《蚂蚁搬家》教案1

《蚂蚁搬家》教案

教学目标：

1、认知目标：观察了解蚂蚁的外型特征，抓住蚂蚁的基本特征刻画动态。

2、能力目标：能凭着自己的观察、体验和丰富的想象进行无拘无束的表达；学会与他人合作共同创作。

3、情感目标：通过对蚂蚁外型特征及搬家过程的描绘，激发对蚂蚁的喜爱和探究兴趣；在共同创作、相互学习的过程中感受合作的乐趣和劳动的喜悦。

教学重点：

运用绘画形式，通过集体创作，创造性地表现蚂蚁搬家的生活情景。

教学难点：

抓住蚂蚁的基本特征进行拟人化的想象，刻画蚂蚁搬家的动态。

教学准备：

课件、“蚂蚁”头饰、“搬家”的道具、画纸、粉笔、水彩笔等。

教学设计：

一、儿歌导入。

1、教师播放《小蚂蚁》这首儿歌，带着学生一起唱。

2、听完儿歌后，现在看看哪个小朋友能像小蚂蚁一样乖巧、懂礼貌，快速做整齐啦！

3、教师板书，揭示本课课题：《蚂蚁搬家》。

二、认识蚂蚁。

1、教师展示小蚂蚁的图片，请同学们仔细观察。

2、请学生上台介绍下蚂蚁的身体组成部分。

三、教师示范。

1、教师指着蚂蚁的图片，向学生介绍蚂蚁的外形结构。

2、教师在黑板上板书，并示范蚂蚁的创作步骤。

四、了解蚂蚁的生活习性。

1、教师提问：大家除了对蚂蚁外形特点的了解？你们还了解哪些？

2、课件展示：看我们的小蚂蚁出场了，大家一起看看，是怎样搬东西的？

五、观察蚂蚁的搬家动态。

1、课件展示：下雨了，仔细观察小蚂蚁们是如何储存快要淹掉的食物的。

2、教师提问：请各小组选一到两个小蚂蚁上台，形象的把他们喜欢的食物用不同的方式搬回家啦！

六、分组创作。

1、教师展示课件，让学生欣赏各种蚂蚁的画法。

2、请学生分组创作，画出蚂蚁搬家的场景。

七、展示评议。

1、调动学生互相欣赏创作成果，以小组为单位互动评价。

2、奖励画得有创意的小组。

3、同学们在学习生活中应当向小蚂蚁学习。学生体验敢于创新、团结协作、互相帮助的精神，体验成功的喜悦。

国际商务英语阅读1 (1)

第2单元出口、进口与对等贸易辨认出口机会出口面临的一个最大障碍就是信息的匮乏。通常一个公司的产品会有许多需求市场，不过由于许多需求市场都不在本国，基于文化、语言、距离以及时间的不同，公司很难找到这些需求市场。事实上全世界有180多个国家，各个国家之间又有很大的文化差异，这些使得辨认出口机会更加困难了。面对这样复杂以及多样化的市场，企业很多时候在寻找出口伙伴时显得优柔寡断也就不足为奇了。国际比较克服出口信息不对称的办法就是尽可能的搜集信息。我们先以德国为例。德国有一些贸易协会、政府代理商以及商业银行为企业牵线搭桥，帮一些小公司寻找出口机会。日本也有类似这样的商业机构，譬如日本国际工商业会社，总是积极地帮出口商寻找出口机会。此外，日本许多公司都是综合商社的分公司。综合商社是日本特有的综合贸易公司，由于办事处遍布全世界，它能够积极不断地为大大小小的分公司提供各种出口信息。日本、德国公司的一个最大优势就是能够为他们的出口企业搜集到世界各地的技术经验、出口信息以及其他资源。与德国、日本那些竞争对手相比，美国的许多企业在寻找出口机会时就显得有些盲目，在信息搜集上处于劣势。这种差异一部分是历史上的原因。长期以来日本、德国都把对外贸易作为支柱产业，而美国一直到近期还是一个相对自给型的国家，对外贸易在美国经济当中只占据很小的一部分。虽然近两年美国对外贸易在国内经济当中的分量比20年前重了许多，然而美国依然没有一个类似于日本或者德国那样的商业机构帮助出口企业搜集信息。信息来源尽管美国处于劣势，美国企业也在不断提高搜寻出口机会的意识。美国商务部及其在全国各地的办公室是美国最大的出口信息源，其下属的两个独立机构——国际贸易局、美国对外商业服务中心都致力于为企业提供智力援助并且积极地帮助企业拓展海外市场。他们为潜在出口商提供一份“光辉前程”名单，名单上列出了某种行业海外市场潜在经销商的名称、地址及联系方式。此外，美国商务部专门成立了一个针对海外14个主要出口市场的“比较购物服务”中心。企业缴纳很少的费用就可以获得一份某产品目标市场的顾客调查报告，报告不仅提供该产品海外市场的可销售性，而且对竞争者、比较价格、营销渠道以及可能的销售代表人员都作了详尽的描述。调查报告是由美国商务部的官员进行实地考察而得出的。商务部还会组织一些贸易活动帮助潜在出口商与外界接触，拓展海外市场。在一些大城市举办的国际贸易展览会上，美国商务部也会组织出口企业参展。另外，美国

