《商务英语》课程标准之欧阳光明创编

商务英语课程标准商务英语是一门专门针对商务场景下的英语沟通技能的课程，它旨在帮助学习者掌握商务交流所需的语言能力和专业知识，从而更好地应对商务环境中的挑战。

商务英语课程标准是对商务英语课程内容和教学目标的规范和要求，它对于商务英语教学的质量和效果具有重要意义。

首先，商务英语课程标准应当明确商务英语教学的目标和定位。

商务英语课程的目标是培养学生在商务环境中进行有效沟通和交流的能力，包括商务口语、商务写作、商务听力和商务阅读等方面的能力。

课程标准应当明确商务英语教学的核心内容和重点技能，以及学生在不同阶段应该达到的语言水平和能力要求。

其次，商务英语课程标准应当紧密结合实际商务场景，注重实用性和实践性。

商务英语教学不仅仅是传授语法知识和词汇，更重要的是帮助学生掌握在商务环境中真实应用的语言技能。

因此，课程标准应当围绕商务会议、商务谈判、商务信函等实际场景展开，注重学生在真实商务情境中的语言应用能力。

另外，商务英语课程标准应当注重跨学科的融合和综合能力的培养。

商务英语的教学内容不仅仅局限于语言技能，还应当涉及商务知识、跨文化交际、商务礼仪等方面的内容。

课程标准应当要求学生具备一定的商务背景知识，并能够在跨文化环境中进行有效的商务交流。

最后，商务英语课程标准应当注重教学方法和评价体系的建立。

商务英语教学应当采用多种教学方法，如案例教学、角色扮演、项目实践等，以提高学生的学习兴趣和参与度。

同时，课程标准还应当建立科学合理的评价体系，对学生的语言能力和商务实践能力进行全面、客观的评价。

综上所述，商务英语课程标准是商务英语教学的指导性文件，它对商务英语教学的内容、目标、方法和评价等方面提出了明确的要求。

通过制定科学合理的商务英语课程标准，可以提高商务英语教学的质量和效果，为学生的职业发展和国际交流打下坚实的语言基础。

《商务英语》课程标准课程名称：商务英语专业名称：商务英语总课时： 144一、课程定位本课程是中等职业学校商务英语专业的一门专业核心课程。

其功能在于使商务英语专业的学生了解客户接待、会务接待、企业参观、陪同购物、景点参观的基本知识和基本技能，具备从事商务接待、商务沟通等工作的基本英语能力。

它是商务英语听说课程的后续课程。

二、课程设计理念与思路本课程是在商务英语专业工作任务与职业能力分析的基础上，以商业活动中基本英语职业能力为依据而设置。

以工作任务为引领，通过工作任务整合相关知识、技能与态度，将课程设计为任务引领型课程。

课程内容的选取紧紧围绕商务接待、商务沟通等商务工作的基本英语能力的培养。

课程结构以工作环境中的英语基础活动项目为线索设计，包括迎来送往、酒店安排，商务会谈、宴会接待，公司介绍、产品推介，商场购物、售后服务，旅游观光、节日文化介绍５个商务英语基础任务。

本课程建议学时为144学时（含教学活动）。

三、课程目标通过本课程中大量模拟商务情景下的英语实践活动，学生能了解商务英语的性质和特点，能应用英语知识和商务知识进行迎来送往、酒店安排、商务会谈、宴会接待、公司介绍、产品推介、商场购物、售后服务、旅游观光、节日文化介绍等简单的商贸活动所需要的工作，达到上海市基础证书的考证相关要求，具备善于沟通和合作的品质，并达到以下具体职业能力培养目标：1、能从事客户接待方面的基础工作；2、能从事会务接待方面的基础工作；3、能从事企业参观方面的基础工作；4、能从事陪同购物方面的基础工作；5、能从事景点参观方面的基础工作。

四、课程内容选取工作任务技能与学习水平知识与学习水平参考学时景点参观旅游观光●能听懂旅游观光时常用的英语词汇和句型。

●能重复以旅游观光为主题的简单英语短文。

●能完成以旅游观光为主题的简单英汉互译任务1、旅游观光应注意的礼仪知识●知道参观所需的基本礼仪，如：守序、礼让。

2、上海著名景点英语表达●知道外滩、豫园、城隍庙、东方明珠塔等上海著名景点的英语表达。

《商务实用英语》课程大纲课程名称：《商务英语》适用专业：商务英语专业1、前言1．1课程的性质本课程是高等职业院校《商务英语》专业的一门专业核心课程，是学生学习国际商务英语技能的应用性课程。

其功能在于让学生能初步利用英语进行沟通和处理国际商务英文函电，使学生具备从事外贸单证、报关报检、货运代理和国际物流等专门化业务中常用英文文件阅读和对外业务沟通的基本职业能力，并为后续学习专门化课程作前期准备。

1．2设计思路本课程是以高等职业院校《商务英语》专业的学生就业为导向，在行业专家的指导下，对外贸单证、报关报检、货运代理和国际物流等专门化方向所涵盖的岗位进行任务与职业能力分析，以实际工作任务为引领，以商务英语作为学生的基本技能和共同的专业基础知识，根据学生的认知特点，采用递进与流程相结合的方法来展示教学内容，通过情景展现、仿真模拟、案例分析等活动项目来组织教学，倡导学生在项目活动中学会英语交流和国际商务函电处理的技巧，以“实用、够用、能学”为原则，培养学生初步具备运用商务英语的基础职业能力。

建议本课程课时为192课时（分三学期完成）。

2、课程目标通过任务引领、情景英语交流和商务英语函电阅读等活动项目，使中等职业学校国际商务的专业学生了解商务英语专有词汇的用法和常见英文缩写的含义，能摘录外贸合同主要条款、看懂外贸单证和进行简单的日常英语交流，培养学生具备善于沟通和合作的品质，为学生发展各专门化方向的职业能力奠定基础。

职业能力目标：●能看懂外贸函电，摘录其中各项交易条件。

●能看懂外贸合同，摘录其中主要条款。

●能阅读和分析信用证，摘录其中主要内容。

精品 文档●能阅读和理解外贸单证的内容。

●能用英语进行日常商务交流。

3、课程内容和要求精品 文档续表精品 文档4、实施建议4.1教材编写建议4.1.1、必须依据本课程标准编写教材。

4.1.2、教材应充分体现任务引领、实践导向的课程设计思想。

4.1.3、教材以完成任务的典型活动项目来驱动，通过录像、动态流程图、实际案例、情景模拟和课后拓展作业等多种手段，采用递进和流程相结合的方式来组织编写，使学生在各种活动中掌握运用商务英语的基本职业能力。

