大学核心商务英语读写教程 Unit 8

合集下载

新视野大学英语读写教程第二册 unit 8 text A 单词

Unit81.formal formalness formallyadj.（学校教育或培训）正规的；方式上的；礼仪上的n.<美>须穿礼服的社交集会；<口>夜礼服We were invited to a formal lunch.我们被邀参加一次正式的午宴。

2.poll poller polled polled polling pollsn.1.民意调查，民意测验[C]2.选举投票，计票[C]3.得票数v.1.获得票数[I,T]2.投票，作民意调查Opinion poll show that the public preferred butter to margarine.民意调查表明，公众更喜欢黄油而不是人造奶油。

2.residentn.1.居民，定居者，侨民[C]The resident s of the town are proud of its new library.该镇的居民都为镇上新建的图书馆感到自豪。

I'm not a resident here.我不是本地居民。

2.住院医生[C]3.留鸟，无迁徙习性的动物[C]adj.1.居住的，定居的，常驻的 2.住校的，住院的，住在住所的 3.（鸟类等）无迁徙习性的 4.固有的，内在的pute 词形变化:computed computed computing computesv.1.（用计算机或计算器）计算，估算；推断[I,T]His failure to compute correctly resulted in an explosion.他的计算失误导致了爆炸。

We can compute the circular area with radius我们能用半径计算出圆的面积。

n.1.计算；估算；推断4. consumeristic a. 消费主义的Consume v.1.吃；喝；饮[T]On Superbowl Sunday, Americans hold parties to watch television and consume beer, pizza, and na-chos.举行超级杯赛的星期天，美国人会聚在一起观看比赛，喝啤酒，吃比萨饼和纳克斯。

新视野大学英语读写教程,第一册第三版,Unit8TextA分析

Unit 8 Text A Gender variables in friendship: Contradiction or not?友情中的性别差异：矛盾还是不矛盾?Pre-reading activities2 Work in pairs and compare your answers to see how differently you treat male and female friends.I prefer to have friends who can share my joy and sadness. Generally speaking, female friends are much closer and more emotionally attached while male friends enjoy doing activities together. (一)内容介绍本文作者通过对身边男性朋友和女性朋友情感的不同表达方式的描述,说明一些人的交流方式是多么因对方的性别不同而不同.对待女性朋友可以是开放的、真情流露的、直截了当的,而对待男性朋友似乎都无法表达.然后,作者进行探究,说明男性和女性似乎有着截然不同的情感和理性处理方式.男性确实往往在情感表达方面比较克制.(二)背景知识《男人来自火星,女人来自金星》《男人来自火星,女人来自金星》是一本有助于改善夫妻关系、保持美满婚姻,使夫妻结伴走完人生旅途的通俗性的心理自助读物.英文版于1992年在美国首次出版。

出版后引起了巨大的社会轰动,在美国各年龄层的男男女女中产生了很大影响。

《纽约时报》书评根据其销售量,将其排在畅销书排行榜前列,时间竟长达一百五十八周。

作者以男女来自不同的星球这一新鲜、生动、形象的比喻作为他的全部实践活动的理论支撑点男人和女人无论是在生理上还是心理上,无论是在语言上还是在情感上,都是大不相同的。

