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Unit1TextAWinstonChurchill–HisotherlifeI.TeachingObjectives1.Understandtheaudiomaterialsofthisunit.2.Graspthekeywords,Phrasesandstructure.3.Mastertheskillsofwritingandreadinginthisunit:majoreventandthenbrieflyoutlineleduptoitorhowithappenedII.TeachingContent1.Lead-inactivitiesTextOrganizationSkilllearninginwritingandreadingLanguagepoints(keywords,phrasesanddifficultsentences)GrammarFocus(1.PastparticipialphraseusedasadverbialTheadverbso2.usedforemphasisandagreement)GuidedPractice(exercises,oralpracticeandgroupwork)III.TeachingProcess1.Warm-upQuestions/Activities:Activities:1).AskSswhattheyknowaboutWinstonChurchillandthetwoWorldwarstheymaysayanythingthatpopsintotheirminds;2).Putwhatthey‘vementionedontheblackboard;3).Thenprovidethefollowingtext-relatedinformation(allorpart)andaskthemtotakebriefnotes;and4).Checktheircomprehensionwiththefollowingquestionsrelatedtotheinformationprovided.Introductionremarks:Whatisitthatmakessomeonegreat?Whydocertainpeoplegodowninhistoryasoutstandingcharacters,admiredbymillions?Areheroesandheroinestrulydifferentfromotherpeople—moreintelligent,morecourageous,strongerandbetter?Oristheirfamejustamatterofchance?ThearticletakesacloserandmorepersonallookatWinstonChurchill,thegreatestfigurefrommodernhistory:Asyoureadthetext,you‘llconsidertheactshewasfamousfor;hisstrengthofwill,warmspiritandloveoflife;aswellasthedifficultieshispersonalitiesandhishumann—the―otherside‖ofwhatmadehimspecial.Questions1).WhowasWinstonChurchill?WhatpositionsdidheholdintheBritishgovernment?(WinstonChurchillwasaBritishConservativestatement,orator,andwriternotedforhisleadershipduringWorldWarⅡ.Heheldvariouspositionsinthegovernment,includingFirstLordoftheAdmiraltyandPrimeMinster.)2).DuringWorldWarⅠwhichcountrieswerethemainAllies,andwhich,themainCentralPowers?(ThemainAllieswereFrance,Russia,Britain,ItalyandtheUS,whilethemainCentralPowers,Germany,Austria-HungaryandTurkey.)3).WhatwasthedirectcausefortheAllies‘BritainandFrance‘sdeclarationofwaragainstGermanythatstartedWorldⅡ?(ThedirectcausewastheGermaninvasionofPolandonSept1,1939)4).WhathappenedtoWinstonChurchillasaresultofthelossoftheDardanellescampaignin1916?(HewasremovedfromtheAdmiralty.)2.TextOrganizationThispassagecanbedividedinto5parts:PartOne:(Para1-3)Churchillbeganhisloveaffairwithpaintingamiddisastrouscircumstances.PartTwo:(Para4-8)TheprocessofChurchill‘slearningpainting,whichshowedhisgiftforpainting.PartThree:(Para9-10)Thedeathsofhismotherand3-year-olddaughtergavehimanothergreatgrief.Itwaspaintingthatrescuedhim.PartFour:(Para11-12)Churchillachievedgreatsuccessinpainting.PartFive:(Para13)Conclusion:Paintingbroughtjoy,peace,andhopetoChurchill.Skilllearninginwritingandreading1).majoreventandthenbrieflyoutlinewhatleduptoitorhowithappened;2).personificationLanguagePointsloveaffair—romancebetweentwopeoplewholoveeachotherbutwhoarenotmarriedtoeachother;greatenthusiasmorliking(forsth.) e.g.Thegirl’sloveaffairwithth-year-oldmanworriesherparents..60 circumstancesn.(pl.)—conditionsofasituationwhichhasaneffectonwhatisdoneoronthewaysth.isdonee.g.Insomecircumstancesitmaybenecessaryforthemanagertocomehereinperson.overwhelmvt.