《会展英语》课程教学大纲学分：2学时: 32学时适用专业: 商务英语专业一、课程性质与任务本课程的性质为专业基础技能课程。
旨在使学生了解和掌握展览和会议业务等方面的知识和实务操作流程，包括展前、展中、展后的具体服务以及会议准备、会议预算、会议邀请和会议座位安排等现场工作等。
同时通过会展专业知识的学习，了解会展专业词汇和专业术语的英语特点，提高英语在会展领域的应用能力，从而为在国际会展行业工作和发展打好良好的专业和语言基本功。
前导课程:英语口语英语写作商务英语翻译后续课程: 外贸函电二、课程目标本课程除了讲授会展业基本内容及进行展览和会议业务各个环节的实践外，还包括训练学生在英语词汇、英语听、说、读、写、译方面的应用技能。
词汇方面：能够领会和掌握每一单元课文后“普通词汇”的发音、词性、中文意思，并能够在日常的口头和笔头交流中熟练运用。
掌握会展专业术语的用法是本课程的较高要求，学生应该通过各种词汇练习，提高和加深对每一单元的专业术语的理解，努力做到准确和得体。
口语方面：能够按照任务要求听懂对方的问题并运用所学的专业知识和专业词汇得体地表达工作内容，语音语调清晰，音调适中，发音标准；同时能恰当地运用一些交际策略或技巧较好地处理工作中遇到的实际问题。
阅读方面：能够读懂有关会展方面的文章和材料，掌握所读材料的主旨和大意，了解说明主旨和大意的事实和细节，能进行一定的判断和推论；既能理解句子的意义，也能理解上下文的逻辑关系。
翻译方面：能够翻译中英文的会展专业术语，做到拼写正确，大小写无误；能够运用课文中或学过的专业术语翻译文字材料，做到无明显的语法错误，逻辑严谨，用词得当。
写作方面：能够熟悉各种会展文案的格式和语言特点，根据任务要求用英语撰写出切题、完整、条理清楚、语法正确、语言通顺得当的文字材料。
三、教学内容及具体要求Unit 1 选择展会地点一．学习目标1.熟悉选择展会地点前须考虑的各项因素。
2.会和同伴用英语讨论如何选择合适的展会地点及原因。
九年级英语unit14知识点课件Unit 14 Presentation Skills in English ClassIntroduction:Presentation skills are an essential part of English language learning. They help students develop confidence in speaking, improve their communication abilities, and enhance their overall language proficiency. This article aims to provide a comprehensive overview of the key points covered in the Unit 14 knowledge presentation skills in the 9th grade English curriculum.Body:1. Developing Effective Presentations:In this section, students learn various techniques to make their presentations engaging and effective. One important aspect is structuring the content logically, with a clear introduction, body, and conclusion. They also learn how to use visual aids such as PowerPoint slides, charts, and graphs to support and illustrate their points effectively.2. Using Visual Aids:Visual aids play a significant role in enhancing the impact of a presentation. Students are taught how to choose appropriate visuals that align with their message and avoid overcrowding the slides with excessive information. They also learn to use bullet points, images, and colors strategically to make their presentation visually appealing and easy to follow.3. Tone and Body Language:Effective communication involves not only verbal but also non-verbal cues. Students are encouraged to pay attention to their tone of voice, volume, and speed of speech. They also learn the importance of maintaining eye contact with their audience and using appropriate gestures and facial expressions to convey confidence and expressiveness.4. Engaging the Audience:Captivating the audience's attention is crucial for a successful presentation. Students are taught interactive techniques such as posing thought-provoking questions, sharing relevant anecdotes, or involving the audience in activities or discussions. These methods help create a dynamic and engaging environment, encouraging active participation and interest.5. Overcoming Nervousness:Public speaking can be intimidating for many students. This section focuses on helping students overcome their nervousness and build confidence. They learn relaxation techniques, breathing exercises, and positive self-talk strategies to manage anxiety effectively. Additionally, practice presentations, peer feedback, and constructive evaluation are provided to help students gain confidence over time.6. Effective Language Use:A presentation is not just about the content but also about how it is delivered. Students learn how to use appropriate language, varied vocabulary, and sentence structures to convey their ideas clearly and effectively. They also practice using rhetorical devices, such as metaphors or anecdotes, to engage and persuade their audience.7. Adapting to Different Contexts:Presentations can take place in various settings, such as academic conferences, business meetings, or casual gatherings. Students are taught how to adapt their language and approach based on the specific context and audience. They also learn the importance of considering cultural differences and adjusting their presentation style accordingly.Conclusion:Developing presentation skills is invaluable for students as it equips them with the ability to express themselves confidently, effectively, and persuasively. Through the Unit 14 knowledge presentation skills, students not only learn how to structure their content, but also how to engage an audience, use visual aids, and overcome nervousness. These skills will not only benefit them in academic settings but also in their personal and professional lives.。
