Clothing Apparel, Electronic Products, Food And Drink, Cosmetics


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Clothing Apparel, Electronic Products, Food And Drink, Cosmetics

  1. 1. Tutorial On World Class English For Business Book I Tutor: Zhu Meiping BWOL Tutorial Centre zhumeiping @tutor. beiwaionline .com
  2. 2. Module One: Change and the Company An Overview
  3. 3. Module One: Change and the Company An overview 1 ( 2 minutes ) <ul><li>Aims </li></ul><ul><ul><li>To look at the changes which can take place in an organization/company </li></ul></ul><ul><ul><li>To look at the effects these changes can have on the employees </li></ul></ul><ul><ul><li>To consider changes which have happened as a result of technology, new working practices and increasing globalization </li></ul></ul>
  4. 4. Module One: An overview 2 ( 8 minutes) <ul><li>Outline: </li></ul><ul><ul><li>Unit 1: How companies operate </li></ul></ul><ul><ul><ul><li>Structure of the organization </li></ul></ul></ul><ul><ul><ul><ul><li>Language for describing company structure and personal responsibilities </li></ul></ul></ul></ul><ul><ul><ul><li>Development of successful products </li></ul></ul></ul><ul><ul><li>Unit 2: Responding to changes </li></ul></ul><ul><ul><ul><li>The effect of changes on individuals </li></ul></ul></ul><ul><ul><ul><li>The global market </li></ul></ul></ul><ul><ul><ul><li>New ways of buying and selling using the latest technology </li></ul></ul></ul><ul><ul><ul><ul><li>Language for describing trends and changes in them </li></ul></ul></ul></ul><ul><ul><li>Unit 3: Ways of working </li></ul></ul><ul><ul><ul><li>Different work patterns </li></ul></ul></ul><ul><ul><ul><ul><li>Effects of technology on working places (the trend towards working from home) </li></ul></ul></ul></ul><ul><ul><ul><li>Regulations associated with the workplaces </li></ul></ul></ul><ul><ul><ul><ul><li>Language for describing regulations </li></ul></ul></ul></ul><ul><ul><li>Unit 4: Revision </li></ul></ul><ul><ul><ul><li>Review the materials that have been covered </li></ul></ul></ul><ul><ul><ul><li>Practice content knowledge in communicative activities </li></ul></ul></ul>
  5. 5. Overview: Quick Quiz ( 10 minutes) <ul><li>Do the oral interpretation of the following words first and then write the English versions down: </li></ul><ul><ul><li>企业结构 局域网络 </li></ul></ul><ul><ul><li>网址 电子邮箱 </li></ul></ul><ul><ul><li>纵向结构 衡向结构 </li></ul></ul><ul><ul><li>层次 执行总裁 </li></ul></ul><ul><ul><li>产品种类 变革与机遇 </li></ul></ul><ul><ul><li>工作头衔 图表与趋势 </li></ul></ul><ul><ul><li>企业外部环境要素 适应变化型企业 </li></ul></ul><ul><ul><ul><ul><ul><li>(Check the key at the back) </li></ul></ul></ul></ul></ul>
  6. 6. Unit 1: How Companies Operate <ul><li>Aims </li></ul><ul><ul><li>Look at some basic facts about “Dutton Engineering and consider the way it has changed. </li></ul></ul><ul><ul><li>Study the different ways organizations can be structured. </li></ul></ul><ul><ul><li>Study some examples of successful products. </li></ul></ul>
  7. 7. Session 1 <ul><li>Dutton Engineering </li></ul>
  8. 8. Session 1: Activities Sentence structure construction Listening/speaking A7 Answering questions Listening/speaking A6 Answering questions Listening/reading/ speaking A5 Blank-filling Listening A4 Map-matching Listening A3 Answering questions Reading A2 Matching definition with words Vocabulary A1 Task Skill focus Activity number
  9. 9. Session 1: Topics and Skills <ul><li>Describe basic facts about a company </li></ul><ul><li>Understand changes a company experiences as a result of new technology (establishment date  location  product  number of employees) </li></ul><ul><li>Be able to ask and answer questions about a company (A2, A5~A8). </li></ul>
  10. 10. Session 1: Language Focus <ul><li>Vocabulary concerning high technology (A1) </li></ul><ul><ul><li>Online, the internet, intranet, web browser, email, website </li></ul></ul><ul><li>Sentence structures used to introduce basic facts about a company (A2~A8); </li></ul><ul><ul><li>… is based at… </li></ul></ul><ul><ul><li>… makes… </li></ul></ul><ul><ul><li>… is located… </li></ul></ul><ul><ul><li>… has been situated… </li></ul></ul><ul><ul><li>… was founded… </li></ul></ul>
  11. 11. Session 1: Communicative Activity 1 <ul><li>Objective: To ask questions and talk about companies/organizations to get some general information </li></ul><ul><li>Course activities covered: Activities 1-8 </li></ul><ul><li>Duration: 10 minutes </li></ul><ul><li>Type: Pair work </li></ul><ul><li>Aids: The textbook: </li></ul><ul><ul><li>--- Use the text in Activity 2 on page 3 as an example to talk about the general information about your company </li></ul></ul><ul><ul><li>--- Practice the vocabulary in Activity 1 on page 2: </li></ul></ul><ul><li>online, the internet, intranet, web browser, email, website </li></ul><ul><ul><li>--- Practice using the language used in this session </li></ul></ul>
