1、Unit 3 Is Trade Good for America?Teaching Objectives and Requirements: （教学目标与基本要求）1. Let the students master some basic terms of international trade;2. Let the students know some information about the novel: “The Choice: A Fable of Free Trade and Protectionism” from which the text is taken; 3. Let the students remember and use new words and expressions4. Explain language points in Text A and Supplementary reading “Excessive Collaboration” taken from The Economists. Focus: （教学重点）Let the students
2、know the basic knowledge of free trade and trade protectionismDifficulties: （教学难点）1. Term Study: free trade; trade protectionism; comparative advantage; opportunity cost;2. Information about “The Choice: A Fable of Free Trade and Protectionism”; 3. Comprehension of the key sentences of text A “Is Free Trade Good for America”?Teaching Procedures and teaching Time: （教学进程与学时分配）Teaching time:200 minutes (4 periods) Part I Pre-reading Questions: (Multi-media, 10 minutes.) It can be used as lead-in qu
3、estions. For students, they can discuss with each other and will have free answers. (1) Should you feel guilty about purchasing foreign products? (2) Do you believe “Buy Chinese” is the path to national prosperity? (3) Is free trade good for us and our country, or bad? Give your reasons. Part II Extensive Reading In this part, there are Text A and a supplementary reading taken from The Economists. By reading the texts in limited time, teacher helps students understand the contents and the readin
4、g methods to build reading abilities gradually. Text A: Is Trade Good for America? (140 minutes) a. Let the students read Text A as quickly as they can for the first time to get the general idea (10 minutes) b. Ask students to tell others the general idea of the text (10 minutes) c. Use some basic reading skills to read through the text again to find the answers to the following questions (20 minutes) 1. Under what circumstances will the statement “If the Japan had stayed poor, America would hav
5、e become even richer” be true? 2. Why couldnt the Olympic metaphor be applied to world trade？3. How did Japanese get wealthier than Americans between 1960 and the beginning of the 1990s? Was it because they lost World War II and could start from scratch with all the newest technologies? 4. In Dave s opinion, what was the secret of Japanese success between 1960 and the beginning of the 1990s? 5.What does the example of “Honda and Sony” tell us? 6. What does “resource” refer to ? How can we use re
6、sources in a wise way? 7. What does the author try to tell us by giving the example of “corn”? 8. According to Dave, under what circumstances will farmers plant corns by themselves? 9. What would be the results of Americas import of Japanese television? 10. Whats Daves purpose of comparing Americans losing jobs after the import of Japanese televisions with doctors losing jobs after the disappearance of all diseases? d. Check the answers to the questions (30 minutes)1. Under what circumstances wi
7、ll the statement “If the Japan had stayed poor, America would have become even richer” be true? A: (L8) Only if there was a fixed amount of wealth in the world and the nations of the world tussled over it. 2. Why couldnt the Olympic metaphor be applied to world trade？A: Because world trade can be win-win while the Olympic Games are win-lose. Evidence: (L9)The Olympic metaphor is misleading. If Japan wins the gold medal in television production, America has somehow lost. In fact, Japans expertise
8、 and success frees up resources for America to specialize in other areas. Both countries are then better off. 3. How did Japanese get wealthier than Americans between 1960 and the beginning of the 1990s? Was it because they lost World War II and could start from scratch with all the newest technologies? A: (L15) Hardly. How could it ever be a good idea to let somebody destroy your factory? If new technologies are superior to old, you can always junk your old factory and adopt the new technology.
9、4. In Dave s opinion, what was the secret of Japanese success between 1960 and the beginning of the 1990s? A: There was no secret. The road to wealth for a nation is quite simple. Use your resources wisely. Evidence: (L20-23) Some said it was the unique partnership between Japanese industry and its government. Japan had a government agency called MITI - the Ministry of International Trade and Industry - that many people credited with creating the Japanese miracle. 5.What does the example of “Honda and Sony” tell us? A: (L25-28) MITI did back some winners with government funding and assistance. They also picked some losers. They tried to discourage Honda from going into automobile and hampered Sonys activities in electronics. Honda and Sony were eventually great successes.(L28-30) I believe that MITIs role was not critical to Japans success. Japan
《unit3istradegoodforamerica》由会员xins****2008分享，可在线阅读，更多相关《unit3istradegoodforamerica》请在金锄头文库上搜索。
