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Unit 7 Business Meetings and Visiting
Arrangements
Background
Business meetings
Meetings
come
in
all
shapes
and
sizes.
There
are
the
everyday
office
meetings,
board meetings,
seminars
—
all the way up to
major conferences. And meetings can
now
be
face-to-face,
teleconference,
videoconference,
or
online
via
the
Internet.
When planning a
meeting, you should consider the following four
principles:
?
Preparation:
make
sure
your
meeting
has
a
clear,
stated
purpose
and
an
agenda;
participants
are
chosen
carefully,
invited
in
professional
way
and
given
sufficient
prior
information;
also
attention
to
details
including
room
bookings, catering, a/v
equipment, reminders.
?
Facilitation:
meaning
someone
or
a
team
is
responsible
for
guiding
the
meetings, a plan for the meeting is
reflected in the agenda and the facilitator
(or chair) keeps things on time and on
track.
?
Inspiration:
meaning
opportunity for spontaneity and enthusiasm.
?
Results:
every
meeting
should
be
directed
toward
one
or
more
outcomes.
Participants must
feel something has been accomplished.
Suggested teaching plan
Items
Objectives
Suggested Time
Getting Ready
To
learn
about
ordinal
numbers,
days
and
10 min.
months
Text A
To
get
a
general
idea
about
productive
80 min.
business meetings
To
master
the
important
expressions
and
structures
in
the
text
and
be
able
to
apply
them in practice
Language Focus
To
have
a
good
command
of
the
core
45 min.
vocabulary and structures in Text A
To
learn
to
use
direct
and
indirect
speech:
statements
Text B
To
have
an
overview
of
introducing
your
45 min.
company to a visitor
Vocational
To learn the
basic steps of receiving a visitor
90
min.
Focus
Skill
Focus
To learn the differences between
some similar
45 min.
—
Listening
and
sounds in English
Speaking
To practice your
speaking skills
Skill Focus
To
consolidate
the
use
of
direct
and
indirect
40 min.
—
Practical
speech
Writing
Practical
To learn about special days in the UK
and the
5 min.
Learning
USA
Getting Ready
A
(5 min.)
a.
Have the students look through the numbers and try
to find out
the rules.
b.
Have
the
students
listen
to
the
recording
and
add
the
missing
ordinal numbers.
c. Check
their answers and make explanations if necessary.
Listening Script of and Key to Exercise
A
1st
first
11th
eleventh
21st
twenty-first
2nd
second
12th
twelfth
22nd
twenty-second
3rd
third
13th
thirteenth
30th
thirtieth
4th
fourth
14th
fourteenth
40th
fortieth
5th
fifth
15th
fifteenth
50th
fiftieth
6th
sixth
16th
sixteenth
60th
sixtieth
7th
seventh
17th
seventeenth
70th
seventieth
8th
eighth
18th
eighteenth
80th
eightieth
9th
ninth
19th
nineteenth
90th
ninetieth
10th
tenth
20th
twentieth
100th
hundredth
B
(5 min.)
a.
Have the students get familiar with the short
forms of days and
months.
b.
Have the students listen to the recording and fill
in the blanks.
Listening Script of and
Key to Exercise B
Jan.
Feb.
Mar.
Apr.
May
Jun.
Jul.
Aug.
Sept.
Oct.
Nov.
Dec.
January
February
March
April
May
June
July
August
September
October
November
December
Sun.
Mon.
Tue.
Wed.
Thu.
Fri.
Sat.
Sunday
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Text A
the
students
first
listen
to
the
recording
of
the
new words
and
expressions,
and
then
have
them
read
them
aloud
and
get
familiar
with their meanings.
(10
min.)
2. Have the students
listen to the recording of the text, and read the
text
more
carefully
and
do
the
exercise
in
“
Understanding
your
reading
”
.
(25 min.)
3. Have
the students check their answers with each other
and then
ask some students to give
their final answer.
(10
min.)
4.
Ensure
the
students
have
a
deep
understanding
of
the
text
by
explaining the language points. If time
permits, have the students
practice
using them by composing new sentences.
(25 min.)
5.
After
an
in-depth
reading
of
the
text,
have
the
students
think
about what they have learned from the
text.
(10 min.)
