Topic Unit 1 Looking for a job 1. The students know the basic points of greeting and self-introduction. Teaching 2. The students master some useful sentences about Aims and greeting and self-introduction. Requirements 3. The students can greet others and make self-introduction in speech or dialogue in English. Important Points 1. The students know the basic points of greeting and self-introduction. 2. The student master some useful sentences greeting and self-introduction.. Difficult Points 1. The students can greet others and make self-introduction in speech or dialogue in English. Teaching The Communicative Approach Methods Scheduled Time 1 period
课 时 计 划
Period 1
Planned Time: 40mins
Contents and Requirements:
1. Learn the sample
2. Practice the useful sentences about greeting and self-introduction.
3. Practice greeting each other and making introduction to company.
Teaching procedures:
Step1 Lead in (3mins)
The teacher raises the students’ interest by asking the following question:
1. When you meet your business partner for the first time, what will you say and what will you do?
Step2 Sample/Dialogue Learning (7mins)
1. Read the samples together. Ask the students to find the same and differences between the two presentations. 2. Read the dialogue together.
Step3 Language points & Useful sentences (8mins)
1. Ask the students to translate the following sentences and the teacher instructs the language points.
(1) It is my pleasure\\honor to be here to introduce our company to you.
(2) First of all, please allow me to introduce myself, my name is
***，I come from *** Co., Ltd, I am the sales manager.
(3) Please allow me to introduce myself and my colleagues. Th
is is Mr.**, our sales manager and This is Miss**, our product designer, and I’m ***, the salesman of ***company. (4) Glad/ Nice/ Pleased/ Delighted to see you.
2．Language point: first of all, to be grad\\ pleasure\\ honor to do st
h, Please allow me to do sth, one of
3．Ask the students to read aloud the sentences. Step4 Role–playing (20mins)
1. Divide the students into several groups (3-4 students in a group), every group stands for a company. The members of each group play as the representatives of their company. Every group should greet the audience and the members make self-introduction. 2. Invite some groups to give their performance.
3. Ask the students to make self-introduction in dialogue in pairs. 4. Invite some pairs to give their performance. 5. Comments on the student’s performance. Step5 Assignments (2mins)
1. Review the useful sentences learned today.
2. Learn the rest samples by ones
elf.
Teaching Plan
Topic Unit 2 Reporting to Word 1. The students know the basic points of the introduction to company. Teaching 2. The student master some useful sentences about Aims and introduction to company. Requirements 3. The students can introduce their company in presentation and dialogue in English. Important Points 1. The students know the basic points of the introduction to company. 2. The student master some useful sentences about introduction to company. Difficult Points 1. The students can introduce their company in presentation and dialogue in English. Teaching The Communicative Approach Methods Scheduled Time 2 periods
课 时 计 划
Period 1 & 2
Planned Time: 80mins
Contents and Requirements:
1. Learn the sample
2. Practice the useful sentences about introduction to company. 3. Practice making introduction to company.
Teaching procedures:
Step1 Lead in (5mins)
1. Revision of self-introduction
Ask the students to translate the following sentences: (1) 能给您介绍我们的公司, 我感到很高兴/荣幸。 (2) 很高兴能在此向您介绍我们的公司。
(3) 请允许我介绍一下我和我的同事, 这位是销售经理 ***先生, 这位是
产品设计师 ***小姐，我叫***，是**公司的销售员。 2. The teacher raises the students’ interest by asking the following question:
What kind of information do people want to get most from an introduction to company?
Step2 Sample Learning (23mins) 1. Read the sample together.
2. Ask the students to summary the main points the author covered in his introduction to the company.
3. Instruction of the outline of introduction to company.
4. Ask the students to read the dialogue and comapre the dialogue with the presentation:and find the same and differences between them.
Step3 Language points & Useful sentences (10mins)
1. Ask the students to translate the following sentences and the teacher instructs the language points.
(1) We are one of the leading arts and crafts manufacturers.
