国际经济学第九版英文课后答案 第7单元讲课讲稿
国际经济学第九版英文课后答案第7单
元
CHAPTER 7
ECONOMIC GROWTH AND INTERNATIONAL TRADE
OUTLINE
7.1 Introduction
7.2 Growth of Factors of Production
7.2a Labor Growth and Capital Accumulation Over Time
7.2b The Rybczynski Theorem
7.3 Technical Progress
7.3a Neutral, Labor-Saving, and Capital-Saving Technical Progress
7.3b Technical Progress and the Nation's Production Frontier
Case Study 7-1: Changes in Relative Resource Endowments of Various Countries and Regions Case Study 7-2: Change in Capital-Labor Rations in Selected Countries
7.4 Growth and Trade: The Small Country Case
7.4a The Effects of Growth on Trade
7.4b Illustration of Factor Growth, Trade, and Welfare
7.4c Technical Progress, Trade, and Welfare
Case Study 7-3: Growth of Output per Worker from Capital Deepening, Technological
Change, and Improvements in Efficiency
7.5 Growth and Trade: The Large-Country Case
7.5a Growth and the Nation's Terms of Trade and Welfare
7.5b Immiserizing Growth
7.5c Illustration of Beneficial Growth and Trade
Case Study 7-4: Growth, Trade, and the Giants of the Future
7.6 Growth, Change in Tastes, and Trade in Both Nations
7.6a Growth and Trade in Both Nations
7.6b Change in Tastes and Trade in Both Nations
Case Study 7-5: Change in the Revealed Comparative Advantage of Various Countries or Regions
Case Study 7-6: Growth, Trade, and Welfare in the Leading Industrial Nations
Appendix: A7.1 Formal Proof of Rybczynski Theorem
A7.2 Growth with Factor Immobility
A7.3 Graphical Analysis of Hicksian Technical Progress
Key Terms
Comparative statics Antitrade production and consumption
Dynamic analysis Neutral production and consumption
Balanced growth Normal goods
Rybczynski theorem Inferior goods
Labor-saving technical progress Terms-of-trade effect
Capital-saving technical progress Wealth effect
Protrade production and consumption Immiserizing growth
Lecture Guide
1.This is not a core chapter and it is one of the most challenging chapters in international trade
theory. It is included for more advanced students and for completeness.
2.If I were to cover this chapter, I would present two sections in each of three lectures.
Time permitting, I would, otherwise cover Sections 1 and 2, paying special attention to the Rybczynski theorem.
Answer to Problems
1. a) See Figure 1.
b) See Figure 2
c) See Figure 3.
2. See Figure 4.
3. a) See Figure 5.
b) See Figure 6.
c) See Figure 7.
4. Compare Figure 5 to Figure 1.
Compare Figure 6 to Figure 3. Note that the two production frontiers have the same vertical or Y intercept in Figure 6 but a different vertical or Y intercept in Figure 3.
Compare Figure 7 to Figure 2. Note that the two production frontiers have the same
horizontal or X intercept in Figure 7 but a different horizontal or X intercept in Figure 2.
5. See Figure 8 on page 6
6.
6. See Figure 9.
7. See Figure 10.
8. See Figure 11.
9. See Figure 12.
10. See Figure 13 on page 67.
11. See Figure 14.
12. See Figure 15.
13.The United States has become the most competitive economy in the world since the early
1990’s while the data in Table 7.3 refers to the 1965-1990 period.
14.The data in Table 7.4 seem to indicate that China had a comparative advantage in
capital-intensive commodities and a comparative disadvantage in unskilled-labor intensive commodities in 1973. This was very likely due to the many trade restrictions and subsidies, which distorted the comparative advantage of China.
Its true comparative advantage became evident by 1993 after China had started to liberalize its economy.
App. 1a. See Figure 16.
1b. For production and consumption to actually occur at the new
equilibrium point after the doubling of K in Nation 2, we must
assume either than commodity X is inferior or that Nation 2 is too
small to affect the relative commodity prices at which it trades.
1c. Px/Py must rise (i.e., Py/Px must fall) as a result of growth only.
Px/Py will fall even more with trade.
