实商务英语综合教程（第3版 第二册）（第三版）教案 李玉萍 -Unit 6 Business Advertising-Unit 10 Cross-Border E-commerce

实用商务英语综合教程（第3版第二册）（第三版）教案Unit6BusinessAdvertisingListeningandspeakingI.TeachingobjectivesSsareexpectedtolearnto:1.listenforspecificinformationabouthowtoadvertiseaproduct;2.listenforspecificinformationtofillinthegapsintheconversations;3.retellthemainpointsheard;4.roleplayandpracticeplanningadvertising.II.Teachingfocus:Tolearnandpracticehowtoadvertiseaproduct.III.TeachingdifficultyTolistenforgistandspecificinformationVI.Teachingaids:adiscplayerandthediscV.Teachinglength:90minutesIV.Teachingprocedure:Step1.Greettheclassandannouncethetasksfortheperiods.Step2.Lead-inQuestions(3minutes)1.Asaconsumer,whatkindofbusinessadvertisingwillattractyourattention?2.Couldyoupleasesharewithyourclassmatesthemostimpressiveadvertisementtoyou?Step3.Presentthe5questionsinTask2.Asktheclasstoreadthemthroughandmakepredictionaboutthepointsthattheconversationmaycoverbasedonthekeywordsinthequestions.(3minutes)Step4.Playthediscfortheclasstolistenfortheanswerstothe5questionsinTask2.Afterlistening,theSscanhave5minutestotalkabouttheiranswersinpairs.(10minutes)Step5.PlaythediscfortheclasstolistenagainandfillinthegapsinTask1.(5minutes)Step6.Asktheclasstoworkinpairsandretellthekeypointstoeachotherandinvite2pairstopresenttotheclass.(10minutes)Step7.Asktheclasstoworkinpairsandrole-playaconversationbasedontheinformationgiveninTask5.(15minutes)Step8.Presentthe5questionsinTask6.Asktheclasstoreadthemthroughandmakepredictionaboutthepointsthattheconversationmaycoverbasedonthekeywordsinthequestions.(3minutes)Step9.Playthediscfortheclasstolistenfortheanswerstothe5questionsinTask6.Afterlistening,theSscanhave5minutestotalkabouttheiranswersinpairs.(10minutes)Step10.PlaythediscfortheclasstolistenagainandfillinthegapsinTask5.(5minutes)Step11.Asktheclasstoworkinpairsandretellthekeypointstoeachotherandinvite2pairstopresenttotheclass.(10minutes)Step12.Asktheclasstoworkinpairsandrole-playaconversationbasedontheinformationgiveninTask8.(15minutes)Step13.Summary.Step14.Assignments:Tolearnthenewwordsandexpressionsinthetwoconversations;Toreviewhowtoadvertiseaproduct.Reading:Passage1I.Teachingobjectives:TheSsareexpectedtolearn:1.thebusinessopportunitieslyinginkids;2.thewordsandexpressions;3.thereadingskillstofindoutthegeneralideaandspecificinformation.II.Teachingfocus:TolearntotargetnewbusinessopportunitiesIII.Teachingdifficulty:ThereadingskillstofindoutthegeneralideaandspecificinformationVI.Teachinglength:90minutesIV.Teachingprocedure:Step1.Greettheclassandannouncethetasks.Step2.Lead-inquestions:Whyareparentswillingtospendmoremoneyfortheirchildrennowadays?(2minutes)Step3.Readingskills:asktheclasstoskimthepassageandoutlineitslogicalstructurethetalkabouttheiranswersinpairs.Ask2pairstopresenttotheclass.(20minutes)HowMarketersTargetKidsGeneralidea:Kidsareanimportantgrouptomarketers.1.thereasons2.statisticalillustrationofthetrend3.thereasonsthatparentsarewillingtospendmorefortheirkids4.marketers’strategies:1)pesterpower2)themarriageofpsychologyandmarketing3)buildingbrandnameloyalty4)buzzorstreetmarketing5)commercializingineducation6)theInternet5.conclusionStep4.Readingskills:asktheclasstoscanthepassageandfindouttheanswerstoTasks9—11basedonthekeywordsineachquestionandtheoutlinemadeinStep3.