實(shí)用商務(wù)英語綜合教程Unit-1-Busines課件

ListeningandspeakingUnit1BusinessAdvertisingIntensiveReadingFastreadingandCaseStudyGrammarandWritingListeningandspeakingUnit1BListeningandspeakingI.TeachingobjectivesSsareexpectedtolearnto:1.listenforspecificinformationabouthowtoadvertiseaproduct;2.listenforspecificinformationtofillinthegapsintheconversations;3.retellthemainpointsheard;4.roleplayandpracticeplanningadvertising.ListeningandspeakingI.TeachII.Teachingfocus:Tolearnandpracticehowtoadvertiseaproduct.III.TeachingdifficultyTolistenforgistandspecificinformationVI.Teachingaids:adiscplayerandthediscV.Teachinglength:90minutesIV.Teachingprocedure:II.Teachingfocus: Step1.Greettheclassandannouncethetasksfortheperiods. Step2.Lead-inQuestions(3minutes)1.Asaconsumer,whatkindofbusinessadvertisingwillattractyourattention?2.Couldyoupleasesharewithyourclassmatesthemostimpressiveadvertisementtoyou? Step1.Greettheclassanda Step3.Presentthe5questionsinTask2.Asktheclasstoreadthemthroughandmakepredictionaboutthepointsthattheconversationmaycoverbasedonthekeywordsinthequestions.(3minutes) Step3.Presentthe5questio Step4.Playthediscfortheclasstolistenfortheanswerstothe5questionsinTask2.Afterlistening,theSscanhave5minutestotalkabouttheiranswersinpairs.(10minutes) Step5.PlaythediscfortheclasstolistenagainandfillinthegapsinTask1.(5minutes)

Step4.Playthediscforthe

Step6.Asktheclasstoworkinpairsandretellthekeypointstoeachotherandinvite2pairstopresenttotheclass.(10minutes) Step6.Asktheclasstowork

Step7.Asktheclasstoworkinpairsandrole-playaconversationbasedontheinformationgiveninTask5.(15minutes) Step7.Asktheclasstowork

Step8.Presentthe5questionsinTask6.Asktheclasstoreadthemthroughandmakepredictionaboutthepointsthattheconversationmaycoverbasedonthekeywordsinthequestions.(3minutes) Step8.Presentthe5questio Step9.Playthediscfortheclasstolistenfortheanswerstothe5questionsinTask6.Afterlistening,theSscanhave5minutestotalkabouttheiranswersinpairs.(10minutes) Step9.Playthediscforthe

Step10.PlaythediscfortheclasstolistenagainandfillinthegapsinTask5.(5minutes) Step11.Asktheclasstoworkinpairsandretellthekeypointstoeachotherandinvite2pairstopresenttotheclass.(10minutes) Step10.Playthediscforth

Step12.Asktheclasstoworkinpairsandrole-playaconversationbasedontheinformationgiveninTask8.(15minutes) Step13.Summary. Step12.Asktheclasstowor

Step14.Assignments:Tolearnthenewwordsandexpressionsinthetwoconversations;Toreviewhowtoadvertiseaproduct. Step14.Assignments:IntensiveReadingI.Teachingobjectives:TheSsareexpectedtolearn:1.thebusinessopportunitieslyinginkids;2.thewordsandexpressions;3.thereadingskillstofindoutthegeneralideaandspecificinformation.IntensiveReadingI.TeachingoII.Teachingfocus:TolearntotargetnewbusinessopportunitiesIII.Teachingdifficulty:ThereadingskillstofindoutthegeneralideaandspecificinformationII.Teachingfocus:VI.Teachinglength:90minutesIV.Teachingprocedure:

Step1.Greettheclassandannouncethetasks. Step2.Lead-inquestions:VI.Teachinglength:90minute Whyareparentswillingtospendmoremoneyfortheirchildrennowadays?(2minutes) Step3.Readingskills:asktheclasstoskimthepassageandoutlineitslogicalstructurethetalkabouttheiranswersinpairs.Ask2pairstopresenttotheclass.(20minutes) WhyareparentswillingtospHowMarketersTargetKidsGeneralidea:Kidsareanimportantgrouptomarketers.1.thereasons2.statisticalillustrationofthetrend3.thereasonsthatparentsarewillingtospendmorefortheirkids4.marketers’strategies:HowMarketersTargetKids1)pesterpower2)themarriageofpsychologyandmarketing3)buildingbrandnameloyalty4)buzzorstreetmarketing5)commercializingineducation6)theInternet5.conclusion1)pesterpower

Step4.Readingskills:asktheclasstoscanthepassageandfindouttheanswerstoTasks9—11basedonthekeywordsineachquestionandtheoutlinemadeinStep3.(20minutes) Step4.Readingskills:askth