1. If the supply of capital increases in Nation 1 in the production of commodity Y
only, the VMPLy curve shifts up, and w rises in both industries. Some labor shifts to the production of Y, the output of Y rises and the output of X falls, r falls, and Px/Py is likely to rise.
2. Capital investments tend to increase real wages because they raise the K/L ratio
and the productivity of labor. Technical progress tends to increase K/L and real
wages if it is L-saving and to reduce K/L and real wages if it is K-saving. Multiple-Choice Questions
1. Dynamic factors in trade theory refer to changes in:
a. factor endowments
b. technology
c. tastes
*d. all of the above
2. Doubling the amount of L and K under constant returns to scale:
a. doubles the output of the L-intensive commodity
b. doubles the output of the K-intensive commodity
c. leaves the shape of the production frontier unchanged
*d. all of the above.
3. Doubling only the amount of L available under constant returns to scale:
a. less than doubles the output of the L-intensive commodity
*b. more than doubles the output of the L-intensive commodity
c. doubles the output of the K-intensive commodity
d. leaves the output of the K-intensive commodity unchanged
4. The Rybczynski theorem postulates that doubling L at constant relative commodity prices:
a. doubles the output of the L-intensive commodity
*b. reduces the output of the K-intensive commodity
c. increases the output of both commodities
d. any of the above
5. Doubling L is likely to:
a. increases the relative price of the L-intensive commodity
b. reduces the relative price of the K-intensive commodity
*c. reduces the relative price of the L-intensive commodity
d. any of the above
6.Technical progress that increases the productivity of L proportionately more than the
productivity of K is called:
*a. capital saving
b. labor saving
c. neutral
d. any of the above
7. A 50 percent productivity increase in the production of commodity Y:
a. increases the output of commodity Y by 50 percent
b. does not affect the output of X
c. shifts the production frontier in the Y direction only
*d. any of the above
8. Doubling L with trade in a small L-abundant nation:
*a. reduces the nation's social welfare
b. reduces the nation's terms of trade
c. reduces the volume of trade
d. all of the above
9. Doubling L with trade in a large L-abundant nation:
a. reduces the nation's social welfare
b. reduces the nation's terms of trade
c. reduces the volume of trade
*d. all of the above
10.If, at unchanged terms of trade, a nation wants to trade more after growth, then the
nation's terms of trade can be expected to:
*a. deteriorate
b. improve
c. remain unchanged
d. any of the above
11. A proportionately greater increase in the nation's supply of labor than of capital is likely to result in a deterioration in the nation's terms of trade if the nation exports:
a. the K-intensive commodity
*b. the L-intensive commodity
c. either commodity
d. both commodities
12. Technical progress in the nation's export commodity:
*a. may reduce the nation's welfare
b. will reduce the nation's welfare
c. will increase the nation's welfare
d. leaves the nation's welfare unchanged
13. Doubling K with trade in a large L-abundant nation:
a. increases the nation's welfare
b. improves the nation's terms of trade
c. reduces the volume of trade
*d. all of the above
14. An increase in tastes for the import commodity in both nations:
a. reduces the volume of trade
*b. increases the volume of trade
c. leaves the volume of trade unchanged
d. any of the above
15. An increase in tastes of the import commodity of Nation A and export in B:
*a. will reduce the terms of trade of Nation A
b. will increase the terms of trade of Nation A
c. will reduce the terms of trade of Nation B
d. any of the above
ADDITIONAL ESSAYS AND PROBLEMS FOR PART ONE
1.Assume that both the United States and Germany produce beef and computer chips
with the following costs:
United States Germany
(dollars) (marks)
Unit cost of beef (B) 2 8
Unit cost of computer chips (C) 1 2
a) What is the opportunity cost of beef (B) and computer chips (C) in each country?
b)In which commodity does the United States have a comparative cost advantage?
What about Germany?
c)What is the range for mutually beneficial trade between the United States and
Germany for each computer chip traded?
d)How much would the United States and Germany gain if 1 unit of beef is
exchanged for 3 chips?
Ans. a) In the United States:
the opportunity cost of one unit of beef is 2 chips;
the opportunity cost of one chip is 1/2 unit of beef.
