《高级商务英语听说》教学大纲

Syllabus for the Course of

Advanced Business English Listening and Speaking

Undergraduate Program Spring Semester, 2013

Prof. Natasha Jiang Chun江春

Associate Professor of Business English Department School of International Studies (SIS)

University of International Business & Economics (UIBE) Contact methods： 494260 (O) ****************

Office Hour：Once a week, Wednesday afternoon 1:00~3:00 pm Office: 1333, 1425 Chengxin Building

Course Number：ENG162-0~15

Course Type：Compulsory for English major; selective for non-English major Students Covered：sophomore, junior and senior undergraduate students Credits：3 credits

Teacher Names：刘丽、唐健、单凌云、张红、徐凡、冯捷蕴、熊莉萍、张静等 Teaching Methodology：listening, video watch, varieties of listening comprehension exercises (dictation, fill-in blanks, T&F, matching, Q&A, table completion etc), varieties of oral activities (mimic, discussion, debate, pair and group work, role-play, drama etc.)

Textbook 江春主编，高级商务英语听说（第二版），Advanced Business English --- Listening and Speaking Course, 2010年10月 对外经济贸易出版社

Course Grading

Daily classroom attendance and behavior (20%)

(Teachers will give students quizzes in class once or every other week to account for this 20%)

Mid-term team oral presentation (30%). Topics are to be chosen from textbook. Final in-class close-book listening exam (50%)

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Course Description

Advanced Listening and Speaking in Business English course is a selective language course open to all the undergraduates. Conducted in multimedia classroom and taught in English, it combines English language skill training with business knowledge of various fields. The course covers 18 units of business-related topics and focuses on helping students improve their overall English listening and speaking proficiency. Students should go through a series of training procedures on the following aspects：Listening to business news and news reports, special coverage and interviews; doing comprehension exercises in class related to their listening materials; getting familiar with the relevant business terminology and learning to express their ideas accurately and smoothly with business terminologies and finally participating in class activities (conversation, simulation, presentation, team discussion, etc.). The objectives of the course are: 1) To upgrade and reinforce students’ listening and speaking competence through varieties of in-class activities such as dictation, note-taking, summarizing, and mimicking. 2) To refresh and learn the basic knowledge on international trade, economics, finance and management. 3) To enhance their ability to acquire information of the latest development of business and learn to make quality analysis and comments on the current economic affairs orally. 4) To empower students’ communicative competence to make logical, critical and expressive speeches and analysis.

Reference Books

(1) 诸葛霖 江春 2012年9月《外贸英语对话》（第四版）对外经济贸易大学出版社 (2) 陈小全著：2005年 1st ed.《高级商务英语实况听说》，对外经济贸易大学出版社 (3) 欧阳旭东，高春丽，尹少红。2000年9月《最新商务英语实况听力》 外文出版社 (4) Jeremy Comfort, Oxford Business English Skills (China Edition)—Effective telephoning, socializing, meeting, negotiating and presenting牛津商务英语教程系列 牛津大学出版社 复旦大学出版社

(5) Lan Wood, Catrin Lloyd-Jones, and Anne Williams, 2002年 PASS Cambridge BEC 1,2,3 新编剑桥商务英语（高级）经济科学出版社

(6) Leo Johns, 2004年 PASS Cambridge BEC 3新编剑桥商务英语（高级）邮电出版社 (7) Z. Arodo, R.Bardgett, J. Clemence, K. Dameron. D.L. Smith. 2000年5月 商务管理听力教程 Management English Listening 清华大学出版社 Prentice Hall

(8) 王正元，2002年6月. WTO国际商务英语系列教程 A Series of English Courses for International Business (WTO)—经贸英语、金融英语、商务合作英语、商务实用英语、商务管

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理英语、旅游休闲英语 知识出版社

(9) 卜玉坤， 2000年8月 大学专业英语 Subject-related English—English for Economics and English for Management 外语教学与研究出版社

(10) 对外经贸大学英语系教材编写组， 2010年1月 商务英语入门 Into Business With English (3, 4) 对外经济贸易大学出版社

Teaching Objectives 1. Students should be able to learn and use business terminologies—the new words and expressions appeared before the listening materials of Part A, Part B, and Part C. and turn these words into their active vocabulary.

