商务英语教学 英文本2025|PDF|Epub|mobi|kindle电子书版本百度云盘下载

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PART ONE: Introduction to Business English3

1 What is Business English?3

Background3

What characterizes the language of business?7

Sense of purpose7

Social aspects8

Clear communication9

The Business English syllabus9

Business and General English courses10

2 Who wants to learn Business English?15

Pre-experience learners15

Low-experience learners16

Junior company members16

Learners who are moving jobs16

Job-experienced learners17

Reasons for learning English17

Characteristics of the learners17

Cultural differences18

3 Where is Business English taught?21

Types of institution21

Public and private sector educational institutions21

Adult learning centres and Chambers of Commerce21

British Council- and American-sponsored centres22

Language schools22

Training and consulting groups and individual consultants22

In-company22

Some implications23

For the pre-experience learner23

For the job-experienced learner23

For the training manager23

4 Resources25

The Business English trainer25

Background and experience25

Personal skills27

Acquiring the resources28

Skills28

Knowledge31

5 Performance objectives for Business English35

The need to emphasize performance35

Skills training: basic principles37

The communicative approach37

Learner involvement in course design38

Input v．output38

Task-based learning39

Feedback39

PART TWO: Analysing the needs of the learners43

6 Describing levels of performance43

Who needs to define levels of performance and why?43

Performance scales44

Testing and assessment46

Published tests and examinations47

Carrying out assessment yourself48

The training gap53

7 Job analysis57

Job categories57

Managers as learners57

Technical staff as learners60

Secretaries and clerical workers as learners61

Departmental differences62

Marketing and sales64

Human resources65

Finance66

Production68

8 Information gathering71

What do we need to know?71

Information about the learner71

Defining the learning purpose72

Information about the learning situation72

Ways of gathering information73

Job-experienced learners73

Pre-experience learners79

Practical problems in needs analysis81

Examples of interview task sheets84

9 Determining the content of the course89

Breakdown of performance areas89

Meetings and discussions90

Giving information95

Telephoning98

Business correspondence99

Socializing100

Language analysis102

Company documentation103

Learner output106

Training videos108

The focus of training110

PART THREE: Activities and materials117

10 Published materials117

Business English materials117

General Business English coursebook packages117

Supplementary materials120

Job-specific materials121

Reference books121

Self-access materials121

Business skills training materials122

Video materials123

Business simulation games124

Selection and evaluation125

Criteria for selection125

11 Framework materials131

What are framework materials?131

Advantages132

When should framework materials be used?133

Frameworks for different purposes134

Analysing134

Describing contrast and similarity136

Describing change140

Describing cause and effect140

Describing sequence141

The setting box142

For meetings and discussions146

A customer-supplier simulation150

Describing production processes151

Problem-solving153

Conversation153

Conclusion156

12 Authentic materials157

Definition and use157

Types and sources158

Selection and exploitation of authentic materials162

Text materials163

Audio and video materials169

Examples of tasks and activities172

1 Using authentic materials to develop speaking skills172

2 Using authentic materials to practise extracting information174

3 Using authentic materials to develop listening skills175

4 Using authentic materials to improve learners’comprehension of presentations178

5 Using authentic materials to extend letter-writing vocabulary184

13 Managing activities in the classroom187

One-to-one v．group training187

Dealing with individuals190

Course design and the individual learner191

Some examples of learners’work193

Role play and simulation196

Setting up the activity196

What can go wrong?198

Strategies for reducing the risks199

Giving feedback200

Course design: putting it all together209

An intensive general Business English course plan210

An extensive general Business English course plan212

Specific Business English course plans213

14 Current trends in Business English215

Language training v．skills training215

The influence of management training218

Methodologies218

Cross-cultural awareness219

Growing professionalism220

Glossary221

Bibliography223

Appendix225

Suggestions for further reading225

Suggestions for further viewing228

Business English examinations230

Performance scales231

Professional associations231

Business skills training materials：sources231

Index233