《实用商务英语综合教程(高级)》—教学教案

《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)

Step14. Assignments:

To learn the new words and expressions in the two conversations;

To review the social etiquette for entertaining clients.

Intensive Reading

I. Teaching objectives:

The Ss are expected to learn:

1.the corporate entertainment;

2.the words and expressions;

3.the reading skills to find out the general idea and specific information.

II. Teaching focus:

To learn the corporate entertainment.

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 many proper ways can you think out to entertain your clients or your friends? (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)

Corporate Entertainment

General idea: The skills of corporate entertainment.

1.the importance of corporate entertainment

2.the steps to prepare your corporate entertainment

3.Caring about the well-being of the clients’ whole family

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)

Step7. Translating: ask the class to finish Task12 according to the language points learned in the passage. (10 minutes)

Fast reading and Case Study

I. Teaching objectives:

The Ss are expected to learn:

1.places you should avoid when meeting clients ;

2.the reading skills to find out the general idea and specific information;

II. Teaching focus:

To learn places you should avoid when meeting clients

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:

Which places do you think you should avoid when meeting clients? (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)

Places You Should Avoid Meeting Clients

General idea: Find places you should never meet with a clients to help you make a better impression on your clients

1.Introduction: A lot of people have wrong opinions about finding places to meet clients

2.the importance of a proper places to meet clients

3.Five places you should never meet with a client.

1)Starbucks or any other Wi-Fi equipped coffee house

2)High-end bookstores

3)Public Libraries

4)Hotel Lobbies

5)KFC, McDonald's or any fast-food restaurant

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 the strong points and weak points are in his entertaining activities and how to perfect them. (15-20

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. (10 minutes)

Step8. Summary

Grammar and Writing

I. Teaching objectives:

The Ss are expected to learn:

1. English basic sentence patterns;

2. How to write a note.

II. Teaching focus:

1. English basic sentence patterns;

2. The necessary part and set phrases of a note.

III. Teaching difficulty:

1. English basic sentence patterns;

2. The necessary part and set phrases of a note.

VI. Teaching length: 90 minutes

V. Teaching procedure:

Step1. Greet the class and announce the tasks.

Step2. Present English basic sentence patterns: (14 minutes)

1. Ｓ+Ｖ

2. Ｓ+Ｖ+Ｐ

3. Ｓ+Ｖ+Ｏ

4. Ｓ+Ｖ+IO +Ｏ

5. Ｓ+Ｖ+Ｏ+Ｃ

6.“There + be

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 a note: (2 minutes)

The date, salutation, body, signature and cc etc

Step6. Present the format of a note (2 minutes)

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 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 writings to the class. (15 minutes)

Step9. Task19. Ask the class to finish the task and invite 2 Ss to present their writings to the class. (20 minutes)

Step10. Summary.

Unit 2 Telephoning

Listening and speaking

I. Teaching objectives

Ss are expected to learn to:

5.listen for specific information about etiquette for telephoning;

6.listen for specific information to fill in the gaps in the conversations;

7.retell the main points heard;

8.role-play and practice in the everyday life social etiquette for telephoning.

II. Teaching focus:

To learn and practice social etiquette for telephoning

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)

Step13. Summary.

Step14. Assignments:

To learn the new words and expressions in the two conversations;

To review the social etiquette for telephoning.

Intensive Reading

I. Teaching objectives:

The Ss are expected to learn:

4.the telephoning;

5.the words and expressions;

6.the reading skills to find out the general idea and specific information.

II. Teaching focus:

To learn telephoning.

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 are the aims of making phone calls? And how to make a successful phone call (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 Make a Successful Phone Call

General idea: How to make a successful phone call

4.Special rules and conventions to abide by when making a phone call

5.the steps for making calls to people that you do not know

6.telephone 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)

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:

3.basic knowledge of telephone and the invention of wireless phone ;

4.the reading skills to find out the general idea and specific information;

II. Teaching focus:

To learn basic knowledge of telephone

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 telephone? (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 Much Do You Know About Telephone?

General idea: Basic knowledge of telephone and the invention of wireless phone

5.Basic knowledge of telephone

6.the invention of wireless phone

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 comment the bank’s behavior and attitudes towards problems. (15-20 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. (10 minutes)

Step8. Summary

Grammar and Writing

I. Teaching objectives:

The Ss are expected to learn:

1. Simple Present Tense;

2. How to write a telephone message.

II. Teaching focus:

1. Simple Present Tense;

2. The necessary part and set phrases of a telephone message.

III. Teaching difficulty:

1. English basic sentence patterns;

2. The necessary part and set phrases of a telephone message.

VI. Teaching length: 90 minutes

V. Teaching procedure:

Step1. Greet the class and announce the tasks.

Step2. Present the structure of Simple Present Tense: (14 minutes)

1. Ｓ+Ｖ

2. Ｓ+Ｖ-(e)s /has+

3. Ｓ+am/is/are+

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 a telephone message: (2 minutes)

The from, to, date, time, phone number, message, and cc etc

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 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 writings to the class. (15 minutes)

Step9. Task19. Ask the class to finish the task and invite 2 Ss to present their writings to the class. (20 minutes)

Step10. Summary.

