广东外语外贸大学教务处尚敏锐 mrshang@163.com 商务英语及其课程教学设计实践广东外语外贸大学教务处尚敏锐 mrshang@163.com.

广东外语外贸大学教务处尚敏锐 mrshang@163.com
商务英语及其课程教学设计实践广东外语外贸大学教务处尚敏锐

中南财经政法大学商务英语教学及其课程教学设计实践
内容什么是商务英语：是一门课程还是一个专业? 商务英语在中国的发展、模式及教学要求商务英语专业核心竞争力是什么？商务英语课程教学设计---以《体验商务英语》为例中南财经政法大学商务英语教学及其课程教学设计实践

1. 什么是商务英语：是一门课程还是一个专业? 中南财经政法大学商务英语教学及其课程教学设计实践

1.1 什么是商务？ Business: a person, firm, company or other organization which makes or produces a product, buys and sells goods or provides some kind of service, usually for the purpose of making a profit. Business: maximize profit for stakeholders. 中南财经政法大学商务英语教学及其课程教学设计实践

商务是制造产品、买卖商品或提供某种服务的人、厂商、公司或其它组织, 通常以赢利为目的所从事的经营活动。商务是使股东的利益最大化。中南财经政法大学商务英语教学及其课程教学设计实践

1.2 什么是商务英语? 定义 1：剑桥商务英语（BEC） Business English is for business people who need to, or will soon need to, use English in their work. It may also be used by adult students who will be entering the world of business at the end of their course of studies. 商务英语是商务人士在工作中需要或将需要使用英语进行交际的语言。也可以是那些在学习结束后即将跨入商界的成人学生们使用的语言。中南财经政法大学商务英语教学及其课程教学设计实践

定义 2：Wikipedia Business English is English especially related to international trade. Many non-native English speakers study English with the goal of doing business with English-speaking countries, or with companies located in non-native English-speaking areas but nonetheless using English as shared second language or lingua franca. 中南财经政法大学商务英语教学及其课程教学设计实践

商务英语尤指与国际贸易相关联的英语。非英语国家的人学习商务英语的目的是为了与英语国家，或者虽然是非英语国家、但把英语作为通用语的公司或企业进行商务活动。中南财经政法大学商务英语教学及其课程教学设计实践

定义 3：李明（2004）商务英语是指以服务于商务活动内容为目标，集实用性、专业性和明确的目的性于一身，为广大从事国际商务活动的人们所认同和接受，并具备较强社会功能的一种英语变体。中南财经政法大学商务英语教学及其课程教学设计实践

定义 4：英语+商务（蔡芸，2004）我国当前的情况是，商务英语是作为英语专业的一个方向或是一个以英语为主业的专业，学生需要较高程度的英语水平（语言知识和应用技能），以及充分了解英语国家的社会文化；要完成这个任务就需要设置一系列的英语语言和文化课程，不是一门ESP类型的商务英语课程能过承担的。此外，学生还要具有系统的商务知识，这就需要提供一系列的商科专业课程。中南财经政法大学商务英语教学及其课程教学设计实践

定义 5：张武保（2006）商务英语就是在国际商务活动中所使用的共同语言（英语）。它所研究的是以英语为载体的相关的商务专业题材文本（合同、标书、信函、教材、评论、演讲、报告等）的语言特点，包括字、词、句、篇章、语体、语用、修辞、写作等的特点及其与普通英语（GE）所存在的差异。旨在提高商务交际的专业化程度和交际效果。中南财经政法大学商务英语教学及其课程教学设计实践

1.3 商务英语外延的扩大商务英语“Business English”一词中 “business”不仅仅理解为生意、经营或服务业务，它还包括所有非私人的公务性活动。商务指围绕贸易、投资、服务等开展的各类经济、公务和社会活动，具体包括贸易、金融、会计、管理、营销、旅游、法律、物流、海事等。中南财经政法大学商务英语教学及其课程教学设计实践

1.4 商务英语（课程）与商务英语专业商务英语（课程）与商务英语专业: 目前的文献研究以及多数人对商务英语的认识焦点都集中在商务英语（课程）方面。认识分歧较大，争论较多。国家教育部2007年所批复的“商务英语”，不是一门课程，而是一门专业。中南财经政法大学商务英语教学及其课程教学设计实践