商务英语1 单元自测4 答案

一、选择填空：阅读下面的对话或句子，从A、B、C三个选项中选出一个能填入空白处的最佳选项。题目1 正确获得10.00分中的10.00分标记题目题干 — Good morning. Far East Logistics Company. This is Lin Hanxue. May I help you? —. 选择一项： A. Good morning, Ms. Lin. This is Daniel Anderson speaking. B. Good morning, Ms. Lin. Nice to meet you. C. No, thank you. 反馈你的回答正确题目2 正确获得10.00分中的10.00分标记题目

题干 — Mr. Taylor, nice to see you again. Welcome to our company. — 选择一项： A. Hello, my name is John Taylor, but just call me John. B. This is John Taylor. C. Thank you, Ms. Lin. I’ve come to see your packing for our woolen gloves. 反馈你的回答正确题目3 正确获得10.00分中的10.00分标记题目题干 — When can you effect shipment? I’m worried about late shipment. — 选择一项： A. About in June. B. The shipment won’t be late.

蚂蚁搬家的启示

一：蚂蚁搬家的启示小朋友们，你们知道蚂蚁怎样搬家吗？下面我就给你们讲讲蚂蚁搬家的故事吧！在下雨天前，蚂蚁要把家从低处搬往高处。它们分工明确，有的用头顶，有的用背驼，还有的在后面拽：遇到大块的东西，一只拽不动，就两只、三只…一起努力用手推、用嘴巴叨的把东西搬走。它们这时搬家，是怕下雨时雨水淹没自己的老巢。当天气干旱的时候，蚂蚁又排着长长的队伍从高处往低处搬。它们依然是齐心协力，小的米粒用头顶、用背驼，能拖动的就用手拽，还有的用嘴叨起粮食，露出一口小牙，遇到黄豆粒时，就从上面滚下来。这时他们搬回低处又是为什么呢？那是因为地面上有潮湿的泥土，可以供给蚂蚁水分，让蚂蚁生存下去。蚂蚁搬家这个故事告诉我们：做什么事情都要团结一心，这样再大的困难也会被克服。一根筷子容易轻轻被折断，一把筷子可以牢牢抱成团；人心齐，泰山移；一棵树木成不了森林，一片树木才能成林。希望大家遇到事情时都能够同心协力，团结合作，这样才能克服所有困难，把事情做得更好。

二：蚂蚁搬家给我的启示今天，我闲着无聊，便走到学校的后操场上。忽然，我看见一团黑漆漆的东西，我在仔细看，原来是一群蚂蚁正在从一个小洞里把许多食物搬了出来。我弯下腰，眼睛升得老高。我看他们搬粮食的时候齐心协力，那些粮食都放在背上，用自己的四只脚有力的走着。我看着看着突然觉得蚂蚁这样齐心协力，都是它们那团结友爱的心。我又突然想起了我们班。班长让我们上课不要讲话，可班长不管讲几遍，我们都还是我行我素，没一点长进。我又想起了一个班的班级如果缺少这种团结的话，就会不经意得打败。这是，我又想起了社会。还记得那次汶川大地震吗？有多少人死在了那里，或无家可归。地震过后，一片废墟，可是“老天无情人有情”，不一会儿，许多解放军战士从四面八方的地方赶了过来，把压在废墟下的人们救了出来，上面还写着“一方有难，八方支援的标语。就连人类最瞧不起的小蚂蚁也知到团结，更何况我们人类呢？“人心齐，泰山移”，让我们团结起来，创造出美好的明天，让我们大家共同努力吧！