这一比喻贯穿着他这本通俗的畅销读物之始终。

新视野大学英语2读写教程unit8课文原文

It has often been remarked that the saddest thing about youth is that it is wasted on the young.Reading a survey report on first-year college students, I recalled the regret, "If only I knew then what I know now."The survey revealed what I had already suspected from informal polls of students both in Macon and at the Robins Resident Center: if it (whatever it may be) won't compute and you can't drink it, smoke it or spend it, then "it" holds little value.According to the survey based on responses from over 188,000 students, today's college beginners are "more consumeristic and less idealistic" than at any time in the seventeen years of the poll.Not surprising in these hard times, the students' major objective "is to be financially well off. Less important than ever is developing a meaningful philosophy of life." Accordingly, today the most popular course is not literature or history but accounting.Interest in teaching, social service and the humanities is at a low, along with ethnic and women's studies. On the other hand, enrollment in business programs, engineering and computer science is way up.That's no surprise either. A friend of mine (a sales representative for a chemical company) was making twice the salary of college instructors during her first year on the job — even before she completed her two-year associate degree."I'll tell them what they can do with their (music, history, literature, etc.)," she was fond of saying. And that was four years ago; I tremble to think what she's earning now.Frankly, I'm proud of the young lady (not her attitude but her success). But why can't we have it both ways? Can't we educate people for life as well as for a career? I believe we can.If we can not, then that is a conviction against our educational system — kindergarten, elementary, secondary and higher. In a time of increasing specialization, a time when 90 percent of all the scientists who have ever lived are currently alive, more than ever, we need to know what is truly important in life.This is where age and maturity enter. Most people, somewhere between the ages of 30 and 50, finally arrive at the inevitable conclusion that they were meant to do more than serve a corporation, a government agency, or whatever.Most of us finally have the insight that quality of life is not entirely determined by a balance sheet. Sure, everyone wants to be financially comfortable, but we also want to feel we have a perspective on the world beyond the confines of our occupation; we want to be able to render service to our fellow man and to our God. If it is a fact that the meaning of life does not dawn until middle age, is it then not the duty of educational institutions to prepare the way for that revelation? Most people, in their youth, resent the Social Security deductions from their pay, yet a seemingly few short years later find themselves standing anxiously by the mailbox.While it's true all of us need a career, preferably a prosperous one, it is equally true that our civilization has collected an incredible amount of knowledge in fields far removed from our own. And we are better for our understanding of these other contributions — be they scientific or artistic. It is equally true that, in studying the diverse wisdom of others, we learn how to think. More importantly, perhaps, education teaches us to see the connections between things, as well as to see beyond our immediate needs.Weekly we read of unions that went on strike for higher wages, only to drive their employer out of business. No company, no job. How shortsighted in the long run.But the most important argument for a broad education is that in studying the accumulated wisdom of the ages, we improve our moral sense. I saw a cartoon recently which depicts a group of businessmen looking puzzled as they sit around a conference table; one of them is talking on the intercom: "Miss Baxter," he says, "could you please send in someone who can distinguish right from wrong?"In the long run that's what education really ought to be about. I think it can be. My college roommate, now head of a large shipping company in New York, not surprisingly was a business major. But he also hosted a classical music show on the college's FM station and listened to Wagner as he studied his accounting.That's the way it should be. Oscar Wilde had it right when he said we ought to give our ability to our work but our genius to our lives.Let's hope our educators answer students' cries for career education, but at the same time let's ensure that students are prepared for the day when they realize their shortsightedness. There's a lot more to life than a job。

新视野大学英语(第三版)读写教程BookI-Unit8-A-Gender variables in friendship Contradiction or not

To get deeper insights into text
Our Aims
To make creative use of English
To be better at writing in English
Contents
Writing Model & Practice Extraction & Application
• Video watching & discussion on it
Warming-up Activities
2
3
Text Reading
Extr. & App.
Par. Writing
Further Dev.
John Gray and his book Men Are from Mars, Women Are from Venus (1/2)
John Gray (1951- ) is an American relationship counselor, lecturer, pop psychologist, and author. John is a leading internationally recognized expert in the fields of communication and relationships. For more than 35 years, he has conducted public and private seminars for thousands of participants. John entertains and inspires audiences with practical communication techniques. His mission is for men and women to understand and respect each other and work together.

