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					Lecture Number 1.

Teaching Title: Unit 1 : Advertisement, Reading

Content: Reading I: Advertising

Type: Theoretical, practical

Teaching Aids: Pictures of advertisements.

Teaching Approach:

1. Communicative Approach,

2. Cooperative Teaching Approach,

3. Group-discussion Method, Ask and answer Method

Teaching Aims:

1. Cognitive aim:make students gain general knowledge about the advertising.

2. Ability aim: develop students ability to express ideas, do reading comprehension
and know how to advise.

3. Emotional aim: make students to be keen on the business.

Teaching Important and Difficult Points:

1. General idea of the text

2. Key words: glossy, expenditure, channel, schedule, Nuisance, poster, eye-catching,
tempt, spoons, prominently, regulation, restrict, maximum, minimum, be subject to

3. Difficult sentences:

1) Almost everyone on Britain and North America is exposed daily to continuous
advertising. In the press. On television and on hoarding.

2) …with the product service often carefully aimed to a particular type of reader

3) National newspapers concentrate more on specialized advertising.

4) All the independent channels in Britain. ITV. channel 4 and the satellite stations
include commercial breaks in their schedules. Both between programmers and during
them
……

4. Structure analysis

5. Retell the text (General idea of the text)

Teaching Procedures:

Step 1: Brainstorming: work with your partner and write out as many words or
expressions as possible about advertising.

       Advertising media: Television

       Advertising methods: Jingles

       Verbs related to Advertising: promote

Step 2: pair-work: Par-work: discuss the following questions in pairs / in groups.

   Q1: What are the basic elements of a typical ad ?

  Q2: What do you think makes a good advertisement?

   Q3: What is your favorite ad ? describe it and tell why you like it most.

   Q4: What will affect the success of TV commercials ?

   Q5: How does the internet differ from other conventional advertising media?

Step 3: Fast reading.

Give students 6-8 minutes to scan the text, they are required to find the topic
sentences for the important paragraphs and get the main idea of the text.

Step 4: Scanning for detailed information checking。

Give students 8 minutes to read the text again, and answer the following questions to
consolidate the content of the text.

 Reading 1 question:

 1. what advertising media are mentioned in the text ?

 2. who depend largely on advertising for their income?

 3. what do national newspapers concentrate more on ?
 4. what are classified ads ?

 5. what is one of the most powerful and persuasive types of advertising ?

 6. what do they do to escape form this “ nuisance” then?

 7. what ate regulations concerning advertising on British television ?

 8. what organization is responsible for controlling advertising in the press, the
cinema and on posters in Britain ?

Step 5: Structure analysis.

Ask students to divide the text into several parts according to the context, and
get the mail idea for each part.

structure of reading I

  Part I (para. 1)

 Introduction: The current situation of advertising in Britain and North America.

  PartII (para .2-5)

 Different forms of advertising.

 1)      (Para .2) Advertisements in the newspaper. National newspaper: specialized
          advertising. Local papers: the sale of cars and houses . Free newspapers:
          having the highest advertising .

 2)         (Para3) Advertisements on TV& through radio . TV: the most powerful
          and pervasive type Independent channels having commercial breaks .Radio:
          similar commercial advertising . However. Some stations carry no
          advertising.

 3)       (Para .4-5 ) Other methods of promotion: leaflets. Free samples. Telephone
          “shots” on street. Store window notice. Ads on buses. Taxies .inside trains.
          Sponsoring events.

  Part III(para.6-8)

  Advertising controlling.

 1) para .6 Time limits.

 2) (para7) Laws changed to permit some services to advertise.
 3) (para.8) advertising is controlled by all authorities.

Step 6: comment student’s performance positively

Step 7: Summarize the general of this text and retell the texts.

Step 8: Language points---key words and phrases (pronunciation, spelling, meaning,
usage.)

Step 9: Summary of this class

Homework: Ask students to do the exercises on Page 8 to Page 12 in the textbook

Summary: This lecture was designed well and stimulated students’ interests in the
central topic, Students were active in the class.

Details complements:

 Cultural background

                    Advertisement

   As is known to all , angles and evils are poles apart . But is there anything that
 combines the two perfectly? Advertisement . with the growing influence of mass
 media. Advertising invades every aspects of our lives . Whenever we turn on TV ,
 look through a newspaper, open a mailbox ,or surf on the Internet ,advertisement
 would immediately jump into our sight , As they make things so attractive., we often
 end up buying things that we do not really need, Advertising not only adds to the
 price of the goods , thus harming the consumers’ interest but also imposes a kind of
 materialistic value upon the audience , But only part of the
 story-advertisements are informative as well as persuasive, they provide us with
 up-to-date information about the latest products. Some advertisements are so
 elegantly presented that we are inspired or even moved . No matter it is an evil or an
 angel, advertisement has become on indispensable part of our modern life ,

    We live in a world of advertising, as potential consumers , we are endlessly
 bombarded with all kinds of product or service information from various media
 including newspaper, magazines , television , radio, posters and internet ,etc.
 advertising provides a valuable service to society and its members, because it
 defines for consumers the meaning and the role of products, services, and
 institutions ,It indicates the difference that exists between brands of products and
 alternative services ,as well as the distinguishing characteristics of companies and
 institutions . advertising also tells the consumer what a specific product brand or
 service should do when it is used and thus helps him or her to understand and
 evaluate experience with the products and services that he or she uses. On the other
 hand , by making people aware of products, service and ideas ,advertising
 promotes sales and profits , Finally ,advertising is one of the major forces that are
 helping improve the standard of living around the world , Combined with all these
 communicational , marketing and social functions advertising becomes
 indispensable in the modern world ,

Lecture Number 2.

Teaching Title: Unit 1 : Advertisement, Reading II

Content: Reading II: The Mixed Blessing of Advertising Technology

Type: Theoretical, practical

Teaching Aids: Pictures of advertisements.

Teaching Approach:

1. Communicative Approach,

2. Cooperative Teaching Approach,

3. Group-discussion Method, Ask and answer Method

Teaching Aims:

1. Cognitive aim:make students gain general knowledge about the advertising
technology.

2. Ability aim: develop students ability to express ideas, do reading comprehension
and know how to advise.

Teaching Important and Difficult Points:

1. General idea of the text

2. Key words: scan, splice, synchronies

3. Difficult Sentences: 1) At the same time . however ..advertisers may be unchaining
a technological force that will turn much of the advertising business upside down.
2) )..the increased productivity and flexibility that technology brings. 3)Unlike the
old system of splicing bits of film together and trying to synchronize the voices…

4. Structures of the text

Teaching Procedures:
I. Teaching procedures:

Step 1: Review the former part of this unit and lead in this part.

Step 2: Fast reading.

Give students 6-8 minutes to scan the text, they are required to answer the discuss the
following questions

 Discussion Questions.

 1. what do we benefit from advertising technology ? how do we make magazine
    advertisement ? compare it with the situation in the past

 2 what are the disadvantages that advertising technology may bring us ?

 3. what are the function and purpose of advertising ?

Step 3: General idea summarizing. Ask students to read the text again and get the
main idea for the text.

Step 4: Detailed information checking。Making choice exercises.

Step 5: Structure analysis

Ask students to divide the text into several parts according to the context, and
get the mail idea for each part.

 Part I (Par .1)

 Introduction: Technology is transforming the creation and transmission of traditional
 advertising .

 Part II(para . 2-4)

  Advertising benefit from the new technology.

   1) Print and broadcast advertising benefit from the new technology.

   1. print and broadcast advertising process before .
   2. print and broadcast advertising process now.

   2). Television spots benefits from the new technology.

   Part III
   The disadvantage brought by the technology to advertising .

  If views end up in control . advertisers will have to completely rethink the nature
  of television advertising.

Step 6: words, phrases and sentences study.

  Word Study

  1. assume 1) v. to accept sth . as true before there is proof

  2). v. to begin to act in or exercise sth .   undertake . take on

  2. unchain v. to free from or as if from chains ; set free

    v. ~ sb /sth        ~sb/sth. Up

  3. flexibility: n.

  1) a. capable of being bent easily without breaking

  2) a. easily changed to suit new conditions

  3) a. (of people) willing and able to change according to different circumstances;
  adaptable

  4. remote

  1) a. far away from other communities. Houses . etc. ; isolated from

  2) a. far away in time

  3) a. small. Slight

   { related words}

  remote. a.

  remoteness: n.

  5. switch

  1)n. a device for completing or breaking an electric circuit

  2). V. to cause sth. To    shift or change . esp. suddenly

  Switch sth over to sth
   Switch sth.off

   Switch sb off

Step 7: Comment students behavior positively.

Step 8: Summary of this class

Homework: Ask students to do the exercises on Page 17 to Page 22 in the textbook

Summary: In this class, fast-reading teaching method and communicative method
were involved, Students were active and they did the tasks smoothly. However,
students should be trained more efficient reading skills in the skimming.



Lecture Number 3.

Teaching Title:

Unit 1 : 1. Special Use

      2. Function and Structure

Content: 1. Special Use: -ing and –ed adjectives

        2. Function and Structure : How to Persuade Others

Type: Theoretical, practical

Teaching Aids: Pictures of advertisements.

Teaching Approach:

1. Communicative Approach,

2. Cooperative Teaching Approach,

3. Group-discussion Method, Ask and answer Method

Teaching Aims:

1. Cognitive aim:make students gain general knowledge about Present Participle
Adjectives and Past participle adjectives.
2. Ability aim: develop students ability to use languages and persuade others
properly..

Teaching Important and Difficult Points:

1. The principals of using the Present Participle Adjectives and Past participle
adjectives

2. Expressions on how to persuade others properly.

Teaching Procedures:

Step 1: Introduction to the principals of Present Participle Adjectives and Past
participle adjectives

Participles come in two varieties: past and present . They are two of the five forms
that every verb has Past and present participles often function as adjectives that
describe nouns. e.g. The crying baby drew a long breath and sucked in a spider
crouched in the corner of the crib. Which baby? The crying baby. Which spider? The
one that was crouched in the corner.

Generally speaking . present participles are often positive while past participle are
often negative.

e.g. exciting news , an excited audience

Step 2: Exercises.

Step 3: Function and Structure : How to Persuade Others

   As you develop your plan . you will probably be convinced that first. Your problem
is important and second . you have some clear and effective methods for dealing with
it . The challenge is how to persuade others Here are three basic methods of
persuasion and some tips on how to use them .

  Reading . Use facts . statistics . expert opinions . and survey results   .Make your
facts understandable and quote the sources of your information . .

  Emotional appeals .Link your problem and your plan to basic human needs such as
food . shelter. Security self-esteem . empowerment . shared beliefs and success. Show
people how your plan benefits both them and the community . Make your problem
and your proposed solution seem interesting and possible .

  Gain people’s trust. Tell the truth without exaggerating Listen to what others have
to say about the subject. Show that you believe in what you are doing .Stay calm.
People don’t trust someone who loses control . Be friendly –you can’t persuade
anyone who doesn’t like you .

Step 4: Exercise consolidation.

 Ask students to Practice the following expressions with your partners and then
complete the dialogues.

 1. informal

    Sample sentences:

  Oh, come on/ come, .. let’s talk about it.

  Just this once.

  Not even for me?

  Please , don’t do that for goodness’ sake

  Are you really sure you will not reconsider my offer?

  How can I persuade you …

  Could you be persuaded to

 2. formal

    Sample sentences:

     Maybe so , but wouldn’t you agree / admit that ….

     Yes, but it might be rather more sensible if…

     I see what you mean, but on the other hand, …

     I see your point , but another way of looking at it would be that …

     I respect your opinion, but…

     That is true/ your are right. But there are other considerations if you….

     Yes , but if we look at the whole picture, we will see that this view is rather
one-sided
Homework: Ask students to do the exercises on Page 24. 25. 26. 27 in the textbook

Summary: This lecture put emphasis on the language points. Some students were not
clear about the grammar. For the lexical, they couldn’t imagine more related words
according to the principals. But they active in the class.

So, in future, teacher should mention more grammar points and do certain exercises.

Lecture Number 4.

Teaching Title: Unit 1 :

1. practical reading:

2. basic writing

3. Additional vocabulary

4. Business world: outdoor signs

Content:

1. practical reading: Language of Advertising

2. basic writing: sentence writing(1)

3. Additional vocabulary

4. Business world

Type: Theoretical, practical

Teaching Aids: Pictures of advertisements.

Teaching Approach:

1. Communicative Approach,

2. Cooperative Teaching Approach,

3. Group-discussion Method, Ask and answer Method

Teaching Aims:

1. Cognitive aim:make students gain general knowledge about the Language of
Advertising, Clauses Writing, and Vocabulary about Advertising.
2. Ability aim: develop students ability to design ad and select perfect languages of
Advertising

Teaching Important and Difficult Points:

1. Language of Advertising

2. clauses (sentence) writing

3. Additional vocabulary about Ad

Teaching Procedures:

Step 1: Practical reading: Language of Advertising

Reading Comprehension

Direction : choose the best answer according to the passage .

Step 2: Basic writing: sentence writing(1)

In terms of the different combinations of clause elements, English clauses can be
classified into five basic types. They are SV, SVO, SVOC, AND SVOiOd.

You are the general manage of a company. Write a memo to your sales manager.

     Ask him to attend a meeting to discuss affairs about promotion expense of your
   company.

       Mention the time of the meeting .

       Ask him to bring materials needs .

       Writing 30 to 40 words on your answer sheet.

Step 3: Additional vocabulary studying

Match the following words of colors with their Chinese equivalents.

   1. television ad      A. 电视广告

   2. consumer ad        B. 消费品广告

   3. film ad         C. 电影广告

   4. sky ad          D. 空中广告
   5. postcard ad        E. 明信片广告

   6. ad agent          F. 广告代理商

   7. professional ad     G. 专业广告

   8. corporate ad       H. 广告公司

   9. ad media          I. 广告媒介

   10. ad budget        J. 广告预算

   11. repeat an ad      K. 重复广告

   12. place an ad       L. 登广告

   13. ad material       M. 广告材料

   14. one shot         N. 一次性广告

Step 4: practices.

Step 5: Business world

Step 6: Consolidation and comment the class.

Homework: Ask students to do the exercises on Page 26 to Page 33 in the textbook.

Summary: This lecture put emphasis on students’ practical ability training. Students
were required to know the theories and do the exercises to consolidate the content.
So ,some students felt tired after the tasks. In future, I suggest that the students be
required to finish the exercise in groups, which would make students feel relaxed .

Lecture Number 5.

Teaching Title: Unit 2 : Business Communication, Reading I

Content: Reading I: How to Write Magnetic Sales Letters

Type: Theoretical, practical

Teaching Aids: Pictures , radio, multimedia

Teaching Approach:

1. Communicative Approach,
2. Cooperative Teaching Approach,

3. Group-discussion Method, Ask and answer Method

Teaching Aims:

1. Cognitive aim:make students gain general knowledge about the Business
Communication.

2. Ability aim: develop students ability to express ideas, do reading comprehension
and know how to Write Magnetic Sales Letters.

3. Emotional aim: make students to be keen on the business.

Teaching Important and Difficult Points:

1. General idea of the text

2. Key words: fascinating, odds, convince, Merit, Pursue, ample, Intimately, tempt,
Infatuated, prospect, settle for

3. Difficult sentences:

1) most sales letters suffer from one big fault.

2). This becomes so far from being true that the opposite is the case.

3) What you are writing about . though fascinating to you because it is your livelihood

4). The odds are that just about the only thing you know about them is that they are
customers.

5). The first is that of someone who gives the matter no thought at all.

6) . People who do this are so blindly convinced of the merits of what they are selling
that they think everyone else will be .

7) Therefore . they feel they must be original . clever and entertaining . furing
prospects into the letter before springing the sales message upon them

8) In this case . the premise that people get far too many sales already and don’t use
them . is false……

4. Structure analysis

5. Retell the text (General idea of the text)
Teaching Procedures:

Step 1: I. Brainstorming: work with your partner and write out as many words or
expressions as possible about communication.

       How we communicate?

       ★ written forms: letter

       ★ oral forms: conversation

       ★ other forms : smile

Step 2: pair-work: discuss the following questions in pairs / in groups.

Q1: Which do you think is the most effective communication channel in present
business transaction ? why ?

Q2: what factors often influence your decision when you are considering which
communication form to choose?

Q3: what do you think are some of the advantages or disadvantages of communicating
with someone in a face-to-face meeting..

Q4: what do you think are some of the advantages or disadvantages of communicating
in writing ?

Q5: what kind of sales letters appeals to you most?

Step 3: Fast reading. Give students 6-8 minutes to scan the text, they are required to
find the topic sentences for the important paragraphs and get the main idea of the text.

Step 4: Scanning for detailed information checking。

Give students 8 minutes to read the text again, and answer the following questions to
consolidate the content of the text.

 1. what is the bit fault that most sales letters suffer from ?

 2. why does the author think entertainment is irrelevant to sales letter?

 3. why should your letter be interesting to the receivers. ?

 4. why do some people adopt the minimalist approach and settle for merely
announcing the existence of whatever is on offer ?
 5. by whom are the roads to disaster pursued ?

Step 5: Structure analysis.

Ask students to divide the text into several parts according to the context, and
get the mail idea for each part.

Part I: Introduction: Most sales letters are written from the writers’ view rather than
the readers’.

Part II: Explanation of the four basic factors of production.

Part III: Introduction: How to write in a personal way to people you don’t know and
who don’t want to read what you’ve written . about something they are probably not
very interested in ?

Part IV. Conclusion : A successful letter should talk to the right person about the
fight subject at the right time . and appeals to that person’s self-interest.

Step 6: comment student’s performance positively

Step 7: Summarize the general of this text and retell the texts.

Step 8: Language points---key words and phrases(pronunciation, spelling, meaning ,
usage.)

Step 9: Summary of this class

Homework: Ask students to do the exercise on page 46-51.

Summary: Students were in high interests in the content of the text. They did the
pre-reading carefully, so, they acted positively and smoothly in the class.

Details complements:

cultural background

  Business letter- writing basics.

The basic of good business letter writing are easy to learn. The following guide
provides the phrases that are usually found in a standard business letter. By using
these standard phrases, you can give a professional tone to your English business
letters. These phrases are used as a kind of frame and introduction to the content of
business letters.

1.     the start
2.     the reference

3.     the reason for writing

4.     requesting

5.     agreeing to requests

6.     enclosing documents

7.     closing remarks

8.     reference to future contact

9.     the finish.

Lecture Number 6.

Teaching Title: Unit 2 : Business Communication, Reading II

Content: Reading II: Using audience analysis to adapt your message

Type: Theoretical, practical

Teaching Aids: Pictures

Teaching Approach:

1. Communicative Approach,

2. Cooperative Teaching Approach,

3. Group-discussion Method, Ask and answer Method

Teaching Aims:

1. Cognitive aim:make students gain general knowledge about the business
communication.

2. Ability aim: develop students ability to express ideas, do reading comprehension
and know how to use audience analysis to adapt your message.

