《新编剑桥商务英语（初级）》（第二版）教案(4)

力） 时. 2. 了解并制定公司的投资环境。 训练 巩固 拓展 检验 总结 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 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。

? Reading: Read the diagram and know the car company investment in

central Europe.

? Grammar: Practice the grammar.

? Speaking: Work in pairs to work out the reason why the company invested

in central Europe.

? Reading: Read the extracts and find the correct order.

? Vocabulary: Know the usage of the collectors of addition and contrast. ? Speaking: Work in pairs and set up the company’s investment. Company Activities

I. 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 continuous II. Session Outline

4. Greetings

5. Review what we learned in Lesson 2a 6. Investing in central Europe

1) 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 use e.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 only…is 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) Speaking

a. T asks Ss to draw a map showing their company’s 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 check the answers.

5. Homework: Finish the exercises in the book and discuss the topic in this unit.

一.教案头

单元标题：Exam Focus: Vocabulary 授课对象： 能力（技能）目标 学时：4 上课地点： 知识目标 教学目标 1.能够掌握相关商务词汇的用法. 1.掌握前两单元语法点. 2.能够掌握第一和第二单元的主要2.掌握前两单元的主要内容. 内容. 任务一: 通过提问,掌握前两个单元所有的语法点. 任务二: 通过提问,掌握前两单元的语法知识和商务知识. 任务三: 通过讨论,完成书中的词汇练习. 任务四: 通过讨论,了解积累单词的方法. 任务五: 通过讨论, 制定自己记忆单词的卡片.

能力训练任务及案例

教学组织这节课主要通过学生阅读,分组讨论等活动,让学生掌握上两单元的语法点和商务知识,并掌握积累单词的方法.

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.制定自己的单词卡片.(演示,书面) 二 教学设计

步骤 告知（教教学内容 本次课的教学内容： 讲授 目的） 二、上两单元的商务知识. 三、制定单词卡片。 5分钟 教学方法 教学手段 学生活动 时间分配 学内容、一、上两单元语法点. 阅读 任务一: 通过提问,掌握前务项目） 两个单元所有的语法点. 讲授 任务二: 通过提问,掌握前两单元的语法知识和商务知识. 引入（任 通过提问,复习前两单元的主要内容。 10分钟 操练（掌握初步或基本能力） 1.通过提问,复习前两单元讨论 的主要内容，采取分组竞争讲授 的方式检查学生的答案。 2.分组讨论前两单元的商提问 讨论 15分钟

务活动. 任务三: 通过讨论,完成书中的词汇练习. 深对基任务四: 通过讨论,了解积本能力累单词的方法. 任务五: 通过讨论, 制定的体会） 自己记忆单词的卡片. 深化（加提问 讨论 讲授 讨论 阅读 回答 归纳（知识和能力） 30分钟 一、 知识点 讲授 回答问题 5分钟 1. 前两单元的主要语法点. 2.前两单元的主要商务知识. 3. 如何积累单词。 训练 巩固 拓展 检验 总结 作业 训练项目：分组制定自己单词卡片。 讨论 演示 讨论 演示 20分钟 语法点; 商务知识;单词卡片. 1. 完成练习. 2.制定自己的单词卡片。 提问 口头 5分钟 后记

本次课的项目主要是复习前两单元的主要内容,掌握商务词汇。

? Review: review the important language points in unit 1 and unit 2. ? Grammar: Practice the grammar.

? Vocabulary: Finish the exercise in the book. ? Speaking: Storing the words. ? Vocabulary: Design vocabulary cards. 详案:

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