1.4 商务英语（课程）与商务英语专业前者是语言（工具）的特性，后者是专业（复合）的特性。商务英语专业设计应该把握核心、因地制宜的进行复合。核心，就是英语— “商务英语课程”。差异：在教学过程与学习方法方面与普通英语没有什么差别，明显的差别在于其教学内容。商务英语课程的内容应偏重商务题材。这两个概念的区分，有助于商务英语专业设计和研究。中南财经政法大学商务英语教学及其课程教学设计实践

1.5 商务英语专业的定义商务英语专业是以英语和经营类（管理学、经济学、法学、贸易）等相关学科的主干课程为主修内容的应用型、交叉型、多门类的复合型学科。它的目标是培养能够以英语为工具，独立、熟练、直接、有效地进行各种国际商务活动的国际型人才。（张武保，2007）中南财经政法大学商务英语教学及其课程教学设计实践

2 商务英语在中国的发展、模式及教学要求中南财经政法大学商务英语教学及其课程教学设计实践

2.1 商务英语在中国发展的三个阶段萌芽期---外贸英语（）主要特征：教师——英语老师教学计划：英语的教学计划稍作修改，加入个别商贸类课程（其中以外贸函电为主）以补充学生在商贸方面的知识和词汇学科名称：英语中南财经政法大学商务英语教学及其课程教学设计实践

发展期---经贸英语（）主要特征：建立独立系科：独立于传统的英语专业之外间接地采用了一些经贸管理类课程：外贸函电，商务概论等教学计划：主干仍然是英语为主专业名称有了创新：英语 + 方向（国际商务/国际贸易/国际经济法…等等）名称混乱：外贸英语，经贸英语、商务英语，多功能英语等中南财经政法大学商务英语教学及其课程教学设计实践

成熟期（2000-）专业规模形成：截至到2010年初，在全国900多所开设有英语专业的院校中，有750多家高校开办了国际商务英语课/专业，其中15所高校已获教育部资质：第一批：对外经济贸易大学（2007）第二批：广东外语外贸大学、上海对外贸易学院（2008）第三批：上海财经大学、西安外国语大学、黑龙江大学、扬州大学（2009）第四批：上海外国语大学、中南财经政法大学、西南财经政法大学、哈尔滨商业大学、湛江师范学院、湖南科技大学、湖南大学（2010）中南财经政法大学商务英语教学及其课程教学设计实践

理论专著出现：林添湖（主编）， 2003.《国际商务英语在中国》；贺川生和肖云南（主编), 2004.《商务英语理论与实践》师资队伍多元化：海归派、双学科、出国进修、企业实践教材种类增多：引进国外的原文版教材，国内自编教材概念趋于统一：国际商务英语学科设计多元化：英语 + 专业（经贸、管理、法律、金融等）为主要特色中南财经政法大学商务英语教学及其课程教学设计实践

国内英语专业发展现状英语专业翻译语言文学商务英语 28所所所中南财经政法大学商务英语教学及其课程教学设计实践

2.2 商务英语专业的发展与展望预测高峰期专业化期发展期职业期起步期中南财经政法大学商务英语教学及其课程教学设计实践

2.3 商务英语人才培养的不同模式广外的“商务英语”+“英语商务”模式(商务英语学院) 北外的“商学专业”模式(商学院) 经贸大的“商务英语”模式(英语学院) 中南财经政法大学商务英语教学及其课程教学设计实践

2.4 商务英语学科体系的构建商务英语本科专业(15所) 商务英语研究硕士点(广外,MIB) 国际商务硕士专业学位(MIB) 商务英语博士点(正在申报) 中南财经政法大学商务英语教学及其课程教学设计实践

2.5 商务英语教学要求培养目标能力构成课程设置教学要求教学原则教学方法与手段测试与评价教学实践中南财经政法大学商务英语教学及其课程教学设计实践

2.5.1 培养目标高等学校商务英语专业旨在培养具有扎实的英语基本功、宽阔的国际视野、专门的国际商务知识与技能，掌握经济学、管理学和法学等相关学科的基本知识和理论，具备较强的跨文化交际能力与较高的人文素养，能在国际环境中熟练使用英语从事商务、经贸、管理、金融、外事等工作的应用型商务英语专业人才。不同学校可根据社会需要和自身特点，设立不同的专业方向（如国际贸易、国际商法、国际金融、国际商务、国际营销、电子商务、旅游等）。中南财经政法大学商务英语教学及其课程教学设计实践

