體驗(yàn)商務(wù)英語(yǔ)3教案 unit 6 1st.doc

一、教案頭 編號(hào)：授課班級(jí)：授課日期：年 月 日年 月 日年 月 日本次課標(biāo)題：Unit 6 Trade(Starting up / Vocabulary / Reading)教 學(xué) 目 標(biāo)能力（技能）目標(biāo)知識(shí)目標(biāo)1. Discuss questions about imports and exports.2. Talk about international trade.3. Complete an application form for letter of credit.1. Background information about imports and exports.2. Useful words, phrases and collocations for talking about international trade.3. Application form for letter of credit.能 力 訓(xùn) 練 任 務(wù) 及 過(guò) 程1. Greet the students and introduce the aims of this class2. Warmer.3. Overview.4. Quotation: “Every time we buy a foreign car we put someone else out of work.5. Starting up: students discuss questions about imports and exports. They also complete a chart placing countries according to natural resources and economic wealth.6. Vocabulary: Students study some useful words, phrases and collocations for talking about international trade.7. Reading: Students read an application for a letter of credit, complete a form, answer comprehension questions and write a letter.參考資料Teachers Resource Book （高等教育出版社）二、教學(xué)設(shè)計(jì)步 驟教 學(xué) 內(nèi) 容教學(xué)方法Activities (學(xué)生活動(dòng))Time(時(shí)間)告知 (教學(xué)內(nèi)容、目的）1. Warmer.2. Overview.3. Quotation: “Every time we buy a foreign car we put someone else out of work.4. Starting up: students discuss questions about imports and exports. They also complete a chart placing countries according to natural resources and economic wealth.5. Vocabulary: Students study some useful words, phrases and collocations for talking about international trade.6. Reading: Students read an application for a letter of credit, complete a form, answer comprehension questions and write a letter.講授5min引入 （任務(wù)項(xiàng)目）1. Warmer2. Overview3. Quotation提問(wèn)Answer the questions 5 min操練 （掌握初步或基本能力）1) Students discuss questions about imports and exports. They also complete a chart placing countries according to natural resources and economic wealth2) Vocabulary: Students study some useful words, phrases and collocations for talking about international trade.分組討論Discuss questions and learn the vocabularies.20 min深化 （加深對(duì)基本能力的體會(huì)）Reading: Letters of credit are used in international trade to guarantee payments. This reading section is based on a letter from an exporter requesting the bank to open a letter of credit.閱讀理解The students read the article carefully and finish the exercise.15min歸納 （知識(shí)和能力）The contents of an application form for a letter of credit.Exporter/ Importer/ Goods/ Quantity/ Value/ Method of payment/ Documents required/ Contract restriction講授 Summarize the contents of an application form for a letter of credit from the reading.20min訓(xùn)練 (鞏固 拓展 檢驗(yàn))Writing: Write a letter, describing the benefits the company can offer and give references.寫作練習(xí)Write a letter.10min總結(jié)1. Useful words, phrases and collocations for talking about international trade.2. Application form for a letter of credit.歸納講述5min作業(yè)Keep the vocabularies in mind.課堂練習(xí)Practice in class10min后記Period I: Steps（步驟）Methods & Tasks（方法、任務(wù)）Introduction1. Warmer.2. Overview.3. Quotation: “Every time we buy a foreign car we put someone else out of work.4. Starting up: students discuss questions about imports and exports. They also complete a chart placing countries according to natural resources and economic wealth.5. Vocabulary: Students study some useful words, phrases and collocations for talking about international trade.6. Reading: Students read an application for a letter of credit, complete a form, answer comprehension questions and write a letter.Step OneWarmer: Question: Ten reasons to buy imported goods.Divide the class into small groups.Ask students to think of as many reasons as they can for why people in their country choose imported rather than domestically produced goods.Step TwoQuotation: “Every time we buy a foreign car we put someone else out of work.”1) Divide the class into two groups: for and against2) Ask students to read the quotation.3) Get students in the for group to think of arguments to support the quotation and students in the against group to think of arguments disagreeing with it. Allow a couple of minutes.4) Redivide the class into groups of four to six students, each group containing a roughly equal number of students from the previous for and against groups.5) Get the students to debate the quotation in groups. Circulate and monitor.Step ThreeStarting up:In this section students take part in some discussion activities designed to orient them to the theme of the unit and to provide some useful speaking practices.Part A1) Ask students to list five things which they own-expensive things, cheap things, clothing, machines, etc.2) Get students to read the question.3) Tell students to work through their list of five possessions, deciding which are imported and where they come from.4) Put students into small groups to compare their lists.Part BDivide the class into small groups. If you have a multilingual class, get them to compare the exports and imports for their countries. If you have a monolingual class, get them to list their main exports and imports. A good source for checking this is the Economist Pocket World in Figures.Part C1) Go through the chart and make sure students understand it. Ask individual student to give examples of natural resources.2) Point out that the GDP per capita is the GDP of a country divided by the population. So a country like China has a huge overall GDP but a low GDP per capita.3) Divide the class into pairs or groups of three to carry out the task. Circulate and monitor.4) Go through the answers with individual groups as you go round. Example: While countries like Russia and Brazil are relatively rich in natural resources, their per capita GDP is low in comparison to the USA, Germany, or the UK. Japan and Singapore on the other hand, which are poor in natural resources, have a high per capita GDP.Part DAllow a few minutes for discussion in groups, then ask students to talk about their ideas in open classes. The question students are discussing here is one to which no one knows the answer. Various suggestions have been put forward-historical accidents, culture etc.Step FourVocabulary: Free tradeThis section introduces some basic vocabulary which is useful to discuss the topic of international trade.Part AIn favor of free tradeOpen bordersLaisser-faireDeregulationFree portliberalizeAgainst free tradeBarriersDumpingProtectionismQuotasTariffsStrategic industriesSubsidizeInfant industriesRestrictionscustomsPart BDivide the class into small groups to discuss the follow-up questions.Part C1) Students work through Exercise C in pairs, going on to Exercise D when they have finished.2) Check the answers with the whole class.1) e 2) d 3) f 4) b 5) g 6) c 7) aPart DTo break into a market exporterTo carry out a market survey exporter or importerTo place an order importerTo meet a delivery date exporterTo quote a price exporterTo arrange insurance cover exporter or importerTo comply with regulations exporter or importer Step FiveReading: Letters of creditLetters of credit are used in international trade to guarantee payments. The importers account is debited by the agreed amount of money. His or her bank then instructs a correspondent bank abroad to make the money available to the exporter. This reading section is based on a letter from an exporter requesting the bank to open a letter of credit. Students extract information to complete a form, answer comprehension questions and write a letter.Part AExporter: Julian Montero Goods: red & white winesImporter: Connoisseur Quantity: 500 casesValue: US$ 50,000Method of payment: irrevocable let