（参考）《新编剑桥商务英语(初级)》(第二版)教案

新编剑桥商务英语（初级）（第二版）教案教材：新编剑桥商务英语(初级)（第二版）Lan Wood, Cartin Lloyd-Jones, Anne Williams编著, 经济科学出版社， 2002年3月新编剑桥商务英语(初级)课程单元教学设计一、 教案头单元标题：Job Descriptions授课对象：学时：2上课地点：教学目标能力（技能）目标知识目标1. 能够说出公司不同职务的职能范围.2. 能够设计自己的名片3. 能够初步建立自己的公司,确定经营范围和人员职位1. 熟悉公司的不同职务2. 掌握相关的词汇.3. 了解名片所包含的主要内容,及不同格式.能力训练任务及案例任务一: 通过听力练习一,掌握名片所包含的主要内容和格式,并制定自己的名片.任务二: 通过讨论及阅读练习,掌握不同职务的职能范围.任务三: 通过游戏提问的方式,掌握一般现在时的用法.任务四: 成立自己的公司,初步确定业务范畴和人员职务.教学组织在BEC的教学中,主要采取分组教学的方法,将班里的学生分为十组,每组四人,每组都是一个公司,全班共十个公司,学生既是班里的成员,也是公司的员工.采取组组竞争和提问个人的方式,既让锻炼学生的团队精神,又能突显个人的能力.教学材料教科书；教学辅助用书；网络资源,录音机,多媒体；作业1. 完成练习册上的相关内容.(书面)2. 设计自己的名片.(书面)3. 小组讨论成立自己的公司,确定业务范畴和职务,并以公告表演的形式宣传介绍自己的公司.(表演,书面)二 教学设计步骤教学内容教学方法教学手段学生活动时间分配告知（教学内容、目的）本次课的教学内容：一、 介绍BEC教材，教学设计和考证相关事宜.二、名片所包含的主要内容,公司成员的职务范畴。讲授5分钟引入（任务项目）任务1：通过听力练习，掌握名片的主要内容和格式。听讲授录音机完成听力练习； 讨论名片的主要内容和格式。10分钟操练（掌握初步或基本能力）1.进行听力练习，采取分组竞争的方式检查学生的答案。2.分组讨论并说明名片的格式和内容.讨论讲授提问录音机讨论设计名片15分钟深化（加深对基本能力的体会）任务二: 通过讨论及阅读练习,掌握不同职务的职能范围.任务三: 通过游戏提问的方式,掌握一般现在时的用法.提问讨论讲授讨论游戏阅读30分钟归纳（知识和能力）知识点1.名片的主要内容和格式。 2掌握不同职务的职能范围.3 掌握一般现在时的用法。 4.能够设计自己的名片。讲授回答问题5分钟训练巩固拓展检验训练项目：1分组成立自己的公司，确定业务范围,职能范畴，公司名称，及设计员工名片。2 为自己的公司做一个广告宣传,以表演的方式展现出来。讨论表演讨论表演20分钟总结名片；职务分类；职务范畴提问5分钟作业1 完成练习；2 完善名片设计和公司成立。后记第一次课设计梗概（2课时）（1） 告知学生本课程的总体安排、教材的处理，上课的方式、明确学习目标掌握商务公司运作,通过BEC初级考试.为了提高学生的积极性并使他们了解在平时的学习中应提高哪些能力，告诉学生现在用人单位对员工的要求，第一要有一定的专业素质，二是情商要高,即懂得如何交流,如何为人处事,所以，在教学中,主要采取活动教学,通过各种各样的活动,提高学生的自信心和交流能力。并给学生分享往届学生的就业经历和心得.（2） 考核方式第一次上课时主要告知学生每次课，每个活动环节都很重要，课程终结考核主要来自两个方面，一是整组的表现,即各个公司在各种课堂活动上的表现；二是个人的主动表现和提问表现.只要平时刻苦努力,积极主动，自然而然就能取得优秀的成绩。（3） 进入正题本次课的项目主要是介绍公司的职务分类,职能范畴，名片。l Listening 1: Listen to the tape to finish the exercise and discuss the business card.l Discussion: Different positions and duties in a company.l Listen 2: Find the different duties in a company.l Game: Divide students into different groups to play a game in order to review the present simple.l Reading: Know more about the different duties in a company.l Vocabulary: Remember all the new words in this unit and finish the exercise in the book.l Speaking: 1. Design a business card of everyone. 2. Set up a company, four students in one group.详案Unit 1Part One Introduction and Job descriptionI. Aims and Objectives: At the end of this session, the students should be able to:a. Know the general information about Cambridge BEC Preliminary, the useful study strategies for this course and the content of Pass Cambridge BEC Preliminary.b. Talk about jobs, practise listening for specific information and review the present simple.II. Session Outline1. Greetings2. Duties:1) Warmer (books closed): T asks Ss the definition of business cards and how important business cards are to them and the people they are familiar2) Listening 1:a. T introduces the Chamber of Commerce and gives more information if requested( it is an organization which operates on a local basis; it helps business by promoting the area; it offers business opportunities for its members through a variety of services and events)b. T focus Ss attention on the business cards and clarifies job vocabulary where necessary. Ss listen to six new Chamber of Commerce members speaking and number the business cards in the order in which the people speak.c. Check the Ss answers and listen to the tape again to make sure everyone understands it.3) Listening 2:a. T focuses Ss attention on two of the cards: Helen Marsdens and Robin Seatons. T elicits from the group what they think their duties are.b. Ss listen to Helen Marsden and Robin Seaton in order to find out whether their predictions were correct. T should not give too much information at this stage as Ss will listen again and take notes to finish Ex 3. c. Ss read the notes