九年级英语unit11英文教案（含5篇）第一篇：九年级英语unit11英文教案Unit 11 Could you please tell me where the restrooms are? Ⅰ． Teaching Aims and Demands 1． Knowledge Objects（1）Key Vocabulary restroom, shampoo, stamp（2）Target Language Excuse me． Can you please tell me where I can get a dictionary? Sure．There’s a bookstore on River Road． 2． Ability Objects （1）Train students’ listening ability．（2）Train students’ communicative competence．3．Moral Object Helping each other is very important． It is a good quality．Ⅱ． Teaching Key Point Target Language Ⅲ． Teaching Difficult Points 1．How to train students’ listening ability．2．How to train students’ communicative competence．Ⅳ．Teaching Procedures Step Ⅰ Revision T: You’re new to this school． You need to know where the main office is．How can you ask where the main office is? S1: Where’s the main office? T: That’s one way to ask． But there is a more polite way you can ask．You can say, “Can you tell me where the main o ffice is?” Class repeat． Can you tell me where the main office is? Ss: Can you tell me where the main office is? T: That’s correct．Now let’s say you want to know where Classroom 1 is． How can you ask? S2: Can you tell me where Classroom 1 is? T: Good!Ther e’s another polite way you can ask: Could you tell me how to get to Classroom 1? Class repeat． Could you tell me how to get to Classroom 1? Ss: Could you tell me how to get to Classroom 1? T: That’s right． Very good．Step Ⅱ 1a Go through the instructions w ith the class．Read the list of things to the class． To review the meaningof each item on the list, invite different students to say each phrase in their own words．Point to the lettered parts of the picture one by one． Ask a student: What kind of place is this? What do they sell there? Do we have one in our community? What is the name of the one in our community? Point out the sample answer．Say, The letter c is in front of the words buy shampoo because you could buy shampoo in a department store．There may be more than one correct answer for some blanks．While students are working, move around the room offering help as necessary．Step Ⅲ 1b Read the instructions to students． Point out the two conversations that are shown in the picture． As you listen, fill in the blanks with words you hear in the recording． Play the recording the first time．Students only listen．Play the recording a second time．This time ask them to fill in the blanks with the words you hear． Check the answers with the whole class．Step Ⅳ 1c Read the instructions to the class．Point out the list of things people need and the pictures of the places in activity 1a．Say．Look at activity la．Have a conversation with a partner． Ask your parter politely where you can do theseThe First Period thi ng and then answer your partner’s questions．As students work, listen to some pairs in order to check the progress and help with pronunciation as needed．After students have had a chance to practise several exchanges, ask some pairs to come to the front of the classroom and act out their conversations．Step Ⅴ Homework Review the target language．Ⅰ． Teaching Aims and Demands 1． Knowledge Objects（1）Key Vocabulary escalator, furniture, exchange money, elevator（2）Target Language Excuse me．Do you know where I can exchange money? Sure．There’s a bank on the second floor． Take the escalator to the second floor and turn right． The bank is next to the bookstore．2．Ability Objects（1）Train students’ listening ability．（2）Train students’ communicative competence． 3． Moral Objects If someone asks you how to get to the place he wants to go to, you should tell him the way correctly．Ⅱ．Teaching Key Points 1．Key Vocabulary exchange money 2． Target Language Excuse me． Do you know where I can exchange money? Sure．There’s a bank on the second floor．3．Structures Do you know where I can buy shampoo? Could you tell me how to get to the post office? Can you please tell me where I can get a dictionary? Ⅲ． T eaching Difficult Points 1． Indirect questions．2．How to improve studen ts’ listening ability．Ⅳ．Teaching Procedures Step Ⅰ Revision Check homework．Step Ⅱ 2a Read the instructions and point to the list of directions．Get students to name the items in the picture such as escalator, elevator, shoe store, and so on．Play the recording． Students only listen．Tell them that the picture may help them understand what they are hearing．