and speaking and abilities of using languang.Step3. Business Reading1. Learning the text【Teacher’s words】Just now we learn something about making an introduction in daily life.Now we’d like to learn some correct ways of making a business in troduction. This step we will do self-study activity , Guess game（猜一猜游戏）,Choosing Game （选一选游戏）and Filling Game（填一填游戏）:(1) Self-studying ActivityA. Give Ss 5 Mins to self-study the text with three Pre-reading Questions:1. Why should we pay more attention to the introductions?2. What are the basic rules in business introductions?3. What should you do to respond to the introduction properly?B. Ask Ss to answer the questions.C. Let Ss explain the meaning of the text one sentence by one sentence.D. Teacher checks.E. Ss read the text together.(2) Guessing GameA. PPT shows some key words, phrases and sentences.B. Ask Ss to do contest of guessing the meanings one by one.C. Teacher checks.D. Ss read the key words,phrases and sentences together.(3)Choosing GameA. PPT shows four sentences about the text.B. Ask Ss to choose “True or False” one by one.C. Teacher checks..(4)Filling GameA. PPT shows eight words and eight sentences with one blank each.B. Ask Ss to fill the words in the blanks of the sentences.C. Teacher checks.D. Ss read the completed sentences together.Aim:Through self-study activity and Guess game to let Ss know the meaning of text about making an introduction, master some useful words, phrases and sentences. And by reading the text to train the students’ reading abilities and let Ss pay attention to their pronunciations.2. Games for Grammar【Teacher’s words】: In this step we will do two games: Finding-home Game(快乐找家家游戏) and Choosing Game(选一选游戏). In Finding-home Game two houses with common nouns and proper nouns written on them will be shown on PPT, then show out many words quickly, let Ss check and find the homes for these nouns quickly. The group which finds the home for the most words correctly wins. In Choosing Game four choices for each sentence will be shown on PPT, and then let Ss choose the correct answers one group by one group. The group which work out the most sentences correctly wins.(1)Finding-home Game(快乐找家家游戏)A. PPT shows two homes with common nouns and proper nouns written on them.B. Then show out many words quickly.C. Let Ss check and find the homes for these nouns quickly.D. Teacher checks the answers.(2) Choosing Game(选一选游戏)A．PPT shows four choices for each sentence.B．Then let Ss choose the correct answers one group by one group.C．Teacher checks the answers.Aim: Through this step of Games for Grammar to let Ss study and review grammar knowledge about nouns happily and unconsciously. And train the Ss’s being active in thinking questions and finding the answers for the questions, enhance their skills of speaking and translating.Step 4: Consolidation and Summary【Teacher’s words】: In this step we will do many practices activities to consolidate and sum something we learn in this lession.（1）Let Ss do the exercises “Complete the following sentences with the Chinese given（words）in the brackets.” to consolidate the grammar of nouns.（2）Let Ss do the exercises “Translate the following sentences into Chinese.”, “Cloze.” And “Writing.” to expand Ss knowledge of making a business introduction.Aim: Through many exercises to do summary and consolidation to this lesson make Ss review and master the knowledge which we learn in this lesson. emphasizes the key points and difficult points of this lesson again so as to let Ss know the importance of making an introduction further.Step 5: Homework【Teacher’s words】: Here there are four homeworks. Each student must do the first ,second and third. And Ss have the right to decide whether he will do or not do the fourth one by themselves.1. Read and recite the new words and expressions.2. Read the text fluently.3. Act as roles to make dialogues with your partners.4. Search more knowledge about making a business introduction in Western countries.Aim: Through assignment by levels to let Ss choose their homeworks by themselves to encourage Ss to analyze themselves, improve Ss’ abilities of listening,speaking and reading further and train Ss’ abilities of communicating with others.。
大学商贸英语商贸专业教程课程设计
大学商贸英语商贸专业教程课程设计
一、课程背景
大学商贸英语是商科专业学生必修的一门英语课程。
商贸专业英语主要包含商业文化、商业法律、市场营销、财务管理、国际贸易等领域。
商贸专业英语课程教学目标是让学生能够在商业场合进行听、说、读、写、译等方面的交际能力培养。
商贸专业英语课程内容丰富，涉及的领域范围广泛，属于一门非常实用的专业英语课程。
二、课程目的
•掌握商业英语基本语法知识；
•提高商业英语听、说、读、写、译的能力；
•熟悉商贸相关的专业词汇和行业用语；
•加强商业文化和商业礼仪的学习；
•拓展学生的国际视野和跨文化交际技能；
三、教学内容
第一课：商业基本英语语法
•名词、动词、形容词、副词等基本语法知识；
•简单句、并列句、复合句等语法结构的运用；
•商业场景下常用的英语口语表达。
第二课：商业场景下的英语听说能力
•商业会议、商务洽谈、商业谈判等场景下的英语听说训练；
•商业英语中注意事项和技巧。
1。
商务英语视听说第一单元教案1
2.The learning goal of the course:
1)Understand the basic information of each topic
Teacher will explain some difficult points.
Follow-up Practice
Ss will hear part of an interview dialogue about interests and personality. They need to choose the correct questions.
Task 2
Ss work in pairs to match the questions with the corresponding answers.