In Germany:
the opportunity cost of one unit of beef is 4 chips;
the opportunity cost of one chip is 1/4 unit of beef.
b) The United States has a comparative cost advantage in beef with respect to
Germany, while Germany has a comparative cost advantage in computer chips.
c)The range for mutually beneficial trade between the United States and Germany
for each unit of beef that the United States exports is
2C < 1B < 4C
d) Both the United States and Germany would gain 1 chip for each unit of beef
traded.
2.Given: (1) two nations (1 and 2) which have the same technology but different
factor endowments and tastes, (2) two commodities (X and Y) produced under increasing costs conditions, and (3) no transportation costs, tariffs, or other obstructions to trade. Prove geometrically that mutually advantageous trade between the two nations is possible.
Note: Your answer should show the autarky (no-trade) and free-trade points of production and consumption for each nation, the gains from trade of each nation, and express the equilibrium condition that should prevail when trade stops expanding.)
Ans.: See Figure 1 on page 74.
Nations 1 and 2 have different production possibilities curves and different community indifference maps. With these, they will usually end up with different relative commodity prices in autarky, thus making mutually beneficial trade possible.
In the figure, Nation 1 produces and consumes at point A and Px/Py=P A in autarky, while Nation 2 produces and consumes at point A' and Px/Py=P A'. Since P A < P A',
Nation 1 has a comparative advantage in X and Nation 2 in Y. Specialization in
production proceeds until point B in Nation 1 and point B' in Nation 2, at which P B=P B' and the quantity supplied for export of each commodity exactly equals the quantity demanded for import. Thus, Nation 1 starts at point A in production and consumption in autarky, moves to point B in production, and by exchanging BC of X for CE of Y reaches point E in consumption. E > A since it involves more of both X and Y and lies on a higher community indifference curve. Nation 2 starts at A' in production and consumption in autarky, moves to point B' in production, and by exchanging B'C' of Y for C'E' of X reaches point E'in consumption (which exceeds A').
At Px/Py=P B=P B', Nation 1 wants to export BC of X for CE of Y, while Nation 2 wants to export B'C' (=CE) of Y for C'E' (=BC) of X. Thus, P B=P B'is the equilibrium relative commodity price because it clears both (the X and Y) markets.
3.Draw a figure showing: (1) in Panel A a nation's demand and supply curve for A
traded commodity and the nation's excess supply of the commodity, (2) in Panel C the trade partner's demand and supply curve for the same traded commodity and its excess demand for the commodity, and (3) in Panel B the supply and demand for the quantity traded of the commodity, its equilibrium price, and why a price above or below the equilibrium price will not persist. At any other price, QD QS, and P will change to P2.
Ans. See Figure 2 on page 74.
The equilibrium relative commodity price for commodity X (the traded commodity
exported by Nation 1 and imported by Nation 2) is P2 and the equilibrium quantity
of commodity X traded is Q2.
4.a) Identify the conditions that may give rise to trade between two nations.
b) What are some of the assumptions on which the Heckscher-Ohlin theory is
based?
c) What does this theory say about the pattern of trade and effect of trade on factor
prices?
Ans. a) Trade can be based on a difference in factor endowments, technology, or tastes between two nations. A difference either in factor endowments or technology results in a different production possibilities frontier for each nation, which, unless neutralized by a difference in tastes, leads to a difference in relative commodity price and mutually beneficial trade. If two nations face increasing costs and have identical production possibilities frontiers but different tastes, there will also be a difference in relative commodity prices and the basis for mutually beneficial trade between the two nations. The difference in relative commodity prices is then translated into a difference in absolute commodity prices between the two nations, which is the immediate cause of trade.
b) The Heckscher-Ohlin theory (sometimes referred to as the modern theory – as
opposed to the classical theory - of international trade) assumes that nations have the same tastes, use the same technology, face constant returns to scale (i.e., a given percentage increase in all inputs increases output by the same percentage) but differ widely in factor endowments. It also says that in the face of identical tastes or demand conditions, this difference in factor endowments will result in a difference in relative factor prices between nations, which in turn leads to a difference in relative commodity prices and trade. Thus, in the Heckscher-Ohlin theory, the international difference in supply conditions alone determines the pattern of trade. To be noted is that the two nations need not be identical in other respects in order for international trade to be based primarily on the difference in their factor endowments.
c) The Heckscher-Ohlin theorem postulates that each nation will export the
commodity intensive in its relatively abundant and cheap factor and import the commodity intensive in its relatively scarce and expensive factor. As an important corollary, it adds that under highly restrictive assumptions, trade will completely eliminate the pretrade relative and absolute differences in the price of homogeneous factors among nations. Under less restrictive and more usual conditions, however, trade will reduce, but not eliminate, the pretrade differences in relative and absolute factor prices among nations. In any event, the Heckscher-Ohlin theory does say something very useful on how trade affects factor prices and the distribution of income in each nation. Classical economists were practically silent on this point.