  12. 12. Communicative Activity 1: Instructions Pair Work: Turn to pages 40 and 42 and do Activity 1. One of you will be Student A (Look at page 40) and the other will be Student B (Look at page 42). Complete the table and ask each other questions about your companies/organizations and then make a brief introduction about your company/organization to your partner. When founded Partner’s company Your company Website When was it set up? What products or services Number of employees Exact location/ how long in location
  13. 13. Communicative Activity 1: Feedback I am a sales manager at -----_. I have been using our website www. ----_a lot. It was first set up in ----- . Since then it has been visited by a large number of people from all over the world. Our company was founded in ----- . It is a change-adept company with a lot of vitality. We don’t have too many managers in our small company. The company is more of a flat structure with one managing director and three departmental managers. ----- people are employed and the communication between departments runs very smoothly. We involve everyone in the process of improvement. Employees are happy working with this company. I am happy too. Language sample for a brief introduction about a company
  14. 14. Session 2 The Structure of organizations
  15. 15. Session 2: Activities Answering questions Listening/Speaking A10 Factual error correction Listening/Reading A7 Blank-filling Vocabulary/Reading A8 Matching Use of Preposition A9 Chat blank filling Listening A11 True or false questions Interpreting the chart A6 Multiple-choice Listening A5 Answering questions Skimming/Scanning the chart A4 Multiple-choice Reading/Listening A3 Matching Vocabulary A2 Blank-filling Vocabulary A1 Task Skill focus Activity Number
  16. 16. Session 2: Topics and Skills <ul><li>Consider the different ways in which organizations can be structured </li></ul><ul><li>Look at the language for describing the structure of a company and the responsibilities of people in a company. </li></ul><ul><li>Learn vocabulary concerning the company structure: department titles, job titles and people’s responsibilities at work places (As1-2, As4-6) </li></ul><ul><li>Be able to read charts, talk about a company’s structure and describe responsibilities (A4, A5~A11). </li></ul>
  17. 17. Session 2: Language Focus <ul><li>Vocabulary concerning high technology (As1-2 on pp. 5-6): </li></ul><ul><li>managing director, finance director, marketing director, production director, staff payments manager, credit control manager, wages clerk, clock in, the shop floor, strategy, supervise, manufacture, etc. </li></ul><ul><li>Language used to describe the structure of an organization </li></ul><ul><li>… is divided into … … is composed of … </li></ul><ul><li>… is made up of … … consists of … </li></ul><ul><li>… comprises … </li></ul><ul><li>Language used to describe responsibilities (A6 on p.7) </li></ul><ul><li>… runs … … deals with … … sees to … </li></ul><ul><ul><li>… is head of … … looks after </li></ul></ul><ul><ul><li>… is responsible for … … takes care of … </li></ul></ul><ul><ul><li>… is in charge of … … reports to </li></ul></ul><ul><ul><li>… is accountable to … … has two persons under … </li></ul></ul>
  18. 18. Session 2: Communicative Activity 2 Objective: To talk about your organizational structure and responsibilities Course activities covered: A ll the activities in the this session Duration: 10 minutes Type: Team work (in 4s) Aids: The textbook and a pen
  19. 19. Communicative Activity 2: Instructions <ul><li>Team work: Turn to page 42 and have a look at Activity 2. Please do the following tasks. </li></ul><ul><li>Please draw a chart of your organizational structure and show who is in charge of what (2 minutes). </li></ul><ul><li>Introduce the organizational structure of your company, your directors, managers and their responsibilities to your team members (8 minutes, 2 minutes for each) </li></ul>
  20. 20. Communicative Activity 2: Feedback By doing this activity, you have been acquainted with the necessary vocabulary and language you need to describe the structure of an organization and the responsibilities of the people working with companies.