2. Students should listen to a variety of listening materials such as business news, lectures, interviews, talk shows, and reports and learn to master the five basic listening skills: skimming (gist and main idea), scanning (specific information); guessing the new words from the listening context; inferring (listen for implied meaning hidden in the context); short-term or working memory.

3. Students should take listening as brainstorming input and ideas and learn to use these ideas to practice their public speaking ability, i.e. they should be able to talk about the relevant business issues in five levels of expressive speaking manner: fluency, accuracy, good-organization, appropriateness and confident delivery.

4. Throughout the whole semester students should improve their short-term and long-term memory by doing active listening: which means they should constantly analyze, predict, induce, deduce, generalize and summarize the passage by doing variety of activities such as dictation and memorization exercises. It is evident that a good memory can help students improve their listening comprehension performances.

5. Finally students should form a good habit of following world business news by watching or listening to BBC, CNN, China Radio International and many other news programs available on the Net.

Teaching Schedule Week 1

第一课 全球化趋势

Unit One Globalization Trend

【教学目的和要求】 Teaching Objectives:

1. In this unit students will learn words and expressions related to globalization trend and WTO.

2. Students will be able to debate or argue either in favor of (to be a proponent) or against (to be an opponent) globalization or WTO.

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【教学时间】 Time allocation

This unit will need 3 class hours, 2 hours for listening and studying the content of the text and the rest for discussion and debate.

【主要内容】

Background Reading

WTO Agrees to a New Round of Trade Talks

Loose-leaf selective listening Part A Business News Exercise 1, 2

Part B Who Benefits from Globalization Exercise 1, 2

Part C G20 Leaders Promise Measures to Fight Global Recession Exercise 1, 2

Acting out

1. Interview: Students should mimic the interview in Part B. One will be the CCTV host and the other will be IMF representative. Ask questions below: ---What is “globalization” after all?

--- But why are people so worried about globalization?

--- If poor countries do not have the correct policies they can neither enjoy the market

efficiency nor benefit from the market opportunities, is that right?

--- Can you give specific examples to illustrate in what way poor countries have not

fully benefited from globalization?

--- How can developing countries catch up more quickly in the process of

globalization?

2. Group work: Students should form into groups of four and make a presentation on one of the WTO issues.

---A brief introduction on GATT and WTO. ---Eight round of talks in GATT and WTO.

---The historical efforts of China’s accession into WTO.

---Opportunities and challenges brought about by China’s entry into WTO.

Week 2

第二课 国际贸易热点问题

Unit 2 Hot Issues in International Trade

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【教学目的和要求】 Teaching Objectives:

1．In this unit students will learn words and expressions related to international trade. 2．Students will be able to talk about the hot issues related to international trade such as trade frictions and Sino-US relations, trade surplus and deficit, trade barriers, and trade disputes.

【教学时间】 Time allocation

This unit will need 3 class hours, 2 hours for listening and studying the content of the text and the rest for discussion and practice.

【主要内容】

Background Reading

What is International Trade?

Loose-leaf selective listening Part A Business News Exercise 1, 2

Part B Central Bank Governor on RMB Exchange Rate Exercise 1, 2

Part C The Future of Fair Trade Exercise 1, 2

Acting out

1. Mr. Horst Kohler, managing director of the International Monetary Fund (IMF) and Mr. John Snow, treasury secretary of the United States raised two hot issues related to China’s international trade during their recent visits to China. They implicitly expressed the opinion that China’s government manipulated RMB exchange rate regime, as a result, accumulated huge foreign reserves. If you were the central bank governor, how would you respond to this assertion?

2. Divide students into two large groups and make a debate on “Fair trade rather than free trade will benefit all the countries in the world” --- What is fair trade? ---What is free trade?

---Debate revolving around the benefits of fair trade and free trade ---Your own critical opinion

Week 3

第三课 解读经济

Unit 3 Making Economic Sense

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【教学目的和要求】 Teaching Objectives

1. Students will learn words and expressions related to various economic indicators and economic crisis.

2. Students will be able to use economic indicators to talk about economic situations and world economic/financial crisis.

【教学时间】 Time allocation

This unit will need 3 class hours, 2 hours for listening and studying the content of the text and the rest for discussion and practice.