(20minutes)Step5.Reading:Passage1:asktheclasstoreadthroughthepassageindetailsandmarkoutthelanguagepointsthataredifficulttounderstand.(10minutes)Step6.Languagepointsinthepassage.(25-30minutes)Difficultsentences1.Kidshavetheirownpurchasingpower;theyinfluencetheirparents'buyingdecisionsandthey'retheadultconsumersofthefuture,whichmakesthemanimportantgrouptomarketers.小孩子不但有自己的购买力，能够影响其父母的购买决定，而且他们也是未来的成年消费者，因此，在营销人员看来，他们是一个重要的群体。2.Parentstodayarewillingtobuymorefortheirkidsbecausetrendssuchassmallerfamilysize,dualincomesandpostponingchildrenuntillaterinlifemeanthatfamilieshavemoredisposableincome.当今，父母都愿意为孩子购买更多的商品，其原因在于，家庭规模越来越小，夫妻双方都有收入，并且都倾向于晚育，从而具有更多的家庭可支配收入。3.Usingresearchthatanalyzeschildren'sbehavior,fantasylives,artwork,eventheirdreams,companiesareabletothinkoutsophisticatedmarketingstrategiestoreachyoungpeople.通过研究分析孩子的行为特征、生活方式、艺术追求，甚至他们的梦想等，商家可以设计出很多先进的营销策略，向这些年轻人销售他们的产品。4.Brandloyaltiescanbeestablishedasearlyasagetwo,andbythetimechildrenheadofftoschoolmostcanrecognizehundredsofbrandlogos.孩子早在两岁的时候可能就会忠诚于某些品牌的产品，在达到上学的年龄时，他们大多数都能识别几百种产品标示。Step7.Translating:asktheclasstofinishTask12accordingtothelanguagepointslearnedinthepassage.(10minutes)Step8.SummaryReading:Passage2I.Teachingobjectives:TheSsareexpectedtolearn:thehistoryofadvertising;thereadingskillstofindoutthegeneralideaandspecificinformation;II.Teachingfocus:TolearnthehistoryofadvertisingIII.Teachingdifficulty:ThereadingskillstofindoutthegeneralideaandspecificinformationVI.Teachinglength:90minutesIV.Teachingprocedure:Step1.Greettheclassandannouncethetasks.Step2.Lead-inquestions:Howmuchdoyouknowaboutthehistoryofadvertising?(2minutes)Step3.Readingskills:asktheclasstoskimthepassageandoutlineitslogicalstructurethetalkabouttheiranswersinpairs.Ask2pairstopresenttotheclass.(20minutes)TheHistoryofAdvertisingGeneralidea:Advertisinghasalonghistory.1.theoldestformsofadvertising2.advertisingintheMiddleages3.advertisinginthe17thcentury4.advertisinginthe19thcentury5.advertisinginthe20thcentury6.advertisinginthe21stcenturyStep4.Readingskills:asktheclasstoscanthepassageandfindouttheanswerstoTasks13and14basedonthekeywordsineachquestionandtheoutlinemadeinStep3.(20minutes)Step5.Reading:Passage1:asktheclasstoreadthroughthepassageindetailsandfindoutthespecificinformationforeachpartofthekeypoints.(10minutes)Step6.CaseStudy.Asktheclasstoreadthroughthecaseandfindoutwhat’swrongwiththecompany’sadvertisingstrategyandoffersomesolutions.(15-20minutes)Step7.Discussion.AsktheclasstotalkaboutthequestionsinTask15inpairsbasedonthecasestudy.Thenasktwopairstopresenttotheclass.(10minutes)Step8.SummaryGrammarandWritingI.Teachingobjectives:TheSsareexpectedtolearn:1.theconceptanduseofattributiveclauses;2.howtodraftaletterofresignation.II.Teachingfocus:1.Theformsandfunctionofattributiveclauses;2.thenecessarypartsandsetphrasesforlettersofresignationIII.Teachingdifficulty:1.Theuseofattributiveclauses;2.theparagrapharrangementoflettersofresignationVI.Teachinglength:90minutesV.Teachingprocedure:Step1.Greettheclassandannouncethetasks.Step2.Presentthepresentattributiveclauses:(14minutes)1.Thedefinition.2.Theclassification.3.Thestructure:headword/antecedent+clause.4.Theconnectives.Step3.Task16.AsktheclasstofinishTask16anddiscussinpairs.