5. consumers demand more of commodity X (the L-intensive commodity) and less of
commodity Y (the K- intensive commodity). Suppose that Nation 1 is India, commodity X is textiles, and commodity Y is food. Starting from the no-trade equilibrium position and using the Heckscher-Ohlin model, trace the effect of this change in tastes on India's
(a) relative commodity prices and demand for food and textiles,
(b) production of both commodities and factor prices, and
(c) comparative advantage and volume of trade.
(d) Do you expect international trade to lead to the complete equalization of
relative commodity and factor prices between India and the United States?
Why?
Ans. a. The change in tastes can be visualized by a shift toward the textile axis in India's indifference map in such a way that an indifference curve is tangent
to the steeper segment of India's production frontier (because of increasing
opportunity costs) after the increase in demand for textiles. This will cause
the pretrade relative commodity price of textiles to rise in India.
b. The increase in the relative price of textiles will lead domestic
producers in India to shift labor and capital from the production of food to
the production of textiles. Since textiles are L-intensive in relation to food,
the demand for labor and therefore the wage rate will rise in India. At the
same time, as the demand for food falls, the demand for and thus the price
of capital will fall. With labor becoming relative more expensive,
producers in India will substitute capital for labor in the production of both
textiles and food.
Even with the rise in relative wages and in the relative price of textiles,
India still remains the L-abundant and low-wage nation with respect to a
nation such as the United States. However, the pretrade difference in the
relative price of textiles between India and the United States is now
somewhat smaller than before the change in tastes in India. As a result the
volume of trade required to equalize relative commodity prices and hence
factor prices is smaller than before. That is, India need now export a
smaller quantity of textiles and import less food than before for the
relative price of textiles in India and the United States to be equalized.
Similarly, the gap between real wages and between India and the United
States is now smaller and can be more quickly and easily closed (i.e., with
a smaller volume of trade).
c. Since many of the assumptions required for the complete equalization of
relative commodity and factor prices do not hold in the real world, great
differences can be expected and do in fact remain between real wages in
India and the United States. Nevertheless, trade would tend to reduce these
differences, and the H-O model does identify the forces that must be
considered to analyze the effect of trade on the differences in the relative and
absolute commodity and factor prices between India and the United States.
5.(a) Explain why the Heckscher-Ohlin trade model needs to be extended.
(b) Indicate in what important ways the Heckscher-Ohlin trade model can be
extended.
(c) Explain what is meant by differentiated products and intra-industry trade.
Ans. (a) The Heckscher-Ohlin trade model needs to be extended because, while generally correct, it fails to explain a significant portion of international trade, particularly the trade in manufactured products among industrial nations.
(b)The international trade left unexplained by the basic Heckscher-Ohlin trade mode
can be explained by
(1) economies of scale,
(2) intra-industry trade, and
(3) trade based on imitation gaps and product differentiation.
(c)Differentiated products refer to similar, but not identical, products (such as cars,
typewriters, cigarettes, soaps, and so on) produced by the same industry or broad product group. Intra-industry trade refers to the international trade in differentiated products.