Unit 14 AdvertisingPart ACommunicative Function Agreement or DisagreementListen to the conversations, paying attention to the ways people agree and disagree with the opinions expressed. Decide whether the second speaker agrees or disagrees with the first speaker.1. a. Agree b. Disagree2. a. Agree b. Disagree3. a. Agree b. Disagree4. a. Agree b. Disagree5. a. Agree b. Disagree6. a. Agree b. Disagree7. a. Agree b. Disagree8. a. Agree b. DisagreeScript1. --Do you think we should put an ad in the newspaper to sell our apartment?--Sure, why not?2. --Campus Daily isn't very interesting this week.--You can say that again.3. --I hear putting an ad in a newspaper costs a lot of money.--It depends.4. --In my opinion watching so many TV ads is a waste of time.--I couldn't agree with you less.5. --You don't care for commercials on TV, do you?--I'll say I don't.6. --Didn't you think the movie we saw last night was fascinating?--I wouldn't say that.7. --There'll be a football match between England and France on Channel 10tonight.--Are you absolutely sure?8. --The design of the movie ads appeals to me very much.--You said it.Listening StrategyListen to the short conversations and choose the right answers to the questions you hear.Example: --You like to go shopping in the supermarket, don't you?--Yes, it's so convenient. Besides, things are cheaper.Q: Does the woman enjoy shopping in the supermarket?a. Yesb. No1. a. Yes b. No2. a. Yes b. No3. a. Yes b. No4. a. Yes b. No5. a. Yes b. No6. a. Yes b. No7. a. Yes b. No8. a. Yes b. NoScript1. --How do you like our campus, John?--Well, it's very large but it's not clean enough.Q: Does John have a favorable opinion of the campus?2. --How do you like your English teacher, Li Ming?--She's very strict and her classes are always well-organized. Besides,she often gives up her free time for her students.Q: Does Li Ming like her English teacher?3. --How did you enjoy your vacation, Jack?--Although it was short, I visited many museums and art galleries.Q: Did Jack enjoy his vacation?4. --Michael, everybody says Professor Fall is a boring teacher. What do youthink?--Everyone falls asleep in his class. And he's hard to talk to.Q: Is Professor Fall popular among his students?5. --What's your impression of New York, Barbara?--I really like the stores and the museums appeal to me, too.Q: Does Barbara like New York very much?6. --Do you like living on campus?--I think so. But sometimes the dorm is so noisy that I can't get anythingdone.Q: Does the woman have a completely favorable opinion of living on campus?7. --Do you think you will major in medicine, Mary?--I think being a doctor means a lot of study and then working all sortsof hours.Q: Does Mary want to major in medicine?8. --How do you like living with your roommates?--Well, sometimes it's hard to share a room with others but you get alongwith your roommates by compromising.Q: Does the woman get along with her roommates?Part BListening TasksA ConversationPlacing an AdScriptPlacing an Ad(Ring …Ring … Sound of phone being picked up)John: Hello, Campus Daily, advertising department. This is John speaking. Maggie: Hi. I'm calling to place a couple of ads.J ohn: Sure. Under what classification?Maggie: Well, I'd like one in the "Roommates Wanted" section.J ohn: All right. And how would you like your ad to read?Maggie: It should read "Female roommate wanted for pleasant, sunny two-bedroom apartment on Fifth Avenue, three blocks from campus. Share rent andutilities. Available September first. Call between 5 and 9 p.m. and askfor Maggie."John: Fine. And what about your other ad?Maggie: That one I'd like under "Merchandise for Sale", and I'd like it to read "Matching blue sofa and easy chair for sale, excellent condition, $350 orbest offer. Call between 5 and 9 p.m. and ask for Maggie." Did you get allthat?J ohn: Uh, huh. You'll want your phone number on these, right?Maggie: Oh sure. Thanks for reminding me. It's 555-6792.John: And how long do you want these ads to run?Maggie: For a week, I guess. How much would that be?John: Let's see—it's $8 a week per line. Your two ads will both take up three lines, so that's $24 per ad.Maggie: All right.the paper.Exercise 1: Listening for general understandingListen to the recording once and choose the right answers to the questions you