  21. 21. Session 3 Successful Products
  22. 22. Session 3: Activities Answering questions Listening/Speaking A6 matching Vocabulary A5 Blank-filling Reading A4 True/false Listening A3 Multiple-choice Listening A2 Matching brands with product types Vocabulary A1 Task Skill focus Activity number
  23. 23. Session 3: Topics and Skills <ul><li>Get to know some successful products, product categories and famous brands. </li></ul><ul><li>Vocabulary concerning products and their categories(A1) </li></ul><ul><li>Be able to describe or talk about company’s products and brands (A4~A5). </li></ul>
  24. 24. Session 3: Language Focus <ul><li>Vocabulary: </li></ul><ul><ul><li>Product categories (A1): </li></ul></ul><ul><ul><li>Clothing/apparel, electronic products, food and drink, cosmetics, food processing, automobiles, parcel delivery, personal care and cleaning, household appliances, long distance telephone service, gasoline-service station, personal computers, airlines, fast-food restaurant, etc. </li></ul></ul><ul><ul><li>Brands: Levi’s, Sony, Coca Cola, Avon, H. J. Heinz, Cadillac, Federal Express, Procter & Gamble (P&G), Haier, Unicom/At & T, China Petrol, Leveno ( 联想 )/Dell, Air China, MacDonald’s/KFC. </li></ul></ul><ul><li>Phrasal verbs to talk about products of companies (A4~A5 on pp.11-12); </li></ul><ul><ul><li>… set out (aim, arrange, leave) … </li></ul></ul><ul><ul><li>… join up (unite) … </li></ul></ul><ul><ul><li>… take on (employ) … </li></ul></ul><ul><ul><li>… take off (increase, depart) … </li></ul></ul>
  25. 25. Session 3: Communicative Activity 3: Objective: To practice talking about products or service-products of companies/ organizations/enterprisers. Course activities covered: A 1 and As 4-5 Duration: 10 minutes Type: Pair work Aids: The textbook, some paper
  26. 27. Coca-Cola Company’s Promise: The Coca-Cola Company exists to benefit and refresh everyone it touches. The basic proposition of our business is simple, solid and timeless. When we bring refreshment, value, joy and fun to our stakeholders, then we successfully nurture and protect our brands, particularly Coca-Cola. That is the key to fulfilling our ultimate obligation to provide consistently attractive returns to the owners of our business.
