《新編劍橋商務英語(初級)》(第二版)教案.doc

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《新編劍橋商務英語（初級）》 （第二版） 教案 教材：《新編劍橋商務英語(初級)》（第二版） Lan Wood, Cartin Lloyd-Jones, Anne Williams編著, 經(jīng)濟科學出版社， 2002年3月 《新編劍橋商務英語(初級)》課程單元教學設計 一、 教案頭 單元標題：Job Descriptions 授課對象： 學時：2 上課地點： 教學目標 能力（技能）目標 知識目標 1. 能夠說出公司不同職務的職能范圍. 2. 能夠設計自己的名片 3. 能夠初步建立自己的公司,確定經(jīng)營范圍和人員職位 1. 熟悉公司的不同職務 2. 掌握相關的詞匯. 3. 了解名片所包含的主要內(nèi)容,及不同格式. 能力訓練任務及案例 任務一: 通過聽力練習一,掌握名片所包含的主要內(nèi)容和格式,并制定自己的名片. 任務二: 通過討論及閱讀練習,掌握不同職務的職能范圍. 任務三: 通過游戲提問的方式,掌握一般現(xiàn)在時的用法. 任務四: 成立自己的公司,初步確定業(yè)務范疇和人員職務. 教學組織 在BEC的教學中,主要采取分組教學的方法,將班里的學生分為十組,每組四人,每組都是一個公司,全班共十個公司,學生既是班里的成員,也是公司的員工.采取組組競爭和提問個人的方式,既讓鍛煉學生的團隊精神,又能突顯個人的能力. 教學材料 教科書； 教學輔助用書； 網(wǎng)絡資源,錄音機,多媒體； 作業(yè) 1. 完成練習冊上的相關內(nèi)容.(書面) 2. 設計自己的名片.(書面) 3. 小組討論成立自己的公司,確定業(yè)務范疇和職務,并以公告表演的形式宣傳介紹自己的公司.(表演,書面) 二 教學設計 步驟 教學內(nèi)容 教學方法 教學手段 學生活動 時間分配 告知（教學內(nèi)容、目的） 本次課的教學內(nèi)容： 一、 介紹BEC教材，教學設計和考證相關事宜. 二、名片所包含的主要內(nèi)容,公司成員的職務范疇。 講授 5分鐘 引入（任務項目） 任務1：通過聽力練習，掌握名片的主要內(nèi)容和格式。 聽 講授 錄音機 完成聽力練習； 討論名片的主要內(nèi)容和格式。 10分鐘 操練（掌握初步或基本能力） 1.進行聽力練習，采取分組競爭的方式檢查學生的答案。 2.分組討論并說明名片的格式和內(nèi)容. 討論 講授 提問 錄音機 討論 設計名片 15分鐘 深化（加深對基本能力的體會） 任務二: 通過討論及閱讀練習,掌握不同職務的職能范圍. 任務三: 通過游戲提問的方式,掌握一般現(xiàn)在時的用法. 提問 討論 講授 討論 游戲 閱讀 30分鐘 歸納（知識和能力） 知識點1.名片的主要內(nèi)容和格式。 2．掌握不同職務的職能范圍. 3． 掌握一般現(xiàn)在時的用法。 4.能夠設計自己的名片。 講授 回答問題 5分鐘 訓練 鞏固 拓展 檢驗 訓練項目：1分組成立自己的公司，確定業(yè)務范圍,職能范疇，公司名稱，及設計員工名片。 2． 為自己的公司做一個廣告宣傳,以表演的方式展現(xiàn)出來。 討論 表演 討論 表演 20分鐘 總結(jié) 名片；職務分類；職務范疇 提問 5分鐘 作業(yè) 1． 完成練習； 2． 完善名片設計和公司成立。 后記 第一次課設計梗概（2課時） （1） 告知學生本課程的總體安排、教材的處理，上課的方式、明確學習目標——掌握商務公司運作,通過BEC初級考試.為了提高學生的積極性并使他們了解在平時的學習中應提高哪些能力，告訴學生現(xiàn)在用人單位對員工的要求，第一要有一定的專業(yè)素質(zhì)，二是情商要高,即懂得如何交流,如何為人處事,所以，在教學中,主要采取活動教學,通過各種各樣的活動,提高學生的自信心和交流能力。并給學生分享往屆學生的就業(yè)經(jīng)歷和心得. （2） 考核方式 第一次上課時主要告知學生每次課，每個活動環(huán)節(jié)都很重要，課程終結(jié)考核主要來自兩個方面，一是整組的表現(xiàn),即各個公司在各種課堂活動上的表現(xiàn)；二是個人的主動表現(xiàn)和提問表現(xiàn).只要平時刻苦努力,積極主動，自然而然就能取得優(yōu)秀的成績。 （3） 進入正題 本次課的項目主要是介紹公司的職務分類,職能范疇，名片。 l Listening 1: Listen to the tape to finish the exercise and discuss the business card. l Discussion: Different positions and duties in a company. l Listen 2: Find the different duties in a company. l Game: Divide students into different groups to play a game in order to review the present simple. l Reading: Know more about the different duties in a company. l Vocabulary: Remember all the new words in this unit and finish the exercise in the book. l Speaking: 1. Design a business card of everyone. 2. Set up a company, four students in one group. 詳案 Unit 1 Part One Introduction and Job description I. Aims and Objectives: At the end of this session, the students should be able to: a. Know the general information about Cambridge BEC Preliminary, the useful study strategies for this course and the content of Pass Cambridge BEC Preliminary. b. Talk about jobs, practise listening for specific information and review the present simple. II. Session Outline 1. Greetings 2. Duties: 1) Warmer (books closed): T asks Ss the definition of business cards and how important business cards are to them and the people they are familiar 2) Listening 1: a. T introduces the Chamber of Commerce and gives more information if requested( it is an organization which operates on a local basis; it helps business by promoting the area; it