《商务综合英语1》课程教学大纲.docx
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《商务综合英语1》课程教学大纲.docx
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《商务综合英语1》课程教学大纲
《综合商务英语Ⅰ》课程教学大纲
CoursesyllabusofBusinessEnglish:
AnIntegratedCourseⅠ
一、课程基本信息CourseInformation
课程代码:
16068004
CourseCode:
16068004
课程名称:
综合商务英语Ⅰ
CourseName:
BusinessEnglish:
AnIntegratedCourseⅠ
课程类别:
专业必修课
CourseType:
Compulsory
学时:
60学时
CoursePeriod:
60hours
学 分:
4学分
CourseCredit:
4
适用对象:
商务英语专业1年级学生
Students:
Firstyearundergraduate
考核方式:
考试
Assessment:
Examination
先修课程:
无
PreparatoryCourse:
None
2、课程简介CourseIntroduction
综合商务英语Ⅰ是为商务英语专业学生开设的1门专业技能必修课。
课程所选教材《商务英语综合教程》(第二版)是我国商务英语专业第1套按商务英语专业教学要求编写的教材,由对外经济贸易大学和上海外语教育出版社共同编写。
商务英语综合教程强调语言、文化与商务3者的有机结合,整套教材分为4册,1-4册中的语言技能、商务知识、文化知识按比例合理分配,第1册中的分配比例为,语言70%,商务与文化30%。
《商务英语综合教程Ⅰ》共有8个单元,其中每个单元包括围绕1个话题的3篇课文和配套视频资料。
每个单元的大体结构如下:
第1部分:
准备(词汇、内容、知识),第2部分:
课文Ⅰ(课文理解检查),第3部分:
课文
(阅读理解练习、视听练习等),第4部分:
课文
:
(语言练习与小组作业),第5部分:
语言训练(语言点、理解练习、学习技能、写作技能)。
TheundergraduatecourseIntegratedBusinessEnglishpreparesstudentstoplayanactiveandcreativeroleintoday’sglobalizedworldbyexploringEnglishlanguageandBusinessacrosscultures.ThecoursebookBusinessEnglish:
AnIntegratedCourseBook1constructs8topicsforthewholesemester,eachcontaining3articleswithlanguageskillpracticesandinclassdiscussions.
3、课程性质与教学目的
综合商务英语是1门专业技能必修课,是为商务英语专业开设的1门基础阶段主干课程。
该课程旨在通过1个学期的授课,传授学生系统的基础语言知识(包括语音、语法、篇章结构、语言功能等),训练基本的语言技能(听、说、读。
写、译),并通过对不同主题的授课和讨论,培养学生的商务专业素质和人文素养,并着重提升学生的跨文化交际能力。
本课程以商务、文化和科技等不同主题为教学单元,每单元紧扣社会热点话题,选择不同难度和文体的课文,兼顾语言学习、商务知识、外国文化、中国文化;课文选材篇幅适中,语言精练,有丰富的思想内涵,语言可读性强,充分反映经济全球化时代的特点贯彻任务教学法,设计丰富的学习任务,训练学生的跨文化交际能力和合作学习能力。
突出多媒体技术的应用,加大语言学习的趣味性和输入的有效性,调动学生课堂参与积极性,为进入高年级的学习打下扎实的专业基础。
除此之外,本课程还结合每个单元的课程内容,以该单元的课程内容为主题,结合学生的兴趣点,以丰富的载体、多样的形式,向国内相关内容和元素延伸,挖掘并有机地融合课程主题中隐藏的思政内容和教育资源,实现立德树人的目的。
综合商务英语1采用的《商务英语综合教程》(第二版)含括八大主题:
商务服装、饮食、交通、旅游、理财、网络数字化、文化娱乐、都市生活。
课程的每章均会先学习西方的商务和文化,之后向国内同类话题延展,结合中国传统文化,进行中西文化对比。
通过对比学习,让学生既能体会到中西方各自的优势,亦能增强学生的民族自豪感。
Asacompulsorycourse,IntegratedBusinessEnglishsetsitsaimtoprovideanall-roundtraininginEnglishskillswithspecialemphasisonbusinessandculturalhorizons.