—make(sb.)feelcompletelyhelpless,astonished,orembarrassed.e.g.Attheageofforty,hewasoverwhelmedwithwork,e/gotothe/one‘srescue—helpsb.whentheyareindangerordifficultye.g.Wewereabouttoclosedownthebusiness,butthebankcametoourrescue..chanceupon/on—meetordiscoverunexpectedlye.g.Shechanceduponsomeoldlovelettersherhusbandkeptinthebackofthedrawer..tryone‘shand(at/doingsth.)—tryanewactivitytotestone‘sability;makeaninexperiencedattempte.g.Aftershelostherjob,shethoughtshe’dtryherhandatwritinganovel..plungeintopush(sth.)suddenlyanddeeplyinto(sth.else)getinvolvedin(sth.)suddenly,withoutthinkingcarefullyorpreparingforite.g.Heatherplungedherhandsdeepintoherpockets.Sheplungedbravelyintothedebate..beforesb.knowit—(informal)veryquicklyandsuddenlye.g.Atthistimeoftheyear,youcouldcatchcoldbeforeyouknowit..fallupon—attacksuddenlyandviolentlye.g.Terroristswerefallinguponmenandwomeninthestreet..overcomevt.—overpoweroroverwhelminbodyormindReceivingtheprizeinhonourofherdeadfather,shewasovercomewithemotion..takerefugein—findprotection,helporreliefinaplace,person,action,etc.e.g.Duringthefrequentair-raidspeopletookrefugeintheircellars.odda.—(usedafteranumber)withsomeextra;orsoe.g.?twentyoddyearsago?sixhundredoddchildren?panye.g.Don’tworry.I’llkeepyoucompanyuntilyourhusbandcomesback.5.GrammarFocus1)PastparticipialphraseusedasadverbialExplainthatapastparticipialphrase,usuallythatoftransitiveverb,canfunctionasanadvmodifyingthemainverbofthesentencetoindicatecause,time,condition,concession,etc.Fexample:Overwhelmedbythedisaster,heretiredwithhisfamilytoacountryretreatinSurrey.Greatlyinterested,Ben‘sfatherbegantoaskhimtoplaythiscomputergame.2)TheadverbsousedforemphasisandagreementProcedures:TellSsthatsocanbeusedafteraclauseorstatement,andbeforeasubjectandauxiliarytoexpressstrongemphasisoragreementwiththatclauseorstatement.Forexample:IsaidIwouldcome,andsoIwill. “You’veforgottenyourhat”“Ah,yes,soIhave” Comparethisusewiththeuseofsotomean?likely‘or?also‘insayingthatsomethingthathasjustbeensaidaboutonepersonorthingisalsotrueofanother,usu.Followedby―auxiliverb.+Subject‖intheinvertedwordorder.Forexample:Hisshoesarebrightlypolished;soishissuitcase.Johnbuyshisdrinksatthelocalsupermarket,sodolotsofpeople.DoStructureEx.Ⅷattachedtothetext.GuidedPractice(exercises,oralpracticeandgroupwork)1)SummaryAskseveralstudentstoretellthetextbyusingtheirownwords.Talkaboutthemainideaorthemeofthetext.2).ExercisesComprehensionofthetext(Duringtheperiodofpreviewordiscussionsinclass).vocabulary(homework)Translation(onexercise-book)After-classAssignmentsPracticewritingaparagraphthatstartswithamaineventandgoesontodescribewhatledupit.TextBLittleSisterofthePoorLanguagePointsstreetpeoplepeoplelivinginslumswho,esp.duringthesummer,spendmuchoftheirtimesittingonbuildingsteps,standingonthesidewalktalking,orvisitingneighborsandlocalstores;thelocalpeopleofacrowdedneighborhood.BybloodandoriginIamAlbanianIcomefromanAlbanianfamily.ministertogivehelptoorcarefor(people,esp.illpeople)e.gShehadspendherlifeministeringtotheneedsofherhusband.Andtothatend,shegathteredasmallgroupofnunsaroundher.andforthatgoal,shecalledtogetherasmallgroupofnunstoworkwithher.signatureservicetypicalorcharacteristicservice.givewaytomakeconcessionto;yieldtoe.gThechairmanspokesoforcefullythattherestofthecommitteegavetohisopinion.skiptheusuallavishdinnerdonotholdtheextravagantdinnerthatisusuallygiven.MotherTersalitapathtosaintlinessandinvitedotherstofollowit.MotherTeresaopenedthewaytoholybusiness(oftakingcareofthepoorandthedisabled)andsetanexamplethatmadeotherpeopletofollow.invitetempt;attract.e.gIfyoudon‘tmaintainthecarregularly,youarejustinvitingtrouble.Hisproposalinvitedgreatinterest.Unit2TextAWhyTheyExcelTeachingObjectives1.Understandtheaudiomaterialsofthisunit.2.Graspthekeywords,Phrasesandstructure.3.Mastertheskillsofwritingandreadinginthisunit.phenomenoncausessuggestions.TeachingContent1.Lead-inactivitiesTextOrganizationSkilllearninginwritingandreadingLanguagepoints(keywords,phrasesanddifficultsentences)GrammarFocus(TheemphaticformItbethat/who)GuidedPractice(exercises,oralpracticeandgroupwork)IIITeachingProcess1.Warm-upQuestions/Activities:Activities:1)askSsiftheyknowaboutsuccessfulChineseAmericansintheUnitedStatesandnamesomeofthem,andtheteachershallputthenamesonboard;2).Ssbrieflytellabouttheirachievements,forexample,YangChenNing,LeeTsungDao(LiZheng-dao),I.M.Pei(BeiYu-ming),WangAn,ZhaoXiao-lan,etc.3)Ssexplainwhytheyaresuccessful;andsumupthediscussionandintroductionthetext.Introductionremarks:TherearequiteafewsuccessfulChineseAmericansintheUnitedStates.TheyexcelinfieldlikePhysics,Architecture,Computer,Politicsandsoon.Arousethestudents‘interestbyaskingthemwhomtheyknowabout.Questions:1).WhatdoyouknowaboutsomesuccessfulChineseAmericansintheUnitedStates?Namesomeofthem.2).WhatareprestigiousuniversitiesintheUSA?2.TextOrganizationThispassagecanbedividedinto3parts:Part1(1-4)AphenoninondrawnfromastoryPart2(5-14)WhyAsianAmericansdoingsowell?(1experimentand3factors)Part3(15-19)Whatcanwelearnfromthem?(3recommendations)Skilllearninginwritingandreadingausefulstructureforanargumentarywriting:phenomenoncausessuggestions.LanguagePoints:passagen.—(costofaticketfor)ajourneybyshiporplanefromoneplacetoanothere.g.Heistoopoortoaffordapassagehome.makeit(tosomewhere)—imetordosth.,indoingsth.,orgettingsth.wantede.g.Despitetheheavyrain,shemadeittotheairportjustintimetocatchherplane.3)copewith—managesuccessfully;beabletodealwith(sth.difficult,unpleasant,etc.)e.g.copewiththewatershortage/hisrival/thebudgetdeficitowe…to—have(sth.good)becauseof(sth./sb.)e.g.IoweittomyfriendsthatIhavebeenabletofinishthiswork.awaveof—anunusuallylargenumberofe.g.awaveofnewcomers/buying/terrorismlabelv.—putintoaparticularkindorclass;describease.g.Hisneighborslabeledhimathief.counterpartn.—apersonorthingthathasasimilarfunctionorpositioninanotherplaceororganizatione.g.theForeignMinisterandhisFrenchcounterpartconvergevi.—(tendto)becomesimilaroridenticale.g.Ourpreviouslyopposedviewsarebeginningtoconverge.bottomline—thedecidingorcrucialfactor;theessentialpointe.g.Thebottomlineisthatweneedanothertenthousanddollarstocompletetheproject.imbuewith—fill…with…(akindofidea,feeling,etc.)e.g.Shetriestoimbueherhusbandwithasenseofresponsibility.havewhatittakes—havetherightqualitiesorskillsrequiredforsuccesse.g.Idon’tthinkRebeccahaswhatittakestobeaballetdancer.12)whereasconj.—whileatthesametime;whileonthecontrarye.g.Theelephantweighsabout3,600kg.Thebluewhaleweighsupto130,000kg.