offers business opportunities for its members through a variety of services and events) b. T focus Ss’ attention on the business cards and clarifies job vocabulary where necessary. Ss listen to six new Chamber of Commerce members speaking and number the business cards in the order in which the people speak. c. Check the Ss’ answers and listen to the tape again to make sure everyone understands it. 3) Listening 2: a. T focuses Ss’ attention on two of the cards: Helen Marsden’s and Robin Seaton’s. T elicits from the group what they think their duties are. b. Ss listen to Helen Marsden and Robin Seaton in order to find out whether their predictions were correct. T should not give too much information at this stage as Ss will listen again and take notes to finish Ex 3. c. Ss read the notes about Helen Marsden and Robin Seaton before listening to the cassette again. T explains any difficult vocabulary where necessary. T uses the feedback to check whether Ss have problems whit the third person –s when talking about the people’s jobs. 4) Don’t forget: Review the usage of present simple and let student make more sentences about it. e.g. a. He works in a office but she works in a company. b. She works as a line manager in this big company. 5) Reading: a. Ss decide individually (or in pairs) which person each question is for. The exercise recycles some of the vocabulary from the tapescript but also includes some as yet unseen vocabulary, which T may need to explain. b. Through this exercise, Ss need to know that it is often not necessary to understand every word in order to extract sufficient meaning for the reader’s purpose. T should ask Ss to underline the vocabulary, which suggested the answer. c. Check the answers one by one. 6) Speaking: use the topic in the book and divide students into several groups to discuss them. 7) Vocabulary: the idea of building up space cities? 3. Talking about your job 1) Ss match sentence halves about Beth. This enables Ss to review some general work-related vocabulary, which they will need in order to speak about their jobs. Before Ss begin, T elicits what an accountant’s job might involve. T then ensures that Ss are aware that prepositions are followed by a noun or –ing. and check the answers in the book. 2) Speaking: Ss work in pairs to find out about their partner’s job. This allows Ss to practise the present simple and some of the vocabulary from the unit. Ss need to take notes as they will write an article about their partner’s job in the self-study section. T reminds Ss that they can use the phrases used by Beth Lambert in Ex. 4. Self-study: let students finish the exercises in the book and check the answers. 5. Homework 1) Grasp the main vocabularies and phrases 2) Finish the exercises in the book. 3) Discussion: “company profile” 4) Set up a company and design a business card. 一.教案頭 單元標題：Working Conditions 授課對象： 學時：2 上課地點： 教學目標 能力（技能）目標 知識目標 1.能夠評價工作方面的問題. 2.能夠制定公司的規(guī)章制度. 1.掌握表示頻率的副詞. 2.了解公司規(guī)章制度所包含的內(nèi)容. 能力訓練任務及案例 任務一: 提問上節(jié)可所學的內(nèi)容. 任務二: 通過閱讀, 了解關于工作的評價,完成書中的練習. 任務三: 通過討論,了解表示頻率的副詞,并掌握副詞的用途. 任務四: 通過閱讀,了解公司的規(guī)章制度所包含的內(nèi)容. 任務五: 通過討論,制定自己公司的規(guī)章制度. 教學組織 這節(jié)課主要通過學生閱讀,分組討論等活動,讓學生掌握語法點并制定自己公司的規(guī)章制度. 教學材料 教科書； 教學輔助用書； 網(wǎng)絡資源,錄音機,多媒體； 作業(yè) 1. 