蚂蚁搬家课件说明

《蚂蚁搬家》课件说明楚雄州姚安县栋川小学邵美萍教材分析：本课是湘版小学美术一年级下册第16课内容。教材以“蚂蚁搬家”的故事为主题，引导学生积极思考、主动投入学习，进行绘画创作。通过对蚂蚁外形特征的描绘，了解昆虫特征，激发学生对昆虫的喜爱和探究兴趣。《蚂蚁搬家》是一节通过创设情境渗透德育意识、培养学生集体协作精神的典型课目。本课主要采取合作的学习方式进行集体绘画创作，在学习讨论中，使学生明白团结合作的意义。教学目标： 1、认识、了解蚂蚁的外形结构特征，运用绘画形式进行创造表现。 2、树立集体意识，培养学生团结协作精神。 3、培养学生热爱生活的情感。教学重点：指导学生开展“蚂蚁搬家”的集体美术创作活动教学难点：启发学生把想象的“蚂蚁搬家”情景用绘画语言大胆地表现出来。课件说明：课件以PPT的形式展示教学活动。首先播放影音文件《小蚂蚁》，让学生听歌曲，看动画，说说“歌曲唱的是谁？在做什么？怎么做？”导入课题，出示课题。然后再播放动画《蚂蚁搬家》片段，创设教学情境，学生想：小蚂蚁为什么要搬家？他们要把食物搬到哪里去？这样搬有什么好处？启发思考：如果东西太重或太大，蚂蚁会怎样搬？你会怎样搬？为什么？（学生发撒思维，大胆想象多种搬法）。接着让学生看蚂蚁搬食物的图片，初步感受团结就是力量、团结合作力量大。并抛出问题：那么，蚂蚁是什么样子的？你见过什么颜色的蚂蚁？你会画蚂蚁吗？请学生上台板画蚂蚁。结合学生板画的情况，课件出示动态蚂蚁和卡通蚂蚁的图片，教师结合图片介绍蚂蚁的外形特点，在学生对自然界和卡通蚂蚁有了一定的认识后。再采用PPT图解的方式，向学生介绍蚂蚁的画法，并提出习作要求：结合教材，以小组合作的方式，集体创作一幅画——蚂蚁搬家。最后，把教材与教学实际操作相结合，展评习作谈体会：通过蚂蚁搬家的小故事和各小组的合作，你懂得了什么道理? PPT出示汶川地震图片，再次升华主题思想而结束全课时。

教案-商务英语阅读-Unit 16-叶兴国

Unit 16 Teaching Objectives: 1. To remember and use new words and expressions; 2. To learn how a boss handle his men in the office to make business prosperous; 3. To learn how to help people with different cultures and languages in a community to overcome the difficulties in communication; 4. To learn the three steps of reading by evaluating; 5. To deal with the language points in Text A and Text B. Focuses: 2. To learn how a boss handle his men in the office to make business prosperous; 3. To learn how to help people with different cultures and languages in a community to overcome the difficulties in communication. Difficulties: How to do effective reading by evaluating. Teaching Time:2 periods. Teaching Procedures: Part I Pre-reading Questions It can be used as lead-in questions. For students, they can discuss with each other and will have free answers. Part II Extensive Reading In this part, there are two texts and their relevant exercises. By reading the texts in limited time, Teacher helps students understand the contents and the reading methods to build reading abilities gradually. Text A Handle Your Men In the Office a. Let the students read Text A as quickly as they can to find the answers to Exercise I; b. Check the answers to Exercise I &analyze the language points in the text: 1. That doesn’t mean that you ought to coddle idleness, or to be slack with viciousness, or even to carry on the pay-roll well-meaning incompetence. 那并不是说你应该纵容懒惰，或疏忽恶意，甚至给善良但不胜任的员工发放薪水。 2. For a fellow who mixes business and charity soon finds that he can’t make any money to give to charity; and in the end, instead of having helped others, he’s only added himself to the burden of others. 对一个把企业和慈善机构混淆起来的人来说，他很快就会发现赚不到任何钱捐给慈善机构了，并且最后他不但不能帮助别人，自己反而成了他人的负担。 3. …sits around waiting to be hunted up. ……坐等被人发现。 4. Indiscriminate blame is as bad as undiscriminating praise—it only makes a man tired. 不分青红皂白的指责和不加区别的褒奖一样，是不可取的—只会使人感到厌烦。 5. Once you do, and it’s only a matter of time before you’ve got to place the remnants in the hands of a doctor as receiver. 一旦你这么做了，那么何时把你的余生交到医生手里就只是个时间问题了。 f. Assign Exercises II and III as their homework. Text B How to Make the Multicultural Work Force Work a. Several minutes for students to use some basic reading skills to read the text only once, then ask them to do Exercise I; b. Check the answers to Exercise I & point out some language points: 1. Immigrants will account for nearly two-thirds of the country’s population growth between now and 2050, according to the US Department of Labor. account for: (在数量方面)占。如：