  27. 29. Communicative Activity 3: Instructions <ul><li>Pair Work: talk about your company products/service-products (one or two most products, if they are too many) with your partner. </li></ul><ul><li>For talking, please write down a few most important words/phrases first, using the text in A4 on p.11 as reference on a piece of paper (2 minutes) </li></ul><ul><li>Talk about your company’s products (8 minutes, 4 minutes for each) </li></ul>
  28. 30. Communicative Activity 3: Feedback <ul><li>Ask one or two pairs to do the task in front of the class and give some comments. </li></ul><ul><li>After you have finished doing this task, you shall have been able to introduce and talk about your company’s products to your consumers/customers. </li></ul>
  29. 31. Unit 2: Responding to Change <ul><li>Aims </li></ul><ul><ul><li>Listen to people talking about the way change has affected their lives. </li></ul></ul><ul><ul><li>Study product performance and the way sales can change. </li></ul></ul><ul><ul><li>Consider how organizations operate in today’s global market. </li></ul></ul>
  30. 32. Session 4 <ul><li>People and Change </li></ul>
  31. 33. Session 4: Activities Writing a short summary from notes Guided writing A7 Answering questions, practicing the use of “used to” Listening/Speaking A8 Matching the adjectives with the equivalent words and phrases Vocabulary A6 Multiple-choice Listening A5 Blank-filling Listening/Vocabulary A4 matching Reading/Vocabulary A3 Decision making Reading A2 Matching pictures with quotations Listening A1 Task Skill focus Activity number
  32. 34. Session 4: Topics and Skills <ul><li>Look at the way change can affect people at work in both positive and negative ways </li></ul><ul><li>Describe how change has affected us personally </li></ul><ul><li>Vocabulary concerning new opportunities change has brought about and adjectives used to describe jobs (A3,A5,A6) </li></ul><ul><li>Be able to talk about ways, both positive and negative, change has brought to our work and personal life (A1, A4, A2, A7). </li></ul>
  33. 35. Session 4: Language Focus <ul><li>Vocabulary: </li></ul><ul><ul><li>New opportunities change has brought to people(A3): </li></ul></ul><ul><ul><ul><li>Traveling, </li></ul></ul></ul><ul><ul><ul><li>working with new technology, </li></ul></ul></ul><ul><ul><ul><li>improved salary, </li></ul></ul></ul><ul><ul><ul><li>increased job security, </li></ul></ul></ul><ul><ul><ul><li>experiencing a different life style, </li></ul></ul></ul><ul><ul><ul><li>increased efficiency, </li></ul></ul></ul><ul><ul><ul><li>living in a foreign capital, </li></ul></ul></ul><ul><ul><ul><li>developing his/her career, etc. </li></ul></ul></ul><ul><ul><li>Adjectives used to describe jobs (A6): </li></ul></ul><ul><li>Stressful, rewarding, demanding, tedious, creative, secure, fun, well-paid, etc. </li></ul><ul><li>Sentence structures used to describe past situations and routes that no longer exist (A3): </li></ul><ul><ul><li>… used to … </li></ul></ul><ul><ul><li>… didn’t use to … </li></ul></ul>
  34. 36. Session 4: Communicative Activity 4 Objective: To talk about the changes that have happened to you at your work place in the recent year, in comparison with the past, and their positive and negative effects on you. Course activities covered: A ll the activities Duration: 10 minutes Type: Team Work (in 5s) Aids: The textbook
  35. 37. Communicative Activity 4: Instructions Team Work: Organize yourselves into groups of five and talk about the changes and their effects on you in your work places, using “used to” to describe the past situations and the adjectives to describe your present jobs (A6). (Each one of you can only talk about 2 minutes)
  36. 38. Communicative Activity 4: Feedback <ul><li>Ask two team representatives to talk about changes and the effects on their present jobs in front of the class and offer necessary comments. </li></ul><ul><li>By now, you shall have been able to talk about the changes that have happened to you and your jobs. </li></ul>
  37. 39. Session 5 Describing Trends
  38. 40. Session 5: Activities Answering questions Reading A7 Competing the graph Listening A8 Answering questions Listening/Note taking A9 Answering questions Listening/Speaking A10 Fill in the blanks with prepositions Reading A6 Blank-filling/mini-dictation Listening/Writing A5 Completing sentences Listening/Writing A4 Answering questions Listening/Speaking A3 Graphs matching Vocabulary/ Describing graphs A2 Matching verbs with appropriate graphs Vocabulary/ Interpreting graphs A1 Task Skill focus Activity number
