邢唷>? ?~???  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}?Root Entry F犁H@SummaryInformation($DocumentSummaryInformation8 WordDocument1 ? ??? 鄥燆鵒h珣+'迟0 0 < HT\dlhui luo Normal.dotmluoziz1@??F@H<WPS Office_10.1.0.6874_F1E327BC-269C-435d-A152-05C5408002CA? 胀諟.摋+,D胀諟.摋+,HPX Hewlett-Packard Company # (\dlKSOProductBuildVer2052-10.1.0.68740TableuData ?WpsCustomData 欹増 P(xKSKS1 ?8 X | sy$ h D ") 8]E@ Unit 3 Is Trade Good for America? Teaching Objectives and Requirements: Yef[顅hN鶺,g亯Bl 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 use new words and expressions 4. Explain language points in Text A and Supplementary reading  Excessive Collaboration taken from The Economists. Focus: Yef[蛻筽 Let the students know the basic knowledge of free trade and trade protectionism Difficulties: Yef[緰筽 Term Study: free 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: Yef[蹚 zNf[鰁RM Teaching time:200 minutes (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 national 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 reading methods to build reading abilities gradually. Text A: Is Trade Good for America? (140 minutes) Let the students read Text A as quickly as they can for the first time to get the general idea (10 minutes) Ask students to tell others the general idea of the text (10 minutes) c. Use 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 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.What 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 the results of America s import of Japanese television? 10. What s Dave s 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) Under what circumstances will 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 couldn t the Olympic metaphor be applied to world trade A: Because world trade can be win-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, Japan s expertise and success frees up resources for America to specialize in other areas. Both countries are then better 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 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 wisely. 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  Honda 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 Sony s activities in electronics. Honda and Sony were eventually great successes. (L28-30) I believe that MITI s role was not critical to Japan s 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 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? What does the author try to tell us by giving the example of  corn ? A: The roundabout way to wealth, opportunity Cost of a choice 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 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. According 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 America s import of Japanese television? A: TS: (L 68) The television jobs are gone. Supporting evidence: 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 in 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 salesmen, engineers, chemists and pilots. c. The overall number of jobs increased tremendously. (L66) But they have been replaced by others. (L88)But jobs didn t disappear...People took different types of jobs. (L90) Some even went into a new industry called television. d. Americans would get less expensive televisions. (L104) American gets less expensive food& That is the important change. 10. What s Dave s 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 televisions 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 shouldn t stand in the way. (L121) But the principle is the same. Would a doctor 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. ...People 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 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 ability to invent things or solve problems in clever new ways ; inventiveness 5. drive n. energy and determination 胈 6. incentive n. something that encourages somebody do something; stimulus; motiveincitement, impulse, encouragement 7. roundabout n. If you do or say something in a roundabout way, you 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 by not enjoying the benefit that would have been had by taking the second best available choice. :gOb,gb閎Nb,g, (Wb?NY筫Hh閎N砆V{鰁 珗 _剉 恲?N剉g貧鱊 N婳魦f0 e.g. He is a good eater, sleeper but not a good doer. 諲齹T齹aw 1\/f N齹r^0 5. It was the unthinking and indiscriminate application of child-centred education techniques, with little attention paid to outcomes, which eventually brought about a backlash. indiscriminate: random , arbitrary鸑a剉; N燫 愰b剉 backlash: an adverse reaction to something or occurrence :_萷礲6R [褘] 1u嶯:ONQ0彇aWY(u錘?Q鍅:N-N胈剉Ye瞼筫誰v^N N蛻茐觺済 檮yr環)RYe瞼誰g葉_裇哊:_萷蚐鵞0 The more thoughtful critics did not wish to turn the clock back entirely and return to rote learning and 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轛0R菑籗_哠騍Pf rote learning: the process of learning something by repeating it until you remember it rather than by understanding the meaning of it{k皨lx虁 tyrannical: using power or authority over people in an unfair and cruel way ; autocratic, dictatorial媖磃剉磃T剉N*j剉 [褘] 駇`焣Q唲vyb膵v^ N ^g⿱鰁IQPAm 轛0R{k皨lx虁NYe^N璭剉鰁鉔 諲霳闟/fh圍y 蚇6q亯鑜蛻I{孴閥廭0 d. Assignments: (2 minutes) Finish all exercises in this unit and preview unit 7 Part III. Critical Thinking (䦆T`槝 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: ;N亯Yef[耂D崣e 1. 0FU駛韹桘媃e zII 0 2. 0[r%m駛Il蘏銐蛬xQ 0 3. 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