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what employees in companies should do for import and export trade. They speak and write English in their own informal and awkward ways, while they consider the way they use is good. After 10 months’teaching Business English in our college, I find little by little that lacking working experiences is a serious holdback which blocks students’exactly under-standing teachers’explanation and wastes a lot of time in class. Maybe we can do nothing for the previous 20 years; however, we should do something to help them after they enter our college.
2.2　Students neglect basic communication activities
In the textbook of Cambridge Business English,there are many units about basic communication activities, such as how to speak on telephone and how to accept or refuse customers’requirements. Most of the useful and short sentences with several words are looked very simple though they are very helpful and important in real communication.
Nevertheless students are commonly very interested in long and complicated sentences. They only judge from the short appearances and reckon the simple expressions as less important or even useless. Therefore, it is easy to find that students pay less attention to such kind of units including similar contents. However, such kind of short sentences are necessary to express ideas clearly and politely, as well as to show the true thinking in one’s mind. The result of neglecting basic activities is students’perplexities when they really face problems in their jobs when talking and writing.
3.　Suggestions to the problems
3.1　Using business case in teaching
The use of case studies has long been a well-established method in Business English. It involves studying the facts of a real life case, discussing the issues and reaching some kind of decision. When reading the relative documents, listening to and talking about the issues involved, 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, English teachers have duties to choose suitable and high quality cases materials. They should choose cases of various degrees according to students’real abilities. If the relative contents in a case are difficult to understand in language or they are beyond students’business knowledge, teachers can translate the case into Chinese first, and then let students consider, settle problems and make comments in English.
By this way, students will not only learn business knowledge, but also they can improve their language level by considering, expressing, discussing and even debating in English. Another case teaching method is to organize students to simulate setting up their own companies. Then they will face the similar matters, such as how to bargain with customers and earn more with less cost, so that they can know what kinds of persons are needed by market and company and get resembled working experiences that have special means to them.
3.2　Using role-play or group work to training basic language abilities
Basic language activity abilities include some useful communication ways, such as using of phones, receiving and entertaining foreign visitors. Chinese students usually emphasize writing and grammar and neglect useful language activity abilities. We can see this point from a re-search, which shows“writing letters”and“writing telegrams”are in Band A 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。