商务英语教学 英文本PDF电子书下载

PART ONE: Introduction to Business English 3

1 What is Business English? 3

Background 3

What characterizes the language of business? 7

Sense of purpose 7

Social aspects 8

Clear communication 9

The Business English syllabus 9

Business and General English courses 10

2 Who wants to learn Business English? 15

Pre-experience learners 15

Low-experience learners 16

Junior company members 16

Learners who are moving jobs 16

Job-experienced learners 17

Reasons for learning English 17

Characteristics of the learners 17

Cultural differences 18

3 Where is Business English taught? 21

Types of institution 21

Public and private sector educational institutions 21

Adult learning centres and Chambers of Commerce 21

British Council- and American-sponsored centres 22

Language schools 22

Training and consulting groups and individual consultants 22

In-company 22

Some implications 23

For the pre-experience learner 23

For the job-experienced learner 23

For the training manager 23

4 Resources 25

The Business English trainer 25

Background and experience 25

Personal skills 27

Acquiring the resources 28

Skills 28

Knowledge 31

5 Performance objectives for Business English 35

The need to emphasize performance 35

Skills training: basic principles 37

The communicative approach 37

Learner involvement in course design 38

Input v．output 38

Task-based learning 39

Feedback 39

PART TWO: Analysing the needs of the learners 43

6 Describing levels of performance 43

Who needs to define levels of performance and why? 43

Performance scales 44

Testing and assessment 46

Published tests and examinations 47

Carrying out assessment yourself 48

The training gap 53

7 Job analysis 57

Job categories 57

Managers as learners 57

Technical staff as learners 60

Secretaries and clerical workers as learners 61

Departmental differences 62

Marketing and sales 64

Human resources 65

Finance 66

Production 68

8 Information gathering 71

What do we need to know? 71

Information about the learner 71

Defining the learning purpose 72

Information about the learning situation 72

Ways of gathering information 73

Job-experienced learners 73

Pre-experience learners 79

Practical problems in needs analysis 81

Examples of interview task sheets 84

9 Determining the content of the course 89

Breakdown of performance areas 89

Meetings and discussions 90

Giving information 95

Telephoning 98

Business correspondence 99

Socializing 100

Language analysis 102

Company documentation 103

Learner output 106

Training videos 108

The focus of training 110

PART THREE: Activities and materials 117

10 Published materials 117

Business English materials 117

General Business English coursebook packages 117

Supplementary materials 120

Job-specific materials 121

Reference books 121

Self-access materials 121

Business skills training materials 122

Video materials 123

Business simulation games 124

Selection and evaluation 125

Criteria for selection 125

11 Framework materials 131

What are framework materials? 131

Advantages 132

When should framework materials be used? 133

Frameworks for different purposes 134

Analysing 134

Describing contrast and similarity 136

Describing change 140

Describing cause and effect 140

Describing sequence 141

The setting box 142

For meetings and discussions 146

A customer-supplier simulation 150

Describing production processes 151

Problem-solving 153

Conversation 153

Conclusion 156

12 Authentic materials 157

Definition and use 157

Types and sources 158

Selection and exploitation of authentic materials 162

Text materials 163

Audio and video materials 169

Examples of tasks and activities 172

1 Using authentic materials to develop speaking skills 172

2 Using authentic materials to practise extracting information 174

3 Using authentic materials to develop listening skills 175

4 Using authentic materials to improve learners’comprehension of presentations 178

5 Using authentic materials to extend letter-writing vocabulary 184

13 Managing activities in the classroom 187

One-to-one v．group training 187

Dealing with individuals 190

Course design and the individual learner 191

Some examples of learners’work 193

Role play and simulation 196

Setting up the activity 196

What can go wrong? 198

Strategies for reducing the risks 199

Giving feedback 200

Course design: putting it all together 209

An intensive general Business English course plan 210

An extensive general Business English course plan 212

Specific Business English course plans 213

14 Current trends in Business English 215

Language training v．skills training 215

The influence of management training 218

Methodologies 218

Cross-cultural awareness 219

Growing professionalism 220

Glossary 221

Bibliography 223

Appendix 225

Suggestions for further reading 225

Suggestions for further viewing 228

Business English examinations 230

Performance scales 231

Professional associations 231

Business skills training materials：sources 231

Index 233