2.5.2 商务英语人才知识与能力构成专业知识与能力模块分项指标语言知识与技能语音、词汇、语法知识 2.听说读写技能 3.口笔译技能 4.语言交际技能 5.语言学习策略商务知识与技能经济学 2.管理学 3.法学(国际商法) 4.商务技能跨文化交际能力跨文化思维能力 2.跨文化适应能力 3.跨文化沟通能力人文素养政治思想素养 2.创新思维 3.中外文化素养中南财经政法大学商务英语教学及其课程教学设计实践

创新之一：经济学管理学商务知识与技能国际商法商务技能中南财经政法大学商务英语教学及其课程教学设计实践

创新之二：思维能力跨文化交际能力适应能力沟通能力中南财经政法大学商务英语教学及其课程教学设计实践

2.5.3 课程设置要求 4年的专业课总学时最少不低于1800学时（不包括公共必修课和公共选修课），各校在安排教学计划时，可根据本校的培养目标、专业特色及现有教学条件，开设相应的专业必修课和选修课，安排教学时数。各课程群开课时数的大体比例为：语言能力课程约占50-60%，商务知识课程约占20-30%，跨文化交际能力课程约占10%，人文素养课程约占5-10%，毕业论文（设计）与专业实习15%，不计入总课时。建议开设12门核心课程（带*号）和若干选修课程。中南财经政法大学商务英语教学及其课程教学设计实践

课程设置课程课程分类核心课程占专业课比例专业课语言知识与技能语言知识：语言学*、其他 50-60% 语言技能：（商务）英语：综合英语*、听说*、阅读*、写作*、翻译* 商务知识与技能商务基础：经济学导论*、管理学导论*、国际商法导论* 20-30% 其他专业方向课程：金融、营销其他商务技能课程：贸易实务、电子商务跨文化交际能力跨文化交际：跨文化交际*、跨文化交际实践*、其他 10% 人文素养英美文学通论*、其他专业实习/实践不低于15%，不入总课时毕业论文（设计）合计 100% 中南财经政法大学商务英语教学及其课程教学设计实践

2.5.4 选修课程设置 1）语言知识与技能课程群：高级商务英语、商务口译、商务经典选读、金融英语、法律英语等。 2）商务知识与技能课程群：工商导论、国际贸易、国际贸易实务、国际营销、国际金融、电子商务、会计学、统计学、创业与创新等。 3）跨文化交际课程群：国际商务谈判、英语演讲、商务沟通、国际商务礼仪、国际商务文化、企业文化、商业伦理等。 4）人文素养课程群：欧美文化概论、欧美戏剧鉴赏、中国文化概要（英）等中南财经政法大学商务英语教学及其课程教学设计实践

2.5.5 教学原则 1）语言能力与商务知识的关系 2）语言能力与跨文化交际能力的关系 3) 课堂教学与自主学习的关系 4）专业素质与人文素养的关系 5）理论教学与实践教学的关系 6）传统教学手段与现代信息技术的关系中南财经政法大学商务英语教学及其课程教学设计实践

2.5.6 教学方法与手段 1) 任务教学法 2) 案例教学法 3) 模拟教学法　　　 4) 项目教学法　 5) 探究教学法 6）多媒体教学法中南财经政法大学商务英语教学及其课程教学设计实践

2.5.7 考试要求课程考试用英语应参加全国英语专业四级、八级考试和口试。逐步过渡到参加商务英语专业四、八级考试以及口试。中南财经政法大学商务英语教学及其课程教学设计实践

2.5.8 毕业论文毕业论文（设计）用英语撰写，长度为5,000词左右，要求选题有价值、思路清晰、内容充实、文字通顺，并有一定的独立见解。商务英语专业应加大毕业设计的比重，鼓励学生采用商务报告（市场调研报告、商业计划书、营销方案等）多种形式，长度与毕业论文长度大体相等，用英文写作。评分时除了考虑语言质量和格式外，还应把创新思维和应用价值作为重要依据。中南财经政法大学商务英语教学及其课程教学设计实践