《商务英语》课程标准一、课程基本情况表二、课程性质本课程为五年制商务英语及国际贸易与实务专业的专业必修课程。

三、课程定位1．本课程在专业课程体系中的地位作用本课程是商务英语专业的必修课程，它是在学生掌握英语听、说、读、写技能的基础上，增加了商务情景下商务英语的运用，为学生学习其它涉外商务专业课程打好英语基础。

2．本课程与职业岗位工作的关系本课程更大程度上体现了学习与职业的挂钩，传统英语已经远不能满足现代职业岗位对于多功能人才的需求，尤其是在对外贸易日益频繁的情况下，因此，商务英语也就应运而生，将语言与专业岗位有机融合，更好的适应了社会的需求。

3．本课程对职业素质养成与职业能力培养的作用本课程是英语语言能力与国际贸易、商务函电等专业课程的有机融合，使学生的职业素质和能力进一步加强，让学生在日后的工作中具有更强的职业竞争优势，更加适应现代社会对复合型专业人才的需求。

4．本课程与前、后课程的关系本课程以基础英语知识和技能为根本依托，要求学习者熟练掌握英语语言及技能运用的基础上，强化商务知识和商务技能的学习和运用，学习者需把商务知识和英语语言的运用融会贯通，同时该课程与其它专业课程也相辅相成，互为基础，对于基础英语和专业课程起着承上启下的作用。

四、课程设计思路1．以就业为导向、能力为本位、职业实践为核心的设计思路本课程本着以学生为中心，充分考虑学生的特点和专业需求，以就业为导向，以“必需，实用，够用”为度，以培养学生的综合能力为本位，以职业实践为核心，以培养高素质的劳动者为目标，以适应当代职业教育和岗位需求的发展与需要。

2．以理论联系实际、知识点与技能点相结合的设计思路本课程应创设仿真商务环境，就所需掌握的知识点与技能点进行典型教学，有针对性的开展教学活动，让学生在实际情境中掌握和运用所需知识，跨越理论与实际间的鸿沟，以到达融会贯通的水平。

3．以案例分析、实证分析为主体的设计思路本课程应安排具体的商务实例，进行情境教学，以案例、实证分析为主线展开教学，引导学生进入实际案例，身临其境的学习课程知识点和技能点，并进一步在实际商务实例运用和巩固所学的知识。

心之所向，所向披靡《商务英语综合能力训练》课程标准课程名称：《商务英语综合能力训练》总学时：184学时学分： 11.5适应对象：商务英语专业一、课程的性质与任务（一）课程的定位《商务英语综合能力训练》是商务英语专业必修课，适用于商务英语专业一、二年级的学生。

该课程实用性强，是一门商务知识和英语知识综合运用的课程。

本课程旨在培养和提高国际商务环境中外向型人才的商务英语运用能力。

这门课程遵循“以应用为目的、以实用为主、以够用为度”的教学思想和“在加强语言基础知识和基本技能训练的同时，重视培养学生使用英语进行交际的能力”的目的，将英语语言能力的培养和商务知识学习紧密联系在一起，目的是培养21世纪生产、建设、管理和服务的初、中级第一线专业人才。

通过课程的训练，使学生能够在掌握必不可少的基础理论和专业知识的基础上，更好地掌握和应用国际商务实用英语的操作技能。

（二）《商务英语综合能力训练》课程的前后续课程衔接图（三）课程设计思路1针对毕业生就业岗位要求与企业需求展开调查，所获得的结果作为商务英语学生能力要求的重要标准。

2根据职业岗位要求来确定商务英语的教学目标与教学内容。

课程目标的设定综合考虑能力目标、知识目标与素质目标；课程内容的整合基于工作过程与实际任务；紧紧围绕商务知识这一主线，让学生了解国际商务涵盖的基本范畴，比如国际贸易与经济、工商管理、国际金融、市场营销、国际投资、国际服务、国际经济合作客户服务、产品销售、经营环境、财务管理，以及公司文化等等。

3课程的教学设计以职业活动为导向，以学生为主体，以素质为基础，体现课程的整体化、系统化设计。

先基于外贸群职业岗位要求提出具体任务，体现能力在实践中培养的特点，然后采用情景教学、项目教学、企业现场的教学与训练方法展开项目，教师在学生的做中进行讲解，最大可能地增加了学生的操作主动性，提高学生的实际操作能力，同时邀请企业人员参与部分模块如实习实训过程中的授课；最后以完成课内课外两条线的工作任务为结果，设计考核方案。

商务英语》课程标准掌握商务英语基本词汇、语法和句型，能够进行商务英语听、说、读、写的基本技能训练。

2.了解国际贸易、国际商务、国际金融等领域的基本知识和相关法律法规。

3.能够熟练运用商务英语进行日常商务活动，如商务会谈、商务信函、商务电话等。

4.能够熟练运用商务英语进行国际贸易、外商投资、跨国合作等商务活动。

5.具备商务英语从业人员应具备的职业素养，如沟通能力、组织协调能力、跨文化交际能力等。

2、能力培养1.通过实践案例和模拟商务活动等方式，培养学生的商务语言应用能力和跨文化交际能力。

2.通过商务英语听力、口语、阅读、写作等综合训练，提高学生的商务英语综合应用能力。

3.通过商务实践项目的设计和实施，培养学生的实际操作能力和解决问题的能力。

3、课程内容1.商务英语基础知识2.商务英语听力与口语训练3.商务英语阅读与写作训练4.商务实践项目设计与实施4、教学方法1.任务驱动型教学方法2.案例分析教学方法3.互动式教学方法4.实践操作教学方法5、考核方式1.平时成绩：包括课堂表现、作业、小组讨论等。

2.期中考试：主要考察学生对商务英语基础知识和技能的掌握情况。

3.期末考试：主要考察学生对商务实践项目的设计和实施情况。

4.实践操作成绩：主要考察学生的实际操作能力和解决问题的能力。

商务英语是商务英语专业的核心课程，旨在培养学生能够适应各类工商企业、外贸部门从事涉外商务工作的能力。

本课程标准采取任务引领型课程体系，强调培养学生的职业能力和实践动手能力。

课程目标包括掌握商务英语基本技能和知识，培养学生的商务语言应用能力和跨文化交际能力，以及实际操作能力和解决问题的能力。

教学方法包括任务驱动型、案例分析、互动式和实践操作。

考核方式包括平时成绩、期中考试、期末考试和实践操作成绩。

总学时为60，学分为3分。

1.听懂直线公司国内销售经理谈论呼叫中心的优势、产品及未来，并研究如何谈论工作实践中的保险及变化。

同时，了解影响行业的变化，进行捕捉具体信息的听力训练。

《商务英语听说》课程标准一、课程的性质、任务和学分（一）课程的性质和任务《商务英语听说》是国际商务英语专业主干课程之一，也上一门重要的职业技能课。

本课程培养学生在听力设备帮助下进行英语听力和口语技能训练，通过训练使学生较好掌握英语语音、语调，逐渐适应英语环境，提高英语语言表达能力，较熟练地运用日常生活用语和商务常用英语。

