新编剑桥商务英语中级学生用书
Unit 1a Teamwork toiletries：n. 化妆品厂、清洁、化妆用品公司 major brands：主导品牌 expatriate：n.侨民，放弃本国国籍的人[eksˈpætrieit] creative thinking：创新思维 a survival course：生存技巧培训课程 profile：n. 简介，小传，概况，侧面，侧面像，轮廓，外形[ˈprəufail] simulation：n. 模拟训练，模仿[ˌsimjuˈleiʃən] go for profit：追求利润 [ˈprɔfit] behind schedule：进度落后于计划 stick to the schedule：严格按计划进行 Unit 1b Communication exceed：v. 超越，胜过，（在数量、质量上）突出、领先[ikˈsi:d] over-estimate：vt. 过高的估计 manageable：adj. 便于管理[ˈmænidʒəbl] understate：vt. 轻描淡写的说，很有节制的陈述或表达，少说、少报（数据等）[ˌʌndəˈsteit] seminar：n. 研讨会，讨论会，研讨小组[ˈseminɑ:] management：n.（企业机关的）管理人员，（企业等的）管理、经营，（与人交往的）手腕 follow-up evaluation：后续评估[iˌvæljuˈeiʃən] complimentary ticket：免费赠送的票，优待券[ˌkɔmpliˈmentəri] Self-study and Exam practice have everything to do with：与…关系密切 curriculum vitae：个人简历、履历，简称CV [kəˈrikjuləm] human factor：认为因素 Unit 2a Entertaining customer satisfaction form：顾客满意、情况问卷表 questionnaire：n.调查表，问卷[ˌkwestiəˈnɛə] criterion： n.（批评、判断等的）标准、准则[kraiˈtiəriən] → 【pl.】criteria atmosphere：n.氛围，大气，大气层，空气 attentiveness：n.殷勤、周到 value for money：n.物有所值程度，合算，花钱值得 enhance：vt. 提高，增加，加强[inˈhɑ:ns] cater： v.提供饮食及服务 mezzanine：n. （尤指介于一层与二层之间的）中层楼 corporate :a.社团的，法人的 [ˈkɔ:pərit] corporation : n.公司 cooperate: vi.合作，配合，协助 [kəuˈɔpəreit] cooperation： n.合作 reasonable prices：合理的价格 interior design：室内装修[inˈtiəriə] group dining：团体用餐 catering requirement：餐饮要求 tour groups：旅游团 corporate events：公司社交活动 wine tastings：品酒会 steak：n.牛排[steik] company presentations：公司业务报告会[ˌprezənˈteiʃən] business trip：公务旅行 vegetarian：n.素食者 a.素食者的，只有蔬菜的[ˌvedʒiˈtɛəriən] evolve：v.逐渐发展或完成，演变，演化[iˈvɔlv] evolution: n.演变，进化，发展 [ˌi:vəˈlu:ʃən] pride ourselves on/upon：为…感到骄傲 to cater for：提供餐饮服务，接待 gently：adv. 轻轻地，小心地 strive：vi.为获得…而努力奋斗，追求[straiv] distinctive：adj.与众不同的 ,有特色的[disˈtiŋktiv] memorable：adj. 难忘的，值得纪念的，值得记忆的[ˈmemərəbl] Unit 2b Corporate hospitality corporate hospital：商务接待，企业社交 tip：n. 技巧，窍门，忠告 be in need of：需要 social setting：社交场合 poor timing：不合事宜 timing：n.时机 trade fair：贸洽会，商品交易会 fair: n.集市 teenage：adj. 青少年的 prospect：n.可能的、潜在的顾客，景象，景色，前景，前途，有希望的候选人[ˈprɔspekt] hook：n.钩子，吸引人们兴趣或注意力的方式 v.钩住，挂住，吊住 a fact-finding mission：情况调查，实地考察[ˈmiʃən] n.使命，任务，代表团，使节团 substantial：adj.重大的，有影响的，坚固的，大量的，实质的，大体上的[səbˈstænʃəl] fortune: n.幸运，机会，转机，命运，前途，财产，庞大的财富[ˈfɔ:tʃən] fortunately：adv. 幸运的[ˈfɔ:tʃənit] sociable：adj. 好交际的，喜欢与人交往的，随和的[ˈsəuʃəbl] rugby：n. （英式）橄榄球[ˈrʌɡbi] intimate：adj.亲密的，私人的，个人的（内心深处的）；n.至交，密友[ˈintimit] vt.示意，暗示[ˈintimeit] :He intimated his wishes with a slight nod of his head. purposeful：adj. 有清晰目的，有明确目标的，果断的，坚定的 chit-chat：n.（非正式）聊天，闲谈 disposal：n. 丢弃，处理，清除，排列，布置[disˈpəuzəl] →v. dispose lie in…：（原因、兴趣、答案等）在于… stand around：闲站着 add up to：等于，意味着，说明，总共达， whisper into his ear：在某人耳边低声说话 in terms of：从…的角度来看，就…而言 in due course：到一定的时候, 没过多久 in due time:及时地,适时地,按时地 Self-study and Exam practice continental breakfast：欧式早餐 [ˌkɔntiˈnentəl] bilingual applicants：具有双语能力的申请者 [baiˈliŋɡwəl] end-of-year party：年终聚会 job advertisement：招工广告 marketing secretary：营销部秘书 . （Personal Assistant）：私人助理 administrative support：行政管理上的支持 secretarial skills：文秘技能 up-to-date information technology：最新的信息技术 communications skills：沟通能力，交际技能 science marketing assistant：科技营销助理 an internal recruitment policy：内部招工政策[riˈkru:tmənt] n.征募新兵，补充 official working hours：正式的工作时间 long-term employment：长期雇用 production manager：生产经理 work overtime：加班 take legal action against：对…提出诉讼 settle the dispute：解决纠纷 [disˈpju:t].