体验商务英语3教案 unit 6 1st(7页).doc

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1、-体验商务英语3教案 unit 6 1st-第 7 页一、教案头 编号：授课班级：授课日期：年 月 日年 月 日年 月 日本次课标题：Unit 6 Trade(Starting up / Vocabulary / Reading)教 学 目 标能力（技能）目标知识目标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

2、imports and exports.2. Useful words, phrases and collocations for talking about international trade.3. Application form for letter of credit.能 力 训 练 任 务 及 过 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

3、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. Re

4、ading: Students read an application for a letter of credit, complete a form, answer comprehension questions and write a letter.参考资料Teachers Resource Book （高等教育出版社）二、教学设计步 骤教 学 内 容教学方法Activities (学生活动)Time(时间)告知 (教学内容、目的）1. Warmer.2. Overview.3. Quotation: “Every time we buy a foreign car we put some

5、one 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

6、. Reading: Students read an application for a letter of credit, complete a form, answer comprehension questions and write a letter.讲授5min引入 （任务项目）1. Warmer2. Overview3. Quotation提问Answer the questions 5 min操练 （掌握初步或基本能力）1) Students discuss questions about imports and exports. They also complete a ch

7、art placing countries according to natural resources and economic wealth2) Vocabulary: Students study some useful words, phrases and collocations for talking about international trade.分组讨论Discuss questions and learn the vocabularies.20 min深化 （加深对基本能力的体会）Reading: Letters of credit are used in interna

8、tional trade to guarantee payments. This reading section is based on a letter from an exporter requesting the bank to open a letter of credit.阅读理解The students read the article carefully and finish the exercise.15min归纳 （知识和能力）The contents of an application form for a letter of credit.Exporter/ Import

9、er/ Goods/ Quantity/ Value/ Method of payment/ Documents required/ Contract restriction讲授 Summarize the contents of an application form for a letter of credit from the reading.20min训练 (巩固 拓展 检验)Writing: Write a letter, describing the benefits the company can offer and give references.写作练习Write a let

10、ter.10min总结1. Useful words, phrases and collocations for talking about international trade.2. Application form for a letter of credit.归纳讲述5min作业Keep the vocabularies in mind.课堂练习Practice in class10min后记Period I: Steps（步骤）Methods & Tasks（方法、任务）Introduction1. Warmer.2. Overview.3. Quotation: “Every ti

11、me 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

12、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 reason

13、s 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

14、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 an

15、d 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

16、 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

17、.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.Par

18、t 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

19、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,

20、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 th

21、e 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 portlib

22、eralizeAgainst 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 fin

23、ished.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

24、 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 avail

25、able 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: Connois

26、seur Quantity: 500 casesValue: US$ 50,000Method of payment: irrevocable letter of creditDocuments required: four clean copies of the Bills of LadingContract restriction: no part shipmentsPart BAnswers:1 in 30 days2 brands and quantities3 Julian Montero4 A copy of the letter to the correspondent bank

27、 in ArgentinaPart C 1) Tell students to read through the instructions to Exercise C, then make sure they understand by asking them to tell you what they have to do.2) Students work through the matching exercise individually, checking their answers in pairs when they have finished.3) Check the answer

28、s with the whole class.Answers:1) d 2) a 3) I 4) c 5) j 6) h 7) e 8) b 9) f 10) gHomeworkPractice the word-matching by making sentences with them.Conclusion1. vocabularies in employment (factors in considering candidates for jobs)2. Skimming and reading for information.Listening skills: Note-takingWord-matching