(10minutes)Step4.Task17.AsktheclasstofinishTask17anddiscussinpairs.(15minutes)Step5.Presentthenecessarypartsofaletterofresignation:(7minutes)1.Sorryfortheresignationandthespecifictimeanddateofresignation;2.thereasonsforresignation;3.appreciationfortheexperienceintheorganization;4.expectationStep6.Practice.Asktheclasstostudythesampleswithfocusontheirnecessaryparts,theformatandtheusefulsetphrasesforeachpartofthebody.Presenttheusefulsetphrases.(10minutes)Step7.Task18.AsktheclasstofinishthetaskandinvitetwoSstopresenttheirtranslationstotheclass.(15minutes)Step8.Task19.AsktheclasstofinishthetaskandinvitetwoSstopresenttheirwritingstotheclass.(15minutes)Step9.SummaryUnit7BusinessCooperationListeningandspeakingI.TeachingobjectivesSsareexpectedtolearnto:1.listenforspecificinformationaboutbusinesscooperation;2.listenforspecificinformationtofillinthegapsintheconversations;3.retellthemainpointsheard;4.role-playandpracticeconsultingaboutadviceonteambuilding.II.Teachingfocus:Tolearnandpracticehowtodobusinessthroughcooperationinthefuture.III.TeachingdifficultyTolistenforgistandspecificinformationVI.Teachingaids:adiscplayerandthediscV.Teachinglength:90minutesIV.Teachingprocedure:Step1.Greettheclassandannouncethetasksfortheperiods.Step2.Lead-inQuestions(3minutes)1. Whatdoyouthinkisthesignificanceofbusinesscooperation?Givesomeexamplesofsuccessfulbusinesscooperationyouknow.2. IfyouareCEOofacompany,howwillyoudealwiththeissueofspecializationandexpansioninyourbusinessoperation?Step3.Presentthe5questionsinTask2.Asktheclasstoreadthemthroughandmakepredictionaboutthepointsthattheconversationmaycoverbasedonthekeywordsinthequestions.(3minutes)Step4.Playthediscfortheclasstolistenfortheanswerstothe5questionsinTask2.Afterlistening,theSscanhave5minutestotalkabouttheiranswersinpairs.(10minutes)Step5.PlaythediscfortheclasstolistenagainandfillinthegapsinTask1.(5minutes)Step6.Retelling.Asktheclasstoworkinpairsandretellthekeypointstoeachotherandinvite2pairstopresenttotheclass.(10minutes)Step7.Speaking.Asktheclasstoworkinpairsandrole-playaconversationbasedontheinformationgiveninTask5.(15minutes)Step8.Presentthe5questionsinTask6.Asktheclasstoreadthemthroughandmakepredictionaboutthepointsthattheconversationmaycoverbasedonthekeywordsinthequestions.(3minutes)Step9.Playthediscfortheclasstolistenfortheanswerstothe5questionsinTask6.Afterlistening,theSscanhave5minutestotalkabouttheiranswersinpairs.(10minutes)Step10.PlaythediscfortheclasstolistenagainandfillinthegapsinTask5.(5minutes)Step11.Retelling.Asktheclasstoworkinpairsandretellthekeypointstoeachotherandinvite2pairstopresenttotheclass.(10minutes)Step12.Speaking.Asktheclasstoworkinpairsandrole-playaconversationbasedontheinformationgiveninTask8.