系教案
课程名称 课程类型 总学时数 适用班级 任课教师 编写时间 使用教材 28 理论学时
商务英语 专门课 28 07 英语 余清雏 2007 年 9 月 体验商务英语综合教程 高等教育出版社 实践学时 0

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Context: Unit 1 Title: Introductions
The tone of a business relationship can be set by an initial introduction. It is important to make a good impression right from the first handshake. When meeting businesspeople for the first time, is it better to be formal or informal? If in doubt, advise students to adopt a more formal approach. Here are some points to remember when making business introductions in English-speaking Western countries: a. Introduce businesspeople in order of professional rank ? the person of highest authority is introduced to others in the group in descending order, depending on their professional position. b. When possible, stand up when introductions are being made. c. If clients are present, they should be introduced first. d. The same and title of the person being introduced is followed by the name and title of the other person.
PROCEDURES
Lesson 1
Starting up Ss listen to four businesspeople and match the speakers to their business cards. Vocabulary 1: Job titles Ss list word as job titles or departments. Then Ss talk about their jobs or studies. Vocabulary 2: Nationalities Ss match countries and nationalities. Reading: Describing people This reading section can be completed in two parts. Ss can start preparatory work on the article about Phil Knight, the founder and CEO of Nike, and complete Exercise A.
Lesson 2
2
Reading: Describing people Ss complete more detailed comprehension questions about Phil Knight (Exercise B and C). Language focus 1: to be Ss are introduced to positive and negative forms of the verb to be. Language focus 2: a/an with jobs; wh- questions Ss look at the use of a/an before vowels and consonants and are introduced to what, who and where question words.
Lesson 3
Listening: Talking about yourself Ss listen to three people talking about their jobs. Skills: Introducing yourself and others Ss listen to three conversations where people introduce themselves and others. They then practice introductions.
Lesson 4
Case study: Aloha in Hawaii Ss find out information about people at a conference. Writing Ss write an e-mail about two people from the conference.

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3
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Context: Unit 2 Title: Work and leisure
It has never been easy to balance work and leisure. During the late twentieth century the concept of a job for life was largely replaced by the short-term contracts favored by the enterprise culture. Some found themselves with too much free time n their hands when company restructures led to redundancies. Others saw leisure time shrink and working hours increase in exchange for greater financial rewards. The British TUC estimates that, despite European Union legislation, 4 million people in the UK work more than 48 hours per week and 1 in 25 work over 60 hours. It is thought that managers and professional staff work the longest hours.
PROCEDURES
Lesson 1
Starting up Ss listen to four people talking about what they want from work and make word partnerships. Vocabulary 1: Days, months, dates Ss practice days, months and dates and use the prepositions in, at and on with time phrases.
Lesson 2
Reading: Describing your routine Ss read an article about the working day of Michael Dell, Chairman of Dell computers. Language focus 1: Present simple Ss look at the present simple to talk about habits and work routines. Vocabulary 2: Leisure activities Ss use leisure activities, verbs and time phrases to talk about leisure time.
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Lesson 3
Language focus 2: Adverbs and expressions of frequency Ss complete exercises using adverbs and expressions of frequency and listen to three people talking about their typical day. Skills: Talking about work and leisure Ss match questions and answers about work and leisure and then listen to a conversation about what Tim does at the weekend. Afterwards they talk about their own work and leisure activities.
Lesson 4
Case study: Independent Film Company Ss role play an interview between Human Resources and unhappy employees of a film company. Writing Ss use the information from the case study to list the working conditions they want to change.

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5
Context: Unit 3
Title: Problems
Problems are a fact of life. So problem-solving is an essential life skill both at home and in the office. Many pressurized managers in the modern business world may benefit from training in conflict resolution to resolve disagreements. It is wise to deal with sensitive matters face-to-face. Irate e-mails and memos often contain sentiments we would modify if speaking to the person directly. Social psychologist Albert Merabian says that words account for seven percent of communication, tone 38 percent and body language 55 percent. These elements are particularly useful in understanding and resolving potential conflict situation but can be lost in cyber communication.
PROCEDURES
Lesson 1
Starting up Ss match sentences and problems and listen to five phone calls to identify the product and the problem. Vocabulary: Adjectives Ss look at the adjectives and their opposites and use too and enough.
Lesson 2
Reading: Dealing with problems at work Four people answer the question: ‘What are the biggest problems facing your company?’ Language focus 1: Present simple: negatives and questions Ss match questions and answers, make negative sentences and practice the question forms in a role play.
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Lesson 3
Language focus 2: have got Ss look at the use of have got, haven’t got and Have you got? To talk about possession. Skills: Telephoning: solving problems Ss listen to four phone calls where people talk about problems. Then they role play a phone conversation talking about problems with a product.
Lesson 4
Case study: Blue Horizon Guests of a holiday company compare their holiday apartments with the holiday brochure and complain to a representative of the company. Writing Ss listen to a voice mail and write a telephone message for the manager of Blue Horizon.