2.5.9 实践教学实验教学专业实习商务方案设计学术活动社会实践等中南财经政法大学商务英语教学及其课程教学设计实践

3 商务英语专业核心竞争力是什么？任何新生事物的生存和发展都有其独特新颖、与众不同的一面，否则就会被淘汰。这就是竞争力的作用。核心竞争力(Core competitive competence): 由美国管理学者C. K. Prahalad 和Gary Hamel在 1990年提出。企业的成功不再归功于短暂的或偶然的产品开发或灵机一动的市场战略，而是企业核心竞争力的外在表现。中南财经政法大学商务英语教学及其课程教学设计实践

核心竞争力包括三个方面： 1）能很好的实现顾客所看重的价值； 2）必须是企业所特有的、并且是竞争对手难以模仿的； 3）具有延展性，能够同时应用于多个不同的任务，使企业能在较大范围内满足顾客的需要。中南财经政法大学商务英语教学及其课程教学设计实践

商务英语专业的核心竞争力 1）教育产品的特殊性教育的产品—人才；学校的客户—用人单位；客户看重的价值—体现在毕业生就业率。（商务英语专业毕业生的就业率一直在90%以上，高踞就业率榜首）。 2）商务英语是复合型专业，英语是核心中的核心；师资要求高—教师既要有复合型知识，又要有复合型经验。这些特点都是难以复制、不易模仿的。中南财经政法大学商务英语教学及其课程教学设计实践

3）很好的延展性：以英语为工具，与其他有形工具不同，一旦被掌握，不会成为累赘、不需保养，有助于求学深造、求职与升迁，使学习者比他人获得更早、更多、更准确的信息，在商务场合增添更加充足的自信心。中南财经政法大学商务英语教学及其课程教学设计实践

商务英语专业的核心竞争力体现在两个方面一是准确到位的商务语言（英语）表达；二是综合性经营、商贸等方面的知识。必须有良好的英语语言素质和相应的经营、商贸等方面的知识，才能及时了解信息，把握不断变化的国际形势，在国际竞争中时刻处于有利地位。这就是商务英语专业的核心竞争力所在。中南财经政法大学商务英语教学及其课程教学设计实践

4 商务英语课程教学设计 ---以《体验商务英语》为例
商务英语专业是所有开设商务英语院校追求的目标与努力的方向。商务英语专业的核心就是英语，核心的核心是商务英语课程的教学。选择一套优秀的主导教材教授商务英语课程。 “Market Leader” (《体验商务英语》)是一套优秀的商务英语类教材。中南财经政法大学商务英语教学及其课程教学设计实践

选择《Market Leader--体验商务英语》的理由（摘自《现代教育报--教材周刊》第184期 p. 8，刊号CN ) 出生名门，国际畅销原汁原味，实用易学体验式学习，活学活用国际商务，尽在掌握资源丰富，一举两得中南财经政法大学商务英语教学及其课程教学设计实践

与David Cotton, Chief compiler of Market Leader, UK的邮件往来
From: David Cotton To: 尚敏锐/James Shang Subject: Re: Merry X'mas and A Happy New Year! Date: Mon, 14 Jan :08: Dear James, I was delighted to receive news of your activities. Thanks so much for making the presentations on Market Leader. No doubt you are one of the reasons that Market Leader has been selling well in China. As you know, we have done new editions of all the course-books, with substantial changes to the texts. I imagine the new editions will eventually reach you! Please be assured that I would always be pleased to hear from you regarding the teaching of Market Leader. I hope one day to return to China to do another tour there. Tomorrow, I go to Athens to launch a new series of 4 course-books at Elementary - Upper intermediate level. The course-books are for adults and teach General English, not Business English. There is an EAP strand as one section offers a study skills and writing syllabus. There are also General English case studies which we have labelled Scenarios. We hope the course-books will sell as well the Market Leader. I wish you every success in your teaching during And thanks you once again for all your efforts on behalf of the Market Leader course-books. We appreciate everything you are doing to promote our books. Best wishes, David Cotton 中南财经政法大学商务英语教学及其课程教学设计实践

How to Teach Market Leader
4.1. Course Aims 4.2. The Main Course Components 4.3. Overview of a Course Book Unit 4.4. Case Studies that Work 4.5 A Demonstration 4.6 Assessed Work 中南财经政法大学商务英语教学及其课程教学设计实践