  39. 41. Session 5: Topics and Skills <ul><li>Describe trends/general patterns or tendencies in the company’s performance, such as sales, share prices, exchange rates, etc. </li></ul><ul><li>Learn vocabulary concerning graph interpretation and description of trends(A1-A3) </li></ul><ul><li>Be able to interpret graphs and describe trends by using present continuous tense and cause and result expressions (A1-A6). </li></ul>
  40. 42. Session 5: Language Focus <ul><li>Vocabulary concerning graph interpretation (A1) </li></ul><ul><ul><li>The often used verbs are: rise, fall, soar and plummet, stay steady, fluctuate, etc. </li></ul></ul><ul><ul><li>The often used adverbs are: slightly, steadily, dramatically, etc. </li></ul></ul><ul><li>Present continuous tense used to describe company performance and graphs: (As1-2) </li></ul><ul><li>… to be + -ing … </li></ul><ul><li>… are falling … </li></ul><ul><li>… is rising … </li></ul><ul><li>… are improving … </li></ul><ul><li>Sentence structures used to show cause and result (A5 on p.19); </li></ul><ul><ul><li>As a result of … </li></ul></ul><ul><ul><li>Due to … </li></ul></ul><ul><ul><li>Because of … </li></ul></ul><ul><ul><li>Owing to … </li></ul></ul>
  41. 43. Session 5: Communicative Activity 5 Objective: To interpret graphs and describe trends/general patterns or tendencies in market places. Course activities covered: A 1 Duration: 10 minutes Type: Pair work Aids: The textbook
  42. 45. Communicative Activity 5: Instructions <ul><li>Pair Work: </li></ul><ul><li>Look at the graphs and talk about the sales situation of apparel in Xidan and Shuangan, and Modern Plaza markets in the past four seasons. </li></ul><ul><li>2) Use the present tense: </li></ul><ul><li>“ … to be + -ing …” and the following 3) Use the following vocabulary: </li></ul><ul><li>rise, fall, soar and plummet, stay steady, fluctuate, slightly, steadily, dramatically </li></ul>
  43. 46. Communicative Activity 5: Feedback Having done this task, you have been able to interpret graphs and describe company performances in the market place. This graph interpretation skill is very useful for both business briefing and written reports at work in companies.
  44. 47. Session 6 The Global Market
  45. 48. Session 6: Activities Identify STEEP external factor Reading A7 Complete the sentences Listening A8 Asking questions Listening A9 Answering questions Reading A6 Blank-filling Reading A5 Fill in the table Listening A4 Underline phrases that give an opinion Reading A3 Matching titles to paragraphs of comments Reading A2 Blank-filling Vocabulary A1 Task Skill focus Activity number
  46. 49. Session 6: Topics and Skills <ul><li>Understand how companies/organizations operate in a global market </li></ul><ul><li>Read about globalization and studying STEEP analysis </li></ul><ul><li>Vocabulary concerning the global markets.(A1 on p.21) </li></ul><ul><li>Be able to describe events which began in the past but which are still important in the present. (A2, A4). </li></ul>
  47. 50. Session 6: Language Focus <ul><li>Vocabulary concerning the global market (A1, A4) </li></ul><ul><li>global strategy, shrinking, site, marketplace, conglomerate( 联合大企业) , STEEP external factors (企业外部五大要素) : economic, sociological, technological, political, ecological </li></ul><ul><li>The present perfect tense used to describe the events which started in the past but still are significant in the present time: </li></ul><ul><li>sb has/have done sth (since + point of time/for + duration of time)(p.23) </li></ul><ul><li>Past tense used to talk about a finished action in the past: </li></ul><ul><li>sb. v. + ed sth (p.23) </li></ul><ul><li>Sentence structures used to give personal opinions: (As2~3): </li></ul><ul><li>I believe … I feel … … in my opinion … … in my view … </li></ul><ul><li>International Marketing Environmental Mix ( 国际市场营销环境组合) : </li></ul><ul><li>Economic, social-cultural, political-legal, competitive, and technological </li></ul><ul><li>(Boone and Kurts 1998) </li></ul>
  48. 51. Session 6: Communicative Activity 6 Objective: To talk about how your company operate in home and global markets by using the STEEP analysis Course activities covered: A s1-2, As4-5 Duration: 12 minutes Type: Team work Aids: The textbook, a pen and some paper
  49. 52. Communicative Activity 6: Instructions Team work: 1)Form yourselves into groups of 5s. 2)Refer to the STEEP analysis model on p.22 and two texts in A2 and A5 on p.22 and p.24. 3)Write down some external factors which are essential to your company (2minutes). 4)Discuss the factors in your groups and pay special attention to the use of present perfect tense and past tense (10 minutes, 2 for each) .