【主要内容】

Background Reading

Greenspan’s Record: An Activist Unafraid to Depart from the Rules

Loose-leaf selective listening Part A Business News Exercise 1, 2

Part B Business Reports in Face of the Worst Financial Crisis Exercise 1, 2

Part C How to Be Exuberant and Rational Exercise 1, 2

Acting out

1. Group work: Students in each group should decide on one well-known economist and make a research on both his/her contribution to the economic theory and the life story or personality traits of him/her.

2. Students could mimic Part B. Collect key economic indicators and events related to the worldwide economic crisis ignited by the US sub-prime mortgage crisis. Use economic terminologies to explain what went seriously wrong in this crisis?

Week 4

第四课 消费者行为 Unit 4 Consumer Behavior

【教学目的和要求】 Teaching Objectives:

1．Students should learn vocabulary and basic concepts related to marketing and consumer behavior.

2．Students will be able to talk about different consumer behavior and marketing practices.

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【教学时间】 Time allocation

This unit will need 3 class hours, 2 hours for listening and studying the content of the text and the rest for discussion and practice.

【主要内容】

Background Reading

What is Consumer Behavior?

Loose-leaf selective listening Part A Business News Exercise 1, 2

Part B Global Slump Casts a Pall over Consumers Exercise 1, 2

Part C Lifestyle Change – Fitness and Health Exercise 1, 2

Acting out

1. Discussion: Following Part C “Lifestyle Change—Fitness and Health”, make a study on the changes of the Chinese people’s values and attitudes toward life in the past decade and then conduct a group discussion on how these changes have affected people’s consumption patterns.

2. Debate: Faced with hectic life and heavy pressure many people ignore their health for wealth. Please debate: Health or wealth, which is more important?

Week 5

第五课 品牌资产和全球品牌

Unit 5 Brand Equity and Global Brands

【教学目的和要求】 Teaching Objectives:

1．Students will learn words and expressions related to branding.

2．Students will be able to talk about the historical development and the current situation of global brands.

【教学时间】 Time allocation

This unit will need 3 class hours, 2 hours for listening and studying the content of the text and the rest for discussion and practice.

【主要内容】

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Background Reading Brand Equity

Loose-leaf selective listening Part A Business News Exercise 1, 2

Part B Wal-Mart Learns a Branding Lesson Exercise 1, 2

Part C ZTE Silent Mode Exercise 1, 2

Acting out

1. Pair work: Ask students to form into pairs, and debate on one of the following topics, one is against it and the other is in favor of it. 1) Marketing management is about brand management.

2) Chinese local consumers prefer foreign-branded products to domestic ones.

3) A true rise of China must be accompanied by the emergence of many world-leading brand names of China.

2. Group work: Ask students to form into groups to make a presentation on the historical development and progress of one of the world-leading brand names such as Coca Cola, P&G, Sony, and Starbuck.

Week 6

第六课 广告诉求—形象和性格

【教学目的和要求】 Teaching Objectives:

1.Students will learn words and expressions related to advertising.

2.Students will be able to discuss different types of advertising appeals and the importance of image and personality to a product.

【教学时间】 Time allocation

This unit will need 3 class hours, 2 hours for listening and studying the content of the text and the rest for discussion and practice.

【主要内容】

Background Reading What is Advertising?

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Loose-leaf selective listening Part A Business News Exercise 1, 2

Part B What Should You Spend on Advertising Exercise 1, 2

Part C Advertising Techniques in the Movie “Spider Man” Exercise 1, 2

Acting out

1. Pair Work: Ask students to discuss the following topics related to advertising. ---In what way is your shopping behavior affected by the advertisement you see? --- Can you describe one of your favorite feel-good ads on print, broadcast or TV? --- What media form do you suggest your boss to put the ads of your company?

--- Everyone has his or her own opinion on what makes advertisements effective or ineffective. What is your opinion on this issue?

2. Group work: Ask students to form into groups of 4 and make a brief presentation on how to design a TV commercial for a newly launched electric car by VW. Think about your

---Target customers ---Graphic/visual setting and music ---Advertising appeal ---Copy and message

Week 7

第七课 管理大师

【教学目的和要求】 Teaching Objectives:

1. Students will learn different management approaches.

2. Students will be able to talk about the key qualities and personalities of great leaders.

【教学时间】 Time allocation

This unit will need 3 class hours, 2 hours for listening and studying the content of the text and the rest for discussion and practice.