about Helen Marsden and Robin Seaton before listening to the cassette again. T explains any difficult vocabulary where necessary. T uses the feedback to check whether Ss have problems whit the third person s when talking about the peoples jobs. 4) Dont forget: Review the usage of present simple and let student make more sentences about it. e.g. a. He works in a office but she works in a company. b. She works as a line manager in this big company.5) Reading:a. Ss decide individually (or in pairs) which person each question is for. The exercise recycles some of the vocabulary from the tapescript but also includes some as yet unseen vocabulary, which T may need to explain.b. Through this exercise, Ss need to know that it is often not necessary to understand every word in order to extract sufficient meaning for the readers purpose. T should ask Ss to underline the vocabulary, which suggested the answer.c. Check the answers one by one.6) Speaking: use the topic in the book and divide students into several groups to discuss them.7) Vocabulary: the idea of building up space cities?3. Talking about your job1) Ss match sentence halves about Beth. This enables Ss to review some general work-related vocabulary, which they will need in order to speak about their jobs. Before Ss begin, T elicits what an accountants job might involve. T then ensures that Ss are aware that prepositions are followed by a noun or ing. and check the answers in the book. 2) Speaking: Ss work in pairs to find out about their partners job. This allows Ss to practise the present simple and some of the vocabulary from the unit. Ss need to take notes as they will write an article about their partners job in the self-study section. T reminds Ss that they can use the phrases used by Beth Lambert in Ex.4. Self-study: let students finish the exercises in the book and check the answers.5. Homework 1) Grasp the main vocabularies and phrases 2) Finish the exercises in the book. 3) Discussion: “company profile” 4) Set up a company and design a business card.一.教案头单元标题：Working Conditions授课对象：学时：2上课地点：教学目标能力（技能）目标知识目标1.能够评价工作方面的问题.2.能够制定公司的规章制度.1.掌握表示频率的副词.2.了解公司规章制度所包含的内容.能力训练任务及案例任务一: 提问上节可所学的内容.任务二: 通过阅读, 了解关于工作的评价,完成书中的练习.任务三: 通过讨论,了解表示频率的副词,并掌握副词的用途.任务四: 通过阅读,了解公司的规章制度所包含的内容.任务五: 通过讨论,制定自己公司的规章制度.教学组织这节课主要通过学生阅读,分组讨论等活动,让学生掌握语法点并制定自己公司的规章制度.教学材料教科书；教学辅助用书；网络资源,录音机,多媒体；作业1. 完成练习册上的相关内容.(书面)2. 完成书中的各项任务.3. 制定本公司的规章制度.(表演,书面)二 教学设计步骤教学内容教学方法教学手段学生活动时间分配告知（教学内容、目的）本次课的教学内容：一、 频率副词.二、制定公司的规章制度。讲授5分钟引入（任务项目）任务一: 提问上节可所学的内容.任务二: 通过阅读, 了解关于工作的评价,完成书中的练习.阅读讲授完成阅读练习； 讨论公司员工可能出现的问题。10分钟操练（掌握初步或基本能力）1.进行阅读练习，采取分组竞争的方式检查学生的答案。2.分组讨论公司员工的问题.讨论讲授提问讨论15分钟深化（加深对基本能力的体会）任务三: 通过讨论,了解表示频率的副词,并掌握副词的用途.任务四: 通过阅读,了解公司的规章制度所包含的内容.任务五: 通过讨论,制定自己公司的规章制度.提问讨论讲授讨论游戏阅读30分钟归纳（知识和能力）知识点1. 掌握频度副词的用法.2. 了解并制定公司的规章制度。讲授回答问题5分钟训练巩固拓展检验训练项目：分组制定自己公司的规章制度。讨论演示讨论演示20分钟总结频率副词; 规章制度；提问口头5分钟作业1. 完成练习.2.制定公司的规章制度。后记本次课的项目主要是掌握频度副词,并制定公司的规章制度。l Reading 1: Read the comment box and answer the questions.l Discussion: The order of the adverbs of frequency.l Speaking: Practice the usage of adverbs of frequency.l Vocabulary: Match the words in the book and remember the new words.l Reading: Read the conditions of employment and finish the exercise.l Speaking: Design the conditions of employment of your own company.