Play the recording again． This time ask students to write a number next to four of the directions．Check the answers with the whole class．Step Ⅲ 2b Point tothe picture． Say, now you will hear the recording again． This time show where the boy went as he followed the directions to the drug store． Draw a line on the picture in your book．Play the recording again and ask students to draw the line on their own． Check the answer with the class．Step Ⅳ 2c Ask a pair of students to read the sample conversation aloud to the class．Read the instructions aloud．Say．Make conversations using information about the places in the picture with your partners．As students work, move around the classroom checking the progress of the pairs and offering help as needed．The Second Period Ask one or two pairs to say their conversations to the class． Ask the rest of the class to look at the picture as they listen．Step Ⅴ Homework Ask the students to write three sentences with the starters of the structures．The Third Period Ⅰ．Teaching Aims and Demands 1．Knowledge Objects（1）Key Vocabulary hang out, fresh, advantage, disadvantage, block（2）Target Language Go out the front door and take a right． Walk about three blocks． Go past the park, and turn left onto Oak Street．3．Moral Objects Anything has both advantages and disadvantages．We should treat everything correctly．Ⅱ．Teaching Key Point Train students’ listening, speaking, reading and writing ability．Ⅲ．Teaching Difficult Points How to improve students’ integrating skills．Ⅳ．Teaching Procedures Step Ⅰ Revision T: Yesterday we learned the structures．Do you know where…? Could you tell me how to get to…? Can you ple ase tell me where…? Now who can make sentencesby using the structures? Step Ⅱ 3a Read the instructions． Point out the blank lines under the words Advantages and Disadvantages below the interview．You will write your answers in these blanks．Read the first two sentences at the top of the article．Explain that the interviewer will talk to several teenagers．Get students to read the interview on their own quickly．When they have finished, ask if there are any words or sentences they don’t understand． If there are, explain them．Ask students to read the interview again and write the advantages and disadvantages．Check the answers with the whole class．Step Ⅲ 3b Read the instructions． Point out the conversation in the box and invite two students to read it to the class．Point out the list of advantages and disadvantages in Activity 3a． Say, You can use these items and any other items you can think of as you talk about places you usually hang out．Ask students to work in groups of four or five． As they work, move around the classroom helping the groups as necessary．Make sure they talk about both advantages and disadvantages．Ask several groups to act out part of their conversation to the class．Step Ⅳ 4 Read the instructions to the class． Get students to look back at the picture and activities on the first page of this unit．Point out the sample language in the box． Invite a student to read it to the class．Ask students to say the names of some stores and other places in the community and write them on the board． Say, Each group can choose three of these places to write about, or you canchoose another place you know of Write careful directions from the school to each place, but do not say the name of the place． You can use the words this place instead． In order to help students work, draw a simple map showing the school and several nearby streets．When the groups are ready, they read their directions to the class and the other students guess the name of the place they are talking about．Step Ⅴ Homework 1． Ask students to choose two places in the community and write careful directions from the school to each place．2． Finish off the exercises on pages 46～47 of the workbook．Ⅰ． Teaching Aims and Demands 1． Knowledge Objects（1）Key Vocabulary fascinating, convenient, safe, restroom, inexpensive（2）Target Language Can you tell me where there’s a good place to eat? Of course． What kind of food do you like? 2．Ability Objects（1）Train students’ writing and speaking ability．（2）Train students’ ability to understand the target language in spoken conversation．（3）Train students’ ability to use the target language．