Unit 1 Business Environment
Listening and speaking
I. Teaching objectives
Ss are expected to learn to:
1.listen for specific information about the business environment in Binjiang;
2.listen for specific information to fill in the gaps in the conversations;
3.retell the main points heard;
4.role-play and practice talking about business environment.
II. Teaching focus:
To learn and practice how to talk about business environment
III. Teaching difficulty
To listen for gist and specific information
VI. Teaching aids: a disc player and the disc
V. Teaching length: 90 minutes
IV. Teaching procedure:
Step1. Greet the class and announce the tasks for the periods.
Step2. Lead-in Questions (3minutes)
1. In your opinion, what requirements should good business environment meet? List
them out as many as possible.
2. If you are going to start your own business after graduation, which place will you
choose? Why?
Step3. Present the 5 questions in Task2. Ask the class to read them through and make prediction about the points that the conversation may cover based on the key words in
the questions. (3 minutes)
Step4. Play the disc for the class to listen for the answers to the 5 questions in Task2. After listening, the Ss can have 5 minutes to talk about their answers in pairs. (10 minutes) Step5. Play the disc for the class to listen again and fill in the gaps in Task1. (5 minutes)
Step6. Retelling. Ask the class to work in pairs and retell the key points to each other and invite 2 pairs to present to the class. (10 minutes)
Step7. Speaking. Ask the class to work in pairs and role-play a conversation based on the information given in Task5. (15 minutes)
Step8. Present the 5 questions in Task6. Ask the class to read them through and make prediction about the points that the conversation may cover based on the key words in
the questions. (3 minutes)
Step9. Play the disc for the class to listen for the answers to the 5 questions in Task6. After listening, the Ss can have 5 minutes to talk about their answers in pairs. (10 minutes) Step10. Play the disc for the class to listen again and fill in the gaps in Task5. (5 minutes) Step11. Retelling. Ask the class to work in pairs and retell the key points to each other and invite 2 pairs to present to the class. (10 minutes)
Step12. Speaking. Ask the class to work in pairs and role-play a conversation based on the information given in Task8. (15 minutes)
Step13. Summary.
Step14. Assignments:
To learn the new words and expressions in the two conversations;
To review how to talk about business environment.
Intensive Reading
I. Teaching objectives:
The Ss are expected to learn:
1.the business environment in China;
2.the words and expressions;
3.the reading skills to find out the general idea and specific information.
II. Teaching focus:
To learn the business environment in China.
III. Teaching difficulty:
The reading skills to find out the general idea and specific information
VI. Teaching length: 90 minutes
IV. Teaching procedure:
Step1. Greet the class and announce the tasks.
Step2. Lead-in questions:
What do you think about the business environment in China? (2 minutes) Step3. Reading skills: ask the class to skim the passage and outline its logical structure and then talk about their answers in pairs. Ask 2 pairs to present to the class. (20 minutes)
Are You Ready to Do Business in China
General idea: Doing business in China is profitable, but you can never get fully prepared.
1. the economic situation in China
1) rapid growth
2) sustained growth
2. Land of opportunity
1）opportunity
2) example
3. challenges
4. cultural barriers
5. management dilemma
1) dilemma
2) employee development
6. conclusion
Step4. Reading skills: ask the class to scan the passage and find out the answers to Tasks9—11 based on the key words in each question and the outline made in Step3. (20 minutes)
Step5. Intensive reading: ask the class to read through the passage in details and mark out the language points that are difficult to understand. (10 minutes)
Step6. Language points in the passage. (25-30 minutes)
New Words and Expressions
1. skyscraper n. very high buildings 摩天大楼
2. sustain v. lengthen or extend in duration or space支持, 维持
3. precedent n. an example that is used to justify similar occurrences at a later time先例, 惯例
4. sheer a. absolute, downright 全然的, 绝对的
5. capital n. wealth in the form of money owned by a person or business资本
6. margin n. the net sales minus the cost of goods and services sold; gross profit边际
7. upheaval n. a state of violent disturbance and disorder as in politics or social conditions
generally 剧变, 动乱
8. diversity n. the condition or result of being changed多样性
9. segmented a. having the whole body divided into successive parts分段的, 细分的
10. infrastructure n. the basic structure or features of a system or organization 基础设施
11. bureaucratic a. of or relating to or resembling a bureaucrat or bureaucracy官僚的
12. red tape n. needlessly time-consuming procedure官样文章, 繁文缛节
13. monetary a. relating to or involving money货币的, 金融的
14. regulatory a. restricting according to rules or principles管理的, 控制的, 调整的
15. staff v. provide with staff配备员工
16. medium n. a means for storing or communicating information手段, 媒介, 媒体
17. dilemma n. state of uncertainty especially as requiring a choice between equally
unfavorable options困境, 进退两难
18. expatriate n. voluntarily absent from home or country移居外国者
Difficult sentences
1. The growing Pudong district is home to some of the world’s largest businesses and dozens of
research centers. 浦东新区不断发展，已经成为一些世界领先的大型公司和许多研究中心云集的地方。
2. Th e world’s fastest growing economy is the second largest behind the United States, and by
mid-21century, it is expected to be number one.经济发展速度世界领先，已经成为仅次于美国的第二大经济体，到21世纪中叶，有望成为世界最强大的经济体。
3. But it wasn’t until the year of 2001 when China joined the World T rade Organization (WTO)
and opened its economy more to foreign competition that doing business in China has really become profitable. 但是直到2001年，中国加入世界贸易组织，并进一步开放市场，参与国际竞争之时，在中国经商才真正开始盈利。
Step7. Translating: ask the class to finish Task12 according to the language points learned in the passage. (10 minutes)
Step8. Summary
Fast reading and Case Study
The Ss are expected to learn:
1.the knowledge about business environment in China;
2.the reading skills to find out the general idea and specific information;
II. Teaching focus:
To learn the business environment in China
III. Teaching difficulty:
The reading skills to find out the general idea and specific information
VI. Teaching length: 90 minutes
IV. Teaching procedure:
Step1. Greet the class and announce the tasks.
Step2. Lead-in questions:
How much do you know about the business environment in China? (2 minutes) Step3. Reading skills: ask the class to skim the passage and outline its logical structure the talk about their answers in pairs. Ask 2 pairs to present to the class. (20 minutes)
China Remains Open Business Environment
General idea: China’s sustained fast growth has contributed to Asian and world growth over the past decade.
1. introduction
2. China is at a crucial point where a shift from fast to more sustainable levels of growth is
necessary.
3. China remains open and investing in China will only get easier.
4. China will never give up the policy of openness and mutual benefits.
5. The yuan exchange rate has been a hotly debated issue and there was a lot of pressure on
China.
6. The yuan has been on an upward track against the US dollar.
7. A currency or trade war is in no one’s interest.
8. China has put the worst effects of the financial crisis behind and the world is moving
toward recovery.
Step4. Reading skills: ask the class to scan the passage and find out the answers to Tasks13and
14 based on the key words in each question and the outline made in Step3. (20 minutes)
Step5. Intensive reading: ask the class to read through the passage in details and find out the specific information for each part of the key points. (10 minutes)
Step6. Case Study. Ask the class to read through the case and find out what are the strategies IKEA took when it reenter Japan. (10 minutes)
Step7. Discussion. Ask the class to talk about the questions in Task15 in pairs based on the case study. Then ask to pairs to present to the class. (15-20minutes)
Step8. Summary
Grammar and Writing
The Ss are expected to learn:
1. the concept and use of the past perfect tense;
2. how to fill out a form.
II. Teaching focus:
1. The forms and function of the past perfect tense;
2. the tips for filling out a form.
III. Teaching difficulty:
1. The special use of the past perfect tense;
2. the tips for filling out a form.
