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范例
指导
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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
To
have
a
good
command
of
the
core
45 min.
Focus
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
90 min.
Focus
visitor
Skill Focus
To
learn
the
differences
between
some
45 min.
—
Listening
similar sounds in English
and Speaking
To practice
your speaking skills
Skill Focus
To
consolidate
the
use
of
direct
and
40
min.
—
Practical
indirect speech
Writing
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Practical
To
learn
about
special
days
in
the
UK
and
5 min.
Learning
the 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
11t
eleventh
21st
twenty-first
h
2nd
second
12t
twelfth
22nd
twenty-
secon
h
d
3rd
third
13t
thirteenth
30th
thirtieth
h
4th
fourth
14t
fourteenth
40th
fortieth
h
5th
fifth
15t
fifteenth
50th
fiftieth
h
6th
sixth
16t
sixteenth
60th
sixtieth
h
7th
sevent
17t
seventeent
70th
seventieth
h
h
h
8th
eighth
18t
eighteenth
80th
eightieth
h
9th
ninth
19t
nineteenth
90th
ninetieth
h
10t
tenth
20t
twentieth
100t
hundredth
h
h
h
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
January
February
March
April
May
Sun.
Mon.
Tue.
Wed.
Thu.
Sunday
Monday
Tuesday
Wednesday
Thursday
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Jun.
Jul.
Aug.
Sept.
Oct.
Nov.
Dec.
June
July
August
September
October
November
December
Fri.
Sat.
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
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。
Language
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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。
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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。
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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
“<
/p>
either
…
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
corrections if
necessary.
(7min.)
E
Have
the
students
work
individually
or
in
pairs.
Check
their
E-C translation
orally.
(5min.)
Key to
Language Focus
A
1. a.
distracted b. distracting c. distraction
2. a. effectively b. effect c.
effective
3. a. attention b.
attendance c. attended d. attentive
B
1. c 2. a 3. e 4. b 5. d
C
1.
announce
2.
make
the
most
of 3.
removed 4.
agenda
5. make up for 6.
accomplished 7. take the credit 8.
emphasize
D
1.a.
A
product
isn’t
popular
either
because
of
poor
quality,
or bad after-sales
service, or little advertising.
b.
There are many ways of contacting clients, either
by
phones, or by emails, or by direct
visits.
2.
a.
On
one
hand
people
think
they
work
too
much,
but
on
the
other hand
they complain that they earn too little.
b.
On one hand we don’t
have to clock in at work,
but on
the other hand we have very flexible
work hours.
E
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