  50. 53. Communicative Activity 6: Feedback <ul><li>After doing this task, you are supposed to know the STEEP analysis well and are able to use this model to study your company’s marketing environment both at home and abroad. </li></ul><ul><li>You shall have understood the differences between the uses of present perfect tense and past tense and become more confident in using the two tenses in talking about events that happened or have happened to your companies. </li></ul>
  51. 54. Unit 3: Ways of Working <ul><li>Aims </li></ul><ul><ul><li>Look at recent changes in working patterns. </li></ul></ul><ul><ul><li>Study the language involved in changing regulations. </li></ul></ul><ul><ul><li>Consider what effects new technology might have in the future. </li></ul></ul>
  52. 55. Session 7 <ul><li>Telecommuting </li></ul>
  53. 56. Session 7: Activities Multiple-choice Reading A7 Answering a big question Listening/Note taking A6 Answering questions Listening/Speaking A5 Complete the table Listening A4 Blank-filling Reading A3 Answering questions Reading A2 Blank-filling Listening A1 Task Skill focus Activity number
  54. 57. Session 7: Topics and Skills <ul><li>Understand how global changes, especially technological changes, affect everyone’s work patterns. </li></ul><ul><li>Consider the advantages and disadvantages of working from home ( Telecommuting) . </li></ul><ul><li>Learn the vocabulary concerning qualities organizations need: change-adept, open to the ideas of change, 3Cs on p. 25, three particular changes on p.26, etc. (A1, A4) </li></ul><ul><li>Be able to take notes and use prepositions (A3, A6). </li></ul>
  55. 58. Session 7: Language Focus <ul><li>Vocabulary concerning changes of organizations and their working patterns (A1,A4) </li></ul><ul><ul><li>Concepts, Confidence, Connections, Kaizen, Annualized hours, Suppliers, </li></ul></ul><ul><ul><li>relocate offices, reorganize the workforce, set up a website, launch a new </li></ul></ul><ul><ul><li>product line, change to flexible working hours, open a office in a foreign </li></ul></ul><ul><ul><li>country, etc. </li></ul></ul><ul><li>Prepositional phrases used to online some of the key changes about a company (A3); </li></ul><ul><ul><li>… a problem for employees … … get stopped by sth … </li></ul></ul><ul><ul><li>… has/have an effect on management … </li></ul></ul><ul><ul><li>… work on the shop floor in an organization … </li></ul></ul><ul><ul><li>… some of the most important changes … </li></ul></ul><ul><ul><li>Changes have been implemented at … (a company) </li></ul></ul><ul><ul><li>… reduction in the number of suppliers … </li></ul></ul><ul><ul><li>The introduction of Kaizen (a Japanese concept of continuous improvement) … </li></ul></ul>
  56. 59. Session 7: Communicative Activity 7 Objective: To practice your note-taking and talking about some key disadvantages of telecommuting (A7 on p.27) Course activities covered: A 7 Duration: 10 minutes Type: Individual work and pair work (Note-taking and discussion) Aids: The textbook, a pen and some paper
  57. 60. Communicative Activity 7: Instructions <ul><li>Individual work and pair work: </li></ul><ul><li>Turn to page 27 and read the text in A7 carefully first (3 minutes) </li></ul><ul><li>Note down the disadvantages the writer mentions in the text (3 mimutes) </li></ul><ul><li>3) Discuss the advantages of telecommuting with your partner. If your agree/disagree with the writer, why/why not? </li></ul>
  58. 61. Communicative Activity 7: Feedback 1. Ask learners in turn to tell the class the advantages they have noted down (one learner gives only one advantage, in this way, more learners will have a chance to talk in class). 2. Here are the notes of the disadvantages mentioned in the text. 1) Lack of team working spirit (the labor market to be made up of lonely, isolated, under stimulated social retards) 2) Lack of physical exercises (have gained weight) 3) Loss of self-esteem (people not taking her seriously) 4) Feeling completely bored at home (cutting her toenails) 5) Lack of motivation for work (getting cut off from the world, feeing like a sad old cow) 3. Advice given: to get balance, not to work in complete isolation, and to contact with the outside world.