辩论，争论，争端 secretarial and administrative staff：文秘及行政人员 unforeseen circumstances：难以预料的情况 meet agreed delivery dates：按约定的日期准时送货 place your order with：向…定货 outlet：n.代销店，专卖店，出口，出路，发泄途径[ˈautlet] legal advisers：法律顾问 established customers：老顾客 （a.已定制的，已确定的） bring…up：把…提出来 give…priority：优先考虑，处理某事[praiˈɔriti] a backlog of orders：积压的订单 [ˈbæklɔɡ]（n.积压未办之事） at one’s disposal：由…自由支配 on…basis：在…基础上 look forward to sth.：期盼，盼望 value for money：物有所值 an overview of…：对…的概述[ˈəuvəvju:]（n.纵览，概观，概述） call in：来访，叫… 来，请来，找来 call by: 顺道访问 postpone till/until…推迟到某个时间[ˌpəustˈpəun] Unit 2 Customers re-organise：n.改组，改编 loan：vt.借出 n.银行贷款[ləun] forecast： vt. n.预测，预报 venture： n.风险项目 v.冒险. Nothing venture ,nothing have.不入虎穴焉得虎子。 warranty：n.（产品的）保证书，保单[ˈwɔrənti] oval：n.椭圆形 a.椭圆的[ˈəuvəl] finalise：v. 确定，最后定下，定稿[ˈfainəlaiz]
Unit 3a Ordering goods mail order company：邮购计划 headquarters：n.（公司、机构、企业等的）总部，指挥部 [ˈhedˈkwɔ:təz] catalogue：vt.为…编目录，登记分类 n.商品目录单，系列[ˈkætəlɔɡ] recommendation：n.推荐信，推荐，劝告，建议（尤做法）[ˌrekəmenˈdeiʃən] item：n. 产品，货物，项目，一项，一条，一件[ˈaitəm] in standard length：标准长度的 article：n. 商品，项目，物品，文章，条款，冠词 measurements charts：尺寸图 knitted skirts：针织裙子 [nitid] vendor：n. （房屋等的）卖主，卖方，销售商，摊贩，小贩[ˈvendə] asap（as soon as possible）尽快 Unit 3b Cash flow cash flow：现金流向、现金流量，现金流动 [fləu] cash flow gap：现金流量差额 case study：案例分析 final payment：最后付款 bar chart：柱形图 down payment：订金 bill：vt. 要求支付…的费用，送交某人账单，宣布，贴广告，列节目单 remainder：n.剩余物，残余部分 the remainder=the rest early settlement discount：提前付款折扣 labour cost：劳动力成本 credit terms：信用期限，信用条件，信用条款，贷款[信用]条件 outstanding：adj. 剩余的，为偿付的，未解决的 outstanding balance：为偿还金额，未结余额 order books：订货薄 a shortage of cash：现金短缺 turnover：n. 营业额，职工流动率，所有权之类的转移 ，水果纤小酥饼 financing： n.筹措资金，融资，理财，财务，资金 financing costs：筹措成本 cash on delivery：货到付款，交货付现
剑桥商务英语大纲(中级)必备学习
美式论文、报告写作技巧编者按：美式教育的特点即是课程内容强调学生参与及创新运用，因此，报告便成了常见的考核学生学习成果的方式，比如实验报告、学期报告、专题报告、研究报告及论文（含毕业论文）等。
研究生presentation 及seminar 的机会更是占很大的比重，有些甚至占学期成绩很大比例。
如何完成报告、论文同时得到良好的成绩，是本文提供给有志留学的有心人参考的目的。
美国大学生由於自小已养成自动寻找答案习惯，在启发式的教育环境下，写报告、论文对他们来说比较不陌生，虽然专业知识上美国学生不见得比外籍学生强，但是表达能力由於自小培养，加上英语能力的优势，常比外籍学生在报告、论文方面有较隹的利基。
反之中国学生比较缺乏报告写作的训练，因此如果在留学过程中无法适应美式教育会比较辛苦，其实论文、报告的写作要领其实不难，只要把握技巧就可水到渠成。
通常论文由篇首(Preliminaries)，本文(Texts)以及参考资料(References)三部分构成；而这三大部分各自内容如下：(一) 篇首：封面(Title)序言(Preface)谢词(Acknowledge)提要(Summary)目录(Tables and Appendixes)(二) 本文：引言(Introduction)主体，含篇(Part)、章(Chapter)、节(Section) 、以及注释(Footnotes)(三)参考资料：参考书目(References or Bibliography)附录资料(Appendix)。
进行论文或报告写作之前，先要确定想要表达的主题，主题确定后，将其具体表达，即为题目。
题目可以提供研究者：一.研究的方向二.研究的范围三.资料搜集的范围四.预期研究成果通常在确定题目之後就开始找资料从事研究，建议在找资料之前最好去问教授有哪些参考资料来源可供参考引用。
构思为确定写作大纲或Proposal 的先前步骤，大纲是论文、报告的骨干，Proposal 是研究的架构、流程及范围的说明书。
新编剑桥商务英语完整中级Unit 2bppt课件
可编辑课件
Text 2-7
可编辑课件
Got a lunch with a client or contact today? Are you
sure your objectives of the meal are clear? If your
answer to the last question is yes-having some nice
/show/unuSU9Bo39CljkFR.html（商务接待）
可编辑课件
Teaching Objective
To enable Ss to talk about corporate hospitality
To practice reading for gist and specific information
商学 院工 商管 理系 商务 英语
可编辑课件
Unit overview
Mixing business with pleasure: Speaking of suitable ways of entertaining corporate guests and discussing advantage and disadvantage of mixing business with pleasure; Reading an article about business socializing.