【K12学习】教案-商务英语阅读-Unit 6-叶兴国

教案-商务英语阅读-Unit 6-叶兴国 Unit 6 Teaching Objectives: 1. To remember and use new words and expressions; 2. To learn how managers get ideas from many people to make better decisions; 3. To learn how lessons you can learn from people who are even considered bad bosses; 4. To review some basic reading skills and learn some word formations; 5. To know about the word formations we often use in details; 6. To deal with the language points in Text A and Text B. Focuses: 1. To learn how managers get ideas from many people to make better decisions; 2. To learn how lessons you can learn from people who are even considered bad bosses; Difficulties: How to know more about the word formations we often use in details; Teaching Time: 2 periods. Teaching Procedures: Part I Pre-reading Questions It can be used as lead-in questions. For students,

教案-商务英语阅读-Unit-8-叶兴国

Unit 8 Teaching Objectives: 1. To learn how to live and how to plan our life; 2. To learn how to beat retirement blues; 3. To know about the memorial methods to help students remember words; 4. To deal with the language points in Text A and Text B. 5. To remember and use new words and expressions; Focuses: 1. To learn how to live and how to plan our life; 2. To learn how to beat retirement blues; 3. To know about the memorial methods to help students remember words; Difficulties: How to help students remember words by knowing about the memorial methods. Teaching Time:2 periods. Teaching Procedures: Part I Pre-reading Questions It can be used as lead-in questions. For students, they can discuss with each other and will have free answers. Part II Extensive Reading In this part, there are two texts and their relevant exercises. By reading the texts in limited time, Teacher helps students understand the contents and the reading methods to build reading abilities gradually. Text A How Long Will You Live？ a. Let the students read Text A as quickly as they can for the first time to get the general idea; b. Ask students to tell others the general idea of the text; c. Then use some basic reading skills to read through the text again to find the answers to Exercises I; d. Check the answers to Exercises I; e. Analyze the language points in the text: 1. 1-year-olds: 一岁的小孩。合成词变成复数，如果该合成词有主干词，则在主干词后面加-s： brother-in-law→brothers-in-law, looker-on→lookers-on; 如果该合成词没有主干词，则在最后一个词的词尾加-s：grow-up→grow-ups, forget-me-not→forget-me-nots; 若合成词中有man或woman的话，复数形式则要求其构成部分也要作相应变化：a woman doctor→women doctors, a man cook→men cooks。 2. hypothetical [or synthetic] cohort：假定或综合队列，实验样本的一种方式。cohort：在人口统计学、统计学或市场调查中定义的一代人。如：The cohort of people aged 30 to 39 are more conservative. 年龄在30岁到39岁的一群人更加保守。 3. If your retirement plan assumes you’ll live to 81, you probably won’t hit it right on the button. 如果你的养老金计划假设你将活到81岁，你可能计算得并不准确。 4. By the way, while the odds are heavily against his reaching 95, if he should happen to make it, he then faces a 22% chance of getting to 100. 顺便说说，虽然他活到95岁的可能性很小，但是如果他能的话，那么他就有22%的机会活到100岁。 5. Trouble is, the science behind them can be squishy. 麻烦在于这些做法的科学基础可能是脆弱的。 behind: 作为……的基础、支持。如：Behind your every action is self-interest. 你的每一个行动都是出于个人私利。 f. Assign Exercises II and III as their homework. Text B Plan Ahead to Beat Retirement Blues