  59. 62. Session 8 Working with Regulations
  60. 63. Session 8: Activities Fill in the blanks with correct articles (冠词) Reading A7 Asking questions Listening/Speaking A8 Answering questions Reading A6 Underline model verbs indicating obligations or advice Reading A5 Matching words with definitions Vocabulary A4 Blank-filling Making responses A3 True/false Listening A2 Matching with symbols with sentences Vocabulary A1 Task Skill focus Activity number
  61. 64. Session 8: Topics and Skills <ul><li>Look at the tax regulations in the UK and the language of regulations. </li></ul><ul><li>Be able to give advice and express obligation by using model verbs(A1, A3). </li></ul><ul><li>Study the use of definite and indefinite articles (A5, A7). </li></ul>
  62. 65. Session 8: Language Focus <ul><li>Vocabulary concerning tax regulations (A4): </li></ul><ul><li>fine, penalty notice, Inland revenue, deadline, tax return, self-employed, etc. </li></ul><ul><li>Model verbs used to express obligation and advice (A1, A3, A5): </li></ul><ul><li>Must, mustn’t, has/have to, doesn’t/don’t have to, should, should not, etc. </li></ul><ul><li>The use of indefinite article: a/an </li></ul><ul><ul><li>One thing/person in general sense, e.g. a tax return, a heavy fine, a penalty notice, an hour, etc. </li></ul></ul><ul><li>The use of indefinite article: the </li></ul><ul><ul><li>To refer to something we have already mentioned, e.g. Sending in your tax return late results in a heavy fine. The fine is very high if you are late. </li></ul></ul><ul><ul><li>To talk about something unique, e.g. The government (Refer to the British government. And there is only one national government in the UK) has introduced new taxation laws. </li></ul></ul><ul><ul><li>To be used with superlatives, e.g. The biggest mistake you can make is not to return your tax form. </li></ul></ul><ul><ul><li>We use no article when we are talking about things or people in general. E.g. Self-employed people in the UK have to send in tax returns. </li></ul></ul>
  63. 66. Session 8: Communicative Activity 8 Objective: To express obligations and advice by discussing the Chinese income tax laws Course activities covered: A 1, As3-5 Duration: 12 minutes Type: Team work Aids: The textbook, a pen and some paper
  64. 67. Communicative Activity 8: Instructions <ul><li>Team work: </li></ul><ul><li>Form yourselves into groups of 6s. </li></ul><ul><li>Look at the following Chinese personal income tax laws (2 minutes). </li></ul><ul><li>3. Discuss the laws by using the language of regulations (The use of model verbs in As1-5 on pp. 28-29) ( 10 minutes) </li></ul>1400 25% 8000 2000 30% 10000 650 20% 5000 250 10% 3000 50 5% 1000 Actual tax amount (Chinese yuan) Percentage of personal income tax Personal Income amount (Chinese yuan)
  65. 68. Communicative Activity 8: Feedback <ul><li>Ask some learners to air their views on the new Chinese personal income tax laws in class and discuss with class about some possible advice on tax regulation improvement. </li></ul><ul><li>After you have done this task, you shall have been able to use model verbs to express obligations and offer advice on tax regulations. </li></ul>
  66. 69. Session 9 Working in Cyberspace
  67. 70. Session 9: Activities Completing a dialogue by blank-filling Listening A7 Answering questions Listening/Speaking A8 Multiple-choice Listening A6 Ticking correct sentences Listening A5 Completing sentences through matching parts in two columns Reading/Grammar A4 Completing sentences through multiple-choice Reading A3 Matching the numbered parts of the diagram with the descriptions Diagram Reading A2 Answering questions Reading A1 Task Skill focus Activity number
  68. 71. Session 9: Topic and Skill <ul><li>Consider some of the day-to-day changes that technology can bring and looking at buying things on the Internet. </li></ul><ul><li>Be able to describe possible situations by using “if” and “will” structure (As2-4). </li></ul>