=Whereastheelephantweighsabout3,600kg,thebluewhaleweighsupto130,000kg.springfrom—resultfrom;haveone‘soriginine.g.Herdoubtsspringfromtoomuchexperienceoffailure.tien.—aconnection,relationship,orfeelingthatlinksapersonwithanotherperson,aplaetc.Eg.Inolongerfeelanytieswithmyhometown.can‘twaitforsth./todosth.—beveryexcitedaboutsth.andeagerforsth./todosth.e.g.Hecouldn’twaittotellthegoodnewstohisparents.span—thelengthoftimebetweentwodatesoreventsorduringwhichsth.existsorfunctionse.g.lifespan;memoryspan;spanofknowledgepotentiala.&n.—theinherentabilityorcapacityforgrowth,development,orcomingintobeinge.g.industrialpotential;actingpotential;potentialcustomer;potentialresources5.GrammarFocus:DrillTheemphaticformItbethat/whoProcedures:1).ExplaintoSsthattheemphaticformcanbeusedtoplaceemphasisonthesubject,objectadverbial,butnotontheverbpredicateofasentence.Ifthesubjectisaperson,either―t―who‖canbeused,forexample:Marygotaverybeautifulbirthdaypresentfromheraunt.ItwasMarythat/whogotaverybeautifulbirthdaypresentfromheraunt.ItwasaverybeautifulbirthdaypresentthatMarygotfromheraunt.ItwasfromherauntthatMarygotaverybeautifulbirthdaypresent.2).AskSstodrillinpairsGuidedPractice(exercises,oralpracticeandgroupwork)1)SummaryAskseveralstudentstoretellthetextbyusingtheirownwords.Talkaboutthemainideaorthemeofthetext.2).ExercisesComprehensionofthetext(Duringtheperiodofpreviewordiscussionsinclass).vocabulary(homework)Translation(onexercise-book)After-classAssignmentsWehavelearned―listing‖writingskillinPara.12-14and15-18.Trytowritealistparagraphofyourown,usingsimilarorganizationmarkersasinthereadingpassageTextBMethodsofEducation:EastandWestLanguagePointsAnartlessoninaCanadianschoolwouldleadtoaroomfullofuniquepictures,notaseriesofidenticalcats.AlessononpaintinginaCanadianschoolwouldmakeaclassroomofchildrenproducepicturesthatareentirelydifferentfromoneanotherinsteadofagreatnumberofcatsthatlookthesame.theinstructorteachesmorethanjustartorhistoryorlangugetheteacherteachesnotonlyartorhistoryorlanguage,butalsootherthings.partofwhat‘sgoingononeofthethingsthatisbeingtaught.Everyeducationsystemisinevitablyamirrorthatreflectsthecultureofthesocietyitisapartof.Theeducationsystemofanysocitycertainlyreflectsthecultureofthatsocietanditisacomponentpartofthatsociety.asourceofknowledgeapersonorthingthatsuppliesknowledge.Thesystemisdemanding,…TheeducationsysteminJapandemandsalotofefforts,…Foronething…,foranother…―Foronething―isusedtointroduceareasonandisusuallyfollowedby―foranother‖,meaning―onereasonis…andanotheris…‖e.gThehousewaspoorlybuilt;foronethingtheroofleaked,foranotheritdoesn‘tletenoughlight.AndmanysocialcriticsattubutethehighcrimerateintheU.Satleastpartiallytoalackofdisplineintheschools.AndmanysocialcriticsconsiderthatthehighcrimrateintheUSisatleastpartlyduetochildren‘slackofdisciplineintheschools.Unit3TextAThetaleofaculturaltranslator