Ⅱ． Teaching Key Points 1． Key Vocabulary convenient, safe, restroom inexpensive 2．Target Language Can you tell me where there’s a good place to eat? Of course． What kind of food do you like? Ⅲ． Teaching Difficult Points 1．How to improve students’ writing and speaking ability．2．How to use the target language．Ⅳ．Teaching Procedures Step Ⅰ Revision Check homework．Step Ⅱ 1a Go through the instructions with the class．Read the words in the box to the class and ask if there are any of these words that students don’t understand． If so, helpstudents to explain the meaning of the word．Then read the instructions again and point out the sample answer．Get a student to read the sample answer to the class． Point out that students can also write other words after the word clean． Ask students to write words from the box in the blanks on their own．Help students if needed．Correct the answers by having students read what qualities he or she listed．Step Ⅲ 1b Read the instructions to the class．Point out the example in the box．Invite two students to read it to the class．Now work with a partner．Look at the words in the box and use them to talk about places in your own city．As students talk, move around the classroom checking their work． Offer language support as needed．Invite several pairs of students to say their conversations to the class．Step Ⅳ 2a Point to the picture and ask students to tell what is happening． If necessary, explain that the scene shows a family on vacation．They are asking the man for information about various things to do in Sunville．Go through the instructions and point to the chart．Play the recording． Students only listen the first time．Play the recording again． Ask students to write the places people ask about．Check the answers with the whole class．Step Ⅴ 2b Read the instructions and point to the chart． You will hear the same recording again．This time listen carefully to the answers the cleck gives． Write the answers in the blanks alone．The Fourth Period Point out the sample answer．Play the recording again．Ask students to write their answers in the blanks． Check the answers．Step Ⅵ 2c Point to the sample conversation． Invite two students to read it to theclass． Read the instructions． Role play the conversations you hear on the tape．Get students to work in pairs．Move around the room checking the progress of the pairs and offering help as needed．Ask one or two pairs to say their conversations to the class．Step ⅦHomework Talk about some places using the words in la, then write down the conversations．Ⅰ． Teaching Aims and Demands 1． Knowledge Objects（1）Key Vocabulary water slide, clown, dress up, have fun（2）Practise reading an article．（3）Practise writing something using the target language．2．Ability Objects（1）Train students’ reading ability．（2）Train students’ writing ability．Ⅱ． Teaching Key Point Practise reading and writing using the target language．Ⅲ． Teaching Difficult Point How to write a guide to a place．Ⅳ．Teaching Procedures Step I Revision Review the target language presented in this unit． Check homework． Step Ⅱ 3a Invite a student to read the article aloud to the class． Correct any pronunciation errors to make sure the student is providing a good model for the rest of the class．Ask students to read the article again and complete the chart． Get students to do the work on their own or in pairs． As they work, move around the classroom and offer help as necessary． Check the answers． Step m 3b Read the instructions to the class． Point to the first two sentences and ask a student to read these sentences to the class．Look back at Activities 2a and 2b． Use this information to help you complete the guide to Sunville． Ask the students to complete the brochure on their own． As they work, walk around the classroom offering help and answering questions as needed．Invite a student to read the completed article to the class．Step Ⅳ 3c Read the instructions to the class．Ask students to say the names of some of the places they might write about． Write a list of these places on the board for students to use as they write their guides．Ask students to work on their own． Tell them that they can use what they wrote for activity 3b as a guide． They can write the guide for all tourists, teenagers, families, or people on a budget． As they work, move around the room offering help as needed．