（二）学分和学时分配本课程8-12学分，总学时192学时。

二、课程目标（一）基本知识教学目标：（1）日常生活用语英语表达知识（2）商务用语英语表达知识（二）基本技能教学目标：（1）熟练掌握英语语音、语调，适应英语环境。

（2）具备一般的外事接待、商务谈判等活动的能力。

（三）思想教育目标1．培养学生具有创新精神和实践能力。

2．培养严谨的科学态度和良好的职业道德。

同时养成耐心细致的工作作风和严肃认真的工作态度。

三、课程内容和教学要求（一）语音（二）日常交际英语（三）商务交际（四）商务业务（四、课程实施（一）课时安排与教学建议（二）教学组织形式与教学方法要求1.教学组织形式：采用以教学班为单位进行授课的教学形式。

2.教学方法要求：以课堂讲授与学生练习相结合。

3.教学场地要求：语音室五、教材选用1. 《商务英语听说》(规划教材) , 北京交通大学出版社六、课程考核（一）学生考核1．该门学科的考试评价依据是按照课程目标、教学内容和要求，把握合适的难易程度出试卷，用笔试、平时成绩（含作业、出勤）、的方法对学生学习做出评价。

2．考试方法：笔试、实训、平时作业、出勤。

3.期末总成绩（百分制）=平时作业＊20%+期末笔试＊30%+出勤＊20%+实训成绩＊30%（二）教师教学效果考核1.由分院组织教研室成员采用随机抽查的手段，检查平时的教学过程（平时作业布置与批改和出勤的登记）；2.由分院其他教师出题，对随机抽选所任课程班级的30%的学生进行考核。

3.考核结果评选：》90分的为优秀；》80分的为良；》60分为中合格；〈60分为不合格。

《商务英语》课程标准一、课程性质与任务《商务英语》属于大学英语提高阶段选修课程，开课对象为普通本科非英语专业二年级学生，本科A级学生第三学期可以选修，B级学生第四学期可以选修。

该课程属于专门用途英语（ESP）。

考虑到选课学生大多没有商务知识储备，且课时有限，因而专业性不宜太强，语言应用能力的培养是教学的核心。

商务英语教学是基于商务场景、以商务交际为目的的语言使用技能教学，强调扎实的语言基本功、宽广的知识面和实用的商务知识，着重培养学生在一般商务环境中使用英语的能力。

通过本课程学习，学生可了解国际商务现状，掌握一般商务场景中常用的国际商贸术语，提高真实商务场景下的听力技能，强化口语表达与常用商务应用文的写作能力。

课程讲授中，教师可密切结合剑桥商务英语证书中级（BEC Vantage）考试大纲与真题，对教材做针对性的补充和丰富。

《商务英语》将为学生进一步学习国际商务相关课程，获得BEC中级或高级证书，或在未来从事涉外商务奠定语言与一般商务知识的基础。

二、课程教学目标1．知识目标通过本课程的学习，学生应初步了解国际商务的概念和研究范围、公司的常见类型、公司介绍要点、公司的一般组织结构、产品推介内容、广告媒介与方法、商务会议的组织与参与、商务会展等；理解掌握每个主题所涉及的常用商贸术语，如outsource、gross margins、 supply chain、outlet、MNC、PLC、up-market、brand-stretching、value for money、product placement、probationary period、free port、ROI等。

2．能力目标（1）听力学生能听懂语速为每分钟约140-180个单词的日常生活交流和正常商务谈话，类型涉及电话、采访、讨论、演讲、会议发言等，难度相当于BEC中级；能结合具体语境把握说话者的态度和意图、识别功能语言、再现重要细节信息；能听懂英语国家人士就一般商务题材所做的会谈、演讲等，能够用英语做简要的笔记。

《商务英语》课程标准课程名称：商务英语适用专业：三年制中等职业技术学校《电子商务》专业制订时间：2012年6月一、前言1.课程性质本课程是中等职业学校电子商务专业的一门专门化方向课程，是从事电子商务对外岗位工作的必修课程。

其功能是培养学生在听力设备帮助下进行英语口语技能训练，通过训练使学生较好掌握英语语音、语调，能够运用日常生活用语和商务常用英语，能够从事一般的外事接待、商务谈判等活动。

2．设计思路本课程总体设计思路是以商务英语理论为基础，以丰富多彩的商务活动为依据，结合职业能力特点来确定课程目标的任务引导型课程。

课程结构是以商务活动中各个环节所涉及的英语表达法为教学目的而进行设计的。

每个工作任务的学习都以商务英语活动为载体，根据实际业务环节采用案例教学，注重实用能力的训练。

课程内容的选取，旨在系统培养学生的英语语言表达能力，使电子商务专业教学内容与商务工作的职业资格标准相适应，满足中等职业学校商务英语人才培养的需求。

建议本课程课时为170课时，各教学部分的课时分配见下表。

二、课程目标通过本课程的学习，使学生在原有英语基础上强化商务英语口语能力，既能初步具备商务基础知识又能提高英语语言技能，特别是口语表达能力和听力理解能力，为将来就业奠定良好的基础。

职业能力目标：●掌握英语语音、语调发音规律，能在日常对话中做到语音语调基本正确●能根据话题和商务情景开展很简单的会话●能根据重音和语调的变化理解和表达不同观点的意图和态度●能根据交际任务的需要，用英文简单的表述自己的观点三、课程内容和要求四、实施建议1教材编写（1）本课程教材编写应体现“因材施教”的原则，以社会实际需要为目标，适当降低部分理论知识的难度，灵活选用必修和选修模块，使每个学生的口语能力都有得到提高。

（2）教材编写应突出口语能力培养的目的，逐步提高学生的英语综合听说水平，与此同时也能满足学生继续学习的实际需要。

（3）商务英语训练要配合使用英语视听材料，选取商务真实活动的视听材料给学生以直观印象，使学生能亲临其境地体会商务交际的特点。

商务英语课程标准欧阳家百（2021.03.07）课程名称：商务英语适用专业：高等职业技术学院商务英语专业1、前言1.1 课程的性质《商务英语》是商务英语专业一门重要的核心课程, 是以培养能够适应各类工商企业、外贸部门从事涉外商务工作为目标的应用性课程, 是从事涉外活动经济活动、外事服务必须掌握的专门课程。