完成練習冊上的相關內(nèi)容.(書面) 2. 完成書中的各項任務. 3. 制定本公司的規(guī)章制度.(表演,書面) 二 教學設計 步驟 教學內(nèi)容 教學方法 教學手段 學生活動 時間分配 告知（教學內(nèi)容、目的） 本次課的教學內(nèi)容： 一、 頻率副詞. 二、制定公司的規(guī)章制度。 講授 5分鐘 引入（任務項目） 任務一: 提問上節(jié)可所學的內(nèi)容. 任務二: 通過閱讀, 了解關于工作的評價,完成書中的練習. 閱讀 講授 完成閱讀練習； 討論公司員工可能出現(xiàn)的問題。 10分鐘 操練（掌握初步或基本能力） 1.進行閱讀練習，采取分組競爭的方式檢查學生的答案。 2.分組討論公司員工的問題. 討論 講授 提問 討論 15分鐘 深化（加深對基本能力的體會） 任務三: 通過討論,了解表示頻率的副詞,并掌握副詞的用途. 任務四: 通過閱讀,了解公司的規(guī)章制度所包含的內(nèi)容. 任務五: 通過討論,制定自己公司的規(guī)章制度. 提問 討論 講授 討論 游戲 閱讀 30分鐘 歸納（知識和能力） 知識點1. 掌握頻度副詞的用法. 2. 了解并制定公司的規(guī)章制度。 講授 回答問題 5分鐘 訓練 鞏固 拓展 檢驗 訓練項目：分組制定自己公司的規(guī)章制度。 討論 演示 討論 演示 20分鐘 總結(jié) 頻率副詞; 規(guī)章制度； 提問 口頭 5分鐘 作業(yè) 1. 完成練習. 2.制定公司的規(guī)章制度。 后記 本次課的項目主要是掌握頻度副詞,并制定公司的規(guī)章制度。 l Reading 1: Read the comment box and answer the questions. l Discussion: The order of the adverbs of frequency. l Speaking: Practice the usage of adverbs of frequency. l Vocabulary: Match the words in the book and remember the new words. l Reading: Read the conditions of employment and finish the exercise. l Speaking: Design the conditions of employment of your own company. 詳案: Working conditions I. Aims and Objectives: At the end of this session, the students should be able to: a. talk about working conditions b. practise reading for gist and for specific information c. review adverbs of frequency II. Session Outline 1.Greetings 2.Review what we learned in Lesson 1a 3.Comments about work: 1) Warmer: T asks Ss whether they have a suggestions box or a comments box at work. If so, what kind of things do people write about? If not, T asks what other system they have for dealing with problems/complaints at work. T asks what typical problems they have at work. 2) Reading: a. Read the six comments in the book and go over the questions. b. Let students do a fast reading and finish the exercises c. Check the answers of the exercises. 3) Vocabulary: a. T asks Ss to underline any adverbs of frequency in the comments and checks their meaning. Ss then look at the adverbs of frequency in the exercise and write them in the appropriate on the line. They then compare their order with a partner. b. Check the answers of the exercises 4) Grammar: a. Ss look at the comments again in order to work out the position of adverbs of frequency. Let the students finish the Don’t Forget section. Then check the answers. b. Grasp the usage of the adverbs, such as “usually, often, sometimes, occasionally, never, rarely, weekly, monthly and annually etc.” c. Let students make more sentences of the adverbs above. e.g. She usually goes shopping with her sister on weekends. He writes a composition monthly. 5) Speaking: Ss work in pairs to discuss routines: both work-related and personal. 4.Terms and conditions of employment 1).Vocabulary: a. Ss match items of vocabulary with the appropriate meaning in order to prepare for Ex 2. T could ask Ss to scan The Terms and Conditions of Employment text in Ex 2 to see if they can work out the meaning of unknown words. b. Check Ss’ answer one by one and let them remember the new words. 