Teaching Important and Difficult Points:

1. General idea of the text
2. Key words: Overestimate, Individual personality, emotional, “red flag “ words,
initial, digest, appreciate.

3. Difficult Sentences:

1) as you answer these questions for a specific reader, think about the organizational
culture in which your reader works.

2) allow the reader to save face by suggesting that changed circumstances call for new
attitudes or action.

3) a reader who sees contractions as too informal needs a different style from one who
sees the additional business writing as too stuffy.

…

4. Structures of the text

Teaching Procedures:

I. Teaching procedures:

Step 1: Review the former part of this unit and lead in this part.

Step 2: Fast reading.

Give students 6-8 minutes to scan the text, they are required to answer the discuss the
following questions

 Discussion Questions.

 1.      How should the writer present his messages that are considered as
      unimportant by the reader ? if the reader sees the writer’s experience exception
      or even something abnormal, what should the writher’s policy be ?

 2 if you are the writer, how do you predict the readers’ needs for information ?

 3. how important is cultural analysis in inter-personal communication ?

 How should we practice cultural analysis in writing and understanding ? give some
examples.

Step 3: General idea summarizing. Ask students to read the text again and get the
main idea for the text.

Step 4: Detailed information checking。Making choice exercises.
Step 5: Structure analysis

Ask students to divide the text into several parts according to the context, and
get the mail idea for each part.

Part: (Para. 1-2)

 Introduction: You should analyze your audience and revise your draft with your
analysis in mind.

Part 2: (Para’s- the end)

Some points you should predict about your reader.

Step 6: words, phrases and sentences study.

Word study

1. Initial

  N. the first letter of a word

  Ad, occurring at the beginning

  V. to mark with one’s initials

2. Digest

  V. to convert food into absorbable substances

  V. to arrange and integrate in the mind

  V. to systematize

3. Appreciate

  V. to recognize the quality, significance, or magnitude of.

  v. to be thankful or show gratitude for

4. specific

     Adj. Special , distinctive, or unique

     Adj. Stated explicitly or in detail

Step 7: Comment students behavior positively.
Step 8: Summary of this class



Homework: Ask students to do the exercises on Page to Page in the textbook.

Summary: In this class, fast-reading teaching method and communicative method
were involved, Students were active and they did the tasks smoothly. However,
students should be trained more efficient reading skills in the skimming.

Lecture Number 7.

Teaching Title:

Unit 2: 1. Special Use

      2. Function and Structure

 Content: 1. Special Use: Troublesome adjectives and adverbs.

    2. Function and Structure: Expressions at the post office

Type: Theoretical, practical

Teaching Aids: multimedia, radio

Teaching Approach:

1. Communicative Approach,

2. Cooperative Teaching Approach,

3. Group-discussion Method, Ask and answer Method

Teaching Aims:

 1. Cognitive aim:make students gain general knowledge about Troublesome
adjectives and adverbs.

 2. Ability aim: develop students ability to use languages and express at the post
office properly.

Teaching Important and Difficult Points:

 1. The principals of using the Troublesome adjectives and adverbs.
 2. Expressions on how to express at the post office properly.

Teaching Procedures:

 Step 1: Introduction to the principals and the use of Troublesome adjectives and
adverbs.

       The use of adjectives and adverbs

       1.     clean / cleanly

       2.     close / closely

       3.     dead / deadly

       4.     easy/ easily

       5.     fair / fairly

       6.     high/ highly



Step 2: Exercises.

Step 3: Function and Structure : express at the post office properly.

 Practise the following expressions with your partners and then complete the
dialogues.

 1. asking about postage

    Sample sentences:

    How much does it cost to send a …

    How much have I got to pay for…

   What is the postage / cost….

 2. telling about postage:

    Sample sentences:

     I will have to check / look up .

     It will cost…
     You have to pay…

     The charge will be …

 3. asking about time / ways to mail something

    Sample sentences:

     Approximately how long does it take by regular mail?

     When will the post be dispatched?

     What do I have to do to send a …

     Would you please tell me how to send a money order?

 4. telling about time / ways to mail something

    Sample sentences:

      It takes about …days to go surface mail here to London.

     The first delivery is at …

     Please write your telegram in block letters.

     Please sign your name

 5. ask the client where / how to mail something

    Sample sentences:

     Where / how would you like to send it.

     Do you wish to send it by air or …

     Do you want it insured/ registered?

 6. mailing something

    Sample sentences:

     I want a postcard / a money order for …

    I would like to have it sent by urgent telegram / pick up my package / cash this
money order.
     May / can I send these packages by parcel post?



Homework: Ask students to do the exercises on Page 8 to Page 14 in the textbook

Summary: This lecture put emphasis on the language points. Some students were not
clear about the grammar. Besides , students were trained to make conversations at
post office, they felt a little difficult to carry out the tasks smoothly. But they active in
the class.So, in future, teacher should mention more grammar points and do certain
exercises and more oral exercises.

Lecture Number 8.

Teaching Title: Unit 2 :

1. practical reading:

2. basic writing

3. Additional vocabulary

4. Business world

Content:

1. practical reading: Leaflet: Swift Service

2. basic writing: sentence writing(2)

3. Additional vocabulary

4. Business world: Suggestion for Business Communication.

Type: Theoretical, practical

Teaching Aids: Pictures of advertisements.

Teaching Approach:

1. Communicative Approach,

2. Cooperative Teaching Approach,

3. Group-discussion Method, Ask and answer Method
Teaching Aims:

1. Cognitive aim:make students gain general knowledge about the Leaflet: Swift
Service, Clauses Writing, and Vocabulary about business communication.

2. Ability aim: develop students ability to design ad and select perfect languages of
business communication .

Teaching Important and Difficult Points:

1. Language of business communication

2. clauses (sentence) writing

3. Additional vocabulary about Business Communication

Teaching Procedures:

Step 1: Practical reading: Leaflet: Swift Service

Reading Comprehension

Direction : choose the best answer according to the passage .

Step 2: Basic writing: sentence writing(2)

In terms of the different combinations of clause elements, English clauses can be
classified into five basic types.

Step 3: Additional vocabulary studying

Match the following words of colors with their Chinese equivalents.

   1. zip code             A. 条形码

   2. mail               B. 邮件

   3. air mail             C. 航空邮件

   4. special delivery          D. 挂号邮件

   5. postmark             E. 邮戳

   6. postman              F. 邮递员

   7. postage free           G. 邮资免费
   8. branch post office         H. 邮政分支机构

   9. postal savings            I. 邮政储蓄

   10. telegraphic transfer       J. 电汇

   11. telegram               K. 电报

   12. stamped envelope          L. 纪念邮票

   13. mailbag                M. 油包

   14. general post office       N. 邮政总局

Step 4: practices. Pair work.

Step 5: Business world: Suggestion for Business Communication.

  ★To understand business communication situations, ask the following questions:
what is at stake—to whom?

         Should you send a message?

         What channel should you use?

         How should you say it?

  ★ the following process helps create effective messages:

         Answer the 6 questions for analysis below.

         Make your document visually inviting.

         Revise your draft.

         Edit your draft for standard English.

         Use the response you get to plan future message.

  ★ use these six questions to analyze business communication problems.

  ★ a solution to a business communication problem must both solve the
organizational problem and meet the needs of the writer or speaker, the organization,
and the audience.

Step 6: Consolidation and comment the class.
Homework: Ask students to do the exercises on Page 67 to Page 76 in the textbook.

Summary: This lecture put emphasis on students’ practical ability training, writing
skills. The tasks were heavy, so ,some students felt tired after the tasks. In future, I
suggest that the students be required to finish the exercise in groups, which would
make students feel relaxed, and should develop students’ interests in business.

Lecture Number 9.

Teaching Title: Unit 3 : Organization culture, Reading I

Content: Reading I: The Organizational Culture and the Discourse Community

Type: Theoretical, practical

Teaching Aids: Pictures of Organization culture.

Teaching Approach:

1. Communicative Approach,

2. Cooperative Teaching Approach,

3. Group-discussion Method, Ask and answer Method

Teaching Aims:

1. Cognitive aim:make students gain general knowledge about the Organization
culture.

2. Ability aim: develop students ability to express ideas, do reading comprehension .

3. Emotional aim: make students to be keen on the business.

Teaching Important and Difficult Points:

1. General idea of the text

2. Key words: Sensitive, share, balance,

3. Difficult sentences:

1) be sensitive to the culture in which your audiences work, and the discourse
community of which they are a part.
2) a discourse community is a group of people who share assumptions about what
channels, formats, and styles to use for communication, what topics to discuss and
how to discuss them, and what constitutes evidence.

3) lawyers ant another agency may see themselves writing multi-purposed,
compelling documents designed not only to carry the weight of litigation but also to
enhance the organization’s image in the eyes of its various publics.

4) does it value independence and creativity or being a team player and following
orders?

……

4. Structure analysis

5. Retell the text (General idea of the text)

Teaching Procedures:

Step 1: I. Brainstorming: work with your partner and provide definitions for the
following nouns.




         Nouns                         Definitions
         Culture
         Custom
         Convention
         Tradition
         Manners
         Habit




Step 2: pair-work: Pair-work: discuss the following questions in pairs / in groups.

  Q1: what kind of organization do you like to work for ?

  Q2: what do you know about organizational culture ?

   Q3: how can you get a sense of an organization’s culture?

   Q4: what is the importance of understanding organizational culture ?

Step 3: Fast reading.
Give students 6-8 minutes to scan the text, they are required to find the topic
sentences for the important paragraphs and get the main idea of the text.

Step 4: Scanning for detailed information checking。

Give students 8 minutes to read the text again, and answer the following questions to
consolidate the content of the text.

 1. what does organizational culture mean?

 2. what does discourse community mean ?

 3. in what way is an organization’s culture revealed verbally ?

 4. what kind of messages is more likely to succeed in an organization ?

 5. how can you analyze an organization’s culture?

 6. what do you know about subculture from the text?

Step 5: Structure analysis.

Ask students to divide the text into several parts according to the context, and
get the mail idea for each part.

structure of reading I

Part 1: (para. 1)

Introduction: the concept of organizational culture & discourse community.

Part 2: (para. 2-3)

 Different cultures in different organizations are constructed by the people who found
and change the organization.

Part 3: (para. 4-5)

Analysis of an organization’s culture and subculture.

Part 4: (para. 6-8)

Analysis of an organization’s discourse communities and its coverage.

Step 6: comment student’s performance positively
Step 7: Summarize the general of this text and retell the texts.

Step 8: Language points---key words and phrases(pronunciation, spelling, meaning ,
usage.)

Step 9: Summary of this class

Homework: Ask students to do the exercises on Page 8 to Page 14 in the textbook

Summary: This lecture was designed well and stimulated students’ interests in the
central topic, Students were active in the class though there were heavy tasks. But
students felt a little strange to the organization culture because they lack practical
experience of lives.



Details complements:

Cultural background

Organizational culture survey

It’s undeniable that “culture rush : has come globally. Some experts said that culture
would be the most powerful engine for the development of a nation, a company or any
organizations. Now , not only does government advocate its national culture in the
form of World Tour Expo, Cultural Year, etc., but all companies have realized and
poured ever-increasing attention to the more important role of culture in the growth
and expansion of business.

In business world, organizational culture takes the form of “ corporate culture”, it
goes without saying that “ corporate culture” means the fostered and accepted way all
members of a company do things. And corporate culture is initially established by the
founder of a company passed down and represented in all the company’s activities
and staff’s speech and behavior, usually, corporate culture is divided in to four
stratums:

1) material contents,

2) behavioral content,

3) systematic contents,

4) spiritual contents
 material          Layout of office , floor shop, dormitory, buildings , etc
 contents

 behavioral       Marketing, advertising, management, staff’s speech and
 content          behavior, etc.
 systematic       Regulations on what will be prized or punished, rituals,
 contents         socializations, etc.

 spiritual        Values, minds of business, society and business, environment,
 contents         etc.




Corporate culture is virtually representing the values, development goals of the
company, unifying all staff’s mind, speech and behavior. Several reasons have been
suggested for why corporate culture can receive people’s increasing attention:

1) favorable corporate culture has been proven to help business win the support form
consumes, investors and even authorities, which is vital to any business.

2) prevailing branding strategy must be based on distinctively favorable corporate
culture which is in accordance with leading cultural trend accepted by its publics.

3) particular corporate culture mirrors the profile of a specific company which decides
on the degree to which customers accept its products or services.

4) competition in business world is turning a new page, that is to say , the focus of
business competitions has been transferred from brand to culture which covers
quality , service, brand, etc.

Lecture Number 10.

Teaching Title: Unit 3 : Organizational Culture, Reading II

Content: Reading II: Honda of America

Type: Theoretical, practical

Teaching Aids: Pictures of the company: Honda and its products.

Teaching Approach:

1. Communicative Approach,

2. Cooperative Teaching Approach,
3. Group-discussion Method, Ask and answer Method

Teaching Aims:

1. Cognitive aim:make students gain general knowledge about the Honda of America.

2. Ability aim: develop students ability to express ideas, do reading comprehension
and know how to develop business.

Teaching Important and Difficult Points:

1. General idea of the text

2. Key words: leader, reserve , access, close, floor

3. Difficult Sentences:

1) Honda introduces its distinctive philosophy , called the Honda Way, to new
associates and their family members at an orientation session led by the president of
Honda of America (HAM), Hiroyuki Yoshino.

2) Yoshino is one of 320 Japanese associates working in America, most of whom
assigned to the R&D (research and development) centers in Marysville, and Torrance,
California.

3) Honda emphases training because it promotes from within.

4) It was mind-boggling for me to come here and see the amount of involvement of
the general associate in problems and situations that before I viewed only as
management type issues.

……

4. Structures of the text

Teaching Procedures:

I. Teaching procedures:

Step 1: Review the former part of this unit and lead in this part.

Step 2: Fast reading.

Give students 6-8 minutes to scan the text, they are required to answer the discuss the
following questions
 Discussion Questions.

 1.     what is Honda’s style of management ?

 2 Honda believes in education for its employees, give some details about it.

 3. how does organizational culture influence the development of a company? What
kind of company do you prefer ?

Step 3: General idea summarizing. Ask students to read the text again and get the
main idea for the text.

Step 4: Detailed information checking。Making choice exercises.

Step 5: Structure analysis

Ask students to divide the text into several parts according to the context, and
get the mail idea for each part.

Part 1: (para. 1-3)

Education is a key part of the Honda Way.

1) (para. 1) the Honda Way is passed to new associates and their family members in a
formal way.

2) (para. 2) Education is a key part of the Honda Way.

3) (para. 3) Reason for emphasis on training.

Part 2: (para. 4-7)

Egalitarian atmosphere fostered in HAONDA family leads to strong team work.

1) (para. 4) Honda promotes an egalitarian atmosphere

2) (para. 5 The accessibility of managers and executives makes communication easy.

3) (para. 6) Honda’s team atmosphere makes employees feel involved in their word

4) (para. 7) one employee’s own feelings of Honda’s team atmosphere.

Step 6: words, phrases and sentences study.

floor
1) n. level of a building

 2) n, the minimum, bottom-end.

 Related use: floor level, floor value, floor manager, floor walker, floor broker.

Step 7: Comment students behavior positively.

Step 8: Summary of this class

Homework: Ask students to do the exercises on Page 4 to Page 99 in the textbook

Summary: In this class, fast-reading teaching method and communicative method
were involved, Students were active and they did the tasks smoothly. However,
students should be trained more efficient reading skills in the skimming.

Lecture Number 11.

Teaching Title:

Unit 3 : 1. Special Use

      2. Function and Structure

Content: 1. Special Use: Words or expressions denoting frequency and accuracy.

      2. Function and Structure : Expressing curiosity & asking for information.

Type: Theoretical, practical

Teaching Aids: cards.

Teaching Approach:

1. Communicative Approach,

2. Cooperative Teaching Approach,

3. Group-discussion Method, Ask and answer Method

Teaching Aims:

1. Cognitive aim:make students gain general knowledge about Words or expressions
denoting frequency and accuracy.

2. Ability aim: develop students ability to express curiosity & ask for information.
Teaching Important and Difficult Points:

1. The principals of using the Words or expressions denoting frequency and accuracy.

2 Expressing curiosity & asking for information.

Teaching Procedures:

 Step 1: Introduction to the principals of Structure : introductory words + to do

 1.       Infinitive “to do ” is defined as a special expression means or approach and it
       cannot be used as the predicate verb in English sentences. Its general form is
       used to refer to “future”, which exactly indicates the matter of “be going to do ”
       or “plan to do ” etc; in reality, according to needs of expression structure itself
       features the functions of attributive modifier, subject, object, adverbial, etc.

 2.        the structure “introductory words + to do” just derives from the general form
       of infinitive “to do”. The former features more specific & detailed meaning as
       well as much single grammar function. The introductory words in the structure
       are usually “what, whether, who , why”, “that, and how”.

       The details about it listed as follows.

      Introductory        indication             Introductory      indication
      words                                      words
      what                content                Why               cause

      where               place                  whether           uncertainty

      when                time                   how               Way, approach,
                                                                   method
      who                 people




 3.       The expression of “only to do ” is a special derivation of the structure of
       “introductory words + to do ” . the expression does not indicate “future” at all ,
       but it only refers to “a result”, indicating “find something only”.

 E.g. He rushed there only to find that the ceremony had closed.

Step 2: Exercises.

Step 3: Function and Structure : How to Persuade Others
     statement:

     this extended activities are aimed to help students grasp some useful expression
     about expressing curiosity and asking for information.

Step 4: Exercise consolidation.

 Ask students to Practice the following expressions with your partners and then
complete the dialogues.

     Suggested arrangement

     Step 1: listening – speaking approach

     After listening to the tape, students are asked to repeat the conversation with
     partner(s)

     Step 2: listening- imitation approach

     After listening to the tape, students will be given adequate time to prepare a
     conversation in an imitated case similar to that in the tape.

     Step 3: example- practice.

     In order to help students know the points, teachers need to set an example for
     students. To be exact, it means teacher can present a conversation with a student
     who is more proficient than the other.

     Step 4: situational performance.

     On the basis of acquaintance with basic knowledge and information, students
     will be encouraged to organize a performance to strengthen the points and to be
     proficient in similar circumstances.

Homework: Ask students to do the exercises on Page 96 to Page 102 in the textbook.

Summary: This lecture put emphasis on the words and expressions denoting
frequency and accuracy. Some students lacked frequent practices, so, they felt
difficult in the tasks. therefore, in future, teacher should ask and organize students do
more oral practices.

Lecture Number 12.