4.1. Course Aims 中南财经政法大学商务英语教学及其课程教学设计实践

What is Market Leader? An extensive new Business English course; Aiming at bringing the real world of international business into the language teaching classroom; Working with the Financial Times, one of the world’s leading sources of professional information; 中南财经政法大学商务英语教学及其课程教学设计实践

Who is it for? Being intended for use by: --students: preparing for a career in business to enlarge their knowledge of the business world; --people: in business but want to improve their English communication skills; 中南财经政法大学商务英语教学及其课程教学设计实践

What’s new? Combining the most stimulating recent ideas from the world of business with a strong task-based approach; Adding role plays and case studies--regular features--into each unit; Encouraging Ss to use their own experience and opinions to maxmise their involvement and learning; 中南财经政法大学商务英语教学及其课程教学设计实践

An essential requirement of Business English materials
Catering for the wide range of needs which students have: --different areas of interest and specialisation; --different skills needs; --varying amounts of time available to study. 中南财经政法大学商务英语教学及其课程教学设计实践

Providing teachers a unique range of flexible materials to help meet Ss’ needs; Offering teachers many practical and inspiring suggestions on how to use the unit materials extensively or intensively; Containing extensive extra photo-copiable material in the Text Bank and the Resource Bank. 中南财经政法大学商务英语教学及其课程教学设计实践

4.2.The Main Course Components
Course Book Audio Materials Teacher’s Resource Book Test File 中南财经政法大学商务英语教学及其课程教学设计实践

4.2.1 Course Book Consisting of 14 topic-based units, plus 2 revision units; Providing input in reading, speaking and listening, with guidance for writing tasks too; Containing vocabulary development activities and a a rapid review of essential grammar; 中南财经政法大学商务英语教学及其课程教学设计实践

A regular focus on key business functions; Each unit ending with a motivating case study to allow Ss to practise language they have worked on during the unit. 中南财经政法大学商务英语教学及其课程教学设计实践

4.2.2 Audio Materials All the listening activities from the Course Book (interviews with business practitioners) are available on cassettes and audio CDs. 中南财经政法大学商务英语教学及其课程教学设计实践

4.2.3 Teacher’s Resource Book
Providing teachers with an overview of the whole course together with detailed teaching notes, background briefings on business content; The Text Bank (28 optional extra reading texts); Resource Bank (photo-copiable worksheets practising communication skills). 中南财经政法大学商务英语教学及其课程教学设计实践

4.2.4 Test File 5 copiable tests for teachers to monitor Ss’ progress through the course; 1 entry test, 3 progress tests and 1 exit test which reviews the work done throughout the course. 中南财经政法大学商务英语教学及其课程教学设计实践

4.3. Overview of a Course-book Unit
中南财经政法大学商务英语教学及其课程教学设计实践

A typical unit consists of the following sections:
Starting up Vocabulary Discussion Reading Listening Language Review 中南财经政法大学商务英语教学及其课程教学设计实践

Skills Case Studies Revision Units 中南财经政法大学商务英语教学及其课程教学设计实践

4.3.1 Starting up Offering Ss opportunities to think about the unit topic and to exchange ideas and opinions with each other and with teachers; A variety of stimulating activities: --answering quiz questions --reflecting on difficult decisions 中南财经政法大学商务英语教学及其课程教学设计实践

--prioritising options --completing charts Encouraging Ss to draw upon their life and business experience. 中南财经政法大学商务英语教学及其课程教学设计实践

4.3.2 Vocabulary Essential business vocabulary is presented and practised through a variety of creative and engaging exercises; Ss learn new words, phrases and collocations; Tasks are given to Ss to help them to activate the vocabulary they know or have just learnt. 中南财经政法大学商务英语教学及其课程教学设计实践

4.3.3 Discussion The book providing a number of discussion activities; Purpose: to build up Ss’ confidence in expressing their views in English and to improve their fluency through interesting discussion activities. 中南财经政法大学商务英语教学及其课程教学设计实践

4.3.4 Reading Reading authentic articles on a variety of topics from the Financial Times and other business sources; Developing Ss’ reading skills and acquiring essential business vocabulary; Being able to discuss the ideas and issues in the article. 中南财经政法大学商务英语教学及其课程教学设计实践