Correct the students’ work． Ask some students to read their guides and correct them．Step Ⅴ Part 4 G o through the instructions with the class．Get students to look back at the guides they wrote in Activity 3c．Ask students to work in groups of four or five students． Let different students play the role of the booth worker and the different tourists．Make sure every student has a chance to participate．Ask one or two groups to say one of their conversations to the class．The Fifth Period Step Ⅵ Homework 1． Read the article in 3a again． 2． Write a guide to our city．Ⅰ． Teaching Aims and Demands 1． Knowledge Objects（1）Fill in blanks and make sentences using beautiful, safe, delicious, convenient, fascinating．（2）Write some questions using the target language．2．Ability Objects Train students’ writing ability．Ⅱ．Teaching Key Points 1．Fill in blanks and make sentences．2．Write questions using the target language．Ⅲ． Teaching Difficult Point Make sentences using “beautiful, safe, delicious, convenient,fascinating”．Ⅳ．Teaching Procedures Step Ⅰ Revision Check homework． Ask a few students to read the article in 3a． Then ask a few students to read their guides．Step Ⅱ Part 1 Look at the words in the box． Ask a student to read them． Make sure the students understand the meaning of the words． You are to fill in the blanks with the words． In some cases, students may need to use another form of the word, for example adjusting for tense or subject/ verb agreement．Ask students to fill in the blanks on their own． Check the answers．Step ⅢPart 2 Go through the instructions with the class．Look at the example with the students．Ask students what the answer would be．Ask a student to read the question and answer it．Excuse me, could you tell me where the bank is, please? The bank is across the street from the shopping malt． Get students to complete the work in pairs．Check the answers．Ask a few students to read their questions．Step Ⅳ Just for Fun!Ask all the students to read the conversation．Ask: What is funny about this cartoon? Help students to explain． A Martian is a person from the planet Mars．There is no such thing as Martian food on Earth, and the clerk looks silly because he is trying to think of where there is a Martian restaurant．Invite some pairs of students to present this conversation to the rest of the class．Step Ⅴ Summary and Homework In this class, we’ve done much writing practice using the key vocabulary words and the target language presented in this unit． After class, please finish the questions in 2 in your exercise books．Then finish the exercises on pages 47～48 of the workbook as well．The Sixth PeriodThe Seventh PeriodⅠ Teaching Aims and Demands 1． Knowledge Objects（1）Key Vocabulary image, adventure, jealousy, hero, crime, journey, brave, no longer, show interest in, take it easy, become interested in, plain looks（2）Text: Grown-ups like cartoons, too． 2． Ability Objects（1）Fast-reading to get a general idea of the text．（2）Careful-reading to get the detailed information in the text．（3）Learn the words and phrases from the context．Ⅱ． Teaching Key Points 1． Key vocabulary．2．Train students’ reading a nd writing skills．Ⅲ．Teaching Difficult Point Train students’ reading and writing skills．Ⅳ． Teaching Procedures Step I Key Vocabulary Say the words and have students repeat them again and again until they can pronounce them fluently and accurately． Step Ⅱ Part 1 Read the title Grown-ups like cartoons, too．To the class． Ask, what do you think the article is about? Look at the picture．Ask students to describe what is happening in the picture． Ask students to answer the five questions．But don’t look at the reading text．Instead, they use their background knowledge to try to answer the questions． As students work, walk around, looking at their progress．When most students finish the task, ask students to answer the questions with a parter．Elicit answers from the students． Ask if other students have the same or different answers． Do not give the correct answers to the students at this point． Wait until students have finished the reading and let them revise their answers accordingly． StepⅢ Part 2 Read the te xt quickly, then summarize each paragraph in your own words． As the students are doing this, move around the classroom to make sure they can do the task in English． Ask five students to report their answers．