Step5.Intensivereading:asktheclasstoreadthroughthepassageindetailsandmarkoutthelanguagepointsthataredifficulttounderstand.(10minutes) Step6.Languagepointsinthepassage.(25-30minutes) Step5.Intensivereading:asDifficultsentences1.Kidshavetheirownpurchasingpower;theyinfluencetheirparents'buyingdecisionsandthey'retheadultconsumersofthefuture,whichmakesthemanimportantgrouptomarketers.小孩子不但有自己的購買力，能夠影響其父母的購買決定，而且他們也是未來的成年消費(fèi)者，因此，在營銷人員看來，他們是一個(gè)重要的群體。Difficultsentences2.Parentstodayarewillingtobuymorefortheirkidsbecausetrendssuchassmallerfamilysize,dualincomesandpostponingchildrenuntillaterinlifemeanthatfamilieshavemoredisposableincome.當(dāng)今，父母都愿意為孩子購買更多的商品，其原因在于，家庭規(guī)模越來越小，夫妻雙方都有收入，并且都傾向于晚育，從而具有更多的家庭可支配收入。2.Parentstodayarewillingt3.Usingresearchthatanalyzeschildren'sbehavior,fantasylives,artwork,eventheirdreams,companiesareabletothinkoutsophisticatedmarketingstrategiestoreachyoungpeople.通過研究分析孩子的行為特征、生活方式、藝術(shù)追求，甚至他們的夢想等，商家可以設(shè)計(jì)出很多先進(jìn)的營銷策略，向這些年輕人銷售他們的產(chǎn)品。3.Usingresearchthatanalyze4.Brandloyaltiescanbeestablishedasearlyasagetwo,andbythetimechildrenheadofftoschoolmostcanrecognizehundredsofbrandlogos.孩子早在兩歲的時(shí)候可能就會忠誠于某些品牌的產(chǎn)品，在達(dá)到上學(xué)的年齡時(shí)，他們大多數(shù)都能識別幾百種產(chǎn)品標(biāo)示。4.Brandloyaltiescanbeesta Step7.Translating:asktheclasstofinishTask12accordingtothelanguagepointslearnedinthepassage.(10minutes) Step8.Summary Step7.Translating:asktheFastreadingandCaseStudyI.Teachingobjectives:TheSsareexpectedtolearn:thehistoryofadvertising;thereadingskillstofindoutthegeneralideaandspecificinformation;FastreadingandCaseStudyI.II.Teachingfocus:TolearnthehistoryofadvertisingIII.Teachingdifficulty:ThereadingskillstofindoutthegeneralideaandspecificinformationVI.Teachinglength:90minutesIV.Teachingprocedure:II.Teachingfocus:

Step1.Greettheclassandannouncethetasks. Step2.Lead-inquestions:Howmuchdoyouknowaboutthehistoryofadvertising?(2minutes) Step1.Greettheclassanda Step3.Readingskills:asktheclasstoskimthepassageandoutlineitslogicalstructurethetalkabouttheiranswersinpairs.Ask2pairstopresenttotheclass.(20minutes) Step3.Readingskills:askthTheHistoryofAdvertisingGeneralidea:Advertisinghasalonghistory.1.theoldestformsofadvertising2.advertisingintheMiddleages3.advertisinginthe17thcenturyTheHistoryofAdvertising4.advertisinginthe19thcentury5.advertisinginthe20thcentury6.advertisinginthe21stcentury4.advertisinginthe19thcen

Step4.Readingskills:asktheclasstoscanthepassageandfindouttheanswerstoTasks13and14basedonthekeywordsineachquestionandtheoutlinemadeinStep3.(20minutes) Step4.Readingskills:askth Step7.Discussion.AsktheclasstotalkaboutthequestionsinTask15inpairsbasedonthecasestudy.Thenasktwopairstopresenttotheclass.(10minutes) Step8.Summary Step7.Discussion.AsktheclGrammarandWritingI.Teachingobjectives:TheSsareexpectedtolearn:1.theconceptanduseofnominalclauses;2.howtodraftaletterofintroduction.GrammarandWritingI.TeachingII.Teachingfocus:1.Thetypesandfunctionofnominalclauses;2.thenecessarypartandsetphrasesforaletterofintroduction.III.Teachingdifficulty:1.Theuseofnominalclauses;2.theparagrapharrangementofaletterofintroduction II.Teachingfocus:VI.Teachinglength:90minutesV.Teachingprocedure: Step1.Greettheclassandannouncethetasks. Step2.Presentnominalclauses:(14minutes)VI.Teachinglength:90minute1.Theconcept:aclausefunctioningasthesubject,theobject,theappositionorthepredicative,justlikeanoun,inalargersentence.2.Theconnectivesusedinnominalclausesandtheirdifferences,especiallythedifferencebetweenanappositionclauseandanattributiveclause.1.Theconcept:aclausefunct3.Theclassificationofnominalclauses.4.Thewaytoidentifyanominalclause.3.Theclassificationofnomin

Step3.Task16.AsktheclasstofinishTask16anddiscussinpairs.(10minutes) Step4.Task17.AsktheclasstofinishTask17anddiscussinpairs.(15minutes) Step5.Presentthegeneralpartsmakingupthebodyofaletterofintroduction:(2minutes) Step3.Task16.Asktheclass Thebeginningparttellswhoistobeintroduced,therelationshipbetweenthewriterandtheperson(s)tobeintroducedandthepurposeof