4.3.5 Listening Hearing authentic interviews with business people and experts in their field; Developing Ss’ listening skills: --prediction --listening for specific information --note-taking 中南财经政法大学商务英语教学及其课程教学设计实践

4.3.6 Language Review Developing Ss’ awareness of the common problem areas at intermediate level; Focusing on accuracy and knowledge of key areas of grammar; Containing a Language Review Box which provides a review of key grammar items. 中南财经政法大学商务英语教学及其课程教学设计实践

4.3.7 Skills Helping Ss to develop their communication skills in the key business areas: --presentations --meetings --negotiations --telephoning --using English in social situations 中南财经政法大学商务英语教学及其课程教学设计实践

Containing a Useful Language Box which provides Ss with the language they need to carry out the realistic business tasks in the role play activities. 中南财经政法大学商务英语教学及其课程教学设计实践

4.3.8 Case Studies Linking to the Unit’s business topics; Based on realistic business problems or situations; Designed to motivate and actively engage Ss; Providing Ss with opportunities to practise their speaking skills in realistic business situations; 中南财经政法大学商务英语教学及其课程教学设计实践

Being involved in discussing business problems and recommending solutions through active group work; Ending with a realistic writing task which reflects the real world of business correspondence and helps Ss preparing for Business English exams; 中南财经政法大学商务英语教学及其课程教学设计实践

Providing models of writing text type in the Writing File at the end of the Course Book. 中南财经政法大学商务英语教学及其课程教学设计实践

4.3.9 Revision Units Containing 2 revision units, based on material covered in the preceding 7 Course Book units; Designed to be done in one go or on a unit by unit basis. 中南财经政法大学商务英语教学及其课程教学设计实践

4.4. Case Studies that Work 中南财经政法大学商务英语教学及其课程教学设计实践

13 Teaching Tips for Using Case Studies
Involve all the Ss at every stage of the class. Encourage every one to participate; Draw on Ss’ knowledge of business and the world; Be very careful with how you present the case study at the beginning. Make sure your instructions are clear and that the task is understood; 中南财经政法大学商务英语教学及其课程教学设计实践

Ensure that all Ss have understood the case and the key vocabulary; Encourage Ss to use the language and communication skills they have acquired in the rest of the unit; Focusing on communication and fluency during the case study activities instead of language errors; 中南财经政法大学商务英语教学及其课程教学设计实践

If the activity is developing slowly or the Ss are a little reticent, you could intervene by asking questions or making helpful suggestions; Allow Ss to reach their own conclusions. Tell Ss there usually is no single “right” answer; 中南财经政法大学商务英语教学及其课程教学设计实践

Encourage critical thinking and creative and imaginative solutions to the problems expressed; Encourage Ss to use people management skills such as working in teams, leading teams, delegating and interacting effectively with each other; 中南财经政法大学商务英语教学及其课程教学设计实践

Allocate sufficient time for the major tasks such as negotiating; Ss should identify the key issues of the case and discuss all the options before reaching a decision; Encourage Ss to actively listen to each other. This is essential for both language practice and effective teamwork. 中南财经政法大学商务英语教学及其课程教学设计实践

4.5 A Demonstration Teaching and Learning Strategy Learning Outcomes Time Allocation Teaching Focus for Each Section Writing Task 中南财经政法大学商务英语教学及其课程教学设计实践

4.5.1 Teaching and Learning Strategy
The methodology to be used: --a mix of tutor-led inputs --small group discussions --meetings and simulation --extended problem-solving --language development activities Ss being expected to take a measure of responsibility for their own learning by carrying out self-directed activities. 中南财经政法大学商务英语教学及其课程教学设计实践

4.5.2 Learning Outcomes On completion of the module, Ss will have: --developed their level of English and communication skills to an equivalent of IELTS 5.5; --written a variety of business documents and participated in a variety of simulated business activities; --demonstrated an awareness of techniques and skills for effective meetings; --demonstrated awareness and understanding of some key issues in international business. 中南财经政法大学商务英语教学及其课程教学设计实践