2) Reading: a. Ss read the Terms and Conditions of Employment text for gist and decide what type of work the document refers to. b. Ss then read the multiple-choice before looking for the answers in the text. 3) Speaking a. Ss work in pairs to discuss their conditions of employment. Some ideas have been given but Ss do not have to discuss all of them. They may also have ideas of their own. The pairs then give feedback to the whole class on what was the same for both partners. b. Check students’ feedback. 4) Self-study: finish the exercises in the book and check the answers. 5. Homework: Finish the exercises in the book and discuss the topic. Unit Two 一.教案頭 單元標題：Company History 授課對象： 學時：2 上課地點： 教學目標 能力（技能）目標 知識目標 1.能夠評價公司的歷史. 2.能夠制定公司的簡介. 1.掌握一般過去時的用法. 2.了解公司簡介所包含的內(nèi)容. 能力訓練任務及案例 任務一: 提問上節(jié)可所學的內(nèi)容. 任務二: 通過討論,了解大眾公司的歷史. 任務三: 通過閱讀,了解大眾公司的歷史. 任務四: 通過討論,制定自己公司的簡介. 教學組織 這節(jié)課主要通過學生閱讀,分組討論等活動,讓學生掌握語法點并制定自己公司的簡介. 教學材料 教科書； 教學輔助用書； 網(wǎng)絡資源,錄音機,多媒體； 作業(yè) 1.完成練習冊上的相關內(nèi)容.(書面) 2.完成書中的各項任務. 3.制定本公司的簡介.(演示,書面) 二 教學設計 步驟 教學內(nèi)容 教學方法 教學手段 學生活動 時間分配 告知（教學內(nèi)容、目的） 本次課的教學內(nèi)容： 一、 一般過去時. 二、了解公司的歷史. 三、制定公司的簡介。 講授 5分鐘 引入（任務項目） 任務一: 提問上節(jié)可所學的內(nèi)容. 任務二: 通過討論,了解大眾公司的歷史. 閱讀 講授 完成閱讀練習； 討論大眾公司的歷史。 10分鐘 操練（掌握初步或基本能力） 1.進行閱讀練習，采取分組競爭的方式查學生的答案。 2.分組討論大眾公司的歷史. 討論 講授 提問 討論 15分鐘 深化（加深對基本能力的體會） 任務三: 通過閱讀,了解大眾公司的歷史. 任務四: 通過討論,制定自己公司的簡介. 提問 討論 講授 討論 閱讀 30分鐘 歸納（知識和能力） 知識點1. 掌握一般過去時的用法. 2. 了解并制定公司的簡介。 講授 回答問題 5分鐘 訓練 鞏固 拓展 檢驗 訓練項目：分組制定自己公司的簡介。 討論 演示 討論 演示 20分鐘 總結(jié) 頻率副詞; 公司簡介； 提問 口頭 5分鐘 作業(yè) 1. 完成練習. 2.制定公司的簡介。 后記 本次課的項目主要是了解一般過去時,掌握商務詞匯,并制定公司的簡介。 l Speaking 1: Discuss the history of Volkswagen. l Reading 2: Read the history of Volkswagen and finish the exercise. l Vocabulary: Finish the exercise in the book. l Speaking: Find five things about the history of your partner’s company. l Vocabulary: Find the company descriptions with the definitions. l Speaking: Work in pairs and design the company profile of your own company. 詳案: Company history I. Aims and Objectives: At the end of this session, the students should be able to: a. describe companies and their history. b. practise reading for specific information. c. review the past simple and prepositions of time. II. Session Outline 1. Greetings 2. The history of Volkswagen 1) Warmer (books closed): T asks Ss if they know what the most successful car ever is: the Volkwagen Beetle. T then asks Ss what they know about Volkwagen(VW) and VW beetles. T can ask if any Ss own/have seen a Beetle and what they thought about the car. 2) Speaking: a. Focus Ss’ attention on the subject matter of the unit and introduce Ss to the history of Volkswagen. b. Ss do the quiz in pairs. c. T does not give correct answers as Ss will have to scan the text to find them in ex2. 3) Reading: a. Scan through the text on page 14. T reminds Ss that they are scanning the text for relevant information only and do not need to read for detailed comprehension. b. T should not answer any questions about vocabulary since there is another exercises about it later. c. Check the answers one by one and T should answer any questions about comprehension of this passage. d. Finish exercise 3 on page 14 4) Vocabulary: Ss now read the text once more for detailed comprehension, searching for specific vocabulary to match a list of definitions. T ensures that Ss know that the words are in the same order in the text. When Ss report back, T asks for the whole sentence and not just individual words, thus encouraging Ss to use the new vocabulary in context. Only when the feedback has been completed does T invite questions concerning any remaining vocabulary problems from the text. 5) Grammar: review past simple and let students make more sentences. e.g. a. When did the company produce its first car? b. He played computer games till midnight yesterday. 