作为商务英语专业的学生，不仅必须要掌握一般环境和商务环境下的听、说、读、写基本技能，还要将所学的商务知识和基本技能运用到实际中去，具备从事本专业工作的基本素质和职业能力。

商务英语教学对于学生形成综合的职业能力和创业能力, 以及今后的发展，具有重要的作用。

1.2 设计思路本课程标准的总体设计思路：变三段式课程体系为任务引领型课程体系，打破传统的文化基础课、专业基础课、专业课的三段式课程设置模式，紧紧围绕完成工作任务的需要来选择课程内容；变知识学科本位为职业能力本位，打破传统的以“了解”、“掌握”为特征设定的学科型课程目标，从“任务与职业能力”分析出发，设定职业能力培养目标；变书本知识的传授为动手能力的培养，打破传统的知识传授方式，以“工作项目”为主线，创设工作情景，培养学生的实践动手能力。

本课程标准以建筑工程技术专业学生的就业为导向，根据行业专家对商务英语专业所涵盖的岗位群进行的任务和职业能力分析，同时遵循高等职业学校学生的认知规律，紧密结合职业资格证书中相关考核要求，确定本课程的工作模块和课程内容。

为了充分体现任务引领、实践导向课程思想，本课程按照由简单到复杂的商务工作过程进行贯穿，涉及到了重要商务活动工作过程的各个方面。

该门课程建议总学时为60，学分为3分。

2、课程目标（一）总目标《商务英语》课程的总目标是要求学生通过有针对性地对进行商务英语基本技能训练，提高综合理解和运用商务英语的能力，培养学生灵活用所学的专业知识和基本技能为涉外经济贸易部门、外资企业及政府机构和中外企事业单位的涉外事务提供科学、高效的服务，并为`后续的进一步学习奠定良好的基础，同时具备基本的商务英语从业人员职业素养。

《商务英语翻译》课程标准欧阳家百（2021.03.07）适用专业：商务英语专业课程编码：TA0B28开设时间：第5学期课时数：72学时一、课程概述本课程旨在传授翻译理论知识及实用的翻译方法和技巧，培养学生独立完成英汉翻译任务。

课程是翻译理论为基础，结合实际的典型翻译例文向学生传递实用的翻译技巧，与此同时培养学生的举一反三的能力，最后通过实际的翻译任务锻炼学生的实际翻译能力。

课程设计从商务英语教学的实际需要入手，结合基本的翻译理论、方法以及实际外贸业务对英汉翻译的专业知识需要，在比较全面的介绍英汉翻译知识的同时也为学生补充了大量实际有用的专业翻译方法和技巧，使学生不仅对英汉互译有进一步的学习，同时也可以将所学翻译技巧充分运用于实际工作，从而真正做到学有所用。

坚持以高职教育培养目标为依据，遵循“结合理论联系实际，以应知、应会”的原则，以培养锻炼职业技能为重点。

注重培养学生的翻译理论灵活运用能力和翻译实践能力。

把实践和创新素质的培养贯穿于教学中，采用翻译任务独立完成等方式注重发展学生独立思维和专业应用能力。

培养学生在翻译过程中分析、解决实际问题的能力。

二、课程培养目标1.方法能力目标（1）熟悉英语翻译的理论知识。

（2）掌握翻译的标准和原则。

（3）熟悉各种商务文体翻译的过程。

（4）了解译者的工作原则和职业操守。

2.社会能力目标（1）能够处理对外贸易企业的日常涉外文件翻译。

（2）能够对外贸企业各种函电进行专业翻译。

（3）能够做到对外贸易工作过程中的陪同口译。

3.专业能力目标（1）熟练掌握词义的选择和引申、词类转译法、增词法、省词法、被动结构的译法和正反、反正的译法。

（2）掌握各种名词性从句的译法、长句的译法和直译、意译法。

（3）能够熟悉掌握商业名片的翻译、标识的翻译、公司介绍的翻译、产品说明书的翻译、商业广告的翻译、商务函电的翻译、外贸单证的翻译等各种实用商务文体的英汉互译。

（4）熟悉各种实用文体的翻译技巧和典型句型，能够在词典的帮助下独立翻译各种基本实用商务文体。

*欧阳光明*创编 2021.03.07一、课程教学目标《跨文化商务交际》为我国高等英语专业商务类的核心课程之一,更是英语专业教学中的重要理论与实践课程，服务于培养英语专业应用型人才的目标。

本课程的主旨是帮助学生解决在跨文化交际中因文化的差异而产生的种种问题。

通过学习，学生应实现如下目标：1.知识目标：本课程主要通过对在不同文化背景下各种常见商务活动的操作以及英语语言的应用进行分析，如在不同文化背景下如何建立商务关系、商务接待、时间观念、管理人员与职员的关系，以及对不同文化背景下的国际商人等进行案例分析和讨论。

帮助学生解决在跨文化交际中因文化的差异而产生的种种困惑，促进学生对英美文化有较为深入的了解，对中西文化之间的差异有敏锐的感知力。

2.能力目标：通过本课程的学习，学生应能够认识语言、文化和交际三者之间的关系；对各类交际形式有所认识；对对象国文化有更进一步的了解,更有效地进行交流；预料和避免由于不同的文化期望而产生的误解；解释手势和其他形式的体态语；讨论有关文化适应和相容的问题。

在跨文化沟通理论的指导下，通过案例学习培养学生的跨文化交际能力，并能将英语运用于不同的商务操作中，从而提高学生的语言实际运用能力。

3.情感目标：运用跨文化交际学的理论, 揭示中国人民与其他国家人民的价值观念主流的差异；重点分析中国人民和其他国家人民在行为方式、交际方式的不同之处以及反映在跨国交流中种种矛盾与冲突；使学生学会用文化的眼光和语言，更好地认识自己、理解他人的文化,尊重他人的习俗。