I. TeachingObjectivesUnderstandtheaudiomaterialsofthisunit.Graspthekeywords,phrasesandstructure.Mastertheskillsofwritingandreadinginthisunit.1).developingapassagewiththegeneralobservationandtheexamplesthatillustrateit2).understandingidiomaticexpressions.II.TeachingContentLead-inActivitiesTextOrganizationSkillLearninginWritingandReadingLanguagePoints(keywords,phrasesanddifficultsentences)GuidedPractice(exercises,oralpracticeandgroupwork)III.TeachingProcess1.Warm-upQuestions/ActivityIntroductionremarks:Whenagroupofhumanbeingsworktogether,whatdoesittaketomakethecooperationgosmoothly,effectivelyandproductively?ThisquestionisonethateverybusinessmanagerfacesGoodtraining,goodconditions,apleasantatmosphere,acommonaim—allofthesefactorsplayapart,buttherichnessofhumanpsychologymakesmanagementasubtleanddemandingart.Andwhenbusinessesgointernational,thereareevenmorecomplexitiestocopewith.Inthelastunwelookedathowculturaldifferencesaffecteducation.Butwhatgoesonafterschool?Whathappensatworkinaworldthat‘srapidlybecominga―globalvillage‖?Thethreetextsyou‘regoingtoreadinthisunitexploresomeofthefascinatingcomplicationsofinternationalmanagement.Questions:1)..Whatkindofqualificationsshouldberequiredtodowellinaforeigncompany?2).What‘scross-culturalcommunication?3).Listsomeconflictscausedbydifferentcultures.Howtosolvetheproblemofconflicts?4).Doyouthinklanguageandculturearecloselyrelated?Why?TextOrganizationPartI(para1)Introductionofthetopic:culturaldifferences→conflicts→needforactranslatorPartII.(para2-11)Anexample:George‘sstoryPartIII.(para12)Conclusion:Thefirstthingyouneedfortheproblemsinajointventureculturaltranslator.Skilllearninginwritingandreading1).Thearticleincludesseveralparagraphsinwhichtheauthorstartswithageneralobservatandthenpresentsaseriesofexamplestoillustratehispoint.(para3,9)2).Themeaningofidiomaticexpressionscanbeveryhardtoguess.Wordformationcluesdon‘talwayshelp,andcanevenmisleadusentirely!Buteffectivereadersdon‘tgiveuponthefirstTheykeepreading,insearchofcontextclues–examples,explanations,contrastsorparallelphrases–thatcanhelpthemfigureoutthemeaningofidiomaticexpressions.4.LanguagePoints1)runinto--meetbychance;encounterunexpectedlyExamples:IranintoJoeyesterdayonMainStreet.Afterapromisingstart,thecompanyranintodebt.0Youwillrunintotroubleifyoudon'ttakecare.2)anultitudeoflittlethingsthatescalateintobigemotionalbattles--alargenumberofsmallincidentsthatdevelopintoseriousemotionalconflictsamultitudeof/multitudesof--averylargenumberofExamples:Itdidn'tworkoutquitelikeIintendedittoforamultitudeofreasons.Multitudesoffootballfanscrowdedroundtheentrancetothehotelinanefforttoseeinpersoworld-famousstar.escalatevi.&vt.increaseinintensity,degree,oramount;makeorbecomegreaterormoreserioExamples:TheUNmustdosomethingbeforethewarescalatedbeyondcontrol.TheinflationratehasbeenescalatinginmanyAsiancountries.Ifwesurrenderonthissmallissue,theywillundoubtedlyescalatetheirdemands.3).alltheparties--allthesidesparty--n.personorpeopleformingonesideinalegalagreementorconflictExamples:Isthissolutionacceptabletoallpartiesconcerned?Athirdpartyfromoutsidethevillagewasbroughtinasawitness.thedirectorofinternationaloperations--thedirectorof(thedepartmentof)internationalbusinessesactivitiestemporarytransfertoJapan--workingtemporarilyinJapantransfern.theprocessbywhichsb.orsth.movesorismovedfromoneplace,job,etc.toanothExamples:DavidwasfedupwithhisjobinLondonsoheaskedforatransfertotheParisoffice.Blake'stransfertoanItalianfootballclubcameasashocktoallhissupporters.Fromthestart,GeorgewaswellacceptedbyalltheJapaneseemployeeGeorgewastreatedaswelcomebyallJapaneseemployeesfromtheverybeginning.accept(sb.)