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【Abstract】Business English teaching is an organic combination of language and international business skills which is full of specialty， while practice teaching is the essential link of business English professional skill and the practice teaching of personnel training. German action-oriented teaching method had brought those three ideas above which eventually achieve the training of students’ comprehensive quality and ability.
【Key words】German action-oriented teaching； group cooperation； business English training
Recently， with the consistent development of China’s foreign trade， the demand of business English talent is rising. Business English is a specialty of the organic combination of language and international business skills， in which practice teaching works efficiently to cultivate students’ basic abilities and skills， as an important link of practical teaching in business English personnel training.
I. Introduction of German action-oriented teaching method
Action-oriented teaching method is a teaching activity to design， implement and evaluate vocational education in according to the action needed to achieve a certain vocational career activity， the environment condition required by the generation and maintenance of the action and practitioners’ internal regulation mechanism. It aims to enhance the development of leaner’s vocational ability.
In the higher vocational English teaching， action-oriented teaching method requires students to use their brain， hand and mind simultaneously. It is guided by the activity and regards the ability as a fundamental. It generally includes the following teaching method：six-step teaching method， four-step teaching method， group-study teaching method， subject teaching method， guiding text teaching method and role play teaching method.
II. The combination of group-study method and business English practice class
In the business English practice class， teacher usually uses the method such as role play and scenario simulation to ulterior consolidates the business knowledge which they have learned during the class. During the play， the group division corporation is necessary. It will be discussed below about how to apply the group-study method of German action-oriented teaching method in business English practice class， taking the role play scene of airport pick-up as an example.
1. Preparing phase
During this section， the role of teacher works importantly， which directly influence the applying effect of group-study method in a class. It is teacher’s responsibilities to specific the topic first and the let the student know as well. Choose the recorder and timekeeper， preparing the pen， paper and recording equipment， stipulating the time span for preparation and performance section. 2. Determining the group topic
The group topic is generally basic on the teaching content. Topic should be concise but not overall specific. Taking the role play scene of airport pick-up as an example， ascertaining the number of group member basic on the roles needed in this scenario such as：customer， representative， executive secretary， airport interviewer， the role member can also be discussed freely by students.
3. The principle and method of group division
The group division principle of German action-oriented teaching method in group-study teaching method is basic on the target， different in personalities but coinciding in quality， which guarantees the variation and mutually complementary to achieve the fair and reasonable competition. The general abilities of the groups should be the same， as the representatives of the whole class.
The normal division method includes：teacher’s designation （for presupposed reason）， students’ voluntary combination （usually the familiar member）， and random arrangement （drawing lots）. For most English major class， there will be more girls than boys， the gender ratio is imbalanced， considering this situation， and teacher should designate to make sure that there is at least a male member in each group during the role play section.
III. Conclusion and problems
The change of student’s belief. Many students are used to ‘one speaker class’ so that teacher should enhance students’ ability and stimulate the students’ initiative as far as possible when applying the action-oriented group-study teaching method， making sure the topic and leaving enough space for students to make them corporate and get involved in teaching activity， transforming their attitude from passively acceptance to actively exploring， from individual study to group study.
References：
[1]張迅.论英语口语课堂中合作学习的组织策略[J].外语于外语教学，2007，（8）：38-41.
[2]薄跃萍.德国行动导向教学理论研究[D].天津大学，2010.
[3]吴艳华，吴秀文.行动导向下的英语情境教学——关于高职商务英语专业基础英语教学的设想[J].广东轻工职业技术学院学报，2010，（01）：34-37.
【Key words】German action-oriented teaching； group cooperation； business English training
Recently， with the consistent development of China’s foreign trade， the demand of business English talent is rising. Business English is a specialty of the organic combination of language and international business skills， in which practice teaching works efficiently to cultivate students’ basic abilities and skills， as an important link of practical teaching in business English personnel training.
I. Introduction of German action-oriented teaching method
Action-oriented teaching method is a teaching activity to design， implement and evaluate vocational education in according to the action needed to achieve a certain vocational career activity， the environment condition required by the generation and maintenance of the action and practitioners’ internal regulation mechanism. It aims to enhance the development of leaner’s vocational ability.
In the higher vocational English teaching， action-oriented teaching method requires students to use their brain， hand and mind simultaneously. It is guided by the activity and regards the ability as a fundamental. It generally includes the following teaching method：six-step teaching method， four-step teaching method， group-study teaching method， subject teaching method， guiding text teaching method and role play teaching method.
II. The combination of group-study method and business English practice class
In the business English practice class， teacher usually uses the method such as role play and scenario simulation to ulterior consolidates the business knowledge which they have learned during the class. During the play， the group division corporation is necessary. It will be discussed below about how to apply the group-study method of German action-oriented teaching method in business English practice class， taking the role play scene of airport pick-up as an example.
1. Preparing phase
During this section， the role of teacher works importantly， which directly influence the applying effect of group-study method in a class. It is teacher’s responsibilities to specific the topic first and the let the student know as well. Choose the recorder and timekeeper， preparing the pen， paper and recording equipment， stipulating the time span for preparation and performance section. 2. Determining the group topic
The group topic is generally basic on the teaching content. Topic should be concise but not overall specific. Taking the role play scene of airport pick-up as an example， ascertaining the number of group member basic on the roles needed in this scenario such as：customer， representative， executive secretary， airport interviewer， the role member can also be discussed freely by students.
3. The principle and method of group division
The group division principle of German action-oriented teaching method in group-study teaching method is basic on the target， different in personalities but coinciding in quality， which guarantees the variation and mutually complementary to achieve the fair and reasonable competition. The general abilities of the groups should be the same， as the representatives of the whole class.
The normal division method includes：teacher’s designation （for presupposed reason）， students’ voluntary combination （usually the familiar member）， and random arrangement （drawing lots）. For most English major class， there will be more girls than boys， the gender ratio is imbalanced， considering this situation， and teacher should designate to make sure that there is at least a male member in each group during the role play section.
III. Conclusion and problems
The change of student’s belief. Many students are used to ‘one speaker class’ so that teacher should enhance students’ ability and stimulate the students’ initiative as far as possible when applying the action-oriented group-study teaching method， making sure the topic and leaving enough space for students to make them corporate and get involved in teaching activity， transforming their attitude from passively acceptance to actively exploring， from individual study to group study.
References：
[1]張迅.论英语口语课堂中合作学习的组织策略[J].外语于外语教学，2007，（8）：38-41.
[2]薄跃萍.德国行动导向教学理论研究[D].天津大学，2010.
[3]吴艳华，吴秀文.行动导向下的英语情境教学——关于高职商务英语专业基础英语教学的设想[J].广东轻工职业技术学院学报，2010，（01）：34-37.