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小学英语说课稿 ①Good afternoon , Ladies and Gentlemen ! My name is Wu Dan . I come from Tanggangzi School .I am very glad to be standing here and talking about Lesson 10 ,which is from Fun with English Book 3 Unit 2 . My teaching report includes four parts . Part 1 To analyze the book 1.There are 3 units in Book 3 . This is Lesson 10 . The central item is how to master another sentence to express “ What’s the time ? ” and how to buy something. Using “ What’s the time ? ” hungry, cakes, bread and so on . We’ll study and drill the sentences and the word ’s pronunciation . 2. According to the teaching outline and combining the students ’ situation , I make the teaching aims of this lesson as follows . a .The first is the aim of knowledge . It’s to learn and master two sentences. What time is it? I am hungry and then using them to express the time and go shopping fluently and freely b. The second is the aim of abilities The creative spirit is quite important to the students. So I will pay much attention to train it in my class. Otherwise. I will try to train the students listening, speaking, reading and writing abilities, Mainly improve their communicative abilities and encourage them to speak more English. C. The third is the aim of emotion Make the students have successful feeling and achievement. And make them be in English study. 3.Important points The first is to master and use the two sentences. What time is it? I’m hungry. The second is to master the usage of the words hungry, cakes and bread. 4.Difficult points. It’s the pronunciation of the two words. hungry, cakes, and how to use them fluently and freely . Part 2 . Teaching and learning methods Make the students take part in class . Ask and answer in pairs and groups . I’ll use communicative method , discussing method and seeing and hearing method to teach this lesson . Part 3 . Teaching aids . In order to interest the students . I’ll use a clock , recorder , cards and some food as my teaching aids . Part 4 . Teaching procedure . Step 1 Revision Before my c lass , I’ll get the students to sing an English song to keep themselves relax . Then I’ll use a clock to act it . What’s the time ? What’s the time ? It’s eight o’clock . I’ll show three numbers . When the students answer It’s ten o’clock . I’ll say: It’s ten . Today we’ll learn Lesson Ten . Then I'll put the clock on the blackboard . Step 2 Presentation and drill First I’ll point to the clock and ask , what time is it ? Students answer It’s ten . Then I go on moving the hands and ask .What time is it ?Students answer quickly . Second I’ll drill the sentences What time is it ? It’s ----- .pairs in pairs or row by row .
初中英语说课稿范文《whatareyoudoing》
初中英语说课稿范文《what are you doing》 一、教材分析 本单元的核心教学项目是“谈论现在的情况”(Talking about the present),整个教学内容 主要围绕“正在干什么”这个话题展开，以此为语言背景，让学生通过4个课时的感知，初 步掌握本单元的语法项目--现在进行时的用法。本单元的一个突出特点是：功能项目与语 法项目是的统一的。功能项目是用现在进行时来描述，它的语法项目是以功能项目为依托的。前一单元的学习运用Can情态动词时，学生复习掌握了大量的动词词汇为本单元学 生掌握进行时打下了良好的基础。本课是本单元的第四课，它是本单元的复习课没有新的语法要点。但它通过问答，对话表演及阅读等活动，巩固学生运用现在进行时表达实际需要的技能，换句话说，本课虽然是复习课，但我认为编者的意图不仅仅是让我们把它定位在复习巩固的要求上，而是希望通过这一课，使学生能把本单元的功能项目与语法项目达到真正的统一，从而达到学以至用，培养用英语进行交际的能力。在运用英语的过程中掌握英语。 二、根据教材的前后联系和意图以及英语课程标准的要求，我认为本课的教学目标是： 1. 语言知识：掌握单词Wear及Clear 掌握句型：I’m wearing… 运用现在进行时。 2. 语言技能：培养听说读写能力，尤其是说的能力，能与他人沟通信息，合作完成任务，并能运用现在进行时独立表达个人思想观点，为将来的写作打下良好的基础。 3. 情感态度：通过一系列有趣的活动与任务，激发并强化学生的学习兴趣，引导他们逐渐将兴趣转化为稳定的学习动机，在教学中给以大量的信息沟，让学生产生强烈的学习愿望，积极主动地真实地投入到学习中去。 4. 学习策略：通过任务型的教学，让学生学会自主学习，归纳总结，培养主动学习的能力。尤其对所学内容能主动复习并加以整理和归纳的能力。 5. 文化意识：通过一些国外校园生活的图片来了解外国学生的生活。开拓学生的视野，并加以对比，从而培养学生的跨文化意识。 三、重点、难点 1. 重点：要求学生能综合运用现在进行时的各种句型。
小学英语说课稿-全英文-整理版
Good afternoon, ladies. I am number_______. I’m glad to share my lesson with you. My teaching content today is Part of Unit of PEP Primary English, Book . (Recycle_) This unit is mainly about Now, I will explain the lesson from the following aspects. 1.教学内容(Contents) Firstly, let’s focus on the analysis of teaching content. The lesson is a new one of Unit .This unit introduces and develops the theme of “___________”, Ss are expected to master the new words___________________ and to use the sentence patterns___________________ in proper situation. The teaching material mainly describes ___________________ , and it shows all of the new knowledge points. Therefore, it is in the important position of this unit. If Ss can master it well, it will be benefit for them to learn the rest of the unit. 2.< 3.教学目标(Teaching aims) Secondly, it is about the teaching aims. According to the new curriculum standard and the syllabus, and after studying the teaching material and the facts of the Ss, I set the teaching aims as follows: 1, Knowledge objects 1) Ss can understand the content correctly. They can read and play the dialogue; 2) Ss can listen, read, speak and write the core words_______________; 3) Ss can use the sentence patterns ____________- properly. 2, Ability objects ， 1) To train Ss’ abilities of listening and speaking; 2) To train Ss’ ability of working in groups. 3, Moral objects To foster Ss’ consciousness of good cooperation and proper competition.