(2) We produce a wide variety of arts and crafts such as straw we
aving product, bamboo weaving product and mental product, and so on.
(3) Our products have been exported to more than 160 countries an
d regions in the world. Our sales volume last year totaled RMB40 billion. In China, we now have a 30% market share.
(4) We now have 62 distributors and 38,000 sales outlets across t
he world. And we have set up 13 manufacturing plants overseas, including the USA, Iran and North Africa.
(5) We are a Sino-US joint venture with a registered capital of USD10 million.
(6) We have 15 retail outlets nationwide. We now command 15%of th
e market in arts and crafts.
(7) We are one of the largest exporters of arts and crafts in Guangxi.
2．Language point: a wide variety of, nationwide. 3．Ask the students to read aloud the sentences. Step4 Role–playing (40mins)
1. Divide the students into several groups (3-4 students in a group), every group stands for a company. The members of each group play as the representatives of their company. Every group should prepare an introduction to their company.
2. Invite some groups to give their performance and the rest students raise questions.
(Ask and answer period)
3. Comments on the student’s performance. Step5 Assignments (2mins)
1. Review the useful sentences learned today.
2. Learn the rest samples by ones
elf.
Teaching Plan
Topic Unit3 Learning the Ropes 1. The students know the basic points of the introduction to products. Teaching 2. The students master some useful sentences and Aims and phrases about introduction to products. Requirements 3. The students can introduce their products well in English. Important Points 1. The students know the basic points of the introduction to company. 2. The student master some useful sentences and phrases about introduction to products. Difficult Points 1. The students can introduce their products well in presentation and dialogue in English. Teaching The Communicative Approach Methods Scheduled Time 3periods
课 时 计 划
Period 1 & 2
Planned Time: 80mins
Contents and Requirements:
1. Learn the sample
2. Practice the useful sentences about introduction to products. 3. Practice making introduction to product.
Teaching procedures:
Step1 Lead in (8mins)
1. Revision of introduction to company.
Ask the students list the basic points in an introduction to company.
(1)我们是手工艺产品的主要生产商之一。
(2)我们能提供各种各样的工艺品,比如草编织品,竹编织品和金属制品等等。 (3)我们的产品出口到世界上160多个国家和地区。去年我们的销售额达到了400亿人民币。目前我们已经在中国占领了30%的市场。 (4)我们在全世界现有62家经销商，38000个销售点。
2. The teacher arouses the students’ interest by asking the following question:
What do people want to learn most in an introduction to product? Step2 Role–playing (20mins)
1. Divide the students into several groups; every group should make
an introduction to an appointed product.
2. Invite some groups to give their introduction.
3. The rest students raise questions to every introduction as the c
ustomers.
4. The teacher gives the comment to the students’ performance Step3Sample Learning (20mins) 1. Read the sample together.
2. Ask the students to summary the main points the author cover in his introduction to products.
3. Instruction of the outline of introduction to products. Step4 Language points & Useful sentences (15mins)
1. Ask the students to translate the following phrases and sentences and the teacher instructs the language points.
Phrases: modern design, excellent quality, attractive and durable, unique style, to sell well all over the world, modern and elegant in fashion, wide varieties Sentences:
(1) Our products have the same high quality, but they are much more price-competitive, thanks to the low labor and raw material costs. (2) We are supplying a full range of rattan weaving products to many countries.
(3) Because it’s good for people’s health, it has become more and more popular.
(4) Our products command a good market both at home and abroad. (5) Our products have found a good sale in the Asian market. (6) Our products are enjoying fast sales these years.
(7) We always keep an eye on customer’s preferences and make our products according to what our customers need, want and like.
(8)The article can be made specially according to your own specifications.