法律英语核心教程 (第一册)unit8-case reading

Text III Case ReadingNixon vs. Administrator of General ServicesFactsAfter appellant had resigned as President of the United States, he executed a depository agreement with the Administrator of General Services that provided for the storage near appellant's California home of Presidential materials (an estimated 42 million pages of documents and 880 tape recordings) accumulated during appellant's terms of office. Under this agreement, neither appellant nor the General Services Administration (GSA) could gain access to the materials without the other's consent. Appellant was not to withdraw any original writing for three years, although he could make and withdraw copies. After the initial three-year period, he could withdraw any of the materials except tape recordings. With respect to the tape recordings, appellant agreed not to withdraw the originals for five years, and to make reproductions only by mutual agreement. Following this five-year period, the Administrator would destroy such tapes as appellant directed, and all of the tapes were to be destroyed at appellant's death or after the expiration of 10 years, whichever occurred first.Shortly after the public announcement of this agreement, a bill was introduced in Congress designed to abrogate it, and, about three months later, this bill was enacted as the Presidential Recordings and Materials Preservation Act (Act), and was signed into law by President Ford. The Act directs the Administrator of GSA to take custody of appellant's Presidential materials and have them screened by Government archivists in order to return to appellant those personal and private in nature and to preserve those having historical value and to make the materials available for use in judicial proceedings subject to "any rights, defenses or privileges which the Federal Government or any person may invoke." The Administrator is also directed to promulgate regulations to govern eventual public access to some of the materials. These regulations must take into account seven guidelines specified by 104(a) of the Act, including, inter alia, the need to protect any person's opportunity to assert any legally or constitutionally based right or privilege and the need to return to appellant or his family materials that are personal and private in nature. No such public access regulations have yet become effective.The day after the Act was signed into law, appellant filed an action in District Court challenging the Act's constitutionality on the grounds, inter alia, that, on its face, it violates (1) the principle of separation of powers; (2) the Presidential privilege; (3) appellant's privacy interests; (4) his First Amendment associational rights; and (5) the Bill of Attainder Clause, and seeking declaratory and injunctive relief against enforcement of the Act. Concluding that, since no public access regulations had yet taken effect, it could consider only the injury to appellant's constitutionally protectedinterests allegedly caused by the taking of the Presidential materials into custody and their screening by Government archivists, the District Court held that appellant's constitutional challenges were without merit, and dismissed the complaint.Held:1. The Act does not, on its face, violate the principle of separation of powers.(a) The Act's regulation of the Executive Branch's function in the control on the disposition of Presidential materials does not, in itself, violate such principle, since the Executive Branch became a party to the Act's regulation when President Ford signed the Act into law and President Carter's administration, acting through the Solicitor General, urged affirmation of the District Court's judgment. Moreover, the function remains in the Executive Branch in the person of the GSA Administrator and the Government archivists, employees of that branch.(b) The separate powers were not intended to operate with absolute independence, but, in determining whether the Act violates the separation of powers principle, the proper inquiry requires analysis of the extent to which the Act prevents the Executive Branch from accomplishing its constitutionally assigned functions, and only where the potential for disruption is present must it then be determined whether that impact is justified by an overriding need to promote objectives within Congress' constitutional authority.(c) There is nothing in the Act rendering it unduly disruptive of the Executive Branch, since that branch remains in full control of the Presidential materials, the Act being facially designed to ensure that the materials can be released only when release is not barred by privileges inhering in that branch.2. Neither does the Act, on its face, violate the Presidential privilege of confidentiality.3. The Act does not unconstitutionally invade appellant's right of privacy. While he has a legitimate expectation of privacy in his personal communications, the constitutionality of the Act must be viewed in the context of the limited intrusion of the screening process, of appellant's status as a public figure, his lack of expectation of privacy in the overwhelming majority of the materials (he having conceded that he saw no more than 200,000 items), and the virtual impossibility of segregating the apparently small quantity of private materials without comprehensive screening. When this is combined with the Act's sensitivity to appellant's legitimate privacy interests, the unblemished record of the archivists for discretion, and the likelihood that the public access regulations to be promulgated will further moot appellant's fears that his materials will be reviewed by "a host of persons," it is apparent that appellant's privacy claim has no merit.4. The Act does not significantly interfere with or chill appellant's First Amendment associational rights. His First Amendment claim is clearly outweighed by the compelling governmental interests promoted by the Act in preserving the materials. Since archival screening is the least restrictive means of identifying the materials to be returned to appellant, the burden of that screening is the measure of the First Amendment claim, and any such burden is speculative in light of the Act's provisions protecting appellant from improper public disclosures and guaranteeing him full judicial review before any public access is permitted.5. The Act does not violate the Bill of Attainder Clause.Affirmed.--------------------------------------------------------------------------------Questions1.What is the case about?2.Who is the appellant and who is the respondent?3.Sum up the facts session in 3-5 sentences.4.What do you think of the court verdict?。

unit8-ReadingandWriting高级职业英语读写教程2

integrities
Section 1 Getting Things Ready
Section 1 Getting Things Ready
Activity 2: Read the passage in Section 2 and complete the following paragraph.
Do you think money is everything? Why or why not?
next
Read and Think
Principles of Business Ethics Business ethics examines ethical principles and moral problems that can arise in a business environment. In the increasingly conscience-focused marketplaces, the demand for more ethical business processes and actions is increasing. Recognizing the positive role of business principles, the Administration encourages all businesses to adopt and implement voluntary codes of conduct for doing business around the world that cover at least the following areas:
In this unit, you will learn how to:
3