invite him to a round of golf 邀请他去打一场高尔夫 球
be fit his social status 适合他的社会身份 facilitate one-to-one conversation 有利于一对一交流 take it院商a学s工a chance to strengthen business ties 把此作
专门用途英语教材评估_以_新编剑桥商务英语_学生用书_中级_为例_姜婷
经济研究导刊ＥＣＯＮＯＭＩＣＲＥＳＥＡＲＣＨＧＵＩＤＥ总第177期２０12年第31期ＳｅｒｉａｌＮｏ．177Ｎｏ．31，２０12引言随着中国改革开放和加入世界贸易组织，中国对外交流进一步加强，因此对英语专业人才的需求日益增长，随之而来的问题就是英语专业的人并不懂其他行业，比如商务、金融、科技等专门用途领域的英语。
一个新的专有名词进入人们的视线“专门用途英语”（ESP-English for Specific Purposes ）。
ESP 是“一种语言学习理念，在该观念的引导下，所有关于学习内容和学习方法的决定都依赖于学习者的学习需求”（Hutchinson &Waters ，2002）。
ESP 是历史发展的必然产物，特别是在20世纪70年代早期，人们学英语带有很强的目的性。
“当时的石油危机导致大量资金和西方专家涌入石油国家，英语迅速成为影响商业、经济合作的瓶颈。
迫于时间、金钱的压力，人们迫切需要成本效益较高，目的明确的专业英语课程，即专门用途英语课程。
”（严玲，2011）在中国，虽然专门用途英语教学起步较晚，但发展很快，各类ESP 教材层出不穷，比如《新视野商务英语》、《法律英语综合教程》、《金融专业英语》等等。
本文以商务英语为主线，选取了卓越亚马逊商务英语图书排行榜销量第一的《新编剑桥商务英语（学生用书）（中级）》。
因为该书由英国剑桥大学考试委员会推荐，考试针对性强、代表性最广，是广大准备参加BEC 考试学生的首选教材。
本文将根据Hutchinson 提出的教材评价量表来分析《新编剑桥商务英语（学生用书）（中级）》。
一、Hutchinson 的教材评价量表教材是根据学科教学大纲系统阐述学科内容的教学用书，它是知识授受活动的主要信息媒介，是教学大纲的进一步展开和具体化。
教材可以是印刷品（包括教学指导用书、补充读物、图标等），也可以是声像制品（包括幻灯片、影片、录音带、录像带、磁盘、光盘等）。
新编剑桥商务英语(BEC-中级-第三版)Module-2
Module 2 第二单元2.1ﻩBusiｎessＴoｐｉcﻩｐanｙＢeneｆｉtsﻩ商务话题篇ﻩ公司福利三、Vocabuｌaｒy: Bｅｎｅfiｔｓand ｉnｃeｎtivesbeｎeｆits ｎ、福利inｃentｉve n、ﻩ奖励job tｉｔlｅﻩ职衔,职位, 头衔tｒaininｇand staff dｅｖｅlopmentﻩ培训与员工发展gｏoｄsａlaryﻩ可观得收入ｐenｓｉon n、ﻩ养老金ｆｌexｉble workｉng hｏurｓﻩ弹性工作时间,灵活得工作时间opｐoｒtuｎities to travｅｌﻩ旅游机会opｐｏrtｕnitieｓforｐｒomｏtｉｏnﻩ升职提拔机会days ofｆﻩ几天短假pａny ｃarﻩ公司配（给得汽）车ｔoo gooｄtｏbe truｅﻩ好得令人难以置信ｃlient serｖｉcｅｅxeｃuｔiveﻩ客户服务主管takｅ…wiｔh ａｐiｎch/ｇrain ｏf salt 对…将信将疑, 对…不完全相信olｄａnｄestａblｉshed 历史悠久resｏurｃeｓdiｒector(hｕｍan resoｕrces direｃｔor得简称）人力资源部经理ﻩqｕａlｉｆicａtion n、资格teｍpﻩn、(ｔemｐoraｒy/temｐorａry ｗoｒkｅr得缩略语)临时员工incumbent prｏgramme 在职员工培训课程,岗位培训课程humａｎresources 人力资源promｏte ｆroｍｗiｔｈｉｎﻩ提拔内部员工take on 接受, 招聘intake ｎ、从外部吸纳招收得员工prｏｊect maｎaｇer项目经理gｒｏｗaｎd maintain ｃustｏmｅr relａtionsｈip发展与维持客户关系cａｎteeｎn、食堂, 餐厅heａd office ｎ、ﻩ总部,总公司brainsｔoｒmｉng ｎ、自由讨论,头脑风暴, 集思广益bｒeaｋouｔn、突破ｅnpaｓs vt、ﻩ包括, 包含saｌes ａnd markｅtingﻩ销售与市场营销reｓｅarcｈand ｄeveｌｏpment aｎｄmanuｆactuｒinｇ研发与生产peｒk ｎ、好处, 额外津贴, 外快finａl salａry peｎsiｏｎschｅme 按最终薪水给付得养老金计划budget n、ﻩ预算ｎon－cash reward 非现金形式得奖赏onｃe－in-a－lifｅtiｍe ａdj、千载难逢得, 令人难忘得ｃareer ｇoal职业目标senioｒmanaｇeｍent 高层管理人员longevity n、长寿,长命;寿命fｏr the long haul 长远地Xerｏx 施乐公司（财富50０强公司之一, 总部所在地美国, 主要经营办公设备）, 施乐（商标名,美国办公设备制造公司）；影印,静电印刷品Ｇlobａl Ｓerｖｉcｅs环球服务公司Uxｂｒiｄｇeﻩ欧克斯桥镇(位于伦敦西郊得一个小镇)Ｂenｅfits and incentiｖｅsﻩ福利与奖励Ｅmｐloyｅe Ｂenefiｔs员工福利1. LegａlｌｙRequiｒeｄBeneｆits 法律保障得权利Social Seｃｕｒitｙ社会保障ﻩUnemploｙmｅnｔｐensａtion失业补偿Worｋｅr s’ peｎｓation 工伤赔偿2.Retirｅｍeｎt—ｒｅlatｅd Benefｉts与退休相关福利Penｓion Plａｎsﻩ退休金计划３、Iｎsurａnce Rｅlated Beｎeｆiｔｓ与保险有关得福利Healｔh Insurance健康保险ﻩLife Iｎsurａnce 人寿保险Acｃidｅntａｎd Ｄｉｓabilｉｔy Inｓｕrａnceﻩ意外事故与伤残保险4. Ｐaid Hｏlidａys aｎｄPａiｄVaｃａｔiｏｎs带薪公假与带薪休假５、Oｔherｓ其她福利Ｌoｃal Ｃonvｅyaｎce Alloｗanｃe交通补贴ﻩHousinｇAｌlowanｃe 住房补贴ＭeａｌAllowance伙食补贴HolidayＢonｕs旅游津贴Ｉｎcentivｅｓﻩ奖励措施二、2、11、●ａn iｍprｅsｓiveｊob tｉtｌe显要得职衔●training and stａff develoｐmenｔ培训与员工发展●a goｏd sａｌary可观得收入●aｐeｎｓion养老金●fｌexible ｗorkiｎg hｏurｓ灵活得工作时间●ｏｐpｏrｔuｎｉtiｅs to tｒaｖel旅游机会●opportunities ｆor ｐromｏｔｉon升值提拔机会●pareｎｔａl lｅave育儿假●ｄaｙｓoff ａｎｄlonｇｈｏｌidａys短假与长假● a pany car公司配车2、参考词语与表达:new-hire ｔrａininｇ新员工培训ｏrｉeｎtａtion新员工培训,迎新会ｖoｃatioｎal trａｉnｉng／pｒofessionａl trａｉning职业培训managｅmｅnｔtrａining管理培训develop a gｏod trainｉng prograｍｍe ｔo kｅeｐthｅstaｆf motivateｄ通过开发良好得培训计划来提高员工得工作热情Many entreprｅneurs sｅem to vｉｅw emｐｌoyｅe trainｉng and dｅvｅｌopｍent as m ｏｒe optiｏnａｌｔhaｎｅsseｎtial…ａvｉewpｏiｎt tｈat can bｅcostly to both sh ｏrt-tｅrm ｐroｆits and lonｇ—tｅrm pｒogresｓ、许多企业家认为员工得培训与发展可有可无, 而非至关重要, 认为这对公司得短期利益与长远发展来说代价太高。
新编剑桥商务英语中级第二版5b
Part I
Objectives
1. To enable Ss to talk about how to give directions 2. To enable Ss to talk about office space and facilities 3. To practise listening for directions 4. To practise letter writing 5. To review the language of suggesting
• Writing task • Notice: You should contian all the five points
highlighted in the handwritten notes.
• Sample
Oral Practice
• • • • What is more important when… ? Selecting a company location Demand for products or services Transport
• When choosing a company location, I think the company should first take into account the demand for products or services, both now and in the future. Demand forecasts help determine where goods or services are most likely to be sold. A weighted center of demand exists for each product or product family, so a company should select a location which supplies this demand.
《新编剑桥商务英语》(中级)教学大纲 一、课程名称：《新编剑桥商务
《新编剑桥商务英语》（中级）教学大纲一、课程名称：《新编剑桥商务英语》（中级）Pass Cambridge BEC V antage二、课程编号：0000三、学分学时：4学分/ 64学时四、使用教材：《新编剑桥商务英语》（中级），经济科学出版社，2002Lan Wood, Paul Sanderson, Anne Williams, Catrin Lloyd-Jones, PassCambridge BEC Vantage, Economic Science Press, Summertown Publishing,2002五、课程属性：公共基础/选修课六、教学对象：本科生七、开课单位：外语教学部八、先修课程：大学英语1—4级九、教学目标：进一步提高和培养已学完大学英语四级和四级考试已达到425分以上学生的听、说、读、写的能力，提高语言理解和运用能力。