(Language point: different kinds of , have a great variety in shapes and colors, be well received, last but not least , enjoyed a high reputation , in the European market ) 2．Ask the students to read aloud the sample. Step5 Role–playing (15mins)
1. The groups are asked to exchange their products and make an introduction to the production.
2. Invite some groups to give their performance and the rest students raise questions.
(Ask and answer period)
3. Ask the students to compare the difference introduction to the same product, and evaluate them. Step6Assignments (2mins)
1. Review the useful sentences learned today. 2. Learn the rest samples by oneself.
课 时 计 划
Period 3
Planned Time: 40mins
Contents and Requirements:
1. Learn the dialogue
2. Practice the useful sentences about introduction to products. 3. Practice making introduction to products.
Teaching procedures:
Step1 Lead in (8mins)
1. Revision of introduction to products
Ask the students to list the basic points in an introduction to the products.
Ask the students to translate the following sentences:
(1) 我们的工艺品在欧洲市场上有很好的口碑，因为它们款式新颖、做工讲究、用料上乘。
(2) 我们总是密切注意客户的喜好，并根据客户的要求和爱好组织生产。 (3) 我们可以根据你们提供的规格定做产品。 (4) 我们的产品在国内外都有很好的市场。 (5) 我们的产品已在世界上建立了良好声誉。
2. The teacher raises the students’ interest by asking the following question:
What will you do to introduce your product at the stand at the fair?
Step2 Dialogue Learning (8mins)
1. Divide the students into 2 groups.
2. Read the dialogue together. (Group A plays as buyer, Group B plays as seller)
3. Ask the students to find out the answers to the following questions:
How did the seller greet the buyer?
What did the buyer concern about the products? If you were the buyer, what will you ask?
Step 3 Language points & Useful sentences (10mins)
1. Ask the students to translate the following word and sentences and the teacher instructs the language points.
Words: bamboo wood rattan straw metal plastic handmade
Sentences:
(1) Our products have met with great favor in the US market. (2) Our products are already well established in the world. (3) Our products are available in various models and sizes.
(4) We are always improving our designs and patterns to conform to the world market.
(Language point: catalogue, pattern)
2．Ask the students to read aloud the dialogue. Step4 Role–playing (15mins)
1. The students talk about the products with his partner. (in pair)A plays as the seller, B plays as the buyer, and then the two students exchange their roles.
2. Invite some pairs to give their performance and the rest students give comments and vote for the best group. Step5 Assignments (2mins)
1. Review the useful sentences learned today. 2. Learn the rest samples by oneself.
Teaching Plan
Topic Unit 4 Sorting out Problems 1. The students know the basic points of an enquiry and quotation. Teaching 2. The students master the useful sentences of Aims and enquiry and quotation. Requirements 3. The students can make inquiry and quotation in English. Important Points 1. The students know the basic points of an enquiry and quotation. 2. The students master the useful sentences of enquiry and quotation. Difficult Points 1. The students can make enquiry and quotation in English. Teaching The Communicative Approach Methods Scheduled Time 2 periods
课 时 计 划
Period 1 & 2
Planned Time: 80mins
Contents and Requirements:
1. Learn the dialogue
2. Practice the useful sentences about enquiry and quotation. 3. Practice making enquiry and quotation.
Teaching procedures:
Step1 Lead in (3mins)
1. The teacher arouses the students’ interest by asking the following question:
What terms do you want to know most when you make an enquiry? Step2 Dialogue Learning (20mins) Divide the students into 2 groups.
1. Read Dialogue A together. (Group A plays as buyer, Group B plays as seller)
2. Ask the students to find out how many points did the speakers mention here.
3. Ask the students to summary the basic points in a quotation. Step3 Language points & Useful sentences (15mins)
1. Ask the students to translate the following sentences and the teacher instructs the language points. Sentences:
(1) I’d rather you quote us your CIF price. (2) Would you give me an offer for Item No.17
(3) We want to find out if Article No. 16 is available.
(4) Please let us have your lowest quotation on the basis of CFR London.
(5) Our offer is open/ valid/ firm/ effective/ good for three days.
(6) May I have your lowest quotations CIF Sidney?
