實(shí)商務(wù)英語綜合教程（第3版 第二冊(cè)）（第三版）教案 李玉萍 -Unit 6 Business Advertising-Unit 10 Cross-Border E-commerce

實(shí)用商務(wù)英語綜合教程（第3版第二冊(cè)）（第三版）教案Unit6BusinessAdvertisingListeningandspeakingI.TeachingobjectivesSsareexpectedtolearnto:1.listenforspecificinformationabouthowtoadvertiseaproduct;2.listenforspecificinformationtofillinthegapsintheconversations;3.retellthemainpointsheard;4.roleplayandpracticeplanningadvertising.II.Teachingfocus:Tolearnandpracticehowtoadvertiseaproduct.III.TeachingdifficultyTolistenforgistandspecificinformationVI.Teachingaids:adiscplayerandthediscV.Teachinglength:90minutesIV.Teachingprocedure:Step1.Greettheclassandannouncethetasksfortheperiods.Step2.Lead-inQuestions(3minutes)1.Asaconsumer,whatkindofbusinessadvertisingwillattractyourattention?2.Couldyoupleasesharewithyourclassmatesthemostimpressiveadvertisementtoyou?Step3.Presentthe5questionsinTask2.Asktheclasstoreadthemthroughandmakepredictionaboutthepointsthattheconversationmaycoverbasedonthekeywordsinthequestions.(3minutes)Step4.Playthediscfortheclasstolistenfortheanswerstothe5questionsinTask2.Afterlistening,theSscanhave5minutestotalkabouttheiranswersinpairs.(10minutes)Step5.PlaythediscfortheclasstolistenagainandfillinthegapsinTask1.(5minutes)Step6.Asktheclasstoworkinpairsandretellthekeypointstoeachotherandinvite2pairstopresenttotheclass.(10minutes)Step7.Asktheclasstoworkinpairsandrole-playaconversationbasedontheinformationgiveninTask5.(15minutes)Step8.Presentthe5questionsinTask6.Asktheclasstoreadthemthroughandmakepredictionaboutthepointsthattheconversationmaycoverbasedonthekeywordsinthequestions.(3minutes)Step9.Playthediscfortheclasstolistenfortheanswerstothe5questionsinTask6.Afterlistening,theSscanhave5minutestotalkabouttheiranswersinpairs.(10minutes)Step10.PlaythediscfortheclasstolistenagainandfillinthegapsinTask5.(5minutes)Step11.Asktheclasstoworkinpairsandretellthekeypointstoeachotherandinvite2pairstopresenttotheclass.(10minutes)Step12.Asktheclasstoworkinpairsandrole-playaconversationbasedontheinformationgiveninTask8.(15minutes)Step13.Summary.Step14.Assignments:Tolearnthenewwordsandexpressionsinthetwoconversations;Toreviewhowtoadvertiseaproduct.Reading:Passage1I.Teachingobjectives:TheSsareexpectedtolearn:1.thebusinessopportunitieslyinginkids;2.thewordsandexpressions;3.thereadingskillstofindoutthegeneralideaandspecificinformation.II.Teachingfocus:TolearntotargetnewbusinessopportunitiesIII.Teachingdifficulty:ThereadingskillstofindoutthegeneralideaandspecificinformationVI.Teachinglength:90minutesIV.Teachingprocedure:Step1.Greettheclassandannouncethetasks.Step2.Lead-inquestions:Whyareparentswillingtospendmoremoneyfortheirchildrennowadays?(2minutes)Step3.Readingskills:asktheclasstoskimthepassageandoutlineitslogicalstructurethetalkabouttheiranswersinpairs.Ask2pairstopresenttotheclass.(20minutes)HowMarketersTargetKidsGeneralidea:Kidsareanimportantgrouptomarketers.1.thereasons2.statisticalillustrationofthetrend3.thereasonsthatparentsarewillingtospendmorefortheirkids4.marketers’strategies:1)pesterpower2)themarriageofpsychologyandmarketing3)buildingbrandnameloyalty4)buzzorstreetmarketing5)commercializingineducation6)theInternet5.conclusionStep4.Readingskills:asktheclasstoscanthepassageandfindouttheanswerstoTasks9—11basedonthekeywordsineachquestionandtheoutlinemadeinStep3.