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     2. 1 　Students have no business working experiencesT o the new students in our college , most of them aredirectly graduated from their high schools in their home2town below 20. I t is usual in China that majorities of stu2dents 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 ; T o second grade and three grade students , they doknow business more , but they als o lead their lives inreading and reciting , meanwhile they have less chances toenter companies and acquaint trade process and details di2rectly. They don’ t understand business terms even inChinese and they cannot imagine what employees in com2panies should do for import and export trade. They speakand write English in their own informal and awkwardways , while they consider the way they use is g ood. After10 months’teaching Business English in our college , Ifind little by little that lacking working experiences is aserious holdback which blocks students’exactly under2standing teachers’explanation and wastes a lot of time inclass. Maybe we can do nothing for the previous 20years ; however , we should do s omething to help them af2ter they enter our college.
     2. 2 　Students neglect basic communication activitiesIn the textbook of Cambridge Business English ,there are many units about basic communication activi2ties , such as how to speak on telephone and how to 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 commu2nication. Nevertheless students are commonly very inter2ested in long and complicated sentences. They only judgefrom the short appearances and reckon the simple expres2sions as less important or even useless. Therefore , it iseasy to find that students 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 result of neglecting basic 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 a well - estab2lished method in Business English. I t inv olves studyingthe facts of a real life case , discussing the issues andreaching s ome kind of decision. When reading the relativedocuments , listening to and talking about the issues in2v olved , and writing s ome s ort 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 , Eng2lish teachers have duties to choose suitable and high qual2ity cases materials. They should choose cases of variousdegrees according to students’real abilities. I f the rela2tive contents in a case are difficult to understand in lan2guage or they are bey ond students’business knowledge ,teachers can translate the case into Chinese first , andthen let students consider , settle problems and make com2ments in English. By this way , students will not onlylearn business knowledge , but als o they can i