advise的用法体验商务英语综合教程2 教案

2021年1月20日发(作者：presents)







外

语

系教案




课程名称

商务英语

课程类型

专门课

总学时数

28
理论学时

28
实践学时





0
适用班级

07
英语

任课教师

余清雏

编写时间

2007
年
9
月

使用教材

体验商务英语综合教程


高等教育出版社



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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

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.


4

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.

6


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.


8

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

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

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 answer a questionnaire about what sort of person they are.
Vocabulary: Describing people
Ss look at the adjectives to describe people
’
s personalities.
Listening: A difficult colleague
A property developer talks about a colleague who left the company.

Lesson 2

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Language focus 1: Past simple: negatives and questions
Ss focus on past simple negatives and questions and write questions using
Why, How long,
What, When
and
Where
.
Reading: Stella McCartney
Ss read an article about the fashion designer Stella McCartney. Ss then match verbs and
nouns to make word partnerships.

Lesson 3
Language focus 2: Questions forms
Ss look at yes/no questions and open questions. They complete a questionnaire and then
listen to check answers.
Skills: Negotiating: dealing with problems
Ss listen to a conversation about problems of understafing in a company. Then they role
paly a conversation negotiating a new company car.

Lesson 4
Case study: A people problem
A US food coompany has problems with a business manager.
Writing
Ss write a memo aobut their meeting.






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Context: Unit 8
Title:

Markets

If

a company wants to sell a product or service successfully, it ust identify the target
market. There are many different types of market to choose from. The mass market
aims to sell to as many people as possible, crossing age and income groups. In contrast, a
niche market focuses on a narrowly defined group fo customers.
It often caters to a
need that has been overlooked by those suppliers who cater to markets which deal in
more mainstream products or sevices. Focussing on niche markets can be cost effective
as
marketing
campaigns can
sim
budgets
directly
at
potential customers,
for
example
through advertising on local radil or in magazines targeting special interst gorups.
PROCEDURES
Lesson 1
Starting up
Ss ask and answer questions about a populatioin pie chart.
Vocabulary: Types of market
Ss listen and repeat large numbers and look at adjectives to describe markets.

Lesson 2
Reading: The car market in China
Ss
answer quesitons
and
search
for
large
numbers
in
an
article
aobut
the
Chiese
car
market.
Language focus 1: Comparatives and superlatives
Ss practice comparative and superlative forms of adjectives..

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Lesson 3
Listening: Doing business in Russia
Ss listen to three parts of a presentation about doing business in Russia.
Language focus 2: much/ a lot, a little/ a bit
Ss use the language to compare cars and pool talbes and use a bar chart to talk about
sales in Russia and Poland.
Skills: Telephoning: solving problems
Ss listen to three marketing executives talking about a new snack bar and then role play
taking part in a marketing meeting.

Lesson 4
Case study: Cara Cosmetics
A body care company is launching a new shampoo. Ss siscuss the name , size and price of
the product, main outlet and income group of the target market.
Writing
Ss write a short description of the new shampoo for Cara Cosmetics catalogue.














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Context: Unit 9
Title:

Companies

A company is an organisation that produces goods or services to make a profit. There ar
e many different types.
A small business might become a medium or large business. If a company sells directly to
the
public,
it
is
a
retil
business.
A
wholesale
business
sells
goods
in
bulk
to
other
companies.
Some
companies
have
Ltd
in
their
name.
This
stands
for
limited
company.
Here,
shareholders
only
lose
what
they
invested
if
the
company
goes
bankrupt.
A
company with PLC after its name is a Public limited company
–
its shares can be freely
bought
and sold. In
contrast a
Private limited
company
only
passes shares
to
another
person if other shareholders agree. A conglomerate consists of several companies that
have joined together. A multinational or transnational company has global operations in
many different countries.
PROCEDURES
Lesson 1
Starting up
Ss do a companies quiz and then talk about famous companies from their country.
Listening: The Mini range
Ss listen to the Corporate Communications Managers for the Mini range of cars at BMW.
Language focus 1: Present continuous
Ss look at the present continuous for temporary ations and things that are happening
now.


18

Lesson 2
Vocabulary: Describing companies
Ss complete exercises to describe two companies and then complete a company profile.
Reading: LVMH
Ss read about LVMH, the luxury goods manufacturer.


Lesson 3
Language focus 2: Present simple or present continuous
The tenses are compared and contrasted. Ss then do exercises to find the correct tense
before carrying out a role play showing someone around a company.
Skills: Starting a presentation
Ss
listen
to
the
start
of
a
presentation
and
use
notes
to
introduce
their
own
presentation.