6) Speaking: divide students into several groups to discuss the history of their familiar companies 3.Company Profile 1) Vocabulary: Ss can do the task individually or in pairs. Subsidiary and public limited company both appealed in Ex4 in the previous section. The exercise is therefore a combination of vocabulary consolidation and input, preparing Ss for Ex 2. 2) Speaking: a. T explains the task to Ss before handing out the cards. Ss lay out the cards on the table and form an organigram. b. Let students present their organigram on the board. c. The class challenges anything they are not happy with and reaches consensus before T provides any necessary correction. The answer appears at the end of the T’s notes for this unit. 4. Self-study: let students finish the exercises in the book and check the answers. 5. Homework 1) Grasp the main vocabularies and phrases 2) Finish the exercises in the book. 一.教案頭 單元標題：Company Activities 授課對象： 學時：2 上課地點： 教學目標 能力（技能）目標 知識目標 1.能夠評價公司的投資. 2.能夠確定本公司的投資環(huán)境及原因. 1.掌握一般現(xiàn)在時和現(xiàn)在進行時用法. 2.了解公司投資環(huán)境所要考慮的內(nèi)容. 能力訓練任務及案例 任務一: 提問上節(jié)可所學的內(nèi)容. 任務二: 通過閱讀,了解汽車公司在中歐的投資. 任務三: 通過練習,了解一般現(xiàn)在時和現(xiàn)在進行時的用法. 任務四: 通過討論,了解公司在中歐投資的原因. 任務五: 通過閱讀, 完成練習. 任務六: 通過詞匯練習, 掌握表示并列和轉(zhuǎn)折連詞的用法. 教學組織 這節(jié)課主要通過學生閱讀,分組討論等活動,讓學生掌握語法點并制定自己公司的投資環(huán)境. 教學材料 教科書； 教學輔助用書； 網(wǎng)絡資源,錄音機,多媒體； 作業(yè) 1.完成練習冊上的相關內(nèi)容.(書面) 2.完成書中的各項任務. 3.制定本公司的投資環(huán)境.(演示,書面) 二 教學設計 步驟 教學內(nèi)容 教學方法 教學手段 學生活動 時間分配 告知（教學內(nèi)容、目的） 本次課的教學內(nèi)容： 一、 一般現(xiàn)在時和現(xiàn)在進行時. 二、了解公司的歷史. 三、制定公司的簡介。 講授 5分鐘 引入（任務項目） 任務一: 提問上節(jié)可所學的內(nèi)容. 任務二: 通過閱讀,了解汽車公司在中歐的投資. 閱讀 講授 完成閱讀練習； 討論大眾公司的投資環(huán)境。 10分鐘 操練（掌握初步或基本能力） 1.進行閱讀練習，采取分組競爭的方式檢查學生的答案。 2.分組討論汽車公司的投資環(huán)境. 討論 講授 提問 討論 15分鐘 深化（加深對基本能力的體會） 任務三: 通過練習,了解一般現(xiàn)在時和現(xiàn)在進行時的用法. 任務四: 通過討論,了解公司在中歐投資的原因. 任務五: 通過閱讀, 完成練習. 任務六: 通過詞匯練習, 掌握表示并列和轉(zhuǎn)折連詞的用法. 提問 討論 講授 討論 閱讀 回答 30分鐘 歸納（知識和能力） 一、 知識點 1. 一般現(xiàn)在時和現(xiàn)在進行時. 2. 了解并制定公司的投資環(huán)境。 講授 回答問題 5分鐘 訓練 鞏固 拓展 檢驗 訓練項目：分組制定自己公司的投資環(huán)境。 討論 演示 討論 演示 20分鐘 總結(jié) 一般現(xiàn)在時和現(xiàn)在進行時; 公司投資環(huán)境； 提問 口頭 5分鐘 作業(yè) 1. 完成練習. 2.制定公司的投資環(huán)境。 后記 本次課的項目主要是了解一般現(xiàn)在時和現(xiàn)在進行時,掌握商務詞匯,并投資環(huán)境。 l Reading: Read the diagram and know the car company investment in central Europe. l Grammar: Practice the grammar. l Speaking: Work in pairs to work out the reason why the company invested in central Europe. l Reading: Read the extracts and find the correct order. l Vocabulary: Know the usage of the collectors of addition and contrast. l Speaking: Work in pairs and set up the company’s investment. Company Activities I. Aims and Objectives: At the end of this session, the students should be able to: a. describe company activities b. practice reading for specific information c. raise awareness of cohesion and connectors of addition and contrast. d. Review the present continuous II. Session Outline 4. Greetings 5. Review what we learned in Lesson 2a 6. Investing in central Europe 1) Warmer: T asks Ss for examples of companies investing overseas and reasons why. For Ts working in central and eastern Europe , T ask Ss for examples of inward investment and the changes it brings. T brainstorms car companies and locations they might choose for foreign investment. 