(7) What’s the minimum quantity of an order for this basket? Language points: on the basis of, to place an order, quote on CIF
London basis = quote on the basis of CIF London
2．Ask the students to read aloud the sentences. Step4 Role–playing (40mins)
1. The students make enquiry and quotation with his partner. (in pair)A plays as the seller, B plays as the buyer, and then the two students exchange their roles.
2. Invite some pairs to give their performance and the rest students give comments.
Step5 Assignment (2mins)
1. Review the useful sentences learned today.
2. Learn the rest samples by ones
elf.
Teaching Plan
Topic Unit 5 Communicating 1. The students can master some important useful sentences of price. Teaching 2. The student can make dialogue to bargain in a Aims and transaction. Requirements 3. The students can master the skills of bargain. Important Points 1. The students can master some important sentences of price. 2. The student can make dialogue about bargain in a transaction. 1. The student can make dialogue about bargain in a transaction. 2. The students can master the skills of bargain. Difficult Points Teaching The Communicative Approach Methods Scheduled Time 2 periods
课 时 计 划
Period 1 & 2
Planned Time: 80mins
Contents and Requirements:
1. Learn the dialogue
2. Practice the useful sentences of price. 3. Practice making dialogue about price.
Teaching procedures:
Step1 Lead in (8mins)
1. Revision of enquiry and quotation
Ask the students to translate the following sentences (1) 我希望你们给我们报成本加运费价。 (2) 七号商品你能给我报个价吗？
(3) 我们想了解一下十六号商品是否有货。 (4) 请你方报成本加运费至伦敦最低价。 (5) 我们的报价有效期为三天。 (6) 请问贵方CIF悉尼的最低价。 (7) 这款篮子的起订量是多少？
2. The teacher arouses the students’ interest by asking the following questions:
(1)Which term is the most important one in negotiation in a transaction?
(2)What kind of strategies will you adopt to sell your product at a high price?
Step2 Dialogue Learning (15mins) Divide the students into 2 groups.
(1) Read Dialogue A together. (Group A plays as buyer, Group B plays as seller)
(2) Ask the students to find out the reason that the buyer asks for a lower price and the way the seller response.
(3) Ask the students to think of more strategies for asking for a lower price as a buyer.
(4) Ask the students to think of more strategies to protect their price as a seller.
Step3 Language points & Useful sentences (15mins)
1. Ask the students to translate the following sentences and the teacher instructs the language points. Sentences:
(1) I’m afraid there is not much room for further reduction. (2)This is our rock bottom price. We can’t lower it any further. (3) The price is going up owing to the rise in the cost of raw materials.
(4) Our price is based on cost and reasonable profits. (5) Your price is far beyond our expectations.
(6) I’m sorry the difference between our price and your counter-offer is too wide.
(7)Actually, our price is already narrowly calculated and it leaves us only small profit margin.
Language point: to be frank, make concession, to meet sb. half way, in accordance with
2．Ask the students to read aloud the sentences. Step4 Role–playing (40mins)
1. The students discuss about the price with his partner. (in pair)A plays as the seller, B plays as the buyer, and then the two students exchange their roles.
2. Invite some pairs to give their performance and the rest students give comments.
3. Divide the students into several groups (3-4 students in a group), every two groups negotiate for price.
4. Invite some groups to give their performance and the rest students give comments and vote for the best group. Step5 Assignment (2mins)
1. Ask the students to sum up the strategies the buyer and the seller will adopt in negotiating price.
2. Learn the rest samples by oneself.
Teaching Plan
Topic Unit 6 Making Suggestions 1. The students can master some important sentences of packing. Teaching 2. The student can make dialogue to discuss packing. Aims and The students can master the skill of talking about Requirements 3. packing. Important Points 1. The students can master some important sentences of packing. 2. The students can discuss the terms of packing in a transaction in English. Difficult Points 1. The student can discuss the terms of packing in a transaction in English. Teaching The Communicative Approach Methods Scheduled Time 2 periods
课 时 计 划
Period 1 & 2
Planned Time: 80mins
Contents and Requirements:
1. Learn the dialogue
2. Practice the useful sentences of packing.
3. Practice making dialogue to discuss the terms of packing.
Teaching procedures:
Step1 Lead in (8mins)
1. Revision of talking about price
Ask the students to translate the following sentences (1) 我恐怕没有多大的余地进一步降价。 (2) 这是我们的最低价格， 不能再降了。 (3) 由于原材料成本提高，价格正在上涨。 (4) 我们的价格基于成本和合理的利润。 (5) 你们价格（之高）远远超乎我们的意料。 (6) 很遗憾，你们的还价与我方的价格相差太远。
(7) 事实上， 我们的价格是精确计算过的， 赚头很少。
2. The teacher arouses the students’ interest by asking the following questions:
(1)What’s the usage of packing?
(2)What should be concerned in packing? Step2 Dialogue Learning (15mins)
1. Divide the students into 2 groups.
2. Read Dialogue A together. (Group A plays as buyer, Group B plays as seller)
3. Ask the students to find out what did the buyer worry about packing. 4. Ask the students to sum up the common problems for outer packing in group (group discussion)
5. Ask the students to compare the results of their discussion and find the solution together ( cooperation work between groups) Step3 Language points & Useful sentences (15mins)
1. Ask the students to translate the following sentences and the teacher instructs the language points. Sentences:
(1) I’d like to hear what you say concerning the matter of packing. (2) As for the outer packing is concerned, could you use wooden boxes instead?
(3)The packaging must be seaworthy and strong enough to stand rough handling.
(4)The goods are to be packed in wooden cases containing 20 dozen each.
(5)Please make sure you use leak proof packing.
(6)They are extensively used in our shipments to continental ports. There are never any complaints from our clients.
(7)All the cartons are lined with shockproof corrugated cardboard and are wrapped up with damp proof polyethylene sheets.
(8)I must make it clear that with the different packing material, the packing expenses will be different.
2. Language points: 10 dozen to one carton, stand, be lined with 3．Ask the students to read aloud the sentences. Step4 Role–playing (40mins)
1. The students discuss about the packing with his partner. (in pair)A plays as the seller, B plays as the buyer, and then the two students exchange their roles.
2. Invite some pairs to give their performance and the rest students give comments.
3. Divide the students into several groups (3-4 students in a group), every two groups negotiate about packing. (some circumstances are provided e.g. the buyer insist that seller should use wooden case to pack the goods )
4. Invite some groups to give their performance and the rest students give comments and vote for the best group. Step5 Assignment (2mins)
1. Ask the students to collect the usually packing ways to some typical commodities.
2. Learn the rest samples by oneself.
Teaching Plan
Topic Unit 7 Receiving a Guest 1. The students can master the collocation in talking about shipment. Teaching 2. The student can make dialogue to discuss shipment. Aims and The students know how to handle the different Requirements 3. problems occurred in talking about shipment. Important Points 1. The students can master the collocation of packing. 2. The students can make dialogue to discuss shipment in English. Difficult Points 1. The students know how to handle the different problems occurred when talking about shipment. Teaching The Communicative Approach Methods Scheduled Time 2 periods
课 时 计 划
Period 1 & 2
Planned Time: 80mins
Contents and Requirements:
1. Learn the dialogue
2. Practice the useful sentences about packing.
3. Practice making dialogue to discuss the terms of shipment.
Teaching procedures:
Step1 Lead in (8mins)
1. Revision of talking about packing
Ask the students to translate the following sentences (1)包装必须适合海运，足够牢固，经得住野蛮搬运。 (2)货物用木箱包装，每箱装20打。
(3)我必须说清楚：使用不同的包装材料，包装费就不一样。 (4)请务必用防漏包装。
(5)我想知道您对包装有何想法。
(6)至于外包装， 能否用木盒代替么？
(7)所有纸箱都内衬防震波状硬纸壳，外用防潮塑料纸包裹。
2. The teacher arouses the students’ interest by asking the following questions：
(1)Is the date of delivery important to the buyer?