4、教学要求及内容
教学要求
《商务英语综合教程I》是为商务英语专业1年级学生所开设的1门主干课程,教学对象为结束高考刚刚进入商务英语专业学习的新生,因此该课程要求帮助学生适应专业学习,搭建专业知识基础并达到《高等学校英语专业英语教学教学大纲》所规定的英语专业1级听、说、读、写、译等技能的要求(关于《高等学校英语专业英语教学教学大纲》)。
同时,根据课程每个单元的主题,学习西方的内容,延伸中方的相应的主题,将中国的传统文化、民族教育、国内发展形势,以科学的方式“润物细无声”地结合到每章课程学习中,从而提高学生对传统文化的意识,增加学生的民族自豪感。
教学内容
整体内容
该课程选用的教材《商务英语综合教程》由对外经济贸易大学和上海外语教育出版社合作编写,是第1套按商务英语专业教学要求编写的教材。
该教材每册包括8个单元,提供1个学期的学期内容。
其每个单元的具体教学内容构成如下:
Part1Activation
Unittheme
Topic-relatedWords
quotations
listen,watchanddiscuss
Part2Text
WarmupActivities
Readingandthink
NotesandVocabulary
Comprehensioncheckingeneralideas,structuralanalysis,specificinformation,andmakinginterpretations
Part3Text
Pre-readingQuestions
Vocabulary
Reading
Comprehensioncheckwithdetails
ListeningPractice
Part4Text
Reading
GroupDiscussion
GroupAssignment
Part5Practice
LanguageFocus
ComprehensivePractice
StudySkills
WritingSkills
5.课程思政具体融入点列表:
unit1
Discussion:
howshouldChineseculture“goout”?
whatisthecorecompetitivenessofChineseculturalproducts?
Unit2
(1)knowsomethingaboutChineseproverbsorsayingaboutfood,comparetheChinesefoodcultureandthewestern.
(2)LearnsomeChinesefoodinEnglish.TrytotranslateChinesedishedintoEnglish.TrytointroduceatypicalChinesedishtohim/her.
unit3
TalkaboutcarcultureandbicyclecultureinChinaandtheirimpactsonourlives.
unit4
howtobalanceeconomicdevelopmentandculturalpreservationinchina?
Howdoeschinaget“thethresholdofsustainability”intheprotectedareas
unit5
(1)DesignandconductasurveyonthereasonswhysavingratesofurbanhouseholdsinChinaarerisingandgiveareportontheresults.
(2)LearntextthreeandhelpstudenttolearnabouttheChinesestory.AskstudentstopayattentiontothecontrastbetweenChineseconsumerspendingasapercentageofGDPandChina’sconsumptioninanabsoluteterm.
unit6
(1)Designandconductaresearchondifferentmodesofcitiesandwriteareport.
(2)TrytocomparetheChinesecitytothecityinwesterncountry.
unit7
(1)LearnThehistoryofchina’smovieindustry
(2)DoaSearch:
MarketingofasuccessfulChinesemovieintermsofboxoffice,viewoffiguresinforeigncountries.
unit8
(1)namesomeoftheprincipalrulesintraditionalChinesearchitecture
(2)HowisthemoderncityplaninBeijinginfluencedbythedistributionoftheforbiddencity?
Unit1DressforSuccess
(1)ObjectivesandRequirements
1.Understandthemainideaofthethreetextsandestablishthelinkamongthem
2.Compareandcommentondifferentopinionsandmaketheirownjudgment.
3.Researchonthekeytermsrelatedtotheunit
4.Realizetheinfluenceofstereotypicalimageinpeople’slife
5.Understandandusetheexpressionspickedfromthetexts
6.Doagroupresearch,andgivereportonthefindings
7.discussion:
howshouldChineseculture“goout”?
whatisthecorecompetitivenessofChineseculturalproducts?
(2)Teachingcontents
Partone:
Activation
Parttwo:
Text
HillaryClintonisrunningforpresident
Partthree:
Text
BusinessCasualCausesConfusion
Partfour:
Text
TraditionalChineseClothing
Partfive:
languagepractice
(3)Atwo-weekteachingplanforunit1
Week1
1.Quicklygothroughthewordsandidentifytheirdifferencesinpartone.
clothing,garment,dress,wear,gear,costume,outfit,uniform
2.quotation
Discussthequotations,andaskthestudentswhethertheyagreeordisagree?
(1)“Clothesmaketheman.Nakedpeoplehavelittleornoinfluenceonsociety.”--MarkTwain
(2)“Vaintriflesastheyseem,clotheshave,theysay,moreimportantofficesthanmerelytokeepuswarm.Theychangeourviewoftheworldandtheworld'sviewofus.”--VirginiaWoolf
3.Listen,watchanddiscuss
WatchavideoclipfromamovieentitledTheDevilWearsPrada.AndthenanswerthequestionsonP3.