Key to Text
A Exercise
1. F
2. T
3. F
4. T
5. T
Language
Points
Paragraph
1
show up
露面，出现；显现出来
We
waited until five o
’
clock,
but he didn
’
t
show up
.
我们一直等
到了
5
点，但他始终没有露面。
Scientists know that cancer may
not
show up
for many years.
科学
家们知道癌症可能会潜伏多年。
【拓展】
show sb. around / round
(sth.)
领（某人）参观
show off
炫耀，卖弄
Paragraph 3
1.
make the most
of
…
充分利用……
Happiness is the ability to
make the most of
what you
have.
幸福
就是有能力充分享受你拥有的一切。
He wished to
make
the most of
this opportunity.
他想充分利用这
次机会。
2.
make good use
of
…
充分利用……，好好利用……
【拓展】
make use
of
…
利用……，使用……
We
will
make
good
use
of
her
talents.
我们要很好地发挥她的
才能。
We should
make good use
of
light power, which is renewable.
我
们要充分利用光能这一可再生资源。
Not all schools
make use of
the opportunities open to them.
并不
是所有的学校都能抓住他们面临的机会。
We could
make better use
of
our resources.
我们可以更有效地
利用我们的资源。
Paragraph 4
1.
emphasize
v.
强调，重视
His speech
emphasized
the importance of
attracting industry to the
town.
他的发言强调了吸引工业到城镇的重要性。
I tried to
emphasize
my good points
without sounding boastful.
我
在强调自己的优点时尽量不让人觉得是在自我吹嘘。
2.
be aware
of
…
意识到……，明白……
Sometimes we
are
not
aware of
these feelings.
有时候我们没有
意识到这些情感。
He
was
well
aware
of
this problem.
他很清楚这个问题。
【拓展】
aware
a.
知道，意识到，明白
Were you
aware
that something was
wrong?
你有没有意识到已
经出了问题？
Everybody
should be made
aware
of the
risks involved.
应该让
大家都知道其中的风险。
As
you
’
re
aware
, this is not a new
problem.
正如你所了解的，
这
不是一个新问题。
3.
make
up for
…
弥补……
Nothing can
make up for
the loss of a child?
失去一个孩子是
任
何东西都无法弥补的。
Her enthusiasm
makes up
for
her lack of experience.
她的热情弥
补了她的经验不足。
Paragraph 12
1.
get sth. across / get
across
把某事解释清楚，传达某事；被理解
Your meaning
didn
’
t really
get
across
.
你的意思并未真正为别人
理解。
I’
m not very good at
getting
my ideas
across
.
我不太善于清楚地
表达自己的思想。
2.
not to
mention
…
更不必提……，更不用说……
He has two big houses in this country,
not to mention
his villa in
France.
他在这个国家有两座大房子，更别提他在法国
的别墅
了。
Old
people
and
children
alike
are
all
against
the
proposal,
not
to
mention
the
youth.
老人、小孩都不赞成这个建议，更不用说年
轻人
了。
【拓展】
mention
v.
提到，说到
Sorry, I
won
’
t
mention
it again.
对不起，我再也不提它了。
Nobody
mentione
d anything to me
about it.
没人跟我提过这事
儿。
d
on’t mention it
（别人道谢时的答语）不客气
—
Thank you very
much.
非常感谢。
—
Don
’
t
mention it.
不客气。
Language
Focus
A
Focus
the
students
’
attention
on
the
three
groups
of
words
by
discussing the differences among the
three
or four words in each
group.
Have
some
students
read
each
group
of
sentences
aloud
and make sure they understand their
meanings.
(5 min.)
B
Have the students finish
Exercise B in pairs. One students reads a
word in Column A aloud while the other
chooses the proper word
or expression
that agrees with it from Column B.
(3min.)
C
Have
the
students
look
through
the
given
vocabulary,
and
have
them complete the
sentences individually and check their answers
in pairs. Then have some of the
students read the sentence aloud
one by
one.
(5min.)
D
a. Have the students look
back at the structures
“
eith
er
…
or
…
”
and
“
on one
hand
…
on the other
hand
”
in Text A. Elicit some
ideas
about the usage and meaning of
the structures.
b.
Have
the
students
compose
sentences
with
the
given
words.
Then
have
them
take
turns
to
read
the
sentences,
making
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