详案:Working conditionsI. Aims and Objectives: At the end of this session, the students should be able to:a. talk about working conditions b. practise reading for gist and for specific information c. review adverbs of frequencyII. Session Outline1.Greetings2.Review what we learned in Lesson 1a3aaaments about work:1) Warmer: T asks Ss whether they have a suggestions box or a comments box at work. If so, what kind of things do people write about? If not, T asks what other system they have for dealing with problems/complaints at work. T asks what typical problems they have at work.2) Reading:a. Read the six comments in the book and go over the questions.b. Let students do a fast reading and finish the exercisesc. Check the answers of the exercises. 3) Vocabulary: a. T asks Ss to underline any adverbs of frequency in the comments and checks their meaning. Ss then look at the adverbs of frequency in the exercise and write them in the appropriate on the line. They then compare their order with a partner.b. Check the answers of the exercises4) Grammar: a. Ss look at the comments again in order to work out the position of adverbs of frequency. Let the students finish the Dont Forget section. Then check the answers.b. Grasp the usage of the adverbs, such as “usually, often, sometimes, occasionally, never, rarely, weekly, monthly and annually etc.”c. Let students make more sentences of the adverbs above.e.g. She usually goes shopping with her sister on weekends. He writes a composition monthly.5) Speaking: Ss work in pairs to discuss routines: both work-related and personal. 4.Terms and conditions of employment1).Vocabulary:a. Ss match items of vocabulary with the appropriate meaning in order to prepare for Ex 2. T could ask Ss to scan The Terms and Conditions of Employment text in Ex 2 to see if they can work out the meaning of unknown words.b. Check Ss answer one by one and let them remember the new words.2) Reading:a. Ss read the Terms and Conditions of Employment text for gist and decide what type of work the document refers to. b. Ss then read the multiple-choice before looking for the answers in the text. 3) Speakinga. Ss work in pairs to discuss their conditions of employment. Some ideas have been given but Ss do not have to discuss all of them. They may also have ideas of their own. The pairs then give feedback to the whole class on what was the same for both partners.b. Check students feedback.4) Self-study: finish the exercises in the book and check the answers.5. Homework: Finish the exercises in the book and discuss the topic.Unit Two 一.教案头单元标题：Company History授课对象：学时：2上课地点：教学目标能力（技能）目标知识目标1.能够评价公司的历史.2.能够制定公司的简介.1.掌握一般过去时的用法.2.了解公司简介所包含的内容.能力训练任务及案例任务一: 提问上节可所学的内容.任务二: 通过讨论,了解大众公司的历史.任务三: 通过阅读,了解大众公司的历史.任务四: 通过讨论,制定自己公司的简介.教学组织这节课主要通过学生阅读,分组讨论等活动,让学生掌握语法点并制定自己公司的简介.教学材料教科书；教学辅助用书；网络资源,录音机,多媒体；作业1.完成练习册上的相关内容.(书面)2.完成书中的各项任务.3.制定本公司的简介.(演示,书面)二 教学设计步骤教学内容教学方法教学手段学生活动时间分配告知（教学内容、目的）本次课的教学内容：一、 一般过去时.二、了解公司的历史.三、制定公司的简介。讲授5分钟引入（任务项目）任务一: 提问上节可所学的内容.任务二: 通过讨论,了解大众公司的历史.阅读讲授完成阅读练习； 讨论大众公司的历史。10分钟操练（掌握初步或基本能力）1.进行阅读练习，采取分组竞争的方式查学生的答案。2.分组讨论大众公司的历史.讨论讲授提问讨论15分钟深化（加深对基本能力的体会）任务三: 通过阅读,了解大众公司的历史.任务四: 通过讨论,制定自己公司的简介.提问讨论讲授讨论阅读30分钟归纳（知识和能力）知识点1. 掌握一般过去时的用法.2. 了解并制定公司的简介。讲授回答问题5分钟训练巩固拓展检验训练项目：分组制定自己公司的简介。讨论演示讨论演示20分钟总结频率副词; 公司简介；提问口头5分钟作业1. 完成练习.2.制定公司的简介。后记本次课的项目主要是了解一般过去时,掌握商务词汇,并制定公司的简介。l Speaking 1: Discuss the history of Volkswagen.l Reading 2: Read the history of Volkswagen and finish the exercise.l Vocabulary: Finish the exercise in the book. l Speaking: Find five things about the history of your partners company.l Vocabulary: Find the company descriptions with the definitions.l Speaking: Work in pairs and design the company profile of your own company.