2) Reading: a. Look at the visual on page 17. b. T checks vocabulary such as plant, model, van, assembly and abbreviations such as m and bn. c. Ss then look at the questions and scan the visual for the answers. d. T asks Ss to support their answers with relevant information. 3) Grammar: a. This exercise is a reminder of the different uses of the present tenses. Ss sort the uses into two groups. b. T asks Ss to give an example of each use e.g. The sun rises from the east. Costs are rising slowly. 4) Speaking: a. The pair work activity allows Ss to discuss the unit topic and also acts as a prediction exercise for the text and a chance to introduce some relevant vocabulary. b. Ss work in pairs and list possible reasons for investment, which can be written on the board. c. Before Ss do Ex1 in the next section, they can quickly check their predictions by scanning through the text. 4.Driving eastwards 1). Reading: a. The jigsaw reading task is not an exam-style exercise but introduces the subject of cohesion. Texts can be made cohesive through the use of various devices. In this case the text is made cohesive through lexical cohesion. The writer also uses connectors of addition and contrast. Ss quickly read through the five extracts to establish context and content. Then Ss read the text again and order the extracts. Ss may find the exercise easier if T photocopies the page and cuts up the paragraphs for them to re-assemble. When reporting back, Ss explain their decisions and quote relevant passages. T corrects as necessary and invites questions connecting difficult vocabulary in the text. b. Finish exercises in the book on page 19. 2) Vocabulary: a. T checks Ss understand what connectors of Addition and Contrast are and elicits examples. T asks Ss to find the italicized connectors in the text and put them into the correct group. When reporting back, Ss identify the passage and read the connector in context. b. If not only…is used before the verb, the verb needs to be inverted. However, if it is used after the verb, there is no problem. At this level T is safest avoiding the subject of inversion with Ss. T must therefore be careful when constructing sentences with this phrase. c. Although Ss are unlikely to need to use in spite of or despite at Cambridge BEC Preliminary level, they need to understand them. T may wish to point out that both in spite of and despite are followed by. 3) Speaking a. T asks Ss to draw a map showing their company’s markets and activities. T reminds Ss that the maps are only diagrams and need not to be works of art. Ss then mark on important locations and exchange maps with a partner. Ss take it in turns to ask each other what the locations are and what activities take place there. Ss should be encouraged to ask follow-up questions. b. Check students’ feedback. 4) Self-study: finish the exercises in the book and ch