二、课程教学基本要求通过本门课程的学习，使学生对中西方商务交际、风俗习惯、价值观念等有一个较系统和清楚的了解，并就自己感兴趣的某一领域能够写出较高水平的论文。

教学模式基本要求：以典型实例分析和模拟为主，辅以定期的小组专题调研和讨论交流等方法。

本课程的教学环节主要包括：课堂教学、辅导答疑、课外作业等。

注重培养学生的文化意识和英语学习兴趣，提高学生的文化修养和跨文化交际能力。

《商务英语》课程标准一、课程基本情况表二、课程性质本课程为商务英语专业必修课程。

三、课程定位1．本课程在专业课程体系中的地位作用本课程是商务英语专业的必修课程，它是在学生掌握英语听、说、读、写技能的基础上，增加了商务情景下商务英语的运用，为学生学习其它涉外商务专业课程打好英语基础。

2．本课程与职业岗位工作的关系本课程更大程度上体现了学习与职业的挂钩，传统英语已经远不能满足现代职业岗位对于多功能人才的需求，尤其是在对外贸易日益频繁的情况下，因此，商务英语也就应运而生，将语言与专业岗位有机融合，更好的适应了社会的需求。

3．本课程对职业素质养成与职业能力培养的作用本课程是英语语言能力与国际贸易、商务函电等专业课程的有机融合，使学生的职业素质和能力进一步加强，让学生在日后的工作中具有更强的职业竞争优势，更加适应现代社会对复合型专业人才的需求。

4．本课程与前、后课程的关系本课程以基础英语知识和技能为根本依托，要求学习者熟练掌握英语语言及技能运用的基础上，强化商务知识和商务技能的学习和运用，学习者需把商务知识和英语语言的运用融会贯通，同时该课程与其它专业课程也相辅相成，互为基础，对于基础英语和专业课程起着承上启下的作用。

四、课程设计思路1．以就业为导向、能力为本位、职业实践为核心的设计思路本课程本着以学生为中心，充分考虑学生的特点和专业需求，以就业为导向，以“必需，实用，够用”为度，以培养学生的综合能力为本位，以职业实践为核心，以培养高素质的劳动者为目标，以适应当代职业教育和岗位需求的发展与需要。

2．以理论联系实际、知识点与技能点相结合的设计思路本课程应创设仿真商务环境，就所需掌握的知识点与技能点进行典型教学，有针对性的开展教学活动，让学生在实际情境中掌握和运用所需知识，跨越理论与实际间的鸿沟，以到达融会贯通的水平。

3．以案例分析、实证分析为主体的设计思路本课程应安排具体的商务实例，进行情境教学，以案例、实证分析为主线展开教学，引导学生进入实际案例，身临其境的学习课程知识点和技能点，并进一步在实际商务实例运用和巩固所学的知识。