Teacher checks the answers and explain some difficult points,such as be based in, life insurance, depend on , etc.
Part 1 Warm-up
Ss work in pairs. They will get some Do’s and Don’ts during a job interview. They should tick the Do’s in the box.
Teacher gives Ss two minutes to finish this job, then appoints several students to give the answers.
新职业英语_经贸英语教案_Unit1
Unit 1Business Relations本单元结合国际经贸业务中的典型工作流程、工作场景，概述经贸行业中的第一个工作环节——“建立业务关系”：●建立业务关系：通过整体介绍首先明确建立业务关系的重要性、常用方法以及一些注意事项，并结合具体实力初步掌握业务关系的方法，如写商务信件(Reading A);●客户接待：在具体的场景下——包括打电话和直接会面，公司相关人员约见、接待客户，向客户介绍自己的公司及产品，并就合作意向和事宜进行初步接洽(Listening & Speaking);●客户背景：通过多种途径了解客户的背景信息，对可能进行合作的客户及其产品有比较清楚准确的了解(Reading B);●确立业务关系：客户与公司通过比较正式的形式——书面方式，沟通和确立业务关系(Writing).Unit ObjectivesAfter studying this unit, you are able to:●Understand how to establish business relations●Receive a client●Answer phone calls from potential customers●Write and answer emails for establishing business relations1.Warming-upTask 1The following logos represent some of the most famous multinational companies in the world. Which ones are you familiar with? Please choose and talk about the companies and their products or services briefly.Task 2Receptions are normally considered the first business card of a company. Among the following qualities, what would make a qualified receptionist? Arrange your choices in order from the most important to the least and explain why.⏹Standard Mandarin(普通话)⏹Cordial and Friendly Attitude⏹Attractive Appearance⏹Good Management Skill⏹Great Familiarity with Products⏹Considerable Flexibility2.Reading ABackground InformationIn modern international trade, it is primary and necessary for a company to seek prospective clients and to establish business relations with them so as to start and develop its business. In doing this, the seller and the buyer often choose writing letters, sending emails, making phone calls, or simply meeting each other, among which, writing letters or emails is most frequently used. A good letter for establishing business relations should comply with the following principles: complete—the letter should include necessary information; considerate—the letter should be composed with due consideration of the receiver’s need or expectation; courteous—the tone of the letter should be courteous and polite; clear—the writer’s ideas should be expressed clearly in the letter, avoiding possibly misleading words or expressions; concise—the letter should be concise and direct; correct—the information, grammar, andpunctuations, etc. in the letter should be correct.Task 1Before reading the passage, see how much you know about establishing business relations by answering the following questions.1.Why do companies need to establish business relations?Because establishing business relations is the very first step of doing business with clients, especially when your company is newly established, or the client is new, or your company is entering a new market.2. What are the methods generally adopted to establish business relations?Meeting in person, making phone calls, writing business letters, sending emails, etc3. What kind of business letter contributes to successful establishment of business relations?A successful business letter should be polite, cordial, friendly, with your intention clearly stated, and include necessary information such as the introduction to your company and products.TextEstablish Business RelationsEstablishing business relations is usually the first step for a company to do business, and it is very important either for a new firm or an old one. For the former, it helps start business and secure its position on the market; for the latter, it enables the old firm to expand business and increase the turnover.建立业务关系通常是公司开展业务的第一步，无论对于新公司还是老公司都非常重要。
商务英语视听说第一单元教案2
Part VI Video 2 Applying for the position of Sales Manager
Pre-viewing
Ss look at the pictures to get a rough idea of the video.
III.Conclusion
In this class, students havewatched two videos and learnt some sentences They are encouraged topractice their speaking skill.
IV.Homework
Viewing
1.Ss watch the video and decide whether the following statements are true of false.
The video will be played twice.
T checks the answers and explains the difficult points.
2.Ss watch the video again, note down the key information about Merry Wang and construct the resume for her.
T checks the answers and explains the difficult points.
They will read through all of them and underline the difficult points.
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第一单元 Greetings and Introductions 教案
［教学目的和要求］
目的： 1、to exchange greetings；
2、to introduce oneself；
3、to introduce other people;
4、to introduce jobs and responsibilities.
要求： 1、课前按要求预习；课后通过复习笔记与教师课件加深理解；
2、阅读其它相关教辅材料。
［教学重点与难点］
重点：To introduce oneself and other people
难点：To introduce jobs and responsibilities
作业：1、随堂练习；
2、参阅自学教材加深对难点的理解，课后复习并适当练习；
3、预习第二章。
一、导入
1. 引导学生回忆以前学习过的打招呼用语；
2. 回忆自我介绍、介绍他人的用语；
3. 在商务场合下的打招呼与打招呼有何区别。
二、商务场合的问候用语以及介绍。
1. 商务英语职位名称简介；职位名称翻译练习；
2. 不同职位人员的相互问候；
3. 自我介绍姓名、职位、职责等个人信息；
4. 介绍他人姓名、职位、职责等个人信息；
5. 补充问候用语及相关词汇。
三、课堂练习
1. 根据课文内容仿写对话；
2. 口译练习：根据中文口译为英文。
四、课后作业
1. 复习课文内容以及课后重点词汇
2. 预习第二单元Receiving Visitors in the Office。