优秀小学英语说课稿范例
优秀小学英语说课稿范例《Holiday》 说教材： 1. 教材内容 本节教材重点围绕节日展开，围绕人们经常如何度过节日展开话题。本课时要求学生能掌握四个节日National Day, Halloween,Christmas, Spring Festival 及句型Whatdo people usually do at ….?I… .并能自由交流如何度过假日。在本课中did引导的一般疑问句及回答也是新知之一。因为在前面第三单元己出现了be 动词的过去式，所以学生在学习的时候这方面比较容易掌握。 本节课所选的教学内容是牛津小学英语6A Unit 6。本单元教学围绕节日展开。在询问节日这部分，学生已有了前面第三单元的知识铺垫，比较易于深入与扩展。这样的安排，既体现了教材循序渐进、由难到易的编排意思，又符合学生的知识水平和认知水平。关于人们如何度过节日这个话题，特别是西方的节日，。则需要学生课后即时收集资料。在实际教学中，本课采用旧话题先教新句型，再用句型引新知的方式展开，这样既便于学生接受掌握，也体现了教学内容之间的连贯性。 说目标： 1. 教学目标 新课程强调知识与技能、过程与方法、情感态度与价值观三个角度的有机结合，本着这样的理解，我制定如下教学目标。 [认知目标] 学生能听、说、读短语及单词：visit relatives and friends , go to parties, dress up in costumes, waremasks , make pumping lanterns, eat lots of delicious food , National Day,Christmas, Halloween, Spring Festival , favourite ; 能使用When’s… ? What do people usually do at …? Did you….last…? Yes , I did./ No, I didn’t.等实行口语交际。[水平目标]能用英语交流在假日中的活动，部分同学能用英语流利介绍节日的相关情况。[情感目标] 通过活动、游戏使学生产生学习英语的兴趣；让学生敢于、乐于开口，积极参与交流。并让学生在学习的过程中，培养他们的合作意识和竞争意识。 2. 教学重难点 教学的重点是让学生掌握词组，能使用词组实行交流，初步锻炼学生使用词组描述节日的水平；难点是让学生理解时态的变化，及意识到词组的不同使用能造就语言的丰富性。 说教法： 1．教法设计 根据英语这门课本身的特点及六年级学生的兴趣，我通过设计具体形象的情景，以旧带新，持续滚动知识点，以此来分散教学难点，让学生直观地感知与理解。同时创设数个任务活动，从单词到短语到句子到对话到片断，使学生在师生、生生之间的多向交流中实行有意义的练习与实践，充分发挥他们的学习主体性，培养他们学习致用的水平。 2. 学法指导 引导学生通过比较、观察、猜测的方法逐渐感悟新语言项目的功能，让学生在多层次的练习中体会到学习英语时“使用”的必要性，鼓励学生积极思维，大胆尝试。 3．教学手段 根据本课的教学内容、教学目标、学生的年龄特征和心理特征，为了更好地激发学生学习兴趣，从而能积极主动参与学习。教学中使用多媒体课件、图片等教学辅助手段，置抽象的句型于一个个生动的情景、游戏之中，不但使学习过程自然轻松，更能较好地启智开思。 说过程： 1．热身（ Warm up）
初中英语优秀说课稿复习课程
初中英语优秀说课稿
初中英语优秀说课稿 when is your birthday?说课稿 ?教材分析 本单元旨在创造一个轻松、愉快的学习、交流环境，通过听、说、读、写来培养学生综合运用所学知识的能力。并让学生能在“做中学”(learning by doing)，通过有限的课堂实践活动，使学生能根据实际情景做出正确的反应，能准确表达。 本单元是人教版新目标英语七年级( 上 )第八单元。主要围绕“when is your birthday?”这一主题展开各种教学活动，这是本单元的重点部分，也是核心教学，主要学习日期的表达。它上承unit 7 的数字教学，包含了相关日期的英语教学，并为以后的日期的运用打下基础。因此本单元是前后知识的载体，在本单元以及今后的英语学习中都占重要的地位。 ?学习目标 本单元总体目标 通过本单元的学习让学生掌握所学目标语言；学会日期 ( 年、月、日 ) 的表达法；在互动的交流中理解生日更多的含义并学会谈论自己、同学以及父母家人的生日：学会自己安排作息时间。 section a 的主要学习目标是学习日期的询问与表达；通过谈论自己、同学以及父母家人的生日，理解生日更多的含义。情感态度价值观 section a 的学习内容贴近学生的生活，谈论的话题是生日。通过互相询问生日的日期，可以增进同学之间的了解和友情并学会在英语交流中注意他人的情感。 （1）知识目标： ①词汇：掌握 january－december的表达; 序数词1st－31st . ②日常交际用语、： when is your birthday?my birthday is …. ③语法：日期表达法 （2）能力目标： 在一系列的听说读写活动中，训练学生的逻辑思维，快速反应能力和实践能力，使学生能熟练应用：when is your birthday? 句型及其回答。
初中英语说课稿 获奖范例 全英文版
六年级（下）Unit 6 Do not eat in class. [Presenting the 1st PPT about the introduction.] Well, good afternoon ladies and gentlemen, I am very happy to meet you all here. Today，I am going to present Unit 6 Do not eat in class. Well, please look at the teaching material together. Well, this is a letter in the book. Students are required to read it through, have a look at it, try to write a letter to Zhao Jie, a boy who doesn’t like