【主要内容】

Background Reading Jack Welch

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Loose-leaf selective listening Part A Business News Exercise 1, 2

Part B Two Great Corporate Leaders of the 20th Century – Jack Welch and Ballmer Exercise 1, 2

Part C Management Gurus Say Judgment Is the DNA of Leadership Exercise 1, 2

Acting out

1. Research work: Try to find out from Internet one or two great leaders of Chinese companies such as Ma Yun of Alibaba.com or Ren Zhengfei of Huawei Telecommunications and comment on the key qualities for their success.

2. Interviews:

---Suppose you are interviewing the book writer of How Jack Welch Runs GE, by John A. Byrne. Please refer to the background reading and Part B and ask John Byrne at least 5 questions related to Jack Welch.

---Suppose you are interviewing the book writer of Judgment: How Winning Leaders Make Great Calls by Tichy and Bennis. Please refer to Part C and ask Tichy and Bennis at least 5 questions related to “good or bad judgment calls”.

Week 8

第八课 激励员工

Unit 8 Motivating Employees

【教学目的和要求】 Teaching Objectives:

1. Students will learn motivational process and understand reward as a motivator. 2. Students will be able to argue for or against “money” as number one motivator” and discuss motivational techniques and the difficulties to put them into practice.

【教学时间】 Time allocation

This unit will need 3 class hours, 2 hours for listening and studying the content of the text and the rest for discussion and practice.

【主要内容】

Background Reading The Motivational Process

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Loose-leaf selective listening Part A Business News Exercise 1, 2

Part B Does Money Motivate? Exercise 1, 2

Part C Meeting the Company’s Motivational Challenge Exercise 1, 2

Acting out

1. Debate: Conduct a debate on “money as motivator”. One side supports the statement “Money motivates;” the other side holds that non-monetary factors are more important in motivating employees.

2. Interview: Hold interviews with at least five students in the classroom and ask them to prioritize the 8 motivational techniques listed by Larry Gill according to their relative importance and explain the reasons for their choice. Report the results back to your classmates.

Week 9

第九课 招聘和业绩评估

Unit 9 Recruitment and Performance Appraisal

【教学目的和要求】 Teaching Objectives:

1. Students will learn words and expressions related to human resources management, such

as recruiting, employee appraisal and the function of job hunters.

2. Students will be able to learn to act efficiently in job interview and understand the

effective way in performance evaluation.

【教学时间】 Time allocation

This unit will need 3 class hours, 2 hours for listening and studying the content of the text and the rest for discussion and practice.

【主要内容】

Background Reading A Story

Loose-leaf selective listening Part A Business News Exercise 1, 2

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Part B A Job Interview Need Not Be a Battle of Wills Exercise 1, 2

Part C Effective Performance Appraisal: Tips from the MSPB Exercise 1, 2

Acting out

1. Simulation: Ask students to mimic the interview in Part B. One will be the HR manager and the other will be the candidate for an interview. Ask questions below: --- What are the possible steps for a candidate in preparing a job interview? --- How to properly dress yourself for a job interview?

--- How to establish an effective communication between you and the interviewer during an interview?

--- Does a candidate need to demonstrate certain personal and professional qualities during an interview?

--- What should a candidate say to end a conversation?

--- What are those questions that a candidate should try to avoid at a job interview?

Week 10

第十课 金融世界 Unit 10 Financial World

【教学目的和要求】 Teaching Objectives:

1. Students will learn words and expressions related to financial world.

2. Students will be able to talk about their understandings of the financial world.

【教学时间】 Time allocation

This unit will need 3 class hours, 2 hours for listening and studying the content of the text and the rest for discussion and practice.