(20minutes)Step5.Reading:Passage1:asktheclasstoreadthroughthepassageindetailsandmarkoutthelanguagepointsthataredifficulttounderstand.(10minutes)Step6.Languagepointsinthepassage.(25-30minutes)Difficultsentences1.Kidshavetheirownpurchasingpower;theyinfluencetheirparents'buyingdecisionsandthey'retheadultconsumersofthefuture,whichmakesthemanimportantgrouptomarketers.小孩子不但有自己的購買力，能夠影響其父母的購買決定，而且他們也是未來的成年消費(fèi)者，因此，在營銷人員看來，他們是一個(gè)重要的群體。2.Parentstodayarewillingtobuymorefortheirkidsbecausetrendssuchassmallerfamilysize,dualincomesandpostponingchildrenuntillaterinlifemeanthatfamilieshavemoredisposableincome.當(dāng)今，父母都愿意為孩子購買更多的商品，其原因在于，家庭規(guī)模越來越小，夫妻雙方都有收入，并且都傾向于晚育，從而具有更多的家庭可支配收入。3.Usingresearchthatanalyzeschildren'sbehavior,fantasylives,artwork,eventheirdreams,companiesareabletothinkoutsophisticatedmarketingstrategiestoreachyoungpeople.通過研究分析孩子的行為特征、生活方式、藝術(shù)追求，甚至他們的夢(mèng)想等，商家可以設(shè)計(jì)出很多先進(jìn)的營銷策略，向這些年輕人銷售他們的產(chǎn)品。4.Brandloyaltiescanbeestablishedasearlyasagetwo,andbythetimechildrenheadofftoschoolmostcanrecognizehundredsofbrandlogos.孩子早在兩歲的時(shí)候可能就會(huì)忠誠于某些品牌的產(chǎn)品，在達(dá)到上學(xué)的年齡時(shí)，他們大多數(shù)都能識(shí)別幾百種產(chǎn)品標(biāo)示。Step7.Translating:asktheclasstofinishTask12accordingtothelanguagepointslearnedinthepassage.(10minutes)Step8.SummaryReading:Passage2I.Teachingobjectives:TheSsareexpectedtolearn:thehistoryofadvertising;thereadingskillstofindoutthegeneralideaandspecificinformation;II.Teachingfocus:TolearnthehistoryofadvertisingIII.Teachingdifficulty:ThereadingskillstofindoutthegeneralideaandspecificinformationVI.Teachinglength:90minutesIV.Teachingprocedure:Step1.Greettheclassandannouncethetasks.Step2.Lead-inquestions:Howmuchdoyouknowaboutthehistoryofadvertising?(2minutes)Step3.Readingskills:asktheclasstoskimthepassageandoutlineitslogicalstructurethetalkabouttheiranswersinpairs.Ask2pairstopresenttotheclass.(20minutes)TheHistoryofAdvertisingGeneralidea:Advertisinghasalonghistory.1.theoldestformsofadvertising2.advertisingintheMiddleages3.advertisinginthe17thcentury4.advertisinginthe19thcentury5.advertisinginthe20thcentury6.advertisinginthe21stcenturyStep4.Readingskills:asktheclasstoscanthepassageandfindouttheanswerstoTasks13and14basedonthekeywordsineachquestionandtheoutlinemadeinStep3.(20minutes)Step5.Reading:Passage1:asktheclasstoreadthroughthepassageindetailsandfindoutthespecificinformationforeachpartofthekeypoints.(10minutes)Step6.CaseStudy.Asktheclasstoreadthroughthecaseandfindoutwhat’swrongwiththecompany’sadvertisingstrategyandoffersomesolutions.(15-20minutes)Step7.Discussion.AsktheclasstotalkaboutthequestionsinTask15inpairsbasedonthecasestudy.Thenasktwopairstopresenttotheclass.(10minutes)Step8.SummaryGrammarandWritingI.Teachingobjectives:TheSsareexpectedtolearn:1.theconceptanduseofattributiveclauses;2.howtodraftaletterofresignation.II.Teachingfocus:1.Theformsandfunctionofattributiveclauses;2.thenecessarypartsandsetphrasesforlettersofresignationIII.Teachingdifficulty:1.Theuseofattributiveclauses;2.theparagrapharrangementoflettersofresignationVI.Teachinglength:90minutesV.Teachingprocedure:Step1.Greettheclassandannouncethetasks.Step2.Presentthepresentattributiveclauses:(14minutes)1.Thedefinition.2.Theclassification.3.Thestructure:headword/antecedent+clause.4.Theconnectives.Step3.Task16.AsktheclasstofinishTask16anddiscussinpairs.