Unit3IsTradeGoodforAmerica参考模板范本.doc

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 t

2、he 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 know the basic knowledge of free trade and trade protectionismDifficulties: （教学难点）1. Term Study: fre

3、e 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 minut

4、es (4 periods) Part I Pre-reading Questions: (Multi-media, 10 minutes.) It can be used as lead-in questions. 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 nation

5、al 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

6、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 r

7、eading 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 have become even richer” be true? 2. Why couldnt the Olympic metaphor be applied to world trade？3. How

8、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.Wha

9、t does the example of “Honda and Sony” tell us? 6. What does “resource” refer to ? How can we use resources 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 t

10、he 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

11、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 wi

12、n-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 and success frees up resources for America to specialize in other areas. Both countries are then be

13、tter 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

14、technologies are superior to old, you can always junk your old factory and adopt the new technology.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 w

15、isely. 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 “Hon

16、da 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

17、 that MITIs role was not critical to Japans success. Japan also had great economic success in times when MITI did not exist or was insignificant. 6. What does “resource” refer to ? How can we use resources in a wise way? A: (L36) Not fertile land, but the know-how, education, ingenuity, and drive of

18、 the people. (L38）Using your resources wisely means giving the people the incentive to work hard, to innovate, and to take risks. How can we use resources in a wise way? 7. What does the author try to tell us by giving the example of “corn”? A: The roundabout way to wealth, opportunity Cost of a cho

19、ice and comparative advantage Evidence: (L51) It looks like growing your own corn is incredibly cheap. ou just have the cost of a little seed. But growing your own corn is in fact incredibly expensive because of the time it takes to weed, water, and fertilize. That time appears to be free, but it is

20、 costly. You have lost the opportunity to work at some other activity, earning money , and using that money to buy corn. Or having the time for leisure. If you think of your household as a nation, you import corn. You produce it in the roundabout way just like America produces televisions. 8. Accord

21、ing to Dave, under what circumstances will farmers plant corns by themselves? A: (L 61) It depends on whether it takes fewer minutes to grow an ear directly, or to earn enough money to buy corn by working at some other job using the roundabout way. 9. What would be the results of Americas import of

22、Japanese television? A: TS: (L 68) The television jobs are gone. Supporting evidence: a. Americans would be freed to gain more valuable opportunities. (L 66) You have lost the job of growing corn and gained a more valuable opportunity. b.More American youngsters would focus their attention on jobs i

23、n more profitable industries. (L 82) But the biggest change caused by that technology was invisible. The dreams of farmers children changed. (L85) Even though their parents and grandparents had been farmers, . farming was going to be less profitable than it had been. They made plans to become salesm

24、en, engineers, chemists and pilots. c. The overall number of jobs increased tremendously. (L66) But they have been replaced by others. (L88)But jobs didnt disappear.People took different types of jobs. (L90) Some even went into a new industry called television. d. Americans would get less expensive

25、televisions. (L104) American gets less expensive foodThat is the important change. 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? A:To illustrate that losing the jobs of producing t

26、elevisions can also make America better off; To justify that imports are good for America, even if they destroy the domestic television industry. Evidence: (L115) Oh come on, Dave. If we could get rid of disease, doctors shouldnt stand in the way. (L121) But the principle is the same. Would a doctor

27、 have a right to force a person to stay sick so the doctor could continue earning the living the doctor was accustomed to? Does a television manufacturer have the right to force a consumer of televisions to pay a higher price to sustain high wages for his workers? .Certain types of jobs are lost. .P

28、eople who would have been doctors would now apply their skills to other activities and enrich our lives. Paradoxically, America would lose the high-paying jobs in health care but still become wealthier. e. Study words and expressions in the text (30 minutes)1. tussle v. to try to beat each other in

29、order to get something; to struggle or fight (with sb.); to wrestle (with sb.) 2. expertise n.expert knowledge or skill, especially in a particular field; know-how 3. know-how n. the technical knowledge and skill required to do sth.; expertise 4. ingenuity n. the power of creative imagination; the a

30、bility to invent things or solve problems in clever new ways ; inventiveness 5. drive n. energy and determination 心6. incentive n. something that encourages somebody do something; stimulus; motive；incitement, impulse, encouragement 7. roundabout n. If you do or say something in a roundabout way, you

31、 do not do or say it in a simple, clear, and direct way; indirect 8. Opportunity Cost of a choice: the value of the best alternative forgone, in a situation in which a choice needs to be made between several mutually exclusive alternatives. Assuming the best choice is made, it is the cost incurred b

32、y not enjoying the benefit that would have been had by taking the second best available choice. 机会成本或择一成本, 在面临多方案择一决策时，被舍弃的选项中的最高价值者是本次决策的机会成本。9. Comparative advantage比较优势 The ability of a party (an individual, a firm, or a country) to produce a particular good or service at a lower opportunity cost