  69. 72. Session 9: Language Focus <ul><li>Vocabulary concerning cyberspace and shopping on the Internet (As1-2) </li></ul><ul><ul><li>Cyberspace, information and communication technology (ICT), cell-phone/mobile phone, PC, World Wide Web (www), electronic network, use website browser, access online stores, pull down menus, add the selection to the electronic shopping trolley, complete the order form, give credit card details, receive credit card authorization, dispatch the order, etc. </li></ul></ul><ul><li>Sentence structures used to describe possible future situations (As3-4 on p.34): </li></ul><ul><ul><li>If + present tense, sb/sth + will + bare infinitive </li></ul></ul><ul><ul><li>E.g. If you go online, you will be able to do your shopping on the Internet. </li></ul></ul><ul><ul><li>The word “unless” has the same meaning as “if + not” </li></ul></ul><ul><ul><li>E.g. Unless you are 18 years old, you won’t able to shop in cyberspace. </li></ul></ul>
  70. 73. Session 9: Communicative Activity 9 Objective: T o practice describing possible future situations by using “if sth happens, sb will do sth” or “unless sth happens, sb won’t do sth” Course activities covered: As 1-2, A4, A7 Duration: 10 minutes Type: Pair work Aids: The textbook
  71. 74. Communicative Activity 9: Instructions Pair work: Discuss the following questions in pairs: 1) Have you ever done online shopping? If yes, describe the process and your experience to your partner. If no, use what you have learned in this session, describe the possible future situations when you do shopping on the Internet. (2.5 minutes for each one of you) 2) Besides shopping in cyberspace, what are other uses or possible uses of cyberspace? Write down your thoughts for class discussions. (2.5 minutes for each one of you)
  72. 75. Communicative Activity 9: Feedback <ul><li>Ask learners to share their experiences of shopping online and offer ideas of how to make best use of cyberspace in class. </li></ul><ul><li>Some other possible uses of cyberspace could be: online banking, B2B business, audio-video conferences, etc. </li></ul>
  73. 76. A Review
  74. 77. A checklist of objectives (1) <ul><li>We have accomplished the following objectives: </li></ul><ul><li>We have talked about companies/organizations to get some general information. </li></ul><ul><li>We have learned how to talk about your organizational structure and responsibilities. </li></ul><ul><li>We have practiced talking about products or service-products of companies/ organizations/enterprisers. </li></ul><ul><li>We have talked about the changes that have happened to us at our work place in the recent year, in comparison with the past, and our positive and negative effects on us. </li></ul>
  75. 78. A checklist of objectives (2) <ul><li>5. We have interpreted graphs and described trends/general patterns or tendencies in market places. </li></ul><ul><li>6. We have talked about how our companies operate in home and global markets by using the STEEP analysis. </li></ul><ul><li>7. We have practiced note-taking skill and talking about some key disadvantages of telecommuting. </li></ul><ul><li>8. We have practiced expressing obligations and giving advice by discussing the Chinese income tax laws. </li></ul><ul><li>9. We have practiced describing possible future situations by using “if sth happens, sb will do sth” or “unless sth happens, sb won’t do sth” </li></ul>
  76. 79. Overview: Quick Quiz <ul><li>Do the oral interpretation of the following words: </li></ul><ul><ul><li>企业结构 organizational structure </li></ul></ul><ul><ul><li>局域网络 intranet </li></ul></ul><ul><ul><li>网址 website </li></ul></ul><ul><ul><li>电子邮箱 email-box </li></ul></ul><ul><ul><li>纵向结构 tall/hierarchical structure </li></ul></ul><ul><ul><li>衡向结构 flat structure </li></ul></ul><ul><ul><li>层次 layers/hierarchies </li></ul></ul><ul><ul><li>执行总裁 CEO chief executive officer </li></ul></ul><ul><ul><li>产品种类 product categories </li></ul></ul><ul><ul><li>变革与机遇 changes and opportunities </li></ul></ul><ul><ul><li>工作头衔 job titles </li></ul></ul><ul><ul><li>图表与趋势 graphs and trends </li></ul></ul><ul><ul><li>企业外部环境要素 external environmental factors/elements of the organization </li></ul></ul><ul><ul><li>适应变化型企业 change-adept organizations </li></ul></ul>
  77. 80. Thank you so much! Questions are welcome!
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