听力练习通过指导，培养学生能够寻找语境线索、分辨主次信息的能力。
通过完成各类活动使学生通过用语言进行交流解决问题，从而通过真实的交流交际提高口语表达能力。
通过阅读和写作练习，使学生掌握文体知识，把握语言的得体性，对诸如正式邀请信，商务函，商务分析，商务报告，备忘录，电子邮件等各种商务应用文体和结构特点进行了解。
《新编剑桥商务英语》（中级）为剑桥大学考试委员会和教育部考试中心推荐的BEC备考用书。
本课程的开设旨在提高学生的英语实际运用能力，尤其是培养在以后工作中从事商务活动的基本能力。
本课程内容涵盖对外商务活动的方方面面---市场营销、人力资源管理、企业管理、组织机构、证券投资、服务贸易、广告宣传、跨国经营、金融保险、电子商务、信息技术、办公文秘、酒店餐饮、全球化品牌等广泛的国际商务知识。
通过本课程的学习使学生熟悉广泛的商务和跨文化知识，以具备从事对外商务活动的基本能力。
大纲的各项要求可作为大学英语后续课程的英语教学安排、教学质量检查的依据。
本课程的开设主要是满足那些已经达到大学英语教学的基本要求，但又想在英语实际应用能力方面有所提高以适应以后工作需要的同学。
剑桥商务英语考试书籍
剑桥商务英语考试书籍2016年剑桥商务英语考试书籍推荐剑桥商务英语根本目的不在考试，而是对非英语国家国际型公司对员工的英语能力评定，而根据成绩的偏向(听说读写四个方面)来考察员工是否合适即将参与的工作岗位。
下面为大家推荐的是剑桥商务英语考试所用书籍，希望对大家有所帮助!一、《新编剑桥商务英语学生用书》、《新编剑桥商务英语学生同步辅导》、《新编剑桥商务英语练习册》、《新编剑桥商务英语口试必备手册》。
以上教材分初级、中级、高级，均是第三版，由经济科学出版社出版。
二、《剑桥BEC真题集》2、3、4辑由人民邮电出版社出版，第5辑由商务印书馆出版。
各地新华书店，外文书店或当当、亚马逊、淘宝均有售。
BEC 剑桥商务英语简介BEC剑桥商务英语是专为职场或即将进入职场的英语学习者所设计的国际商务英语资格证书考试，旨在考查应试者在真实工作环境中的英语交流能力。
自1993 年进入中国以来，BEC的权威性和高含金量使其成为中国影响力最大的职业类英语证书，是“职场英语”、“商务英语”的代名词。
为何报考BEC?两大权威教育考试机构联合推出BEC由剑桥大学外语考试部负责命题、阅卷、颁发证书。
中国教育部考试中心于1993年将BEC引进中国，并从此负责其报名、试卷印制等相关考务工作。
剑桥大学外语考试部隶属于剑桥大学，是全球最权威的语言测评机构之一。
旗下研发出剑桥少儿英语(Cambridge English: Young Learners)，剑桥通用英语五级(KET, PET, FCE, CAE, CPE)，IELTS雅思，BEC剑桥商务英语等一系列考试，以适应不同阶段英语学习者的需要。
每年，来自全球130个国家的5百万考生参加剑桥英语考试，以拓展海外学习机会、寻求职业发展。
全世界共有20,000家组织机构认可剑桥英语考试。
教育部考试中心是国家级教育考试主管部门，负责承办各项国家级教育考试并接受教育部委托，承办海外机构在我国举办的各类教育考试，以确保其按照最严谨、最公平的标准开展与执行。
新编剑桥商务英语（中级）Module_12
新编剑桥商务英语（中级）Module_12Module 12wordlistcase litigation court prosecute defense rights judge sue lawyer trademarkexpressionsCan you explain what you mean?Could you...repeat that? / say that again?Do you mind if I answer that at the end?I can't really comment on...I'd like to come back to that point later on if that's OK.I just need to check with someone first.I'm afraid I'm unable to answer it at the moment...Let me get back to you on that.Sorry, I didn't...hear you. / catch that.Sorry, I didn't understand the question.Sorry I don't follow you...Thank you for asking that.That's a good question.Module 12.1 Business LawA color problemListening1) This first short discussion task leads into the topic of how trademarks can be too similar and cause legal proceedings between companies operating in the same area of business. Discuss the problem as a class.AnswerIn this case both phone operators are using logos which use the same color. One operator could argue that customers willtherefore confuse the brand and that their competitor is making use of their brand image.Extension12.1 Before students do exercise 2, you could play the listening and students can compare their ideas in exercise 1 to those described in the interview. Find out which of the answers they gave are mentioned in the recording. This acts as a useful listening for general information before the next exercise.2) 12.1 Students need to read the journalist's notes before they listen to the news programme and write in the missing words. Answers1 TV commercials2 T-shirts3 orange4 petrol company5 green6 shape7 business 8 colors12.1 Listening scriptP=Presenter R=ReneP Business news now, and the telecoms firm Galacall has announced it may be taking legal proceedings against the newcomer and potential rival in the telecoms market, Frontline. Frontline recently ran a series of TV commercials in which all its sales staff wore distinctive purple T-shirts. Galacall, whose trademark brand name appears in a similar shade of purple, hasn't said it will sue Frontline yet but is considering its position. Well, on the line to discuss this story is lawyer and legal expert in trademark law, Rene Mackersmann for the London-based firm Parkers and Mackersmann.R Good morning.P So Rene, I was wondering how serious Galacall is about all this? Surely they only have a case against a company which infringes the trademark by using a similar name, don't they?R Well, no. In fact there are a number of examples where companies or brands have tried to prevent others from using what they consider as trademark colors. Take the case of the mobile phone company Orange trying to stop easyMobile using the color orange. The easyGroup company had used orange on all its previous ventures, but when it launched a rival mobile phone brand, the operator Orange said easyMobile was breaking the law by using its color in the same marketplace. Then there was the oil company BP, whose logo is green and yellow. They took out litigation against an Irish petrol company who tried to paint its petrol stations green.P So do you think you can use the same color as long as your product is different?R Absolutely. For example, the food manufacturer Heinz uses turquoise on its cans but it couldn't stop someone from using the same color on, say, bicycles.P Can you