Teaching Title: Unit 3 :

1. practical reading
2. basic writing: sentence writing

3. Additional vocabulary

4. Business world

Content:

1. practical reading: A Case Study

2. basic writing: Topic Sentence

3. Additional vocabulary

4. Business world: Decision-making and Management Style

Type: Theoretical, practical

Teaching Aids: Pictures , multimedia.

Teaching Approach:

1. Communicative Approach,

2. Cooperative Teaching Approach,

3. Group-discussion Method, Ask and answer Method

Teaching Aims:

1. Cognitive aim:make students gain general knowledge about the Language of A
Case Study, Topic Sentence Writing, and Vocabulary about organizational culture.

2. Ability aim: develop students ability to design ad and select perfect languages of
Advertising

Teaching Important and Difficult Points:

1. A Case Study

2. Topic sentence writing

3. Additional vocabulary about organizational culture

Teaching Procedures:

    Step 1: Practical reading
    1.       business brief

    how to successfully manage an organization has been a very important but
    seemingly very difficult issue. Different people hold diversified views on that, so
    different organizations employ different management philosophy and present
    various management cultures.

     Usually, one decision makers is set in most organizations in order to make the
    organization structure flat enough and to facilitate the organization’s smooth
    operation. While some organizations employ several decision makers, who share
    the duties and responsibilities, to operate the organization, their excellent
    cooperation is required and is the key to the success of certain organization
    because different persons are exposed to different cultures and hold different
    views on the same issue.

    2.       Case study.

    1) In this particular case, what teacher should do is to help students dig out the
    actual reasons of why Ms. Graus and Mr. Arngo cannot cooperate well and
    possible solutions.

    2) Suggestions for discussion (Student’s Book p.p.l05-106)

Step 2: Basic writing: Topic sentence writing

Step 3: 3. Additional vocabulary studying

Match the following words of colors with their Chinese equivalents.

   1. cost                    A. 成本

   2. profit                  B. 利润

   3. invest                  C. 投资

   4. market share               D. 市场份额

   5. pricing policy               E. 价格策略

   6. products                  F. 产品

   7. recession                 G. 萧条期

   8. monopoly market               H. 市场垄断

   9. boom                    I. 繁荣
   10. sales                   J. 甩卖

   11. delegate                 K. 客户代表

   12. comparable                 L. 可比性

   13. life cycle               M. 任命周期

   14. patented                N. 专利

   15. distribute               O. 分散

Step 4: practices.

Step 5: Business world: Decision-making and Management Style

Step 6: Consolidation and comment the class.

Homework: Ask students to do the exercises on Page 8 to Page 14 in the textbook

Summary: This lecture put emphasis on students’ practical ability training. Students
were required to know the theories and do the exercises to consolidate the content.
So ,some students felt tired after the tasks. In future, I suggest that the students be
required to finish the exercise in groups, which would make students feel relaxed .

Lecture Number 13.

Teaching Title: Unit 4 : Family, Reading I

Content: Reading I: The Organizational Culture and the Discourse Community

Type: Theoretical, practical

Teaching Aids: Pictures of Magic of a Full Moon

Teaching Approach:

1. Communicative Approach,

2. Cooperative Teaching Approach,

3. Group-discussion Method, Ask and answer Method

Teaching Aims:

1. Cognitive aim:make students gain general knowledge about the family life.
2. Ability aim: develop students ability to express ideas, do reading comprehension
and make explanation expressions.

3. Emotional aim: make students to be keen on the business.

Teaching Important and Difficult Points:

1. General idea of the text

2. Key words: motion, sticker, inspiration, serene, frosty, cast, intricate, ski,
exhilaration, trek, perch.

3. Difficult sentences:

1) I had loved the way the full moon transformed the night, making the familiar
landscape serene and mysterious..

2)our first full moon outing as a family fell on a frosty Wisconsin evening.

3) we were surprised at how bright the moonlight was as it reflected off the untraced
snow.

4) the girl’s rosy cheeks and smiles assured me we would have more moonlit
adventures.

5)out come books on the moon, stars, planets and space exploration.

6) walking down a dusty road through a long –forgotten town can be daunting enough
in daylight.

……

4. Structure analysis

5. Retell the text (General idea of the text)

Teaching Procedures:

I.            Step 1: Brainstorming: work with your partner and write out as many
        words or expressions as possible about family.

        Who are they in family:

        Grandpa ________          _________       _________       ________

        What family are you in:
       Nuclear ________         _________       _________        ________

       Other elements concerning family:

       Marriage ________         _________      _________        ________



Step 2 :pair-work: Pair-work: discuss the following questions in pairs / in groups.

  Q1: What is your idea about family ?

  Q2: Do you think family is vital in one’s life ? why or why not ?

   Q3: what kind of parents is ideal in your eyes?

   Q4: describe a typical Chinese family of the past or of the present?

   Q5: what changes in family life will happen in the future?

Step 3: Fast reading.

Give students 6-8 minutes to scan the text, they are required to find the topic
sentences for the important paragraphs and get the main idea of the text.

Step 4: Scanning for detailed information checking。

Give students 8 minutes to read the text again, and answer the following questions to
consolidate the content of the text.

 1. how many children does the family have and how old are they ?

 2. why are the kids so enthusiastic about “ full moon night”?

 3. how did the author get the inspiration for the full-moon-outing tradition ?

 4. what did the family do on their first full-moon outing?

 5. how did the kids like their first full-moon outing?

 6. how did the Indians in that region call the full moons in Feb., Mar., April, May,
June, July and August respectively?

 7. what do you think is the significance of that August night ?

 8. what did the family do no their most recent adventure
Step 5: Structure analysis.

Ask students to divide the text into several parts according to the context, and
get the mail idea for each part.

structure of reading I

Part 1: (par. 1-2)

Introduction: the family tradition and its original reason

1) para.1. full moon signal the time for activity during the night

 2) par. 2 the author’s inspiration was an outing with friends.

Part 2: (par. 3-6)

Description for the 1st full moon outing

 1) para.3. the time, place, weather and their feelings about the outing.

 2) para.4. the name of the moon called by Indians and its moonlight.

 3) para.5. the way they glided.

 4) par. 6. they celebrated the adventure at home.

Part 3: (par. 7-14)

Description of the activities of other full noon nights.

Step 6: comment student’s performance positively

Step 7: Summarize the general of this text and retell the texts.

Step 8: Language points---key words and phrases (pronunciation, spelling, meaning ,
usage.)

Step 9: Summary of this class

Homework: Ask students to do the exercises on Page 123 to Page 129 in the textbook

Summary: This lecture was designed well and stimulated students’ interests in the
central topic, Students were active in the class.

Details complements:
What is family

According to the U. S government, a family is those people who live with others to
whom they are related by blood, marriage, or adoption.

The changing perceptions of family.

Americans do have experienced important changes in their perception of family life.
The present concept of a family is a private retreat whose economic activities focus on
consumption and childcare. In colonial American society, however, it was a place of
production, a primarily self-sufficient agricultural unit, where most of the work took
place, and a place where servants , apprentices, boarders and lodgers might live.

The benchmark event that influenced families in the second half of the 20th century is
the invention of birth control pills.

In the late 1960s and the 1970s, an emphasis was placed on experimentation and
freedom. Marriage was no longer “till death do us apart” but “till the going gets
tough” or “till we get bored”.

Since the 1980s, Americans have again been reviewing the values of families and
taking a hard look at marriage. Since the experiments of the previous two decades did
not work for many, many couples stated striving to build durable relations ship based
on more conventional values of the past- loyalty, trust, and commitment.
Consequently, diversity is the best way to characterize the postmodern family. The
proportion of “no family ” households has increased so that in the 1990s more than
one in four households is a “no family” household.

Lecture Number 14.

Teaching Title: Unit 4 : Organizational Culture, Reading II

Content: Reading II: The “New Father”—No Real Role Reversal

Type: Theoretical, practical

Teaching Aids: Pictures, multimedia.

Teaching Approach:

1. Communicative Approach,

2. Cooperative Teaching Approach,

3. Group-discussion Method, Ask and answer Method
Teaching Aims:

1. Cognitive aim:make students gain general knowledge about the Organizational
Culture.

2. Ability aim: develop students ability to express ideas, do reading comprehension
and know how to develop business.

Teaching Important and Difficult Points:

1. General idea of the text

2. Key words: reversal, claim , penalty, current, privilege.

3. Difficult Sentences:

1) The “New Father” ---No Real Role Reversal

2) Looked at another way, the other 50% are satisfied the way things are and are
saying that they don not feel any great desire to spend more time with their children
than they currently do .

the current situation. They think that the time they spend with the children is enough.

3)What is often overlooked,, Lamb says, is that about two thirds of the women are
happy with their spouses’ current level of parental involvement.

happy with their husbands’ current level of taking care of children.

4) father involvement has to be looked at in the context of the family arrangements
and the value it has for both mothers and fathers.

……

4. Structures of the text

Teaching Procedures:

I. Teaching procedures:

Step 1: Review the former part of this unit and lead in this part.

Step 2: Fast reading.

Give students 6-8 minutes to scan the text, they are required to answer the discuss the
following questions
 Discussion Questions.

 1. do mothers expect their husbands to be more involved in child-rearing?

 2 in this article, what comments does the author make on family arrangements for
children? Which kind of family style does the writer prefer ?

 3. what kind of role do you think mother and father should take in the family?

Step 3: General idea summarizing. Ask students to read the text again and get the
main idea for the text.

Step 4: Detailed information checking。Making choice exercises.

Step 5: Structure analysis

Ask students to divide the text into several parts according to the context, and
get the mail idea for each part.

Part 1: (par. 1)

Author’s opinion about the role of father’s involvement in child-rearing

Part 2: (par. 2)

Different views of men and women on fathers’ involvement in child-rearing.

Part 3: (par. 3)

The reasons why women are happy with their spouses’ current involvement level.

Part 4: (par. 4)

Fathers can do caring as well as mothers can, with the exception of making milk.

Part 5: (par. 5)

Fathers involvement has to be considered in the context of the family arrangements
and the value it has for both mothers an fathers

Step 6: words, phrases and sentences study.

1. reversal

1) n. an instance of making something the opposite of what is was., turn around
 2) n, exchanging two positions, functions, etc.

 Related use: reverse, reversible.

2. claim

v. to demand or request because it is or one believes it is one’s right or property.

v. to state or declare as a fact.

v. to need , deserve

n. demand

n. a right to something.

n. a statement of something as a fact , assertion.

3. penalty.

  n. punishment for breaking a law, rule or contract.

  n. disadvantage, suffering or inconvenience caused by an action or a circumstance.

4. current.

  adj. of Th. present time ,happening now.

adj. in common or general use.

n.

related use: current account. Current assets, current affairs.

5. privilege.

     n. a special right or advantage available only to a particular person, class or rank.

Step 7: Comment students behavior positively.

Step 8: Summary of this class

Homework: Ask students to do the exercises on Page 132 to Page 139 in the
textbook.
Summary: In this class, fast-reading teaching method and communicative method
were involved, Students were active and they did the tasks smoothly. However,
students should be trained more efficient reading skills in the skimming.

Lecture Number 15.

Teaching Title:

Unit 4 : 1. Special Use

      2. Function and Structure

 Content: 1. Special Use: Adjective order before a Noun..

       2. Function and Structure : Explanation

Type: Theoretical, practical

Teaching Aids: Multimedia, pictures.

Teaching Approach:

1. Communicative Approach,

2. Cooperative Teaching Approach,

3. Group-discussion Method, Ask and answer Method

Teaching Aims:

1. Cognitive aim:make students gain general knowledge about Adjective order before
a Noun.

2. Ability aim: develop students ability to explain sth.

Teaching Important and Difficult Points:

1. The principals of using Adjective order before a Noun.

2 Explanation.

Teaching Procedures:

 Step 1: Introduction to the principals of Structure : Adjective order before a
Noun.
 1.      the general order is : opinion, fact.

      1) an opinion adj. explains what you think about Th.

      2) a fact is what is definitely true about Th.

 2. The normal order for fact adj. :

      Size, age, shape, color, origin, material, purpose.

      e.g. a big, old, square, black, Chinese, wooden table.

 3. some examples of adj. order.

 4. Determiners usually come first, even though they are fact adjectives

 Articles. a/ the

 Possessive : my/ your….

 Demonstratives: this / that…

 Quantifiers : some, any, few, many….

 Numbers: one, tow, three….

 5. when we want to use two color adjectives, we join them with “and”

Step 2: Exercises.

Step 3: Function and Structure : How to Persuade Others

I. In everyday English and business English, we may have questions about something
or how to do something. When such a situation occurs, we can ask for an explanation
in this way:

      Would you explain why……?

      Could you please elaborate a little on….?

      Could you give me an example, please?

      These functional expressions are formal. If we say “what do you mean…?” that
      is less formal and direct with less manners.
    As a listener one can respond according to the problem , and when asked to give
    reasons, one may explain in a general way, if the listener cannot understand what
    you said, you may explain in a specific way, that is to say, change the way.
    Explaining with examples can make the statement clearer, easier to understand.

    When one is not sure about the operation, we can explain the procedure in a
    logical order , even perform it step by step. The following sample sentences are
    useful to state explanation.

 II. Practice the following expressions with your partners and then complete the
dialogues.

 1. explaining in a general way

   Sample sentences:

    Let me explain

   Let me tell you why. One reason is that…

   It means there are at least two possibilities.

 2. explaining in a specific way:

    Sample sentences:

     Or rather / that is to say

   What I meant was …

    Perhaps I could make it clearer by making out the places on the map

 3. explaining a procedure

    Sample sentences:

    You do it like this: the first step is ….

    Let me show you how you do it.

    The process should be done the following procedure:…

 4. explaining with examples

  Sample sentences:
   Let / allow me (to) take / give am example.

   An example of this would be their new marketing project.

   To exemplify what I mean, let us look at these figures.

 5. asking for explanation

   Sample sentences:

  What do you mean by asking / saying ….

  Would you explain why …

  Could you elaborate a little on the ….

  Could you give me am example?

Step 4: Exercise consolidation.

Homework: Ask students to do the exercises on Page 135 to Page 141 in the textbook

Summary: This lecture put emphasis on the language points. Some students were not
clear about the grammar. For the lexical, they couldn’t imagine more related words
according to the principals. But they active in the class.

So, in future, teacher should mention more grammar points and do certain exercises.

Lecture Number 16.

Teaching Title: Unit 4 :

1. practical reading

2. basic writing

3. Additional vocabulary

4. Business world

Content:

1. practical reading: Advertisements for Properties

2. basic writing: Unity and Coherence writing

3. Additional vocabulary
4. Business world: Costs of Home Ownership

Type: Theoretical, practical

Teaching Aids: Pictures , multimedia.

Teaching Approach:

1. Communicative Approach,

2. Cooperative Teaching Approach,

3. Group-discussion Method, Ask and answer Method

Teaching Aims:

1. Cognitive aim:make students gain general knowledge about the Language of A
Case Study, Topic Sentence Writing, and Vocabulary about organizational culture.

2. Ability aim: develop students ability to design ad and select perfect languages of
Advertising

Teaching Important and Difficult Points:

1. A Case Study

2. Topic sentence writing

3. Additional vocabulary about organizational culture

Teaching Procedures:

Step 1: Practical reading

    reading the expressions carefully and make you clear about them.

    2: scanning the contexts quickly, and make rough drafts.

    3: reading the contexts again, and choose the rest expressions.

    4: checking logically

Step 2: Basic writing: Unity and Coherence writing

Step 3: 3. Additional vocabulary studying

 Words about the family tree .
   1. grandfather

   2. grandmother

   3. father

   4. mother

   5. uncle

   6. aunt

   7. great grandfather

   8. great grandmother

   9. son

   10. daughter

   11. niece

   12. nephew

   13. great son

   14. great daughter

Step 4: practices.

Step 5: Study the Business world: Costs of Home Ownership

Step 6: Consolidation and comment the class.

Homework: Ask students to do the exercises on Page 143 to Page 153 in the
textbook.

Summary: This lecture put emphasis on students’ practical ability training. The
content was a little heavy, including the practical reading, basic writing, additional
vocabulary and business world. Students were required to know the theories and do
the exercises to consolidate the content. So ,some students felt tired after the tasks. In
future, I suggest that the students be required to finish the exercise in groups, which
would make students feel relaxed .

Lecture Number 17.
Teaching Title: Unit 5 : Sightseeing, Reading

Content: Reading I: Big Fun

Type: Theoretical, practical

Teaching Aids: Pictures , multimedia.

Teaching Approach:

1. Communicative Approach,

2. Cooperative Teaching Approach,

3. Group-discussion Method, Ask and answer Method

Teaching Aims:

1. Cognitive aim:make students gain general knowledge about the know sightseeing
in London and Letchworth State Park and the Finger Lakes Region.

2. Ability aim: develop students ability to express ideas, do reading comprehension
and understand how to plan a tour and ask about or recommend sights to see.

3. Emotional aim: make students to be keen on the business.

Teaching Important and Difficult Points:

1. General idea of the text

2. Key words: vast, spectacular, adorn, parade, navigate, cast, retreat, prehistoric,
authentic, vibrant, switch on.

3. Difficult sentences:

1) …and this is a signal for Londoners that the season of present-giving, party and
“good-will to all” has officially begun.

2)The crowds of summer tourists have disappeared so language learners will find it
easier to meet Londoners and practice their English.

3)But it is often the size of London that makes the most impression on new visitors..

4) If you are interested in science, head for South Kensington, where you will find the
Science Museum and the National Museum.
5)And after Christmas there are plenty of bargains to be found during the sales, when
shops sell off the previous season’s merchandize at low prices..

6)London is famous for the variety of food it has to offer and it is possible to try
authentic dishes form around the world.

……

4. Structure analysis

5. Retell the text (General idea of the text)

Teaching Procedures:

Step 1: Brainstorming: work with your partner and write out as many words or
expressions as possible about sightseeing around the town.

       Sightseeing around the town:

★ What to know: weather…

★ Where to go: art gallery…

★ How to go: by bus…

★ What to carry: map…

Step 2: pair-work: Pair-work: discuss the following questions in pairs / in groups.

Q1: could you mention some top tourist attractions in China?

  Q2: Do you like traveling? Why or why not?

   Q3: How do you like to travel, to travel aloe, to travel with your family?

   Q4: What necessary preparations will you make before going sightseeing?

   Q5: If you were offered a free holiday anywhere in the world, where would you
like to go?

 Why?

Step 3: Fast reading.

Give students 6-8 minutes to scan the text, they are required to find the topic
sentences for the important paragraphs and get the main idea of the text.
Step 4: Scanning for detailed information checking。

Give students 8 minutes to read the text again, and answer the following questions to
consolidate the content of the text.

 Reading 1 questions:

 1. what signals to Londoners that the Christmas season has officially begun?

 2. when do visitors to London have the chance to see London at its best?

 3. why does London’s winter season appeal to language learners most ?

 4. what impresses new visitors to London most?