VI. Teaching length: 90 minutes
V. Teaching procedure:
Step1. Greet the class and announce the tasks.
Step2. Present the past perfect tense: (14 minutes)
1. The concept: the state of an action that takes place or exists before a certain point of
time in the past.
2. the forms and function of the past perfect tense
3. The special use of the past perfect tense.
Step3. Task16. Ask the class to finish Task16 and discuss in pairs. (10 minutes)
Step4. Task17. Ask the class to finish Task17 and discuss in pairs. (15 minutes)
Step5. Present the tips for filling out a form: (2 minutes)
Step6. Practice. Ask the class to study the two samples with focus on their necessary parts, the format and the useful set phrases for each part of the body. Present the useful set
phrases. (5 minutes)
Step8. Task18. Ask the class to finish the task and invite two Ss to present their translations to the class. (15 minutes)
Step9. Task19. Ask the class to finish the task and invite 2 Ss to present their translations to the class. (20 minutes)
Step10. Summary
Unit2 Team Building
Listening and speaking
I. Teaching objectives
Ss are expected to learn to:
1.listen for specific information about how to build an effective team;
2.listen for specific information to fill in the gaps in the conversations;
3.retell the main points heard;
4.role-play and practice consulting about advice on team building.
II. Teaching focus:
To learn and practice how to build an effective and efficient team
III. Teaching difficulty
To listen for gist and specific information
VI. Teaching aids: a disc player and the disc
V. Teaching length: 90 minutes
IV. Teaching procedure:
Step1. Greet the class and announce the tasks for the periods.
Step2. Lead-in Questions (3minutes)
1. Do you have experience of team building or teamwork? Can you describe them for us?
2. What will you do if you are not getting along well with your co-worker or classmate?
Why?
Step3. Present the 5 questions in Task2. Ask the class to read them through and make prediction about the points that the conversation may cover based on the key words in
the questions. (3 minutes)
Step4. Play the disc for the class to listen for the answers to the 5 questions in Task2. After listening, the Ss can have 5 minutes to talk about their answers in pairs. (10 minutes) Step5. Play the disc for the class to listen again and fill in the gaps in Task1. (5 minutes)
Step6. Retelling. Ask the class to work in pairs and retell the key points to each other and invite 2 pairs to present to the class. (10 minutes)
Step7. Speaking. Ask the class to work in pairs and role-play a conversation based on the information given in Task5. (15 minutes)
Step8. Present the 5 questions in Task6. Ask the class to read them through and make prediction about the points that the conversation may cover based on the key words in
the questions. (3 minutes)
Step9. Play the disc for the class to listen for the answers to the 5 questions in Task6. After listening, the Ss can have 5 minutes to talk about their answers in pairs. (10 minutes) Step10. Play the disc for the class to listen again and fill in the gaps in Task5. (5 minutes) Step11. Retelling. Ask the class to work in pairs and retell the key points to each other and invite 2 pairs to present to the class. (10 minutes)
Step12. Speaking. Ask the class to work in pairs and role-play a conversation based on the
information given in Task8. (15 minutes)
Step13. Summary.
Step14. Assignments:
To learn the new words and expressions in the two conversations;
To review the process and techniques of building an effective and efficient team.
Intensive Reading
I. Teaching objectives:
The Ss are expected to learn:
1. the path to build successful work team;
2. the words and expressions;
3.the reading skills to find out the general idea and specific information.
II. Teaching focus:
To learn how to build an effective and efficient team.
III. Teaching difficulty:
The reading skills to find out the general idea and specific information
VI. Teaching length: 90 minutes
IV. Teaching procedure:
Step1. Greet the class and announce the tasks.
Step2. Lead-in questions:
What do you think are considered as a good work team? (2 minutes) Step3. Reading skills: ask the class to skim the passage and outline its logical structure the talk about their answers in pairs. Ask 2 pairs to present to the class. (20 minutes)
The Path to Build Successful Work Teams
General idea: To create effective teams is a challenge for every organization.
1. challenges
2. ways to build a successful team
Clear expectation, culture, commitment, competence, charter, control, collaboration,
communication, creative innovation and cultural change
3. Conclusion
Step4. Reading skills: ask the class to scan the passage and find out the answers to Tasks9—11 based on the key words in each question and the outline made in Step3. (20 minutes)
Step5. Intensive reading: ask the class to read through the passage in details and mark out the language points that are difficult to understand. (10 minutes)
Step6. Language points in the passage. (25-30 minutes)
New Words and Expressions
1. foster v. to help a skill, feeling, idea etc develop over a period of time
2. rugged a. rugged behavior is confident and determined but not always polite
3. recognition n. public respect and thanks for someone's work or achievements
4. bestow v. to give someone something of great value or importance
5. uphill a. something that is very difficult to do
6. empowerment v. to give someone more control over their own life or situation
7. demonstrate v. to show or prove something clearly
8. constancy n. the quality of staying the same even though other things change
9. priority n. the thing that you think is most important
10. attain v. to succeed in achieving something after trying for a long time
11. commitment n. a promise to do something or to behave in a particular way
12. charter n. special permission, concession, franchise
13. implement v. to take action that you have officially decided
Difficult sentences
1. Employee empowerment is a strategy and philosophy that enables employees to make decisions
about their jobs. 向员工授权是使员工在工作中进行决策的一种策略和理念。
2. When the organization culture supports teamwork, team members understand how the strategy
of using teams fits in the total context of their organization’s st rategic plan and success goals.
组织文化要有利于团队发展，就必须要让团队成员理解组织的整体战略计划和目标，以及如何依靠团队来实现。
3. Instead, successful team building and planning activities have the potential to bring the team
members a strong sense of direction, workable plans and solutions, a powerful feeling of being involved. 相反，成功的团队建设和策划活动可以让团队成员有一种强烈的方向感，齐心协力地制定计划和解决问题，以及强烈的参与意识。
Step7. Translating: ask the class to finish Task12 according to the language points learned in the passage. (10 minutes)
Step8. Summary
Fast reading and Case Study
I. Teaching objectives:
The Ss are expected to learn:
1. how to keep good relationship with partners;
2. the reading skills to find out the general idea and specific information;
II. Teaching focus:
To learn how to keep good relationship with partners
III. Teaching difficulty:
The reading skills to find out the general idea and specific information
VI. Teaching length: 90 minutes
IV. Teaching procedure:
Step1. Greet the class and announce the tasks.
Step2. Lead-in questions:
How much do you know how to keep good relationship with others? (2 minutes) Step3. Reading skills: ask the class to skim the passage and outline its logical structure the talk about their answers in pairs. Ask 2 pairs to present to the class. (20 minutes)
How to Get along with Your Coworkers
General idea: Getting along with a coworker requires common sense, courtesy and compromise.
1. Introduction
2. tips
3. significance
4. conclusion
Step4. Reading skills: ask the class to scan the passage and find out the answers to Tasks13and
14 based on the key words in each question and the outline made in Step3. (20 minutes)
Step5. Intensive reading: ask the class to read through the passage in details and find out the specific information for each part of the key points. (10 minutes)
Step6. Case Study. Ask the class to read through the case and then the questions following. (10 minutes)
Step7. Discussion. Ask the class to talk about the questions in Task15 in pairs based on the case study. Then ask to pairs to present to the class. (15-20 minutes) Step8. Summary
Grammar and Writing
I. Teaching objectives:
The Ss are expected to learn:
1. the concept and use of the future perfect tense;
2. how to draft an ad.
II. Teaching focus:
1. The forms and function of the future perfect tense;
2. the necessary part and language style of an ad.
III. Teaching difficulty:
1. The special use of the future perfect tense;
2. the paragraph arrangement of an ad.
VI. Teaching length: 90 minutes
V. Teaching procedure:
Step1. Greet the class and announce the tasks.