4.5.3 Time Allocation 中南财经政法大学商务英语教学及其课程教学设计实践

4.5.4 Teaching Focus for Each Section
A. Starting up B. Reading C. Skills D. Case Study 中南财经政法大学商务英语教学及其课程教学设计实践

4.5.4 Starting up (Unit 8 Team Building, Book 4)
Warmer: -- Write the word “TEAMS” in big letters on the board. -- Ask Ss in pairs to brainstorm all the types of team they can think of in all situations. -- Ask Ss to say what they came up with. -- Invite comments and encourage discussion. 中南财经政法大学商务英语教学及其课程教学设计实践

4.5.4 Starting up (Unit 8 Team Building, Book 4)
Background information about Team Building: --Ask Ss the advantages and disadvantages of working in teams and ask them to talk about their own experiences of the teams they have been in. --Tell Ss in constructing teams, it’s important not just to get talented people, but right combination of talents. “It’s important to have a great team of minds, rather than a team of great minds.” --Ask Ss to do a quiz about different types of team members on p.68. 中南财经政法大学商务英语教学及其课程教学设计实践

What sort of team player are you?
A: Doers vs Thinkers I consider what I say. I contribute a lot in discussion. Action is more important than reflection. I listen to others before I say anything. Discussion gives me energy and ideas. I don’t say a lot at meetings. B: Details vs Ideas I often come up with unusual solutions. It’s important to be realistic. People see me as a creative person. I like practical solutions. You shouldn’t overlook details. You shouldn’t get lost in details. 中南财经政法大学商务英语教学及其课程教学设计实践

What sort of team player are you?
C: Mind vs Heart I like to think logically. I keep emotions out of decision-making. I avoid confrontation. I sometimes tread on people’s toes. Understanding people is as important as being right. I care about other people’s feelings. D: Planners vs Improvisers Meetings have to be prepared for carefully. I like surprise. I hate time-wasting at meetings. Too much time can be spent on preparation. People say I’m a puntual person. I need a deadline to get me going. 中南财经政法大学商务英语教学及其课程教学设计实践

Scores for options Score 1 point for each of the following answers: A. Doers vs Thinkers: a, d, f B. Mind vs Heart: a, b, d C. Details vs Ideas: b, d, e D. Planners vs Improvisers: a, c, e Score 2 points for each of the following answers: A. Doers vs Thinkers: b, c, e B. Mind vs Heart: c, e, f C. Details vs Ideas: a, c, f D. Planners vs Improvisers: b, d, f 中南财经政法大学商务英语教学及其课程教学设计实践

Explaination 18-24 points You are definitely a creative type. You value original ideas over detailed planning. You are likely to show consideration for others. You can get bored easily and sometimes need to be under pressure to get results. 12-17 points Clear thinking and careful planning are of great importance to you. You are not afraid of challenging others in order to get results. You are likely to be ambitious and well organised. 中南财经政法大学商务英语教学及其课程教学设计实践

4. 5.4 Starting up (Unit 8 Team Building, Book 4)
Roles in teams --Implementer: who converts the team’s plan into something achievable. --Co-ordinator: who sets agenda, defines team-members’ roles and keeps the objectives in view. --Shaper: who defines issues, shapes ideas and leads the action. --Plant: who provides the original ideas and finds new approaches when the team is stuck. --Resource Investigator: who communicates with the outside world and finds new ways to get things done. 中南财经政法大学商务英语教学及其课程教学设计实践

Roles in teams --Monitor Evaluator: who evaluates information objectively and draws accurate conclusions from it. --Team Worker: who builds the team, supports others and reduces conflict. --Completer Finisher: who gets the deadlines right. 中南财经政法大学商务英语教学及其课程教学设计实践

Stages of team life --Forming --Storming --Norming --Performing --Mourning 中南财经政法大学商务英语教学及其课程教学设计实践

Quotation -- Write the quotation on the board: “None of us is as smart as all of us.” -- Ask Ss if they agree with the quotation. -- Ask Ss to think of similar proverbs in English, Chinese or any other languages. 中南财经政法大学商务英语教学及其课程教学设计实践

4. 5.5 Reading: Successful Team-working
Step A: Purpose --Ss developing their reading skills and acquiring essential bussiness vocabulary about teambuilding. --The text providing a context for language work and discussion tasks. --Reflection of the key issues from Starting Up. --Clarifying and confirming Ss’ conception of teambuilding. 中南财经政法大学商务英语教学及其课程教学设计实践

