新职业英语2视听说教程unit1-4课文内容

Unit 1

Unit objectives: students are introduced to the vocational skills covered in this unit and get a general idea of the typical working situations in the workplace. Procedures:

Step 1: Elicit typical workplace situations from students.

Step 2: ask students to read unit objectives to get a clearer idea.

Step 3: remind students to bear the objectives in mind while studying. Step 4: explain new words or expressions if necessary. Listening Task 1

Objective: students learn how to ask for leave and how to grant leave. Procedures:

Step 1: students get prepared for the conversation of asking for leave by finishing warming-up. Step 2: students listen to the conversation extensively to get a global understanding. Check students’ comprehension by finishing extensive listening.

Step 3: students listen to the conversation intensively to get a detailed understanding. Check students’ comprehension by finishing intensive listening.

Step 4: students review expressions concerning asking for leave in language summary. Script:

(Frank, a sales representative in the Sales & Marketing Department, comes to his manager, Bill Smith’s office, to ask for sick leave)

Bill: Good morning, Frank. You look pale. What’s the matter?

Frank: Mr. Smith, I think it’s not a good time to ask for some time off as we’re up to our eyeballs, but I really have to. I’ve got a terrible headache. Bill: have you caught a cold?

Frank: No. But recently I’ve been feeling really stressed and I’ve not been sleeping well. Bill: perhaps you need to slow down a bit.

Frank: That’s the reason why I’ve come to ask for leave. And on top of it all, my mother had a heart attack yesterday. She’s in hospital. Bill: I’m really sorry to hear that.

Frank: I really need some personal time to spend with my mother. Could I have a week off?

Bill: That’s going to be difficult as we’re so understaffed at the moment…But Frank, family comes first, so take some time off. All I ask is: could you please submit a detailed progress report before you go?

Frank: Yes, of course. I can get that done this afternoon. By this way, Lisa has offered to do some work on my project while I’m away. And I’ll get back as soon as possible.

Bill: Good, thanks for that. Give my best wishes to your mother. I hope she gets better soon. Frank: thank you. Key:

1. warming up

fatigue concentration trouble muscle trouble headaches stomach problems restless sleep

2. extensive listening 1. his headache 2. his stress 3. his bad sleep 4. his heart disease 5. his sick mother 3. intensive listening C B B

Task 2 Team Cooperation

Objective: students can talk about team building and cooperation in the workplace. Procedures:

Step 1: students get prepared for the conversation of asking for leave by finishing warming-up. Step 2: students listen to the conversation extensively to get a global understanding. Check students’ comprehension by finishing extensive watching.

Step 3: students listen to the conversation intensively to get a detailed understanding. Check students’ comprehension by finishing intensive watching. Script:

(Bill goes to the project team to encourage them and to see if he can offer some help) Bill: I’ve heard that some team members have been complaining. Jenny: It’s because we’ve been under great pressure recently.

John: Our marketing plan was turned down again yesterday. I feel very frustrated. Bill: Well, frustration is not terrible. What’s terrible is to expect failure.

John: What makes me despair is that Frank is not here. If he were here, we’d probably have managed to work out effective marketing strategies that would have been accepted.

Bill: Well, Lisa can help you. She’s taken over Frank’s work and will work with you on the strategy.

Lisa: I will do my best to help. In my opinion, if the work is difficult, it’s better to use all the strengths of the team. We can bring all our abilities and wisdom into full play.

John: Yeah, well, that sounds right. Maybe I have to learn to manage myself better. I have to realize the importance of cooperation.

Bill: Cooperation is most important for us all. Well, is there anything else I can do for your team, Jenny?

Jenny: No. Thanks. We’ll probably encounter some more difficulties, but together we can get through them and achieve our goals.

Bill: Wonderful. I’m happy to see that you have self-confidence and the spirit of cooperation. Jenny: Thanks very much. Key:

2. extensive watching

John has taken Frank’s place to help the team work on the marketing strategies Lisa feels disappointed because of experiencing difficulties in the work again 3. intensive watching

a. False …some team members have been complaining

b. True If he were here, we’d probably have managed to work out effectively marketing

strategies…

c. False Maybe I have to manage myself better. Task 3 Speaking

Objective: This part aims at guiding students to practice the skills they’ve learned in listening and

watching. Students achieve communication skills in asking for leave, building mutual trust and team cooperation.

Procedures:

Step 1: explain the task and lead students through the sentence given.

Step 2: put students into pairs and ask them to think of as many expressions or sentences as

possible about asking for and granting leave of absence.

Step 3: ask students to take turns to read aloud the sentences. Circulate to provide help if

necessary.

Step 4: call on volunteers or selected pairs to make a presentation to the class. Sample:

…have a week off work…my father had a stroke due to high blood pressure. …take a half-day off…I need to go for a health checkup.

Unit 2

Unit objectives: students are introduced to the vocational skills covered in this unit and get a

general idea of the typical situations encountered when preparing for and having meetings.

Procedures:

Step 1: elicit typical working situations for preparing for and having meetings from students. Step 2: ask students to read unit objectives to get a clearer idea.