New English Curriculum for ChinesePrimary Schools and Junior/Senior Middle SchoolsExperimental Version drafted by the Education Ministry ofthe PRCPart 1: IntroductionWith the advent of the information age and the global economy, English has become increasingly important. English is the dominant carrier of information and the most widely spoken language in the world. Many countries have made English a cornerstone of quality education when developing strategies for basic education.Since China’s reform and opening, the scale of its English education has continually grown, attended by significant achievements in teaching and learning. However, English education in its current form is failing to meet the needs of contemporary social and economic development. The current round of reforms to the English curriculumaim to end the following practices:●Over-emphasizing the transmission and explanation ofknowledge about grammar and vocabulary●Neglecting to develop students’ ability to use languagefor realIn their place, the reforms aim to establish a curriculum that:●Develops students’comprehensive languagecompetence●Motivates students, is relevant to their life experiencesand cognitive level●Promotes task-based teaching methods●Involves students in experiential, practical, participatoryand cooperative learning●Develops students’po sitive attitudes, thinking skills,practical abilities, cultural awareness and autonomy through the language learning process1.The Nature of the New CurriculumThe new English curriculum strives to accomplish far more than just help students learn English. At one level learningEnglish should involve helping students to:●Develop a certain level of comprehensive languagecompetence and the ability to use language for real communication●Master certain basic language knowledge●Master listening, speaking, reading and writing skills However, at another level the curriculum should also serve students’all-round development, providing them with opportunities to:●Strengthen their interest in studying English●Grow in self-discipline, perseverance and self-confidence●Improve their cooperative, investigative and thinkingabilities●Develop their memory, imagination and creativity●Adopt good study habits and effective learningstrategies●Develop as autonomous and lifelong learners●Build moral integrity and a healthy outlook on life●Establish both national spirit and an awareness of andrespect for cultural differences●Broaden their horizons and enrich their life experience ●Take part in cultural life●Develop as individuals2.Basic Principles of the New CurriculumThe curriculum promotes quality education (as opposed to exam-orientated education) and the all-round development of the studentsTo promote quality education particular attention must be paid to:●Valuing each s tudent’s feelings●Stimulating students’ interest in studying English●Helping students gain a sense of achievement and self-confidenceThe curriculum must go beyond developing students’comprehensive language competence to include areas such as:●Improving students’ability to contribute to culturaland social life●Developing students’ practical abilitiesFostering students’ creativityThe curriculum objectives are holistic and flexible.The fundamental aim of the new English curriculum is to develop students’comprehensive language competence. This aim is broken down into five general objectives. These objectives are then divided into nine ability levels with descriptors provided for each level. The five general objectives are:nguage Skillsnguage Knowledge3.Attitudes to Learning4.Learning Strategies5.Cultural AwarenessThis design allows students to progress systematically through each level whilst meeting the full range of the curriculum’s demands.Students are put at the centre of the curriculum and individual differences are respectedStudents’ must be at the heart of the new curriculum. For example, their developmental needs must be the centralconsideration when developing:●Curriculum objectives●The teaching and learning process●The assessment process●Teaching and learning resourcesWhen implementing the curriculum each student must be allowed to develop individually under the guidance of the teacher:The curriculum promotes activity-based methods, experiential and participatory learningThe curriculum promotes task-based learning whereby, under the guidance of the teacher, the students gain a sense of achievement by reaching the goals of the task. Task completion will involve the following types of learning:●Sensory●Experiential●‘Hands on’/practical●Participatory●CooperativeIn order to improve their ability to use language for realcommunication, students should also be able to:●Adjust their learning strategies and control theiremotions●Form positive attitudes towards learningThe curriculum recognizes the important role of formative assessment in promoting student’developmentThe assessment system should combine formative with summative assessment. The purposes of assessment should be to:●Promote students’comprehensive languagecompetence●Encourage and motivate students●Help students become more autonomous learners●Benefit students’ healthy personal development●Give teachers useful feedback from which to developteaching and learning●Inform the ongoing development and perfection of theEnglish curriculumFormative assessment should be an important part of theEnglish teaching and learning process with a particular emphasis on:●Encouraging students’ active participation in learning ●Improving students’ self-confidenceSummative assessment should focus on:●Testing students’ integrated language skills●Testing students’ ability to use languageThe curriculum expands the range of learning resources and opportunities availableThe curriculum should strive to use and develop resources whose content is:●Realistic●Close to the students’ lives●Contemporary●Healthy●Rich and variedActive use should be made of:●Audio visual material●Print media●The InternetStudents should be encouraged to take responsibility for finding, using and developing learning resources themselves.3.The Curriculum DesignThe curriculum follows the international practice of dividing the general objectives into different ability levels. When designing these nine levels consideration was given to the following:●The nature of language development●The different needs of different age groups●The needs of different ethnic groups and areas●The economic imbalances that exist in ChinaThe aim is to have designed a system that is holistic and flexible.The correspondence between the level system and the grade system is shown in the following diagram:Diagram 1: The Levels and the GradesPart 2: Introduction to The General ObjectivesThe fundamental aim of the new curriculum is to develop students’comprehensive language competence. This comprehensive language competence is achieved through the five general objectives as shown in the following diagram:Diagram 3: Comparison of the Old and New Curriculums● Language skills and knowledge form the basis of comprehensive language competence● The students ’attitudes to learning strongly influence their learning and development● Successful learning strategies improve the effectiveness of students ’ learning● Cultural awareness ensures students use language appropriatelyThe overall descriptors for comprehensive language competence (i.e. a combination of all five general objectives) for Levels 1 to 9 are presented below:grammar functions topicsComprehensive Language CompetenceTable 1: The Overall Descriptors for Comprehensive Language CompetencePart 3: The General Objectives in DetailDetailed descriptors for Levels 2 and 5 of each of the fivegeneral objectives are presented in the following tables. Please refer to the translation of the senior English curriculum (available from the VSO Programme Office) for Level 6 – 9 descriptors.Table 2: Level Descriptors for Language Skills ObjectiveTable 3: Level Descriptors for Language Knowledge ObjectiveTable 4:Level Descriptors for Affective Attitudes ObjectiveTable 5: Level Descriptors for Learning Strategies ObjectiveTable 6: Level Descriptors for Cultural AwarenessPart 4: Guidelines for Implementation1.Suggestions for Teaching and Learning1.1Lay the groundwork for students’all-round andlifelong developmentTeaching and learning should meet the diverse needs of all students, ensuring the healthy development of their mind and body. In particular the teacher should pay attention to the following:●Encourage students to use English bravely, taking a lenient attitude towards mistakes they make during the learning process.●Provide students with ample opportunities to collaborate with others and to become autonomous learners.●Give students plenty of space for self-development.●Encourage students to develop their language skills in an integrated way through experiential, practical, cooperative and inquiry-based learning.●Create conditions that allow students to explore questions they are personally interested in and solveproblems by themselves.1.2Create a relaxed, democratic and harmonious learningenvironmentPositive attitudes are an essential condition for effective learning. Negative attitudes can not only reduce the effectiveness of study but also adversely affect students’long-term development. In particular, teachers should heed the following:●Respect each individual student, actively encouraging everyone to try and safeguarding their self-esteem and enthusiasm.●Integrate students’English education with their emotional education. Develop cooperative spirit by organizing learning activities that let students work together, help each other and experience group recognition and achievement.●Pay particular attention to introverted students or weak learners, trying to give them as many language practice opportunities as possible.●Establish a friendly and democratic channel ofcommunication between students and teacher, frequently reflecting on the learning process and results together, and offering mutual help and support.1.3Use task-based learning methods to promote studentscomprehensive language competenceTeachers should try to adopt task-based learning methods as much as possible. Teachers should creatively design learning activities that are relevant to the students’real lives, according to the overall curriculum objectives and content. Teachers should engage students’ interest in the activity and organize them effectively so that they participate actively and complete the tasks, learning and using English through thinking, carrying out surveys, discussing, communicating and cooperating. Attention should be paid to the following points when designing tasks:●Activities must have clear and achievable aims and objectives.●Activities must be relevant to students’life experiences and interests; the content and style shouldbe as true to life as possible.●Activities must benefit the development of students’language knowledge, language skills and ability to use language for real communication.●Activities should be of a cross-curricular nature, promoting the integrated development of students’thinking and imagination, aesthetic and artistic sense, cooperative and creative spirit.●Activities should make students gather, process and use information, using English to communicate with others in order to develop their ability to use English to solve real problems.●Activities should not purely be limited to the classroom but also extend to out of school learning.1.4. Provide increased guidance about learning strategies Helping students to adopt good study habits and effective learning strategies is one of the important tasks of the new curriculum. Teachers should consciously give students guidance about learning strategies so that, through learning and using English, they are learning how to learn. To this end the teacher should observe the following:●Give students chances to establish their own study targets and the means of fulfilling these.●Help students to use inference, research and inquiry style methods to carry out their learning.●Develop students’practical abilities and creative thinking by designing inquiry based activities.●Encourage students to use observation, discovery and induction to acquire language knowledge and grasp language functions.●Help students to carry out self-assessment during the learning process and adjust their own learning objectives and strategies appropriately according to the results.1.4Develop students’awareness of and ability in cross-cultural communicationLanguage and culture are closely related, language being the main transmitter and carrier of culture. Teachers should work hard to help students achieve the following during the English learning process:●Understand foreign cultures, especially those of English speaking countries●Use English appropriately●Constantly broaden their cultural horizons●Deepen their understanding of their own culture●Develop an awareness of and ability in cross-cultural communication1.5Use modern teaching technology and expand learningopportunitiesIn order to increase the effectiveness of teaching and learning, teachers should make good use of modern technology, expand the range resources and opportunities through which students can learn, thereby modernizing learning ways. Conditions permitting, teachers should try to:●Use audiovisual material and the Internet to enrich thelearning content and form and improve outcomes.