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 u new words and expressions
4. 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 protectionism
academicianDifficulties: （教学难点）
1. Term Study: free trade; trade protectionism; comparative advantage; opportunity cost;
克兰福德2. Information about “The Choice: A Fable of Free Trade and Protectionism”;
3. Comprehension of the key ntences 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 ud 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? belt是什么意思>statues
(2) Do you believe “Buy Chine” is the path to national prosperity?
(3) Is free trade good for us and our country, or bad? Give your reasons.
agree的过去式
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 reading 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. U 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 have become even richer” be true?
2. Why couldn’t the Olympic metaphor be applied to world trade？
3. How did Japane get wealthier than Americans between 1960 and the beginning of the 1990s? Was it becau they lost World War II and could start from scratch with all the newest technologies?
4. In Dave’ s opinion, what was the cret of Japane success between 1960 and the beginning of the 1990s?
5.What does the example of “Honda and Sony” tell us?
6. What does “标准韩国语mp3resource” refer to ? How can we u resources in a wi 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 themlves? lo
英语手抄报花边9. What would be the results of America’s import of Japane television?
10. What’entitles Dave’s purpo of comparing Americans losing jobs after the import of Japane televisions with doctors losing jobs after the disappearance of all dias?
d. Check the answers to the questions (30 minutes)
1. Under what circumstances will the statement “If the Japan had stayed poor, America would have become even richer” be true?
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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 couldn’t the Olympic metaphor be applied to world trade？
A: Becau world trade can be win-win while the Olympic Games are win-lo.
Evidence: (L9)The Olympic metaphor is misleading. If Japan wins the gold medal in television production, America has somehow lost. In fact, Japan’s experti and success frees up resources for America to specialize in other areas. Both countries are then better off.
3. How did Japane get wealthier than Americans between 1960 and the beginning of the 1990s? Was it becau 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.
4. In Dave’ s opinion, what was the cret of Japane success between 1960 and the beginning of the 1990s?
A: There was no cret. The road to wealth for a nation is quite simple. U your resources wily.
