开课学院： 外国语学院 制作人：郭亮

课程名称	综合商务英语IV	授课对象所属专业	商务英语
课程类型	专业课	开课年级	2022级
课程性质	必修课	课程总学时	64学时

一、课程简介

《综合商务英语IV》是商务英语专业学生的一门必修课程，是以英语知识与技能和商务英语知识与技能为主要内容，以外语教学理论为指导，以遵循语言教学和语言习得的客观规律为前提，集多种教学模式和教学手段为一体的教学体系。根据国家对商务英语人才的需求，在帮助学生继续打好语言基础的同时，特别重视培养学生英语应用能力、商务实践能力、跨文化交流能力、思辨与创新能力以及自主学习能力。教学坚持以人为本，关注学生的情感，进一步激发学生学习英语的兴趣，帮助学生提升爱国情操和语言学习的成就感和自信心；注重培养和提高学生的个性化学习及自主学习能力、自我发展能力和可持续性发展能力，在培养他们积极主动的学习方法和思维方法、助其形成有效的学习策略的同时，提高他们的创新意识、创新能力、应用能力、分析和解决问题能力，为学生的后续学习和发展打下坚实的基础。

二、案例基本信息

1.案例名称：Media: Fact or Fable

2.对应章节：Unit 1

3.课程讲次：4次

三、案例教学目标

By the end of learning the unit, students should be able to:

1.Have a better understanding of the importance of social media in branding;

2.Discuss the changes and challenges of the means of branding on social mediaand propose appropriate countermeasures;

3.Develop the skills to utilize social media effectively in telling China’sstories well.

四、案例主要内容

1.Suggested activities for the unit

The activities aim to guide students in exploring how branding has been changed by social media.

Firstly, students can identify specific challenges that traditional branded-content strategies face on social mediathrough surveys conducted on a group basis.Secondly, students will analyze why social media has caused such significant changes in branding through group discussions. Thirdly, students will present their proposed methods and strategies for effectively navigating the evolving branding environment shaped by social media through brainstorming.

lProblem identification: divide students into small groups and ask each group to conduct a survey with the task of identifyingthe decline of branded-content strategies on social media;

lProblem analysis: ask students to have group discussions to analyze how the rise of crowdculture and the impact of digital technologies on cultural innovation have altered the effectiveness of branding techniques and changed the rules of branding;

lProblem solution: ask students to brainstorm solutions to address the problems, such as leveraging crowdculture for co-creation, promoting influencer partnerships and authentic advocacy, and encouraging community building and user-generated content.

五、案例教学设计

Suggested activities for the case study: understanding China using social media

Stage	Knowledge	Ability	Ideological Values	Teaching Mode	Activity
					Teacher	Student
Lead in	Cultural innovation	Reading, listening, speaking and induction	Openness, inclusiveness, adherence to tradition, and innovation	Online	Assign online tasks	Watch videos and summarize cultural connotations
Input	China’s cultural stories telling on social media	Reading, listening, and speaking	Inheritance of fine Chinese traditional culture	Online + Offline	Give online feedback and organize in-class activities	Watch videos, summarize, analyze cases, and translate
Output	National discourse power	Videos production	Cultural confidence	Offline	Organize in-class activities	Discuss and produce videos

Stage one

lDeveloping ability: grasp the general idea and specific information of videos, retell the gist of passage with notes, acquire the vocabulary related to Chinese stories telling;

lImparting knowledge: learn the connotation of cultural innovation;

lFostering values: have a deep understanding of the basic principles of openness, inclusiveness, adherence to tradition, and innovation;

lTeaching mode: online (pre-class and knowledge imparting);

lTeacher'sactivity: assign online self-learning tasks;

lStudents’ activities: 1) share how to use short videos to tell Chinese stories;2) summarize the connotation of cultural innovation, i.e., “based on traditional culture, extract deep, valuable, and reproducible elements to produce cultural creative expressions with global resonance in the Chinese discourse system”.

Stage two

lDeveloping ability: grasp the general idea and specific information of videos, retell the gist of passage with notes;

lImparting knowledge: tell China’s cultural stories well using social media;

lFostering values: convey the essence of fine traditional Chinese culture through short videos;

lTeaching modes: online (pre-class, imparting knowledge) + offline (in-class, knowledge internalization, extension, and construction);

lTeacher'sactivities: 1) assign online self-learning task; 2) give online feedback; 3) organize group discussions among students;

lStudents’activities: 1) summarize how to tell Chinese cultural stories well using social media;2) translate the selected paragraph from the Report to the 20^thCPC National Congress: 增强中华文明传播力影响力。坚守中华文化立场，提炼展示中华文明的精神标识和文化精髓，加快构建中国话语和中国叙事体系，讲好中国故事、传播好中国声音，展现可信、可爱、可敬的中国形象。加强国际传播能力建设，全面提升国际传播效能，形成同我国综合国力和国际地位相匹配的国际话语权。深化文明交流互鉴，推动中华文化更好走向世界。

Stage three

lDeveloping ability: produce videos with the use of video editing and dubbing software in China’s cultural stories telling;

lImparting knowledge: enhance national discourse power through social media;

lFostering values: integrate cultural confidence into telling China’s cultural stories well;

lTeaching mode: offline (in-class, knowledge internalization and construction);

lTeachers’activities: 1) assign online self-learning tasks; 2) give online feedback; 3) organize group discussions among students;

lStudents’ activities: 1) simulate the scenario where Chinese media would report on the achievements of the Belt and Road Initiative;2) upload the videos on social media platforms, such as Douyin or TikTok, and interact with followers by responding to their comments.

六、教学反思

本单元主题为“社交媒体与品牌”。课文聚焦社交媒体时代下品牌营销的变革和挑战、探讨公共关系从业者如何处理媒体关系、解读传统媒体公司与新兴互联网公司之间的竞争与合作，以及媒体行业在数字化时代的变革趋势。在本单元学习中，教师还应下大力气帮助学生理解社交媒体在当今社会中的重要性，积极引导他们对社交媒体与品牌之间的互动关系进行深入思考。同时，还需与学生进一步深入探讨社交媒体行业变革趋势及其影响。此外，还要进一步培养学生运用社交媒体讲好中国故事的能力，增强中华文化的国际传播力、影响力，提升中国国际话语权。