蚂蚁搬家教案1

《蚂蚁搬家》教案教学目标： 1、认知目标：观察了解蚂蚁的外型特征，抓住蚂蚁的基本特征刻画动态。 2、能力目标：能凭着自己的观察、体验和丰富的想象进行无拘无束的表达；学会与他人合作共同创作。 3、情感目标：通过对蚂蚁外型特征及搬家过程的描绘，激发对蚂蚁的喜爱和探究兴趣；在共同创作、相互学习的过程中感受合作的乐趣和劳动的喜悦。教学重点：运用绘画形式，通过集体创作，创造性地表现蚂蚁搬家的生活情景。教学难点：抓住蚂蚁的基本特征进行拟人化的想象，刻画蚂蚁搬家的动态。教学准备：课件、“蚂蚁”头饰、“搬家”的道具、画纸、粉笔、水彩笔等。教学设计：一、儿歌导入。 1、教师播放《小蚂蚁》这首儿歌，带着学生一起唱。 2、听完儿歌后，现在看看哪个小朋友能像小蚂蚁一样乖巧、懂礼貌，快速做整齐啦！ 3、教师板书，揭示本课课题：《蚂蚁搬家》。二、认识蚂蚁。 1、教师展示小蚂蚁的图片，请同学们仔细观察。 2、请学生上台介绍下蚂蚁的身体组成部分。三、教师示范。 1、教师指着蚂蚁的图片，向学生介绍蚂蚁的外形结构。 2、教师在黑板上板书，并示范蚂蚁的创作步骤。四、了解蚂蚁的生活习性。 1、教师提问：大家除了对蚂蚁外形特点的了解你们还了解哪些 2、课件展示：看我们的小蚂蚁出场了，大家一起看看，是怎样搬东西的五、观察蚂蚁的搬家动态。

1、课件展示：下雨了，仔细观察小蚂蚁们是如何储存快要淹掉的食物的。 2、教师提问：请各小组选一到两个小蚂蚁上台，形象的把他们喜欢的食物用不同的方式搬回家啦！六、分组创作。 1、教师展示课件，让学生欣赏各种蚂蚁的画法。 2、请学生分组创作，画出蚂蚁搬家的场景。七、展示评议。 1、调动学生互相欣赏创作成果，以小组为单位互动评价。 2、奖励画得有创意的小组。 3、同学们在学习生活中应当向小蚂蚁学习。学生体验敢于创新、团结协作、互相帮助的精神，体验成功的喜悦。

教案-商务英语阅读-Unit 1- 叶兴国

Unit 1 Teaching Objectives: 1. To introduce the teaching contents and teaching plan; 2. To have a general idea of the New International Style of Management; 3. To be clear about the three main questions of business English reading; 4. To learn how to read business English passages effectively; 5. To learn to recognize and use some of the related words and expressions. Focuses: 1. To have a general idea of the New International Style of Management. 2. To learn how to read business English passages effectively. Difficulties: 1. How to read business English passages effectively. 2. How to remember business English words and expressions ASAP. Teaching Time:2 periods. Teaching Procedures: Part I Pre-reading Questions It can be used as lead-in questions. For students, they can discuss with each other and will have free answers. Part II Extensive Reading In this part, there are two texts and their relevant exercises. By reading the texts in limited time, Teacher helps students understand the contents and the reading methods to build reading abilities gradually. 1. Read Text A The New International Style of Management and do exercises; 2. Read Text B New Thinking for successful Entrepreneurs and do exercises; 3. Analyze the language points in the texts; 4. Check the answers to Exercises. Part III Reading Skills: Introduce the Basic Information about Business English Reading. Use three questions to lead students to deal with this part: 1. Why should we do Business English Reading? 2. What does Business English Reading mainly deal with? 3. How can we do the Business English Reading effectively? If students can not answer the questions, ask them to read through the passages in Reading Skill to get the details of how to do Business English Reading. Part IV Supplementary Reading: New Thinking for a New Financial Order For this part, ask students to finish it by reading first and summarizing it with no more than 50 words. Part V Test Yourself For this part, ask students to finish it by themselves. Questions for Discussion and Reflection: 1. Do you want to be a member of these multinational companies? Why? 2. What are the differences between these multinational companies and the local companies in China? Assignment: 1. Review Unit 1, to remember the contents learned. 2. Preview Unit 2, to find difficult points. References: 《商务英语阅读教程Ⅰ教师用书》《牛津英汉双解词典》

商务英语阅读(三)教学大纲与考试大纲

湖南应用技术学院商务英语阅读教程教学大纲、外国语学院

《商务英语阅读教程（三）》教学大纲课程代码：02 开课学期：第二学年第一学期适用专业：商务英语专业学时：32 编写教师：学分：2 审核：陈勇、郭俊兰、张霞辉审批：陈勇第一部分说明一、课程的性质、作用本课程是为商务英语专业开设的必修课程。本课程的作用在于传授学生有关的阅读与技巧，提升学生的商务英语阅读水平与理解能力，扩大阅读词汇，增加英语国家文化背景知识，为学生参加专业四、八级考试及其他形式的英语考试奠定良好的基础。学生通过有目的、较系统地阅读英语国家纸媒和网媒的精选文章，逐渐掌握泛读的基本技巧，了解一些英美国家的历史、文化、地理、政治、军事、法律、经济、金融、体育、经贸、环保、能源等方面的基本知识。从而为学生独立阅读各种商务英语文章打下良好的基础。二、课程的任务与基本要求本课程的任务是提高阅读速度，强调阅读速度与理解能力并重；掌握文章体裁、风格及相应的阅读方法；扩大词汇量，掌握基本句式，较能通顺的翻译句子和段落；较熟练地概括文章段落大意，培养较强的文章分就析归纳能力；较全面的了解英语国家政治、经济、文化、科技等方面的知识；增加英语国家背景知识，增强跨文化交际能力。本课程重点讲述商务英语阅读的基本原理、阅读技巧和实践方法，侧重于英语学习者语言综合知识的运用。因而，在本课程的教学过程中，必须使学生真正透彻地领会诸如阅读的过程、图式理论、构词法、猜词技巧、句子与句子的关系、话题与话题句、要旨、推理与判断、文体与风格等阅读理论内涵；要注重阅读理论与阅读实践的紧密结合，处理好阅读速度与理解之间的关系，避免知识的重复和脱节，从而使学生能够得到比较系统而全面的英语阅读基本技能。三、教学方法建议针对阅读课教学的自身特点，课堂教学应贯穿以学生为主体、教师为主导的教学模式。在讲解阅读技巧的同时应辅以大量的阅读实践，在大量的阅读过程中体会并掌握各种阅读方法，达到逐渐提高阅读理解能力与阅读速度的目的。在加强训练的同时，采用启发式、讨论式、发现式和研究式的教学方法，充分调动学生学习的积极性，激发学生的学习动机，最大限度地让学生参与学习的全过程。指导学生利用现有图书资料和网上信息获取知识。课外阅读是阅读课教学必需的延伸与补充，更是培养和发展学生能力的重要途径。通过大量的课外阅读，涉猎题材广泛的各类读物，拓宽知识面，不断提高阅读能力并增强对文章的鉴赏力。四、本课程与其它课程的关系本门课程为商务英语专业基础必修阅读课程，要求学生在规定学期之内完成课程的修习，并逐步提高阅读水平，获得基本的英语语言知识和能力，形成基本的学习态度与策略，为后续的专业英语课程奠定基础。五、本课程与专业核心技术、能力培养的关系及作用本课程旨在培养学生的语言技能和丰富其语言知识，是通过大量阅读，使学习者不断积