--vt.thinkof(sb.)aspartofthegroupandtreathiminthesamewayasothermembersofit;treat(sb.)aswelcomeExamples:Thechildrengraduallybegantoaccepther.Hewasneverreallyacceptedbyhisfellowworkers.anyonesenttorepresentUSowners--anyonewhoissenttothejointventureinJapanasrepresentativeoftheAmericancompanyGeorgewassonaturallynonassertivethatnoonecouldseehimasathreattotheircareers--Georgewasbynaturesoeasyandmodestthathispresenceinthejointventuredidn'tposeathreattothepositionsofJapanesemanagersandemployeestheyfeltcomfortableaskinghisadvice--theydidn'tfeelembarrassedwhentheyaskedhisadvicetheoddbehavioroftheirpartnersacrosstheocean--thestrangewayinwhichtheirAmericanpartnersactgetintothehabitofdoingsth.--starttodosth.sooftenthatitbecomesahabitExamples:He'sgotintothehabitofswitchingontheTVassoonashegetshome.IgotintothehabitofstudyinginthelibrarywhenIwasincollege.12)cometoanend--stop;finishExamples:Andherethestorycomestoanend.Theteam'srunofsuccessseemstocometoanend.Whenthistemporaryjobcomestoanend,I'llbeunemployedagain.13)pickup--learnoracquireeasilywithoutmakingmucheffortExamples:GeorgepickedupafewJapanesephraseswhenhewasonabusinesstriptoTokyo.Idon'tknowwheremychildrenhavepickedupthoserudewords!Weneedsomeonewhowillpickthejobupquickly.Hedrankgreenteaatallhours,...Westernersareinthehabitofdrinkingblackteaonlyatcertainhourssuchasteabreaksteatimes,whiletheJapanese,likeusChinese,havethehabitofdrinkinggreenteaallthetimthisisoneoftheJapanesehabitsthatGeorgehadpickedupbythetimehisfirsttwo-yearcontcametoanend.atallhoursatanytime;allthetimeExamples:Therestaurantservesmealsatallhours.Sheisinclinedtotelephoneatallhoursofthedayornight.TheJapaneseengineershadsurpassedGeorgeintheirknowledge.—TheJapaneseengineersknewmoreabout...thanGeorgedid(sotheynolongerneededGeorgetogivethemadvice)surpass--vt.beevenbetterorgreaterthan;gobeyondExamples:Yourexcellentperformancehassurpassedeveryone'sexpectations.Thedirectorhasreallysurpassedhimselfwiththisnewfilm.Histimeforthe100meterssurpassedthepreviousworldrecordbyonehundredthofasecond.thecountryhehadcometolove--thecountryhehadstartedtolikeFacedwiththethreatofanunwillingdeparturefromJapan,...--SeeingtheunpleasantpossibilityofhavingtoleaveJapaninspiteofhimself,...befacedwithbeconfrontedwith;bemadetomeet(sth.badordifficult)Examples:Facedwiththethreatoflosingtheirjobs,theworkersonstrikedecidedtogobacktowork.Heisfacedwithadifficultchoiceaftergraduation:togobacktohishometownorstayinthecity.Georgereinventedhimselfasa"culturaltranslator".--Georgechangedhimselfandtookontheroleofa"culturaltranslator".theJapanese...presidentwas–again--offendedbyamessagefromtheAmericanmanagement--theJapanese...presidentwas--ashehadalreadybeenonotheroccasions--angrywithamessagesenttohimbytheAmericanmanagementTheadverbagaincanbeusedtoindicateandemphasizeasimilaritybetweenthesituation,actiorsubjectthatishappeningorbeingdiscussednowandapreviousone.Examples:Mylastquestionisagainasomewhatpersonalone.20)goalongwith:agreewith:acceptExamples:She'llgoalongwithyourdecision.HowcouldyougoalongwithsuchaplanWe'llgoalongwithyoursuggestions,althoughthey'renotexactlywhatwewant.21)Itworkedtheotherwayaround,too.