Draw students’ attention to the instructions．Ask students to complete the task individually or in pairs．As they work, walk around the classroom to make sure students discuss their reasons in English． Have students report their answers．Encourage students to use complete sentences．Step Ⅳ Part 3 Point to the story． Look at the words indicated in bold．Ask different students to guess the meaning．Don’t give them the correct answers． Ask students to read the article once． Say, pay attention to the bold words and expressions． And note any other words or sentences, you don’t understand． Read in context, guessing their meanings from the other words around them． Ask students to read the article again for comprehension．Read the instructions with the students and have them look at the example．Then ask students to match the correct meanings with the correct words and expressions． Allow them one or two minutes to do this．Check the answers: Get students to make sentences with the words and expressions． Remind them to look at the article again for extra help．Answers to this activity will vary．Then ask a students to write his/her answers on the blackboard．Help correct any mistakes．Step Ⅴ Part 4 Read the instructions to the class． Elicit the first answer from the students from memory．Make sure that they understand what they need to do．Ask students to do the activity on their own or in pairs． Asthey work, walk around the classroom offering help students may need． Check the answers．Step Ⅵ Part 5 Read the task with the students．Ask students to do the activity in small groups． Try to put creative and artistic students in each group． Check the answers and have students show or act out their cartoons for the class． Optional activityAs an optional in-class or homework activity, remind students to find some cartoons and cut out the speech bubbles．Students can then write their own English stories in the speech bubbles．Step Ⅶ Homework 1．Read the story in 2 again for further comprehension．2．Revise the target language in this unit．第二篇：九年级英语unit 15教案雨龙中学高效课堂(二次备课)导学案课题：Unit 15 We’re trying to save the manatees!备课组：英语主备教师：杨翠芳授课时间：3.8—3.12授课班级：82,83,84备课组长审核签字：【预习导学——不看不讲】一、明确目标：1.学会区分并正确使用“一般现在时，现在进行时，现在完成时，to + 动词原形，被动语态”；2.阅读3a与3b,并按要求完成课后练习；3.掌握课文中出现的重点词组;4.保护动物，人人有责；二、自主学习：1.翻译GF部分，并区分相应语法和时态;2.翻译词组：(1)反对做某事；(2)适合；(3)对…感到吃惊；(4)活生生的教科书；(5)为某人提供某物；(6)关心、照顾；(7)同意；(8)不同意；三、检查释疑：各小组中对子相互检查自主学习部分，并说说不同答案的理由；【合作探究——不议不讲】一、合作学习： 2.Read a letter to the editor in 3b and give your opinion.3.Debate二、探究展示：各小组对子相互检查合作学习部分的答案，对疑问点提出自己的意见；【导学测评——不练不讲】一、导学测评（一）基础题——初显身手同步解析与测评：单项选择4，5, 8, 9 ；（二）能力题——挑战自我译一译：1.我不同意你的观点，我认为动物园是动物生活的好地方。
《国际市场营销》（双语）电子教案第一章Introduction to Global MarketingGlobal marketing in the firm 3课时教学重点：全球化和全球本地化的概念、全球营销的管理取向、影响全球一体化和全球营销的因素。
教学难点：全球营销的管理取向、影响全球营销的因素。
教学内容：1.Overview of Marketing(1)Competitive advantage(2)Globalization(3)Global Industries2.Global Marketing: What It Is and What It Isn’t3.The Importance of Global Marketing4.Management Orientations(1)Ethnocentric Orientation(2)Polycentric Orientation(3)Regiocentric(4)Geocentric orientations5.Forces Affecting Global Integration and Global Marketing(1)Driving Forces(2)Restraining Forces6.Outline of this book本章参考文献：1.Warren J.Keegan and Bodo B.Schlegelmilch,《Global Marketing Management: A EuropeanPerspective》, Pearson Education Limited，20012.菲利普R.凯特奥拉，约翰L.格雷厄姆，《国际营销》，中国人民大学出版社，20053.菲利普R.凯特奥拉，约翰L.格雷厄姆,《国际市场营销学》, 机械工业出版社，20054.马萨基.科塔比，克里斯蒂安.赫尔森，《全球营销管理》，中国人民大学出版社，20055.闫国庆，沈哲，孙琪，陈林兴，《国际市场营销学》，清华大学出版社，20046.甘碧群，《国际市场营销学》，武汉大学出版社，20027.王文举，张启明，《国际市场营销》，中国统计出版社，2003第二章Development of the firm’s International CompetitivenessThe Global Political &Economic Environment 3课时教学重点：国家发展阶段，产品饱和度，经济合作协议教学难点：国家发展阶段，国际结算，国际金融教学内容：1.The world Economy: An overview2.Economic systems(1)Market Capitalism(2)Centrally Planned Socialism(3)Centrally Planned Capitalism and Market Socialism3.Stages of Market Development(1)Low-Income Countries(2)Lower-Middle-Income Countries(3)Upper-Middle-Income Countries(4)Marketing Opportunities in LDCs and Developing Countries(5)High-Income Countries(6)The Triad(7)Marketing Implications of the stages of Development4.Banlance of Payments5.World Trade in Merchandise and Services6.Overview of International Finance(1)Managed Dirty Float(2)Foreign Exchange Market Dynamics(3)Purchasing Power Parity(4)Economic Exposure(5)Managing Exchange Rate Exposure本章参考文献：1.Warren J.Keegan and Bodo B.Schlegelmilch,《Global Marketing Management: A EuropeanPerspective》, Pearson Education Limited，20012.