【主要内容】

Background Reading Credit and Credibility

Loose-leaf selective listening Part A Business News Exercise 1, 2

Part B What Caused Financial Crisis Exercise 1, 2

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Part C China Gold Rush Hides Different Strategies Exercise 1, 2

Acting out

1. Simulation: Suppose you were a chief economist in a security or investment company, you were invited by CCTV 9 Economic Forum to talk about the ensuing drama of the present world economic crisis and their deep reasons behind. Prepare some theoretical reasons that you believe will cause economic crisis and reasons in particular for this financial crisis. You can compare this one with the Great Depression of 1929.

2. Research work: As a student majored in finance, you have done some research on Chinese banks and banking system, what problems have you identified and what suggestions can you give?

Week 11

第十一课 理性投资

Unit 11 Making Investment Rationally

【教学目的和要求】 Teaching Objectives:

1. Students will learn words and expressions related to investment;

2. Students will be able to discuss the advantages and disadvantages of various investment tools.

【教学时间】 Time allocation

This unit will need 3class hours, 2 hours for listening and studying the content of the text and the rest for discussion and practice.

【主要内容】

Background Reading New York Stock Exchange

Loose-leaf selective listening Part A Business News Exercise 1, 2

Part B The Commodities Gusher Exercise 1, 2

Part C Edward Lampert—One of the Extraordinary Investors of Our Age Exercise 1, 2

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Acting out

1. Research work: Students will do a research on: 1) the basic listing requirements in NYSE or China’s Shanghai Stock Exchange. 2) the major differences between NYSE and NASDAQ and report to the whole class.

2. Class Discussion: Do you or do your parent invest in China’s stock market? What strategies do you use (Do you invest by yourself or do you buy mutual fund? Do you do value investment-hold the stock for a long time or do you look for short-term profit?) What are the performances so far? How do you look at Chinese stock market and its future development?

Week 12

第十二课 商业法律前沿动态 Unit 12 On the Business Legal Front

【教学目的和要求】 Teaching Objectives:

1.Students will learn words and expressions related to business law. 2.Students will be able to talk about issues related to business laws.

【教学时间】 Time allocation

This unit will need 3 class hours, 2 hours for listening and studying the content of the text and the rest for discussion and practice.

【主要内容】

Background Reading

Employees Ready for Class-action Lawsuit against EA

Loose-leaf selective listening Part A Business News Exercise 1, 2

Part B Sarbanes-Oxley Outlays Exercise 1, 2

Part C Legal Tactics for Hostile Mergers Exercise 1, 2

Acting out

1. Research work: Students should search for some class action suits (集体诉讼案), which involved litigation and damage ruling from the court and report them to the class.

2. Ask students to discuss the differences between Chinese companies’ lawsuits and

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western companies’ lawsuits.

Week 13

第十三课 有效沟通—语言文化

Unit 13 Effective Communication—Language and Culture

【教学目的和要求】 Teaching Objectives:

1.Students will be able to illustrate the close relationship between language and culture.

2.Students will learn how to increase cultural awareness in language learning and intercultural communication..

【教学时间】 Time allocation

This unit will need 3 class hours, 2 hours for listening and studying the content of the text and the rest for discussion and practice.

【主要内容】

Background Reading

The Relationship between Language and Culture

Loose-leaf selective listening Part A Business News Exercise 1, 2

Part B What is Culture Like? Exercise 1, 2

Part C Culture-loaded Idioms Exercise 1, 2

Acting out

1. Pair work: Students should conduct an interview. One will be the CCTV host and the other will be the CEO of a Sino-U.S. joint venture in China.

2. Group work: Students should generate their own list of culture-loaded idioms from Chinese or English languages. Reflect on what meanings they hold of these words and how their meanings might differ from those held by people of other cultural groups.

Week 14

第十四课 文化差异—礼仪禁忌

Unit 14 Cultural Differences—Manners and Taboos

【教学目的和要求】

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Teaching Objectives:

1. Students will understand the importance of appropriate etiquette and protocol in intercultural business communication.

2. Students learn to identify cultural differences in initiating business contacts, in social entertainment and gift-giving practices, etc..

【教学时间】 Time allocation

This unit will need 3 class hours, 2 hours for listening and studying the content of the text and the rest for discussion and practice.