any subjects at all. [Presenting the 2nd PPT about the given letter.] Well, I think my teaching aims should include the proper form of English letter, and second, how to write a letter in an idiomatic way. [Presenting the 3rd PPT about the teaching aims.]Well, to achieve these goals, I am going to arrange my teaching step by step [Presenting the 4th PPT about the teaching procedures]. Well, these are the steps, since so many, let me make it simple, actually, they are words, sentences and paragraphs. As we know that articles consist of words and sentences. So first, I would like to talk about the words. That is also the first step---revision. Well, you know, students have learned the names of the subjects in the former lessons. So, I am going to review the words by playing games with them. Here comes the first game: who can write more? [Presenting the 5th PPT about the 1st game]I am going to divide the students into two groups, for example boys and girls. They are given two minutes to rush to the blackboard and write down the subjects they know. The group which can write more will be the winner. Imagine how excited the students are, and at the same time, they are also reviewing the words. Well, what’s more, you may have noticed these two subjects, Physics and Chemistry. [Presenting the 6th PPT about the result of the game] Actually, these two subjects are not in this book. S o, in this way, we can know that some students are showing us how much they know and all the students can also enlarge their vocabulary at the same time. Well, after words, I would like to turn to sentences. Here comes the second game, who can make it longer? [Presenting the 7th PPT about the 2nd game] I am going to give students a word, for example subject. Which students can make it longer? Well, you please. Favorite subject. Good. A phrase appears. Longer? You please. My favorite subject is English. Well, a sentence appears. Even longer? My favorite subject is English, I like it very much, it is so interesting. [Presenting the 8th PPT about the answers of the game]Well, you can see students are constructing words into sentences step by step. Well, this is the revision part. After that, it is time to read. From now, I am going to show students the given material so soon. Actually, instead, I am going to show them those separated pieces. They should put them into the correct order[Presenting the 9th PPT about the reordering task]. You know before the lesson, I divided the whole letter into these four parts, why do I bother to do this? Well, you can see, in this way, students can put more attention to how to begin and how to end a letter. Then, they have a time, can have a