详案: Company historyI. Aims and Objectives: At the end of this session, the students should be able to:a. describe companies and their history.b. practise reading for specific information.c. review the past simple and prepositions of time.II. Session Outline1. Greetings2. The history of Volkswagen1) Warmer (books closed): T asks Ss if they know what the most successful car ever is: the Volkwagen Beetle. T then asks Ss what they know about Volkwagen(VW) and VW beetles. T can ask if any Ss own/have seen a Beetle and what they thought about the car.2) Speaking: a. Focus Ss attention on the subject matter of the unit and introduce Ss to the history of Volkswagen.b. Ss do the quiz in pairs. c. T does not give correct answers as Ss will have to scan the text to find them in ex2. 3) Reading: a. Scan through the text on page 14. T reminds Ss that they are scanning the text for relevant information only and do not need to read for detailed comprehension.b. T should not answer any questions about vocabulary since there is another exercises about it later. c. Check the answers one by one and T should answer any questions about comprehension of this passage. d. Finish exercise 3 on page 14 4) Vocabulary: Ss now read the text once more for detailed comprehension, searching for specific vocabulary to match a list of definitions. T ensures that Ss know that the words are in the same order in the text. When Ss report back, T asks for the whole sentence and not just individual words, thus encouraging Ss to use the new vocabulary in context. Only when the feedback has been completed does T invite questions concerning any remaining vocabulary problems from the text.5) Grammar: review past simple and let students make more sentences.e.g. a. When did the company produce its first car?b. He played computer games till midnight yesterday.6) Speaking: divide students into several groups to discuss the history of their familiar companies3aaapany Profile 1) Vocabulary: Ss can do the task individually or in pairs. Subsidiary and public limited company both appealed in Ex4 in the previous section. The exercise is therefore a combination of vocabulary consolidation and input, preparing Ss for Ex 2. 2) Speaking: a. T explains the task to Ss before handing out the cards. Ss lay out the cards on the table and form an organigram.b. Let students present their organigram on the board.c. The class challenges anything they are not happy with and reaches consensus before T provides any necessary correction. The answer appears at the end of the Ts notes for this unit.4. Self-study: let students finish the exercises in the book and check the answers.5. Homework 1) Grasp the main vocabularies and phrases 2) Finish the exercises in the book. 一.教案头单元标题：Company Activities授课对象：学时：2上课地点：教学目标能力（技能）目标知识目标1.能够评价公司的投资.2.能够确定本公司的投资环境及原因.1.掌握一般现在时和现在进行时用法.2.了解公司投资环境所要考虑的内容.能力训练任务及案例任务一: 提问上节可所学的内容.任务二: 通过阅读,了解汽车公司在中欧的投资.任务三: 通过练习,了解一般现在时和现在进行时的用法.任务四: 通过讨论,了解公司在中欧投资的原因.任务五: 通过阅读, 完成练习.任务六: 通过词汇练习, 掌握表示并列和转折连词的用法.教学组织这节课主要通过学生阅读,分组讨论等活动,让学生掌握语法点并制定自己公司的投资环境.教学材料教科书；教学辅助用书；网络资源,录音机,多媒体；作业1.完成练习册上的相关内容.(书面)2.完成书中的各项任务.3.制定本公司的投资环境.(演示,书面)二 教学设计步骤教学内容教学方法教学手段学生活动时间分配告知（教学内容、目的）本次课的教学内容：一、 一般现在时和现在进行时.二、了解公司的历史.三、制定公司的简介。讲授5分钟引入（任务项目）任务一: 提问上节可所学的内容.任务二: 通过阅读,了解汽车公司在中欧的投资.阅读讲授完成阅读练习； 讨论大众公司的投资环境。10分钟操练（掌握初步或基本能力）1.进行阅读练习，采取分组竞争的方式检查学生的答案。2.分组讨论汽车公司的投资环境.讨论讲授提问讨论15分钟深化（加深对基本能力的体会）任务三: 通过练习,了解一般现在时和现在进行时的用法.任务四: 通过讨论,了解公司在中欧投资的原因.任务五: 通过阅读, 完成练习.任务六: 通过词汇练习, 掌握表示并列和转折连词的用法.提问讨论讲授讨论阅读回答30分钟归纳（知识和能力）一、 知识点1. 一般现在时和现在进行时.2. 了解并制定公司的投资环境。讲授回答问题5分钟训练巩固拓展检验训练项目：分组制定自己公司的投资环境。讨论演示讨论演示20分钟总结一般现在时和现在进行时; 公司投资环境；提问口头5分钟作业1. 完成练习.2.制定公司的投资环境。后记本次课的项目主要是了解一般现在时和现在进行时,掌握商务词汇,并投资环境。