Unit 3 Meetings

Listening and speaking

I. Teaching objectives

Ss are expected to learn to:

9.listen for specific information about how to organize a meeting;

10.listen for specific information to fill in the gaps in the conversations;

11.retell the main points heard;

12.role-play and practice organizing a meeting.

II. Teaching focus:

To learn and practice how to organize a meeting

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 like attending meetings?

2. Why do we still have meetings even though we can communicate information by

email, by phone and through other modern communication technologies?

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 organizing a meeting.

Intensive Reading

I. Teaching objectives:

The Ss are expected to learn:

7.the business meeting etiquette;

8.the words and expressions;

9.the reading skills to find out the general idea and specific information.

II. Teaching focus:

To learn the workplace social etiquette.

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 good manners in workplace? (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)

Business Meeting Etiquette

General idea: Business meeting etiquette can result in success or failure.

1. forms and significance of business meeting

2. etiquette at formal meetings

3. dress and good manners at a meeting

4. etiquette at informal meetings

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. etiquette n. the formal rules for polite behavior in society or in a particular group

礼节，礼仪

2. crucial a. extremely important 至关紧要的

3. preside v. to be in charge of a meeting 主持会议

4. take the trouble to 不辞辛苦地

5. attentively ad. listening to or watching someone carefully 注意地，专心地

6. interrupt v . to stop one’s speech by suddenly speaking to them, making a noise

etc 打断某人的话

7. address v. deliver a speech 向……致辞

8. cue n. an action or event that is a signal for something else to happen 提示

9. condense v. to make something that is spoken or written shorter缩短，精简

10. succinct a. clearly expressed in a few words 简洁的

11. deviate v. turn away （from the right or usual way, a rule, a custom，etc.）偏

离，背离

12. guise n. dress, outward appearance 装束，打扮，外貌，外观

13. courteous a. polite and showing respect for other people 有礼貌的

14. confidential a. secret 机密的，秘密的

15. fall into this trap 落入圈套或陷阱

16. undermine v. weaken gradually 逐渐损坏，衰弱

Difficult sentences

1. Etiquette in business can come in a variety of forms – be it a business lunch to your choice of

attire at an awards ceremony, but the most crucial area in which etiquette can mean the difference between a company gaining or losing thousands of pounds is in a meeting setting.

商务礼仪形式多样——无论是在共进商务午餐时，还是在出席颁奖仪式时着装的选择上。但是最为重要的场合是在会场，因为商务会场上的礼仪能够决定一家公司是能够赚几千英镑还是亏损几千英镑。

2. If you are conducting a meeting which will include references to reports, statistics or any other

information, you should make sure that everybody who is going to be attending the meeting has a copy of all the necessary facts and figures which may be referred to at the meeting 3 or 4 days before it takes place, if possible, and everybody should take the trouble to familiarize themselves with all this paperwork prior to the meeting. 如果你主持的会议的内容涉及到一些报告、数据或其他信息，如果可能的话，一定要确保能够提前三四天把会议所涉及的必要内容和数据分发到每一个参会者的手里，每一位参会者都应该在会议召开之前，不辞辛苦地熟悉了解这些内容。

3. Acknowledge the chair and once discussions are under way, if there is no set speaking order, it’s

good etiquette to allow the most senior members at the meeting to have their say first. 要向主席致敬，并且当讨论开始时，如果事前没有安排发言顺序，应该让会场上地位最高的人先发言。

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:

5.the knowledge about virtual meeting;

6.the reading skills to find out the general idea and specific information;

II. Teaching focus:

To learn the knowledge about virtual meeting

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 virtual meeting? (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)

Having Meetings in Virtual Space

General idea: Web conferencing is truly the next best thing to be there.

1. limit of the traditional meetings

2. advantages of Web conferences

1) Easy to Schedule, Easy to Attend

2) You-Are-There Visuals

3) Live and/or Virtual Audio

4) Online Survey Tools

5) Post-Conference Reporting and Archiving

6) One Company's Experience

7) Quick Return on Investment

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 problems of the organization of the meeting and if there are any solutions. (15-20 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. (10 minutes)

Step8. Summary

Grammar and Writing

I. Teaching objectives:

The Ss are expected to learn:

1. the concept and use of the simple past tense;

2. how to draft a notice.

II. Teaching focus:

1. The forms and function of the simple past tense;

2. the necessary part and set phrases of a notice.

III. Teaching difficulty:

1. The special use of the simple past tense;

2. the paragraph arrangement of a notice.

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: something took place or existed in the past.

2. Words and expressions of time that often require the simple past tense for the

predicator: yesterday, the day before yesterday, last week/month/year/night, one

year/ two days ago, just now, one day, long ago, the other day -- a few days ago,

once upon a time, etc.