 5. where are most places of interest located in London??

 6. where offers visitors an excellent view of the sights in London?

 7. How can visitors to London advised to do if the weather turns bad?

 8. What variety of food can visitors have in London?

Step 5: Structure analysis.

Ask students to divide the text into several parts according to the context, and
get the mail idea for each part.

structure of reading I

Part 1: (para. 1-3)

Why it is a big fin to visit London in winter?

 1) para.1. Winter is the season when visitors to London have the chance to see this
vast and varied city at its best.

 2) para. 2 Visitors can see a definite atmosphere of excitement in the streets of
London.

 3) para. 3 Because of fewer visitors, you have more chances to practice English and
have more to do and to see.

Part 2: (para.4-11)
 The scenic spots, transportation, shopping eating , accommodation, entertainment in
London.

 1) para.4. introducing the most famous sights that first-time visitors to London will
want to see.

 2) para. 5-6 introducing the transportation in London.

 3) para.7-8 introducing the museums and galleries in London.

 4) para.9-11 shopping, eating and entertainment in London.

Step 6: comment student’s performance positively

Step 7: Summarize the general of this text and retell the texts.

Step 8: Language points---key words and phrases(pronunciation, spelling, meaning ,
usage.)

Step 9: Summary of this class

Homework: Ask students to do the exercises on Page 165 to Page 170 in the
textbook.

Summary: This lecture was designed well and stimulated students’ interests in the
central topic, Students were active in the class.



Details complements:

Sightseeing in London

London is one of the world’s greatest cities. Over the course of two thousand years it
has generated a story which now enraptures millions of visitors every year. From the
Romans to the Vikings. The Normans to the Tudors, all have left their marks. Artists
as diverse as Shakespeare , Dickens, Turner, Mozart, Henry James AND the Beatles
have all found inspiration here.

Covent Garden

Tower Bridge

Trafalgar Square

Kensington Palace
British Library

Lecture Number 18.

Teaching Title: Unit 5 : Sightseeing, Reading II

Content: Reading II: Follow Summer Waterfalls

Type: Theoretical, practical

Teaching Aids: Pictures of sightseeing, cards.

Teaching Approach:

1. Communicative Approach,

2. Cooperative Teaching Approach,

3. Group-discussion Method, Ask and answer Method

Teaching Aims:

1. Cognitive aim:make students gain general knowledge about the sightseeing.

2. Ability aim: develop students ability to express ideas, do reading comprehension
and know how to follow summer waterfalls.

Teaching Important and Difficult Points:

1. General idea of the text

2. Key words: Letchworth State Park, Finger Lakes, a bird’s eye view, in awe.

3. Difficult Sentences:

1) The Genesee River tumbles over waterfalls, winding , blending, carving deeper
into the gorge.

2) At night, Time spell, a sound and light show, dramatizes the story of the Watkins
Glen gorge form the earth beginning to modern times.

3) Blocky, ragged cliffs soar nearly 400 feet on either side of the cataract whose water
ends its free fall in a placid pool.

4. Structures of the text
Teaching Procedures:

I. Teaching procedures:

Step 1: Review the former part of this unit and lead in this part.

Step 2: Fast reading.

Give students 6-8 minutes to scan the text, they are required to answer the questions
on page 8 in the textbook.

 Discussion Questions.

 1. This article covers a lot of beautiful sights and landscapes in Letchworth State
 PARK and the Finger LAKES Region. Which one would you like to visit most?
 Why?

 2 Suppose you are the guide and you intend to organize a three-day tour in the Finger
Lakes Region, what would be your traveling route? Outline a schedule for the trip
according to the materials you have got form the text.

 3. Have you even been to some beautiful places at home or abroad? Tell your
classmates what the place is like and how you feel about it ?

Step 3: General idea summarizing. Ask students to read the text again and get the
main idea for the text.

Step 4: Detailed information checking。Making choice exercises.

Step 5: Structure analysis

Ask students to divide the text into several parts according to the context, and
get the mail idea for each part.

Part 1: (para. 1)

Introduction: a three-day tour of the Letchworth State Park and Finger Lakes.

Part 2: (para. 2-3)

Introducing the itinerary of day 1

Para. 2 Ltchworth State Park.

Para. 3 How to get to the gorge and what to do.
Part 3: (para. 4-8)

Introducing the itinerary of Day 2

Part 4: (para. 9-11)

Introducing the itinerary of day 3

Para 9. How to get to Buttermilk Fall State Park and what to do.

Para. 10. How to get to Taoughannock Falls State Park.

Para 11. Simple introduction to the gentle trail and grand waterfall.

Step 6: words, phrases and sentences study.

1. wind

1) v. to turn or twist something repeatedly, especially around something else.

 2) v. to turn something such as a handle or part of a machine around and around

 Related use: wind down , wind up.

2. mold

   n. a hollow container that you pour liquid into so that when the liquid becomes sold,
it takes the shape of the container.

  n. a distinctive nature, character, or type.

  v. to shape a soft substance by pressing or rolling it or by putting it into a mold

    3. soar

    v. to fly, especially very high up in the sky, floating on air currents

    v. to increase quickly to a high level.

Step 7: Comment students behavior positively.

Step 8: Summary of this class

Homework: Ask students to do the exercises on Page 175 to Page 181 in the
textbook.
Summary: In this class, fast-reading teaching method and communicative method
were involved, Students were active and they did the tasks smoothly. However,
students should be trained more efficient reading skills in the skimming in the future
teaching..

Lecture Number 19.

Teaching Title:

 Unit 5 : 1. Special Use:

      2. Function and Structure

Content: 1. Special Use: Position of Adverb.

        2. Function and Structure : Expressions for sightseeing

Type: Theoretical, practical

Teaching Aids: Pictures, cards.

Teaching Approach:

1. Communicative Approach,

2. Cooperative Teaching Approach,

3. Group-discussion Method, Ask and answer Method

Teaching Aims:

1. Cognitive aim:make students gain general knowledge about Position of Adverb.

2. Ability aim: develop students ability to use languages and express for sightseeing.

Teaching Important and Difficult Points:

1. the principals of using the Position of Adverb

2. Expressions for sightseeing.

Teaching Procedures:

Step 1: Introduction to the principals of Position of Adverb.
 Adverb of Manner : slowly , carefully, awfully, etc. these adverbs are put behind the
 direct object( or behind the verb if there is no direct object.)

 Adverb of PLACE : here, there, behind, above, etc. these adverbs are put behind the
 direct object or behind the verb.

 Adverb of TIME : recently, now, then, yesterday, etc. these adverbs are put at the
 end of the sentences.

 Adverb of Frequency : always, never, seldom, usually , etc. these adverbs are put
 before the main verb. If “be” is the main verb and there is no auxiliary verb, adverbs
 of frequency are put behind “be”. If there an auxiliary verb, however, adverbs of
 frequency are put before ”be”.

Step 2: Exercises.

Step 3: Function and Structure : Expressions for sightseeing—introducing.

    Sightseeing in USA

    The magical charm and glory of USA attract people from all over the world.
    Touring USA is no more just a dream. So there are some tips for sightseeing in
    USA.

    The country of USA BOASTS OF MANY such places of tourist attraction all
    over the world. The main and most popular ones are:

    New York: with its skyscrapers, this city stands high in style and sophistication.
    Apart from a number of tours, the city is also well known for its night life.

    Los Angeles: the glamour and rich beauty of this place is highly appealing , the
    most visited places are, Universal Studios in Hollywood, California Science
    Center, Pacific Aquarium, Wild Rives Water Park and more.

    Las VEGAS: the city has innumerable casinos, clubs, pubs, discos and is just
    apt for party animals.

    San Francisco: this city has a pristine beauty with a very modern outlook. The
    golden Gate Bridge I certainly not to be missed out.

    Washington DC: the capital city , is of course splendid during day and bright
    during night.

    Boston: the elegance of Boston with its museums, historic sites, tours and
    excursions in and around the city, attract a huge amount of tourists every year.
    Chicago: this place is famous for its huge range of museums like , Field Museum,
    Art Institute of Chicago, Children’s Museum, Swedish American Museum.

    Sightseeing in China

    China has many tourist attractions thanks to its vast territory, beautiful capes,
    long history, and splendid culture. There are 99 state- class historical and cultural
    cities. 750 national-class cultural relics and places of historical interest under key
    government protection, and 119 major scenic spots, 19 of which are listed as
    World Natural AND Cultural Heritages.

    The long history and brilliant culture of China can be retraced in the ancient ruin
    s and relics. Beijing, Xi’an, Nanjing, Luoyang, Kaifeng, Hangzhou, and ANyang
    are the seven ancient capitals, and people can follow the traces of Confucius, Qin
    Shihuang, and Genhis Khan to admire the extensive and profound Chinese
    culture.

    China has seen a rapid development in tourism and a great improvement in
    tourist facilities such as accommodations , food, shopping, and recreation. You
    will enjoy the best service during your stay in China.

Step 4: Exercise consolidation.

 Ask students to Practice the following expressions with your partners and then
complete the dialogues.

 1. planning a tour:

   Sample sentences:

    I’d lied to have a boat ride on Taihei Lake.

   I plan / intend to stay in Gulin for two weeks.

   The place I have in mind is ….

 2. asking about sights to see:

    Sample sentences:

     Anything interesting to see Tokyo?

     Are there any places of historic interest / science spots to see?

     What is the city famous for?
        Would you recommend some places of renown for us to see here?

        What would you advise me to see here?

 3. Services.

       Sample sentences:

       Can I have my breakfast in my room?

      Do you have / provide room services?

      Is there hotel have a sauna?

   What sort of amusements / sundry services do you often?

 1.        recommending sights to see

       Sample sentences:

       You ought to / had better see the summer palace.

       I suggest you tour along the Yellow River.

       The forbidden city is worth visiting.

       The place you should visit is the …

       Shanghai is famous for Huangpu River and the Bund

       One special feature about the city is its architecture.

Homework: Ask students to do the exercises on Page 178 to Page 184 in the
textbook.

Summary: This lecture put emphasis on grammatical points and oral expression.
students were required to practice their language ability and oral competence. But for
some students, it is difficult to carry out the conversations smoothly.

So, in future, students should be trained more oral work.

Lecture Number 20.

Teaching Title: Unit 5 : sightseeing

1. practical reading:
2. basic writing

3. Additional vocabulary

4. Business world: outdoor signs

Content:

1. practical reading: Itinerary

2. basic writing: Paragraph development

3. Additional vocabulary

4. Business world: Travel Agency

Type: Theoretical, practical

Teaching Aids: Pictures of advertisements.

Teaching Approach:

1. Communicative Approach,

2. Cooperative Teaching Approach,

3. Group-discussion Method, Ask and answer Method

Teaching Aims:

1. Cognitive aim:make students gain general knowledge about the Itinerary, Writing
of Paragraph development, and Vocabulary about traveling.

2. Ability aim: develop students ability to design ad and select perfect languages of
traveling.

Teaching Important and Difficult Points:

1. Itinerary

2. Paragraph development

3. Additional vocabulary about traveling

Teaching Procedures:

Step 1: Practical reading: Language of Advertising
    Practical reading

    Here is a summary of the basic patterns and expressions for talking about a tour
    schedule and itinerary for teachers’ references:

    1: Our tour begins with a walk at 8:30/ our trip /sightseeing begins on Monday
    morning.

    2: then / after that, we planned a visit to the….

    3: our tour finishes / ends after we visit the market..

    4: can we possibly see something of New York?

      Will we have the chance to visit other cities?

     Will we go to the Great Wall,? I hear it is well worth visiting.

Step 2: Basic writing: Paragraph development

      there are many different ways of developing a paragraph, which mainly include
   development by time, process, space, exemplification, comPairson and or contrast,
   cause and effect , classification, or definition.

Step 3: 3. Additional vocabulary studying

 Ask students to write out the equivalents for the following words.

   1.少林寺

   2. 黄果树瀑布

   3. 天池

   4. 兵马俑

   5. 黄山

   6. 北戴河

   7. 孔庙

   8. 滕王阁

   9. 秦皇陵
   10.桂林

   11. 黄鹤楼

   12. 张家界

   13. 莫高窟

   14. 石林

   15.太湖

   16.布达拉宫

Step 4: practices.

Step 5: Business world: travel agency.

   Travel agency is a business that helps people arrange trips by handling many travel
arrangements. It makes reservations for hotel rooms and transportation and arranges
sightseeing tours. It offers customers guidance in obtaining passports and visas, which
travelers need for foreign travel.

Step 6: Consolidation and comment the class.

Homework: Ask students to do the exercise on page 186- 194 in the textbook.

Summary: This lecture put emphasis on students’ practical ability training. Students
were required to know the theories and do the exercises to consolidate the content.
So ,some students felt tired after the tasks. In future, I suggest that the students be
required to finish the exercise in groups, which would make students feel relaxed .

Lecture Number 21.

Teaching Title: Unit 6 : Public Relations, Reading

Content: Reading I: Public Relations

Type: Theoretical, practical

Teaching Aids: Pictures, cards, multimedia.

Teaching Approach:

1. Communicative Approach,
2. Cooperative Teaching Approach,

3. Group-discussion Method, Ask and answer Method

Teaching Aims:

1. Cognitive aim:make students gain general knowledge about the Public Relations.

2. Ability aim: develop students ability to express ideas at hotel, do reading
comprehension and know how to deal with the Public Relations.

3. Emotional aim: make students to be keen on the business.

Teaching Important and Difficult Points:

1. General idea of the text

2. Key words: positive , demonstrate, hoax, victim, convention,

3. Difficult sentences:

1) All these activities fall under the umbrella of public relations.

2) consumers are more than twice as likely to buy new products form companies
they admire, which is why smart companies word hard to build and protect their
reputations.

3) PepsiCo integrated this PR effort with an ad that ran in major newspapers after
investigations, explaining that the company had been the victim of publicity and
litigation seekers who had faled their claims.

4) companies roll out the proverbial red carpet for these media figures, treating them
to hospitality suites at conventions, factory tours, and interviews with company
leaders..

……

4. Structure analysis

5. Retell the text (General idea of the text)

Teaching Procedures:

Step 1: Brainstorming: work with your partner and write out what each of the
following expressions refer to .
★ Press relations:

★ Press release:

★ Press conference:

Step 2: pair-work: Pair-work: discuss the following questions in pairs / in groups.

  Q1: what do you know about PR- public relations?

  Q2: what major purposes does PR serve?

   Q3: what practices are often used in public relations?

   Q4: what impression do PR practitioners make on you ?

   Q5: do you like to take up PR as your profession? Why?

Step 3: Fast reading.

Give students 6-8 minutes to scan the text, they are required to find the topic
sentences for the important paragraphs and get the main idea of the text.

Step 4: Scanning for detailed information checking。

Give students 8 minutes to read the text again, and answer the following questions to
consolidate the content of the text.

 Reading 1 questions:

 1. how important is PR in the success of a company?

 2. whom should businesspeople maintain positive relations with?

 3. what is thought to be one of a business’s most important assets ?

 4. what advantages do companies with a good image have over the less respected
ones?

 5. what does press relations mean?

 6. how are media people treated by businesses? Why?

Step 5: Structure analysis.
Ask students to divide the text into several parts according to the context, and
get the mail idea for each part.

structure of reading I

Part 1: (para. 1)

Introduction to the importance of public relations.

Part 2: (para.2-3)

Influence of a company’s reputation on customers and investors.

 1) para.2. explaining that customers are more likely to buy products produced by a
company of god reputation.

 2) para.3. explaining that investors are more willing to invest money in a company
of good reputation.

Part 3: (para.4-5)

Ways to build and maintain good reputations.

 1) para.4. explaining that companies should maintain positive relations with the
media.

 2) para.5 explaining the 2 standard tool used in the preservation of press relations.

Step 6: comment student’s performance positively

Step 7: Summarize the general of this text and retell the texts.

Step 8: Language points---key words and phrases (pronunciation, spelling, meaning ,
usage.)

Step 9: Summary of this class

Homework: Ask students to do the exercises on Page 202 to Page 208 in the
textbook.

Summary: This lecture was designed well and stimulated students’ interests in
the central topic, Students were active in the class, they followed the teacher
smoothly and made clear about the key points.

Details complements:
  Public relations

Public relations is a broad set of planned communications about the company
including publicity releases, designed to promote goodwill and a favorable image.

Publicity then is part of public relations when it is initiated by the firm, usually in the
form of press releases or press conferences. Since public relations involves
communications with stockholders, financial analysts, government officials, and other
non-customer groups, it is usually placed outside the marketing department, perhaps
as a staff department or outside consulting firm reporting to top management. This
organizational placement can be in tune with marketing efforts. Poor communication
and no coordination may be the consequences. Although the basic purpose of public
relations is to provide positive influence on the public image, this influence generally
may be less than that provided by the other components of the public image mix.

Publicity may be in the form of news releases that have favorable overtones for the
company initiated by the public relations department.

The point we with to emphasize is that a firm is deluding itself if it thinks its public
relations function, whether within the company or an outside firm, can take care of
public image problems and opportunities. Many factors impact on the public image.
Many of these have to do with the way the firm does business.

Lecture Number 22.

Teaching Title: Unit 6 : Advertisement, Reading II

Content: Reading II: A General Introduction to Public Relations

Type: Theoretical, practical

Teaching Aids: Pictures, cards, multimedia.

Teaching Approach:

1. Communicative Approach,

2. Cooperative Teaching Approach,

3. Group-discussion Method, Ask and answer Method

Teaching Aims:

1. Cognitive aim:make students gain general knowledge about the Public Relations.
2. Ability aim: develop students ability to express ideas, do reading comprehension
and know how to deal with Public Relations.

Teaching Important and Difficult Points:

1. General idea of the text

2. Key words: positive, demonstrate, hoax, victim, convention,

3. Difficult Sentences:

1) All these activities fall under the umbrella of public relations.

2) consumers are more than twice as likely to buy new products form companies they
admire, which is why smart companies word hard to build and protect their
reputations.

3) PepsiCo integrated this PR effort with an ad that ran in major newspapers after
i…….

4) companies roll out the proverbial red carpet for these media figures, treating them
to hospitality…

4. Structures of the text

Teaching Procedures:

I. Teaching procedures:

Step 1: Review the former part of this unit and lead in this part.

Step 2:Fast reading.

Give students 6-8 minutes to scan the text, they are required to answer the questions
on page8 in the textbook.

 Discussion Questions.

 1. According to the article, how is public relations practiced? Cite some examples to
 explain these practices.

 2 What are them main activities involved in public relations? And what kind of
functions do they perform in public relation?.
 3. PR has enjoyed its increasing popularity in the modern world. Have you ever
participated in or experienced any public relations activities? Tell your story to your
partner.

Step 3: General idea summarizing. Ask students to read the text again and get the
main idea for the text.

Step 4: Detailed information checking。Making choice exercises.