菲利普R.凯特奥拉，约翰L.格雷厄姆，《国际营销》，中国人民大学出版社，20053.菲利普R.凯特奥拉，约翰L.格雷厄姆,《国际市场营销学》, 机械工业出版社，20054.马萨基.科塔比，克里斯蒂安.赫尔森，《全球营销管理》，中国人民大学出版社，20055.闫国庆，沈哲，孙琪，陈林兴，《国际市场营销学》，清华大学出版社，20046.甘碧群，《国际市场营销学》，武汉大学出版社，20027.王文举，张启明，《国际市场营销》，中国统计出版社，2003年第三章Social and Cultural Environments 3课时教学重点：高背景文化和低背景文化、马斯洛的需求层次说、霍夫斯泰德德文化类型说以及自参考标准教学难点：霍夫斯泰德文化类型说、自参考标准和文化差异和相似性教学内容：1.High- and Low-Context Cultures2.Hofstede’s Cultural Typology3.The Self-Reference Criterion and Perception4.Diffusion Theory+(1)The Adoption Process(2)Characteristics of Innovations(3)Adopter Categories(4)Diffusion of Innovations in Pacific Rim Countries5.Marketing Implications of Social and Cultural Environments本章参考文献：1.Warren J.Keegan and Bodo B.Schlegelmilch,《Global Marketing Management: A EuropeanPerspective》, Pearson Education Limited，20012.菲利普R.凯特奥拉，约翰L.格雷厄姆，《国际营销》，中国人民大学出版社，20053.菲利普R.凯特奥拉，约翰L.格雷厄姆,《国际市场营销学》, 机械工业出版社，20054.马萨基.科塔比，克里斯蒂安.赫尔森，《全球营销管理》，中国人民大学出版社，20055.闫国庆，沈哲，孙琪，陈林兴，《国际市场营销学》，清华大学出版社，20046.甘碧群，《国际市场营销学》，武汉大学出版社，20027.王文举，张启明，《国际市场营销》，中国统计出版社，2003第四章The Legal and Regulatory Environments of Global Marketing 2课时教学重点：普通法和成文法、专利和商标、许可贸易、法庭裁决和仲裁方式、管理环境教学难点：专利和商标、许可贸易、各种政府和民间组织教学内容1.The Legal Environment(1)Common Law Versus Civil Law(2)Sidestepping Legal Problems: Important Business Issues(3)Conflict Resolution, Dispute Settlement, and Litigation2.The Regulatory Environment(1)Regional Economic Organizations: The European Union Example本章参考文献：1.Warren J.Keegan and Bodo B.Schlegelmilch,《Global Marketing Management: A EuropeanPerspective》, Pearson Education Limited，20012.沈钺，《全球营销学》，武汉大学出版社，20043.菲利普R.凯特奥拉，约翰L.格雷厄姆,《国际市场营销学》, 机械工业出版社，20054.马萨基.科塔比，克里斯蒂安.赫尔森，《全球营销管理》，中国人民大学出版社，20055.闫国庆，沈哲，孙琪，陈林兴，《国际市场营销学》，清华大学出版社，2004年6.甘碧群，《国际市场营销学》，武汉大学出版社，20027.王文举，张启明，《国际市场营销》，中国统计出版社，2003第五章Global Information Systems and Market Research 3课时教学重点：市场信息的来源、正式的市场调查研究步骤教学难点：市场调查研究步骤，一体化的市场信息收集教学内容：rmation Technology for Global Marketingrmation subject agenda and environmental scanning modes3.Sources of market information4.Formal market research(1)Step1: Identify the Information Requirement(2)Step2: Problem Definition---Overcoming the SRC(3)Step3: Choose Unit of Analysis(4)Step4: Examine Data Availability(5)Step5: Assess Value of Research(6)Step6: Research Design(7)Step7: Analyzing Data(8)Step8: Presenting the Findings(9)Headquarter’s Control of Marketing Research(10)A n Integrated Approach to Information Collection本章参考文献：1.Warren J.Keegan and Bodo B.Schlegelmilch,《Global Marketing Management: A EuropeanPerspective》, Pearson Education Limited，20012.沈钺，《全球营销学》，武汉大学出版社，20043.菲利普R.凯特奥拉，约翰L.格雷厄姆,《国际市场营销学》, 机械工业出版社，20054.马萨基.科塔比，克里斯蒂安.赫尔森，《全球营销管理》，中国人民大学出版社，20055.闫国庆，沈哲，孙琪，陈林兴，《国际市场营销学》，清华大学出版社，2004年6.甘碧群，《国际市场营销学》，武汉大学出版社，20027.王文举，张启明，《国际市场营销》，中国统计出版社，20038.王海忠，《全球营销：规则、指南、案例》，企业管理出版社，2002第六章Segmentation, Targeting, and Positioning 4课时教学重点：全球细分、选择目标市场、全球定位、产品市场决策、高科技和高感性定位教学难点：选择目标市场及定位、高科技和高感性定位教学内容：1.Global Market Segmentation(1)Demographic Segmentation(2)Psychographic Segmentation(3)Behavior Segmentation(4)Benefit Segmentation(5)Ethnic Segmentation2.Assessing Market Potential and Choosing Target Markets or Segments(1)Current Segment Size and Growth Potential(2)Potential Competition(3)Feasibility and Compatibility(4)A Framework for selecting Target Markets3.Product-Market Decisions4.Target Market Strategy Options(1)Standardized Global Marketing(2)Concentrated Global Marketing(3)Differentiated Global Marketing5.Positioning(1)Attribute or benefit(2)Quality and Price(3)Use or User(4)Competitor(5)Global, Foreign, and Local Consumer Culture Positioning本章参考文献：1.Warren J.Keegan and Bodo B.Schlegelmilch,《Global Marketing Management: A EuropeanPerspective》, Pearson Education Limited，20012.沈钺，《全球营销学》，武汉大学出版社，20043.菲利普R.凯特奥拉，约翰L.格雷厄姆,《国际市场营销学》, 机械工业出版社，20054.马萨基.科塔比，克里斯蒂安.赫尔森，《全球营销管理》，中国人民大学出版社，20055.闫国庆，沈哲，孙琪，陈林兴，《国际市场营销学》，清华大学出版社，2004年6.甘碧群，《国际市场营销学》，武汉大学出版社，20027.王文举，张启明，《国际市场营销》，中国统计出版社，20038.