4. 5.5 Reading: Successful Team-working
Step B: Additional Tasks --Headings matching: Scan the article for an appropriate match for each paragraph section. --Thesis analysis: Read the first three paragraphs with the whole class for the thesis. --Writing style: Inductive. Advantages of using inductive in business English writings. Tell Ss to follow this style in their future writing practice. --Gist summerising: Invite one or two Ss to summerise the main idea of the passage. --Offering help: Recap difficult words and expressions that most Ss found difficult, working on meaning and where necessary, pronunciation. 中南财经政法大学商务英语教学及其课程教学设计实践

4.5.5 Reading: Successful Team-working
Step B: Additional Tasks-- Key to headings matching (six points ): Common goals with challenging targets Open communication Involvement of all team members Conflict resolution Leadership Measuring progress against goals 中南财经政法大学商务英语教学及其课程教学设计实践

Step B: Required Tasks --Do Exercises A, B and C on pp --Get Ss to work in pairs, some pairs evaluating a project they have worked on in relation to the six points in Exercise A. Did the project meet these criteria? --Other Ss discuss the five points from Queston 3 in Exercise B in relation to a project they have worked on. --With the whole class, get feedback from each pair. Invite comments and encourage discussion. 中南财经政法大学商务英语教学及其课程教学设计实践

Step B: Required Tasks-- Key to Question 3 (five points ): Meetings regularly overrun Frequent arguements between team members Unhealthy level of competition between individuals People not always completing tasks assigned to them Last minute panics to meet deadlines 中南财经政法大学商务英语教学及其课程教学设计实践

4.5.6 Case Study: Basic requirements
Linking to the Unit’s business topics; Based on realistic business problems or situations; Designed to motivate and actively engage Ss; Providing Ss with opportunities to practise their speaking skills in realistic business situations; Being involved in discussing business problems and recommending solutions through active group work; Ending with a realistic writing task which reflects the real world of business correspondence and helps Ss preparing for Business English exams; Providing models of writing text type in the Writing File at the end of the Course Book. 中南财经政法大学商务英语教学及其课程教学设计实践

4.5.6 Case Study: Basic requirements
In doing Case Study, we may choose ONE of the following forms, or a combination of several of them. -- Team work -- Group discussion -- Negotiation -- Role play -- Meetings -- Press conference 中南财经政法大学商务英语教学及其课程教学设计实践

A. Starting up (Unit 1 Communication, Book 4)
Warmer: --Giving 3-4 examples of commu.: radio, newspapers, language, paintings … --Getting Ss to list all the forms and ways of commu. --Inviting comments and encouraging discussion Background information about commu.: --Tell Ss that you will be looking at commu. esp. in the context of organisations --Tell Ss which points you will be covering in the current lesson and in later lessons Quotation --Writing the quotation on the board “Everything that can be said can be said clearly.” --Telling Ss that it is a quotation from a philosopher --Asking Ss to discuss, in pairs, whether they agree with the quotation Vocabulary: Good communicators --Ss look at vocabulary typically used to describe good and bad communicators 中南财经政法大学商务英语教学及其课程教学设计实践

B. Reading 中南财经政法大学商务英语教学及其课程教学设计实践

D. Case Study Team work Group discussion Negotiation Role play Meetings Press conference 中南财经政法大学商务英语教学及其课程教学设计实践

E. Writing Tasks Ss to work on a certain type of business writing by referring to the Writing File; Ss to submit their work to their tutors for reading; T to comment on Ss work and give them feedbacks; Ss to add them to their portfolio. 中南财经政法大学商务英语教学及其课程教学设计实践

4.5.7 Assessed Work A. Assessment Strategy B. Simulated Meeting C. Briefing Report D. Portfolio E. Test 中南财经政法大学商务英语教学及其课程教学设计实践

Many thanks for your listening and patience!
中南财经政法大学商务英语教学及其课程教学设计实践

广东外语外贸大学教务处尚敏锐 mrshang@163.com 商务英语及其课程教学设计实践广东外语外贸大学教务处尚敏锐 mrshang@163.com.

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Presentation on theme: "广东外语外贸大学教务处尚敏锐 mrshang@163.com 商务英语及其课程教学设计实践广东外语外贸大学教务处尚敏锐 mrshang@163.com."— Presentation transcript: