《商務(wù)英語(yǔ)課程》教學(xué)課件

1、商務(wù)英語(yǔ)課程教 學(xué) 設(shè) 計(jì) 實(shí) 踐-以體驗(yàn)商務(wù)英語(yǔ)（Market Leader）為例廣東外語(yǔ)外貿(mào)大學(xué)國(guó)際商務(wù)英語(yǔ)學(xué)院尚敏銳第1頁(yè)，共58頁(yè)。內(nèi) 容什么是商務(wù)英語(yǔ)?商務(wù)英語(yǔ)在中國(guó)的發(fā)展及未來(lái)展望商務(wù)英語(yǔ)是一門課程還是一個(gè)專業(yè)？商務(wù)英語(yǔ)專業(yè)核心競(jìng)爭(zhēng)力是什么？商務(wù)英語(yǔ)課程教學(xué)設(shè)計(jì)-以體驗(yàn)商務(wù)英語(yǔ)為例2009-05-232*第2頁(yè)，共58頁(yè)。1 什么是商務(wù)英語(yǔ)?定義 1：劍橋商務(wù)英語(yǔ)（BEC）Business English is for business people who need to, or will soon need to, use English in their work. It m

2、ay also be used by adult students who will be entering the world of business at the end of their course of studies. 商務(wù)英語(yǔ)是商務(wù)人士在工作中需要或?qū)⑿枰褂糜⒄Z(yǔ)進(jìn)行交際的語(yǔ)言。也可以是那些在學(xué)習(xí)結(jié)束后即將跨入商界的成人學(xué)生們使用的語(yǔ)言。2009-05-233*第3頁(yè)，共58頁(yè)。定義 2：WikipediaBusiness English is English especially related to international trade. Many non-native E

3、nglish speakers study English with the goal of doing business with English-speaking countries, or with companies located in non-native English-speaking areas but nonetheless using English as shared second language or lingua franca.2009-05-234*第4頁(yè)，共58頁(yè)。商務(wù)英語(yǔ)尤指與國(guó)際貿(mào)易相關(guān)聯(lián)的英語(yǔ)。非英語(yǔ)國(guó)家的人學(xué)習(xí)商務(wù)英語(yǔ)的目的是為了與英語(yǔ)國(guó)家，或者雖然是

4、非英語(yǔ)國(guó)家、但把英語(yǔ)作為通用語(yǔ)的公司或企業(yè)進(jìn)行商務(wù)活動(dòng)。2009-05-235*第5頁(yè)，共58頁(yè)。定義 3：李明 （2004）商務(wù)英語(yǔ)是指以服務(wù)于商務(wù)活動(dòng)內(nèi)容為目標(biāo)，集實(shí)用性、專業(yè)性和明確的目的性于一身，為廣大從事國(guó)際商務(wù)活動(dòng)的人們所認(rèn)同和接受，并具備較強(qiáng)社會(huì)功能的一種英語(yǔ)變體。2009-05-236*第6頁(yè)，共58頁(yè)。定義 4：英語(yǔ)+商務(wù)（蔡蕓，2004）我國(guó)當(dāng)前的情況是，商務(wù)英語(yǔ)是作為英語(yǔ)專業(yè)的一個(gè)方向或是一個(gè)以英語(yǔ)為主業(yè)的專業(yè)，學(xué)生需要較高程度的英語(yǔ)水平（語(yǔ)言知識(shí)和應(yīng)用技能），以及充分了解英語(yǔ)國(guó)家的社會(huì)文化；要完成這個(gè)任務(wù)就需要設(shè)置一系列的英語(yǔ)語(yǔ)言和文化課程，不是一門ESP類型的商務(wù)英語(yǔ)

5、課程能過(guò)承擔(dān)的。此外，學(xué)生還要具有系統(tǒng)的商務(wù)知識(shí)，這就需要提供一系列的商科專業(yè)課程。2009-05-237*第7頁(yè)，共58頁(yè)。定義 4：張武保（2006）商務(wù)英語(yǔ)就是在國(guó)際商務(wù)活動(dòng)中所使用的共同語(yǔ)言（英語(yǔ)）。它所研究的是以英語(yǔ)為載體的相關(guān)的商務(wù)專業(yè)題材文本（合同、標(biāo)書(shū)、信函、教材、評(píng)論、演講、報(bào)告等）的語(yǔ)言特點(diǎn)，包括字、詞、句、篇章、語(yǔ)體、語(yǔ)用、修辭、寫(xiě)作等的特點(diǎn)及其與普通英語(yǔ)（GE）所存在的差異。旨在提高商務(wù)交際的專業(yè)化程度和交際效果。2009-05-238*第8頁(yè)，共58頁(yè)。2 商務(wù)英語(yǔ)在中國(guó)的發(fā)展及未來(lái)展望（張武保，2007) 2009-05-239*第9頁(yè)，共58頁(yè)。2.1 商務(wù)英語(yǔ)在

6、中國(guó)發(fā)展的三個(gè)階段萌芽期 （80年代）主要特征：教師英語(yǔ)老師教學(xué)計(jì)劃：英語(yǔ)的教學(xué)計(jì)劃稍作修改，加入個(gè)別商貿(mào)類課程（其中以外貿(mào)函電為主）以補(bǔ)充學(xué)生在商貿(mào)方面的知識(shí)和詞匯學(xué)科名稱：英語(yǔ)2009-05-2310*第10頁(yè)，共58頁(yè)。發(fā)展期（紀(jì)90年代）主要特征：建立獨(dú)立系科：獨(dú)立于傳統(tǒng)的英語(yǔ)專業(yè)之外間接地采用了一些經(jīng)貿(mào)管理類課程：外貿(mào)函電，商務(wù)概論等教學(xué)計(jì)劃：主干仍然是英語(yǔ)為主專業(yè)名稱有了創(chuàng)新：英語(yǔ) + 方向（國(guó)際商務(wù)/國(guó)際貿(mào)易/國(guó)際經(jīng)濟(jì)法等等）名稱混亂：外貿(mào)英語(yǔ)，經(jīng)貿(mào)英語(yǔ)、商務(wù)英語(yǔ)，多功能英語(yǔ)等2009-05-2311*第11頁(yè)，共58頁(yè)。成熟期（21世紀(jì)-）專業(yè)規(guī)模形成：截至到2007年底，在全

7、國(guó)900多所開(kāi)設(shè)有英語(yǔ)專業(yè)的院校中，有700多家高校開(kāi)辦了國(guó)際商務(wù)英語(yǔ)課/專業(yè)理論專著出現(xiàn)： 林添湖（主編）， 2003.國(guó)際商務(wù)英語(yǔ)在中國(guó)；賀川生和肖云南（主編), 2004.商務(wù)英語(yǔ)理論與實(shí)踐師資隊(duì)伍多元化：海歸派，雙學(xué)科，出國(guó)進(jìn)修，企業(yè)實(shí)踐 教材種類增多：引進(jìn)國(guó)外的原文版教材，國(guó)內(nèi)自編教材概念趨于統(tǒng)一：國(guó)際商務(wù)英語(yǔ)學(xué)科設(shè)計(jì)多元化：英語(yǔ) + 專業(yè) （經(jīng)貿(mào)、管理、法律、金融等）為主要特色2009-05-2312*第12頁(yè)，共58頁(yè)。2.2 商務(wù)英語(yǔ)專業(yè)的發(fā)展與展望預(yù)測(cè)起步期發(fā)展期高峰期專業(yè)化期職業(yè)期2009-05-2313*第13頁(yè)，共58頁(yè)。3. 商務(wù)英語(yǔ)是一門課程還是一個(gè)專業(yè)？3.1 什

8、么是商務(wù)？Business: a person, firm, company or other organization which makes or produces a product, buys and sells goods or provides some kind of service, usually for the purpose of making a profit. Business: maximize profit for stakeholders. 2009-05-2314*第14頁(yè)，共58頁(yè)。商務(wù)是制造產(chǎn)品、買賣商品或提供某種服務(wù)的人、廠商、公司或其它組織通常以贏利為