(10minutes)Step4.Task17.AsktheclasstofinishTask17anddiscussinpairs.(15minutes)Step5.Presentthenecessarypartsofaletterofresignation:(7minutes)1.Sorryfortheresignationandthespecifictimeanddateofresignation;2.thereasonsforresignation;3.appreciationfortheexperienceintheorganization;4.expectationStep6.Practice.Asktheclasstostudythesampleswithfocusontheirnecessaryparts,theformatandtheusefulsetphrasesforeachpartofthebody.Presenttheusefulsetphrases.(10minutes)Step7.Task18.AsktheclasstofinishthetaskandinvitetwoSstopresenttheirtranslationstotheclass.(15minutes)Step8.Task19.AsktheclasstofinishthetaskandinvitetwoSstopresenttheirwritingstotheclass.(15minutes)Step9.SummaryUnit7BusinessCooperationListeningandspeakingI.TeachingobjectivesSsareexpectedtolearnto:1.listenforspecificinformationaboutbusinesscooperation;2.listenforspecificinformationtofillinthegapsintheconversations;3.retellthemainpointsheard;4.role-playandpracticeconsultingaboutadviceonteambuilding.II.Teachingfocus:Tolearnandpracticehowtodobusinessthroughcooperationinthefuture.III.TeachingdifficultyTolistenforgistandspecificinformationVI.Teachingaids:adiscplayerandthediscV.Teachinglength:90minutesIV.Teachingprocedure:Step1.Greettheclassandannouncethetasksfortheperiods.Step2.Lead-inQuestions(3minutes)1. Whatdoyouthinkisthesignificanceofbusinesscooperation?Givesomeexamplesofsuccessfulbusinesscooperationyouknow.2. IfyouareCEOofacompany,howwillyoudealwiththeissueofspecializationandexpansioninyourbusinessoperation?Step3.Presentthe5questionsinTask2.Asktheclasstoreadthemthroughandmakepredictionaboutthepointsthattheconversationmaycoverbasedonthekeywordsinthequestions.(3minutes)Step4.Playthediscfortheclasstolistenfortheanswerstothe5questionsinTask2.Afterlistening,theSscanhave5minutestotalkabouttheiranswersinpairs.(10minutes)Step5.PlaythediscfortheclasstolistenagainandfillinthegapsinTask1.(5minutes)Step6.Retelling.Asktheclasstoworkinpairsandretellthekeypointstoeachotherandinvite2pairstopresenttotheclass.(10minutes)Step7.Speaking.Asktheclasstoworkinpairsandrole-playaconversationbasedontheinformationgiveninTask5.(15minutes)Step8.Presentthe5questionsinTask6.Asktheclasstoreadthemthroughandmakepredictionaboutthepointsthattheconversationmaycoverbasedonthekeywordsinthequestions.(3minutes)Step9.Playthediscfortheclasstolistenfortheanswerstothe5questionsinTask6.Afterlistening,theSscanhave5minutestotalkabouttheiranswersinpairs.(10minutes)Step10.PlaythediscfortheclasstolistenagainandfillinthegapsinTask5.(5minutes)Step11.Retelling.Asktheclasstoworkinpairsandretellthekeypointstoeachotherandinvite2pairstopresenttotheclass.(10minutes)Step12.Speaking.Asktheclasstoworkinpairsandrole-playaconversationbasedontheinformationgiveninTask8.(15minutes)Step13.Summary.Step14.Assignments:Tolearnthenewwordsandexpressionsinthetwoconversations;Toreviewtheimportanceofbusinesscooperation.Reading:Passage1I.Teachingobjectives:TheSsareexpectedtolearn:1.thesignificanceofcooperationanditsbalancewithcompetition;2.thewordsandexpressions;3.thereadingskillstofindoutthegeneralideaandspecificinformation.II.Teachingfocus:Tolearntheimportanceofbuildingacooperativebusinessrelationship.III.Teachingdifficulty:ThereadingskillstofindoutthegeneralideaandspecificinformationVI.Teachinglength:90minutesIV.Teachingprocedure:Step1.Greettheclassandannouncethetasks.Step2.Lead-inquestions:Whatdoyouthinkaboutthebalanceofcooperationandcompetition?