--ItwasalsoeffectivewithmessagesfromtheAmericanmanagementtotheJapanese.22)ensure--vt.makesure;guaranteeExamples:Comeearlytoensurethatyougetaseat.Thisletterwillensureyouaninterview.Thedoordidnotlock,butatleastitensuredareasonableamountofprivacy.23).Wheneverwedidthatanyway,hecametotherescueatonce.--EverytimewhenwediddoorsaysomethingstupidfromtheJapaneseviewpoint,hepromptlyofferedtohelpusoutofthembarrassingsituation.Wholemultitudesofdifficultiesneverarose...--Difficultproblemsneveroccurredinlargenumbers...thanksto--becauseof;owingto;withthehelpofExamples:Thankstoacoolsummer,ourelectricitybillshavebeenverylow.Theplaywasagreatsuccessthankstotheeffortandcommitmentofeveryoneinvolved.26)smoothover--make(problemsordifficulties)seemlessseriousormorepleasantExamples:Perhapsagiftofflowerswillhelptosmoothyourquarrelover.Wouldyoulikemetotrytosmooththingsoverbetweenyouandyourparents?BilltriedtosmoothoverhisargumentwithMary.27)SinceleavingthatcompanyinGeorge'scapablehands,I'veadvisedmanyfirmsoninternationaloperations.--SinceIleftthecompanyinthechargeofcapableGeorge,I'vegivensuggestionstomanycompaniesaboutdevelopingtheirinternationalbusiness5.GuidedPractice(exercises,oralpracticeandgroupwork)1)SummaryAskseveralstudentstoretellthetextbyusingtheirownwords.Talkaboutthemainideaorthemeofthetext.2).ExercisesComprehensionofthetext(Duringtheperiodofpreviewordiscussionsinclass).vocabularyIV--VII(homework)Translation(onexercise-book)6.After-classAssignments1).PracticeyourskillsathypothesizingthemeaningsofsomenewwordsandidiomaticexpressionsbeforeyoureadTextB.Matchthewordsandexpressionslistedontheleftwiththebestdefinitionsontherightandhypothesizewhatthewordsandexpressionsprobablymean.Thenscanthearticleuntilyoulocateeachwordorphrase,andlookforcontextcluestocheckyourhypothesis.2).Thispassageusessimpleconjunctionsveryeffectivelytoshowhowhisobservationsaresupportedbyexamples.Trythesamethingasyouwriteyourownparagraph.TextBAMulticulturalPersonLanguagePointsbeexposedtomorethanonecultureinhisorherlifetime:havedirectexperienceoflifeindifferentculturalcontextsYoucannotmotivateanyone,especiallysomeoneofanotherculture,untilthatpersonhasacceptedyou.:Withoutunderstandingsomeone,esp.someoneofanotherculture,andmakinghim/herfeelthatyouareoneofthem,youcannotconvincehim/hertodoanything(suchaspurchaseaproductorparticipateinabusinessdeal).CustomersareturnedoffbymonoculturalsalespeopleCustomersdislikesalespeoplewhoarearrogantabouttheirownculture.turnoff:cause(sb.)tobeboredordisgustedsetuptheirownculturalbarriersbuilduptheirownculturaldefensesmanagersforinternationalpositionsmanagersholdingpositionsininternationaloperationschancesareyou'reintouchwithforeigncustomersormanufacturersitisverylikelythatyoudobusinesswithforeignersforgingtheserelations:creatingtheserelationsanexecutive-searchfirm:ahead-huntingfirmwindupdoing:endupdoing;dointheendToseekoutthiscrucialquality...Tofindthisextremelyimportantquality...seekoutfind<sb.orsth.)bylookinghardExamples:IttookmeseveralweekstoseekoutthereferencematerialthatIneededformypaper.Howcanweseekoutareallygoodpersonforthejob?AndIprobeforarroganceabouttheirbackgroundandenviron
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