9、目的所從事的經(jīng)營(yíng)活動(dòng)。商務(wù)是使股東的利益最大化。2009-05-2315*第15頁(yè)，共58頁(yè)。3.2 商務(wù)英語(yǔ)（課程）與商務(wù)英語(yǔ)專業(yè)商務(wù)英語(yǔ)（課程）與商務(wù)英語(yǔ)專業(yè): 目前的文獻(xiàn)研究以及多數(shù)人對(duì)商務(wù)英語(yǔ)的認(rèn)識(shí)焦點(diǎn)都集中在商務(wù)英語(yǔ)（課程）方面。認(rèn)識(shí)分歧較大，爭(zhēng)論較多。國(guó)家教育部2007年所批復(fù)的“商務(wù)英語(yǔ)”， 不是一門課程， 而是一門專業(yè)。2009-05-2316*第16頁(yè)，共58頁(yè)。3.2 商務(wù)英語(yǔ)（課程）與商務(wù)英語(yǔ)專業(yè)前者是語(yǔ)言（工具）的特性，后者是專業(yè)（復(fù)合）的特性。商務(wù)英語(yǔ)專業(yè)設(shè)計(jì)應(yīng)該把握核心、因地制宜的進(jìn)行復(fù)合。核心，就是英語(yǔ) “商務(wù)英語(yǔ)課程”。差異：在教學(xué)過(guò)程與學(xué)習(xí)方法方面與普通英語(yǔ)沒(méi)

10、有什么差別，明顯的差別在于其教學(xué)內(nèi)容。商務(wù)英語(yǔ)課程的內(nèi)容應(yīng)偏重商務(wù)題材。這兩個(gè)概念的區(qū)分，有助于商務(wù)英語(yǔ)專業(yè)設(shè)計(jì)和研究。 2009-05-2317*第17頁(yè)，共58頁(yè)。3.3 商務(wù)英語(yǔ)專業(yè)的定義商務(wù)英語(yǔ)專業(yè)是以英語(yǔ)和經(jīng)營(yíng)類（管理學(xué)、經(jīng)濟(jì)學(xué)、法學(xué)、貿(mào)易）等相關(guān)學(xué)科的主干課程為主修內(nèi)容的應(yīng)用型、交叉型、多門類的復(fù)合型學(xué)科。它的目標(biāo)是培養(yǎng)能夠以英語(yǔ)為工具，獨(dú)立、熟練、直接、有效地進(jìn)行各種國(guó)際商務(wù)活動(dòng)的國(guó)際型人才。（張武保，2007）2009-05-2318*第18頁(yè)，共58頁(yè)。4 商務(wù)英語(yǔ)專業(yè)核心競(jìng)爭(zhēng)力是什么？任何新生事物的生存和發(fā)展都有其獨(dú)特新穎、與眾不同的一面，否則就會(huì)被淘汰。這就是競(jìng)爭(zhēng)力的作用

11、。核心競(jìng)爭(zhēng)力(Core competitive competence):由美國(guó)管理學(xué)者C. K. Prahalad 和Gary Hamel在 1990年提出。企業(yè)的成功不再歸功于短暫的或偶然的產(chǎn)品開(kāi)發(fā)或靈機(jī)一動(dòng)的市場(chǎng)戰(zhàn)略，而是企業(yè)核心競(jìng)爭(zhēng)力的外在表現(xiàn)。2009-05-2319*第19頁(yè)，共58頁(yè)。核心競(jìng)爭(zhēng)力包括三個(gè)方面：1）能很好的實(shí)現(xiàn)顧客所看重的價(jià)值；2）必須是企業(yè)所特有的、并且是競(jìng)爭(zhēng)對(duì)手難以模仿的；3）具有延展性，能夠同時(shí)應(yīng)用于多個(gè)不同的任務(wù)，使企業(yè)能在較大范圍內(nèi)滿足顧客的需要。2009-05-2320*第20頁(yè)，共58頁(yè)。商務(wù)英語(yǔ)專業(yè)的核心競(jìng)爭(zhēng)力 1）教育產(chǎn)品的特殊性教育的產(chǎn)品人才；學(xué)校

12、的客戶用人單位；客戶看重的價(jià)值體現(xiàn)在畢業(yè)生就業(yè)率。（商務(wù)英語(yǔ)專業(yè)畢業(yè)生的就業(yè)率一直在90%以上，高踞就業(yè)率榜首）。 2）商務(wù)英語(yǔ)是復(fù)合型專業(yè)，英語(yǔ)是核心中的核心；師資要求高教師既要有復(fù)合型知識(shí)，又要有復(fù)合型經(jīng)驗(yàn)。這些特點(diǎn)都是難以復(fù)制、不易模仿的。2009-05-2321*第21頁(yè)，共58頁(yè)。3）很好的延展性：以英語(yǔ)為工具，與其他有 形工具不同，一旦被掌握，不會(huì)成為累贅、不需保養(yǎng)，有助于求學(xué)深造、求職與升遷，使學(xué)習(xí)者比他人獲得更早、更多、更準(zhǔn)確的信息，在商務(wù)場(chǎng)合增添更加充足的自信心。2009-05-2322*第22頁(yè)，共58頁(yè)。商務(wù)英語(yǔ)專業(yè)的核心競(jìng)爭(zhēng)力體現(xiàn)在兩個(gè)方面一是準(zhǔn)確到位的商務(wù)語(yǔ)言（英語(yǔ)）

13、表達(dá)；二是綜合性經(jīng)營(yíng)、商貿(mào)等方面的知識(shí)。必須有良好的英語(yǔ)語(yǔ)言素質(zhì)和相應(yīng)的經(jīng)營(yíng)、商貿(mào)等方面的知識(shí)，才能及時(shí)了解信息，把握不斷變化的國(guó)際形勢(shì)，在國(guó)際競(jìng)爭(zhēng)中時(shí)刻處于有利地位。這就是商務(wù)英語(yǔ)專業(yè)的核心競(jìng)爭(zhēng)力所在。2009-05-2323*第23頁(yè)，共58頁(yè)。5 商務(wù)英語(yǔ)課程教學(xué)設(shè)計(jì)-以體驗(yàn)商務(wù)英語(yǔ)為例商務(wù)英語(yǔ)專業(yè)是所有開(kāi)設(shè)商務(wù)英語(yǔ)院校追求的目標(biāo)與努力的方向。商務(wù)英語(yǔ)專業(yè)的核心就是英語(yǔ)，核心的核心是商務(wù)英語(yǔ)課程的教學(xué)。選擇一套優(yōu)秀的主導(dǎo)教材教授商務(wù)英語(yǔ)課程?！癕arket Leader” (體驗(yàn)商務(wù)英語(yǔ))是一套優(yōu)秀的商務(wù)英語(yǔ)類教材。2009-05-2324*第24頁(yè)，共58頁(yè)。選擇Market Lead

14、er-體驗(yàn)商務(wù)英語(yǔ)的理由（摘自現(xiàn)代教育報(bào)-教材周刊2008.5.9第184期 p. 8，刊號(hào)CN11-0256)出生名門，國(guó)際暢銷原汁原味，實(shí)用易學(xué)體驗(yàn)式學(xué)習(xí)，活學(xué)活用國(guó)際商務(wù)，盡在掌握資源豐富，一舉兩得2009-05-2325*第25頁(yè)，共58頁(yè)。與David Cotton, Chief compiler of Market Leader, UK的郵件往來(lái) From: David Cotton To: 尚敏銳/James ShangSubject: Re: Merry Xmas and A Happy New Year!Date: Mon, 14 Jan 2008 15:08:03 +000

15、0Dear James, I was delighted to receive news of your activities. Thanks so much for making the presentations on Market Leader. No doubt you are one of the reasons that Market Leader has been selling well in China. As you know, we have done new editions of all the course-books, with substantial chang

16、es to the texts. I imagine the new editions will eventually reach you! Please be assured that I would always be pleased to hear from you regarding the teaching of Market Leader. I hope one day to return to China to do another tour there. Tomorrow, I go to Athens to launch a new series of 4 course-bo

17、oks at Elementary - Upper intermediate level. The course-books are for adults and teach General English, not Business English. There is an EAP strand as one section offers a study skills and writing syllabus. There are also General English case studies which we have labelled Scenarios. We hope the c

18、ourse-books will sell as well the Market Leader.I wish you every success in your teaching during 2008. And thanks you once again for all your efforts on behalf of the Market Leader course-books. We appreciate everything you are doing to promote our books.Best wishes,David Cotton2009-05-2326*第26頁(yè)，共58

19、頁(yè)。Contents5.1Course Aims5.2Teaching and Learning Strategy5.3Learning Outcomes5.4 Teaching Focus for Major Sections5.5 Assessed Work2009-05-2327*第27頁(yè)，共58頁(yè)。5.1 Course AimsAuthenticity of business content: To bring the real world of international business into the language teaching classroom, increasin

20、g Ss knowledge of business practice and concepts; to cater for the wide range of needs which Ss have.Learning subjects: Ss preparing for a career in business or those already working who want to improve their English communication skills.2009-05-2328*第28頁(yè)，共58頁(yè)。5.1 Course AimsTarget-based approach: S

21、s encouraged to use their own experience and opinions in order to maximise involvement and learning.Flexibility of use: Demands of Business English courses vary greatly and materials accordingly need to be adaptable. The course can be used either extensively/intensively or with a focus on a certain

22、skill need, like listening, reading, or speaking.2009-05-2329*第29頁(yè)，共58頁(yè)。5.2Teaching and LearningStrategyThe methodology to be used: -a mix of tutor-led inputs-small group discussions-meetings and simulation-extended problem-solving -language development activities2009-05-2330*第30頁(yè)，共58頁(yè)。5.2 Teaching

23、and LearningStrategySs being expected to take a measure of responsibility for their own learning by carrying out self-directed activities.2009-05-2331*第31頁(yè)，共58頁(yè)。5.3 Learning OutcomesOn completion of the module, Ss will have:-developed their level of English and communication skills to an equivalent

24、of IELTS 5.5;-written a variety of business documents and participated in a variety of simulated business activities;-demonstrated an awareness of techniques and skills for effective meetings;-demonstrated awareness and understanding of some key issues in international business.2009-05-2332*第32頁(yè)，共58

25、頁(yè)。5.4 Teaching Focus for Major Sections 5.4.1Starting up 5.4.2Reading 5.4.3Case Study2009-05-2333*第33頁(yè)，共58頁(yè)。5.4.1 Starting up (Unit 8 Team Building, Book 4)Warmer: -Write the word “TEAMS” in big letters on the board. -Ask Ss in pairs to brainstorm all the types of team they can think of in all situa

26、tions.-Ask Ss to say what they came up with.-Invite comments and encourage discussion.2009-05-2334*第34頁(yè)，共58頁(yè)。5.4.1 Starting up (Unit 8 Team Building, Book 4)Background information about Team Building:-Ask Ss the advantages and disadvantages of working in teams and ask them to talk about their own ex

27、periences of the teams they have been in.-Tell Ss in constructing teams, its important not just to get talented people, but right combination of talents. “Its important to have a great team of minds, rather than a team of great minds.”-Ask Ss to do a quiz about different types of team members on p.6

28、8.-Refer to the key on p. 149 to see what profile they themselves have.2009-05-2335*第35頁(yè)，共58頁(yè)。5.4.1 Starting up (Unit 8 Team Building, Book 4)Roles in teams-Implementer: who converts the teams plan into something achievable.-Co-ordinator: who sets agenda, defines team-members roles and keeps the obj

29、ectives in view.-Shaper: who defines issues, shapes ideas and leads the action.-Plant: who provides the original ideas and finds new approaches when the team is stuck.-Resource Investigator: who communicates with the outside world and finds new ways to get things done.2009-05-2336*第36頁(yè)，共58頁(yè)。5.4.1 St

30、arting up (Unit 8 Team Building, Book 4)Roles in teams-Monitor Evaluator: who evaluates information objectively and draws accuarate conclusions from it.-Team Worker: who builds the team, supports others and reduces conflict.-Completer Finisher: who gets the deadlines right.2009-05-2337*第37頁(yè)，共58頁(yè)。5.4

31、.1 Starting up (Unit 8 Team Building, Book 4)Stages of team life-Forming-Storming-Norming-Performing-Mourning2009-05-2338*第38頁(yè)，共58頁(yè)。5.4.1 Starting up (Unit 8 Team Building, Book 4)Quotation - Write the quotation on the board:“None of us is as smart as all of us.”- Ask Ss if they agree with the quota

32、tion.- Ask Ss to think of similar proverbs in English, Chinese or any other languages.2009-05-2339*第39頁(yè)，共58頁(yè)。5.4.2 Reading: Successful Team-workingStep A: Purpose -Ss developing their reading skills and acquiring essential buisness vocabulary about teambuilding. -The text providing a context for lan

33、guage work and discussion tasks.-Reflection of the key issues from Starting Up.-Clarifying and confirming Ss conception of teambuilding.2009-05-2340*第40頁(yè)，共58頁(yè)。5.4.2 Reading: Successful Team-workingStep B: Additional Tasks-Headings matching: Scan the article for an appropriate match for each paragrap

34、h section.-Thesis analysis: Read the first three paragraphs with the whole class for the thesis.-Writing style: Inductive. Advantages of using inductive in business English writings. Tell Ss to follow this style in their future writing practice.-Gist summerising: Invite one or two Ss to summerise th

