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1、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 imports and exports.2. Usef
2、ul 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 else out of work.5. Startin
3、g 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 app
4、lication 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 someone else out of work.4. Sta
5、rting 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
6、 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 chart placing countries accor
7、ding 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 international trade to guarantee p
8、ayments. 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/ Importer/ Goods/ Quantity/ Value/
9、 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 letter.10min总结1. Useful words,
10、 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 time we buy a foreign car we
11、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
12、 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 peopl
13、e 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 argum
14、ents 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 student