【主要内容】

Background Reading

Appropriate Protocol in Intercultural Business Communication

Loose-leaf selective listening

Part A Intercultural Business Miscommunication Exercise 1, 2

Part B Protocols of handshaking and Gift-giving Exercise 1, 2

Part C Hall’s High- and Low-Context Orientation Exercise 1, 2

Acting out

1. Research work: Please assign one topic for each group to search and then make a report back to the whole class.

1) Office protocol: phone-call, welcome and farewell, smoking, dressing. 2) Meeting protocol: how to hold successful meetings.

3) Gift-giving protocol: choice of gifts in different cultures.

4) Greeting protocol: different greeting manners in different cultures.

2. Group work: Work in groups of three and analyze the following case by using Hall’s theory. Then role-play this scenario. (One acts as the female Chinese neurologist, one acts as the Canadian therapist, and the last one acts as the patient). A female neurologist from Beijing was working on a research project in a Toronto hospital. She shared a small office with a young Canadian male from a large family, who loved peanut butter. He was so fond of peanut butter that he kept a jar in the office. One day he came into the office and exclaimed, “Who took my peanut butter?” (This was not clearly encoded even though his Canadian culture is lower-context than higher-context. He really meant, “Where is my peanut butter? I can’t find it.”) But the Chinese woman immediately felt accused. After all, there were only two of them in the office. 16

She was deeply distressed, but due to her learned cultural behavior of never showing anger in public, she said nothing. Later that day she was working in a room where the Canadian, a physiotherapist, was treating a patient who suffered paralysis of his legs and arms from a motorcycle accident. The therapist moved one of the patient’s legs in a way that caused him pain. “Ouch!” he cried. “Oh, I didn’t do that,” said the Canadian. “It was that doctor over there,” and he pointed to the Chinese woman. “How could she have done it since she’s on the other side of the room?” the patient pointed out. “Ah, she has three hands,” the therapist replied. At these words the Chinese doctor became even more upset. She was so disturbed that she behaved in a way uncharacteristic of her culture. She waited until the patient had gone, and then said to the therapist, “I’m very upset by what you said.” The Canadian was taken aback. “What had I said? ”“You said I had three hands,” the doctor finally choked. “You think I took the peanut butter.” What was going on in this exchange? The therapist was making a joke that operated on two levels when he said the doctor had “three hands.” He wasn’t serious, of course, and expected the patient to be amused at his fanciful explanation for his pain: that the doctor on the other side of the room could have reached an imaginary third hand out to touch him. The Chinese woman came from a culture where the question “Who did this?” means someone is to blame. Her culture furthermore prohibits direct accusation unless a person has been targeted for shame. Shame is a terrible ordeal since it means punishment for not being a cooperative member of the group. And finally, in Chinese a “three-handed person” is slang for a thief. The therapist didn’t know that, nor did he know anything about a missing jar of peanut butter. But because the Chinese woman spoke out loud and put her distress into words, the whole episode was resolved. The therapist explained to the doctor that he only said “three hands” because it was so obvious the doctor was not responsible for causing the pain to the patient. (Beamer & Varner, p.27)

Week 15

第十五课 企业文化—竞争优势

Unit 15 Organizational Culture—Competitive Advantage

【教学目的和要求】 Teaching Objectives

1.Students will learn words and expressions related to organizational culture.

2.Students will learn to talk the foundation and the characteristics of organizational culture.

【教学时间】 Time allocation

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This unit will need 3 class hours, 2 hours for listening and studying the content of the text and the rest for discussion and practice.

【主要内容】

Background Reading

What Is Organizational Culture?

Loose-leaf selective listening Part A Business News Exercise 1, 2

Part B Cultural Models of Organization Exercise 1, 2

Part C Cultural Synergy in Shanghai General Motors Exercise 1, 2

Acting out

1. Debate: The Best Organizational Culture

In Part B which country’s students do you agree with, French, German or British? How would you diagnose the organizational problem in the case and how to solve it? In your opinion what is the best organizational culture? Give examples such as IBM or Haier Group to illustrate your points.

2. Discussion: Cultural Synergy Model

In Part C what can we learn from the “4S” practices in SGM joint venture? Why is it so difficult to follow Cultural Synergy Model as opposed to Cultural Dominance Model? Can you cite other merger failure examples to support your answer? What recommendations can you make to Chinese corporations for their future joint venture?