Step 5: Structure analysis

Ask students to divide the text into several parts according to the context, and
get the mail idea for each part.

Part 1: (para. 1-3)

Introduction : public relations is an activity aimed at increasing communication and
understanding between an organization or individual and one or more groups called
publics.

Part 2: (para. 4-6)

Explanation of the 2 main activities of public relations—research and communication.

Part 3: (para.7)

Introducing the development of public relations.

Step 6: words, phrases and sentences study.

Word study.

1. fake

  v. to make something false to look as if it were genuine.

  v. to pretend something

  adj. not genuine.

  n. an object that seems genuine but is not

2. integrate

v. to combine something with something else.
 v. to become fully a member of a community , rather than remaining in a separate
group.

Related use: integrated. Integration.

3. emphasis.

 n. special meaning , value or importance .

 n. force or stress

4. recommendation.

  n. a statement saying that sb. Or sth. Is good or suitable, action of recommending

  n. a statement , letter, that recommends sth. / sb. A person for a job.

 5. release

   n. a sheet giving news .

   v. to allow …to go, set free or liberate sb./sth.

   v. to allow to be made known

   v. to make sth. Available to the public.

Step 7: Comment students behavior positively.

Step 8: Summary of this class

Homework: Ask students to do the exercises on Page 212 to Page 214 in the
textbook.

Summary: In this class, fast-reading teaching method and communicative method
were involved, Students were trained mainly the ability to scanning and getting useful
information in the fast reading work. Students were active and they did the tasks
smoothly. Although they lack powerful skills.

Lecture Number 23.

Teaching Title:

Unit 6 : 1. Special Use

      2. Function and Structure
 Content: 1. Special Use:       The Use of Pronouns

       2. Function and Structure: Expression at a Hotel.

Type: Theoretical, practical

Teaching Aids: Pictures of advertisements.

Teaching Approach:

1. Communicative Approach,

2. Cooperative Teaching Approach,

3. Group-discussion Method, Ask and answer Method

Teaching Aims:

 1. Cognitive aim:make students gain general knowledge about The Use of Pronouns,

 2. Ability aim: develop students ability to use languages and express at a Hotel.

Teaching Important and Difficult Points:

1. the principals of using the Use of Pronouns,

2. expressions on how to express at a Hotel.

Teaching Procedures:

Step 1: Introduction to the principals of the Use of Pronouns,

 Person is a grammatical category. It is a grammatical form that shows the referential
 meaning of pronouns. In English , personal . possessive and reflexive pronouns and
 corresponding determiners have three special forms that tell of reference to the
 speaker (first person). To the one spoken to (second person). And to the human being
 or thing spoken about (third person). These three persons have their singular and
 plural forms and case distinctions; the subjective or objective case.

  1.       Pronoun concord in person

        In a sentence or in a sequence of sentences. the person of a pronoun is usually
        determined by the person of its antecedent.

  2.       Generic use of personal pronouns
      There are four pronouns that can be used generically; one .we . you . they .

      1) Indefinite one is commonly used in formal style. To avoid the repetition of
      one / one’s in the same sentence ,we can use he /she instead.

      2) Generic we is also used in formal style .commonly occurring in serious
      writing whose author seeks to make an intimate appeal to the reader and involve
      the reader in the joint enterprise.

      3) Generic you is typically an informal equivalent of one .but with a very
      intimate tone .meaning “ people in general including both the speaker and
      hearer”.

      4) Generic they is also informal. It excludes reference to the speaker and
      hearer.

Step 2: Exercises.

 Step 3: Function and Structure :

  Practise the following expressions with your partners and then complete the
dialogues.

 1. Booking:

   Sample sentences:

    Are there any vacancies?

   Can I book / have / reserve/ keep a single room for the weekend?

   I would like to make a reservation of a double room for 2 nights.

   The travel agency has arranged for a double room for me.

 2. Specific requirements:

    Sample sentences:

     I would like a single /double room with a bath.

     Could you manage /let me have 2 doubles and 4 singles for a days.

     I will be saying overnight only.

 3. Services.
       Sample sentences:

       Can I have my breakfast in my room?

      Do you have / provide room services?

      Is there hotel have a sauna?

   What sort of amusements / sundry services do you often?

 1.        Prices

       Sample sentences:

       What is the rate for a single room?

       What is the price difference between a double room and a twin room.

       How much is a suite for two nights ?

       Is there a discount / reduction for company booking?

 5. Checking out.

   Sample sentences:

      I want to check out, please. My name is ….

      I am checking out today. I’d like my bill ready this morning.

   Could I settle my bill now ? I am leaving around ten.

Homework: Ask students to do the exercises on Page 214 to Page 222 in the
textbook.

Summary: This lecture put emphasis on the grammatical points-- the Use of
Pronouns, students were clear about it. Besides, for the function and
Structure--Expression at a Hotel, Some students felt a little to carry out the
conversation smoothly because they lacked the real context and environment.

Lecture Number 24.

Teaching Title: Unit 6 :

1. practical reading:
2. basic writing

3. Additional vocabulary

4. Business world: outdoor signs

Content:

1. practical reading: Hotel Brochures

2. basic writing: Telephone Messages

3. Additional vocabulary

4. Business world: Programs and people

Type: Theoretical, practical

Teaching Aids: Pictures, cards.

Teaching Approach:

1. Communicative Approach,

2. Cooperative Teaching Approach,

3. Group-discussion Method, Ask and answer Method

Teaching Aims:

1. Cognitive aim:make students gain general knowledge about the Hotel Brochures .

2. Ability aim: develop students ability to leave and take Telephone Messages

Teaching Important and Difficult Points:

1. Hotel Brochures

2. Telephone Messages writing

3. Additional vocabulary about hotel.

Teaching Procedures:

Step 1: Practical reading: Hotel Brochures
    Do you have effective brochures for your business .products and services? If you
don’t . you should add brochures to your marketing toolbox!

    Brochures should be considered “throwaways “ because most people generally
don’t keep them . ………..

     So why should you even bother having brochures? A brochures supports the
information on your business card and increases its effectiveness .In addition . it is a
professional way to put testimonials in the hands of all prospective customers .

     The goal is to create a throwaway that is attractive and interesting enough to read .
but not too expensive . You do not want to spend a lot of money on something that
will ultimately become trash.

     Here are some tips on creating an effective brochure.

1.      Your brochure should be an expansion of your business card . Keep it short and
     concise and ensure that it builds credibility.

2.      Always include testimonials .People are skeptical-----use solid . legitimate
     testimonials that prospects can easily check

3.      Give a brief overview of your products and services. Highlight the benefits
     before you talk about features .

4.      Do no make exaggerated claims or you will set your customers up for
     disappointment . Use honest facts and figures to back up your claims Remember .
     the number one reason person buy from you is trust . Earn it!

5.       The word “ free “ is one of the strongest words in the English language . Try
     to use it in you r business card and brochure. For example . some variations
     include free initial consultation .free sample . free trial . free with purchase . etc.

6.      Make it easy for customers to contact you. Provide your full address. Website .
     fax . e-mail cell phone and even directions if necessary.

7.      Get your brochures out ! Having brochures sitting in boxes in your barn or
     storage room does not do much for your marketing .



Step 2: Basic writing: Telephone Messages writing

        The efficient office worker who answers calls has a message pad in readiness
     for writing down messages.
Step 3: Additional vocabulary studying

   1. attendant, hotel boy, page         A. 单人房间

   2. desk clerk                   B. 值班服务员

   3. lobby                   C. 百叶窗

   4. lounge                   D. 浴巾

   5. parlous                  E. 门厅

   6. information desk              F. 旅客登记表

   7. hotel register               G. 服务员

   8. cloak room                   H. 衣架

   9. buffet                   I. 洗手间

   10. roof garden                  J. 毛巾架

   11. single room                  K. 双床房

   12. twin-bed room                   L. 问讯处

   13. deluxe suite                 M.床投柜

   14. penthouse, presidential suite       N. 梳妆台

   15. shutters, blinds                O. 床罩

Step 4: practices.

Step 5: Business world

Step 6: Consolidation and comment the class.

Homework: Ask students to do the exercises on Page 223 to Page 231 in the textbook

Summary: This lecture put emphasis on students’ practical ability, Students were
required to know certain business affairs—hotel brochures, and how to write
telephone messages. Besides they should master the additional words about public
relations. So they felt a little nervous during the class.

Lecture Number 25.
Teaching Title: Unit 7 : Modern Office, Reading

Content: Reading I: The Modern Office

Type: Theoretical, practical

Teaching Aids: Pictures, multimedia.

Teaching Approach:

1. Communicative Approach,

2. Cooperative Teaching Approach,

3. Group-discussion Method, Ask and answer Method

Teaching Aims:

1. Cognitive aim:Make students know the functions of the basic modern office
facilities;

2. Ability aim: develop student’s ability to express ideas, do reading comprehension.

3. Emotional aim: make students to be keen on the business.

Teaching Important and Difficult Points:

1. General idea of the text

2. Key words: manually, via, generate, Eliminate, Retrievable, access, streamline,
demise, collate, back-up

3. Difficult sentences:

1) The 1970s and 1980s saw a revolution in office technology and the way business is
done.

2)…. But they have not led to the demise of the human operator.

3) National newspapers concentrate more on specialized advertising.

3) Some of the initial fears about loss of jobs and human drudgery through wide
spread computer use have been unfounded.

……
4. Structure analysis

5. Retell the text (General idea of the text)

Teaching Procedures:

Step 1: Brainstorming:

1. work with your partner and write out words or expressions you know about modern
office facilities.

2. give the English equivalents of the following stationery.

卷宗 文件夹 记号笔 涂改液 订书机 打眼机 笔台 填纸 印泥 大头针 回形针
胶水 便条薄

Step 2: pair-work: Pair-work: discuss the following questions in pairs / in groups.

  Q1: what makes a modern office different from a traditional one?

  Q2: suppose you have the authority and budget to reorganize your office.

  ★ which things would you change in your office?

   ★ what new facilities will you introduce into your office?

   ★ what up-to-date equipment will you install?

   Q3: which jobs would you prefer to do yourself without any help from machines?

   Q4: which jobs would you be glad to leave to a machine to do ?

   Q5: use your imagination and describe how different office work will be in the
future?

Step 3: Fast reading.

Give students 6-8 minutes to scan the text, they are required to find the topic
sentences for the important paragraphs and get the main idea of the text.

Step 4: Scanning for detailed information checking。

Give students 8 minutes to read the text again, and answer the following questions to
consolidate the content of the text.

 Reading 1 questions:
 1. what have freed office workers from time-consuming and tedious office work?

 2. what developments in modern offices have led to OA- office automation?

 3. what does the author mean by saying that “the completely automated office does
not exist outside textbooks and model showrooms”?

 4. what tasks must still be performed by the computer operator ?

 5. what changes in job market do new developments in office technology bring
about?

 6. what does “hard copy ” mean?

 7. why is hard copy still in widespread use in business?

 8. what office equipment does the author think is necessary in modern office?

 9. what will happen to business that do not have a computer?

Step 5: Structure analysis.

Ask students to divide the text into several parts according to the context, and
get the mail idea for each part.

structure of reading I

Part 1: (para. 1)

There is a revolution in office technology and the way business is done

 part 2: (para. 2-7)

Automated offices have both advantages and disadvantages.

 1) para.2-3 : There’s still the need for skilled human operators in modern office.

 2) para.4.    New developments in office technology produce new hobs and careers.

 3) para.5. Hard copies of some important documents are still necessary in
automated offices.

 4) para. 6.   Only if the computers in automated offices are linked ,can they work
well.
 5) para. 7.     Adequate financial resources are needed if you want to run a modern
office

Step 6: comment student’s performance positively

Step 7: Summarize the general of this text and retell the texts.

Step 8: Language points---key words and phrases(pronunciation, spelling, meaning ,
usage.)

Step 9: Summary of this class

Homework: Ask students to do the exercises on Page 241 to Page 246 in the textbook

Summary: This lecture was designed to train students ability to read and comprehend
text properly, and how to use the useful words and expressions existed in the text in
the practical reading and writing, speaking. So the course is a integrated one, student
were concentrated on the class and acted well.

Details complements:

               Office Automation

   Office automation is the application of the computer and communication
technologies to improve the productivity of clerical and managerial office workers
The major functions of the OA system include text! Processing . electronic mail .
information storage and retrieval . task management . and etc. Today there have been
many OA systems. For example . desktop publishing .video conference. video-text
and so on . so. many office workers can easily find the information they want through
a personal computer sitting on his or her desk, It changes substantially the way people
work in on office .

Lecture Number 26.

Teaching Title: Unit 7 : Modern office, Reading II

Content: Reading II: Rule Number One: Clear That Desk

Type: Theoretical, practical

Teaching Aids: Pictures, cards.

Teaching Approach:

1. Communicative Approach,
2. Cooperative Teaching Approach,

3. Group-discussion Method, Ask and answer Method

Teaching Aims:

1. Cognitive aim:make students gain general knowledge about the Modern office.

2. Ability aim: develop students ability to express ideas, do reading comprehension
and understand how to receive guests.

Teaching Important and Difficult Points:

1. General idea of the text

2. Key words: clutter, annual, procrastination, backlog, seminar, tackle

3. Difficult Sentences:

1) We pile between 300 and 500 pieces of paper on the desk at any one time . a load
equivalent to a 40-hour backlog of work

2) So what is someone to do if they have what looks like the paper mountain on their
desk

3)What you shouldn’t do is add to the pile of paper that’s already there.



4. Structures of the text

Teaching Procedures:

I. Teaching procedures:

Step 1: Review the former part of this unit and lead in this part.

Step 2: Fast reading.

Give students 6-8 minutes to scan the text, they are required to answer the questions
on page8 in the textbook.

 Discussion Questions.

 1. What is the traditional attitude towards the cluttered desk? How frequently is
 paper used in offices?.
 2 . What is Treacy’s attitude towards the untidy desk? What does he propose to do
and what has he done in practice?

 3. Do you prefer a tidy desk or an untidy desk? Can you describe your desk at home
or in your dormitory?

Step 3: General idea summarizing. Ask students to read the text again and get the
main idea for the text.

Step 4: Detailed information checking。Making choice exercises.

Step 5: Structure analysis

Ask students to divide the text into several parts according to the context, and
get the mail idea for each part.

Part 1: (para. 1-2) . Introduction: Declan Treacy’s opinion and action toward “ Clear
the Desk”

Part 2: (para. 3-4)

Analysis of the situation of paperwork around the world.

      1)    (para 3) The importance of paper in office.

      2)    (para 4) The serious situation of paper mountains in British office.

Part 3: (para. 5-7)

Discussion of the solutions to this problem .

1) ( para.5) Treacy’s rules to do with the paper mountains .

2) (para .6) What we shouldn’t do toward the paper piles according to Treacy.

3) (para.7) Treacy’s own action toward his paperwork.

Step 6: words, phrases and sentences study.

   Word Study

1. issue

1) n. supply and distribution of items for use or sale

 2) n, an important topic for discussion; point in question
 3) v. to supply or distribute sth . to sb for use

 4)v. to publish (books . articles . etc. ) or put into circulation . at issue; make an issue
(out ) of sth

2. sort

1)n. group or class of people or things (which are alike in some way); type

2)v. to arrange things in groups: separate things of one type. Class. Etc. from things of
other types .

3. store

1)n. quantity or supply of sth . kept for use as needed

2) v. collect or keep sth . for future use

4. feed

    1)v. to give food to (a person or animal)

    2)v. to serve as food for (a person or animal)

Step 7: Comment students behavior positively.

Step 8: Summary of this class

Homework: Ask students to do the exercises on Page 250 to Page 252 in the textbook

Summary: In this class, the lecture were designed to train students ability and skills
of fast-reading. Therefore, students did the scanning and skimming in the calss
according to teacher’s direction. They carried the tasks smoothly and acted positively
and well.

Lecture Number 27.

Teaching Title:

Unit 7 : 1. Special Use

      2. Function and Structure

Content: 1. Special Use:     Direct and indirect Speech (1) Affirmative Sentence

           2. Function and Structure : Receiving Guests—Business Etiquette
Type: Theoretical, practical

Teaching Aids: cards,

Teaching Approach:

1. Communicative Approach,

2. Cooperative Teaching Approach,

3. Group-discussion Method, Ask and answer Method

Teaching Aims:

1. Cognitive aim:make students gain general knowledge about Direct and indirect
Speech (1) Affirmative Sentence

2. Ability aim: develop students ability to use languages and Receive
Guests—Business Etiquette..

Teaching Important and Difficult Points:

1. The principals of using the Direct and indirect Speech (1) Affirmative Sentence

2. Expressions on how to use languages and Receive Guests—Business Etiquette.

Teaching Procedures:

 Step 1: Introduction to the principals of the Direct and indirect Speech (1)
 Affirmative Sentence In quoting someone’s words. We can either use the direct
 speech . i. e. repeat the actual words of the speaker without changes of grammar . or
 use the indirect speech. i.e. tel what he said without repeating the actual
 words………………….

      When a statement is turned from direct into indirect speech. There is no change
 of tense if the reporting verb is in the present . But the time reference is usually
 back-shifted if the reporting verb is in the past tense .

    1.      Present time back-shifted to the past .

         When the reporting verb is in the past tense. The verb in the indirect speech
         usually should be turned from the simple present into the simple past. From
         the present progressive into the past progressive. from the present perfective
         into the past perfective. Or from the present perfective progressive into the
         past perfective progressive.
    2.        Past time back-shifted to past in the past .

         The shifting of a past tense verb to an earlier time reference is normally
         guided but the following rules:

         1)      .The simple past is generally changed to the past perfective . but this
               change may not take place where “ past in the past “ is self-explanatory.

         2)       The past progressive is generally turned into the past perfective
               progressive. But sometimes the verb form may remain unchanged

         3)       The past perfective remains unchanged

         4)      The simple past and past progressive expressing hypothetical
               meanings remain unchanged.

         5)       The simple past and past progressive in temporal clauses may remain
               unchanged.

    3.        Future time back-shifted to future in the past .

         This kind of back-shifted commonly occurs in auxiliaries used in future sense.
         But the change may not happen if the future event is yet to come at the
         moment of speaking

            In addition to changes in verb forms there are also changes in pronouns.
         Determiners .and adverbs . for example. First and second person pronouns are
         turned into third person pronouns . or second person pronouns into first
         person pronouns ; this/ these into that/those; now into then . here into there;
         ago into before. Etc.

Step 2: Exercises.

Step 3: Function and Structure : How to Persuade Others

                Receiving Guests—Business Etiquette

           There are some general rules for introductions :

         1.A man is always introduced to a woman .

         2. A young person is always introduced to an older person.

         3. A less important is always introduced to a more important person.

Step 4: Exercise consolidation.
 Practise the following expressions with your partners and then complete the
dialogues.

 1. find out the right person:

    Excuse me, are you Mr. …?