35、e main idea of the passage.-Offering help: Recap difficult words and expressions that most Ss found difficult, working on meaning and where necessary, pronunciation.2009-05-2341*第41頁(yè)，共58頁(yè)。5.4.2 Reading: Successful Team-workingStep B: Additional Tasks- Key to headings matching (six points ):Common go

36、als with challenging targetsOpen communicationInvolvement of all team membersConflict resolutionLeadershipMeasuring progress against goals2009-05-2342*第42頁(yè)，共58頁(yè)。5.4.2 Reading: Successful Team-workingStep B: Required Tasks-Do Exercises A, B and C on pp. 70-71.-Get Ss to work in pairs, some pairs eval

37、uating a project they have worked on in relation to the six points in Exercise A. Did the project meet these criteria?-Other Ss discuss the five points from Queston 3 in Exercise B in relation to a project they have worked on.-With the whole class, get feedback from each pair. Invite comments and en

38、courage discussion.2009-05-2343*第43頁(yè)，共58頁(yè)。5.4.2 Reading: Successful Team-workingStep B: Required Tasks- Key to Question 3 (five points ):Meetings regularly overrunFrequent argements between team membersUnhealthy level of competition between individualsPeople not always completing tasks assigned to t

39、hemLast minute panics to meet deadlines2009-05-2344*第44頁(yè)，共58頁(yè)。5.4.3 Case Study: Basic requirementsLinking to the Units business topics;Based on realistic business problems or situations;Designed to motivate and actively engage Ss;Providing Ss with opportunities to practise their speaking skills in r

40、ealistic business situations;Being involved in discussing business problems and recommending solutions through active group work;Ending with a realistic writing task which reflects the real world of business correspondence and helps Ss preparing for Business English exams;Providing models of writing

41、 text type in the Writing File at the end of the Course Book. 2009-05-2345*第45頁(yè)，共58頁(yè)。5.4.3 Case Study: Basic requirementsIn doing Case Study, we may choose ONE of the following forms, or a combination of several of them.-Team work-Group discussion-Negotiation-Role play-Meetings-Press conference2009-

42、05-2346*第46頁(yè)，共58頁(yè)。5.4.3 Case Study: Basic requirementsIn doing Case Study, we may choose ONE of the following forms, or a combination of some of them.-Team work-Group discussion-Negotiation-Role play-Meetings-Press conference2009-05-2347*第47頁(yè)，共58頁(yè)。5.4.3 Case Study: Basic requirements-13 Teaching Tip

43、s for Using Case StudiesInvolve all the Ss at every stage of the class. Encourage every one to participate;Draw on Ss knowledge of business and the world;Be very careful how you present the case study at the beginning. Make sure your instructions are clear and that the task is understood;Ensure that

44、 all Ss have understood the case and the key vocabulary;2009-05-2348*第48頁(yè)，共58頁(yè)。5.4.3 Case Study: Basic requirements-13 Teaching Tips for Using Case StudiesEncourage Ss to use the language and communication skills they have acquired in the rest of the unit;Focusing on communication and fluency during

45、 the case study activities instead of language errors;If the activity is developing slowly or the Ss are a little reticent, you could intervene by asking questions or making helpful suggestions;Allow Ss to reach their own conclusions. Tell Ss there usually is no single “right” answer;2009-05-2349*第4

46、9頁(yè)，共58頁(yè)。5.4.3 Case Study: Basic requirements- 13 Teaching Tips for Using Case Studies9. Encourage critical thinking and creative and imaginative solutions to the problems expressed;10.Encourage Ss to use people management skills such as working in teams, leading teams, delegating and interacting eff

47、ectively with each other;11.Allocate sufficient time for the major tasks such as negotiating;12.Ss should identify the key issues of the case and discuss all the options before reaching a decision;13.Encourage Ss to actively listen to each other. This is essential for both language practice and effe

48、ctive teamwork.2009-05-2350*第50頁(yè)，共58頁(yè)。5.4.3 Case Study: The new bossThere are problems when a new manager takes over a sales team. Ss role play the directors of the company in their efforts to resolve them.Stage 1: Background and problemsStage 2: Task preparationStage 3: Task performance2009-05-2351*第51頁(yè)，共58頁(yè)。5.4.3 Case Study: The new bossStage 1: Background and problems- Get Ss read the background information:Activity Sales Manager until 18 months ago Present Sales Manager Sales performance- Problems2009-05-2352*第52頁(yè)，共58頁(yè)。5.4.3 Case Study: The new bossStage 2: Task preparation- Divide t