(2minutes)Step3.Readingskills:asktheclasstoskimthepassageandoutlineitslogicalstructure.Thentalkabouttheiranswersinpairs.Ask2pairstopresenttotheclass.(20minutes)CompetitionversusCooperationGeneralidea:Bybecomingmorecooperativeandlesscompetitive,wecanmoveawayfromgrowthforgrowth’ssakeandtakeourconnectedworldintoasofterandmoreenlightenedera.1.Introduction2.Thelanguageandlogicofcompetition3.Thelanguageandlogicofcooperation4.Illustratingtheargumentwitharainforestmetaphor5.Howtobalancecompetitionandcooperation1)developtheawarenessofcooperation2)learnto“stratifyandspecialize”3)learntomaximizethebusinesspotentials4)definerequirementsfortheCEO5)keepthestrategiesflexible6.Cooperationisthedriveforabusinesstogrow7.ConclusionStep4.Readingskills:asktheclasstoscanthepassageandfindouttheanswerstoTasks9—11basedonthekeywordsineachquestionandtheoutlinemadeinStep3.(20minutes)Step5.Reading:Passage1:asktheclasstoreadthroughthepassageindetailsandmarkoutthelanguagepointsthataredifficulttounderstand.(10minutes)Step6.Languagepointsinthepassage.(25-30minutes)Difficultsentences1.Bybecomingmorecooperativeandlesscompetitive,wecanmoveawayfromgrowthforgrowth’ssake(perhapsthemostenvironmentallydestructivepatternofbusinessbehaviorontheplanet)andtakeourconnectedworldintoasofterandmoreenlightenedera.多一些合作，少一些競爭，我們就不會(huì)為了發(fā)展而發(fā)展（這也許是世界上最具環(huán)境破壞性的商業(yè)行為模式），就能夠讓我們的全球化時(shí)代充滿更多的祥和與文明。2.Thelogicis:IfIhelpmyone-timecompetitors,businesswillincreaseforusall，whichwillleadtolessenergywastedonworryingabout“Them”andmoreenergyavailableformycustomers.其中的道理在于，如果我?guī)椭俗约涸瓉淼母偁帉?duì)手，我們各自的業(yè)務(wù)都會(huì)獲得發(fā)展，這樣，就不會(huì)浪費(fèi)精力防范“他們”，從而有更多的精力服務(wù)客戶。3.Theenergythatwaspreviouslyfocusedonfendingoffthecompetitioncannowbeusedtomeettheneedsofthecustomerandtoworkwithotherbusinesses,largeandsmallwithinoroutsidetheoriginalfield.可以把原來投入在競爭中的精力用來服務(wù)客戶需求，并與其他企業(yè)合作，無論大小，以及是否在同一領(lǐng)域。4. Inthisscenario,agapinthemarketoranunsatisfiedcustomerneedwouldcometotheattentionofabusinessthatcan'tmoveintothatspacebecauseitwouldtakethembeyondtheirownspecializationorstratum,orbecauseitwouldbetoocostly,orforanynumberofotherpossiblereasons.在這種情況下，市場或客戶需求缺位就會(huì)引起一些企業(yè)的注意，但是因?yàn)楦鞣N各樣的原因，這些企業(yè)又不能投資這一行業(yè)，例如，缺乏相關(guān)的專長，超出了自己的經(jīng)營領(lǐng)域，或成本太高等。Step7.Translating:asktheclasstofinishTask12accordingtothelanguagepointslearnedinthepassage.(10minutes)Step8.Summary Reading:Passage2I.Teachingobjectives:TheSsareexpectedtolearn:1.themeaningofPan-BeibuGulfEconomicCooperation;2.thereadingskillstofindoutthegeneralideaandspecificinformation;II.Teachingfocus:TolearnthemeaningofPan-BeibuGulfEconomicCooperationIII.Teachingdifficulty:ThereadingskillstofindoutthegeneralideaandspecificinformationVI.Teachinglength:90minutesIV.Teachingprocedure:Step1.Greettheclassandannouncethetasks.Step2.Lead-inquestions:HowmuchdoyouknowthePan-BeibuGulfEconomicCooperation?