    Excuse me, you must be ….

    Sorry, I have got the wrong person.

 2. welcome:

  Welcome to…

   I would like to have the opportunity to welcome you to our company.

   It is certainly a great pleasure for me to come to meet you.

   Come this way , please. Mr. President is expecting / waiting for you.

 3. exchange business card

    Let me give you my card.

    Here is my card.

 4. show hospitality

    We will do our best to make your stay here a pleasant one.

     We hope you will find your stay here satisfactory.

     If there is anything you want to do / any lace your want to visit in particular
during your stay here, please don’t hesitate to / just let me know.

     Would you like some coffee

     Do you have something to drink.

 5. talk about the trip.

   Did you have a nice trip?

   How is the trip?

   Hope ;you had a good trip.
 6. small talk

   Is this your first visit to Los Angeles

   THE WEATHER IS NASTY / COLD/ HUMID/ FOGGY today.

   How do you like the hotel / the city?

Homework: Ask students to do the exercises on Page 252 to Page 258 in the textbook

Summary: This lecture put emphasis on the direct and indirect Speech and
conversation about receiving guests—business etiquette. The former one was familiar
with students. But to the later one, students couldn’t know it very well. So in future,
students should be trained more business conversations.

Lecture Number 28.

Teaching Title: Unit 7 :

1. practical reading:

2. basic writing

3. Additional vocabulary

4. Business world:

Content:

1. practical reading: the communicative processes

2. basic writing: notes writing

3. Additional vocabulary

4. Business world: the office worker as facilitator

Type: Theoretical, practical

Teaching Aids: Pictures, cards

Teaching Approach:

1. Communicative Approach,

2. Cooperative Teaching Approach,
3. Group-discussion Method, Ask and answer Method

Teaching Aims:

1. Cognitive aim:make students gain general knowledge about the communicative
processes

, Notes Writing, and Vocabulary about modern office.

2. Ability aim: develop students ability to recognize the signs of office.

Teaching Important and Difficult Points:

1. the communicative processes

2. notes writing

3. Additional vocabulary about the signs of office

Teaching Procedures:

Step 1: Practical reading: the communicative processes

Step 2: Basic writing: notes writing.

Notes are short letters written for various purposes. Compared with a letter, a note is
usually simple in form, informal and colloquial in language. The following
requirements, which are essential to a formal letter, can often be omitted in a note:

    ◆     the addresses of the addressee and the addresser

    ◆     the word “Dear” in the salutation

    ◆     the complimentary close

    ◆     the date and the year

Step 3: Additional vocabulary studying

 vocabulary about signs .(p.p 306)

   1. No dogs

   2. Hospital

   3. Restaurant
4. Toilet for men and women

5. Danger, electrical hazard

6. Information

7. Access for the handicapped

8. Escalator, up

9. Coffee shop, Buffet.

10. Telephone

11. Swimming pool

12. Danger, flammable

13. Toilet for men

14. Picnic

15. Caution, slippery floor

16 . Keep to walkways

17. Do not enter

18. First aid

19. Do not use for wheelchairs

20. Danger, poison

21. Smoking prohibited

22. Police car

23. Fitness center

24. Fire alarm

25. Escalator, down

26. Parking

 …                        …
Step 4: practices.

Step 5: Business world

Step 6: Consolidation and comment the class.

Homework: Ask students to do the exercises on Page 260 to Page 268 in the textbook

Summary: This lecture put emphasis on students’ practical ability. Students were
required to master the communicative processes, vocabulary about offices and how to
write note properly. They followed the teacher carefully and carried the tasks
smoothly. The were clear about the key points and acted well.

Lecture Number 29.

Teaching Title: Unit 8 : Production, Reading

Content: Reading I: New Process Designs

Type: Theoretical, practical

Teaching Aids: Pictures.

Teaching Approach:

1. Communicative Approach,

2. Cooperative Teaching Approach,

3. Group-discussion Method, Ask and answer Method

Teaching Aims:

1. Cognitive aim:makes students know the two kinds of production processes and
methods;

2. Ability aim: develop students ability to express ideas, do reading comprehension
and understand how to describe products.

3. Emotional aim: make students to be keen on the business.

Teaching Important and Difficult Points:

1. General idea of the text
2. Key words: accompany, gear, economical, incur, recoup , variation, eye-catching,
tempt, spoons, prominently, regulation, restrict, maximum, minimum , be subject to

3. Difficult sentences:

1) if hard manufacturing is repetitive . it may benefit from long-term savings on
setup costs the expenses in cured each time a manufacturer begins a production run
of a different type of item .

2)Only after much production on a massive scale is the cost of that specialized
equipment recouped..

3) National newspapers concentrate more on specialized advertising.

4) All the independent channels in Britain. ITV. channel 4 and the satellite stations
include commercial breaks in their schedules. Both between programmers and during
them

……

4. Structure analysis

5. Retell the text (General idea of the text)

Teaching Procedures:

Step 1: Brainstorming: work with your partner and write out words or expressions
often used in production, products and people in production .

 production                         products                 People in production


 automation                      Product range             Line workers




Step 2: pair-work: Pair-work: discuss the following questions in pairs / in groups.

  Q1: what activities do you think the production process may involve?

  Q2: what is the impact of modern computer technology on industrial production?
   Q3: what do you think a production manager’s routine work may involve?

   Q4: what knowledge should a production manager have to be competent for his or
her job?

Step 3: Fast reading.

Give students 6-8 minutes to scan the text, they are required to find the topic
sentences for the important paragraphs and get the main idea of the text.

Step 4: Scanning for detailed information checking。

Give students 8 minutes to read the text again, and answer the following questions to
consolidate the content of the text.

    Q1: what has accompanied advances in technology?

  Q2: why have producers turned to flexible manufacturing and the focused factory?

   Q3: what is hard manufacturing?

   Q4: what does repetitive manufacturing mean ?

   Q5: what do setup costs mean?

   Q6: what do setup costs mean?

   Q7: what are some of the advantages of FMS? What are its limitations?

   Q8: what does job shop mean?

Step 5: Structure analysis.

Ask students to divide the text into several parts according to the context, and
get the mail idea for each part.

Part 1: (para. 1)

 Introduction: advances in technology have brought about changes in production
processes

Part 2: (para. 2-3)

Explanation of hard manufacturing.
 1) para.2. Introducing what is hard manufacturing equipment . repetitive
manufacturing . massive production

 2) para.3. explaining the advantages and disadvantages of hard manufacturing

Part III (para.4-8)

Explanation of flexible manufacturing.

Step 6: comment student’s performance positively

Step 7: Summarize the general of this text and retell the texts.

Step 8: Language points---key words and phrases(pronunciation, spelling, meaning ,
usage.)

Step 9: Summary of this class

Homework: Ask students to do the exercises on Page 281 to Page 286 in the textbook

Summary: Students were interested in the central topic and were active in the class.
They were concentrated on teachers’ directions and tasks, and finished the tasks
successfully.

Details complements:

 Cultural background

        Production Process

     The production process is concerned with transforming a range of inputs into
those outputs that are required by the market. This involves two main sets of
resources –the transforming resources. And the transformed resources . The
transforming resources include the buildings machinery . computers . and people that
carry out the transforming processes. The transformed resources are the raw materials
and components that are transformed into end products

       Any production process involves a series of links in a production chain . At each
stage value is added in the course of production. Adding value involves making a
product more desirable to a consumer so that they will pay more for it ,Adding value
therefore is not just about manufacturing . but relates to all processes. Such as
advertising . promotion. Distribution . etc. that make the final product more desirable.
It is very important for businesses to identify the processes that add valve. So that
they can enhance these processes to the ongoing benefit of the business.

Lecture Number 30.
Teaching Title: Unit 8: Production, Reading II

Content: Reading II: the two basic methods of production

Type: Theoretical, practical

Teaching Aids: Pictures, cards.

Teaching Approach:

1. Communicative Approach,

2. Cooperative Teaching Approach,

3. Group-discussion Method, Ask and answer Method

Teaching Aims:

1. Cognitive aim:makes students know the two kinds of production processes and
methods;

2. Ability aim: develop students ability to express ideas, do reading comprehension
and understand how to describe products;

Teaching Important and Difficult Points:

1. General idea of the text

2. Key words: custom-made, coordination,

3. Difficult Sentences:

1) With flexible manufacturing, changing from one manufacturing design to another
requires only a few signals from a computer, not a complete refitting of the
machinery.

2) they are made to the manufacturer’s specifications, not the customer’s

4. Structures of the text

Teaching Procedures:

I. Teaching procedures:

Step 1: Review the former part of this unit and lead in this part.
Step 2: Fast reading.

Give students 6-8 minutes to scan the text, they are required to answer the questions
on page8 in the textbook.

 Discussion Questions.

 1. Explain the four types of production, give examples to illustrate them.

 2 . What are the two basic methods of production? What are their major differences?
How does a manufacturer decide which method to choose in production?

3. Which factor do you think is more important in production, design or volume?
Why?.

Step 3: General idea summarizing. Ask students to read the text again and get the
main idea for the text.

Step 4: Detailed information checking。Making choice exercises.

Step 5: Structure analysis

Ask students to divide the text into several parts according to the context, and
get the mail idea for each part.

Part 1: (para. 1)

Introduction: what is production?

Part 2: (para. 2)

Introduction of the four types of production(analysis, synthesis, extraction and
fabrication).

Part 3: (para. 3-7)

Explanation of the two basic methods of production.

para. 3-4: introducing what is intermittent production and its characteristics.

para. 5-6: introducing what is continuous productions and its characteristics.

para.7: the manufacturing of standard goods using the continuous productions
method.

Step 6: words, phrases and sentences study.
1.decline

1) v. to express polite refusal

 2) v. to go down in quantity or amount

 3) n. a gradual and continuous loss of strength , power, numbers, etc.

2. benefit

 n. a payment made or an entitlement available in accordance with a wage agreement,
an insurance policy, or a public assistance program.

3.expend.

 v. to lay out, spend.

4.adapt

  v. to make suitable to or fit for a specific use or situation.

  v. to become adjusted to

  v. to alter or modify for television, the stage, etc.

5.dismantle.

   v. to take apart, disassemble, tear down

   v. to put an end to in a gradual systematic way.

   v. to strip of furnishing or equipment.

Step 7: Comment students behavior positively.

Step 8: Summary of this class

Homework: Ask students to make a plan of promotion production.

Summary: In this class, fast-reading teaching method and communicative method
were involved, Students were active and they did the tasks smoothly. Morever,
students were required to know some basic business affairs, for examples, basic
methods of production in this text. In future, students should be trained more about
the business affairs.

Lecture Number 31.
Teaching Title:

Unit 8 : 1. Special Use

      2. Function and Structure

 Content: 1. Special Use: Direct and indirect speech(2) : commands , requests and
exclamations

         2. Function and Structure : Describing Products.

Type: Theoretical, practical

Teaching Aids: Pictures,cards.

Teaching Approach:

1. Communicative Approach,

2. Cooperative Teaching Approach,

3. Group-discussion Method, Ask and answer Method

Teaching Aims:

1. Cognitive aim:make students gain general knowledge about the Direct and indirect
speech(2) : commands , requests and exclamations

2. Ability aim: develop students ability to use languages and describe products.

Teaching Important and Difficult Points:

1. The principals of using the Direct and indirect speech(2) : commands , requests and
exclamations

2. Expressions on how to describe products.

Teaching Procedures:

 Step 1: Introduction to the principals of the Direct and indirect speech(2) :
commands , requests and exclamations。

 Direct and indirect speech (2)

 1.     indirect commands.
       1) verb + object + infinitive

       2) verb + that-clause or verb + -ing participle

       3) offer + infinitive

2. indirect requests.

   Requests are questions, so the grammar of questions is used. Since the person
making a request wants someone to do something, verbs such as ask, advise, want, etc.
are used in the indirect speech.

 2.       indirect exclamations

  1) we can use what, how or that as introductory word.

  2) we can rephrase the exclamation in a statement.

Step 2: Exercises.

Step 3: Function and Structure : How to describe products

 Practise the following expressions with your partners and then complete the
dialogues.

 1. Introducing products:

      I am sure you will find our new products interesting

      I’d like to bring to your attentions to a product which I believe you will like it.

      As I mentioned on the phone, ore company has recently developed a new range of
        products which may be of interest to you.

 2. Showing Products:

      Have / take a look at these basic designs./

      I would just like you to take a look.

      I will show you what I mean.

 3. How It looks.

      It likes a bit like a walkman.
 4. What it Does

    It can detect any eavesdropping devices within 20 feet.

    It is programmed to look happy, sad, angry, or tired.

 5. How it operates.

   It operates at the touch of a button

   It works by voice control.

 6. Materials

   We have new materials- specially treated plastics…

    They are very flexible / stiff/ heatproof/ fire- resisting/ durable/ wear-
resisting …

 7. Improvement

   We have made several improvements deigned to increase speed and reliability.
The main ones are shown here in this brochure.

     Basically, there are two new features. They are the automatic selection key and
the remote operation function

 8. Price/ cost

     It is high/ low / moderate

     It is rather cheap / expensive/ dear.

     It cost a fortune.

     We have had to make a modest price increase of about 5%.

 9. After-sales services

     We have a fully trained team of technicians providing 24-hour after-sales
services.

 10. Market

     The dishwasher is selling up market/ well
     It has met with a warm reception and quick sale in most European countries.

     This item, being quite popular, will also command a ready sale in your market.

Step 4: Exercise consolidation.

Homework: Ask students to do the exercises on Page 293 to Page 300 in the textbook

Summary: This lecture put emphasis on the grammatical point-- Direct and indirect
speech(2) : commands , requests and exclamations. Students felt relaxed and clear
because they learnt something about the direct and indirect speech in the last unit. For
the function and structure, students still felt a little difficult to carry out the
conversation smoothly and freely.

Lecture Number 32.

Teaching Title: Unit 8 :

1. practical reading

2. basic writing

3. Additional vocabulary

4. Business world

Content:

1. practical reading: production activities

2. basic writing: Memos

3. Additional vocabulary of household appliances

4. Business world: product-line decisions

Type: Theoretical, practical

Teaching Aids: Pictures, cards.

Teaching Approach:

1. Communicative Approach,

2. Cooperative Teaching Approach,
3. Group-discussion Method, Ask and answer Method

Teaching Aims:

1. Cognitive aim:make students gain general knowledge about the production
activities.

2. Ability aim: develop students ability to make product-line decisions, writing
memos and masters some vocabulary about household appliances.

Teaching Important and Difficult Points:

1. production activities

2. Memos writing

3. product-line decisions

4. vocabulary about household appliances

Teaching Procedures:

Step 1: Practical reading: production activities

  The competitiveness of U.S. manufactures depends on their ability to create new
product concepts and to speed the translation form concept to market while decreasing
product cost. This is equally true for well-established “commodity” industries, such as
automotive and aerospace, and rapidly growing or emerging industries, such as
biotechnology and nanotechnology.

Step 2: Basic writing: Memos writing

       Memorandum or memo for short is a written message sent by one person to
   another or a group of people within the same organization. This internal
   communication can be form superior to subordinate down the chain of command.
   Or the other way round; it can also go between equals. They provide a fast
   efficient, convenient way of exchanging information., stating policies and asking
   questions.

Step 3: Additional vocabulary studying

Match the following words of colors with their Chinese equivalents.

   1. electric shaver               A. 全自动洗衣机

   2. CD player                   B. 电动剃须刀
   3. camcorder                    C. 电烤炉

   4. video recorder                D. 电饭堡

   5. hi-fi stereo system              E. 磁带录象机

   6. automatic washing machine             F. 电暖炉

   7. vacuum cleaner                   G. 电咖啡器

   8. electric doing stove             H. 电锅

   9. microwave oven                   I. 面包烘烤机

   10. electric oven                J. 电浴水加热器

   11. electric heater              K. 微波炉

   12. super-bowl                  L. 摄像防像机

   13. timer rice cooker, jar cooker         M.榨汁机

   14. grill pan                   N. 洗碗机

   15. food grinder                 O. 真空洗尘器

   16 electric coffee maker             P. 激光唱机

    17 electric tea kettle              Q. 电茶壶

     …                         …

Step 4: practices.

Step 5: Business world: product-line decisions

Step 6: Consolidation and comment the class.

Homework: Ask students to do the exercises on Page 301 to Page 306 in the textbook

Summary: This lecture designed several tasks to train students’ ability in reading,
writing and vocabulary using. Students were required to know and use
them. So ,some students felt tired after the tasks. In future, I suggest that the students
be required to finish the exercise in groups, which would make students feel relaxed .

Lecture Number 33.
Teaching Title: Unit 9 : Automobiles, Reading

Content: Reading I: Cars : On a Road to Nowhere

Type: Theoretical, practical

Teaching Aids: Pictures, cards, multimedia.

Teaching Approach:

1. Communicative Approach,

2. Cooperative Teaching Approach,

3. Group-discussion Method, Ask and answer Method

Teaching Aims:

1. Cognitive aim:know some words of transportation

2. Ability aim: develop students ability to express ideas, do reading comprehension
and know how to write an E-mail.

3. Emotional aim: make students to be keen on the business.

Teaching Important and Difficult Points:

1. General idea of the text

2. Key words: cease, redundant, overtake , attachment

3. Difficult sentences:

1) instead, we will have a choice of cars and change them as frequently as we change
our clothing.

2)so, in a very short space of time, it can be changed to suit a new need and to provide
a new service.

3) exhaust fumes will be cut to a fraction because this car will only need a tinny
internal combustion engine to charge up the motor’s batteries..

4. Structure analysis

5. Retell the text (General idea of the text)
Teaching Procedures:

Step 1: Brainstorming: work with your partner and write out word and expressions
about automobiles .

★ vehicles of various makes: van, jeep, ______       ______ ______ _______

★ repairs & maintenance: oiling, breakdown, ______         ______ ______ _______

★ driving: to brake, to change gear, ______      ______ ______ _______

Step 2: pair-work: Pair-work: discuss the following questions in pairs / in groups.

Q1: do you know any world-famous brands of motor cars, what are they?

  Q2: how has our life changed since the invention of motor cars?

   Q3: are you enthusiastic about cars? What do you think cars have brought us??

   Q4: do you think you will buy a car if you can afford it? Why or why not ?

   Q5: do you think Chinese households should be encourage to own private cars?

Step 3: Fast reading.

Give students 6-8 minutes to scan the text, they are required to find the topic
sentences for the important paragraphs and get the main idea of the text.

Step 4: Scanning for detailed information checking。

Give students 8 minutes to read the text again, and answer the following questions to
consolidate the content of the text.

 Reading 1 questions:

 1. how important are cars in people’s daily life?

 2. what prediction about cars do transport researchers make?

 3. what are the advantages of computerized cars?

 4. who heads the research team?

 5. what is behind researchers’ predictions about super-intelligent cars?