tell me if there's anything else you can buy the rights on?R Oh sure. Trademarks mean firms have rights over anything like color or shape.P Shape as well?R Absolutely. Take Toblerone. They have the rights on triangular boxes for their chocolate.P So back to Galacall and Frontline. I'd like to know what you think the outcome will be if it ever gets to court. Who'll win?R Well, I'm not the judge, but if the prosecution can provethe color will confuse customers and damage Galacall's business then they might just win it.P Rene Mackersmann of Parkers and Mackersmann, thank you very much.R You're welcome.Legal termsvocabulary3) Students match the words to the definitions. They can refer to the notes and listening script as well as using a dictionary.Answers1 I2 A3 F4 G5 B6 E7 H8 J9 CColorful casesReading4) Two of the three articles provides students with more background on two of the cases mentioned in the listening. The other article is about quite a famous issue linked with the search engine, Google.Students match the statements to the case. When checking answers. ask students to refer to the part of the text which gives the answer.Answers1 C (the "premises" refers to the petrol station)2 B (Normal people...aren't likely to face legal proceedings)3 A (The operator has followed the easyGroup trademark branding and used orange.)4 B (Google has said it intends to stop...)5 A (Orange may be taking easyMobile to court...though easyMobile is part of a bigger company called easyGroup.)6 C (TOP is an Irish company but BP can only sue its stations in Northern Ireland which come under United Kingdom law.)7 B (Google had said it intends to stop the use of its name.../A spokesman said: We think it's important to make the distinction between...)5) Put students into pairs or small groups to discuss the questions. With the question about trademarks, students could comment how much they think a brand name affects what they buy, or if their own company's trademark is important for it. The second question is more open to different points of view with students saying if they think companies like Google have a fair case.Indirect questions and tagsGrammar1) 12.1 Students at this level will still have problems with word order when using indirect questions and even greater difficulties using tag questions effectively. Give them time to read 0-4 before they listen to 12.1 again. With stronger groups ask them to try and predict the answers before listening.Answers1 don't they2 you can use the same color3 there's anything else4 you think the outcome will beAsk students to try and summarise the rules based on what happens in 0-4. After some suggestions ask them to look at the grammar summary on page 130 and check if they are correct.2) Elicit from students the fact that a speaker can sound more polite and less direct by using indirect questions and tags. They are especially useful if you want to encourage people to give their opinions and get them talking.3) Students correct sentences 1-8. Note that sentence 7 is a direct question.Answers1 Do you think business will become...2 I was wondering what you think...3 ... a good product, isn't it?4 ... by plane, won't they?5 Do you think employees can work...6 ... what your plans for your future career are?(or) ... what your plans are for your future career?7 ... experience do you think would help...8 ... for three years, haven't you?PronunciationWith question tags, the intonation rises if we are very uncertain and falls if we are asking to check and confirm information we think we know. Write the following sentences on the board with the arrows and drill them.Good marketing is more important than a good product, isn't it? ↘You've studied English for three years, haven't you? ↗4) Students take turns to ask and answer questions 1-8 in exercise 3.Ask students to prepare five direct questions for a colleague about their work and life. Then tell them to swap these questions with their partner who must rewrite them as indirect questions or sentences ending in a question tag. Finally, students ask and answer their final versions of the questions with a partner.Photocopiable activity 12.1See page 182.The BEC Vantage speaking gameSpeaking5) You will need to have some dice for this lesson so that each group has one to roll. Put students into groups of three or four and let them study the instructions for the game. Students work their way round the board creating questions for other players.These will be the types of questions students can expect in the Speaking Test. They are also expected to create questions in Parts Two and Three. These will vary between direct and indirect questions.The question does not have to include the exact words on the topic square. Here are some examples:(home or country) Could you tell me where you are from? (ways of working) Does your company use flexitime? (training/education) Do you think people should continue their education throughout their lives? (food and drink) I was wondering what a favourite dish is in your country.