Week 16

第十六课 企业的社会责任---商业伦理

Unit 16 A Socially Responsible Corporation—Business Ethics

【教学目的和要求】 Teaching Objectives

1. Students will learn words and expressions related to business ethics and social responsibilities.

2. Student will be able to argue either in favor of or against business ethics and social responsibilities.

【教学时间】 Time allocation

This unit will need 3 class hours, 2 hours for listening and studying the content of the text and the rest for discussion and practice.

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【主要内容】

Background Reading The Fall of Anderson

Loose-leaf selective listening Part A Business News Exercise 1, 2

Part B Corporate Social Responsibility and Sustainable Development Exercise 1, 2

Part C Survey: Ethics Abuses on Rise Exercise 1, 2

Acting out

1. Debate: Which side do you take? Robert Nardelli, chief executive of Home Depot, who is spearheading a push for big companies to boost their community volunteer work. Milton Friedman, Nobel prize-winning economist and proponent of the view that companies have one, and only one, responsibility: to make money for shareholders.

Ask students to debate on the following questions:

---Do companies need to take some social responsibilities?

---Do you think corporate social responsibility is contradictory to pursuing maximum profit?

2. Group work: Students form into groups of 4 and discuss issues of business ethics. ---Make a list of both ethical and unethical business behavior.

---Discuss how to confront and combat unethical business practices.

Week 17

第十七课 网络时代—互联网与移动电话

Unit 17 Get Yourself Wired—Internet and Mobile Phone

【教学目的和要求】 Teaching Objectives

1. Students will learn words and expressions related to Internet and mobile phones. 2. Students will be able to talk about the advantages and disadvantages of Internet and mobile phones.

【教学时间】 Time allocation

This unit will need 3 class hours, 2 hours for listening and studying the content of the text and the rest for discussion and practice.

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【主要内容】

Background Reading

Internet Phone Calls Coming to a Mobile Phone Near You

Loose-leaf selective listening Part A Business News Exercise 1, 2

Part B The Future of the Internet Exercise 1, 2

Part C On-line Marriage—A New Fashion Exercise 1, 2

Acting out

1. Interview: Students should mimic the interview in Part B. One will be the reporter and the other will be the former Chairman of the Board of the Internet Society. Ask questions below:

--- What is it that makes the Internet different?

--- How do you see the Internet developing over the next ten years? --- How do you perceive the running of the Internet?

--- What is the Internet’s impact on society and the purpose for the Internet Society's initiative in setting up the Internet Societal Task Force (ISTF)?

--- Does the fact that organizations like the Internet Society have to take such an initiative imply that governments are not fulfilling their role?

2. Group work: Students form into groups of 4 and discuss the issues related to the Internet and mobile phones.

---What are the advantages and disadvantages of the Internet? --- What are the advantages and disadvantages of mobile phones? ---Predict the future development of the Internet and mobile phones.

Week 18

第十八课 新经济与电子商务

Unit 18 New Economy and E-Commerce

【教学目的和要求】 Teaching Objectives

1. In this unit, students will learn words and expressions related to e-commerce and new economy.

2.Student will be able to talk about the concepts and issues related to e-commerce and new economy, like e-commerce security, features of the new economy, etc.

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【教学时间】 Time allocation

This unit will need 3 class hours, 2 hours for listening and studying the content of the text and the rest for discussion and practice.

【主要内容】

Background Reading

E-commerce: A revolution with Power

Loose-leaf selective listening Part A Business News Exercise 1, 2

Part B E-commerce and Cultural Values Exercise 1, 2

Part C E-commerce Activity: A New Metric to Consider Exercise 1, 2

Acting out

1. Interview: Students should mimic the interview in Part B. One is conducting a

survey about e-commerce and new economy, and the other will be an ordinary consumer to be interviewed. Ask questions below: --What is e-commerce?

--What are the benefits and disadvantages concerning e-commerce?

--Have you ever bought anything through the internet? Give an example. --What is the future prospect of E-commerce? --What is new economy? --Does it really exist?

--What are the striking features of the new economy?

2. Case Presentation: Students should form into groups of 4 and present a dot.com

company case before the whole class.

-- A successful case like Amazon.com, ebay, dangdang.com or any dot.com firms --What kind of company is it? --How does e-commerce work? --Why is it successful?

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