hear.1. Who are the two speakers in the telephone conversation?a. A newspaperman and a reader.b. An advertising agent and a client.c. A real estate agent and a tenant.d. A shop assistant and a customer.2. What is Maggie doing in the conversation?a. She is applying to work for a newspaper.b. She is trying to sell her apartment through a local newspaper.c. She is running the ads column of a campus newspaper.d. She is having two ads run in a school newspaper.3. What can you infer about Maggie?a. She will graduate soon.b. She feels lonely living in an apartment all by herself.c. She will move out of a two-bedroom apartment.d. She might be unable to afford a two-bedroom apartment alone.Exercise 2: Listening for detailsListen to the recording once again and fill in the blanks with the missing information.Part CAdditional ListeningA Passage Different Kinds of AdvertisingListen to the passage and fill in the blanks with the missing information.ScriptDifferent Kinds of AdvertisingAdvertising is an important part of marketing. Very few companies are able to sell a product without advertising. It is possible, but very unlikely. There are many different kinds of advertising. The simplest is called promotion. Promotion is using brochures or pamphlets to advertise. Theses can be handed to people on the street or they can be mailed. If they are mailed, it is called direct mail advertising. After direct mail advertising, there are: newspaper advertising, radio advertising, magazine advertising and television advertising. Newspaper advertising is thecheapest kind, while television is the most expensive.Television ads are generally used by large companies selling a product to a large market segment. Television advertising can be very successful because it reaches such a large audience. Small companies may find television advertising too expensive, so they often use newspapers to advertise. However, large companies also like newspapers because of their wide circulation.Part DTest Your ListeningA Compound DictationListen to the passage three times and supply the missing information.Advertising is an important part of the free enterprise 1) system. This is because different businesses are 2) competing for the same market. For this reason, they buy advertising 3) space in newspapers or magazines and advertising time on radio or TV. They each hope that advertisements will increase 4) demand for their products.In order to do well in the market, advertisers need to decide on a target; in other words, who are possible 5) buyers for their product? For example, what is the age and sex of their target group? How much education do they have? What are their political 6) beliefs and values? How much money do they make? Some companies such as McDonald’s target various groups, so they have many different a ds—one for 7) teenagers, one for families and several in different languages.8) After advertisers decide on who, they need to determine where. What is a good place for their advertisement? Sellers of toys often advertise during children’s TV programs on Saturday morning. Sellers of expensive clothing advertise in Vogue and other fashion magazines.9) Advertisers also need to think about people’s motivation—their reasons for buying something. What makes people buy one product but not another? There are many possible reasons: health, profit, love, entertainment, etc. A study of advertising can also be a study of psychology. 10) When we think about the products that people buy, we learn about their needs, wants, fears, and values.。
Unit 14 Festivals Intergrating skills 说课高一下册 Unit14 Festivals Intergrating skills教材的地位及其作用：高一新教材的设计具有很强的针对性，分别对听、说、读、写四种技能进行训练，各有侧重，但又互相结合，旨在发展学生的综合应用能力，本课是综合技能课，是阅读部分的延续，写作部分的前奏，亦是本单元的一个总结，提供了四种技能交互融合式发展的可能性，交际式英语教学主张，对学习过程中的语言错误，不采取“有错必纠”的态度，对于交际时不影响理解的错误暂时不纠。
类似在交际或阅读过程中发生的语言错误同样习能在学生的写作当中出现，这时错误既可以得到正确的纠正，又不会影响学生进行交流的积极性，一些理论家把语言僵化的原因归结为缺少能力综合的机会，根据这种说法，本课提供了一个机会，使学生得以融会贯通这门语言，所以综合技能课在整个单元中的作用举足轻重，既是综合，又是提高。
教学目标：英语高考中作文也占有相当比重1、知识目标：了解外国文化Access to the culture in a target language country is a way to enhance learning.A shared context makes communication more effective and comprehension more obtainable.2、能力目标：提高学生的综合能力，特别是写作能力，提高学生输出的质量，听、说、读、写四种技能是相辅相成，相互服务的，对写作能力的侧重促使学生对听、读过程中接收到的信息进行分析，并应用到写作中去，同时又增加了听、读活动中理解的可能性，说和写是输出的两种不同表现形式：口头和书面，两者对学生的输出都有影响。
3、德育目标：（1）通过学习对节日的描述，学生认识到庆祝节日的深层含义，体会其中精神，加以传承发扬。