(2minutes)Step3.Readingskills:asktheclasstoskimthepassageandoutlineitslogicalstructurethetalkabouttheiranswersinpairs.Ask2pairstopresenttotheclass.(20minutes)Pan-BeibuGulfEconomicCooperationMakesCommonProsperityGeneralidea:Pan-BeibuGulfEconomicCooperationmakescommonprosperity.1.Thesituation2.Thesignificance3.Thedevelopment1)developmentinChina2)cooperationwiththeASEANcountries4.Achievementsmade5.Influenceproved6.China’scommitmenttoitsfuturedevelopmentStep4.Readingskills:asktheclasstoscanthepassageandfindouttheanswerstoTasks13and14basedonthekeywordsineachquestionandtheoutlinemadeinStep3.(20minutes)Step5.Reading:Passage1:asktheclasstoreadthroughthepassageindetailsandfindoutthespecificinformationforeachpartofthekeypoints.(10minutes)Step6.CaseStudy.Asktheclasstoreadthroughthecaseandthenthequestionsfollowing.(10minutes)Step7.Discussion.AsktheclasstotalkaboutthequestionsinTask15inpairsbasedonthecasestudy.Thenasktopairstopresenttotheclass.(15-20minutes)Step8.SummaryGrammarandWritingI.Teachingobjectives:TheSsareexpectedtolearn:1.theconceptanduseofadverbialclauses;2.howtodraftaletterofinvitation.II.Teachingfocus:1.Theuseofadverbialclauses;2.thenecessarypartofandsetphrasesusedinaletterofinvitation.III.Teachingdifficulty:1.Theuseofadverbialclauses;2.theparagrapharrangementofafax.VI.Teachinglength:90minutesV.Teachingprocedure:Step1.Greettheclassandannouncethetasks.Step2.Presentadverbials:(14minutes)1.Thedefinition2.Theclassification3.Theconnectives.4.TheagreementoftensebetweenthemainclauseandthesubordinateclauseStep3.Task16.AsktheclasstofinishTask16anddiscussinpairs.(10minutes)Step4.Task17.AsktheclasstofinishTask17anddiscussinpairs.(15minutes)Step5.Presentthenecessarypartsofaletterofinvitation:(2minutes)Theinviter,theinvitee,theevent,thedayanddate,thetime,theplace,theaddressStep6.Presentclassificationoflettersofinvitation:(2minutes)theformalstyleandtheinformalstyleStep7.Practice.Asktheclasstostudythetwosampleswithfocusontheirnecessaryparts,theformatandtheusefulsetphrasesforeachpartofthebody.Presenttheusefulsetphrases.(5minutes)Step8.Task18.AsktheclasstofinishthetaskandinvitetwoSstopresenttheirwritingstotheclass.(15minutes)Step9.Task19.Asktheclasstofinishthetaskandinvite2Sstopresenttheirwritingstotheclass.(20minutes)Step10.SummaryUnit8BusinessCommunicationListeningandspeakingI.TeachingobjectivesSsareexpectedtolearnto:1.listenforspecificinformationabouthowtocommunicatewithabusinesspartner;2.listenforspecificinformationtofillinthegapsintheconversations;3.retellthemainpointsheard;4.role-playandpracticecommunicatewithbusinesspartners.II.Teachingfocus:TolearnandpracticehowtocommunicatewithbusinesspartnersIII.TeachingdifficultyTolistenforgistandspecificinformationVI.Teachingaids:adiscplayerandthediscV.Teachinglength:90minutesIV.Teachingprocedure:Step1.Greettheclassandannouncethetasksfortheperiods.Step2.Lead-inQuestions(3minutes)1.Inyouropinion,whatqualitiesshouldagoodbusinesscommunicatorhave?Listthemasmanyaspossible.2.Whichdoyouthinkarethethreemosteffectiveandimportantcommunicationchannels?Why?Step3.Presentthe5questionsinTask2.Asktheclasstoreadthemthroughandmakepredictionaboutthepointsthattheconversationmaycoverbasedonthekeywordsinthequestions.(3minutes)Step4.Playthediscfortheclasstolistenfortheanswerstothe5questionsinTask2.Afterlistening,theSscanhave5minutestotalkabouttheiranswersinpairs.