●Use computer and multi-media software to explore new teaching and learning methods and promote more individualized study.●Create conditions for students to study more independently through sensible use of a variety of learning resources, such as broadcasts, print media, libraries and the Internet.1.6Organize lively and active extracurricular activities topromote students’ English learningTeachers should arrange a variety of extracurricular activities according to the students’ age and interests to help them expand their knowledge, broaden their horizons, strengthen their intellect and individuality and use their talents. The content and form of these carefully planned activities should be rich and varied. Suggestions include:●Recitals●Songs●Story telling●Speeches●Performances●English corner●English wall displays●Cclass discussions●ExhibitionsThe teacher should be good at leading these activities to maintain students’ interest and foster their creativity and initiative.1.7Continue to develop professionallyTeachers should aim to:●Familiarize themselves with the principles, objectives, content, teaching and learning methods, psychological theories and language learning research findings of this curriculum●Select and adjust English teaching and learning strategies according to their students’psychological characteristics●Develop their ability to organize and monitor activities ●Use a variety of teaching skills and methods flexibly●Master the use of modern educational technology, usingit increasingly in their own continuing study and real classroom practice●Consciously deepen their knowledge of Chinese and foreign cultures●Actively and creatively explore which teaching and learning methods best suit their students’ needs, local conditions and the objectives●Continuously reflect on their own practice, endeavouring to become a creative and research driven teacher1.8Follow high frequency principles to ensure effectiveteaching and learningIn Grades 3-6 there should be a minimum of four teaching and learning periods per week, with shorter periods for the younger years. For Grades 5 and 6 classes should not exceed two periods in length. In order to ensure the effectiveness of teaching and learning, class sizes should not exceed 40 at primary level. Grades 7 –9 and senior school students should have a minimum of four lessons a week.2.Suggestions for Assessment and Evaluation Assessment and evaluation is an important component of the new curriculum. Assessment should be carried out according to the requirements of the curriculum standards, focusing not only on the results but also the process of learning. The primary purposes of assessment are to:●Let students continuously experience progress and success during the learning process●Let students know their own progress and build confidence●Promote all aspects of students’comprehensive language competence●Provide the teacher with feedback on the teaching and learning process●Help the teacher reflect on their own teaching practice and adjust it accordingly●Help the teacher continuously improve the quality of their teaching●Provide the school with prompt feedback on the implementation of the curriculum●Help improve educational management●Inform the ongoing development and perfection of the new English curriculumThe assessment system should diversify both the subjects and forms of assessment. Assessment should focus on students’comprehensive language competence, combining both formative assessment (concentrating on the study process) and summative assessment (concentrating on the learning outcomes).Ensure that students are the subjects (not objects) of assessmentStudents are at the centre of learning. The development of their comprehensive language competence should be the starting point for both teaching and learning and assessment.●Assessment should help students know their own progress, develop self-confidence, reflect on and adjust their own study process, thereby ensuring thecontinuous development of their language ability.●Teachers should help students carry out self-assessment.●Students should be active participants and collaborators in a variety of assessment activities.●Assessment should be an organic part of teaching and learning activities.●Assessment should help students to analyse their own successes and shortcomings, clarifying the direction in which they need to work.Make sure formative assessment plays a role in student developmentFormative assessment is an important component and driving element of teaching and learning. Formative assessment should check the students’ learning outcomes, attitudes and strategies during the everyday learning process. The purpose of formative assessment is to encourage students, help students adjust the learning process effectively, help students gain a sense of achievement, strengthen their self-confidence, and improve their cooperative spirit. Formative assessment helpsstudents develop from passive objects of assessment to active participants in the assessment process. In order to let formative assessment become an organic part of the study process its important to:●Establish an open and relaxed atmosphere for assessment●Use both tests and other methods●Use a combination of individual and small group assessment●Encourage students, classmates, teachers and parents to collectively participate in assessment, thereby diversifying the subjects of assessmentFormative assessment can take many forms, such as:●Comparison and assessment of classroom learning activities●Self assessment of learning outcomes● A learning portfolio●Questionnaires●Interviews●Feedback from parents●Everyday quizzes and testsFormative assessment can be recorded in the form of descriptions, levels or marks. No matter what method is used, the role of assessment in encouraging learners must not be forgotten. According to the assessment results, teachers should give students individual feedback, ensuring their steady progress and encouraging them to reflect on and better themselves.Make sure assessment methods are varied and flexible Teachers must select assessment methods suitable for the age of the students and the learning conditions. During formal assessment teachers should permit students to select assessment methods that suit their characteristics or strengths. If students get unsatisfactory results during a certain test they should be allowed to negotiate with the teacher to retake the test after sufficient preparation.Make sure assessment feedback is used to increase the effectiveness of teaching and learningThe teacher should ask themselves the following questions: ●Does the assessment help promote autonomouslearning and self-confidence?●Does the assessment reflect the students’achievements?●Does the assessment reflect the teachers’strengths and weaknesses?●Does the assessment reflect problems in the students’learning process?Teachers should promptly adjust their teaching methods and plans according to assessment feedback.Summative assessment should focus on checking students’ comprehensive language competence Summative assessment (such as end of term exams and graduation exams) is the main means of measuring the level of students’comprehensive language competence. It also reflects the effectiveness of the teaching and learning process and is a major indicator of the schools’quality in managing teaching and learning. Summative assessment must have the target of assessing students’comprehensive language competence, striving to scientifically and comprehensively check students’language level at the end of a particular stage of learning. The following should be observed:●Exams should include oral, listening and writing amongst other components in assessing students’comprehensive language competence.●Listening tests must account for a minimum of twenty percent of termly, yearly and graduation exams.●Listening tests should check students’understanding and ability to gain information rather than asking them to distinguish between different pronunciations.●Writing exams should avoid testing knowledge of phonetics or grammar in isolation.●There should be an increase in questions that require students to use English in a specific language context.●Objective questions with a single correct answer should be reduced in favour of more subjective questions with several correct answers.●Exam results should not be publicly displayed nor students ranked in order of their results.Recognize the special characteristics of assessment forGrades 3 – 6The main purpose of assessment at primary level should be to encourage students’ interest and active participation in learning English. Assessment methods should be varied and choice should be offered. Formative assessment should be the main type, focusing mainly on students’performance and ability to cooperate during a variety of everydayteaching and learning activities.●In Grades 3 and 4 end of term or end of year assessment should use assessment activities similar to normal teaching and learning activities. Through observing students’behaviour and discussing with them teachers should assess their ability to use English to do things.●For end of term or year assessment in Grades 5 and 6 a combination of oral and written tests can be used. Oral tests should check students’ ability to use language to communicate about content close to their real lives. Written tests should focus on checking their listening and reading skills, using methods that are as active andlively as possible.Pay attention to the relationship between assessment and teaching and learningPay attention to the proportion of teaching and learning time spent on assessment. Only carry out assessment that has useful results. Avoid over-elaborate and time-consuming assessment processes. Don’t let assessment become the sole end of teaching and learning.The assessment of each level should be founded on the general objectivesThe general objectives should be the basis for all assessment. Since the assessment of Level 2 will be organized by individual places and schools, formative assessment should be the main means. The same applies to all other levels apart from Levels 5 and 8, whose assessment is organized by national and provincial education bodies. Selection exams should unite the requirements of this curriculum with those of local conditions to establish suitable levels and test demands.Example 1: Self assessment questionnaire for Grade 7-9 students about learning strategiesIncludes statements such as:●I can concentrate during study.●During communication I use gestures and facial expressions to help express myself.●I often use associations to help study and remember new wordsStudents choose between ‘never’, ‘rarely’, ‘sometimes’, ‘often’ and ‘always’.Example 2: Assessment reference sheet for Grade 3-6 for English ‘playing, performing, watching, speaking and listening’Example 3: Formative assessment scheme for Grade 3-6 listening at Level 2Example 4: Guidelines for using student portfolios Portfolios might include:●Some kind of baseline assessment● A record of the students’ classroom performance –e.g. participation in role-plays, volunteering to read something aloud, etc.●Examples of the students’ best written homework, as selected by themselves●Teachers’and parents’observations on the students’ study situation●Results of tests and quizzes marked by the teacher, student or students’classmates, either as grades or written comments●Students’self-assessments and reflections on their own attitude, methods and outcomesExample 5: Guidelines for oral testsEnd of term or end of year oral tests should test students’real ability to express themselves orally. Students can be tested in groups of two, three or four. According to a situation or topic (that might be presented through words or pictures), students discuss and communicate. Teachers should assess their oral expression, communicative ability and effectiveness. The following questions may be useful:●Is information coherent and easily expressed? (Students may make grammar and vocabulary mistakes that affect the accuracy but the basic information is still transmitted effectively.)●Are the pronunciation, intonation and rhythm natural? Can the speaker be understood?●Does the speaker use appropriate communication strategies, such as repetition, clarification, using expressions and gestures, to complete the activity successfully?Example 6: Reference sheet for the assessment of writing for Levels 3 – 8.3.Exploitation and Use of Curricular Resources4.The compilation of teaching materials and guidelinesfor their useSource of this translation:英语课程标准教师读本（修订本），华中师范大学出版社， 2003，武汉，ISBN 7-5622-2557-5/G.1317。