3. the forms and function of the simple past tense

4. The special use of the simple past 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 a notice: (2 minutes)

1. Heading,

2. Body (covering the event, time, place, people expected to attend and

requirements), 3. Name of the issuer/ writer of the notice, 4. Date of announcing Step6. Present the format of a notice: (2 minutes)

Heading

Body ______________________________________________________________

__________________________________________________

Name of the issuer/ writer of the notice,

Date of announcing

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 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 writings to the

class. (20 minutes)

Step10. Summary

Unit 4 Social Manners

Listening and speaking

I. Teaching objectives

Ss are expected to learn to:

13.listen for specific information about etiquette for meeting clients for the first time and

table manners;

14.listen for specific information to fill in the gaps in the conversations;

15.retell the main points heard;

16.role-play and practice in the everyday life social etiquette for meeting clients and table

manners.

II. Teaching focus:

To learn and practice social etiquette for meeting clients and table manners

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 are considered good manners? Cite examples as many as possible?

2. With regard to social manners, are there some differences between China and

western countries? Try to give some illustrations

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 social etiquette for meeting clients for the first time and table manners.

Intensive Reading

I. Teaching objectives:

The Ss are expected to learn:

10.the workplace social etiquette;

11.the words and expressions;

12.the reading skills to find out the general idea and specific information.

II. Teaching focus:

To learn the workplace social etiquette.

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 good manners in workplace? (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)

Workplace Social Etiquette

General idea: The rules of workplace social etiquette centre on being respectful of others.

7.the definition and significance

8.the benefits

9.the rules for dressing

10.the rules for social relationship

11.the rules for personal calls

12.the rules for food

13.the rules for personal space

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)

Step7. Translating: ask the class to finish Task12 according to the language points learned in the passage. (10 minutes)

New Words and Expressions

1. etiquette n. rules governing socially acceptable behavior礼仪；礼节；规矩

2. virtually ad. nearly true or can be regarded as true 实际上；事实上

3. perceive v. to become aware of through the senses 感觉；察觉；认知

4. superior n. one of greater rank or station or quality上级；上司

5. sloppy a. lacking neatness or order邋遢的

6. vulgar a. lacking taste or behaving rudely粗俗的；低级的

7. low key 低调的

8. distract v. to draw someone's attention away from something分散(注意力)

9. subordinate n. person in a less important position or lower rank 下级；下属

10. awkward a. embarrassing and difficult to deal with 令人尴尬的，难处理的

11. privilege n. a special right or advantage that only one person or group has特权

12. vibrate mode 振动模式

13. odor n. a particular and distinctive smell 气味

14. overwhelming a. so strong as to be irresistible巨大的；压倒性的；无法抗拒的

15. bothersome a. annoying or irritating 困扰人的；令人讨厌的

16. obstruct v. to block; to make it difficult to move forward 阻挡；妨碍

Difficult sentences

1. Many workplaces are loosening their dress codes and allowing business casual attire or even

blue jeans and T-shirts.许多工作场所都放宽了对员工着装的要求，允许他们穿商务便装，甚至穿蓝色的牛仔和T恤衫。

2. It is especially bad etiquette to stand near a co-worker's desk or cubicle and carry on a loud

conversation that distracts others in the area. 站在同事的办公桌旁大声交谈，影响旁边的人，这是最不礼貌的。

Step8. Summary

Fast reading and Case Study

I. Teaching objectives:

The Ss are expected to learn:

7.the international business etiquette tips ;

8.the reading skills to find out the general idea and specific information;

II. Teaching focus:

To learn the international business etiquette tips

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 good manners in international business

communication? (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)

International Business Etiquette tips

General idea: Understand differences in behavior and honor your international clients’country and customs.

7.Introduction: the popularity of international communication

8.the importance of international business etiquette

9.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

10.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. (15-20 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. (10 minutes)

Step8. Summary

Grammar and Writing

I. Teaching objectives:

The Ss are expected to learn:

1. the concept and use of the simple present tense;

2. how to draft an e-mail.

II. Teaching focus:

1. The forms and function of the simple present tense;

2. the necessary part and set phrases of an e-mail.

III. Teaching difficulty:

1. The special use of the simple present tense;

2. the paragraph arrangement of an e-mail.

VI. Teaching length: 90 minutes

V. Teaching procedure:

Step1. Greet the class and announce the tasks.

Step2. Present the simple present tense: (14 minutes)

1. The concept: something to happen or exist in the future.

2. Words and expressions of time that often require the simple present tense for the

predicator: tomorrow, next day/week/year, from now on, in two hours/days/years,

in the future, etc.

3. the forms and function of the simple present tense

4. The special use of the simple present 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 e-mail: (2 minutes)

The date line, the “from” line, the “to” line, the subject line, the salutation line, the body,

the complimentary close, the signature and title, the enclosure and cc etc.

Step6. Present the format of an e-mail: (2 minutes)

1.the full blocked style

2.The indented style

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 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 writings to the class. (15 minutes)

Step9. Task19. Ask the class to finish the task and invite 2 Ss to present their writings to the class. (20 minutes)

Step10. Summary