Step2. Present the simple past tense: (14 minutes)
1. The concept: the action that will be completed or lasting before a certain point of
time in the future.
2. Words and expressions of time that often require the future perfect tense: by+ a point
of time in the future; before/by the time + clause
3. the forms and function of the future perfect tense
4. The special use of the future perfect tense
Step3. Task16. Ask the class to finish Task16 and discuss in pairs. (10 minutes)
Step4. Task17. Ask the class to finish Task17 and discuss in pairs. (15 minutes)
Step5. Present the necessary parts of an ad for job vacancy: (2 minutes)
1. Heading;
2. Position offered;
3. requirements
Step6. Present the language style of ads with examples
Step7. Practice. Ask the class to study the two samples with focus on their necessary parts, the format and the useful set phrases for each part of an ad. Present the useful set
phrases. (5 minutes)
Step8. Task18. Ask the class to finish the task and invite two Ss to present their translations to the class. (10 minutes)
Step9. Task19. Ask the class to finish the task and invite 2 Ss to present their translations to the class. (12 minutes)
Step9. Task20. Ask the class to finish the task and invite 2 Ss to present their writings to the class. (13 minutes)
Step10. Summary
Unit 3 Import and Export
Listening and speaking
I. Teaching objectives
Ss are expected to learn to:
1. listen for specific information about how to prepare for exporting and negotiating terms;
2. listen for specific information to fill in the gaps in the conversations;
3. retell the main points heard;
4. role-play and practice preparing for exporting and negotiating terms.
II. Teaching focus:
To learn and practice how to prepare for exporting and negotiating terms
III. Teaching difficulty
To listen for gist and specific information
VI. Teaching aids: a disc player and the disc
V. Teaching length: 90 minutes
IV. Teaching procedure:
Step1. Greet the class and announce the tasks for the periods.
Step2. Lead-in Questions (3minutes)
1. Make a list of products around you that are imported or exported and talk about the
advantages and disadvantages.
2. What are the benefits and risks that import and export could bring to the players or the
nation as a whole?
Step3. Present the 5 questions in Task2. Ask the class to read them through and make prediction about the points that the conversation may cover based on the key words in
the questions. (3 minutes)
Step4. Play the disc for the class to listen for the answers to the 5 questions in Task2. After listening, the Ss can have 5 minutes to talk about their answers in pairs. (10 minutes) Step5. Play the disc for the class to listen again and fill in the gaps in Task1. (5 minutes)
Step6. Retelling. Ask the class to work in pairs and retell the key points to each other and invite 2 pairs to present to the class. (10 minutes)
Step7. Speaking. Ask the class to work in pairs and role-play a conversation based on the information given in Task5. (15 minutes)
Step8. Present the 5 questions in Task6. Ask the class to read them through and make prediction about the points that the conversation may cover based on the key words in
the questions. (3 minutes)
Step9. Play the disc for the class to listen for the answers to the 5 questions in Task6. After listening, the Ss can have 5 minutes to talk about their answers in pairs. (10 minutes) Step10. Play the disc for the class to listen again and fill in the gaps in Task5. (5 minutes) Step11. Retelling. Ask the class to work in pairs and retell the key points to each other and invite 2 pairs to present to the class. (10 minutes)
Step12. Speaking. Ask the class to work in pairs and role-play a conversation based on the information given in Task8. (15 minutes)
Step13. Summary.
Step14. Assignments:
To learn the new words and expressions in the two conversations;
To review the process and techniques of preparing for exporting and negotiation terms.
Intensive Reading
I. Teaching objectives:
The Ss are expected to learn:
1.the procedure for import trade;
4.the words and expressions;
5.the reading skills to find out the general idea and specific information.
II. Teaching focus:
To learn the procedure for import trade.
III. Teaching difficulty:
The reading skills to find out the general idea and specific information
VI. Teaching length: 90 minutes
IV. Teaching procedure:
Step1. Greet the class and announce the tasks.
Step2. Lead-in questions:
How much do you know about import trade? (2 minutes)
Step3. Reading skills: ask the class to skim the passage and outline its logical structure the talk about their answers in pairs. Ask 2 pairs to present to the class. (20 minutes)
The Procedure for Import Trade
General idea: The procedure for import trade differs from country to country, but the
process as a whole is becoming easier and easier
1. Definition and classification
2. significance
3. tips:
Step4. Reading skills: ask the class to scan the passage and find out the answers to Tasks9—11 based on the key words in each question and the outline made in Step3. (20 minutes) Step5. Intensive reading: ask the class to read through the passage in details and mark out the language points that are difficult to understand. (10 minutes)
Step6. Language points in the passage. (25-30 minutes)
New Words and Expressions
1. derive v. to generate (one structure) from another or from a set of others 源于
2. legitimate a. Being in compliance with the law; lawful合法的
4. intermediate a. Lying between two extremes or in a middle position中间的; 中级的
5. restriction n. the act of controlling or directing according to rule管制, 限定
6. indigenous a. Originating and living or occurring naturally in an area or environment
土生土长的, 固有的
7. statutory a. of or having the nature of a statute (law) 依照法令的, 法定的
8. compliance n. acting according to certain accepted standards 服从, 顺从, 一致
9. assembly n. the process of putting together a number of parts to make a machine or
other product装配, 组装
10. defective a. markedly subnormal in structure or function or intelligence or behavior
有错误的, 有缺陷的, 有瑕疵的
11. track v. to observe the progress of; follow跟踪, 追踪
Difficult sentences
1. The buyer of such goods and services is called an “importer” who is based in the country of
import whe reas the overseas based seller is referred to as an “exporter”.以进口国为主要经营地，购买此类产品和服务的买家叫做“进口商”，而那些主要经营地在国外的卖家被称作“出口商”。
2. For some established suppliers who may already have more business than they can handle, you
have to try every effort to ensure the success of marketing yourself so that they want to do business with you. 成名的供应商往往都会有太多的业务，忙不过来。要想说服这些企业跟你合作，必须要想尽一切办法来营销自己。
3. In the purchase order, besides typing out a detailed description of the products, product
requirements, packaging requirements and trade terms, list all needed shipping documents. 在采购单中，除了要详细描述产品、产品要求、包装要求和贸易术语之外，要列出所有必需的运输单据。
Step7. Translating: ask the class to finish Task12 according to the language points learned in the passage. (10 minutes)
Step8. Summary
Fast reading and Case Study
I. Teaching objectives:
The Ss are expected to learn:
1.the knowledge about exporting;
2.the reading skills to find out the general idea and specific information;
II. Teaching focus:
To learn the knowledge about exporting
III. Teaching difficulty:
The reading skills to find out the general idea and specific information
VI. Teaching length: 90 minutes
IV. Teaching procedure:
Step1. Greet the class and announce the tasks.
Step2. Lead-in questions:
Why do we export? (2 minutes)
Step3. Reading skills: ask the class to skim the passage and outline its logical structure, then talk about their answers in pairs. Ask 2 pairs to present to the class. (20 minutes)
Expand Your Business by Exporting
General idea: Exporting can be profitable while there can be a lot of uncertainties and potential risks.
1. Introduction: benefits and risks
2.tiops for exporters
1) Getting ready for export
2) Networking opportunities
3) Market research
4) Export marketing
5) Visiting the market
6) Risk management
7) Getting financial assistance
Step4. Reading skills: ask the class to scan the passage and find out the answers to Tasks13and
14 based on the key words in each question and the outline made in Step3. (20 minutes)
Step5. Intensive reading: ask the class to read through the passage in details and find out the specific information for each part of the key points. (10 minutes)
Step6. Case Study. Ask the class to read through the case and find out problems and solutions.
(10 minutes)
Step7. Discussion. Ask the class to talk about the questions in Task15 in pairs based on the case study. Then ask to pairs to present to the class. (15-20 minutes) Step8. Summary
Grammar and Writing
I. Teaching objectives:
1. the concept and use of the present perfect progressive tense;
2. how to introduce an organization.