 6. what function does the “lateral distance controller” perform?
 7. how can we benefit form “road trains”

 8. how can car makers cope with people’s changing demand on cars

Step 5: Structure analysis.

Ask students to divide the text into several parts according to the context, and
get the mail idea for each part.

structure of reading I

Part 1: (para. 1)

Introduction: there is a prediction that years later no one will own cars.

Part 2: (para. 2-10)

Explanation of what will the future cars be like. .

Step 6: comment student’s performance positively

Step 7: Summarize the general of this text and retell the texts.

Step 8: Language points---key words and phrases(pronunciation, spelling, meaning ,
usage.)

Step 9: Summary of this class

Homework: Ask students to do the exercises on Page 319 to Page 325 in the textbook

Summary: This text is the main part of the unit, which involves key words and
expressions, central topic. So students were expected to do the reading and carry out
the tasks carefully and patiently. In the class, some students felt a little nervous
because of the fast rhythms. So in future, the lecture can be designed more relaxed
and interesting.

Details complements:

 Cultural background

  Your car can be stolen at any time. This is called car- jacking. Car-jacking can
happen anywhere, but there are ways to keep your car from being taken.

When you leave your car, lock all doors and close all windows. When you drive , lock
your doors and keep the windows rolled up.
Do not stop to help a car that has broken down. Instead call a service station or the
police to tell them where the car is. When stopped at a traffic light, leave enough
room between you need to.

Be careful of anyone coming towards the car with small ad, asking for change of
where to go. Be ready to leave carefully, even if means driving through a red light or
stop sign.

While driving, if your are hit form behind or in any other way, stay in your car with
the doors licked and windows closed until the police arrive, turn on your car’s
emergency lights.

Lecture Number 34.

Teaching Title: Unit 9 : Automobiles, Reading II

Content: Reading II: Merging Hand-made Craftsmanship with World-class
Manufacturing.

Type: Theoretical, practical

Teaching Aids: Pictures, cards, multimedia.

Teaching Approach:

1. Communicative Approach,

2. Cooperative Teaching Approach,

3. Group-discussion Method, Ask and answer Method

Teaching Aims:

1. Cognitive aim:make students gain general knowledge about the Craftsmanship and
Manufacturing.

2. Ability aim: develop students ability to express ideas, do fast reading
comprehension.

Teaching Important and Difficult Points:

1. General idea of the text

2. Key words: limousine, grille, hood

3. Difficult Sentences:
1) the legendary British company is renowned for its luxurious Rolls_Royce and
Bentley cars and limousines.

2) using cross-functional teamwork and bench –marking , they also set out to meet or
exceed the highest international standards of automobile manufacturing.

3) top executives slashed the number of management layers in the factory form seven
to four and reduced the workforce form 5700 to 2400 thought voluntary retirements
and buyouts.

4. Structures of the text

Teaching Procedures:

I. Teaching procedures:

Step 1: Review the former part of this unit and lead in this part.

Step 2: Fast reading.

Give students 6-8 minutes to scan the text, they are required to answer the questions
on page8 in the textbook.

 Discussion Questions.

 1. What kind of company is Rolls- Royce?

 2 . What changes did Rolls-Royce make to keep its products competitive?.

 3. Try to find information about another famous automobile company (for example,
Ford or General Motors), and exchange your findings with your friend.

Step 3: General idea summarizing. Ask students to read the text again and get the
main idea for the text.

Step 4: Detailed information checking。Making choice exercises.

Step 5: Structure analysis

Ask students to divide the text into several parts according to the context, and
get the mail idea for each part.

Part 1: (para. 1)

Introduction : advanced tech. Can share a factory with old-fashioned craftsmanship.
Part 2: (para. 2-5)

The fact that people use craftsmanship although they have advanced tech. And why
people do that.

Step 6: words, phrases and sentences study.

Word study.

1. craftsmanship

   n. skilled workmanship

2. claim

v. o move , walk, or act hesitantly, usu. Because of weakness, fear or indecision

v. to waver

3. slash

  v. to make a cut or cut with a sweeping stoke.

  v. to cut or reduce drastically

  v. to criticize harshly

4. assemble.

  v. to come together , collect

  v. to fit together

5. boost

  v. to increase the strength or value of , help or encourage sb./ sth.

Step 7: Comment students behavior positively.

Step 8: Summary of this class

Homework: Ask students to do the exercises on Page 330 to Page 332 in the textbook

Summary: In this class, students were mainly trained the fast-reading skills. They
were expected to do the fast-reading and scanning quickly and exactly. In the class,
some students acted well, they could find the useful information in a short time. But
still a few students felt difficult because they lacked the practices. So in future,
teacher can assign some reading tasks to them.

Lecture Number 35.

Teaching Title:

Unit 9 : 1. Special Use

       2. Function and Structure

 Content: 1. Special Use: Direct and indirect speech(3) questions.

      2. Function and Structure: travel by car

Type: Theoretical, practical

Teaching Aids: Pictures, cards

Teaching Approach:

1. Communicative Approach,

2. Cooperative Teaching Approach,

3. Group-discussion Method, Ask and answer Method

Teaching Aims:

 1. Cognitive aim:make students gain general knowledge about the Direct and
 indirect speech(3) questions.

 2. Ability aim: develop students ability to use languages and travel by car

Teaching Important and Difficult Points:

1. The principals of using the Present Participle Adjectives and Past participle
adjectives

2. Expressions on how to persuade others properly.

Teaching Procedures:

 Step 1: Introduction to the principals of the Direct and indirect speech(3) questions.

 1.      when the direct speech is a general interrogative sentence
 2.       the method of changing peculiar interrogative sentence into indirect speech

 3.       direct quotation is an imperative sentence

Step 2: Exercises.

Step 3: Function and Structure : How to Persuade Others

 1. calling a taxi

      Taxi! American Embassy, please. I have an appointment at 9:00

      Are you engaged / Is this taxi taken?

      Can you take us / give us a ride to this address ?

      Drive me to the airport, please.

      Please send a taxi to ….

 2. attending a passenger

      A cab will be here in 10 minutes

      Ok, step / get in, please.

      Bang the door shut, please.

      Where are you going?

      We take a route without much traffic.

      I think we can get there in time unless there is a traffic jam.

 3. driving a car

      At what speed are you driving?

      We are doing 50 miles an hour/ going as fast as the speed limit.

      Fasten your seat belt./ hold the strap, please.

 4. looking for a parking space

      Can I park the car here ?

      Where can I park the car?
    There’s “no parking ”sign.

    Sorry, you cannot stop here. No standing or parking here at any time.

    We are not allowed to park here between 8:00-6:00

 5. paying the fare

   Here is 10 pounds, and you can keep the change.

    Here is 20 dollars, and give me 5 dollars back. Please.

Step 4: Exercise consolidation.

Homework: Ask students to do the exercises on Page 332 to Page 338 in the textbook

Summary: This lecture put emphasis on the grammatical points oral practices.
Students carried out the tasks smoothly and finished the tasks with the help of
teacher’s. Some students felt shy in the oral performance due to lack of practices. So,
in future, teacher should train students more in oral English.

Lecture Number 36.

Teaching Title: Unit 9 :

1. practical reading

2. basic writing

3. Additional vocabulary

4. Business world

Content:

1. practical reading: car ads

2. basic writing: e-mails

3. Additional vocabulary about roads

4. Business world: Leading Brands of Automobiles

Type: Theoretical, practical

Teaching Aids: Pictures , cards.
Teaching Approach:

1. Communicative Approach,

2. Cooperative Teaching Approach,

3. Group-discussion Method, Ask and answer Method

Teaching Aims:

1. Cognitive aim:make students gain general knowledge about the car ads,

2. Ability aim: make students clear about e-mails Writing,

3. make students master additional vocabulary about roads.

Teaching Important and Difficult Points:

1. car ads

2. writing skills in e-mails Writing,

3. vocabulary about roads

Teaching Procedures:

Step 1: Practical reading: car ads

Step 2: Basic writing: e-mails Writing

       E-mail, the short form for electronic mail, is one of the major functions of the
   internet. It is now the most popular means of written communication. You can
   send a message to anyone in the would who has an e-mail address within a very
   short time.

Step 3: 3. Additional vocabulary studying

Match the following words of colors with their Chinese equivalents.

   1. main thoroughfare                  A. 人行道

   2. car lane                   B. 自行车道

   3. bicycle lane                   C. 林荫树

   4. lane separator                    D. 十字路口
   5. side barrier                  E. 停车场

   6. pavement, sidewalk                 F. 交通岛

   7. streetlight , streetlamp            G. 大街

   8. footbridge                   H. 人行地道

   9. underpass, subway                 I. 收费处

   10. boulevard, avenue                J. 安全岛

   11. roadside plants                 K. 立交桥

   12. alley, side road                L. 胡同

   13. crossroads, main intersection           M.汽车道

   14. T-intersection                 N. 护拦

   15. A FORK IN THE ROAD                    O. 路灯

   16 flyover                      P. 人行横行道

Step 4: practices.

Step 5: Business world: Leading Brands of Automobiles

Step 6: Consolidation and comment the class.

Homework: Ask students to do the exercises on Page 341 to Page 348 in the textbook

Summary: This lecture designed several tasks to train students’ ability in reading,
writing and vocabulary using. Students were required to know transportation system
and e-mail writing , etc, So, some students felt tired after the tasks. In future, I suggest
that the students be required to finish the exercise in groups, which would make
students feel relaxed .

Lecture Number 37.

Teaching Title: Unit 10 : Insurance, Reading

Content: Reading I: Types of Insurance

Type: Theoretical, practical
Teaching Aids: Pictures , cards , multimedia

Teaching Approach:

1. Communicative Approach,

2. Cooperative Teaching Approach,

3. Group-discussion Method, Ask and answer Method

Teaching Aims:

1. Cognitive aim:make students have the basic concept of insurance and types of
insurance.

2. Ability aim: develop students ability to express ideas, do reading comprehension
and know how to write a fax.

3. Emotional aim: make students to be keen on the business.

Teaching Important and Difficult Points:

1. General idea of the text

1)    2. Key words: property, liability, mutual, sue, clutter,

3. Difficult sentences:

1) property insurance covers losses resulting form physical damage to real estate or …

2) these policies are written for a fixed term, such as 30 years or until age 65.

4. Structure analysis

5. Retell the text (General idea of the text)

Teaching Procedures:

Step 1: Brainstorming: work with your partner and write out words or expressions
related to insurance .

★ parties involved in insurance : the insure, ______      ______ ______ _______

★ types of insurance: life insurance, ______       ______ ______ _______

★ terms used in insurance: insurance policy, ______        ______ ______ _______
★ verbs used in insurance: to apply for an insurance policy,
______ ______ ______ ___

Step 2: pair-work: Pair-work: discuss the following questions in pairs / in groups.

Q1: Mentions some prestigious insurance companies in China or in the world?

Q2: what do you think is the purpose of insurance?

Q3: have your parents/relatives bought any insurance? And what is the coverage?

Q4: what questions are you expected to answer when you apply for a life or property
insurance policy ?

Q5: do you think buying insurance is a better way than putting money in a bank, why
or why not?

Step 3: Fast reading.

Give students 6-8 minutes to scan the text, they are required to find the topic
sentences for the important paragraphs and get the main idea of the text.

Step 4: Scanning for detailed information checking。

Give students 8 minutes to read the text again, and answer the following questions to
consolidate the content of the text.

 1. what is an insurable risk?

 2. what are the 4 main types of insurance issued by public and private insurers?

 3. what does property insurance cover ?

 4. what does health insurance cover?

 5. why do many people buy life insurance?

 6. what are the three basic forms of life insurance?

Step 5: Structure analysis.

Ask students to divide the text into several parts according to the context, and
get the mail idea for each part.

Part 1: (para. 1)
General Introduction of insurance: there are 4 types of insurance.

Part 2: (para.2-5)

 Introduction of 4 types of insurance.

 Para.2. property insurance.

 Para.3. liability insurance.

 Para.4. health insurance.

 Para.5. life insurance.

Part 3: (para.6-8)

Introduction of 3 forms of life insurance..

Step 6: comment student’s performance positively

Step 7: Summarize the general of this text and retell the texts.

Step 8: Language points---key words and phrases(pronunciation, spelling, meaning ,
usage.)

Step 9: Summary of this class

Homework: Ask students to do the exercises on 358 to Page 363 in the textbook

Summary: In this class, students were interested in the central topic were clear about
the types of insurance, they could finish the reading, discussing, speaking tasks
smoothly. And they made clear about the new words and useful expressions existed in
the text. They felt satisfied.

Details complements:

 Cultural background

        Term life is the simplest and least expensive type of policy. It is pure
insurance with no cash value account, a term life policy has only one function: to pay
a specific lump sum to whoever you have designated upon a specific event—your
death. The death benefit and the policy limit are the same---a 200000 policy pays a
200000 death benefit. The policy protects your family by providing money they can
invest to replace your salary, as well as to cover immediate expense incurred by your
death.
Other types of life insurance provide both a death benefit and a cash value account.
Their premiums are larger than term life premiums, because they fund the savings
account in addition to buying insurance. These policies are often referred to as cash
value policies. They include: whole life, variable life, universal life, and universal
variable life.

Lecture Number 38.

Teaching Title: Unit 10 : Insurance, Reading II

Content: Reading II: Basic Insurance Concepts

Type: Theoretical, practical

Teaching Aids: Pictures, cards, multimedia.

Teaching Approach:

1. Communicative Approach,

2. Cooperative Teaching Approach,

3. Group-discussion Method, Ask and answer Method

Teaching Aims:

1. Cognitive aim:make students gain general knowledge about the Insurance
concepts.

2. Ability aim: develop students ability to express ideas, do reading comprehension
and know how to choose proper insurance.

Teaching Important and Difficult Points:

1. General idea of the text

2. Key words: in the hope of, be in control of

3. Difficult Sentences:

1) …in the event of a loss, an insured firm or firm or individual cannot collect form
the insurer an amount greater than the actual dollar amount of the loss.

2) corporations may purchase “key executive” insurance.

4. Structures of the text
Teaching Procedures:

I. Teaching procedures:

Step 1: Review the former part of this unit and lead in this part.

Step 2: Fast reading.

Give students 6-8 minutes to scan the text, they are required to answer the questions
on page8 in the textbook.

 Discussion Questions.

 1. What is the principle of indemnity? How is the premium calculated?

 2. Explain the 4 conditions of insurability of the risk. Gibe examples.

 3. Have you ever put money into the insurance company or do you intend to do so in
the future?

Step 3: General idea summarizing. Ask students to read the text again and get the
main idea for the text.

Step 4: Detailed information checking。Making choice exercises.

Step 5: Structure analysis

Ask students to divide the text into several parts according to the context, and
get the mail idea for each part.

Part 1: (para. 1)

Introduction: insurance includes several principles.

Part 2: (para. 2-3)

Explanation of the principle of indemnity

Part 3: (para. 4-9)

Discussion of the insurability of the risk

Part 4: (para. 10-11)

Low cost affordable coverage.
Step 6: words, phrases and sentences study.

Word study.

1. indemnity

1) n. guarantee against damage or loss, compensation for these.

 2) n, money, goods, etc. given as compensation for damage or loss.

2. hazard

v. danger, risk.

v. to expose to danger, risk.

v. to venture to make , suggest tentatively.

3. minimize

 v. to reduce to the smallest amount or degree

 v. to estimate at the smallest possible amount.

4. catastrophe.

   A sudden great disaster or misfortune.

5. tornado

  n. a violent and destructive storm cover a small area, whirlwind.

Step 7: Comment students behavior positively.

Step 8: Summary of this class



Homework: Ask students to do the exercises on Page 367 to Page 369 in the textbook

Summary: In this class, students were mainly trained the fast-reading skills. They
were expected to do the fast-reading and scanning quickly and exactly. In the class,
some students acted well, they could find the useful information in a short time. But
still a few students felt difficult because they lacked the practices. So in future,
teacher can assign some reading tasks to them.
Lecture Number 39.

Teaching Title:

Unit 10 : 1. Special Use

      2. Function and Structure

 Content: 1. Special Use: Direct and indirect speech(4) : Review.

   2. Function and Structure : conversational strategies

Type: Theoretical, practical

Teaching Aids: Pictures, cards.

Teaching Approach:

1. Communicative Approach,

2. Cooperative Teaching Approach,

3. Group-discussion Method, Ask and answer Method

Teaching Aims:

1. Cognitive aim:make students gain general knowledge about Direct and indirect
speech(4) : Review.

2. Ability aim: develop students ability to use languages and manage a conversation.

Teaching Important and Difficult Points:

1. The principals of using the Direct and indirect speech (4) : Review.

2. Expressions on how to manage a conversation properly.

Teaching Procedures:

Step 1: Introduction to the principals of the Direct and indirect speech(4) : Review.

 1. Changing verb tense.

 2. Changing pronouns and time signifiers

 3. Changing indirect questions
Step 2: Exercises.

Step 3: Function and Structure : How to Persuade Others

1.       to start a conversation:

      excuse me, but could I ask you a question?

      I am sorry to trouble you, but could you help me with the case?

      Excuse my asking / forgive me for asking..

2.       to have other’s opinion

      what do you think of his latest book?

      How do you like this film?

      What is your impression of the concert?

3.       to show one’s interest in the topic

      ho, yes / yeah/ well/ of course/ I see

      really?

      Tell me more.

      Rather!

      Yes, it can be/ is a problem.

4.       to show one’s surprise

      oh, no/ come on.

      Indeed/ incredible.

      I cannot / couldn’t believe it.

      What a pity!

      I know what you mean/ I think I can understand how you feel.

5. to show one’s approval

     Yes/ sure/ surely/ of course/ naturally/ exactly.
   Ok. / all right./ very well…

   Why not?

   Perhaps so/ very likely/ maybe…

6. to end a conversation

   We have had such a nice talk.

   I really enjoyed talking with you .

   It has been very interesting, but I am afraid I must go now.

   I hope you don’t mind / please excuse me / I must apologize. But I can’t stay any
   more.

Step 4: Exercise consolidation.



Homework: Ask students to do the exercises on Page 369 to Page 375 in the textbook
Summary: This lecture put emphasis on the grammatical points oral practices.
Students carried out the tasks smoothly and finished the tasks with the help of
teacher’s. Some students felt shy in the oral performance due to lack of practices. So,
in future, teacher should train students more and design more contexts in oral English.

Lecture Number 40.

Teaching Title: Unit 10 :

1. practical reading

2. basic writing

3. Additional vocabulary

4. Business world: outdoor signs

Content:

1. practical reading: Insurance Form

2. basic writing: Fax Writing

3. Additional vocabulary about insurance
4. Business world: main principles of insurance

Type: Theoretical, practical

Teaching Aids: Pictures , cards, insurance forms.