(forms of advertising) How effective do you think leaflets are compared to word-of-mouth advertising?AlternativeYou may not want to follow the game format in some classes(such as one-to-one lessons). If that is the case, just ask your student or students to create questions at random using combinations from the board for practice.Module 12.2 Handling questionsDifficult questionsListening1) Students could discuss the situations in pairs or as a class. Ask students to think of possible direct questions the people would ask. You may also want to give a few examples for the first situation to give them the idea.Possible questionsA The customer might ask: Can I have a refund? Can I exchange this for something else? The shop assistant might ask: When did you buy it? Do you have the receipt? Did you pay by credit card or cash?B The employee might ask: Why wasn't I paid for that overtime I did? Why is the tax higher this month?C The student might ask: What did I get wrong? Why was my mark so low? The teacher might ask: What went wrong? Did you revise?D The manager might ask: Have you read our policy on sending emails? Why did you send so many?E The journalists might ask: What is the company doing to solve the problem? Will you be giving customers a refund?ExtensionWrite students' suggestions for each situation on the board and if any of the questions contain mistakes use this opportunity to clarify any points of grammar. At the end, put students into pairs and ask them to roleplay each of the situations using the questions they have brainstormed.2) 12.2 Students listen to the conversations and match them to the five situations in exercise 1.AnswersConversation 1: CConversation 2: EConversation 3: BConversation 4: AConversation 5: D12.2 Listening scriptConversation 1S=Student T=TeacherS I'm sorry but I don't understand this mark. Why was it so low? I mean, I thought I'd answered everything. What else was I supposed to write?T Look, I can't really comment on that until I've looked at it. Give me a day and let me get back to you on that. OK?Conversation 2PRM=PR Manager J=JournalistPRM OK. Are there any questions? Yes?J So you've announced that you'll be recalling all the items from supermarkets and stores, but do you have any ideas about what caused the problem?PRM That's a very good question. We're looking into it at the moment, and we hope that we will know more very soon.J How soon will these items be back on the shelves? PRM I'm afraid I'm unable to answer that at the moment. I can assure you, however, that we're doing everything we can to sort this problem out as quickly as possible.Conversation 3E=Employee M=ManagerE Can I have a word?M Sure.E It's just that this doesn't seem to be right. I did some overtime the month before last. Why hasn't it been included?M Sorry, I don't follow you. If it was for the month before last it would have been on your last cheque.E But don't you remember? You forgot to add it and said you'd add it to this month's... Conversation 4CS=Customer Service C=CustomerCS Hello. Customer Service.C Hello, I bought a Barbie doll house set and I'm afraid it's the wrong one.CS Sorry, I didn't catch that. A Barbie what?C A Barbie doll house set. You know. It has kind of pink wallpaper.CS But is there something actually wrong with it?C I think it's the wrong color or something. I don't know really. It was my daughter who said it was wrong. CS Well, we can only take it back if it's faulty.C Can I exchange it for another one though?CS Sorry. Can you wait a moment? I just need to check with someone first.Conversation 5M=Manager E=EmployeeM Sorry Peter, can I have a quick word before you go?E Erm, well, I am in a bit of a rush.M It won't take long. Let's use my office.E OK.M Take a seat. I'm aware that you've been using computers for personal use during your lunch breaks. You do know ourpolicy with regard to this, don't you?E Sorry, can you explain what you mean? Is there a problem?3) 12.2 Students listen out for the questions and match them to the responses.Answers1 E2 F3 C4 B5 A6 D4) Refer students to the Exam Success tip. Students categorise the questions to complete the language summary.Answers1,2,3: A,C,E 4 F 5,6: B,DResponding to questionSpeaking5) Students could work in pairs to decide on an appropriate response to each situation. There may be more than one possibility in some situations.Possible answers1 