Lesson 4
Case study: You and your company
Ss
role
play
introducing
themselves
and
their
company
at
a
training
course
on
giving
presentations.
Writing
Ss write a short profile about their company from the information in the case study.








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Context: Unit 10
Title:

The Web

Now that the Internet has arrived, it is difficult to imagine how we lived without it; it is
has
revolutionised
communications.
Changes
are
taking
place
at
an
incredible
speed.
Hardware
is
becoming
more
compact,
faster
and
more
affordable,
allowing
more
individuals and companies to utilise the Net. In the past, research took longer, important
documents got lost in the post and information could be difficult to find. Unfortunately
this revolution has brought with it a new set of problems. Research is certainly quicker
but connections can be slow, making it difficult to access the websites that you need.
Documents
can
still
get
lost,
but
now
they
float
around
cyberspace.
Spam
can
be
a
problem when you
e-mail account becomes
overloaded with
advertising that
you
don't
want. But more sinister are the various computer viruses which can make your computer
crash. And not all countries have equal access to the advantages of new technology.
PROCEDURES
Lesson 1
Starting up
Ss listen to people talking about what they use the Internet for and then talk about
their own Internet use.
Vocabulary: Internet terms
Ss
read
advice
about
using
the
Internet
and
match
Internet
terms
with
their
definitions.
Listening: Website design
A website designer talks about his job.


20

Lesson 2
Language focus 1: Talking about future plans
Ss look at the use of the present continuous for future use and going to for future plans.
Reading: E-commerce
Ss look at an article about making money form the internet.
Vocabulary 2: Time ecpressions
Ss complete future time expressions such as by net year, in two week
s’
time, tomorrow
evening, in the near future.


Lesson 3
Language focus 2: will
Ss use will to complete exercises about future events and predictions. Then they role
play a meeting to talk about the launch of a new website.
Skills: Making arrangemens
Ss listen to four people making and changing arrangements by phone and role play similar
situations.

Lesson 4
Case study: Isis Books plc
The
marketing
director
and
two
sales
representatives
of
an
Internet
business
book
company plan a sales trip to Poland and Russia.
Writing
Ss
write
an
e-mail
to
customers
to
confirm
the
date
and
time
of
the
appointment
arranged in the case study..


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Context: Unit 11
Title:

Cultures

Companies which deal in the global marketplace need to be able to adapt to different
business
cultures.
It
is
easier
to
make
a
good
impression
in
our
own
culture
than
in
another,
where
our
knowledge
of
the
language
and
rules
of
behavior
may
be
limited.
Knowledge of the protocol and etiquette in the countries we do business with is essential.
Protocol is adhering
to the correct procedures and
conduct
in formal situations.
This
involves knowing the acceptable way to behave and includes formalities of rank, which
denotes
the
level
of
a
person
’
s
position
in
an
organisation.
Etiquette
focusses
on
communicating in a respectful and polite way in accordance with the good manners and
accepted norms of the culture.

PROCEDURES
Lesson 1
Starting up
Ss look at tips for visiting another country or doing business there.

Vocabulary: Company cultures
Ss complete sentences about different company cultures.

Listening: Cultural mistakes
Ss listen to three people talk about cultural mistakes they have made.


Lesson 2
Language focus 1: should/ shouldn't
Ss use should and shouldn't to give advice and make suggestions.


22

Reading: Fast food in Japan
An
American
sandwich
chain
has
problems
with
their
Japanese
franchise.
Ss
are
introduced to phrasal verbs.


Lesson 3
Language focus 2: could/ would
Ss look at could and would to make requests and offers.

Skills: Identifying problems and agreeing action
Ss
listen to a
human resources
manager
talking
to
the general manager of
a company
about problems with an employee. The Ss role play a similar problem.


Lesson 4
Case study: A change of culture
A general manager of an overseas bank encounters problems from the staff when she
wants to introduce new ideas.

Writing
Ss write action minutes for the meeting they had in the case study.














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Context: Unit 12
Title:

Jobs

There are valuable skills that make job seekers attractive to employers:
Technical skills
–
which include the specialist knowledge that will help them do the job.

Personal
skills
–

personality,
attitude,
personal work
habits
and
style.
(Can
they
work
under pressure? Can they work as a part of a team as well as unsupervised?).
Transferable skills
–
the basic skills learnt through everyday situations or previous work
experience that can be usefully applied to a new position.

PROCEDURES
Lesson 1
Starting up
Ss discuss which jobs should get the highest salary and what aspects they would like or
not like in a job.

Vocabulary: Skills and abilities
Ss use verbs to complete a job advertisement.

Language focus 1: Present perfect
Ss look at the use of the present perfect to talk about actions that continue from the
past to the present.


Lesson 2
Reading : A curriculum vitae

24