(1).whyisAndreamockedbyhercolleagues?
(2).DoesAndreadecidetochangeherselfforthejob?
(3).DoesAndreadoanythingwrongtooffendMiranda?
4.Text
readingandvocabulary
Champion,initiative,pantsuit,meme,combo,sartorial,petty,frivolity,aspirational,femininity,requisite,baggy,entirety,evidence,lampoon,bestow,boo,misogyny,onslaught,ingrained,
5.Text
analysisandcomprehensioncheck
Structuralanalysis,sentenceanalysis,sentenceparaphrase
Whatarethereasonsgivenbythetextwhybeardsarenolongerpopularnow?
WhenwerebeardscommonamongbusinessmeninBritainandtheUS,andwhendidthebeardedstylealmostdisappear?
Week2
1.Text
readingandvocabulary
Staple,laid-back,permeate,backlash,pushtheenvelope,rankle,gussy,mishmash,fauxpas,baffle,leeway,havoc,stodgy,bristle
3.pre-readingquestions
(1)Whatisthedifferencebetweenbusinessattireandbusinesscasual?
(2)Whatwouldyouchoosetoweartowork?
3.Readandthink
ReadthepassageintheP10,andthesequestions
(1)DoyouagreewithCohen?
(2)Whichisappropriateforabusiness-casualday?
Giveyouadvicetoher
4.Text
readingandvocabulary
Connote,motif,deity,embark,enthuse,adornment,encompass,tiara,uniformity,cheongsam,accentuate,accessory,render,apparel
5.Groupdiscussionandgroupassignment
Groupdiscussion:
Helpstudentstounderstandtherelationshipbetweencultureandfashionwithexamples,andthusthecross-culturaldifferencesinfashion.
Question:
howshouldChineseculture“goout”?
whatisthecorecompetitivenessofChineseculturalproducts?
Groupassignment:
(1)giveacomparisonofdifferentdresscodeswithexamplesanddetails
(2)makearesearchonthepopulardressstylesofbusinesspeopleanddresscodes.
6.Languagepracticeforunit1
(1)LanguageFocus
(2).ComprehensivePractice
(3).StudySkills:
UseofanEncyclopedia
(4).WritingSkills:
Compoundsentence
7.Teachingmethodsandapproaches
Teachingmethodsforthisunitincludelecturing,collaboratingincludingclassroomdiscussionandgroupassignment,debriefing,internet,andmultimedia.
Unit2YouAreWhatYouEat
1.ObjectivesandRequirements
(1).Understandthemainideaofthethreetextsandestablishthelinkamongthem
(2).comparedifferentmetaphorsoffoodindifferentcultures
(3).analyzeandcommentontheattitudestowardsorganicfood;describeandanalyzeforeigner’sperspectiveonlocalfood
(4).Understandandusetheexpressionspickfromthetexts.
(5).Makecomparisonsandpoint-to-pointoralpresentation.
(6).knowsomethingaboutChineseproverbsorsayingaboutfood,comparetheChinesefoodcultureandthewestern.
(7)LearnsomeChinesefoodinEnglish.TrytotranslateChinesedishedintoEnglish.TrytointroduceatypicalChinesedishtohim/her.
2.Teachingcontents
Partone:
Activation
Parttwo:
TextI
Youarewhatyoueat
Partthree:
TextII
Rethinkingorganics
Partfour:
TextIII
AChineseperspectiveonBritishfood
Partfive:
languagepractice
3.Atwo-weekteachingplanforunit2
Week1
(1).Activation
ThemeoftheUnit:
foodandculture
VideoGame:
mid-autumnfestival
(2).Pre-readingquestions
Whatdoyouknowaboutmetaphor?
Chooseanyfood(oranythingyouarefamiliarwithindailylife)andmakesentenceswiththemusingmetaphor.Thensharewithyourpartner.
Readandthink(PP.33).
Question:
Towhichextenddoyoufindtheabovedescriptiontrue?
DoyouknowanyChineseproverbsorsayingaboutfood?
(3).TextI,readingandvocabulary
Raillery,ritual,derisive,communion,endow,presage,nutritional,nourish,delectable,disposition,bland,temperate,seasoning,antagonistic,dichotomy,complement,masculine,entail,precedes,intimacy,nuance
4.TextIanalysisandcomprehensioncheck
Structuralanalysis,sentenceanalysis,sentenceparaphrase
Besides,theauthor
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