Sorry, I didn't understand the question.2 I'm afraid I'm unable to answer that at the moment.3 That's a very good question.4 I just need to check with someone first.5 I'd like to come back to that point later on if that's OK.6 I'm afraid I'm unable to answer that at the moment.6) Students in pairs roleplay each of the six situations in exercise 5. One student make and asks the type of questions for a situation, and the other student gives an appropriate response.Possible conversation(1)A: If I was talking to your colleagues, what do you think they would say is your greatest strength but also your main weakness when it comes to dealing with other people?B: Sorry, I don't follow you? Do you mean my colleagues in my current job?A: Yes or any previous work colleagues?B: Well, first of all, they'd say I was...ExtensionFor more practice with this language point, students could roleplay the situations in exercise 1 on page 120 (which they might have done earlier) and this time use some of the responses.Press releaseReading1) Begin by asking students if they know what a press release is and whether they ever use them where they work. Pre-work learners may also know that their college or place of study lets the local press know about its academic successes or notable events. Then ask students to read the "How to..." text and answer the questions. Note that the answer to question 3 isn't in the text but students should be able to guess..Answers1 When they have important news, company announcements, or at any time when it's possible to give an "interesting slant".*2 When the story explains how your company has helped the local community or has raised money for charity. Also the story might be about success or release to other hot topics. They won't use it if it seems like an advert.3 One advantage is that a press release is free publicity andalso that the public tend to take more notice of the company than they would from seeing an advertisement.*You may need to explain the term, "interesting slant". This often refers to newspaper stories which take an ordinary or even potentially uninteresting event but manage to make it interesting in some way.2) Give students one minute to read the four press release quickly for general meaning, and then to say which one isn't good.AnswerText C isn't a good press release because it reads like an advertisement. It announces a sale with discounts and there is no suggestion that the company has done anything useful for the community.3) Students now match the four texts to the statements. Allow about five minutes for this more detailed reading.Answers1 C2 D3 A4 A5 B6 C7 B4) Students work in groups of three (or four) and discuss the releases. They can argue which one they think readers will be most interested in and also refer back to the "How to..." article and its suggestion for what makes a good release.5) In this exercise, students focus on expressions to structurea press release.Answers- Introduces the news: I am writing / It is always good to hear - Refers to reader's knowledge: As many of you are aware / As many local people will know- Announces good news: We are therefore pleased to announce / we are delighted / we are celebrating- Handles bad news: Contrary to recent suggestions / we are taking this very seriouslyA press releaseWriting6) Student write a press release in the form of a letter to the editor of a newspaper. You could set a word limit of 140 words to reflect Part Two of the writing test. Students could begin by underlining or highlighting any key information or words from the information in the email and the handwritten notes as well as think how they can use the expressions in exercise 5.Possible answerDear Editor,Contrary to recent suggestions that the Everyman Theatre may be closing, we are pleased to announce the opening of our new cafe on May 1st. We are celebrating this event with a party for local people at 7pm. After that, the cafe will be open during the day for lunchtime shoppers as well as in the evenings for theatre audiences. We also intend to hold regular cabaret nights in the cafe. Monday for the cafe was raised by "Friends of the Everyman" and this also helped pay for the Internet access facilities. Two days after the cafe opening, the musical "guys and Dolls" will start on May 3rd in the main theatre, starring well-known TV actor Rene Travis.Please find enclosed designs for the new cafe.Yours sincerelyModule 12.3 Speaking Test: Part ThreeExam formatStudents read about the final part of the speaking test. Make sure they fully understand what happens if three people attend the exam. This occurs in situations where centres are examining odd numbers of candidates. Students need to