(10minutes)Step5.PlaythediscfortheclasstolistenagainandfillinthegapsinTask1.(5minutes)Step6.Retelling.Asktheclasstoworkinpairsandretellthekeypointstoeachotherandinvite2pairstopresenttotheclass.(10minutes)Step7.Speaking.Asktheclasstoworkinpairsandrole-playaconversationbasedontheinformationgiveninTask5.(15minutes)Step8.Presentthe5questionsinTask6.Asktheclasstoreadthemthroughandmakepredictionaboutthepointsthattheconversationmaycoverbasedonthekeywordsinthequestions.(3minutes)Step9.Playthediscfortheclasstolistenfortheanswerstothe5questionsinTask6.Afterlistening,theSscanhave5minutestotalkabouttheiranswersinpairs.(10minutes)Step10.PlaythediscfortheclasstolistenagainandfillinthegapsinTask5.(5minutes)Step11.Retelling.Asktheclasstoworkinpairsandretellthekeypointstoeachotherandinvite2pairstopresenttotheclass.(10minutes)Step12.Speaking.Asktheclasstoworkinpairsandrole-playaconversationbasedontheinformationgiveninTask8.(15minutes)Step13.Summary.Step14.Assignments:Tolearnthenewwordsandexpressionsinthetwoconversations;Toreviewtheprocessandtechniquesofcommunicatingwithbusinesspartners.Reading:Passage1I.Teachingobjectives:TheSsareexpectedtolearn:1.theimportanceofgoodbusinesscommunication;thewordsandexpressions;thereadingskillstofindoutthegeneralideaandspecificinformation.II.Teachingfocus:Tolearntheimportanceofgoodbusinesscommunication.III.Teachingdifficulty:ThereadingskillstofindoutthegeneralideaandspecificinformationVI.Teachinglength:90minutesIV.Teachingprocedure:Step1.Greettheclassandannouncethetasks.Step2.Lead-inquestions:Doyouthinkgoodbusinesscommunicationistopimportant?Why?(2minutes)Step3.Readingskills:asktheclasstoskimthepassageandoutlineitslogicalstructurethetalkabouttheiranswersinpairs.Ask2pairstopresenttotheclass.(20minutes)WhyGoodCommunicationIsImportanttoBusinessGeneralidea:Communicationinabusinessorganizationprovidesthecriticallinkbetweencorefunctions1.Significanceofgoodbusinesscommunication2.Reasons1)IneffectiveCommunicationResultedinHighCost2)IncreasingDiversityofWorkforce3)IncreasinglyGlobalisedEconomy3.TipsforgoodcommunicationStep4.Readingskills:asktheclasstoscanthepassageandfindouttheanswerstoTasks9—11basedonthekeywordsineachquestionandtheoutlinemadeinStep3.(20minutes)Step5.Reading:Passage1:asktheclasstoreadthroughthepassageindetailsandmarkoutthelanguagepointsthataredifficulttounderstand.(10minutes)Step6.Languagepointsinthepassage.(25-30minutes)Difficultsentences1.Peoplewhocannotwriteorcommunicateclearlywillnotbehired,andifalreadyworking,areunlikelytolastlongenoughortobeconsideredforpromotion.書面表達(dá)不清晰或不善于溝通的人可能會(huì)找不到好工作，即使已經(jīng)有了工作，也不可能會(huì)長久，更不可能會(huì)被考慮提拔重用。2.InaNewYorkTimesarticleabouttheCommission’sfindings,BobKerrey,presidentofNewSchoolUniversityinNewYorkandchairoftheNCW,putitthisway:“Writingisbotha‘marker’ofhigh-skill,high-wage,professionalworkanda‘gatekeeper’withclearequityimplications.紐約新學(xué)校大學(xué)校長兼NCW主席BobKerrey在《紐約時(shí)報(bào)》上發(fā)表的一篇有關(guān)該委員會(huì)調(diào)查結(jié)果的文章中認(rèn)為，“寫作既是高技能、高工資和職業(yè)工作的標(biāo)志，也是影響個(gè)人資產(chǎn)的重要因素。3.Organizationswillwanttonegotiate,buyandselloverseas,considerjointventures,marketandadaptproductsforaninternationalmarketandimprovetheirexpatriates’successrate.