(2)What kind of bad result will emerge if the shipment is delayed? Step2 Dialogues Learning (20mins)
1. Divide the students into 2 groups.
2. Read Dialogue A together. (Group A play the role as buyer, Group B play the role as seller)
3. Ask the students to find out the main problems that occur in the dialogues. (Individual work)
4. Ask the students to give the solutions to the following questions. (Group work)
(1) As a buyer, how will you persuade the seller to effect the shipment as soon as possible?
(2) As a seller, how will you handle the problem if you can’t order an available steamer while your customer asks for prompt shipment?
5. Ask the students to compare the result of their discussion and find the solution together (cooperation work between groups) Step3 Language points & Useful sentences (15mins)
1. Ask the students to translate the following sentences and the teacher instructs the language points. Sentences:
(1) Could you consider prompt shipment for this lot? (2)We usually ship our goods by regular liners.
(3)Can you dispatch the goods by air instead of by sea? (4)We’d like to accept your proposal to change the unloading port to Los Angeles.
(5)Our customer requests the shipment be made in three equal lots, each every two months.
(6)We will arrange shipment immediately after we receive your L/C. (7)If shipment is effected from Guangzhou, we can receive the goods much earlier.
(8)We will do our best to ship the goods as early as possible, and we feel sure that the shipment will be satisfactory to you in every respect.
(9)We can book shipping space on S.S. “Fortune” before the 10th of March.
2. Language points: effect shipment, arrange shipment 3．Ask the students to read aloud the sentences. Step4 Role–playing (35mins)
1. The students discuss about the shipment with his partner. (in pair)A plays as the seller, B plays as the buyer, and then the two students exchange their roles.
2. Invite some pairs to give their performance and the rest students give comments.
3. Divide the students into several groups (3-4 students in a group), every two groups negotiate about shipment. (some circumstances are provided)
4. Invite some groups to give their performance and the rest students give comments and vote for the best group. Step5 Assignment (2mins)
1. Ask the students to collect the ways to deal with different problems when talking about shipment.
2. Learn the rest samples by oneself
Teaching Plan
Topic Unit 8 Entertaing a Guest 1. The students master the useful sentences of payment. Teaching 2. The students know the skills to ask for the terms Aims and of payment that they want. Requirements 3. The students can negotiate for the terms of payment skillfully in English. Important Points 1. The students master the useful sentences of payment. 2. The students know the skills to ask for the terms of payment that they want. Difficult Points 1. The students can negotiate for the terms of payment skillfully in English. Teaching The Communicative Approach Methods Scheduled Time 2 periods
课 时 计 划
Period 1 & 2
Planned Time: 80mins
Contents and Requirements:
1. Learn the dialogue
2. Practice the useful sentences about payment.
3. Practice making dialogue to discuss the terms of payment.
Teaching procedures:
Step1 Lead in (8mins)
1. Revision of talking about shipment
Ask the students to translate the following sentences
(1)我们这批货能否考虑即期装运？ (2)我们通常采用定期班装运。 (3)你能否用空运代替海运？
(4)我们愿意接受你们的建议，把卸货港改为落杉机。 (5)我们客户要求分三批等量装运，每两个月装一批。 (6)一收到你方信用证，我们会立即安排装船。 (7)如能在广州装运，我们收货会早得多。
(8)我们将尽力早日装运，并相信你方对这批货物会全方位满意。 (9)我方可在“幸福”轮上订到3月10日前的舱位。
2. The teacher arouses the students’ interest by asking the following questions.
Who cares more about the payment, the seller or the buyer? Step2 Dialogue Learning (15mins)
1. Divide the students into 2 groups.
2. Read Dialogue A together. (Group A play the role as buyer, Group B play the role as seller)
3. Ask the students to find out the conflict that occurs in the dialogue. (Individual work)
4. Ask the students to give the solution to the following questions. (Group work)
(1) How did the buyer persuade the buyer to accept by D/P at sight?