王海忠，《全球营销：规则、指南、案例》，企业管理出版社，2002第七章Some approaches to the choice of entry modeGlobal Market Entry Strategies: Licensing, Investment, and Strategic Alliances 6课时教学重点：许可和合营、市场扩张战略、投资扩张和战略联盟教学难点：全球战略合作伙伴概念、市场扩张战略教学内容：1.LicensingSpecial Licensing Arrangements2.Investment(1)Joint Ventures(2)Investment via Ownership or Equity Stake3.Global Strategic Partnerships4.The Nature of Global Strategic Partnerships(1)Success Factors(2)Alliances with Asian Competitors(3)CFM International, GE, and Snecma: A Successful Story(4)AT&T and Olivertti: A Failure(5)Boeing and Japan: A Failure(6)International Partnerships in Developing Countries5.Cooperative Strategies in Japan: Keiretsu6.Cooperative Strategies in South Korea: Chaebol7.Twenty-First Century Cooperative Strategies: Targeting the Digital Future8.Market Expansion Strategies本章参考文献：1.Warren J.Keegan and Bodo B.Schlegelmilch,《Global Marketing Management: A EuropeanPerspective》, Pearson Education Limited，20012.沈钺，《全球营销学》，武汉大学出版社，20043.菲利普R.凯特奥拉，约翰L.格雷厄姆,《国际市场营销学》, 机械工业出版社，20054.马萨基.科塔比，克里斯蒂安.赫尔森，《全球营销管理》，中国人民大学出版社，20055.闫国庆，沈哲，孙琪，陈林兴，《国际市场营销学》，清华大学出版社，2004年6.甘碧群，《国际市场营销学》，武汉大学出版社，20027.王文举，张启明，《国际市场营销》，中国统计出版社，20038.王海忠，《全球营销：规则、指南、案例》，企业管理出版社，20029.吴声功，《跨国公司经营管理》，上海人民出版社，2003第八章Product and Brand Decisions 4课时教学重点：产品和品牌概念、原产国因素、地域扩张、全球营销中的新产品开发教学难点：地域扩张、全球营销中的新产品开发教学内容：1.Basic product and brand concepts(1)Product Types(2)Brands(3)Local Products and Brands(4)International Products and Brands(5)Global Products and Brands(6)Global Brand Development(7)Local Versus Global Products and Brands: A Need-Based Approach2.Country of origin as brand element3.Packaging(1)Labeling(2)Aesthetics4.Product warranties5.Extend, Adapt, Great: strategic alternatives in global marketing(1)Strategy1: Product-Communication Extension(2)Strategy2: Product Extension-Communication Adaptation(3)Strategy3: Product Adaptation-Communication Extension(4)Strategy4: Product-Communication Adaptation(5)Strategy5: Product Invention(6)How to Choose a strategy6.New products in global marketing(1)Identifying New-Product Ideas(2)New-Product Development(3)The International New-Product Department(4)Testing New Products本章参考文献：1.Warren J.Keegan and Bodo B.Schlegelmilch,《Global Marketing Management: A EuropeanPerspective》, Pearson Education Limited，20012.沈钺，《全球营销学》，武汉大学出版社，20043.菲利普R.凯特奥拉，约翰L.格雷厄姆,《国际市场营销学》, 机械工业出版社，20054.马萨基.科塔比，克里斯蒂安.赫尔森，《全球营销管理》，中国人民大学出版社，20055.闫国庆，沈哲，孙琪，陈林兴，《国际市场营销学》，清华大学出版社，2004年6.甘碧群，《国际市场营销学》，武汉大学出版社，20027.杨建新，《产品生命周期评价方法及应用》，气象出版社，20028.胡树华，《产品开发设计的功能成本分析》，科学出版社，20019.李倩茹，《新产品开发、定位和销售》，广州经济出版社，2002第九章Pricing Decisions 4课时教学重点：全球定价目标和策略、影响定价决策的环境因素、灰色市场、倾销、转移定价、反向贸易教学难点：全球定价策略、灰色市场、倾销、抵销、反向贸易教学内容：1.Basic pricing concepts2.Global pricing objectives and strategies（1）Market Skimming and Financ ial Objectives（2）Penetration Pricing and Nonfinancial Objectives（3）Companion Product “Razors and Blades” Pricing（4）Target Costing（5）Calculating Prices: Cost-based Pricing and Price Escalation（6）Terms of Sale3.Environment influences on pricing decisions(1)Currency Fluctuations(2)Inflationary Environment(3)Government Controls, Subsidies, and Regulations(4)Competitive Behavior(5)Using Sourcing as a Strategic Pricing Tool4.Global pricing: three policy alternatives(1)Extension or Ethnocentric(2)Adaptation or Polycentric(3)Geocentric5.Gray market goods6.Dumping7.Price fixing8.Transfer pricing(1)Tax Regulations and Transfer Prices(2)Sales of Tangible and Intangible Property(3)Competitive Pricing(4)Importance of Section 482 Regulations9.Countertrade(1)Barter(2)Counterpurchase(3)Offset(4)Compensation Trading(5)Switch Trading本章参考文献：1.Warren J.Keegan and Bodo B.Schlegelmilch,《Global Marketing Management: A EuropeanPerspective》, Pearson Education Limited，20012.沈钺，《全球营销学》，武汉大学出版社，20043.菲利普R.凯特奥拉，约翰L.格雷厄姆,《国际市场营销学》, 机械工业出版社，20054.马萨基.科塔比，克里斯蒂安.赫尔森，《全球营销管理》，中国人民大学出版社，20055.闫国庆，沈哲，孙琪，陈林兴，《国际市场营销学》，清华大学出版社，2004年6.甘碧群，《国际市场营销学》，武汉大学出版社，20027.王文举，张启明，《国际市场营销》，中国统计出版社，20038.王海忠，《全球营销：规则、指南、案例》，企业管理出版社，20029.吴声功，《跨国公司经营管理》，上海人民出版社，2003第十章Global Marketing Channels and Physical Distribution 4课时教学重点：分销渠道管理、建立和保持渠道中介、全球零售业、物流管理教学难点：全球零售渠道、物流管理教学内容：1.Channel objectives2.Distribution channels :terminology and structure(1)Consumer Products and Services(2)Industrial Products3.Establishing channels and working with channel intermediaries4.Global retailing5.Innovation in global retailing6.Physical distribution, supply chains, and logistics management(1)Order Processing(2)Warehousing(3)Inventory Management(4)Transportation(5)Logistics Management: A Brief Case Study本章参考文献：1.Warren J.Keegan and Bodo B.Schlegelmilch,《Global Marketing Management: A EuropeanPerspective》, Pearson Education Limited，20012.