商务英语专业导论课程作业题目：我对商务英语专业的认识年级与班级姓名与学号日期与时间目录（一）内容提要（二）关键字（三）内容一、商务英语的内涵二、商务英语的特点三、商务英语的发展现状四、商务英语的前景五、商务英语的培养目标（四）结语（五）参考文献（一）内容提要随着我国对外贸易的迅猛发展，国内企业国际化程度迅速提高；与之相适应，培养具备全球化经营能力和具备国际商务英语沟通能力的人才，已被教育部门提上议事日程。

截至2009年，教育部已批准7所高校设立商务英语本科专业，有超过700多所院校设立了英语专业商务英语方向。

在中国，商务英语证书被各类涉外企业、部门、组织或机构用来作为招收职员时英语能力的证明；同时也是商务工作人员或英语学习者检验、提高自己英语水平的方式；对于即将进入职场的在校学生或已工作的青年来说，它是就业、求职的重要砝码，因此，商务英语证书被称为--商务求职的通行证，本文试从当前商务英语的现状谈谈自己的看法。

（二）关键字商务英语内涵特点发展现状发展方向培养目标（三）内容一．商务英语专业内涵商务英语的概念有着非常丰富的内涵，很长一段时间以来商务英语实际上被误用了。

很多人认为商务英语就是综合英语加一些商务知识和技能，对概念如此理解是不准确的。

商务英语包含5个层面：其一是英语培训，这是最基础也是最容易理解的一个层面。

大部分院校在这个层面做的都比较好。

其二是“特殊商务技能”，这个层面包括商务会议、商务谈判、商务计划、信函、报告的撰写等日常商务应用技能。

此外，还要对一些特别的专业词汇进行专门的学习和训练。

其三是掌握必要的跨学科知识，包括金融、财政、法学、贸易等等。

其四是需要对目的语国家的文化和价值观的认同和提升，包括跟同事、客户、上下级、商务伙伴等等的沟通能力，对对方的国家和相关背景有深刻、全面的了解。

其五，是要求具备较高的人文素养。

不仅要掌握社会学、心理学等知识，还应具备文学、艺术、历史等文化修养。

有了“商务”这层意义，它就不再是一个单纯的英语学习范畴。

《商务英语》课程教学大纲欧阳歌谷（2021.02.01）一、课程名称：《商务英语》二、适用学生：商务英语、旅游英语专业，大二学生三、计划学时：120学时（两个学期，每周4学时）四、培养目标：经济日益全球化的趋势迫切需要我们培养一大批熟练掌握外语，通晓商务知识，熟悉国际商务环境，善于跨文化交际的国际型商务人才。

本课程正是为训练学生语言技能和拓广学生的商务英语知识而开设的。

为学生的就业打下必要的基础。

通过本课程的学习，使学生具备商务英语的基本理论和听力技能，使学生能够自如应付各种形式的商务英语听力素材，熟悉国际商务环境，在各种涉外商务场所善于沟通和交流。

五、课程简介：本课程涵盖了商务和贸易的方方面面，包括市场营销、人力资源管理、企业管理、组织机构、证券投资、服务贸易、广告宣传、跨国经营、金融保险、电子商务、信息技术、办公文秘、酒店餐饮、全球化品牌等广泛的国际商务知识。

六、教学目的：《商务英语》是一门以语言技能为主，商务技能为辅的融实践性、交际性为一体的语言课程。

它以大量而真实的语言素材为载体，突出讲授了在特定的商务环境中如何运用英语来说明事物、处理文书、解决问题。

通过该课程系统地讲授商务知识和语言知识，提高学生熟练运用语言进行交际的能力，加深对商务知识的理解，加强商务谈判、商务协作等交际能力的培养，能够利用所学英语语言及商务知识较规范化地说明各项商务事件，解决商务活动中的常见问题。

七、教材及主要参考书目：1. 教材：1）《新编剑桥商务英语》（初级）经济科学出版社出版Cook, R 和Pedretti. M 等主编；2) 《新编剑桥商务英语》（中级）经济科学出版社出版John Hughes主编2. 主要参考书目：1、《新视野商务英语》（上下册）外语教学与研究出版社，Sue Robbins 著2、《体验商务英语视听说》高等教育出版社出版原文引进版教材3、《21世纪大学商务英语综合教程》复旦大学出版社张静等主编八、授课计划、内容及课时安排：1、60 学时（第3学期，新编剑桥商务英语初级）2、60 学时（第4学期，新编剑桥商务英语中级）九、教学要求：1、以课堂理论教学为基础，以学生为中心, 适当采用实训模拟机制，以讨论与实践相结合，课堂与实体相结合的教学模式。