企業(yè)需要跨國談判、跨國采購和銷售，考慮建立合資企業(yè)，開拓國際市場，提高海外投資的成功率。Step7.Translating:asktheclasstofinishTask12accordingtothelanguagepointslearnedinthepassage.(10minutes)Step8.SummaryReading:Passage2I.Teachingobjectives:TheSsareexpectedtolearn:theimportanceofseminarsorforumsinimprovingbusinesscommunication;thereadingskillstofindoutthegeneralideaandspecificinformation;II.Teachingfocus:TolearntheimportanceofseminarsorforumsinimprovingbusinesscommunicationIII.Teachingdifficulty:ThereadingskillstofindoutthegeneralideaandspecificinformationVI.Teachinglength:90minutesIV.Teachingprocedure:Step1.Greettheclassandannouncethetasks.Step2.Lead-inquestions:Whatwillyoudotolearntocommunicateinaforeigncountry?(2minutes)Step3.Readingskills:asktheclasstoskimthepassageandoutlineitslogicalstructure,thentalkabouttheiranswersinpairs.Ask2pairstopresenttotheclass.(20minutes)BuildingBusinessCommunicationBridgesGeneralidea:Anincreasingnumberofforeignentrepreneurshavesetuptheirownorganizationsinthecountrytobuildsocialnetworkswithlocalentrepreneurs.1.Introduction2.Purposeoftheorganization3.Theoperationoftheorganization4.Membershipadmission5.Opinionsabouttheorganization6.Activities7.Developmentoftheorganization8.NewmomentumStep4.Readingskills:asktheclasstoscanthepassageandfindouttheanswerstoTasks13and14basedonthekeywordsineachquestionandtheoutlinemadeinStep3.(20minutes)Step5.Reading:Passage1:asktheclasstoreadthroughthepassageindetailsandfindoutthespecificinformationforeachpartofthekeypoints.(10minutes)Step6.CaseStudy.Asktheclasstoreadthroughthecaseandfindoutproblemsandsolutions.(10minutes)Step7.Discussion.AsktheclasstotalkaboutthequestionsinTask15inpairsbasedonthecasestudy.Thenasktopairstopresenttotheclass.(15-20minutes)Step8.SummaryGrammarandWritingI.Teachingobjectives:TheSsareexpectedtolearn:1.thesubjunctivemood;2.howtodraftaletterofapology.II.Teachingfocus:1.Theuseofsubjunctivemood;2.thenecessarypartsandsetphrasespopularinlettersofapology.III.Teachingdifficulty:1.Theuseofsubjunctivemood;2.theparagrapharrangementoflettersofapology. VI.Teachinglength:90minutesV.Teachingprocedure:Step1.Greettheclassandannouncethetasks.Step2.Presentthesubjunctivemood:(14minutes)1.Thedefinition;2.Subjunctivemoodinunrealconditions;3.Subjunctivemoodinobjectclauses;4.Subjunctivemoodinsubjectclauses;5.Subjunctivemoodinpredicativeclauses;6.Subjunctivemoodinappositiveclauses;7.SubjunctivemoodinsomespecialsentencesStep3.Task16.AsktheclasstofinishTask16anddiscussinpairs.(10minutes)Step4.Task17.AsktheclasstofinishTask17anddiscussinpairs.(15minutes)Step5.Presentthenecessarypartsoflettersofapology:(2minutes)1.Apologizing;2.Theevent;3.Explanation;4.Redress;5.Apologizingagain;6.ExpectationsStep6.Practice.Asktheclasstostudythesampleswithfocusonthenecessaryparts,theformatandtheusefulsetphrasesforeachpartofthebody.Presenttheusefulsetphrases.(5minutes)Step7.Task18.AsktheclasstofinishthetaskandinvitetwoSstopresenttheirtranslationstotheclass.(15minutes)Step8.Task19.Asktheclasstofinishthetaskandinvite2Sstopresenttheirtranslationstotheclass.(20minutes)Step9.SummaryUnit9BusinessNegotiationListeningandspeakingI.TeachingobjectivesSsareexpectedtolearnto:1.listenforspecificinformationaboutbusinessnegotiation;2.listenforspecificinformation