沈钺，《全球营销学》，武汉大学出版社，20043.菲利普R.凯特奥拉，约翰L.格雷厄姆,《国际市场营销学》, 机械工业出版社，20054.马萨基.科塔比，克里斯蒂安.赫尔森，《全球营销管理》，中国人民大学出版社，20055.闫国庆，沈哲，孙琪，陈林兴，《国际市场营销学》，清华大学出版社，2004年6.甘碧群，《国际市场营销学》，武汉大学出版社，20027.李飞，《分销渠道》，清华大学出版社，20038.邹树彬，《分销渠道管理》，广东经济出版社，2000第十一章Global Marketing Communications Decisions:Advertising and Public Relations 4课时教学重点：全球广告、全球媒体决策、公共关系和公众度教学难点：全球广告、世界各地的公关差异教学内容：1.Global advertisingGlobal Advertising Content: The “Standardization” versus “adaptation” Debate2.Advertising agency: organizations and brandsSelecting an Advertising Agency3.Creating global advertising(1)Art Directors and Art Direction(2)Copy(3)Cultural Considerations4.Global media decisions(1)Media vehic les and expenditures(2)Media Decisions5.Public relations and publicity(1)The Growing Role of Public Relations in Global Marketing(2)Communications(3)How public relations practices differ around the world本章参考文献：1.Warren J.Keegan and Bodo B.Schlegelmilch,《Global Marketing Management: A EuropeanPerspective》, Pearson Education Limited，20012.沈钺，《全球营销学》，武汉大学出版社，20043.菲利普R.凯特奥拉，约翰L.格雷厄姆,《国际市场营销学》, 机械工业出版社，20054.马萨基.科塔比，克里斯蒂安.赫尔森，《全球营销管理》，中国人民大学出版社，20055.闫国庆，沈哲，孙琪，陈林兴，《国际市场营销学》，清华大学出版社，2004年6.甘碧群，《国际市场营销学》，武汉大学出版社，20027.王文举，张启明，《国际市场营销》，中国统计出版社，20038.王海忠，《全球营销：规则、指南、案例》，企业管理出版社，20029.吴声功，《跨国公司经营管理》，上海人民出版社，200310.张映红，《公共关系管理》，北京经济学院出版社，200311.周广华，《促销管理实战》，广东经济出版社，2003第十二章Strategic Elements of Competitive Advantage 3课时教学重点：行业分析（影响竞争的因素）、竞争优势、全球竞争和国家竞争优势教学难点：竞争优势、全球竞争和国家竞争优势教学内容：1.Industry analysis: forces influencing competition(1)Threat of New Entrants(2)Threat of Substitute Products(3)Bargaining Power of Buyers(4)Bargaining Power of Supplier(5)Rivalry Among Competitorspetitive advantage(1)Generic Strategies for Creating Competitive Advantage(2)The Flagship Firm: The Business Network with Five Partners(3)Creating Competitive Advantage via Strategic Intent3.Global competition and national competitive advantage(1)Demand Conditions(2)Related and Supporting Industries(3)Firm Strategy, Structure, and Rivalry(4)Chance(5)Government4.Current issues in competitive advantage本章参考文献：1.Warren J.Keegan and Bodo B.Schlegelmilch,《Global Marketing Management: A EuropeanPerspective》, Pearson Education Limited，20012.沈钺，《全球营销学》，武汉大学出版社，20043.菲利普R.凯特奥拉，约翰L.格雷厄姆,《国际市场营销学》, 机械工业出版社，20054.马萨基.科塔比，克里斯蒂安.赫尔森，《全球营销管理》，中国人民大学出版社，20055.闫国庆，沈哲，孙琪，陈林兴，《国际市场营销学》，清华大学出版社，2004年6.甘碧群，《国际市场营销学》，武汉大学出版社，20027.王文举，张启明，《国际市场营销》，中国统计出版社，20038.王海忠，《全球营销：规则、指南、案例》，企业管理出版社，20029.吴声功，《跨国公司经营管理》，上海人民出版社，2003第十三章The Digital Revolution and Global Electronic Marketplace 3课时教学重点：行业集中、价值网络和分裂性科技、全球电子营销、移动商业和无线连接教学难点：行业集中、价值网络、全球电子营销教学内容：1.The digital revolution: a brief history2.Convergence3.Value-Networks and disruptive technologies4.Global E-Commerce5.Web site design6.New product and servicesBroadband7.Mobile commerce and wireless connectivity(1)Smart Cell Phones(2)Internet Phone Service8.Conclusion本章参考文献：1.Warren J.Keegan and Bodo B.Schlegelmilch,《Global Marketing Management: A EuropeanPerspective》, Pearson Education Limited，20012.沈钺，《全球营销学》，武汉大学出版社，20043.菲利普R.凯特奥拉，约翰L.格雷厄姆,《国际市场营销学》, 机械工业出版社，20054.马萨基.科塔比，克里斯蒂安.赫尔森，《全球营销管理》，中国人民大学出版社，20055.闫国庆，沈哲，孙琪，陈林兴，《国际市场营销学》，清华大学出版社，2004年6.甘碧群，《国际市场营销学》，武汉大学出版社，20027.王文举，张启明，《国际市场营销》，中国统计出版社，20038.王海忠，《全球营销：规则、指南、案例》，企业管理出版社，20029.吴声功，《跨国公司经营管理》，上海人民出版社，200310.怀特，董俊英，《国际营销错误案例》，北京经济科学出版社，2003第十四章Overall review of course and Preparation of final exam 2课时教学内容：回顾本学期所学内容，梳理各章节知识要点，准备期末考试。
课程名称：线上营销英语课程目标：1. 培养学生对线上营销概念的理解。
2. 提高学生使用英语进行线上营销沟通的能力。
3. 使学生熟悉常见的线上营销工具和策略。
4. 增强学生的跨文化交际意识。
课时安排： 2课时教学对象：高级英语学习者或商务英语学习者教学资源：- 教材：选取包含线上营销内容的英语教材或相关资料。
- 多媒体：PPT、视频、网络资源等。
- 实例：真实线上营销案例。
教学流程：第一课时一、导入 (5分钟)1. 使用PPT展示线上营销的定义和重要性。
2. 提问：What do you think are the key elements of online marketing?二、新知识学习 (20分钟)1. 讲解线上营销的基本概念、目标和策略。
2. 引入常用线上营销工具，如SEO、SEM、社交媒体营销等。
3. 通过PPT或视频展示相关案例，让学生了解实际应用。
三、实践练习 (15分钟)1. 分组讨论：让学生根据所学内容，设计一个简单的线上营销方案。
2. 每组用英语进行方案展示，其他小组进行评价。
四、课堂小结 (5分钟)1. 总结本节课所学内容。
2. 强调线上营销的重要性。
第二课时一、复习 (5分钟)1. 复习上节课所学内容，提问学生关于线上营销的问题。
二、案例分析 (20分钟)1. 分析一个真实的线上营销案例，引导学生讨论其成功因素。
2. 分组讨论：让学生分析案例中的营销策略，并思考如何将其应用到自己的方案中。
三、小组项目 (20分钟)1. 让学生根据上节课的讨论，进一步完善线上营销方案。
2. 每组用英语进行方案展示，其他小组进行评价。
四、课堂小结 (5分钟)1. 总结本节课所学内容。
2. 强调线上营销的实践性和跨文化交际的重要性。
五、课后作业1. 完成一份线上营销方案，并提交英语报告。
2. 收集并分析一个线上营销案例，撰写一篇英语报告。
教学评价：1. 课堂参与度：观察学生在课堂上的表现，如提问、回答问题、小组讨论等。