33、 than another party. 10. 当某一个生产者以比另一个生产者以更低的机会成本来生产产品时，我们称这个生产者在这种产品和服务上具有比较优势。f. Analyze writing style of the text (15 minutes)1. Dialectic approach : question + answer: Its easy for the readers to imagine that Ricardo represents Roberts as professor and Ed represents every students who ever raised

34、 questions in his class. Ed raised questions based on his traditional thinking on protectionism. In this dialect approach , the author uses some numbers and case studies to illustrate what happens when trade is free and when it is not. 2. Concise, simple , well-written narrative Its a rather short w

35、ith only 104 pages of the whole novel and written in a clear and clean style so it will be a quick read for most people. Ricardo does an excellent job of getting across some complex international trade concepts in a very enjoyable way. He explains the most important concepts in economics- the import

36、ance of fee trade and demerits of trade protectionism. 3. Free from dense economic theory and technical jargonUnlike most economists, Roberts clearly states the case for free trade without falling back on dense economic theory and technical jargon. g.Assignments: (5 minutes) 1. Do exercisesIIandIII.

37、2. Preview the Supplementary Reading: Excessive Collaboration and write a short summary of about 50 words to express its main idea h. Exercises checking: (20 minutes) Supplementary Reading: Excessive collaboration (50 minutes) a.Ask students to have a group discussion on their summary of “ Excessive

38、 collaboration” (15 minutes) b.Word study and sentence comprehension (30 minutes)1. “THE INTERNSHIP”, a film about two middle-aged no-hopers who land work experience at Google, is a dire offering even by the standards of Hollywood summer comedies.land v. (informal) to succeed in getting a job, etc.,

39、 especially one that a lot of other people want 得到dire (informal) adj. very bad; terrible; horrible 可怕的；令人沉闷的 offering n. something which is being sold 出售；（本文指上映）翻译 实习大叔(The Internship)是一部讲述两个碌碌无为的中年人在谷歌找到一份工作的电影。即使以好莱坞夏季喜剧的标准来看，这也是一部极差的作品。2. Time was when firms modelled themselves on the armed forc

40、es, with officers (who thought about strategy) and chains of command. Now many model themselves on learning-through-play “Montessori” schools. to model oneself on: to copy the behavior, style, etc. of somebody you like and respect in order to be like them 效仿翻译 曾有一时，企业会效仿军队，让公司既有长官（出谋划策），又有一系列指挥部门。而现

41、在，企业却效仿寓教于乐的 “蒙特梭利”学校。背景Montessori education is an educational approach developed by Italian physician and educator Maria Montessori based on her extensive research with special needs children and characterized by an emphasis on independence, freedom within limits, and respect for a childs natural p

42、sychological, physical, and social development.3. It is not just rich-world businesses that are buying into this philosophy: buy into: (informal) to believe something, especially an idea that many other people believe in 相信翻译 推崇这一理念的不仅仅是发达国家的企业。4. Mr. Bezos is also an enthusiastic employer of ex-mil

43、itary personnel.翻译贝索斯先生（Bezos） 也非常喜欢雇佣卸任的军事人员。翻译策略 指出英汉语言差异特征之一：英语喜静，汉语好动。英汉互译过程中的静态动态之转换，并举例说明。e.g. He is a good eater, sleeper but not a good doer. 他能吃能睡，就是不能干。 5. It was the unthinking and indiscriminate application of child-centred education techniques, with little attention paid to outcomes, wh

44、ich eventually brought about a backlash. indiscriminate: random , arbitrary任意的; 不加选择的backlash: an adverse reaction to something or occurrence 强烈抵制翻译 由于缺乏考虑、随意套用以儿童为中心的教育方法并且不重视结果，蒙特梭利教育法最终引发了强烈反对。6. The more thoughtful critics did not wish to turn the clock back entirely and returnto rote learning a

45、nd tyrannical teachers; they simply said that structure and order have their place too.to turn /put the clock back: (disapproving) to return to old-fashioned methods or ideas回到过去；开历史倒车 rote learning: the process of learning something by repeating it until you remember it rather than by understanding

46、 the meaning of it死记硬背tyrannical: using power or authority over people in an unfair and cruel way ; autocratic, dictatorial残暴的；暴君的；专横的翻译 深思熟虑的批评者并不希望让时光倒流，回到死记硬背且教师专断的时代，他们只是表示，仍然要注重等级和秩序。d. Assignments: (2 minutes)Finish all exercises in this unit and preview unit 7Part III. Critical Thinking (课后思考题）（3 minutes)After reading this text, do you think trade is good for America ? Why? Write a composition about 120 words on it. Part IV. References: （主要教学参考资料） 1. 商务英语阅读教程II2. 牛津英汉双解词典3. Excessive Collaboration (The Economists)7 / 7