Step 3: remind students to bear the objectives in mind while studying. Step 4: explain new words or expressions if necessary. Task 1 Reason for a Meeting

Objective: students can give reasons for or against having a meeting. Procedures:

Step 1: students get prepared for the conversation concerning reasons for a meeting by finishing

warming up.

Step 2: students listen to the conversation extensively to get a global understanding. Check

students’ comprehension by finishing extensive listening.

Step 3: students listen to the conversation intensively to get a detailed understanding. Check

students’ comprehension by finishing intensive listening.

Step 4: students review expressions for future plans and intentions in language summary. Script:

(In the CEO’s office, Bruce is talking to Bill about the sales for the first half of this year.)

Bruce: Bill, I’ve been reading the sales report you gave me the other day. I see our sales have been

decreasing since the last quarter. What’s happened?

Bill: That’s what I want to talk to you about. There are lots of reasons, but primarily, wee think it’s

because we don’t have enough new products to meet market demands.

Bruce: That can’t be right. We’ve a lot of new products.

Bill: Still not enough. According to our research, the market is changing much faster than we

expected. So are our competitors.

Bruce: Then I think we need to have a meeting to discuss the problem and work out what

measures to take.

Bill: That would be great.

Bruce: I’ll ask the Production and the R & D Departments to join the meetings as well. And I need

you to contact all the sales representatives and ask them to attend the meeting.

Bill: No problem. When do you want to have it?

Bruce: How about next week? You contact all the sales representatives and set a time. Next week

I’m available every day except Monday and Wednesday.

Bill: OK, I’ll let you know when we set the time and I’ll copy you in on the agenda. Key:

1. Warming up.

Like You can exchange ideas and opinions during meetings. Dislike Meetings can be time-consuming.

Sometimes people might discuss things that they don’t care about. 2. extensive listening

a. False I see our sales have been decreasing since the last quarter. What’s happened?

b. False Then I think we need to have a meeting to discuss the problem and work out what

measures to take.

3. Intensive listening B A B

Task 2 watching

Objective: students learn how to take meeting minutes. Procedures:

Step 1: students get prepared for the video clip about minutes taking by finishing warming up. Step 2: students watch the video clip extensively to get a global understanding. Check students’

comprehension by finishing extensive watching.

Step 3: students listen to the conversation intensively to get a detailed understanding. Check

students’ comprehension by finishing intensive watching.

Step 4: students review the usage of model verbs in language summary. Script:

(Lisa is talking with Eric. She wants to seek some advice from Eric on taking Minutes.) Lisa: Hi, Eric, how’s it going?

Eric: Just a bit busy. We have a meeting next Monday, so I’ve got a lot of preparation to do.

Lisa: Oh, the regular meeting? I need to take minutes for an important meeting next Thursday. But

to be honest, I’m not really good at it. Would you please give me some tips?

Eric: I’d be happy to. Look, here are some meeting minutes.

Lisa: Wow, they look good. They’re very well organized and laid out and the contents seem very

logical.

Eric: Thank you. To take good minutes, you really need to concentrate. Of course, you must be

accurate as well. Make sure you have the name of the company and the meeting, the date, time, and venue correct and the names of all the people present. Make a note of the exact time that the meeting is opened and closed and who is in the chair.

Lisa: is that all?

Eric: No. That’s the easy part. Lisa: Then what else should I do?

Eric: During the meeting you have to take notes of all the topics discussed, the main points made

by each speaker and any decisions made. Then after the meeting, you must type up your notes and circulate them to everyone who attended the meeting.

Lisa: But the problem is I can’t take down everything everyone says during the meeting.

Eric: You don’t have write down every word. You just make a not of the main points about each

topic, such as the business transacted, the resolutions passed and the decisions reached at a meeting.

Lisa: Oh, I see. Thank you very much! Eric: Don’t mention it. Good luck! Key:

1. warming up

a. Minutes: the record of a meeting

b. Agenda: the items to be discussed at a formal meeting c. Schedule: timetable for a project or a program 2. extensive watching

a. False …I’m not really good at it. Would you please give me some tips?

b. False Then after the meeting, you must type up your notes and circulate them to everyone

who attended the meeting. 3. intensive watching

a. concentrate b. accurate c. the name of the company d. opened and closed e. take notes of f. decisions g. type up

Task 3 Speaking

Objective: This part aims at guiding students to practice the skills they’ve learned in Listening & Watching. The task is designed to help students achieve communication skills in typical situations related to business meetings. Procedures:

Step 1: explain the task and give students time to look through the uncompleted conversation. Step 2: put students into pairs to complete the conversation. Circulate to provide help if necessary. Step 3. call on volunteers or selected pairs to role-play the conversation to the class. Key: 1. B 2. C 3.A 4. D

Unit 3

Unit objectives: students are introduced to the vocational skills covered in this unit and get a

general idea of the typical working situations concerned with business travel.

Procedures:

Step 1: elicit typical working situations for preparing for and having meetings from students. Step 2: ask students to read unit objectives to get a clearer idea.

Step 3: remind students to bear the objectives in mind while studying. Step 4: explain new words or expressions if necessary. Task 1 Listening Booking a Ticket

Objective: students learn how to book a ticket for a business trip. Procedures:

Step 1: students get prepared for the conversation concerning booking a ticket by finishing

本文来源：https://www.bwwdw.com/article/whbh.html