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7
Context: Unit 4
Title: Travel
Around 1400 BC Polynesians paddled across the open ocean in canoes, serching for new trading partners, and the age of business travel began. The modern businessperson is more likely to choose flying as the quickest way of getting from A to B. Although safer than canoe, this can still pose hazards. Frequent fliers are likely to encounter a number of hurdles that can lead to increased stress levels. First, you have to acturally get on the plane. Most airlines overbook to minimise seat wastage and no-shows. This means that if all the passengers who actually booked seats turn up, there could be a shortage of place. If there are not enough volunteers to give up their seats, then you may find yourself bumped ? denied boarding and put on a later flight.
PROCEDURES
Lesson 1
Starting up Ss talk about things they like and don't like when travelling on business. Vocabulary: Travel details Ss practise the alphabet and numbers 1-100 and match verbs and travel phrases. Listening: Listening for information Ss listen and answer questions about travel information.
Lesson 2
Language focus 1: can/ can’t Ss put a dialogue into the correct order and then listen to check. Then Ss role play a conversation using can/ can’t.
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Reading: Business hotels Ss read about facilities in The Tower Hotel.
Lesson 3
Language focus 2: there is/ there are Ss complete sentences using ther is/ there are and carry out a role play about a new job abroad. Skills: Making bookings and checking arrangments Ss listen and answer questions about booking a hotel room before role playing a similar situation.
Lesson 4
Case study: Pacific Hotel A hotel manager and assistant manager allocate rooms to twelve guests at a small hotel. Writing Ss write a fax to one of the guests confirming arrangements.

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9
Context: Unit 5
Title: Food and entertainment
Food can communicate complex messages about status, nationally and identity. The fashion for eating out in restaurant was adopted by the upper classes during the French revolution. Most English words relating to eating out are adopted from the French (hotel, café, menu, chef, etc.) including restaurant, which was originally from the French verb meaning ‘to store’. Later, the migrations of the twentieth century proved fertile ground for mingling cuisines and a knowledge of the vast variety on offer is viewed as a mark of modern cosmopolitan taste.
PROCEDURES
Lesson 1
Starting up Ss talk about the kind of food they like and match dishes and countries. Vocabulary: Eating out Ss look at food groups and different parts of a menu. Reading: Tipping This reading section can be completed in two parts. Ss match jobs with places where people work. Then Ss talk about what services they tip before completing a table about which countries tip most often (Exercises A-C).
Lesson 2
Reading: Tipping Ss read an article about factors that encourage people to tip and answer comprehension questions (Exercises D-E). Language focus 1: some/any
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Ss correct mistakes using some and any and underline the correct words in a dialogue. Listening: Ordering a meal Ss listen to what a man and a woman order in a restaurant.
Lesson 3
Language focus 2: Countable and uncountable nouns Ss identify countable nouns and complete exercises using a lot of, many or much. Skills: Entertaining Ss look at language for entertaining visitors in a restaurant and listen and respond to a waiter’s questions.
Lesson 4
Case study: Which restaurant? Three colleagues decide which restaurants to choose to entertain three important customers. Writing Ss write an e-mail inviting a customer to dinner and giving details about the restaurant.

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11
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Context: Unit 6
Title: Sales
Things have come a long way since the days when peddlers went from door to door selling wares from a pack. Now advertisements pop up as text messages. Goods can be ordered by mall order. We can compare prices, get quotes, check if an item is in stock and place an order without moving away from our computer screen. In some ways the methods o buying and selling have undergone a revolution and in others little has changed since the early 1900s when keywords in sales were service and relationships. A modern sales force uses a mixture of tried and tested techniques and new technology to increase sales. The foundation of modern sales techniques was developed in the 1950s and includes gaining the client’s interest, building desire by showing product features or giving samples, increasing conviction by comparing the product with competitors or using statistics to highlight benefits and, finally, closing the deal.
PROCEDURES
Lesson 1
Starting up Ss listen to three people talk about where and when they buy products. Vocabulary 1: Buying and selling Ss complete a sales leaflet for a computer company and listen to a conversation between a buyer and seller.
Lesson 2
Reading: Thirsty for success? Ss read a job advertisement for a sales representative in a soft drinks company. Language focus 1: Past simple
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Ss complete a sales report using the past simple. Vocabulary 2: Buying and selling Ss complete a leaflet for a car hire company.
Lesson 3
Listening: Selling Kevin Warren, the Vice President, Sales and Marketing, of Coca-Cola Enterprises, gives some advice to salespeople. Language focus 2: Past time references Ss are introduced to expressions that refer to the past, such as ago, last (week), for, on, from… to, in and during. Skills: Presenting a product Ss listen to a salesperson presenting a product at a trade fair. Then they role play being the buyer and seller at a trade fair.
Lesson 4
Case study: Link-up Ltd A company sells mobile phones and service packages. Ss role play being salespeople and customers. Writing Ss write an e-mail to a colleague about what phone and service package a customer wants, using information from the case study.

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13
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Context: Unit 7
Title: People
What charactreristics can help people to succeed in business and in life? A positive attitude, intelligence, perserverance and self discipline all help. Are the personality traits that contribute to success or failiure genetic? Or do we learn these characeristics are we grow up? Experts still disagree as to whether nature or nurture is more important. Can personality and intelligence be measured? IQ and psychometric tests remain popular, and the latter are still used by many companies as part of the selection process. However, in recent years the idea that only one type of intelligence exists has been criticised. Howard Gardner developed the theory of multiple intelligence. This said that people have a number of different types of intelligence that they possess to varying degrees. These are linguistic, musical, logical-mathematical, spatical, body-kinesthetic, intrapersonal(e.g. insight) and interpersonal (e.g. social skills and the ability to understand and motivate other people).
PROCEDURES
Lesson 1
Starting up Ss answ
 

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