新编商务英语基础教程Unit8

新编商务英语基础教程Unit8简要介绍资料的主要内容,以获得更多的关注Unit 8 E-businessI Teaching Aim1 Cognitive Information(认知信息): E-business basics2 Language Focus(内容重点) :1）Word Study: A. basics, forum, headline, testimonial, urgency, uniquely, storefront, distribute, accordingly；B. automate, coupon, redeen, maximize, launch, commission2）Phrases: A. nail down,be sure；B. keep in touch, turn into, follow up, in the first place3）Key Words: A. guarantee; B. asset3. Grammar:动名词的句法功能4. Writing（写作技巧）:便条写作5. Translation（翻译技巧）:状语从句的翻译III Background InformationE-business和E-commerce 的区别随着电子技术和因特网（Internet）的发展，信息技术作为工具被引入到商贸活动中，产生了电子商务（Electronic Business简写EB）。

通俗地说，电子商务就是络（主要指Internet网络）的平台上，按照一定的标准开展的商务活动。

当企业将它的主要业务通过内联网（Intranet）、外联网（Extranet）以及Internet与企业的职员、客户、供销商以及合作伙伴直接相连时，其中发生的各种活动就是电子商务（E-business）。

根据IBM公司的观点，电子商务（E-business）概念包括3个部分：内联网（Intranet）外联网（Extranet）电子商务（E-commerce）它所强调的是在网络计算环境下的商业化应用，不仅仅是硬件和软件的结合，也不仅仅是我们通常意义下的强调交易的狭义的电子商务（E-commerce），而是把买方、卖方、厂商及其合作伙伴在因特网（Internet）、内联网（Intranet）和外联网（Extranet）结合起来的应用。

新视野大学英语读写教程第三版 Book 2 unit 8 教案讲稿

Book 2 Unit 8 Human rights Vs. animal rightsUnit 8Text AAnimals or children? –A scientist’s choice动物还是孩子？一个科学家的选择(1st ---2nd class-hour)I. Pre-reading Activities:1.1 Warm-up questions (15 M)1. Look at the picture and talk about what are the advantages and disadvantages of each way of teachingand learning.2. ASK students to interview a few classmates about what kind of teaching and leaning style they preferand discuss their findings in groups.3. ASK students to debate whether a university should provide Internet access anywhere, anytime.1.2 Words & Expressions checkup (30M)Check if the students have mastered the new words, which are required to be previewed before class.1.2.1 New Words1. transplant: vt.1) 移植(器官、皮肤等）Doctors hope to transplant a donated human heart into the patient within the next few days. 医生们希望在未来几天内能给这位病人移植一颗捐献来的人类心脏。

大学英语教程1读写译 UNIT 8

UNIT EIGHT
KEY WORDS MADE EASY A Read aloud the following sentences and figure out what each italicized word means. The clue in the parentheses will help. 5. Irving Howe was a veteran American writer. (experienced) 6. Business, as an academic pursuit, develops rapidly throughout the world. (scholarly) 7. The booming business has improved people’s living standard. (rising) 8. From a scientific point of view, nobody is immortal. (living forever) 9. After graduation many students go to banking for an adequate income. (satisfactory) 10. Some people prefer steady work though the pay for such work may be low. (unchanging) BACK
Part I LANGUAGE SKILL
KEY WORDS MADE EASY
KEY EXPRESSIONS IN USE
BACK
UNIT EIGHT
KEY WORDS MADE EASY
A Read aloud the following sentences and figure out what each italicized word means. The clue in the parentheses will help. 1. The education cost of this university exceeds that of the average American universities. (goes beyond) 2. The annual income of his family mainly goes to the daily spending. (yearly) 3. We’re going to have to make the world a little more habitable for human beings. (livable) 4. He is always puzzled by such ultimate question as what the meaning of life is. (essential) BACK

1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。