Teaching Approach:

1. Communicative Approach,

2. Cooperative Teaching Approach,

3. Group-discussion Method, Ask and answer Method

Teaching Aims:

1. Cognitive aim:make students gain general knowledge about the Insurance Form,
fax writing, and vocabulary about insurance.

2. Ability aim: develop students ability to design ad and select perfect languages of
insurance.

Teaching Important and Difficult Points:

1. Language of insurance form

2. Fax writing

3. Additional vocabulary about insurance

4. Main principles of insurance

Teaching Procedures:

Step 1: Practical reading: Language of main principles of insurance

Ask students to read the ALA Life Insurance Company’s form carefully and then do
the multiple-choice exercises. (page 377)

Step 2: Basic writing: sentence writing(1)

      fax, the short form for facsimile, is a document sent by electronic image
   through a telephone line. Many business organizations now have their printed fax
   format, which includes the following parts:

        FAX MESSAGE
TO___________________________________

COMPANY___________________________________

FROM___________________________________

DATE

FAX NO. ___________________________________

SUBJECT___________________________________

NO. OF PAGES(INCLUDING THIS ONE)
___________________________________

BODY_______________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
____________________________________________

Step 3: 3. Additional vocabulary studying

Match the following words of colors with their Chinese equivalents.

   1. perils of the sea              A. 平安险

   2. natural calamity               B. 全部损失

   3. fortuitous accidents            C. 部分损失

   4. extraneous risks               D. 一般附加险

   5. total loss                  E. 保险凭证

   6. partial loss                F. 罢工险

   7. general average                G. 自然灾害

   8. particular average             H. 一切险

   9. free from particular average       I. 破损

   10. all risks                  J. 包装破裂险

   11. general additional risks         K. 预约保单
   12. general additional risk            L. 战争险

   13. leakage risk                  M. 海上险

   14. clash and breakage risk            N. 短量险

   15. sweat and heating risk             O. 保险金额

   16 breakage of packing risk            P. 受潮\ 受热险

Step 4: practices.

Step 5: Business world

Main principles of insurance

            1.       utmost or complete good faith

            2.       indemnity

            3.       insurable interest

Step 6: Consolidation and comment the class.

Homework: Ask students to do the exercises on Page 376 to Page 385 in the textbook

Summary: This unit is the last one of book 4. Tasks were similar to the former units .
so, the designs of the tasks were difficult to create in forms and content. the lecture
designed several tasks to train students’ ability in reading, writing and vocabulary
using. Students were required to know transportation system and e-mail writing , etc,
So, some students felt tired after the tasks. In future, I suggest that the students be
required to finish the exercise in groups, which would make students feel relaxed .

Lecture Number 41 (Additional Complement) Teaching Title: Business English
Writing and Speaking

Time: 5*90

Type: Theoretical, practical

Teaching Aids: cards,

Teaching Approach:

1. Communicative Approach,
2. Cooperative Teaching Approach,

3. Group-discussion Method, Ask and answer Method

4. 3P Teaching Method

Teaching Aims:

In this chapter, students are required to grasp as follows:

1.     Know and grasp the structure and layout of business English letters

2.     Know the basic formats of the English Business Letter

3.     Grasp the principles of the English Business Letter Writing

4. Know the importance of spoken business English

5. Grasp the speaking strategies

6. Know the skills of spoken English

7. Know some basic knowledge of business negotiation.

Teaching Important and Difficult Points:

1.     The principles of 7 Cs in business letter writing.

2.     Business communication

3.     Skills in business letter writing and oral communication.

Teaching Procedures:

Section 1 Business English Letter Writing
Step l . Introduction

Business Letter is an important part of the business activities through email and other
communicative styles. A good business letter is helpful to a business activity. The
structure, layout, format and principle of a business letter are almost the same as those
of an email or a fax. Therefore, it is important to learn the business letter writing well.
Step 2 . Teaching tasks

Task 1 General introduction to the whole chapter

Task 2 Basic knowledge of a business letter

Task 3 Useful words and sentences

Task 4 Writing practice

Task 1 General introduction to the whole chapter

Business Letter is an important part of the business activities through email and other
communicative styles. A good business letter is helpful to a business activity. There
are many communicative types in business activities. For example, business letter,
telegram, telex, fax and emails. An email through internet is the most efficient way.
The structure, layout, format and principle of a business letter is almost the same as an
email and a fax. Therefore, it is important to learn the business letter well.




Task 2: Basic knowledge of the structure and layout of the business letter.

Part I The structure of business English letters

Generally speaking, a business letter includes: heading, sender’s name and date,
inside address, salutation, subject line, open sentences, body, closing sentences,
complimentary close, signature and enclosure (attachment for an email) and carbon
copy.

1 Heading:

Heading refers to the name and address of the sender. Usually, heading is printed on
the top of letter papers including company name, address, telephone, fax, e-mail and
website address.

Sender’s name, address, post code, telephone, fax, email

Location: top right

Address order: small to larger one
For example:

No. 105, first floor, No 16 Teaching Building,

Weifang Vocational College, 243, East Dongfeng St.,

Weifang, 261041 Shandong, China

Tel: 86 536 8521111 Fax: 86 536 8521112 E-mail: wfvc@wfvc.com

2. Date:

For file and reference later

Location right under the heading

For example: 30 October, 2005 (English way)

        October 30, 2005 (American way, most commonly used).

3 Inside name and address:

Receiver’s name and address

Purpose: for files (inside address should be conformed with the envelope address)

Position: Left under the heading

Notes: if the receiver is a company, it should be marked with “Attention (ATTN)” for
a special receiver.

4.    Salutation

It begins at the left-hand margin covering only one line. Generally, it is written as
“Dear Mr. or Dear Madam + surname”. If you don’t know the exact surname or
name, you may use “Dear Sir, Dear Madam” or “Dear Sirs, Dear Ladies, Gentlemen”

Dear Mr. or Dear Madam + surname If you don’t know the exact surname or name,
you may use “Dear Sir, Dear Madam” or “Dear Sirs, Dear Ladies,
Gentlemen” Details see P6 of the text book.

Position: Two lines under the receiver’s address with only one line.
5.     Subject line:

Purpose of subject line: let the receiver know the exact basic content quickly.

Type: Either capital letter or small letter

Position and style: Under a line of the “salutation” with underlined marks. Initially
using “Subject or Re”

For example: Subject: Price of Kites      or      Re: Price of Kites

6.    Body:

Position: It’s the main part of the business letter. Generally speaking, it will be written
with a start from two lines under the salutation.

Content: Tell the reason if you want to send this letter actively; You should refer the
received letter content if you are in response.

Characteristics: Formal language, appropriate mood, pretty expression, fine and
simple words, for a purpose of simple and clear orientation. This will give the reader a
good impression of the writer and its company as well as saving time for reading this
letter.

7.    Complimentary close

Introduction: All business letter will need a complementary close.

Position: Generally, it will be put under two lines of the “body” with a captial letter of
the first letter and with a comma after it. It may be written in the middle of this line or
at the right side of this line.

For example:

Formal: Respectfully yours,      Less formal: Very sincerely yours,

Yours very truly,                         Sincerely yours,

Very truly yours,             Faithfully yours,

                     Cordially yours,
                     Very cordially yours,

Informal: Best regards,

           Warmest regards,

8.    Signature:

Purpose: Legal confirmation with a style and courtesy.

Position: Under the complimentary close with a typed name as well as manual
signature above the typed one.

Introduction: Signature may use a full name or just a Surname with two capital initial
letters. If you are representative of a company, you should sign your own name above
the Company name. Ranks are permitted.

9.    Enclosure:

Marked with “Enc. or Encl. or Enclosure” to express that you have an attached
enclosure with the business letter.

E-mail: Attachment

10. Carbon Copy:

If the letter needs to be sent to another one, it may be marked with “C.C” or “Copy
to” or “Copies to”

For example: CC: General manager Wang

       Copy to Mr. Jeff, the sales manager of ABC Company

Sample Letter

11. Key words and expressions of this section:

Ranks in business English:

president, general manager, deputy (vice) general manager, executive vice president,
director, deputy manager, CEO, department manager, assistant manager, secretary,
treasurer (financial manager), clerk, representative.
reference line: 信函编号

on-arrival notations: 类别说明

including: airmail, registered, special delivery, confidential.

postscript: P.S. : 附言,又及




Part 2 the Formats of the English Business Letter

1. Basic formats of a business letter:

(1) Full block style(全齐头式)

All from the left including heading, receiver’s name, inside address, and body
(including each line with a left beginning), complementary close and signature.

(2) Block style(齐头式)

Except for heading, complementary close, and signature, all should be put at left
beginning.

(3) Indented style(缩进式)

Each line of heading, inside address, each line of the body should indented for two
letters; the first line of the body should indented 4 letters.

(4) Modified block style (semi-block style) (混合式)

It is also called semi-block style. Heading, complimentary close and signature should
be put in the right of the letter. All lines are in a block style from right. The inside
address, salutation are in a block style from the left; First line of each paragraph of the
body should be indented 4 letters.




2.     Basic formats of an envelope

     (1)Superscription of a business letter envelope
Contents: Name and address of the sender; Name and address of the receiver;
Delivery instruction and necessary notes;

Requirements of the business letter envelope: Correct and clear and elegant.

Position: Sender’s name and address on top left; Receiver’s name and address on the
central right; Stamps on the top right;

Types: Block style, indented style and other style (receiver’s name and address written
on the front face and sender’s name and address written on the back face).

Details see P14.

Additional instruction: urgent, photo enclosed, printed matter, registered, by air mail,
sea mail, express, private, rush, immediate, personal, secret, top secret, confidential,
special delivery, book post, parcel post, sample post, with compliments, to await
arrival, please readdress, manuscripts, photographs: please don’t bend, return postage
guaranteed, if undelivered, please return to…. Write at left bottom of the envelope.

    (2) Notes for this section:

1). Because the envelope has a limited space, the address always be written in an
indented style:

Assn. = association         Ave. = avenue

Apt. = apartment                      Blvd. = boulevard (街,林荫道)

Dept. =department                 Div= division

Dr. = drive                          Hwy. =highway

Inc. = incorporated               Ltd. =limited

P. O. Box=post office box              Sq. =square

Rd. =road                            Sec/.Sect.= section

St. = street
Part 3 The Principles of the English Business Letter Writing

1 Basic requirements of a business letter:

It is most important to grasp the basic English business letter writing principles. When
we write an English business letter, we should follow 7Cs principles: clearness,
comprehensiveness, conciseness, correctness, consideration courtesy and
conscientiousness.

(1) Clearness: Convey your message to the recipient without being misunderstood.
Always write in direct, plain and simple language instead of ambiguity and vagueness.
For example: As to date, it’s better to use “on September 30, 2007” instead of “at the
end of this month” or “late Sep”.
(2) Comprehensiveness: The information obtained by readers should be complete in
form and content. Use business terms and expressions with regular language to
describe in details about the time, place, color, size, quantity, quality, packing, price,
payment, insurance, and other elements. Check the No. of invoice, L/C, B/L and price
terms.
(3) Conciseness: The simplest, the best. No unnecessary long words and phrases. Try
to make your writing clear and effective. For example, “pls offer yr bprice CIF NY.”
(4) Correctness: Observe the conventions in spelling, grammar, punctuation, usage
and so forth. Careless writing errors will cause inaccurate information and impatient
reading.
(5)Consideration: Share your partners’ viewpoint and keep their needs in mind.
Friendship is more important than money. Equality and mutual benefits are general
principle of a successful transaction.
(6) Courtesy: Write in a friendly and courteous tone. Use the sentence like “Thank
you for your recent order” rather than a cold statement “We have received your
order.” A good relation will be established by good company reputation with quick
response. In case of a late response, you should give out the explanation with reasons
for this matter, or you will probably lose the customer!
(7) Conscientiousness: Tell the truth in a frank and sincere attitude to make your
writing trustworthy. Try to use fine business language expressions to arouse the
attention and interest of the customers. For example, in the first sentence of a business
letter, you should declare the purpose of this letter directly in a simple and clear way.
At the last sentence, you’d better offer your wishes for a good impression to the
customer.
Task 3 Useful words and sentences

   1.     Initial sentences:

        (1) I am very much pleased to inform you that..

        (2) With great delight I learn that

        (3) I was glad to receive your letter of …

        (4) In reply to your letter of 31 October, I …

        (5) I am writing to ask about the meeting to be held next week.

        (6) Your kind letter of Sunday arrived this morning.

        (7) Thank you very much for your prompt reply.

        (8) Many thanks for your last kind letter.

        (9) I wish to extend my appreciation for your kind offer.

        (10) I am very excited and delighted over your good news.

        (11) I am very much obliged to you for your warm congratulations.

        (12)Your letter which arrived this morning gave me great delight, as you
        know…

   2.     Complimentary sentences

        (1) I hope to hear from you soon.

        (2) Your kind early reply will be highly appreciated.

        (3) I look forward to our next meeting here in Bejing.

        (4) I wish you every success in the coming year.

        (5) Thank you again for your kind consideration of my…

        (6) If you want more information, please feel free to write to me again.
       (7) If there is anything we can do for you, please don’t hesitate to contact me.

       (8) With best regards to your family.

       (9) With love and good wishes.

       (10) Wish you the best of health and success.




Task 4 Writing practice

       Write a business letter according to the following information and business
       structure requirement. Invite your customer to attend the 97th Chinese Export
       Commodities Fair in this autumn.

       发信人单位:江西三川水泵股份有限公司

       发信人地址:中国江西鹰潭工业园区 29 号

       电话:0701-56712345

       传真:0701-56712346

       电子邮件:infor@166.com

       写信日期:2008 年 3 月 10 日

       收信人单位:The Pakistan Trading Company

       收信人部门:Export Dept.

       收信人:            Mr. K. Huang

       收信人地址:15, Broad Street Karachi, Pakistan

       主题:邀请参加第 99 届广交会

       主要内容:第 99 届广交会将于 10 月 20 日举行,我公司在交易会上有新
       型机电产品展出,展销会上完成的订货合同,可获得最优惠价格。现邀
       请您前来参加订货。
         签名:江西三川水泵股份有限公司                       业务部经理            李伟




Section 2 Business English Speaking and negotiation
Introduction

     With the development of modern information technology, communication style is
changing greatly. One prefers to use mobile and online chatting tools instead of
writing letters or sending telexes and faxes. The seller and the buyer may sit beside
their computers for a quick negotiation. They talk directly and casually through their
microphone and they will see each other through visual devices if they like. It is a
quick, convenient and direct communication style recognized and appreciated by most
customers recently. Speaking is more important than writing sometimes especially
under urgent situations. More and more foreign trade companies are employing talents
with spoken English abilities as their basic requirement. Learn spoken English well
with formal pronunciation and intonation to get your satisfied job. Prepare now!

Teaching tasks

     Task 1 Learn some speaking strategies

     Task 2 Let students know how to practice spoken English?

     Task 3 Business negotiation

     Task 4 Basic practice




Task 1 Learn some speaking strategies

  Speaking is a very demanding yet exciting skill in foreign business negotiations.
There are several parts of speaking over which the learner has control:

1.      Non verbal cues

2.      Guessing:

3.      Formulaic

4.      Uninhibited
5.      Memorize dialogues:

6.      The principle of input:

7.      Business terms and procedure:




Task 2 Let students know how to practice spoken English?

To speak English well, we should master some skills

1.     We study spoken English so as to make oral communications, so this order of
     importance of oral English study should be followed: Fluency, Accuracy, and
     Appropriateness. That is to say, we have to pay more attention to practical
     communicating ability instead of only laying emphasis on the grammatical
     correctness.

2.     Try to find some partners practicing oral English together and English corner is
     a good place as where we may exchange English study experience, widen our
     sight and improve interest in learning English.

3.     If English partners are not easy to get, then we have to create an English
     environment ourselves by speaking English to ourselves.

4.      This method is very effective and easy to insist on ---- interpreting
     Chinese-English novels or books. First we read the Chinese parts and then try to
     interpret them into English and then compare our interpretation with the original
     versions in the novels or books so that we can find out the mistakes, shortcomings
     and progresses in our interpretation.

5.      Interpreting what you hear---Changing Roles: Three people make a group: one
     speaks Chinese, one speaks English acting as the foreigner, one acts as interpreter.
     Then change roles. This is a good interpreting training method and is good for
     studying from one another.

6.     Oral composition and 3-minute training method: This method is suitable for
     intense training. Making an oral composition about a certain topic for one minute
     the first time and record the composition on tape at the same time. Then listen to
     the composition and find out the room for improvement. Then make the same
     composition for two minutes for the second time and also record it. And at last
     repeat the above-mentioned for three minutes. This is a method of advanced
     spoken English practice with an ideal result.

7.     Retelling exercise: Retell some articles or English stories in our own words.

8.      If possible, we may read some English tongue twisters loudly and quickly with
     one or two cakes of candy in our mouth (just as the Chinese cross-talk actors do.)
     to train our oral cavity muscle and tongues suitable for English pronunciation with
     a result of smooth and clear language with confidence.

Task 3 Business negotiation

1.      What is business negotiation?

Business negotiation is a consultative process between the buyers and the sellers. It is
concluded either by correspondence, or by online chat, or by face-face talk, and
involves all kinds of terms and conditions of a sales contract including quality,
quantity, price, payment, packing, shipment, insurance, inspection, claims, arbitration
and force majored. Generally speaking, business negotiation contains four steps:
inquiry, offer, counteroffer and acceptance, among of which offer and acceptance are
two indispensable steps for reaching an agreement and signing a contract.

2. Preparations for business negotiations

(1) Defining the aims for negotiations

(2) Getting necessary information

(3) Making a practical negotiation plan

Task 4 Basic practice

1.     What is your usual way to improve your spoken English? Make a dialogue on
     how to practise spoken English with your classmates.

2.      Translate the following sentences

(1) 学好商务英语写作和商务英语口语,做一个优秀的商务人员。

(2) 网上在线聊天工具成为现代贸易的主要交流手段。

(3) 尽量使用优美的商务语言表达引起客户的注意和兴趣。
(4) 英语口语中的几个要素的重要次序应为:流利-准确-恰当。

(5) 为了获取有关信息,有必要进行市场调研。

(6) We are sending you this e-mail for establishing relations with you in foodstuff
area.

(7) Contact with me by e-mail at any time and wish for successful cooperation.

(8) Trade manager is an online business communication tool commonly used by
Alibaba golden members.

(9) Convey your message to the recipient without being misunderstood.

(10) Observe the conventions in spelling, grammar, punctuation, usage and so forth.

Homework: Ask students to do the exercises and write an business letter in English
according to the theories mentioned in the classes.

Summary: This unit was selected as an additional complement of this book. For the
students, would-be business men or women, they were necessary to master some
skills in business writing and speaking. So, in the classes, they recognized the
importance of this extra unit, they studied the contents carefully and took notes
actively. They improved quickly, especially in practical performance.

				
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