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xperiencesTo the newstudents in our college, most of them aredirectly graduated from their high schools in their home-town below 20. It is usual in China thatmajorities of stu-dents are took care of by their parents. They spend lots oftheir time studying and staying with their teachers andfamilies. Therefore, they hardly have any knowledgeabout business and trade, and even more internationaltrade; To second grade and three grade students, they doknow business more, but they also lead their lives inreading and reciting, meanwhile they have less chances toenter companies and acquainttrade process and details di-rectly. They don’t understand business terms even inChinese and they cannot imagine what employees in com-panies should do for import and export trade. They speakand write English in their own informal and awkwardways, while they consider theway they use is good. After10 months’teaching Business English in our college, Ifind little by little that lacking working experiences is aserious holdback which blocks students’exactly under-standing teachers’explanation and wastes a lot of time inclass. Maybe we can do nothing for the previous 20years; however, we should do something to help them af-ter they enter our college.

2.2　Students neglect basic communication activitiesIn the textbook of Cambridge Business English,there are many units about basic communication activi-ties, such as howto speakon telephone and howto acceptor refuse customers’requirements. Most of the useful andshort sentences with several words are looked very simplethough they are very helpful and important in real commu-nication. Nevertheless students are commonly very inter-ested in long and complicated sentences. They only judgefrom the short appearances and reckon the simple expres-sions as less important or even useless. Therefore, it iseasy to find thatstudents pay less attention to such kind ofunits including similar contents. However, such kind ofshort sentences are necessary to express ideas clearly andpolitely, as well as to show the true thinking in one’smind. The resultof neglectingbasic activities is students’perplexities when they really face problems in their jobswhen talking and writing.

3　Suggestions to the problems

3.1　Using business case in teachingThe use of case studies has long been awell-estab-lished method in Business English. It involves studyingthe facts of a real life case, discussing the issues andreaching some kind of decision. When readingthe relativedocuments, listening to and talking about the issues in-volved, and writing some sort of summaries or reports,students will use all language skills and activity abilities.Therefore, it is an effective way to exercise students’Business English. Another important thing is that, Eng-lish teachers have duties to choose suitable and high qual-ity cases materials. They should choose cases of variousdegrees according to students’real abilities. If the rela-tive contents in a case are difficult to understand in lan-guage or they are beyond students’business knowledge,teachers can translate the case into Chinese first, andthen letstudents consider, settle problems andmake com-ments in English. By this way, students will not onlylearn business knowledge, but also they can improve theirlanguage level by considering, expressing, discussing andeven debating in English. Another case teaching methodis to organize students to simulate setting up their owncompanies. Then theywill face t本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。