教案-商务英语阅读-Unit 13-叶兴国

Unit 13 Teaching Objectives: 1. To remember and use new words and expressions; 2. To learn how to deal with marriage frictions; 3. To learn what is the difference between work with your head and work with your heart; 4. To deal with the language points in Text A and Text B. Focuses: 1. To learn how to deal with marriage frictions; 2. To learn what is the difference between work with your head and work with your heart; Difficulties: What is the difference between work with your head and work with your heart ? Teaching Time:2 periods. Teaching Procedures: Part I Pre-reading Questions It can be used as lead-in questions. For students, they can discuss with each other and will have free answers. Part II Extensive Reading In this part, there are two texts and their relevant exercises. By reading the texts in limited time, Teacher helps students understand the contents and the reading methods to build reading abilities gradually. Text A Married, with Money a. Let the students skim and scan Text A as quickly as possible to get the answers to Exercises I &II; b. then Check the answers to Exercises I &II; c. Analyze the language points in the text: 1. The husband wanted her to incorporate to reduce their income, thereby allowing the son to qualify for more aid. 丈夫要她把公司与别家合并以减少收入，这样一来就可让儿子有资格获得更多的经济援助。 2. get bogged down with: 由于……而陷入困境。如：You must not get bogged down with details. 你不必纠缠于细节之中。 3. Think big and put it in buckets. 做大规划，并把你的梦想分门别类。 4. talk-show host: 访谈节目主持人。访谈节目是一档电视或广播节目，在该节目中，某些名人参加讨论或被采访，并且经常会回答观众或听众提出的问题。 f. Assign Exercises II and III as their homework. Text B Positive Thinkers a. Several minutes for students to use some basic reading skills to read the text only once, then ask them to do Exercise I; b. Check the answers to Exercise I; c. Point out some language points: 1. Panda Express: “熊猫快餐”是著名的中式快餐连锁店，分店遍布美国各州。 2. After all, it’s hard to eat Chinese food while driving down the freeway. 毕竟在高速公路上开车时很难享用中餐。 3. They also share a leadership philosophy that flies in the face of conventional management strategy. 他们还在某一与传统经营策略背道而驰的领导哲学上取得共识。 fly in the face of: 敢于违抗，悍然不顾。如：Anyone who is tempted to fly in the face of discretion had better think twice. 任何想轻举妄动的人都要三思而行。

商务英语阅读课后答案

商务英语阅读（课后练习答案） Chapter One: Economics Lesson One Ⅰ. Check your comprehension: Decide if the sentences are T or F. Write T or F before each sentence. Compare your answer with your pair. 1. T 2. T 3. F 4. F 5. F Ⅱ. Familiar yourself with the following key terms: A. Choose the statement that defines one of the business terms given below. 1. distribute 2. purchase 3. loan 4.resource 5.interest 6. supplier B. Identify the English expressions of the following Chinese terms. 1.unemployment rate 2.financial affairs 3.auto loan https://www.360docs.net/doc/8b17851215.html,itary pursuits 5.civilian pursuits 6.raise money 7.medical care 8.economic concerns Ⅲ. Vocabulary practice: Filling in the blanks with the proper words or expressions you have learned from the text given below to finish the following sentences. 1. distributed 2. varying 3. economic 4. purchasing 5. resources 6. exchange 7.campaign 8. issue Ⅳ. Translation. 1．人类有多种需要和需求。经济学仅仅关注人的物质需求。这些需求可以通过消费商品来得到满足─或者是实货（有形商品，如食物），或者是服务（无形商品，如供热）。 2．所有的社会都存在三个共同的基本问题，即：生产什么、怎样生产和为谁生产。前两个问题代表的是生产，而第三个问题则代表的是分配。 3．人类的需要和需求几乎是无限的，然而不幸的是，人们发现自己的资源很缺乏。 4．经济学中最为古老的话题也许就是为什么有些国家富有，而其他国家贫穷。有一点没有异议，那就是在许多发展中国家里，受过高等教育的劳动者稀缺。 V. Oral Practice: Discussion the following two questions with your group members in English.（Omitted） Lesson Two Ⅰ. Check your comprehension: Decide if the sentences are T or F. Write T or F before each sentence. Compare your answer with your pair. 1. T 2. T 3. F 4. F 5. T 6.F Ⅱ. Familiar yourself with the following key terms: Choose the statement that defines one of the business terms given below. 1.consumption 2. household 3. macroeconomic 4. inflation 5. workforce 6. revolutionary Ⅲ. Make sentences using the following words or patterns.