(15minutes)Step13.Summary.Step14.Assignments:Tolearnthenewwordsandexpressionsinthetwoconversations;Toreviewtheimportanceofbusinesscooperation.Reading:Passage1I.Teachingobjectives:TheSsareexpectedtolearn:1.thesignificanceofcooperationanditsbalancewithcompetition;2.thewordsandexpressions;3.thereadingskillstofindoutthegeneralideaandspecificinformation.II.Teachingfocus:Tolearntheimportanceofbuildingacooperativebusinessrelationship.III.Teachingdifficulty:ThereadingskillstofindoutthegeneralideaandspecificinformationVI.Teachinglength:90minutesIV.Teachingprocedure:Step1.Greettheclassandannouncethetasks.Step2.Lead-inquestions:Whatdoyouthinkaboutthebalanceofcooperationandcompetition?(2minutes)Step3.Readingskills:asktheclasstoskimthepassageandoutlineitslogicalstructure.Thentalkabouttheiranswersinpairs.Ask2pairstopresenttotheclass.(20minutes)CompetitionversusCooperationGeneralidea:Bybecomingmorecooperativeandlesscompetitive,wecanmoveawayfromgrowthforgrowth’ssakeandtakeourconnectedworldintoasofterandmoreenlightenedera.1.Introduction2.Thelanguageandlogicofcompetition3.Thelanguageandlogicofcooperation4.Illustratingtheargumentwitharainforestmetaphor5.Howtobalancecompetitionandcooperation1)developtheawarenessofcooperation2)learnto“stratifyandspecialize”3)learntomaximizethebusinesspotentials4)definerequirementsfortheCEO5)keepthestrategiesflexible6.Cooperationisthedriveforabusinesstogrow7.ConclusionStep4.Readingskills:asktheclasstoscanthepassageandfindouttheanswerstoTasks9—11basedonthekeywordsineachquestionandtheoutlinemadeinStep3.(20minutes)Step5.Reading:Passage1:asktheclasstoreadthroughthepassageindetailsandmarkoutthelanguagepointsthataredifficulttounderstand.(10minutes)Step6.Languagepointsinthepassage.(25-30minutes)Difficultsentences1.Bybecomingmorecooperativeandlesscompetitive,wecanmoveawayfromgrowthforgrowth’ssake(perhapsthemostenvironmentallydestructivepatternofbusinessbehaviorontheplanet)andtakeourconnectedworldintoasofterandmoreenlightenedera.多一些合作，少一些竞争，我们就不会为了发展而发展（这也许是世界上最具环境破坏性的商业行为模式），就能够让我们的全球化时代充满更多的祥和与文明。2.Thelogicis:IfIhelpmyone-timecompetitors,businesswillincreaseforusall，whichwillleadtolessenergywastedonworryingabout“Them”andmoreenergyavailableformycustomers.其中的道理在于，如果我帮助了自己原来的竞争对手，我们各自的业务都会获得发展，这样，就不会浪费精力防范“他们”，从而有更多的精力服务客户。3.Theenergythatwaspreviouslyfocusedonfendingoffthecompetitioncannowbeusedtomeettheneedsofthecustomerandtoworkwithotherbusinesses,largeandsmallwithinoroutsidetheoriginalfield.可以把原来投入在竞争中的精力用来服务客户需求，并与其他企业合作，无论大小，以及是否在同一领域。4. Inthisscenario,agapinthemarketoranunsatisfiedcustomerneedwouldcometotheattentionofabusinessthatcan'tmoveintothatspacebecauseitwouldtakethembeyondtheirownspecializationorstratum,orbecauseitwouldbetoocostly,orforanynumberofotherpossiblereasons.在这种情况下，市场或客户需求缺位就会引起一些企业的注意，但是因为各种各样的原因，这些企业又不能投资这一行业，例如，缺乏相关的专长，超出了自己的经营领域，或成本太高等。Step7.Translating:asktheclasstofinishTask12accordingtothelanguagepointslearnedinthepassage.(10minutes)Step8.Summary Reading:Passage2I.Teachingobjectives:TheSsareexpectedtolearn:1.themeaningofPan-BeibuGulfEconomicCooperation;2.thereadingskillstofindoutthegeneralideaandspecificinformation;II.Teachingfocus:TolearnthemeaningofPan-BeibuGulfEconomicCooperationIII.Teachingdifficulty:ThereadingskillstofindoutthegeneralideaandspecificinformationVI.Teachinglength:90minutesIV.Teachingprocedure:Step1.Greettheclassandannouncethetasks.Step2.Lead-inquestions:HowmuchdoyouknowthePan-BeibuGulfEconomicCooperation?(2minutes)Step3.Readingskills:asktheclasstoskimthepassageandoutlineitslogicalstructurethetalkabouttheiranswersinpairs.Ask2pairstopresenttotheclass.