What will you do if you are the buyer in this case?
(2) How did seller insist that the buyer should pay by L/C? What w
ill you do if you were the seller in this case?
(3)How did the two parties solve their problems? What kind of nego
tiation skills can you get from this dialogue?
5. Ask the students to compare the result of their discussion and find the solution together (cooperation work between groups) Step3 Language points & Useful sentences (15mins)
1. Ask the students to translate the following sentences and the teacher instructs the language points. Sentences:
(1) I wonder if we can make payment for this order by documentary collection.
(2)To be on the safe side, we insist on payment by letter of credit. (3)If you agree to D/P payment, we can compromise on other terms. (4)Payment is to be effected by 100% confirmed irrevocable letters of credit payable by drafts at sight.
(5) L/C is the normal terms of payment universally adopted in international business. We must adhere to this customary practice.
(6)Miss Wang, to meet you half-way, how about 50%by L/C, and the rest by D/A?
(7)To tell you frankly, a letter of credit would increase the cost of our import, which will bring us a great deal of difficulty.
(8) We’ll open an irrevocable letter of credit in your favor within 10 days from the date of the contract.
2. Language points: make up one’s expenses, in accordance with, as usual.
3．Ask the students to read aloud the sentences. Step4 Role–playing (40mins)
1. The students talk about the payment with his partner. (in pair)A plays as the seller, B plays as the buyer, and then the two students exchange their roles.
2. Invite some pairs to give their performance and the rest students give comments.
3. Divide the students into several groups (3-4 students in a group), every two groups negotiate for payment.
(some circumstances are provided e.g. (1)the buyer insist on payment by D/P (2) the seller allows a time L/C at last )
4. Invite some groups to give their performance and the rest students give comments and vote for the best group. Step5 Assignment (2mins)
1. Review the useful sentences learned today. 2. Learn the rest samples by oneself.
Teaching Plan
Topic Unit 9 Brainstorming 1. The students know the three basic risks. Teaching 2. The student can suggest the right risk for the Aims and customer to cover. Requirements 3. The students can talk about insurance in English. Important Points 1. The students know the three basic risks. 2. The students can talk about insurance in English. Difficult Points 1. The student can suggest the right risk for the customer to cover. 2. The students can talk about insurance in English. Teaching The Communicative Approach Methods Scheduled Time 2 periods
课 时 计 划
Period 1 & 2
Planned Time: 80mins
Contents and Requirements:
1. Learn the dialogue
2. Practice the useful sentences about insurance. 3. Practice making dialogue to discuss insurance.
Teaching procedures:
Step1 Lead in (8mins)
1. Revision of the terms of payment
Ask the students to translate the following sentences: (1)不知这笔定单是否可以用跟单托收方式收款。 (2)为安全起见，我们坚持要求你们用信用证付款。
(3)如果你们同意付款交单，我们可以在其他条件方面做些让步。
(4)支付用100%的、保兑的、不可撤销的、凭即期汇票付款的信用证。
(5)对于将来的交易，如果金额不超过2000美元，可用付款交单方式支付。 (6)请立即开立信用证以便于我们早日装运。
(7)从合同签订之日起，我们将于10天内开出以你方为收益人的不可撤销的信用证。
2. The teacher arouses the students’ interest by asking the following questions.
Is insurance important in a transaction? Why? Step2 Dialogue Learning (20mins)
1. Divide the students into 2 groups.
2. Read Dialogue A together. (Group A plays as buyer, Group B plays as seller)
3. Ask the students to find out the solution to the following questions. (Group work)
(1) What are the three kinds of basic risks?
(2) How do deal with the situation that the buyer asks for extrane
ous risks?