be aware that the exam will be longer and they receive as much speaking time per person as they would in an exam with two candidates.Exam practice1) This exercise is a review of expressions that have come up during the students' book or that they might already know. Each student could write one expression for each category and then share their ideas with other students so that everyone has a good selection of expressions to draw on during the exam. Possible answersExpress an opinion: I think.../ In my opinion.../I feel that.../ It's important that...Compare and contrast information: On the one hand... on the other hand.../Ask the other person for their opinion: What do you think? / How do you feel about...?/ Do you agree?Ask for clarification or repetition: Do you mean...?/ Sorry, I don't quite follow you. / Can you repeat that? Agree: That's right. / Yes, and.../ I agree.../ Sure. Disagree: I know what you mean, but.../ Yes, but.../ Don't you also think, though, that...Students can discuss this exercise in pairs or groups, but make sure they are very clear on the correct answers at the end. To extend this, students could rewrite any statements marked B to make them give good advice (see these in brackets below).Answers1 B (In Part Three you should work together and support your partner so both of you have plenty of time to speak.)2 G3 G4 B (Listen to what your partner says and respond appropriately.)5 G6 B (Only discuss the topic given to you for discussion.)7 G**Note that candidates won't necessarily fail if they can't agree or can't reach a conclusion, but it is preferable.3) Students roleplay this part of the exam by working in pairs and discussing the topics on page 125. You can set a time limit of about three minutes per discussion as in the exam. When students finish the first topic, they move on to the next. After they have discussed two or three of the topics you could stop everyone to give some general feedback. Give praise for pairs who are collaborating well. Give feedback on any expressions or if necessary input any new phrases which you think might help their discussions.Photocopiable activity 12.2。
剑桥商务英语大纲(中级)必备学习
《新编剑桥商务英语（中级）》课程教学大纲一、课程的基本信息1、课程名称：《新编剑桥商务英语（中级）》2、课程学时：80学时3、适用专业：英语专业商务英语、旅游英语方向的三年级学生4、先修课程：《新视野大学英语》、《英语语法》、《英语阅读》、《英语口语》、《英语听力》、《剑桥商务英语（初级）》二、课程定位和教学目标剑桥商务英语中级证书(Cambridge Business English Certificate Intermediate）考试是国家教育部考试中心与英国剑桥大学考试委员会联合举办的权威性英语考试。
经济日益全球化的趋势迫切需要我们培养一大批熟练掌握外语，通晓商务知识，熟悉国际商务环境，善于跨文化交际的国际型商务人才。
本课程正是为训练学生语言技能和拓广学生的商务英语知识而开设的。
为学生的就业打下必要的基础。
通过本课程的学习，着重对学生进行在商务工作环境下听、说、读、写的基本技能训练，进一步培养学生运用英语进行商务沟通的能力；激发学习兴趣，提高自主学习的能力；开发学生创新思维，培养学生在商务工作中用英语分析问题、解决问题的能力和创新能力。
教学从获取信息入手，把语言学习融入信息处理中以培养学生从事各种商务活动的能力。
教学中以应用为教学重点，合理地组织教材的内容和结构，教学内容有浅入深，由易到难，使学生具备知识的综合应用能力。
通过本课程的学习，使学生具备商务英语的基本理论和听力技能，使学生能够自如应付各种形式的商务英语听力素材，熟悉国际商务环境，善于交流。
听力方面能听懂正常语速的日常生活和商务活动的谈话，类型涉及电话，采访，讨论，演讲，会议发言等。
要求学生能正确辨认听觉信息，并做出适当判断，并能结合具体语言环境，理解所听内容的深层含义，把握说话者的态度和意图。
阅读方面能看懂图表，正确理解商务专业词汇，能读懂英美报刊杂志上中等难度的商务英语文章，了解作者的观点与态度，把握其内涵，获取准确信息。
写作方面能够运用所学语言知识，根据所给背景语言材料，图表及表格等直观资料，写出符合国际商务惯例，格式规范的商务报告，备忘录，商务信函，建议书和E-mail 等，要求内容切题，结构严谨，条理清楚，语法正确，语言通顺得体。
剑桥商务英语中级听力cd
剑桥商务英语中级听力cd新剑桥商务英语中级这本书中，附有cd可以给大家练习听力。
下面是店铺给大家整理的剑桥商务英语中级听力cd，供大家参阅!剑桥商务英语中级听力cd《新剑桥商务英语(中级)学生用书》内容简介：Working in English是剑桥大学出版社新近开发的一套中级至中高级程度的商务英语学习教材。
由著名的英语教育专家Leo Jones在其畅销的New International Business English基础之上编写而成。
该套教材由7个模块共40个单元组成，涉及日常工作中多方面的沟通需要，着力培养学习者在实际工作中用英语进行沟通和解决问题的能力。
其完备的多媒体系列比材料与交际法教学及情景模拟学习相配合，体现出当今先进的教育理念和教学方法。
为了更好地适应中国学习者的需要，本丛书编委会还将组织国内专家编写配套的《辅导学习手册》。
剑桥商务英语中级听力cd简介新剑桥商务英语(中级)(学生用书)(听力CD)Working in English是剑桥大学出版社新近开发的一套中级至中高级程度的商务英语学习教材。
由著名的英语教育专家Leo Jones在其畅销的New International Business English基础之上编写而成。
该套教材由7个模块共40个单元组成，涉及日常工作中多方面的沟通需要，着力培养学习者在实际工作中用英语进行沟通和解决问题的能力。
其完备的多媒体系列比材料与交际法教学及情景模拟学习相配合，体现出当今先进的教育理念和教学方法。
为了更好地适应中国学习者的需要，本丛书编委会还将组织国内专家编写配套的《辅导学习手册》。
Working in English还被剑桥大学考试委员会推荐为适合BEC中级(2002年修订后的标准)应试者的学习教材.问时，它也是财经类大学本科高年级、研究生一年级和MBA商务英语课的理想教材，尤其适合在职人员英语培训之用。
剑桥商务英语中级听力cd目录PERSON TO PERSONPleased to meet you!What do you do?Around the worldCould you please……?Im sorry,could you say that again? PHONE CALLSHello,how may I help you?Hold on,Ijust need to make a note Is everything clear?Im calling because……Im terribly sorryWRITINGLayout and contentYouve got mailGet it right!Keep it simple and make it clear In reply to your……I am sorry to inform you that……EXCHANGING INFORMATION Can Iask some questions?Id like some more details……Could you tell me more……? When can we meet?Avoiding misunderstandings Thank you for your order MEETINGSWhat are your views?Thank you for coming!The first item on the agenda is……We need to come to an agreement When does Yes mean Yes?We need to meet……ENTERTAINING VISITORS EXPLAINING AND PRESENTING Grammar referenceTranscriptsFiles。