(20minutes)Pan-BeibuGulfEconomicCooperationMakesCommonProsperityGeneralidea:Pan-BeibuGulfEconomicCooperationmakescommonprosperity.1.Thesituation2.Thesignificance3.Thedevelopment1)developmentinChina2)cooperationwiththeASEANcountries4.Achievementsmade5.Influenceproved6.China’scommitmenttoitsfuturedevelopmentStep4.Readingskills:asktheclasstoscanthepassageandfindouttheanswerstoTasks13and14basedonthekeywordsineachquestionandtheoutlinemadeinStep3.(20minutes)Step5.Reading:Passage1:asktheclasstoreadthroughthepassageindetailsandfindoutthespecificinformationforeachpartofthekeypoints.(10minutes)Step6.CaseStudy.Asktheclasstoreadthroughthecaseandthenthequestionsfollowing.(10minutes)Step7.Discussion.AsktheclasstotalkaboutthequestionsinTask15inpairsbasedonthecasestudy.Thenasktopairstopresenttotheclass.(15-20minutes)Step8.SummaryGrammarandWritingI.Teachingobjectives:TheSsareexpectedtolearn:1.theconceptanduseofadverbialclauses;2.howtodraftaletterofinvitation.II.Teachingfocus:1.Theuseofadverbialclauses;2.thenecessarypartofandsetphrasesusedinaletterofinvitation.III.Teachingdifficulty:1.Theuseofadverbialclauses;2.theparagrapharrangementofafax.VI.Teachinglength:90minutesV.Teachingprocedure:Step1.Greettheclassandannouncethetasks.Step2.Presentadverbials:(14minutes)1.Thedefinition2.Theclassification3.Theconnectives.4.TheagreementoftensebetweenthemainclauseandthesubordinateclauseStep3.Task16.AsktheclasstofinishTask16anddiscussinpairs.(10minutes)Step4.Task17.AsktheclasstofinishTask17anddiscussinpairs.(15minutes)Step5.Presentthenecessarypartsofaletterofinvitation:(2minutes)Theinviter,theinvitee,theevent,thedayanddate,thetime,theplace,theaddressStep6.Presentclassificationoflettersofinvitation:(2minutes)theformalstyleandtheinformalstyleStep7.Practice.Asktheclasstostudythetwosampleswithfocusontheirnecessaryparts,theformatandtheusefulsetphrasesforeachpartofthebody.Presenttheusefulsetphrases.(5minutes)Step8.Task18.AsktheclasstofinishthetaskandinvitetwoSstopresenttheirwritingstotheclass.(15minutes)Step9.Task19.Asktheclasstofinishthetaskandinvite2Sstopresenttheirwritingstotheclass.(20minutes)Step10.SummaryUnit8BusinessCommunicationListeningandspeakingI.TeachingobjectivesSsareexpectedtolearnto:1.listenforspecificinformationabouthowtocommunicatewithabusinesspartner;2.listenforspecificinformationtofillinthegapsintheconversations;3.retellthemainpointsheard;4.role-playandpracticecommunicatewithbusinesspartners.II.Teachingfocus:TolearnandpracticehowtocommunicatewithbusinesspartnersIII.TeachingdifficultyTolistenforgistandspecificinformationVI.Teachingaids:adiscplayerandthediscV.Teachinglength:90minutesIV.Teachingprocedure:Step1.Greettheclassandannouncethetasksfortheperiods.Step2.Lead-inQuestions(3minutes)1.Inyouropinion,whatqualitiesshouldagoodbusinesscommunicatorhave?Listthemasmanyaspossible.2.Whichdoyouthinkarethethreemosteffectiveandimportantcommunicationchannels?Why?Step3.Presentthe5questionsinTask2.Asktheclasstoreadthemthroughandmakepredictionaboutthepointsthattheconversationmaycoverbasedonthekeywordsinthequestions.(3minutes)Step4.Playthediscfortheclasstolistenfortheanswerstothe5questionsinTask2.Afterlistening,theSscanhave5minutestotalkabouttheiranswersinpairs.