(3) Who should be responsible to cover the insurance at FOB basis? 4. Ask the students to compare the result of their discussion and learn from each other (cooperation work between groups) Step3 Language points & Sentences practice (10mins)
1. Ask the students to translate the following sentences and instruct the language points.
(1) The buyers should cover insurance themselves. (2) We can arrange insurance on your behalf.
(3) We have covered the goods against All Risks and TPND.
(4) Please take out insurance on this lot for the invoice value plus 10%.
(5) What coverage do you think suits our goods best?
(Language points: cover insurance, arrange insurance, covered the goods against, take out insurance)
2．Ask the students to read aloud the sentences. Step4 Role–playing (40mins)
1. The students talk about the payment with his partner. (in pair)A plays as the seller, B plays as the buyer, and then the two students exchange their roles.
2. Invite some pairs to give their performance and the rest students
give comments.
3. Divide the students into several groups (3-4 students in a group), every two group talk about insurance.
(some circumstances are provided e.g. (1) the buyer want to cover the extraneous risks (2) the seller suggest the most suitable risks for the buyer to cover for his consignment)
4. Invite some groups to give their performance and the rest students give comments and vote for the best group. Step5Assignment (2mins)
1. Ask the students to collect the ways to deal with different problems in talking about shipment. 2. Learn the rest samples by oneself.
Teaching Plan
Topic Unit 10 Socializing 1. The students know how to conclude the business. 2. The student masters some useful sentences of the Teaching conclusion of business. Aims and The students can make a good conclusion of the Requirements 3. business in English. Important Points 1. The students know how to conclude the business. 2. The student masters some useful sentences of the conclusion of business. Difficult Points 1. The students can make a good conclusion of the business in English. Teaching The Communicative Approach Methods Scheduled Time 2 periods
课 时 计 划
Period 1 & 2
Planned Time: 80mins
Contents and Requirements:
1. Learn the dialogue
2. Practice the sentence pattern about conclusion of the business 3. Practice making dialogue to conclude the business.
Teaching procedures:
Step1 Lead in (8mins)
1. Revision about insurance
Ask the students to translate the following sentences (1) 保险由买方自行办理。 (2) 我们可以为你代办保险。
(3) 我们已为货物投保一切险和偷窃、提货不着险。 (4) 请按发票金额的110%为这批货投保。
(5) 你们认为什么保险范围最适合我们的货物？ (6) 对于这批货我需要投保什么险种？
2. The teacher arouses the students’ interest by asking the following question:
(1)What will you say when you finish the negotiation for a deal with your customer?
Step2 Dialogue Learning (15mins)
1. Divide the students into 2 groups.
2. Read Dialogue A together. (Group A plays as buyer, Group B plays as seller)
3. Ask the students to find out how many terms did the speaker mention here. (Individual work)
4. Ask the students to discuss the solution to the following questions. (Group work)
(1) Generally speaking, what should be mentioned in the conclusion
of a transaction?
(revision of the negotiation, how to deal with the contract, the b
est wish for the cooperation)
5. Ask the students to learn form each other from discussion. Step3 Language points & Sentences practice (15mins)
1. Ask the students to translate the following sentences and instruct the language points.
(1) Will you please check up the particulars and see if everything is in order?
(2) We will airmail the contract to you within the next week. (3) We will send the contract to your hotel for you to sign.
(4) We’ve had a very happy start, and I believe this can lead to more substantial business between us.
(5) Please remember to use both English and Chinese versions and both versions should be equally valid.
(Language point: check up, in order to, English and Chinese versions) 2．Ask the students to read aloud the sentences. Step4 Role–playing (40mins)
1. The students conclude the business with his partner. (in pair)A plays as the seller, B plays as the buyer, and then the two students exchange their roles.
2. Invite some pairs to give their performance and the rest students give comments.
Step5 Assignments (2mins)
1. Review the dialogue and sentences learned today. 2. Learn the rest samples by oneself.
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