II. Teaching focus:
1. The forms and function of the present perfect progressive tense;
2. the necessary part and set phrases popular in introducing an agency.
III. Teaching difficulty:
1. The special use of the present perfect progressive tense;
2. the paragraph arrangement of agency introduction.
VI. Teaching length: 90 minutes
V. Teaching procedure:
Step1. Greet the class and announce the tasks.
Step2. Present the present perfect progressive tense: (14 minutes)
1. The concept: an action lasts without any interruption till now or continue to the
future.
2. Words and expressions of time that often require the present perfect progressive
tense: for + a period of time
3. the forms and function of the present perfect progressive tense
4. The special use of the present perfect progressive tense.
Step3. Task16. Ask the class to finish Task16 and discuss in pairs. (10 minutes)
Step4. Task17. Ask the class to finish Task17 and discuss in pairs. (15 minutes)
Step5. Present the necessary parts of agency introduction: (2 minutes)
1. Heading,
2. Business practice;
3. Philosophy;
4. Commitments;
5. Scale;
6. Strength;
7. Partners and 8. Financial status.
Step6. Practice. Ask the class to study the sample with focus on the necessary parts, the format and the useful set phrases for each part of the body. Present the useful set phrases. (5
minutes)
Step7. Task18. Ask the class to finish the task and invite two Ss to present their translations to the class. (15 minutes)
Step8. Task19. Ask the class to finish the task and invite 2 Ss to present their writings to the class. (20 minutes)
Step9. Summary
Unit 4 Tariff Barriers
Listening and speaking
I. Teaching objectives
1. listen for specific information about tariffs and international trade;
2. listen for specific information to fill in the gaps in the conversations;
3. retell the main points heard;
4. role-play and practice asking for information about tariffs and international trade.
II. Teaching focus:
To learn and practice asking for information about tariffs and international trade
III. Teaching difficulty
To listen for gist and specific information
VI. Teaching aids: a disc player and the disc
V. Teaching length: 90 minutes
IV. Teaching procedure:
Step1. Greet the class and announce the tasks for the periods.
Step2. Lead-in Questions (3minutes)
1. What is the function of tariff barriers?
2. How does free trade benefit countries? Please list the benefits as many as you can.
Step3. Present the 5 questions in Task2. Ask the class to read them through and make prediction about the points that the conversation may cover based on the key words in
the questions. (3 minutes)
Step4. Play the disc for the class to listen for the answers to the 5 questions in Task2. After listening, the Ss can have 5 minutes to talk about their answers in pairs. (10 minutes) Step5. Play the disc for the class to listen again and fill in the gaps in Task1. (5 minutes)
Step6. Retelling. Ask the class to work in pairs and retell the key points to each other and invite 2 pairs to present to the class. (10 minutes)
Step7. Speaking. Ask the class to work in pairs and role-play a conversation based on the information given in Task5. (15 minutes)
Step8. Present the 5 questions in Task6. Ask the class to read them through and make prediction about the points that the conversation may cover based on the key words in
the questions. (3 minutes)
Step9. Play the disc for the class to listen for the answers to the 5 questions in Task6. After listening, the Ss can have 5 minutes to talk about their answers in pairs. (10 minutes) Step10. Play the disc for the class to listen again and fill in the gaps in Task5. (5 minutes) Step11. Retelling. Ask the class to work in pairs and retell the key points to each other and invite 2 pairs to present to the class. (10 minutes)
Step12. Speaking. Ask the class to work in pairs and role-play a conversation based on the information given in Task8. (15 minutes)
Step13. Summary.
Step14. Assignments:
To learn the new words and expressions in the two conversations;
To review how to ask for information about tariffs and international trade.
Intensive Reading
I. Teaching objectives:
The Ss are expected to learn:
1.the knowledge about tariff barriers;
2.the words and expressions;
3.the reading skills to find out the general idea and specific information.
II. Teaching focus:
To learn the knowledge about tariff barriers.
III. Teaching difficulty:
The reading skills to find out the general idea and specific information
VI. Teaching length: 90 minutes
IV. Teaching procedure:
Step1. Greet the class and announce the tasks.
Step2. Lead-in questions:
How much do you know about GTTA? (2 minutes)
Step3. Reading skills: ask the class to skim the passage and outline its logical structure the talk about their answers in pairs. Ask 2 pairs to present to the class. (20 minutes)
Tariff Barriers
General idea: The rules of workplace social etiquette centre on being respectful of others.
1.the definition and purpose of tariffs
2.the definition of tariff barriers
3.classification of tariffs
4.tariff schedule
5.import tariffs
6.protectionism and its consequences
7.the necessity of the existence of tariff barriers
Step4. Reading skills: ask the class to scan the passage and find out the answers to Tasks9—11 based on the key words in each question and the outline made in Step3. (20 minutes)
Step5. Intensive reading: ask the class to read through the passage in details and mark out the language points that are difficult to understand. (10 minutes)
Step6. Language points in the passage. (25-30 minutes)
New Words and Expressions
1. interchangeably ad. in an interchangeable manner可交换地
2. discourage v. try to prevent; show opposition to阻碍; 劝阻
3. obstacle n. sth. in the way that stops progress障碍，干扰；妨害物
4. specialization n. making something suitable for a special purpose专业化
5. promote v. help to organize and start促进；提升；发扬；推销
6. vulnerable a. being liable to be damaged有弱点的；易受伤害的；易受攻击的
7. conversely ad. in a contrary or opposite way相反地
https://www.doczj.com/doc/be15157419.html,modity n. goods商品, 货物
9.elaborate adj. detailed详尽的
10. valuation n. process of deciding the value of sth. or sb.计算；评价，估价
11. enumerate v. specify individually列举,枚举
12.negotiate v. discuss the terms of an arrangement谈判; 磋商
13.concession n a contract granting the right to operate a subsidiary business.特许权，优惠
14. retain v. keep保持
15. monopoly n. complete possession of trade垄断；垄断者；专卖权
16. frown v. to express displeasure皱眉；不同意
17. quota n. limited amount or number配额；定额
18. elimination n. getting rid of除去；消除；淘汰
19. lash out 猛击；猛烈抨击；大肆挥霍
20. radically ad. thoroughly; completely; fundamentally根本上；彻底地
Difficult sentences
1. Tariff barriers are duties imposed on goods, which effectively create an obstacle to trade,
although this is not necessarily the purpose of putting tariffs in place.对产品所征收关税，无论其征税目的如何，都会阻碍贸易的发展，因此称作关税壁垒。
2. This difficulty can be partly avoided by an elaborate and detailed classification of imports on
the basis of the stage of finishing (e.g. raw materials or finished goods), but such a procedure makes for extremely long and complicated tariff schedules. 根据产品的加工阶段（如原材料或制成品），对进口产品进行详细的分类，可以在一定程度上避免此类问题。但是需要制定特别复杂、冗长的海关税率表。
3. A double-columned or multi-columned tariff provides for different rates according to the
country of origin, with lower rates being granted to commodities coming from countries with which tariff agreements have been negotiated. 双柱关税或多柱关税根据原产地国，征收不同税率的关税，对于从那些双方已经签署关税协议的国家进口的产品，征收较低的关税。
Step7. Translating: ask the class to finish Task12 according to the language points learned in the passage. (10 minutes)
Step8. Summary
Fast reading and Case Study
I. Teaching objectives:
The Ss are expected to learn:
1. China’s tariff policy reform ;
2. the reading skills to find out the general idea and specific information;
II. Teaching focus:
To learn the tariff policy reform and benefits in China
III. Teaching difficulty:
The reading skills to find out the general idea and specific information
VI. Teaching length: 90 minutes
IV. Teaching procedure:
Step1. Greet the class and announce the tasks.
Step2. Lead-in questions:
What changes have you seen since China’s entry into WTO? (2 minutes) Step3. Reading skills: ask the class to skim the passage and outline its logical structure the talk about their answers in pairs. Ask 2 pairs to present to the class. (20 minutes)
Revised Tariffs Benefit China
General idea: Understand differences in behavior and honor your international clients’country and customs.
1.Introduction: the popularity of international communication
2.the importance of international business etiquette
3.the diversity of international business etiquette in terms of
1)building relationship
2) dressing
3)hierarchy
4)titles and forms of address
5)business card
6)value of time
7)space issues
4.conclusion
Step4. Reading skills: ask the class to scan the passage and find out the answers to Tasks13and
14 based on the key words in each question and the outline made in Step3. (20 minutes)
Step5. Intensive reading: ask the class to read through the passage in details and find out the specific information for each part of the key points. (10 minutes)
Step6. Case Study. Ask the class to read through the case and find out what activities of Mr.
Wang are mentioned and which are appropriate and which are not. (10 minutes)
Step7. Discussion. Ask the class to talk about the questions in Task15 in pairs based on the case study. Then ask to pairs to present to the class. (15-20minutes)
Step8. Summary
Grammar and Writing
I. Teaching objectives:
The Ss are expected to learn:
1. the concept and use of the past perfect progressive tense;
2. how to introduce one’s products.
II. Teaching focus:
1. The forms and function of the past perfect progressive tense;
2. the necessary part and set phrases for products introduction
III. Teaching difficulty:
1. The special use of the past perfect progressive tense;
2. the paragraph arrangement of products introduction.
VI. Teaching length: 90 minutes
V. Teaching procedure:
Step1. Greet the class and announce the tasks.
Step2. Present the past perfect progressive tense: (14 minutes)
1. The concept: the state of an action happens in the past and continues without
interruption until a certain point of time in the past.
2. The forms and function of the past perfect progressive tense
3. The special use of the past perfect progressive tense.
Step3. Task16. Ask the class to finish Task16 and discuss in pairs. (10 minutes)
Step4. Task17. Ask the class to finish Task17 and discuss in pairs. (15 minutes)
Step5. Task 18. Ask the Ss to do the translating with focus on the tense. Then check the answers. (15 minutes)
Step6. Present the necessary parts of an e-mail: (2 minutes)
Company information, product features and product details
Step7. Present the format of and set phrases for products instruction with the help of the Sample on page 77: (7 minutes)
Step8. Task19. Ask the class to finish the task and invite 2 Ss to present their writings to the class. (20 minutes)
Step10. Summary
Unit 5 Market Research
Listening and speaking
I. Teaching objectives
Ss are expected to learn to:
1. listen for specific information about preparing for market research;
2. listen for specific information to fill in the gaps in the conversations;
3. retell the main points heard;
4. role-play and practice preparing for market research.
II. Teaching focus:
To learn and practice talking about preparing for market research.
III. Teaching difficulty
To listen for gist and specific information
VI. Teaching aids: a disc player and the disc
V. Teaching length: 90 minutes
IV. Teaching procedure:
Step1. Greet the class and announce the tasks for the periods.
Step2. Lead-in Questions (3minutes)
1. Do you have the experience of participating in a market research, like doing a
questionnaire?
2. Do you think market research is helpful in promoting the sales of a product?
Step3. Present the 5 questions in Task2. Ask the class to read them through and make prediction about the points that the conversation may cover based on the key words in
the questions. (3 minutes)
Step4. Play the disc for the class to listen for the answers to the 5 questions in Task2. After listening, the Ss can have 5 minutes to talk about their answers in pairs. (10 minutes) Step5. Play the disc for the class to listen again and fill in the gaps in Task1. (5 minutes)
Step6. Retelling. Ask the class to work in pairs and retell the key points to each other and invite 2 pairs to present to the class. (10 minutes)
Step7. Speaking. Ask the class to work in pairs and role-play a conversation based on the information given in Task5. (15 minutes)
Step8. Present the 5 questions in Task6. Ask the class to read them through and make prediction about the points that the conversation may cover based on the key words in
the questions. (3 minutes)
Step9. Play the disc for the class to listen for the answers to the 5 questions in Task6. After listening, the Ss can have 5 minutes to talk about their answers in pairs. (10 minutes) Step10. Play the disc for the class to listen again and fill in the gaps in Task5. (5 minutes) Step11. Retelling. Ask the class to work in pairs and retell the key points to each other and invite 2 pairs to present to the class. (10 minutes)
Step12. Speaking. Ask the class to work in pairs and role-play a conversation based on the information given in Task8. (15 minutes)
Step13. Summary.
Step14. Assignments:
To learn the new words and expressions in the two conversations;
To review the popular points to be covered when preparing for market research.
Intensive Reading
I. Teaching objectives:
The Ss are expected to learn:
Unit 4 Advertising Part I Business Vocabulary Directions: There are 20 incomplete sentences in this part. For each sentence there are four choices marked A, B, C and D. Choose the ONE that best completes the sentence. Then mark the corresponding letter on the Answer Sheet with a single line through the center. This part totals 20 points, one point for each sentence. C1 Outdoor advertising is one of the fastest growing _______________ in the market. A markets B sections C segments D sectors D2 The world of outdoor advertising billboards, transport and ‘street furniture’ is ______ about $18 billion a year, just 6% of all the worl d’s spending on advertising. A worthwhile B worthy C valued D worth C3 The soaring costs of TV are ______________ clients to consider alternatives. A making B driving C prompting D letting A4 BMW ran a ‘teasers’ campaign in Britain on bus shelters. A exclusively B largely C greatly D inclusively C5 Placing an ad on a bus shelter for two weeks ________________ at about ￡90. A works on B works away C works out D calculates D6 We are facing a ________________ with our market share. What are we going to do about it? A promotion B sale C order D crisis A7 Focus, a large advertising agency based in Paris, has a reputation for creating imaginative and ____________ campaigns. A effective B efficient C effect D efficacious C8 Focus now needs to ________________ potential clients that it still
国际商务英语综合教程辅导用书 基本信息 出版社对外经济贸易大学出版社 出版时间20xx/10/01 ISBN9787566304759 亚马逊销量排名第88位 - 图书英语与其他外语大学英语课文辅导 字数10万字 页数139页 简介 《新世界商务英语系列教材:(第2版)》分13章，从国际商务简介、商务组织、经营方式、经济学入门、市场经济、国际贸易实务简介、国际贸易术语及定价原则、营销、营销组合与产品促销、国际支付与结算、外汇汇率到国际商务谈判策略，每章都分门别类介绍该章的专业知识。 目录 第一章国际商务简介(A BriefIntroduction to International Business) 1.什么是商务(What Is。Business) 2.什么是国际商务(What Is International Business)
3.国际商务活动范围(The Scope ofInternationaI：BusinessActivities) 4.国际风险(International Risk) 5.国际商法(International Business Law) 6.商业信用(mercial Credit) 7.国际商务管理(Management of International Business) 8.世界贸易组织简介(A BriefIntroduction to the WTO) 第二章商务组织(Business Organizations) 1.概述(Introduction) 2.独资企业(Sole Proprietorship) 3.一般合伙企业(General Partnership) 4.有限合伙企业(Limited Partnership) 5.合股公司(Joint Stock pany) 6.公司(Corporations) 7.跨国公司(Transnational Corporations) 第三章经营方式(Ways ofBusiness) 1.概述(Introduction) 2.批发(Wholesaling) 3.零售(Retailing) 4.特许经营(Franchising) 5.代理(Agency) 6.电子商务(E-merce)
Unit 1 Company Profile 1.Translate the following Chinese terms into English. candidate patent industry personnel registered trademark core competency domain name intended market emerging market headquarter multinational corporation Chief Executive Officer stakeholder 2.Translate the following English terms into Chinese. 股本，股金总额 以人为本的解决方案 精于心简于形 对客户的深入了解 工业革命 回收利用 3.Translation: 宝洁公司始创于1837年，是世界上最大的日用消费品公司之一。2007财政年度，公司全年销售额达682亿美元。在《财富》杂志评选出的全球500家最大企业中，排名第74位。 宝洁公司在全球80多个国家设有工厂或分公司，所经营的300多个品牌的产品畅销160多个国家和地区，其中包括美容护理、居家护理、吉列产品等。每天，在世界各地，宝洁公司的产品与全球消费者发生着三十亿次亲密接触。宝洁大中华业务区包括1988年成立的中国大陆分公司、1987成立的香港分公司和1985年成立的台湾分公司。 一九八八年，宝洁公司在广州成立了在中国的第一家合资企业－广州宝洁有限公司，从此开始了其中国业务发展的历程。宝洁总部位于广州,目
前在广州、北京、上海、成都、天津、东莞及南平等地设有多家分公司及工厂，并在北京设立技术中心。 二十年来，宝洁取得了飞速的发展，主要表现在： 建立了领先的大品牌 宝洁公司是中国最大的日用消费品公司，年销售额超过二十亿美元。我们在参与竞争的领域内占据了最大的市场份额。飘柔、舒肤佳、玉兰油、帮宝适、汰渍及吉列等品牌在各自的护发、个人清洁、皮肤护理、婴儿护理、洗衣粉、男士美容等产品领域内都处于领先的市场地位。 业务保持了强劲的增长 中国宝洁是全球业务增长速度最快的区域市场之一。目前, 宝洁大中华区的销售量已位居宝洁全球区域市场中的第二位,销售额也已位居前五位。 建立了出色的组织结构 伴随着公司的业务发展，宝洁的中国员工得到了迅速的成长。中国籍的员工占员工总数的97%以上，宝洁大中华区已成为向宝洁其他市场的重要管理人才输出地。 承诺做模范企业公民 宝洁向中国的各项公益事业捐款的总额已超过八千万元人民币（一千万美元），希望工程是宝洁公司慈善捐赠的最大接受者。 4.略 Unit 2 Business Meeting 1.Translation: Honorable Guests, Ladies and Gentlemen, Good evening! It is a great pleasure for me to attend, among all of you here the opening ceremony of the 2005 FORTUNE Global Forum on this pleasant
Key to Unit Two Myths and Legends Overview Warm-up Activities Intensive Reading Extensive Reading Reading & Writing Warm-up Activities I. Starting up A.Decide from your common sense which of the following is a myth, a legend or a fable. Then compare them with your partner’s. ?Kua Fu Chases the Sun. (myth) ?Yu the Great Conquers the Flood. (legend) ?Nü Gua Mends the Sky. (myth) ?The Town Mouse and the Country Mouse. (fable) ?Zeus, Prometheus and Pandora. (myth) ?Mark the Boat for a Dropped Sword. (fable) ?Venus, the Roman goddess of love. (myth) ?King Arthur and the Knights of the Round Table. (legend) ?The Wolf in Sheep’s Clothing. (fable) ?Robin Hood---Bold Outlaw of Barnsdale and Sherwood Forest. (legend) II. Listening Listen to the following three passages and then do the relevant exercises. A. Listen to Passage 1 and answer the questions. 1. Their names are Plan Ahead, Think Fast, and Wait and See. 2. Towards the same issue, the three fish made different responses: Plan Ahead said, “I'm swimming down the ri ver tonight!” Think Fast said, “I'm sure I'll come up with a plan.” Wait and See lazily said, “I just can't think about it now!” 3. When the fisherman cast his nets, Plan Ahead was long gone. But Think Fast and Wait and See were caught! Think Fast quickly rolled his belly up and pretended to be dead and so the fisherman threw him safely back into the water. But, Wait and See ended up in the fish market. B.Listen to Passage 2 describing the myth and legend which surround St George’s Day and complete the sentences below. 1.slayer, saviour, medieval texts and art, little information about
商务英语实战教程：订单与采购 A: Are you ready to place your order now? B: The order will be mailed to you next week. A: Is it going to the head office? B: No, I think it is going to be mailed to your local branch. A:你们准备好下订单了吗? B:下星期就寄给你们。 A:寄到总公司? B:不，寄到分社。 A: Thank you very much for the order. B: We appreciate your fast service. A: We do the best we can. B: We’ll be calling you again next month. A:谢谢你的订货。 B:麻烦你会尽力处理，谢谢。 A:我们会尽力而为。 B:下个月我们会再打电话给你。 We haven’t received your order yet. B: It was mailed last week . A: I’ll check the office one more time . B: And I’ll see if there was any mistake on our end . A:您的订单我们还没收到。
B:上个礼拜我们还没收到。 A:我再跟公司查一下。 B:我这边也会看看是否有什么差错。 A: We need to make a change on our last order . B: What was the order number? A: It was j-223,just double the second item . B: Sure ,I’ll be glad to take care of it for you . A:上回的订单我们需要更改。 B:订单号码多少? A:j223。第二项的订量要加倍。 B:好的，没问题，乐于为你服务。 A: I’m here to see the purchasing agent . B: He’s not in his office at the moment. A: May I wait ? B: Yes ,he should return soon . A:我是来拜访采购经理的。 B:他现在不在办公室里， A:我等他一下没关系吧? B:请，他应该很快就会回来。 A: I’m the purchasing agent here . B: I’d like to give you one of our new catalogs . A: I’ll put it in my files .
candidate patent industry personnel registered trademark core competency domain name intended market emerging market headquarter multinational corporation Chief Executive Officer stakeholder 1.Translate the following English terms into Chinese. 股本，股金总额 以人为本的解决方案 精于心简于形 对客户的深入了解 工业革命 回收利用 2.Translation: 宝洁公司始创于1837年，是世界上最大的日用消费品公司之一。2007财政年度，公司全年销售额达682亿美元。在《财富》杂志评选出的全球500家最大企业中，排名第74位。 宝洁公司在全球80多个国家设有工厂或分公司，所经营的300多个品牌的产品畅销160多个国家和地区，其中包括美容护理、居家护理、吉列产品等。每天，在世界各地，宝洁公 司的产品与全球消费者发生着三十亿次亲密接触。宝洁大中华业务区包括1988年成立的中国大陆分公司、1987成立的香港分公司和1985年成立的台湾分公司。 一九八八年，宝洁公司在广州成立了在中国的第一家合资企业－广州宝洁有限公司，从此开始了其中国业务发展的历程。宝洁总部位于广州,目前在广州、北京、上海、成都、天 津、东莞及南平等地设有多家分公司及工厂，并在北京设立技术中心。 二十年来，宝洁取得了飞速的发展，主要表现在： 建立了领先的大品牌 宝洁公司是中国最大的日用消费品公司，年销售额超过二十亿美元。我们在参与竞争 的领域内占据了最大的市场份额。飘柔、舒肤佳、玉兰油、帮宝适、汰渍及吉列等品牌在各 自的护发、个人清洁、皮肤护理、婴儿护理、洗衣粉、男士美容等产品领域内都处于领先的 市场地位。 业务保持了强劲的增长
商务英语综合教程复习整理． 商务综合英语复习整理 翻译 Unit1
1.随着中国市场经济的不断发展，中国广电传媒市场也日趋成熟，呈现出了一副百花齐放、百家争鸣的景象。(broadcasting media, all styles of art and all schools of thought) With the ongoing development of China's market economy, Chinese broadcasting media is becoming more sophisticated day by day, which fits perfectly the Chinese saying:“All styles of art and all schools of thought are given the freedom to contend with each other” 2.传统的电视传播观念已不能适应当今多样化的媒体传播格局和竞争需要。(diversified mass media) The traditional TV broadcasting concept can hardly adapt to today's diversified mass media or meet the requirements for competition. 3.新媒体设计是相对于传统媒体设计而言的，它具有综合性、实时性、交互性等多种特点。(be contrasted with) The new media design is contrasted with the traditional design and is comprehensive, instantaneity time and interactivity. 4.和法语一样，汉语也朝着进化的道路坚定地迈出了一步。为了净化语言，中国有关部门要求广播电视节目中不再使用NBA, WTO和GDP等常用英语缩略词。
体验商务英语综合教程3 第二版 双语对照版 Unit1 Made in Europe 欧洲制造 Almost every fashion label outside the top super-luxury brands is either already manufacturing in Asia or 5 thinking of it. Coach, the US leather goods maker, is a classic example. Over the past five years, it has lifted all its gross margins by manufacturing solely in low-cost markets. In March 2002 it closed its factory in Lares, Puerto Rico, its last company-owned plant, and outsources all its products. 除了顶级奢侈品牌外几乎所有的时尚品牌都已经在亚洲生产，或者正在考虑这么做。美国的皮革商品制造商蔻驰（Coach）就是一个经典的例子。在过去的五年中，它通过仅在低成本市场生产来提升毛利率。在2002年的3月，它关闭了在波多黎各拉雷斯的最后一间公司所属工厂，将所有产品全部外包。Burberry has many Asian licensing arrangements.In 2000 it decided to renew Sanyo's Japanese licence for ten years. This means that almost half of Burberry's sales at retail value will continue to be produced under license in Asia. At the same time however, Japanese consumers prefer the group's European-made products. 巴宝莉（Burberry）在亚洲持有许多许可授权安排。2000年它决定给日本三洋公司的特许授权延长十年。这意味着按零售价计算巴宝莉几乎一半的销售额将是亚洲授权生产的。但是同时，日本的消费者却偏好于该集团在欧洲生产的产
《商务英语综合教程（上）》课程理论教学大纲课程类型：专业基础课 总学时：128 理论学时：128 适用专业：商务英语与国际贸易专业 一．课程的性质、目的和任务 （1）教材内容具有较强的时代性、实用性、针对性与系统性 （2）介绍了国际贸易及商务英语专业知识、语言训练和文化背景知识 （3）通过解读课文来培养学生的英语思维力、创新力和语用能力 （4）运用任务型的教学方法，为学生自己学习提供平台 二．教学基本要求 本教材注重把语言技能的训练与专业知识有机结合起来。习题中有些问题属于开放式的，要求学生理论联系实际，认真独立的思考问题、深入探究问题、最终解决问题。在这一过程中学生的表达能力同时得以锻炼。 三、教学内容及要求 Unit 1 Text Advertising Supplementary Reading Sales Promotion （一）教学目的和要求 1.了解广告的定义，目的及未来的发展 2.要求学生提前预习课文，划分段落，并找出中心思想 （二）教学内容 1.广告的背景 2.广告的分类 3广告的用途 4．被动语态的用法 （三）重点 1.广告的用途
2.语法及课后练习题 3.商务英语知识扩展阅读 Unit 2 Text WTO in Brief Supplementary Reading Greater Wealth of Nations （一）教学目的和要求 1.了解世界贸易组织的创立的目的、主要的功能及取得的成就 2.要求学生按照课后阅读理解的问题来预习课文 （二）教学内容 1.世界贸易组织的主要功能 2.世界贸易组织的主要目标 3.世界贸易组织的内部结构 4．情态动词的用法 （三）重点 1.世界贸易组织的基本内容 2.语法及课后练习题 3.商务英语知识扩展阅读 Unit 3 Text IMF at a Glance Supplementary Reading Gold in the IMF （一）教学目的和要求 1.了解国际货币基金组织创立的目的及主要的功能 2.要求学生提前预习课文并掌握重点段落及基本句型的翻译（二）教学内容 1.国际货币基金组织的背景知识及法令宗旨 2.国际货币基金组织与世界银行的共同点及不同点 3．引起国际收支平衡赤字的原因及解决办法 4.不定式的用法 （三）重点
外语系教案 第次课学时：授课时间：第周
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
商务英语综合教程习题答案 Unit 1 Company Profile 1.Translate the following Chinese terms into English. candidate patent industry personnel registered trademark core competency domain name intended market emerging market headquarter multinational corporation Chief Executive Officer stakeholder 2.Translate the following English terms into Chinese. 股本，股金总额 以人为本的解决方案 精于心简于形 对客户的深入了解 工业革命 回收利用 3.Translation: 宝洁公司始创于1837年，是世界上最大的日用消费品公司之一。2007财政年度，公司全年销售额达682亿美元。在《财富》杂志评选出的全球500家最大企业中，排名第74位。 宝洁公司在全球80多个国家设有工厂或分公司，所经营的300多个品牌的产品畅销160多个国家和地区，其中包括美容护理、居家护理、吉列产品等。每天，在世界各地，宝洁公司的产品与全球消费者发生着三十亿次亲密接触。宝洁大中华业务区包括1988年成立的中国大陆分公司、1987成立的香港分公司和1985年成立的台湾分公司。 一九八八年，宝洁公司在广州成立了在中国的第一家合资企业－广州宝洁有限公司，从此开始了其中国业务发展的历程。宝洁总部位于广州,目前在广州、北京、上海、成都、天津、东莞及南平等地设有多家分公司及工厂，并在北京设立技术中心。 二十年来，宝洁取得了飞速的发展，主要表现在：
U n i t4B u s i n e s s e t h i c s Extensive Reading Corporate Philanthropy Responds to Disasters Exercises I.Speed Reading Comprehension Read the text for FIVE minutes, and find the best answer to each of the following questions. 1. According to the 2nd paragraph, why some companies faced internal criticism? A. These companies have donated too much money to the communities, regardless of their own capacity. B. These companies ignored the needs of their own employees who were affected by the disasters. C. The philanthropic programs of these companies were too cheap. D. Corporate had to go back to boards for additional donation resources.
2. Why is it that some companies are suggested donating cash instead of products when disasters take place? A. Products are often hard to transport and warehouse. B. Using cash in the locality helps rebuild the economy. C. Product may not fit the needs of the beset community. D. All of above. 3. Which of the following statement is NOT true with Pitney Bowes Inc.? A. It has operated a fund that helps employees out of personal tragedies. B. Its Employee Involvement Fund can reflect employees’ interest and support. C. It has started splitting some of its corporate giving between immediate and long-term assistance in the consideration of the complicated nature of identifying appropriate disaster aid. D. Medical and funeral expenses will not be the focus of its fund. 4. According to the text, which of the following company’s foundation is NOT long-term -focused?
《实用商务英语综合教程（高级）》 教学教案
Unit 1 Meeting and Entertaining Clients Listening and speaking I. Teaching objectives Ss are expected to learn to: 1.listen for specific information about etiquette for entertaining clients; 2.listen for specific information to fill in the gaps in the conversations; 3.retell the main points heard; 4.role-play and practice in the everyday life social etiquette for entertaining clients. II. Teaching focus: To learn and practice social etiquette for entertaining clients III. Teaching difficulty To listen for gist and specific information VI. Teaching aids: a disc player and the disc V. Teaching length: 90 minutes IV. Teaching procedure: Step1. Greet the class and announce the tasks for the periods. Step2. Lead-in Questions (3minutes) Step3. Present the 5 questions in Task2. Ask the class to read them through and make prediction about the points that the conversation may cover based on the key words in the questions. (3 minutes) Step4. Play the disc for the class to listen for the answers to the 5 questions in Task2. After listening, the Ss can have 5 minutes to talk about their answers in pairs. (10 minutes) Step5. Play the disc for the class to listen again and fill in the gaps in Task1. (5 minutes) Step6. Retelling. Ask the class to work in pairs and retell the key points to each other and invite 2 pairs to present to the class. (10 minutes) Step7. Speaking. Ask the class to work in pairs and role-play a conversation based on the information given in Task5. (15 minutes) Step8. Present the 5 questions in Task6. Ask the class to read them through and make prediction about the points that the conversation may cover based on the key words in the questions. (3 minutes) Step9. Play the disc for the class to listen for the answers to the 5 questions in Task6. After listening, the Ss can have 5 minutes to talk about their answers in pairs. (10 minutes) Step10. Play the disc for the class to listen again and fill in the gaps in Task5. (5 minutes) Step11. Retelling. Ask the class to work in pairs and retell the key points to each other and invite 2 pairs to present to the class. (10 minutes) Step12. Speaking. Ask the class to work in pairs and role-play a conversation based on the information given in Task8. (15 minutes)
体验商务英语综合教程1-词汇
Unit 1 a cc ountant 会计会计师 ad agency (advertising agency) 广告代理 advertising n.广告业广告 advertise v. advertisement n. advertising永远是不可数名词。 有三个意思： 1、指整个广告业； 2、指广告活动（比如说某公司正在筹备做一个广告）； 3、指所有广告的总称（例：All the advertising here in this chamber is brilliant. 这个屋子里的所有广告都很有创意。） 而advertisement则在第一个意思中是可数名词，第二个是不可数名词。 有两个意思： 1、一则广告，某一个具体的广告； 2、做一则广告或某一个具体广告的动作（例：A company plans to do an advertising which will do advertisement 10 times. 一个公司计划做一个广告，这个广告准备播出十次。） commercial 商业广告 agency 代理处行销处代理中介 agent n./v./adj. airway s航空公司 airline Aloha [?'l?u?, ɑ:'l?uhɑ:]欢迎再见 a nalyst 分析师 analyze v. Argentina 阿根廷 Beaverton 比佛顿 Brazil 巴西 Brazilian 巴西人巴西的巴西人的 Buenos Aires 布宜诺斯艾利斯 cashier 出纳 CEO（chief executive officer）首席执行官 officer一般指军官，或者有指挥权利的官员，比如警官，船长。 official一般指公务员，官方。 conference 会议 meeting consultant 顾问 adviser consulting n.咨询adj.顾问的资讯的 consult 查阅商量向请教当顾问 e-mail 电子邮件 executive [iɡ'zekjutiv] n.管理人员经理adj.经营管理的 finance 财政金融 financial analyst 金融分析师
体验商务英语综合教程3 第二版重点词汇 Unit1 P6 A Value for money 花钱值得 luxurious 奢侈的，豪华的 timeless 不受时间影响的 Well-made 做工考究的 top of the range 高端的 durable 耐用的 inexpensive 便宜的 cool 酷的 Reliable 可靠的 stylish 流行的(有型个性) fashionable时髦的（潮流时尚） Well-designed 精心设计的 P7 A Brand loyalty 品牌忠诚度the tendency to always buy a particular brand brand image 品牌形象the ideas and beliefs people have about a brand brand stretching 品牌扩张using an existing name on another type of product brand awareness 品牌意识how familiar people are with a brand brand name 品牌名字the name given to a product by the company that makes it product launch 产品发布the introduction of a product to the market product lifecycle 产品生命周期the length of time people continue to buy a product
第一单元 欧洲制造 除顶级奢侈品牌外几乎所有的时尚品牌都或者已经在亚洲生产，或者正在考虑这样做。美国皮具制造商蔻驰（Coach）是一个典型的例子。在过去的五年中，它通过完全在低成本市场生产已经提高了毛利率。2002年3月它关闭了在波多黎各拉雷斯的工厂（公司拥有的最后一家工厂），将所有产品全部外包。 巴宝莉（Burberry）在亚洲有许多特许授权安排，2000年它决定给日本三洋公司的特许授权延长十年。 这意味着按零售价计算巴宝莉几乎一半的销售额将是亚洲授权生产的。但是同时，日本的顾客却偏爱该集团欧洲生产的产品。 为了应对这种对巴宝莉在亚洲工厂所生产产品的需求，三洋公司在东京银座开设旗舰店，出售从欧洲进口的巴宝莉产品。 在《金融时报》的采访中，许多企业高管表示，消费者认为顶级的奢侈品牌来自欧洲，在亚洲尤为如此。古琦（Gucci）的多米尼克·德索尔说：“无论如何，亚洲的消费者只相信：奢侈品来自欧洲，而且一定是那里制造的最好。” 古琦的控股公司（Pinault Printemps Redoute）的首席执行官塞格·温伯格说，公司不会将古琦的生产线移到海外。然而一些业内人士认识到，就算对豪华奢侈品牌而言，这种变化也将来临。普拉达（Prada）的首席执行官帕特里齐奥·埃特里说：“‘意大利制造’的标签很重要，但我们真正提供的是一种风格，风格是文化的表现”。因此，他认识到高品质的时尚产品并非总是要在意大利生产。 欧洲工商管理学院市场营销系的Amitava Chattopadhyay教授说：“品牌就是消费者心中的一系列联想，其中之一就是原产地。对于奢侈品，品牌的作用至关重要。破坏它是一种弥天大罪。没有哪个品牌经理愿意将产地和品牌形象之间的关系搞错。” 第三单元 活儿脏，点子棒 SOL清洁公司是欧洲北部最令人向往的公司之一，走进它的总部SOL城，你会感觉就像走进了一个商业广场。它坐落在赫尔辛基市中心一家翻新过的电影制片厂里，里面色彩炫烂、气氛喧闹，彰显着非凡的创造力。墙壁刷上了明亮的红色、白色和黄色；员工在大厅里来去行走，不时用黄色的手提电话交谈。丽莎·乔洛南11年前在家族拥有的150年工业帝国的基础上开发了SOL清洁服务。SOL的竞争公式有五个关键成分。 很少人会梦想成为一个清洁工。但是，这并不意味着清洁工不能在工作中找到满足。乔洛南认为，满足的关键是乐趣和个人自由。SOL的清洁工穿着红色和黄色的连身衣裤，强化了公司的乐观形象。SOL的标志是一张黄色快乐的脸，它出现在所有的东西上，从鲜艳的外套到公司的预算报告。自由意味着废除企业传统文化中所有的条条框框。在SOL没有头衔或秘书，没有个人办公室或工作时间表。公司取消了所有的特权和身份符号。 SOL的培训计划包括七个模块，每个历时四个月，最后是严格的考试。当然，擦桌子或洗地毯的方法毕竟是有限的几种，这就是为什么SOL的员工也要学习时间管理、编制预算和人际交往。 许多公司都谈论下放责任和权力。而在SOL，它是一种生活方式。公司有实权的员工是135名管理员，每个管理员带领一个不超过50名清洁工的团队。这些管理员与自己的团队一起工作，制定团队的预算，安排招聘，与客户谈交易。 丽莎·乔洛南相信自主性，但她也关注责任感。SOL十分注重业绩评估，并频繁地、大张旗鼓地进行评估，其中重点关注客户满意度。例如，每次SOL签订合同前，销售人员与团队人员一起到要进行清洁工作的新顾客的现场。他们共同设定清洁的标准。然后，每个月客户根据这些标准来评价团队的表现。乔洛南说：“我们越是要让员工摆脱规则，就越需要良好的衡量标准。” 在SOL，笔记本电脑和手机是所有管理员的标准装备。这些设备可以让他们到任何地点做他们想做的工作。在办公室内，几乎没有存放纸张的地方。因此，公司是在内联网上储