(10minutes)Step5.PlaythediscfortheclasstolistenagainandfillinthegapsinTask1.(5minutes)Step6.Retelling.Asktheclasstoworkinpairsandretellthekeypointstoeachotherandinvite2pairstopresenttotheclass.(10minutes)Step7.Speaking.Asktheclasstoworkinpairsandrole-playaconversationbasedontheinformationgiveninTask5.(15minutes)Step8.Presentthe5questionsinTask6.Asktheclasstoreadthemthroughandmakepredictionaboutthepointsthattheconversationmaycoverbasedonthekeywordsinthequestions.(3minutes)Step9.Playthediscfortheclasstolistenfortheanswerstothe5questionsinTask6.Afterlistening,theSscanhave5minutestotalkabouttheiranswersinpairs.(10minutes)Step10.PlaythediscfortheclasstolistenagainandfillinthegapsinTask5.(5minutes)Step11.Retelling.Asktheclasstoworkinpairsandretellthekeypointstoeachotherandinvite2pairstopresenttotheclass.(10minutes)Step12.Speaking.Asktheclasstoworkinpairsandrole-playaconversationbasedontheinformationgiveninTask8.(15minutes)Step13.Summary.Step14.Assignments:Tolearnthenewwordsandexpressionsinthetwoconversations;Toreviewtheprocessandtechniquesofcommunicatingwithbusinesspartners.Reading:Passage1I.Teachingobjectives:TheSsareexpectedtolearn:1.theimportanceofgoodbusinesscommunication;thewordsandexpressions;thereadingskillstofindoutthegeneralideaandspecificinformation.II.Teachingfocus:Tolearntheimportanceofgoodbusinesscommunication.III.Teachingdifficulty:ThereadingskillstofindoutthegeneralideaandspecificinformationVI.Teachinglength:90minutesIV.Teachingprocedure:Step1.Greettheclassandannouncethetasks.Step2.Lead-inquestions:Doyouthinkgoodbusinesscommunicationistopimportant?Why?(2minutes)Step3.Readingskills:asktheclasstoskimthepassageandoutlineitslogicalstructurethetalkabouttheiranswersinpairs.Ask2pairstopresenttotheclass.(20minutes)WhyGoodCommunicationIsImportanttoBusinessGeneralidea:Communicationinabusinessorganizationprovidesthecriticallinkbetweencorefunctions1.Significanceofgoodbusinesscommunication2.Reasons1)IneffectiveCommunicationResultedinHighCost2)IncreasingDiversityofWorkforce3)IncreasinglyGlobalisedEconomy3.TipsforgoodcommunicationStep4.Readingskills:asktheclasstoscanthepassageandfindouttheanswerstoTasks9—11basedonthekeywordsineachquestionandtheoutlinemadeinStep3.(20minutes)Step5.Reading:Passage1:asktheclasstoreadthroughthepassageindetailsandmarkoutthelanguagepointsthataredifficulttounderstand.(10minutes)Step6.Languagepointsinthepassage.(25-30minutes)Difficultsentences1.Peoplewhocannotwriteorcommunicateclearlywillnotbehired,andifalreadyworking,areunlikelytolastlongenoughortobeconsideredforpromotion.书面表达不清晰或不善于沟通的人可能会找不到好工作，即使已经有了工作，也不可能会长久，更不可能会被考虑提拔重用。2.InaNewYorkTimesarticleabouttheCommission’sfindings,BobKerrey,presidentofNewSchoolUniversityinNewYorkandchairoftheNCW,putitthisway:“Writingisbotha‘marker’ofhigh-skill,high-wage,professionalworkanda‘gatekeeper’withclearequityimplications.纽约新学校大学校长兼NCW主席BobKerrey在《纽约时报》上发表的一篇有关该委员会调查结果的文章中认为，“写作既是高技能、高工资和职业工作的标志，也是影响个人资产的重要因素。3.Organizationswillwanttonegotiate,buyandselloverseas,considerjointventures,marketandadaptproductsforaninternationalmarketandimprovetheirexpatriates’successrate.企业需要跨国谈判、跨国采购和销售，考虑建立合资企业，开拓国际市场，提高海外投资的成功率。