l Reading: Read the diagram and know the car company investment in central Europe.l Grammar: Practice the grammar.l Speaking: Work in pairs to work out the reason why the company invested in central Europe.l Reading: Read the extracts and find the correct order. l Vocabulary: Know the usage of the collectors of addition and contrast.l Speaking: Work in pairs and set up the companys investment. Company ActivitiesI. Aims and Objectives: At the end of this session, the students should be able to:a. describe company activities b. practice reading for specific information c. raise awareness of cohesion and connectors of addition and contrast.d. Review the present continuousII. Session Outline4. Greetings5. Review what we learned in Lesson 2a6. Investing in central Europe1) Warmer: T asks Ss for examples of companies investing overseas and reasons why. For Ts working in central and eastern Europe , T ask Ss for examples of inward investment and the changes it brings. T brainstorms car companies and locations they might choose for foreign investment.2) Reading:a. Look at the visual on page 17. b. T checks vocabulary such as plant, model, van, assembly and abbreviations such as m and bn. c. Ss then look at the questions and scan the visual for the answers.d. T asks Ss to support their answers with relevant information.3) Grammar: a. This exercise is a reminder of the different uses of the present tenses. Ss sort the uses into two groups. b. T asks Ss to give an example of each usee.g. The sun rises from the east. Costs are rising slowly.4) Speaking:a. The pair work activity allows Ss to discuss the unit topic and also acts as a prediction exercise for the text and a chance to introduce some relevant vocabulary.b. Ss work in pairs and list possible reasons for investment, which can be written on the board.c. Before Ss do Ex1 in the next section, they can quickly check their predictions by scanning through the text. 4.Driving eastwards 1). Reading:a. The jigsaw reading task is not an exam-style exercise but introduces the subject of cohesion. Texts can be made cohesive through the use of various devices. In this case the text is made cohesive through lexical cohesion. The writer also uses connectors of addition and contrast. Ss quickly read through the five extracts to establish context and content. Then Ss read the text again and order the extracts. Ss may find the exercise easier if T photocopies the page and cuts up the paragraphs for them to re-assemble. When reporting back, Ss explain their decisions and quote relevant passages. T corrects as necessary and invites questions connecting difficult vocabulary in the text.b. Finish exercises in the book on page 19. 2) Vocabulary: a. T checks Ss understand what connectors of Addition and Contrast are and elicits examples. T asks Ss to find the italicized connectors in the text and put them into the correct group. When reporting back, Ss identify the passage and read the connector in context.b. If not onlyis used before the verb, the verb needs to be inverted. However, if it is used after the verb, there is no problem. At this level T is safest avoiding the subject of inversion with Ss. T must therefore be careful when constructing sentences with this phrase.c. Although Ss are unlikely to need to use in spite of or despite at Cambridge BEC Preliminary level, they need to understand them. T may wish to point out that both in spite of and despite are followed by.3) Speakinga. T asks Ss to draw a map showing their companys markets and activities. T reminds Ss that the maps are only diagrams and need not to be works of art. Ss then mark on important locations and exchange maps with a partner. Ss take it in turns to ask each other what the locations are and what activities take place there. Ss should be encouraged to ask follow-up questions.b. Check students feedback.4) Self-study: finish the exercises in the book and chec