Step7.Translating:asktheclasstofinishTask12accordingtothelanguagepointslearnedinthepassage.(10minutes)Step8.SummaryReading:Passage2I.Teachingobjectives:TheSsareexpectedtolearn:theimportanceofseminarsorforumsinimprovingbusinesscommunication;thereadingskillstofindoutthegeneralideaandspecificinformation;II.Teachingfocus:TolearntheimportanceofseminarsorforumsinimprovingbusinesscommunicationIII.Teachingdifficulty:ThereadingskillstofindoutthegeneralideaandspecificinformationVI.Teachinglength:90minutesIV.Teachingprocedure:Step1.Greettheclassandannouncethetasks.Step2.Lead-inquestions:Whatwillyoudotolearntocommunicateinaforeigncountry?(2minutes)Step3.Readingskills:asktheclasstoskimthepassageandoutlineitslogicalstructure,thentalkabouttheiranswersinpairs.Ask2pairstopresenttotheclass.(20minutes)BuildingBusinessCommunicationBridgesGeneralidea:Anincreasingnumberofforeignentrepreneurshavesetuptheirownorganizationsinthecountrytobuildsocialnetworkswithlocalentrepreneurs.1.Introduction2.Purposeoftheorganization3.Theoperationoftheorganization4.Membershipadmission5.Opinionsabouttheorganization6.Activities7.Developmentoftheorganization8.NewmomentumStep4.Readingskills:asktheclasstoscanthepassageandfindouttheanswerstoTasks13and14basedonthekeywordsineachquestionandtheoutlinemadeinStep3.(20minutes)Step5.Reading:Passage1:asktheclasstoreadthroughthepassageindetailsandfindoutthespecificinformationforeachpartofthekeypoints.(10minutes)Step6.CaseStudy.Asktheclasstoreadthroughthecaseandfindoutproblemsandsolutions.(10minutes)Step7.Discussion.AsktheclasstotalkaboutthequestionsinTask15inpairsbasedonthecasestudy.Thenasktopairstopresenttotheclass.(15-20minutes)Step8.SummaryGrammarandWritingI.Teachingobjectives:TheSsareexpectedtolearn:1.thesubjunctivemood;2.howtodraftaletterofapology.II.Teachingfocus:1.Theuseofsubjunctivemood;2.thenecessarypartsandsetphrasespopularinlettersofapology.III.Teachingdifficulty:1.Theuseofsubjunctivemood;2.theparagrapharrangementoflettersofapology. VI.Teachinglength:90minutesV.Teachingprocedure:Step1.Greettheclassandannouncethetasks.Step2.Presentthesubjunctivemood:(14minutes)1.Thedefinition;2.Subjunctivemoodinunrealconditions;3.Subjunctivemoodinobjectclauses;4.Subjunctivemoodinsubjectclauses;5.Subjunctivemoodinpredicativeclauses;6.Subjunctivemoodinappositiveclauses;7.SubjunctivemoodinsomespecialsentencesStep3.Task16.AsktheclasstofinishTask16anddiscussinpairs.(10minutes)Step4.Task17.AsktheclasstofinishTask17anddiscussinpairs.(15minutes)Step5.Presentthenecessarypartsoflettersofapology:(2minutes)1.Apologizing;2.Theevent;3.Explanation;4.Redress;5.Apologizingagain;6.ExpectationsStep6.Practice.Asktheclasstostudythesampleswithfocusonthenecessaryparts,theformatandtheusefulsetphrasesforeachpartofthebody.Presenttheusefulsetphrases.(5minutes)Step7.Task18.AsktheclasstofinishthetaskandinvitetwoSstopresenttheirtranslationstotheclass.(15minutes)Step8.Task19.Asktheclasstofinishthetaskandinvite2Sstopresenttheirtranslationstotheclass.(20minutes)Step9.SummaryUnit9BusinessNegotiationListeningandspeakingI.TeachingobjectivesSsareexpectedtolearnto:1.listenforspecificinformationaboutbusinessnegotiation;2.listenforspecificinformation